• Barriers to Postsecondary Education for Western New York Rural High School Students

      Mulcahy, Collin (State University of New York at Fredonia, 2019-05)
      Rural high school students in Western New York are faced with numerous challenges when deciding to enroll in postsecondary education. Rural students are faced with limited support, both inside and outside of school. Research has shown that faced with these barriers, rural students are less likely to enroll in higher education than are urban students. The purpose of this study was to the needs of rural high school students as well as to identify the supports in addressing their perceived lack of self-efficacy for their educational abilities in postsecondary education. This qualitative case study analyzed the viewpoints of three high school guidance counselors who provide crucial college admissions assistance to high school students in Western New York. The results of the study illustrated that rural high school students need further support in addressing their perceived lack of efficacy when deciding whether or not to pursue a college education after graduating from high school. Furthermore, many rural students and their parents/guardians are not informed about the costs of higher education. Positive perceptions of postsecondary education were identified as a motivator that helps students overcome the identified challenges in higher education. Higher education institutions can better aid rural students by addressing the challenges they face when making the decision to enroll in postsecondary education.
    • Effective Multimodal Texts to be Implemented in Secondary Science Classrooms

      Kucharski, Megan (State University of New York at Fredonia, 2019-05)
      There has been an abundant amount of multimodal texts in which high school science teachers were able to use throughout their instruction to communicate science content. The problem related to this topic was high school science teachers were either not using them or not using them appropriately. The question related to the problem of high school science teachers not correctly using multimodal texts was “What are effective multimodal texts that support content comprehension and science literacy and how can these resources be implemented in the secondary science classroom?” To address this question an extensive literature review, research analysis, and research synthesis were completed. The participants of the studies were in a variety of science courses at the middle school, high school or college level. Multiple findings resulted from the research synthesis. The findings were trade books and technology in science classes were effective at both middle and high school levels, primary literature in science classes were effective at the collegiate level, and middle and high school science students benefited from teachers embedding multimodalities in their instruction. The fifth finding was simulations at the high school level enhanced student science literacy. This was the finding that answered the research question. This finding was then used to create a professional development Google Site for high school science teachers of all content areas. The Google Site provided a resource for the teachers to learn about simulations, understand the research behind it, practice using them, and be instructed on how to implement them into science instruction at the high school level.
    • Perceptions of Social Studies Teacher Roles in Literacy Instruction

      Hubbard, Justin (State University of New York at Fredonia, 2019-05)
      Research has found that Social Studies content teachers struggle implementing literacy into their content area. This study focused on the question, what are Secondary Social Studies teachers perceptions of their role in literacy instruction? The principal investigator of this study interviewed two experienced Secondary Social Studies teachers on their perceptions and implementation of literacy in the Social Studies content area. It was found by these interviews that these participants had been using higher level literacy instruction techniques as part of their daily instruction in the content area and that they perceive literacy instruction as the responsibility of the Social Studies teacher not only for the benefit of literacy ability, but for Social Studies content knowledge as well.
    • Student choice in continuing to study high school science.

      Al Mutir, Arwa (2015)
      This study implemented a quantitative approach to examine the factors that affect whether students continue to study science at the high school level. Data was collected through closed-ended surveys to answer the research questions: 1) “What factors impact a female student’s choice to continue to study science at the high school level in Saudi Arabia?” This research took place in Najran City in Saudi Arabia. The sample for this research study consisted of 148 female high school students, aged 16 to 18. Stratified sampling was appropriate for the nature of the study because it aimed to include female survey respondents. The participants in this research study were 26% first-year students, 52% second-year students, and 22% third-year students. The research instrument that was utilized was the "ROSE (The Relevance of Science Education), which is a questionnaire mostly consisting of closed questions with Likert scales" (Schreiner & Sjøberg, 2004, p. 35). After data was gathered, the responses of each participant were analyzed and given a point value based on a scale from 1 to 5. The obtained data was translated into graphs and tables in order to provide a comprehensive and easy-to-understand presentation of the data for in-depth analysis. This study concluded that the main factors that contribute to the female students' desire to continue studying science in high school are interest, attitude, and motivation. Also, it can be seen clearly that effective factors influence students' learning. Lastly, the researcher suggests recommendations for future research.
    • Taking your time, or just wasting it?

      Raynor, Nick D. (2013-10-21)
      This research examines the connection between the amount of time a student takes to complete a test and the score that they receive on the test. It is hypothesized that students who take longer to complete their test will actually score lower on the test than the student that finish their tests more quickly. Furthermore, it is thought that female students will have stronger correlations between score and time than will male students. The main discovery that was made is that there was significance in the data regarding strictly time and score. It was shown that students who use less time to take their tests generally scored better than those who took longer to complete the test. However, there was no statistical significance found when breaking down the data into specific categories based on gender, grade level, age, or class.