Examining the Effect of Club Aspire on Low Achieving Middle School Students

• Other Authors: Romero, Kaseylyn (Author)
• Format: Doctoral Thesis
• Language: English
• Published: 2017
• Subjects: Education; Middle school education; Co-Regulation; Intervention; Middle School; Self-Regulation; self-regulation learning strategies; self-regulation process
• Online Access: http://hdl.handle.net/2286/R.I.44198

abstract: This action research, mixed methods, case study examined middle school student perceptions of the effectiveness of Club Aspire. Club Aspire is an after-school program created to support the lowest achieving seventh and eighth graders in an Arizona K-8 school. The framework of this study comes from the theory of self-regulation, social learning theory and co-regulation. The primary focus of Club Aspire is to teach low achieving middle school students, self-regulation skills and learning strategies through goal setting, self-regulation learning strategy lessons and co-regulation activities. The study took place over 13 weeks and included 11 participants and answered the following research questions. How do middle school Elevate students perceive the impact of Club Aspire on their self-regulation and themselves as a learner? How does Club Aspire affect middle school Elevate students’ academic success? What do middle school Elevate students perceive as the most influential elements of Club Aspire? Data collection tools consisted of interviews, class work, referral data, pre- and post-questionnaire and benchmark assessment data. The study revealed that students made gains in self-regulation learning strategy usage, however, their academic achievement was not influenced. Students identified goal setting, learning self-regulation strategies and co-regulation activities with their peer partner as the most beneficial elements of Club Aspire. The study also revealed that student self-efficacy was increased throughout the semester. === Dissertation/Thesis === Doctoral Dissertation Leadership and Innovation 2017