Wisner Auditorium

Start Date

22-4-2017 12:30 PM

Scholarship Domain(s)

Scholarship of Teaching and Learning, Scholarship of Discovery


Cohort XI


Author Abstract:

The College Board has enacted a policy to offer increased access to AP courses in order to provide equity and opportunities for previously underrepresented groups. While more non-traditional students are taking Advanced Placement (AP) classes, many struggle with the rigorous coursework. This study investigated the impact of support systems being offered to Advanced Placement students in order to increase their success on AP exams and in their AP courses. High school sophomores, juniors, and seniors participated in this study. Depending on whether or not a student attended the summer intervention led to which group they were categorized as, the control group or the experimental group. Results indicated that the study skills of textbook reading and time management showed a significant difference when compared to the other study skills tested by the survey instrument. On average, the participants felt more comfortable with performing the skill of textbook reading compared to the skills of note taking, memory, test preparation, concentration, and time management. On average, the participants felt the least comfortable performing the skill of time management. This study found that participants who attended the summer enrichment program did not score statistically higher on their final semester exams and end of course AP Exams compared to those students who did not attend the intervention. This study has implications for advanced placement curriculum, the development of high school student’s study skills, and student achievement in the classroom and on AP Exams. Background methodology, limitations, and implications for future research are discussed.

Apr 22nd, 12:30 PM

Increasing Student Achievement in Advanced Placement Courses with Specially Designed Support Systems

Wisner Auditorium

Cohort XI