Doctoral Dissertations

Date of Award

6-1984

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Psychology

Major Professor

Howard F. Aldmon

Abstract

The purpose of this study was to assess the effectiveness of two academic support programs on the academic performance of black undergraduate students. Data were collected, analyzed and evaluated on 89 participants representing two treatment groups and one control group. The participants were freshman and sophomores enrolled in the University of Tennessee, Knoxville (UTK), Black Cultural Center (BCC) and the Education Advancement Program (EAP). The study was conducted in the 1981-82 academic school year. Two specific hypotheses were generated. It was hypothesized that students enrolled in the BCC and EAP would achieve significantly greater GPA mean gain scores than nonenrolled (control group) students. The null hypothesis was that there would be no significant difference in cumulative GPA mean gain scores performed between the two treatment groups. Data analysis showed that the alternative hypothesis was rejected. The null hypothesis of "no significant difference" was supported. A closer examination of data on group performance within the two treat-ment groups revealed the following: (1) sixty-one percent of the students receiving tutoring at the BCC achieved letter grades of "C" (2.0 and above) "C+" (2.5) to "A" (4.0) in regular classroom courses, and (2) students enrolled in the EAP performed quite well. Seventy percent of the EAP students achieved similar GPA results for which tutoring had been rendered. Students enrolled in the BCC identified chemistry, engineering, math and biology most often as the subject areas in which they needed academic assistance. Students enrolled in the EAP identified the subject areas of math, biology, chemistry, and English. The study specifically contributed to the existing body of litera-ture in two ways. First, it offered an opportunity to investigate the academic performance of students who were performing successfully (2.0 and above) in their course work as well as students who were not performing adequately in their course work. Second, it offered an opportunity to focus on the unique characteristics and services of the BCC and EAP.

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