Date of Award
2-9-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Second Advisor
Wayne Wilkinson
Committee Members
David Pearlman
Call Number
LD 251 .A566d 2023 N59
Abstract
The problem addressed in this study was low student achievement among students from underrepresented student groups. In this quasi-experimental research study, the self-efficacy theory was utilized to examine the relationship between teachers’ receipt of instructional coaching and student achievement scores. The purpose of this quasi-experiment was to use a series of independent sample t-tests to determine if a statistically significant difference existed between the mean achievement scores of diverse students instructed by novice and veteran teachers who had received instructional coaching support. Student achievement data was collected from the participating school district’s third-grade students’ State of Texas Assessments of Academic Readiness tests administered during the Spring of 2021 and 2022. The results showed that only the White student group exhibited a significant difference in both achievement scores. Overall, data demonstrated trends of greater student achievement for students with teachers who were veteran in receiving instructional coaching support.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Nix, Nikki, "A Study on the Effectiveness of Instructional Coaching on Student Academic Success for Elementary School Learners from Underrepresented Backgrounds" (2024). Student Theses and Dissertations. 125.
https://arch.astate.edu/all-etd/125
