Improving the success rate of academically disadvantaged black students in general education science classes at a small, historically black, private, church related college
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Selma Theresa Tuck Burrell (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- David B. Strahan
Abstract: The purpose of this research was to design, implement, and evaluate three methods for helping academically disadvantaged Black students succeed in the general education science course at Barber-Scotia College. The methods used in this study were enrichment, self-esteem building, and enrichment/self-esteem building. The sample comprised one hundred eight freshman students in Biology I. A MANOVA revealed that there was a significant difference between the test scores of participants in the treatment groups and the scores of the participants in the control group. The Scheffe test revealed that participants in the enrichment and enrichment/self-esteem groups scored higher on tests than did the participants in the control and self-esteem groups. Responses from a student questionnaire provided information about how participants regarded the enrichment and self-esteem sessions. Results demonstrated that enrichment sessions helped participants perform better on tests and that self-esteem sessions did not help students as much.
Improving the success rate of academically disadvantaged black students in general education science classes at a small, historically black, private, church related college
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Created on 1/1/1992
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1992
- Subjects
- African American universities and colleges $x Curricula
- African American college students
- Science $x Study and teaching (Higher)
- Self-esteem