Signature Project + Major Assignment (A+ Required)

Running head: PREPARATION AND IMPROVING ACT SCORES 1

Preparation and Improving ACT Scores:

The Effectiveness of an ACT Preparation Course on improving ACT scores in Rural Alabama.

Author’s Name

University of West Alabama

Author Note

Author’s Name, School of Graduate Studies, Student in Masters of Instructional

Leadership, University of West Alabama.

This proposal was written as part of the graduate course ED504, Techniques of

Educational Research, under the guidance of Professor’s Name.

Commented [DD2]: The Running Head: The running head is a shortened version of the paper’s full title, and it is used to help readers identify the titles for

published articles (even if your paper is not intended for publication, your paper should still have a running head). On the cover page, capitalize Running but do not capitalize

head. Follow with colon: then with title in all CAPS. Only the title in all CAPS on following pages.

Commented [DD3]: Title: 1. The title of your paper: type your title in upper and lowercase letters centered in the upper half of the page. All

text on the title page, and throughout your paper, should be double-spaced. 2. The author’s name (your name): beneath the title, type the author’s name: first name, middle initial(s), and last

name. Do not use titles (Dr.) or degrees (Ph.D).

Commented [DD4]: The Author’s Note: At the bottom of the cover page, type the institutional affiliation, which should indicate the location where the author(s) conducted

the research, such as The University of West Alabama.

PREPARATION AND IMPROVING ACT SCORES 2

Abstract

The role of standardized tests in general and college admission tests, in particular, is a hot topic

for educators, administrators and others evaluating the outcomes of educational institutions. The

importance of the test scores for both students and institutions is acknowledged, and the test

preparation industry has spawned into a multi-billion dollar enterprise. Yet, objective evidence

supporting the effectiveness of coaching for college preparatory tests, including the ACT, is

virtually nonexistent. This study investigates the effects of ACT preparations on improving ACT

scores in a high school in rural Alabama. Sixty participants at Gordo High School will take part

in this experiment, with 30 being given ACT preparation support and 30 not receiving any

support. Results will be compared to answer the basic research question “Does ACT preparation

improve ACT scores at Gordo High School in rural Alabama?”

Keywords: prep, improve, scores, rural

Commented [DD5]: Setting up an Abstract Page 1. Set up a page header flush left with the page number flush

right at the top of the page. Go to Insert → Page Number → Top of Page → Plain Number 3 → type your page header and click Tab key twice to separate from the page number.

Make sure all pages after the title page should have a running head that looks like this: T ITLE OF YOUR PAPER

On the first line of the abstract page, center the word Abstract (no bold, formatting, italics, underlining, or quotation marks).

Beginning with the next line, write a concise summary of the key points of your research. (Do not indent - the abstract will be the only paragraph in the entire proposal that is not indented).

The abstract is a brief summary of the entire proposal, typically ranging from 150 to 250 words. It is different from a thesis statement in that the abstract summarizes the entire

proposal, not just mentioning the study’s purpose or hypothesis. Therefore, the abstract should outline the proposal’s major headings: the research question, theoretical framework, research design, sampling method,

instrumentation, and data and analysis procedures. A good abstract accurately reflects the content of the proposal, while at the same time being coherent, readable,

and concise. Do not add any information in the abstract that is not previously discussed throughout the proposal. Because it

highlights the entire proposal, it would be wise to wait and write the abstract last. This way, one merely has to reword information that was previously written.

PREPARATION AND IMPROVING ACT SCORES 3

Chapter 1

The Effectiveness of an ACT Preparation Course on Student

ACT Scores in a Rural High School.

Established in 1959, the ACT Assessment is becoming increasingly more important.

Most colleges and universities in the United States require students to take the SAT or ACT as

part of the college application process. These tests are high stakes in at least three ways. First,

most universities factor scores on these tests into admissions decisions. Second, higher scores

can increase a student’s chances of being admitted to selective schools, while lower scores can

limit the number of institutions students have available to choose from. Finally, many colleges

use admissions tests when determining eligibility for merit-based financial aid. A student’s ACT

score is a good predictor of success as a college freshman (Bontekoe, 1992).

Statement of the Problem

The 2018 state of Alabama composite ACT score is below the National Average

composite score of 20.8; however, the information is deceptive because not all states participate

in the ACT assessment. Furthering to suggest data cannot be compared with the national and/or

other states that in which do not have 100% of high school student being provided equitable

access to the ACT assessment. None the less, Alabama consistently scores lower than the

national average and there have been no studies to determine what steps states are taking to

ensure students perform well on the ACT.

Purpose of the Study

The purpose of this study is to determine if ACT preparation courses improve students’

scores on the ACT. Alabama students have consistently scored less than the national ACT

composite score average, including students in the rural schools of Pickens County. Because

college and career readiness indicators continue to hold significance to the ACT assessment,

Commented [DD6]: Chapter 1: Chapter 1 is centered and bold at the top of page 3.

