Date
4-18-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Laura Mansfield
Keywords
executive function, trainability, middle school students, BRIEF2 Self-Report
Disciplines
Education
Recommended Citation
McCoy, Leslie Anne M, "A Quasi-Experimental Non-Equivalent Control Group Study of the Efficacy of an Academic Habits Course on Middle School Students’ Executive Function" (2025). Doctoral Dissertations and Projects. 6770.
https://digitalcommons.liberty.edu/doctoral/6770
Abstract
The purpose of this quantitative, quasi-experimental, nonequivalent pretest-post-test control group study was to examine the efficacy of executive function training through scaffolded instruction on the executive function skillset between sixth-, seventh-, and eighth-grade students enrolled in an academic habits course versus those who are not enrolled in an academic habits course at a middle school located in the southeastern United States. While former studies contributed to the literature on the trainability of the executive function skills of middle school students within the clinical setting, this study contributes to the current literature on the trainability of the executive function skills of middle school students using scaffolded instruction within the school building, during school hours. The sample comprised sixth-, seventh-, and eighth-grade students in a treatment and control group from one suburban middle school; the treatment group had 58 students and the control group had 97 students. Data were collected using the Cognitive-Regulation Index of the Behavior Rating Inventory of Executive Function Second Edition Self-Report as both a pre- and post-test. An analysis of covariance was used to test the difference in executive function rating scores between the treatment group and control group when controlling for pretest scores. The results of the data analysis found a significant difference between the executive function skills of middle school students who received executive function training through scaffolded instruction versus those who did not. This study concludes there is a statistically significant difference in executive function rating scores among sixth-, seventh-, and eighth-grade students who receive scaffolded instruction of executive function skills and those who do not. Recommendations for future research include examining the efficacy of executive function training as part of the school curriculum across different school settings.
