The Impact of Appalachian GEAR UP ACT Learning Services on Students' ACT Performance

• In Event: Applied Research on Cognition and Learning in Schools

Abstract

This study aimed to explore the effects of our ACT learning services on rural students’ ACT scores. Our ACT learning services, including face-to-face and virtual tutoring, test preparation, and practice tests, were provided to our experimental students group (n = 2,278). Three important findings emerged. First, compared to control students (n = 2,673), experimental students had significantly higher ACT scores. Second, within the experimental group, students who received both virtual and face-to-face learning outperformed those who received only virtual or face-to-face. Third, a significant intervention term (learning format x time) was yielded. These findings support the notion that blended learning may greatly facilitate educational interaction and communication between students and teachers when compared with using only one learning mode.

Authors

• Jui-Teng Li, Appalachian State University

• Corinne Smith, Appalachian State University

• James Beeler, Appalachian State University

• Eric Klein, Appalachian State University