Chapter 1 is the narrative written using Major Assignment #1. This is the overview of your study. Do not write the word

introduction or any other words at the top. Note APA - The overview covers the big picture and main details.

Do not write about results, because at this point, you’ve not conducted an experiment.

Commented [DD7]: Your title should be written underneath Chapter 1.

Commented [DD8]: The “Statement of the Problem” is

an imperative part of the proposal, for in order for research to be conducted, one must notice a problem in the existing literature that has not been previously addressed.

For this section, the following questions should be answered: Why does this research study need to be conducted? What specific issues does this study raise that have not been observed in other literature pertaining to the topic?

Answering these questions will allow readers to understand why this particular study is important and how the study will attempt to answer new, never-before asked questions.

You must also include your graphical representation in this section. The graph is a data chart which shows how you determines you even had a problem to investigate. You should use data that is already available to you to justify that

there is a problem to research. Examples: DIBELS scores, absentee reports, weekly tests, etc.

Commented [DD9]: It is appropriate include a sentence

saying “The purpose of this study is…” under this section. Clearly identify the goal of the study in one precise sentence. For example, the sentence could look like this: “the purpose of this study is to determine if ACT preparation classes

improve students’ scores on the ACT.” Why is this an important area of study? Answer this question under this section. Also, identify the unit of analysis or specific inquiry used. Examples of different units of analysis include self-

report surveys, observational studies, etc.

PREPARATION AND IMPROVING ACT SCORES 4

accountability to ensure Pickens County graduates are efficiently prepared for post-secondary

educational institutions is a significant priority.

The data below provides four years of composite ACT scores from graduates of Gordo

High School and Alabama high school students. Beginning in the 2014- 2015 school year, 100%

of Alabama high school students were provided equitable access to taking the ACT assessment

within their individual high schools. Every 11th-grade student at Gordo High School is provided

the opportunity to participate in taking the ACT assessment at their school.

With improving scores a priority in Pickens County and supportive initiatives already

implemented, the data does not provide significant improvements per the implementing of the

ACT preparation course. A vital component to explore is the entirety of the rural high school

student(s) populating the ACT preparation course. Education in rural areas provide extreme

challenges and adversities to dispute. The content and quality of the ACT preparation course

itself must intersect with the individual reality of the learner. Showalter, Klein, Johnson, and

Hartman (2017) present in a recent report strong arguments to the existence of low ACT scores

in Pickens County. Data within report suggests, Alabama is ranked 21 in the United States (1

being the most crucial or most urgent), to obtaining student preparedness for college and career

17.5 17.5 17.5

17.9

19.1 19.1 19.2 19.1

2015 2016 2017 2018

ACT Composite Scores

Gordo HS Alabama

Commented [DD10]: Graphical Representation The graphical representation is a visual show ing how you came to the conclusion you have a problem. The

visual should show w here you've accessed data, review ed it, and found or identified a problem. You are allow ed to look at a classroom problem or a grade level program, but keep it basic. Make sure the problem is

occurring in your current w orking environment and is not very broad.

PREPARATION AND IMPROVING ACT SCORES 5

readiness and ranked the third highest priority state regarding rural conditions. Another factor to

suggest a weakness to the data is the teacher in place to instruct the course. Teachers give the

section to teach the ACT preparation course has been provided training to ACT preparations by

the ACT organization, as well as, instructional practices to improve methods and strategies to the

ACT assessment. With confidence the specific teachers in place are diligently and consistently

providing instructional ACT practices, the unfortunate reality could be indifferent. Modeling

philosophies for improvements are needed to support student growth, but, all adults must desire

to have their own individual growth to encourage effective resources (Lambertson, 2014).

Teaching style and methods, along with personality differences, could provide a weakness in

student achievement and accountability. Although the ACT preparation course is filled with

enhancing insights to ACT expectations and enriched methodological approaches, the

complexities contributing to rural learners cannot be ignored. ACT research and resources

suggest interventions and support practices improve scores, but the depiction of the participant

and effort exposed can prompt variance to the purpose (Camara, 2017).

Granting great opportunities to encourage student achievement in the Pickens County

School System is evident with the initiative of implementing ACT supportive disciplines. ACT

improvement is needed and rural factors are an existing concern. Crucial awareness is needed to

clarify if the intentions of the course are effectively targeting the objective to improve ACT

assessment scores.

