A Comparative Analysis of the Effectiveness of Three Different GED Preparation Programs Metadata

Title

• Main Title A Comparative Analysis of the Effectiveness of Three Different GED Preparation Programs

Creator

• Author: Gardner, Marlene K.
  Creator Type: Personal

Contributor

• Chair: Kemerer, Frank R.
  Contributor Type: Personal
  Contributor Info: Major Professor
• Committee Member: Norris, Cathleen
  Contributor Type: Personal
  Contributor Info: Minor Professor
• Committee Member: Ausbrooks, Carrie Y.
  Contributor Type: Personal

Publisher

• Name: University of North Texas
  Place of Publication: Denton, Texas

Date

• Creation: 2001-05
• Digitized: 2007-07-17

Language

• English

Description

• Content Description: The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and IQ score were predictors of GED tests success. Little research has been done in the area of GED instruction; perhaps this lack of work is due to the known limited effectiveness of GED preparation. Districts hoping to build effective GED programs should screen students prior to admission to a GED program. High school GED instruction seems to be effective for students likely to be successful in the regular school setting but in need of an immediate credential because of pregnancy or parenting or the need to work full-time or the desire to begin college study. Districts should also design programs to help disenfranchised students in the regular program remain in school.

Subject

• Library of Congress Subject Headings: General educational development tests.
• Library of Congress Subject Headings: High school equivalency examinations.
• Keyword: GED
• Keyword: dropouts
• Keyword: instruction
• Keyword: CAI

Collection

• Name: UNT Theses and Dissertations
  Code: UNTETD

Institution

• Name: UNT Libraries
  Code: UNT

Rights

• Rights Access: public
• Rights License: copyright
• Rights Holder: Gardner, Marlene K.
• Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

• Thesis or Dissertation

Format

• Text

Identifier

• OCLC: 47861120
• Archival Resource Key: ark:/67531/metadc2805

Degree

• Degree Name: Doctor of Education
• Degree Level: Doctoral
• Degree Discipline: Educational Administration
• Academic Department: College of Education
• Degree Grantor: University of North Texas

Note