Date of Award

4-1-2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Jeanne L. Surface

Abstract

The purpose of this study was to analyze and compare the impact of involvement of students in TeamMates mentoring program compared to a matched sampling of students not in the school-based mentoring program. This study analyzed and examined the impact of involvement in the TeamMates mentoring program through the results of the Iowa Assessment for each student by review of their growth or change in assessment scores based on standard score results for the areas of reading comprehension, math total, and science. Comparisons were also made for the selected students in the mentoring program and the matched sampling group for unexcused absences and office referrals. This analysis was completed using a pretest and posttest methodology to examine the impact of school-based mentoring program on student achievement. The study used a quasi-experimental model using matched sampling technique for students with a mentor and students without a mentor. Data points used in the study included the standard scores from the student’s Iowa Assessment in the areas of math, reading, and science. In addition, data points of office referrals and student attendance were also used. Analysis of the data was completed using a repeated measure two-way repeated measure Anova and Chi-Square tests utilizing an Excel program and SPSS software. While this study did not find any statistical significance between involvement in the school-based mentoring program, with respect to the student’s data from the Iowa Assessments in the areas of reading, mathematics, and science or their attendance or office referral data, there is support, found in the review of literature, for the usage of a school-based mentoring program. While the effect size of this research is rather small, there is also research and support for the qualitative indicators supporting the benefits of school-based mentoring. In addition, the small sample size used in this study may also have been a factor in the quantitative findings of this study.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2015 Joel Beyenhof.

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