Supportive initiatives were inevitable considering the continuous unmet benchmarks to

the ACT assessment by 11th-grade students. The Pickens County School System adopted a

strategy to approach and extend educational opportunity to 11th-grade students. In the 2016-2017

school year, each of the three public high schools implemented an ACT preparation course for

PREPARATION AND IMPROVING ACT SCORES 6

students to enroll as an elective class. Although results of the ACT scores did not vastly increase,

a notion was embraced to broaden the ACT preparation course availability by providing

equitable access to the Pickens County College and Career Center students. Cohen (2014), a

contributor to ACT research and also serves as a college admissions counselor, suggests

resources for testing preparations and allocating significant time towards the ACT can improve

testing performance. The 2017-2018 school year, students enrolled in various Career-Technical

Education program areas classes and dual-enrollment courses at the Pickens County College and

Career Center were provided the option to take an ACT preparation course. With overall data

minimally increasing, the problem still remains. Bridging supportive tactics to increase ACT

scores is a deficiency in the rural area. To continue the availability of the already implemented

approach, an investigative study is apparent. Although the understood need to provide ACT

assessment support to 11th-grade students is inevitable, further observation is needed to

determine the question: Does ACT preparation improve ACT scores in 11th graders in rural

Alabama?

Research Question/Hypothesis

For the purpose of this study, the following question will be addressed:

1. Based on an experimental research study, will Gordo High School students receive

higher ACT scores due to ACT preparation course?

As part of this study, the investigation included one research hypothesis:

1. Students enrolled in an ACT preparation course prior to taking the standardized

exam, will perform higher than the state average.

Commented [DD11]: Research questions ask what relationships exist between the different variables in the study, while the hypothesis predicts the relationship between

variables. List all the research questions in the study, and then include the researcher’s hypothesis for the study. Format this section as seen below.

For the purpose of this study, the following question/s will be addressed: 1. List the research question here.

The hypothesis for this study is: 1. List the study’s hypothesis here.

Example of hypothesis: The more invested college students are in their self views, the more they will express a desire to verify these self-views

by preferring roommates who see them as they see themselves.

PREPARATION AND IMPROVING ACT SCORES 7

Definition of Terms

1. Prep- A preparation class/ course for the ACT test will be offered to high school 11th

graders to assist in preparing for the ACT test.

2. Improve-Resources, instructional guidance, and practice(s) will be available to aid in the

knowledge and content aligning the ACT test standards and expectations.

3. Scores-Students will be given a pre-test at the beginning of the experiment and post-test

upon completion of the experiment. Both pre-test and post-test will be given to each

student in the experimental group and the control group is given to all students. A

comparison will be made by the increase in scores from the pre-test and post-test

averages to determine the effectiveness of an ACT prep course.

4. Rural-Students involved in both experimental groups live in a remote area; suggesting

resources, parental awareness to college and career readiness expectations, and

informative opportunities are often limited or not demonstrated and often not supported,

that in which can affect student improvement.

Literature Review

Improving ACT scores is a continuous desire amongst high school students, parents, and

educators. In rural West Alabama, the Pickens County School System has evidence from data to

inquire further research of reasoning and connecting the influences affecting high school student

ACT scores. The factors contributing to the failing outcomes and unanswered questions can be

endlessly observed and evaluated to be understood; however, the explanation to each entity are

significant components to an individual student (Aldajem, 2016, p. 199). The data showing non-

improving ACT scores within Pickens County Schools relates to other rural area outcomes

throughout the nation. Harmon and Wilson (2014) indicated almost 9 million students live in

Commented [DD12]: In experimental research, it is essential that one defines the central ideas or concepts of the research study. Therefore, carefully define each

concept/variable that will be used in the study, citing other research studies as much as needed. List each term, italicize it, and use a hyphen to define the term.

Commented [DD13]: The Literature Review provides the

background for the research problem and illustrates to the reader that the researcher is knowledgeable about the scope of the theory. Research as many studies pertaining to the

theory as possible, and summarize them in a succinct manner. Review various dissertations, as they may help one to understand how to write and summarize previous research.

When writing the literature review, it is wise to separate the various studies one finds into different categories. Under these categories, create “Level 2 subheadings” in APA style. These subheadings are formatted just like Level 1 headings,

but they are aligned left..

Commented [DD14]: If the author is not named in a signal phrase, place the author's last name, the year of

publication, and the page number in parentheses after the quotation. She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an explanation as

to why.

Commented [DD15]: Short quotations If you are directly quoting from a work, you will need to

include the author, year of publication, and page number for the reference (preceded by "p."). Introduce the quotation

with a signal phrase that includes the author's last name followed by the date of publication in parentheses. According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p.

199).

PREPARATION AND IMPROVING ACT SCORES 8

rural areas throughout the nation with similar rural area factors, such as low-income homes, lack

of family engagement, transportation, and an absence in support for students in college and

career preparation awareness (p. 43). Considering the national data and concerns are prevalent

with the local school system matters, the reality continues in which the ACT will continue to be

an assessment to determine a student’s college readiness. The questions as to why the ACT is

needed is not a factor to the inadequate and less than desirable scores. The need for support in

ACT test preparation is an understood variable, however, the question deems to the effects ACT

preparation will have on ACT scores. The literature review regarding ACT preparation will be

helpful to the Pickens County School System to further explore ideologies and best practices to

implement to our rural educating schools.

Inequity

Colgren and Sappington’s (2015) student found the following:

Inequity to high school students creates an achievement gap. Socioeconomic

status, race, housing, transportation, the never-ending factors create results to suggest

reasoning and aligning of ACT scores. The results from the student proved students who

are involved with advanced placement courses had improving scores (p. 334).

However, another study by Venezia and Jaegar (2013) was conducted to observe and

evaluate transition of high school students to college, suggested evidence on the effectiveness of

student involvement could be misleading (p. 29). Demographic and academic factors are

measurable components to data, but with the many studies being done to determine if specific

ideas support positive outcomes, inequity is a viable factor. Certain studies cannot measure a

child’s honesty and motivation, as well as, the various internal components to an individual

Commented [DD16]: Long quotation of 40 words or

more Place direct quotations that are 40 words or longer in a free- standing block of typewritten lines and omit quotation

marks. Start the quotation on a new line, indented 1/2 inch from the left margin, i.e., in the same place you would begin a new paragraph. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph

within the quotation 1/2 inch from the new margin. Maintain double-spacing throughout. The parenthetical citation should come after the closing punctuation mark.

PREPARATION AND IMPROVING ACT SCORES 9

(Venezia & Jaegar, 2013, p. 77). Preparation with an interventional support method or approach

can lead to improving college and career readiness skills, however, illustrating those

proficiencies in various areas and providing equitability to all students, with the various rural

factors, can often not pinpoint a specific quality direction when determining positive outcomes

(Cramer & Mokher, 2014, p. 54). It is imperative to understand individual student learners must

be observed and approached as an individualized process to promote student achievement to

result in an overall increasing improvement.

Awareness

Leadership is a crucial component of student achievement. However, what leadership

provides is the one specific entity to having a holistic perspective to provide support for

individual learners. Lamberston (2014) suggest the analogy of “follow the yellow brick road” to

exemplifying reforming struggling areas in high school to evolve (p. 32). Awareness to everyone

involved in a child’s journey is key. How can one prepare a student to be college and career

ready, if the leader does not provide a precise and detailed understanding as to what being

college and career ready in fact is? Teachers must be aligned with an expectation to consistently

provide rigorous expectations and challenge student growth. Challenges do present themselves in

rural high school settings, however, federal programming often allows struggling schools the

financial depth to assist internal school factors. The rural home-life factors for a student should

not defy classroom strategies to promote college and career readiness standards (VanTassel-

Baska & Hubbard, 2016, p. 132). Teachers must be held accountable by school leadership to

excel in techniques, strategies, and curriculums to align the college and career readiness

expectations. Grading dynamics also participate in a false presentation to aligning students for

college and career readiness. A study by Townsley and Varga (2018) suggest evidence to support

PREPARATION AND IMPROVING ACT SCORES 10

grading practices in which produce student grade point averages should align with an

individual’s ACT score (p. 86). Measuring student knowledge should align with college and

career practices, otherwise, classrooms are creating a false presentation to the realities of

expectancies. Lambertson (2014) suggest all teachers and coaches, whatever high school course

is on a student’s schedule, should reflect college and career readiness expectations with the

implementation of ACT content. The awareness of data is a critical component as well. When

teachers are aware of the realities in which data is prevalent and appreciated, a greater depth can

be approached and determined to maximize student achievement.

Interventions

Interventional support strategies to assist in improving ACT scores is a direct reflection

of improving a student’s readiness for college and career. Both are prevalent in a variety of

methods and approaches. Dual enrollment course, Upward Bound and Gear Up programs, Talent

Search programs and specific implementation of ACT course preparation courses are meet the

objectives to provide standards and expectations for students in college and career readiness

skills; that in which ultimately can assist in improving ACT scores (Venezia & Jaeger, 2013, p.

2). Although curriculums and grading criteria can be diverse with the implementation of any

interventional support method, the objective should maintain a rigorous and expectant desire for

student learning that in which aligns with the supporting of ACT expectations in questioning and

answering (Cramer & Mokher, 2014, p. 24). A study performed by Moss, Chippendale,

Mershon, and Carney (2014), showed a large Midwest high school and pursued understanding to

determine the outcomes of students who received specific factors in an ACT supportive

intervention (p. 100). Although both study groups had accessibility to ACT test preparation

materials, the study resulted in students who did receive specific ACT preparation with involved

PREPARATION AND IMPROVING ACT SCORES 11

coaching did have improving composite ACT scores, as well as, a greater confidence in the

mindset of testing, as opposed to the other the study group with some improving scores (Moss,

Chippendale, Mershon, & Carney, 2012, p. 60). Another study, by Cramer and Mokher (2014),

was done to observe the effects of an interventional support method implemented in all Kentucky

public high school. All students who did not benchmark in Reading or Math on the ACT were

provided the transition course (p. 211). By providing the intervention to targeted students, the

study found the transition course somewhat influential in rural areas; however, least effective in

urban areas. The word intervention must be approached as a positive approach to all students- as

interference to assist in areas needed (p. 8).

