Metrics
11 File views/ downloads
70 Record Views
Dissertation
Comparison of Fcat Reading Scores between Fourth-grade Traditional Classrooms and Fourth-grade Arkansas Literacy Model Classrooms
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2011
Abstract
The purpose of this descriptive study was to investigate the impact of the Arkansas literacy model on student Florida Comprehensive Achievement Test (FCAT) reading test scores. Since the independent variable was not manipulated and had already occurred, an ex post facto design was proposed. The independent variable in this study is the type of teaching model used for teaching reading during the 2006-2007 and 2007-2008 school years. The values of this dichotomous variable are the Arkansas literacy model and the traditional classroom. The dependent variables are the fourth-grade FCAT reading test scores for words and phrases, main idea, comparisons, and research and reference skills. Research Question 1: Does a difference exist in fourth-grade FCAT reading mean test scores between Arkansas literacy model classrooms and traditional classrooms? A 1-way analysis of variance (ANOVA) was used to examine whether students' scores on the FCAT are a function of the reading method they received. The independent variable represented the 2 different types of teaching methods: the Arkansas literacy model and the traditional classroom. The dependent variable was the students' scores on the FCAT: words and phrases, main idea, comparisons, and reference and research. There was no significant difference between the Arkansas literacy model classrooms and the traditional classrooms in words and phrases, main idea, comparisons, and research and reference skills; therefore, the null hypotheses was not rejected. Research Question 2: Does a difference exist in fourth-grade FCAT reading mean test scores among Arkansas model classrooms? An ANOVA was used to examine whether students' scores on the FCAT are a function of the reading method they received. The independent variable was the teaching method: the Arkansas literacy model or the traditional classroom model. The dependent variable was the students' scores on the FCAT: words and phrases, main idea, comparisons, and reference and research. There is no difference among the Arkansas literacy model classrooms in words and phrases fourth-grade FCAT reading mean test scores. There was a significant difference among the Arkansas literacy model classrooms in words and phrases fourth-grade FCAT reading mean test scores; therefore, the null hypotheses was rejected.
Details
- Title
- Comparison of Fcat Reading Scores between Fourth-grade Traditional Classrooms and Fourth-grade Arkansas Literacy Model Classrooms
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 91
- Copyright
- © 2011 Amy Marie Bush
- Identifiers
- 99380090757606600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida