Professional Documents
Culture Documents
Purpose:
Students in the United States struggle when faced with problems that require prolonged effort and
several failed attempts before a viable solution is found. Ask any successful individual what character
trait above all others determined their achievement, and time and again the response will be
perseverance. It seems that with perseverance, success is inevitable, yet this is a character trait that
students struggle the most to develop, and thus our students continue to fall behind their global peers on
the academic stage (Stevenson & Lee, 1990) Without the ability to see failure as a vital step in the
learning process, and the tenacity to keep trying for solutions, when the answers are not evident, our
students will continue to achieve at lower levels on standardized assessments. In order for American
schools to improve, we have to train problem solvers who are comfortable with a challenge. As a result of
these needs and deficiencies, the purpose of this study will be to evaluate and compare the effectiveness
of curriculum focused on building skills that support the development of perseverance in students at the
Design:
I would use a convergent parallel research design model to determine whether or not
curriculum focused on the development of perseverance skills would improve overall student
achievement. I would use this design model because I would want to collect qualitative
information about student attitudes, while simultaneously collecting quantitative data from
academic growth and student perceptions. Both forms of data will need to be analyzed to
evaluate findings. I would use data from 6 elementary schools. 2 schools will be Title I schools,
2 schools will be public schools that are not Title I, 2 schools will be private. The variable will
be the perseverance focused curriculum. 6 classes from each school will participate, half of
which will serve as a control and students in those groups will not receive the intervention.
EDRS 6301 Assignment 5 Amanda Fox
The experiment would begin with a pre-test in both mathematics and reading
comprehension to determine base line performance for students in both groups. The test will
include multi-step word problems in mathematics that require the utilization of prior skills in
new ways, and constructed response questions in reading, in which student response will need to
be supported by evidence found throughout several related passages. A rubric will be used to
score assessments. Scoring will be done twice and blindly. Time on task will also be calculated
during the assessment. Additionally, students will take part in individual interviews to determine
attitude, beliefs and perceptions about ability and effort and the effect these concepts have on
academic achievement. The experimental group will take part in instruction gained from
perseverance curriculum, over two consecutive quarters, or nine week segments. Students will be
given a formative assessment at the end of the first nine weeks to evaluate progress and in order
to do for a formative comparison between experimental and control groups. The experimental
group will complete another nine weeks of instruction, followed by a second round of interviews
and a summative assessment. Data from both groups will be compiled and compared, to ascertain
Initial recorded interview will be transcribed, analyzed and coded to determine themes.
The same descriptions and themes will be used to evaluate final interviews for change. Interview
data will be used to determine if student attitudes about the relationship between ability and
effort changed, or stayed the same. The comparison of pre and post test data will determine if
curriculum had in impact on academic growth. The comparison of the experimental group to the
Sample:
I will utilize two sampling strategies. Maximal variation strategy is used to illustrate the
effectiveness of the program based on school type, and homogenous sampling occurs with the
selection of third grade classes in each school. 4, third grade classrooms will be selected from
each school at random, from those that agree to participate. Randomly selected classrooms will
be compared demographically and the most similar classes will be separated into either the
experimental set, or the control. This would give me 12 experimental classes, and 12 control, for
Analysis:
A composite student performance score will be compiled based on time on task, student
attitude indicators, and final assessment scores for each participant. The initial null hypothesis
(Ho) is that the introduction of perseverance focused curriculum, with increase student
performance. If the initial null is rejected, then the same data can be used to determine if there is
no change in achievement (Ha). The alpha level is .05, which will be compared to the statistical p
value determined by the t test. This will determine if there is a significant difference between the
References:
Stevenson, H. W., & Lee, S. Y. (1990). Contexts of achievement: a study of American, Chinese,
and Japanese children. Monographs Of The Society For Research In Child Development,
55(1-2), 1-123.