The literature review provided resources to support test preparations for the ACT can

improve ACT scores. However, there were several aspects to be considered to the depths the

research question includes. An individual learner’s attitude and demeanor cannot be determined

but often falsely considered due to the rural statistics aligned with student achievement. External

circumstances can affect individual learners outcomes, especially on the ACT. However, rural

issues do not have to defy a student’s ACT scores. The awareness within a classroom is a

necessary component for improving ACT scores. Consistency and the quality of interventions

implemented can have positive results for improving ACT scores. The U.S. Department of

Education reported in 2016 in a summary of findings found evidence to suggest test preparation

and coaching programs do improve ACT test scores (U.S. Department of Education, Institute of

Education Sciences & What Works Clearinghouse, 2016). College and Career Readiness

awareness play a vital role in ACT scores. Awareness towards college and career readiness must

begin early in classrooms and demonstrate consistently and effectively throughout a student’s

journey. According to Cohen (2014), the questions remains if one entity truly affects positive

PREPARATION AND IMPROVING ACT SCORES 12

outcomes? The reality existing is an individual can have tremendous federally funded and

supportive programs in place, with research founded interventions to support student

achievement and outcomes, but the gap remains the student learner, themselves, produce the

results (p. 413).

Methodology

Research Design

The quantitative methodology this study aims to use is an experimental research design.

The two subject groups used in this study will be a control group and an experimental group. A

random assignment process will establish the control group and the experimental group will be

of students enrolled in an ACT preparation course. A pretest will be given to both groups at the

beginning of the experiment to determine a composite ACT score. A post-test will be given to

both groups at the end of the experiment to compare composite ACT scores. The study will

attempt to illustrate a relationship between the quantitative dependent variable of ACT scores

and the categorical independent variable of the ACT preparation course.

Sampling

The study will be conducted amongst Gordo High School, 11th-grade students at the start

of the 2019-2020 school year. The student participants will be the age of 16 and 17, both male

and female, composed of African American and Caucasian individuals. Gordo High Schools

enrollment for the 2018-2019 school year consists of 554 students, 93 being 11th graders. The

11th-grade demographics are occupied with 18 African American females, 10 African American

males, 28 Caucasian females and 37 Caucasian males. Due to the demographic enrollment

breakdown of Gordo High School’s 2018-2019 school year, an estimated prediction is presented

for the study due to the comparable factors. Currently, Gordo High School has 42.6% of their

student population receiving free/reduced lunch. Pickens County delivers rural circumstances

Commented [DD17]: Methodology The “Methodology” section is the most important section in the entire proposal, as it explains each step the experimenter

will take in order to conduct his or her research. This section discusses what measures the researcher will take in order to test the study’s hypothesis. In this section, it is vital to include the following subheadings while expanding on them

in as much detail as possible.

Commented [DD18]: Research Design Include the proposed research design of the study, whether it is a survey, experiment, observation, secondary data of analysis, etc. Then, explain how this design will derive results. Briefly discuss how the data will be administered and collected, including how the subjects will participate in the

study. Also, briefly discuss which theoretical model will guide this study and what the model predicts will be the results of the study.

Commented [DD19]: Sampling This section should include an expanded discussion of the sample. First, discuss the population under consideration.

From where will participants be selected? Second, give the sampling method to be used. Which specific sampling method will be used to select participants? Lastly, list the elements that will be characteristic of the sample, such as

sex, age, etc.

PREPARATION AND IMPROVING ACT SCORES 13

and influential components; thus causing both direct and indirect effects to Gordo High School

students, regardless of demographics, socioeconomic aspects, characterized family, and social

incentives. The diversity filling classrooms can inhibit learning initiatives, instructional strategies

and resources, and positive classroom learning environments. These factors that in which inhibit

rural populated students cannot always be specifically and individually determined; however, the

rural characteristic aspects are absolute to Gordo High School students.

Although every 11th-grade student will be given the opportunity to enroll in the ACT

preparation course, not everyone who wishes to take the course will not be able to participate due

to school scheduling conflicts. Therefore, a stratified random sampling will be used after the

class course has been determined. Accessibility to gaining sample contact information will be

provided through the student accountability software, INOW, to sort demographics of the ACT

enrollment course. Then, and assigned value to be given to student numbers to create the other

sample group. A table of numbers will be created to ensure key characteristics within the

population are included in the samples for the experiment. The table of numbers will represent

30 numbers assigned to males and females, equivalent to the percentages of male and female

percentages within the determined ACT preparation course. There will be exclusions for the

participation of this study.

