Presentation Title

The Impact of Empower 3000 on Ninth Grade Students’ Academic Achievement and Motivation to Read

Start Date

22-4-2017 9:40 AM

Comments

Author Abstract: This quantitative study was conducted to examine the impact of Empower 3000® a commercial based reading program on 90 students’ academic achievement, reading comprehension scores and motivation to read in a mid-west suburban school district in Illinois. A Factorial ANOVA performed on the all participants pre and post level set® scores showed a significant statistical difference for students assigned to the experimental group. The improvement in Lexile® scores correlated to improvement in reading comprehension scores for students randomly assigned to the experimental group. A Factorial ANOVA was performed on all participants Motivation for Reading Information Books Questionnaire and the findings did not show a statistically significant improvement for students assigned to the experimental or control group. Empower 3000® did not impact ninth grade students’ motivation to read. A Mann U Whitney was performed on all participants grades earned in English courses, and did not show a statistically significant difference for students assigned to the experimental group. The control group earned higher grades in English, hence an implication for the paramount role of the classroom teacher implementing the traditional curriculum. The findings from this study suggested a need for further research on the impact of motivation on ninth grade students reading comprehension and the impact of teacher efficacy, personalization of the environment on students’ reading achievement. Cohort XI

This document is currently not available here.

Share

COinS
 
Apr 22nd, 9:40 AM

The Impact of Empower 3000 on Ninth Grade Students’ Academic Achievement and Motivation to Read