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ERIC Number: ED474905
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 84
Abstractor: N/A
Reference Count: N/A
A Study To Determine the Effect of Skill-Focused Curriculum & Instruction on Student Achievement as Evidenced by GED & ACT Pre/Post Scores.
Hinterer, Sally A.
This study explored the effect of skill-based curricula (based on Bloom's Taxonomy) on the academic performance of incarcerated youth. It investigated the impact of teaching thinking skills as a model for designing curricula at the West Virginia Industrial Home for Youth's Johnston High School, a maximum-security juvenile facility. The Graduate Equivalent Diploma (GED) test and ACT test were used to determine whether this instructional approach would make a positive impact on student achievement. The null hypothesis was that skill-focused instruction would not improve student achievement on standardized tests. Students were scheduled into one of four skill-development sections for each course in their core curricula. These sessions addressed students' skill deficiencies. Two versions of the GED were used in the study (the GED given before 2002 and the 2002 GED). Results rejected the null hypothesis and supported the alternate hypothesis that skill-focused instruction could make a positive impact on student achievement. The ACT test scores also rejected the null hypothesis. (Contains 44 references.) (SM)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment