Comparing the Effectiveness of Student-Authored Multimedia Instruction to Teacher-led and Dual Enrollment at Increasing SAT Scores for Urban High School Students Across RTI Tiers

Abstract

Historically, urban high school students encounter socioeconomic, educational, and systematic barriers in pursuit of college acceptance and admissions (VanTassel-Baska and Willis, 1987; Freedle, 2003; Dixon-Roman, Everson, and McArdle, 2013). These same hurdles are ever present for these students in their enrollment in SAT test then the SAT scores. Furthermore, urban students with learning and/or language differences are further disadvantaged by compounding variables of socioeconomics, disability, and access to resources. Given the significance of SAT scores in college admission, it is imperative that disadvantaged students from urban communities are provided proper support, guidance and instruction thought non-profit community organization that serve as college access conduits. This research study examine SAT Verbal prep offered through the Upward Bound program. SAT Verbal was offered through two instructional modes: teacher-led lecture or student-authored multimedia instruction. SAT Verbal instruction type was compared with a small sampling of students enrolled in Dual Enrollment to determine which SAT instruction increased scores beyond exposure to college level coursework. Three different groups were used in this pre-posttest design that utilized a combination of unique randomization and non-randomized group placements (n=101). Pre and posttest were analyzed with ANCOVAs to evaluate mean changes across the groups. Results indicate that students participating in high frequency academic vocabulary CAPs experienced a highly statistically signification casual effect of increasing scores on SAT Composite(p<.00) and SAT Verbal scores (p<.00). These results are even more pronounced in student groups with learning or language differences. Diverse students enrolled in multimedia instruction saw their SAT Composite scores increases (ELL=5.34%, IEP=18.12%) and SAT Verbal scores (ELL-3.67%, IEP 12.88%). These results support use of CAPS to address language, learning, access, and socio-economic issues that hinder urban students from high achievement on SAT, and ultimately college admission.