Instrumentation

The preexisted instrument to be used in the experiment is the ACT practice test

administered by the Kaplan online program. The decision to use the online practice test resulted

because the Kaplan practice test measures and reflects the content, process, and standards

determined by ACT. Also, students in Pickens County take the provided state-administered ACT

assessment on a computer versus paper. Both the pre-test and post-test will be administered

Commented [DD20]: Instrumentation In this paragraph, briefly outline the instruments that will be

used in the study, including any and all surveys, interviews, or observation grids. Discuss how the instrument(s) will measure the study’s independent and dependent variables. Each instrument should be discussed below in more detail

under separate subheadings. A copy of the instrument should be in Appendix C if there is one.

PREPARATION AND IMPROVING ACT SCORES 14

using this specific instrument. The preexistence instrument will be used as an achievement test to

measure the variables to each experimental group. The assessment has a total of 215 test

questions assembled to four specific timed test assessing individual students by measuring the

understanding in the areas of English, Mathematics, Reading, and Science. The instrument will

be scored online by Kaplan’s computerized entry scoring system in which aligns ACT scoring

and reporting expectations.

The ACT is designed to measure the skills and knowledge important for postsecondary

success. Although there is a positive correlation between student GPA’s and ACT scores, college

research has provided continuous data to demonstrate the ACT is more valid and reliable in

measuring postsecondary readiness and success. The ACT testing instrument has consistently

proven outcomes to support stability in utilizing this instrument and relying on scored outcomes.

Data Collection and Analysis Procedures

The start of the 2019-2020 school year, all 11th-grade students will have been given the

option to take an ACT prep course as a class, during their school day, to help assist preparations

for taking the standardized test. All 11th-grade students at Gordo High School will be

administered the ACT State Test in a computer lab at their school using the online ACT

assessment in February 2020. The research process will be from the start of school (August) and

extend until the week before the ACT school-administered test in February. 25 students who

participate in taking the ACT prep course will be considered the experimental group. A

randomized collection of 25 students will assist in the comparison group. Each student

participating in the research will take the same ACT pretest to have a composite score

determined. The experimental group will receive daily instruction, for one class period five days

a week, with an instructor assisting individuals in preparing for ACT content, practice, and

Commented [DD21]: Data Collection and Analysis Procedures:

Explain the general plan for how the data will be collected, especially how the letter of consent will be administered and collected. Include a description of any survey, interview, or observation procedures, and identify any incentives for

students participating in the study. Also, include what statistics or analytical tools will be used for analyzing the data, such as ANOVA, SPSS, or SAS statistics, if applicable.

Include a copy of your instrument if possible. It should be in Appendix C.

PREPARATION AND IMPROVING ACT SCORES 15

support. The comparison group will not receive any instructional support provided by the ACT

prep course. At the end of the research period, both groups will be given a posttest, aligning with

the identical pretest formality. Both the experimental and control groups post-test score results

will be compared to the pre-test score results. The comparison of scores will present any

increase, decrease, or provide no change; thus, allowing a result to determine if a relationship

between the variables in the quantitative study does exist.

Protection of Human Rights

The major threats to the internal validity of this project include maturation, subject

attitude, and the possibility of the history threat. Through proper identification and reasonable

consideration, the potential threats will be attempted to be reduced. The following information

will identify reasoning to the specific threats and give considerations to limit the possibilities and

support the internal validity of this experiment. Controlling the maturation threat will be

attempted through will selected experimental groups pertaining to the age and experience of a

student. Obtaining information and details regarding individual students involved in the

experiments will ensure testing accommodations are implemented correctly and effectively. The

subject attitudes are a potential threat due to individual student motivation and a studious

demeanor. Providing consistent conditions to display disciplined morale will assist in supporting

the validity of the experiment. Obtaining information and specific details of an individual’s ACT

awareness will be a vital factor to limit the History threat. Subjects who have taken the pre-ACT

or had the accessibility and/ or resources to ACT preparation materials will need to be accounted

for and recognized. However, by utilizing an existing testing instrument allows an unbiased

assessment to effectively measure the knowledge of each individual involved. Therefore, an

Commented [DD22]: Protection of Human Rights Discuss what efforts will be taken to protect human subjects. Reiterate that subjects’ participation is voluntary and that

they can choose to withdraw from the study at any time. Describe how the subjects’ confidentiality will be protected and how they may receive a copy of the study when it is finished.

PREPARATION AND IMPROVING ACT SCORES 16

assurance is created and establishes to ensure the results are efficiently impartial but also

transparent.

Discussion

Generalized results from this study can be gathered by the ACT composite scores of the

individuals in the ACT preparation course. The results can be generalized to students who were

affected or unaffected from the ACT preparation course based off of improving ACT composite

scores at Gordo High School. Providing an ecological validity generalization would be difficult

due to the type of study being done and the internal conditions provided in both groups.

