Date
12-11-2024
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Psychology (PhD)
Chair
Stephanie Phillips
Keywords
Retrieval practice, spacing and interleaving, feedback-driven metacognition, students of poverty
Disciplines
Psychology
Recommended Citation
Dutton, Angie Leigh Sholar, "Evaluating the Relationship Between Retrieval Practice, Spacing and Interleaving, and Feedback-Driven Metacognition Tools for Learning and the Academic Achievement of Students Living in Poverty" (2024). Doctoral Dissertations and Projects. 6282.
https://digitalcommons.liberty.edu/doctoral/6282
Abstract
This study evaluated the relationship between learning tools such as retrieval practice, spacing and interleaving, and feedback-driven metacognition tools for learning and the academic achievement of students living in poverty as measured by reading pre and post -assessments. This study utilized a quantitative approach using a between-subjects design to determine if the learning tools have an impact on student reading achievement. Additionally, this study explored if a positive interaction between learning tool conditions and the reading achievement of third grade students pre and post reading assessments would be evident. At the conclusion of this study, a factorial analysis of variance was used to analyze the relationship between the learning tools and the reading achievement of the 32 participants identified as impoverished and enrolled in a southeastern North Carolina elementary school. A positive, yet not statistically significant, impact on the reading achievement of students of poverty is evident from the implementation of the learning tools. Educators of impoverished students have additional research -based strategies that demonstrate a positive impact to help increase literacy rates among their students and break the cycle of poverty.
