The Effect of Group Counseling Intervention on the Performance of Rural Students on the Georgia High School Graduation Tests
School of Education
Doctor of Education (EdD)
Certificate of Attendance, Exit Exams, GHSGT, Graduation Tests, Group Guidance, Student Success Skills
Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education
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.
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.
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