The study does show signs of weakness, in that it does not track students from one year to

the next. It simply looks at students prior to taking an ACT prep course. This experiment truly

does not provide quality data needed for a true look into this problem. I do not feel this study will

impact future studies on the topic since it cannot be generalized.

Commented [DD23]: This section is often labeled “Significance of the Study.” In formal proposals for graduate study, the Discussion may be placed near the end of the

Introduction. The Discussion focuses on the implications of the proposed study, such as how the study’s results will affect future research, theory, counseling, policy, etc. Therefore, write this section with the focus on how the

study’s results will benefit others. Identify any weaknesses to the proposed study and why they were not addressed. Address how well the study will do in terms of internal and external validity, and discuss the implications of the study

affecting practice, policy, and scholarly/future research. When the proposal is finished, be sure to include a References page and list all sources used at in the body of the research proposal. See the APA Manual for formatting

“Abstract” and “References” pages.

PREPARATION AND IMPROVING ACT SCORES 17

References

Aladjem, D. (2016). The Future of Low-Performing Schools. State Education Standard, 16(3),

32–34. Retrieved from

http://www.nasbe.org/our-resources/publications/the-state- education-standard/.

Camara, W. (2017). What the research says about the effects of test prep [ACT]. Retrieved from

www.leadershipblog.act.org.

Cohen, K. (2014). The truth about SAT and ACT test prep. Huffpost. Retrieved from

www.huffingtonpost.com.

Colgren, C., & Sappington, N. E. (2015). Closing the Achievement Gap Means Transformation.

Education Leadership Review of Doctoral Research, 2(1), 24–33. Retrieved from

http://www.ncpeapublications.org/.

Cramer, E., Mokher, C., Regional Educational Laboratory Appalachia (ED), National Center for

Education Evaluation and Regional Assistance (ED), & CNA Corporation. (2015). Stated

Briefly: Participation and Pass Rates for College Preparatory Transition Courses in

Kentucky. REL 2015-060. Regional Educational Laboratory Appalachia. Regional

Educational Laboratory Appalachia. Retrieved from

https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=315.

Harmon, H. L. 1,., & Wilson, M. D. (2018). Rural Resources: Bring opportunity to your school

with proven solutions and strategies. Principal, 97(4), 18–21. Retrieved from

www.naesp.com

Lambertson, S. (2014). “Failure Is Not an Option”: Struggling High School Uses Standards to

Guide Reform. Journal of Staff Development, 35 (1), 42-45. Retrieved from

https://learningforward.org/journal/february-2014-issue/failure-is-not-an-option/.

Commented [DD24]: References Your References page should appear at the end of your paper. It provides the information necessary for a reader to

locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page "References" centered at the top of the page (do NOT bold, underline, or use quotation

marks for the title). All text should be double-spaced just like the rest of your essay.

Commented [DD25]: Author’s Name(s) Authors' names are inverted (last name first); give the last name and initials for all authors of a particular work for up to

and including seven authors. If the work has more than seven authors, list the first six authors and then use ellipses after the sixth author's name. After the ellipses, list the last author's name of the work.

Commented [DD26]: Hanging Indent All lines after the first line of each entry in your reference

list should be indented one-half inch from the left margin. This is called hanging indentation.

PREPARATION AND IMPROVING ACT SCORES 18

Moss, G. L., Chippendale, E. K., Mershon, C. W., & Carney, T. (2012). Effects of a Coaching

Class on the ACT Scores of Students at a Large Midwest High School. Journal of College

Admission, (217), 16–23. Retrieved from http://www.nacacnet.org.

Showalter, D., Klein, R., Johnson, J., Hartman, S., & Rural School and Community Trust.

(2017). Why Rural Matters 2015-2016: Understanding the Changing Landscape. Rural

School and Community Trust. Rural School and Community Trust. Retrieved from

www.ruraledu.org.

Townsley, M., & Varga, M. (2018). Getting High School Students Ready for College: A

Quantitative Study of Standards-Based Grading Practices. Journal of Research in

Education, 28(1), 92–112. Retrieved from http://www.eeraorganization.org.

VanTassel-Baska, J., & Hubbard, G. F. (2016). Classroom-Based Strategies for Advanced

Learners in Rural Settings. Journal of Advanced Academics, 27(4), 285–310.

https://doi.org/10.1177/1932202X16657645.

Venezia, A., & Jaeger, L. (2013). Transitions from High School to College. Future of Children,

117–136. Retrieved from

http://futureofchildren.org/futureofchildren/publications/journals.

What Works Clearinghouse (ED), & Development Services Group, I. (2016). ACT/SAT Test

Preparation and Coaching Programs. What Works Clearinghouse Intervention Report.

What Works Clearinghouse. What Works Clearinghouse. Retrieved from

http://ies.ed.gov/ncee/wwc.

PREPARATION AND IMPROVING ACT SCORES 19

Appendix A

Consent Form

Author’s Name

The University of West Alabama

Research Proposal Title: The effectiveness of an ACT preparation course and improving ACT

scores.

