Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

2017

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Robert Oprandy

First Committee Member

Marilyn Draheim

Second Committee Member

Tenisha Tevis

Abstract

This study examined AVID’s effects on the metacognitive development of students taking the AVID Elective during their 9 th grade year. The purpose of this study was to examine the differences in metacognitive development between AVID and non-AVID students in two high schools during their 9 th grade year. Metacognition was operationally defined as an individual’s thinking about how they are thinking, called ownership of learning, and the application of skills, called learning techniques, that students utilize to accomplish a task. Additionally, GPAs were compared to determine potential differences in cognitive development. The quantitative study used a pre-test, post-test design, utilizing a validated test called the LASSI-HS™, which measures a student’s level of metacognition. An Analysis of Covariance (ANCOVA) was used to determine whether there were differences on eight metacognitive measures of attitude, motivation, anxiety, time management, self-testing, study aids, test strategies, and collaboration. A Chi-square test for independence was used to examine differences between taking at least one advanced course during 10 th grade for both AVID and non-AVID students. Lastly, a two sample t-test was used to examine potential differences between 9 th grade GPAs between AVID and non-AVID students. The framework was based on Flavell’s theory of “Metacognition and Cognitive Monitoring” and Conley’s Key Learning Skills and Techniques. The findings of this study indicate that there was a significant difference between AVID and non-AVID students in the use of study aids and advanced coursework in the 10 th grade. Additional consideration was given to the metacognitive measures of anxiety, motivation, and self-testing. Lastly, the findings indicate that AVID may provide students with long-lasting benefits, such as college acceptance and increased college persistence.

Pages

126

ISBN

9781369796919

To access this thesis/dissertation you must have a valid pacific.edu email address and create an account for Scholarly Commons.

Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email