The Effect of Group Counseling Intervention on the Performance of Rural Students on the Georgia High School Graduation Tests

Author(s)

Donna CaudelFollow

Date

12-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Casey Reason

Keywords

Certificate of Attendance, Exit Exams, GHSGT, Graduation Tests, Group Guidance, Student Success Skills

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education

Recommended Citation

Caudel, Donna, "The Effect of Group Counseling Intervention on the Performance of Rural Students on the Georgia High School Graduation Tests" (2016). Doctoral Dissertations and Projects. 1335.
https://digitalcommons.liberty.edu/doctoral/1335

Abstract

With an increase in high-stakes testing, educators continue to search for the best methodologies for assisting students in maximizing academic achievement and successful completion of graduation requirements including mandatory tests for high school graduation. At the time of this study, students graduating from Georgia high schools were required to pass five academic subject area tests in order to receive a high school diploma. Psychometric theory, social cognitive theory, and cognitive behavioral theory provided the theoretical framework for this study. Students from a rural high school in Georgia comprised the sample. This quantitative study employed a posttest-only control group design with randomization. Students who had failed at least one of the Georgia High School Graduation Tests (GHSGT) were randomly placed into control and treatment groups. Students in the treatment group participated in an 8-session group guidance program, Student Success Skills. Control and treatment groups were compared using Mann-Whitney U tests for math, social studies and English language arts. The results of this study found no significant difference between the groups’ test scores.