1. What is the purpose of the study?

The purpose of this study is to examine the effects of a preparation course has on ACT

scores.

2. How was I chosen?

You were randomly selected from a pool of 60 juniors at Gordo High School.

3. What will be involved in participating?

The study will be conducted amongst Gordo High School, 11th-grade students. At the start of

the 2019-2020 school year, all 11th-grade students will be given the option to take an ACT

prep course as a class to help assist preparations for taking the standardized test. All 11th-

grade students at Gordo High School will be administered the ACT at their school in

February. The research process will be from the start of school (August) and extend until the

week before the ACT school-administered test in February. 25 students who participate in

taking the ACT prep course will be considered the experimental group. A randomized

collection of 25 students will assist in the comparison group. Each student participating in the

research will take the same ACT pretest to have a composite score determined. The

experimental group will receive daily instruction for one class period each day, five days a

week, with an instructor assisting in preparing for ACT content, practice, and support. At the

end of the research period, both groups will be given a posttest which is identical to the

pretest. The results of the posttest of the experimental group and the control group with being

compared to determine if students taking the ACT prep course was effective in improving

ACT scores.

4. Who will know what I say?

What you say/ perform will remain confidential, except for your overall composite score

shown after the pretest and posttest.

5. What risks and benefits are associated with participation?

There are no foreseen risk or deceptions associated with participation.

Commented [DD27]: What is an appendix? An appendix is a section at the end of a paper that includes information that is too detailed for the text of the paper itself

and would "burden the reader" or be "distracting," or "inappropriate" (APA, 2010, p. 38-9). The content in the appendices should be "easily presented in

print format" (APA, 2010, p. 39). Examples:

 lists of length (short lists belong in the paper itself).

 detailed descriptions (essential details should be in the

paper itself).

 a list of articles that support data but are not referred to in the paper itself.

 demographic details for subpopulations studied by the paper.

Commented [EH28R27]:

PREPARATION AND IMPROVING ACT SCORES 20

6. What are my rights as a respondent?

You may ask any questions regarding the research, and they will be answered fully. Your

participation in the study is voluntary; you may withdraw at any time.

7. What will be published?

Following the completion of this research proposal, I plan to maintain my records for use in

future publications and scholarly presentations. I plan to provide results to the Pickens

County School System to assist with the efforts in establishing the effects of providing an

ACT preparation course to 11th-grade students.

8. If I want more information, who can I contact about the study?

This study has been approved by the University of West Alabama’s Internal Review Board

for the Protection of Human Subjects.

____________________________________ ___________________________________

Haley H. McGee, Project Director Respondent’s signature, date

Note: The consent format presented above should be used in the appendix of your research proposal. Items 1 through 5

should be completed as though you are answering the questions of the respondent about your research project.

Also, if you are conducting research that is covered by the Department of Health and Human Services requirements for

minors, you will be required to complete a consent form for minors as shown in your textbook.

PREPARATION AND IMPROVING ACT SCORES 21

Appendix B

Permission to Conduct Research

August 1, 2019

Superintendent’s Name, Superintendent

County Board Of Education

Address

City, State, Zip Code

Dear Superintendent:

I would like to conduct a study using 60 11th grade students at Gordo High School. The study

proposes to research the effects of an ACT preparation course on ACT assessment scores. The

results of this study will improve the quality of the ACT preparation course and directly impact

the improving of ACT assessment scores. The study will take place from the first day of the

2019-2020 school year to February of 2020. It will be conducted by me, researcher’s name.

I feel that this research study is a very worthwhile endeavor for our students, schools and school

system. Please review the enclosed information in order to make a decision concerning our

school's ability to conduct this research. A consent form has been included.

Sincerely,

Researcher’s Name

PREPARATION AND IMPROVING ACT SCORES 22

Appendix C

AUTHORIZATION FOR A MINOR TO SERVE AS A SUBJECT IN RESEARCH

I authorize the service of _____________________ as a subject in the research

investigation entitled: Effects of ACT preparation and improving ACT scores.

The nature and general purpose of the research procedure and the known risks have been

explained to me. I understand that _____________________ (name of minor)

will be given a preservice explanation of the research and that he/she may decline to serve.

Further, I understand that he/she may terminate his/her service in this research at any time he/she

so desires.

I understand the known risks are the possibility of reading scores not increasing or being

given behavior modification when it is not needed.

I understand also that it is not possible to identify all potential risks in an experimental

procedure, and I believe that reasonable safeguards have been taken to minimize both the known

and the potential but unknown risks.

I agree further to indemnify and hold harmless the University of West Alabama and its

agents and employees from any and all liability, actions, or causes of actions that may accrue to

the subject minor as a result of his/her activities for which this consent is granted.

Witness_____________________________ Signed_____________________________

(parent or guardian)

Date_______________________________

To be retained by researcher