Date of Award

Fall 12-2017

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Research and Administration

Committee Chair

Richard S. Mohn

Committee Chair Department

Educational Research and Administration

Committee Member 2

Kyna Shelley

Committee Member 2 Department

Educational Research and Administration

Committee Member 3

Thomas O'Brien

Committee Member 3 Department

Educational Research and Administration

Committee Member 4

Heath Grames

Committee Member 4 Department

Child and Family Studies

Abstract

The purpose of this research was to identify effective intervention strategies used in a goal-based study skills course for academically at-risk, first-generation, African-American, female students. Based on the theoretical framework from goal, motivation and achievement theories (Covington, 2000; Kuh, 2007; Nicholls, 1984), this study provided an analysis of research regarding the academic success and persistence of at-risk students. An explanatory mixed-method design was employed that consisted of two phases. The first phase of the study used quantitative data to test for difference in GPA and academic status between the control and treatment group. Quantitative data was also used to identify variables within the goal-based study skills course that helped predict the post-term GPA of experimental group participants. The second phase of the study used qualitative data to expand upon the quantitative findings. The study utilized case study methodology and six participants of the goal-based study skills course were purposefully selected to participate in semi-structured interviews. The interviews were analyzed and coded, and three dominant themes emerged that could allow administrators and faculty the opportunity to successfully design and deliver courses to increase the academic success of at-risk students.

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