The purpose of this study was to examine if verve had any impact on the
academic achievement of African American middle school students. The three guiding
questions of this research were:
1. Is there a significant difference in the verve levels between African
American and European American students?
2. Is there a significant difference in verve levels of African American male
and African American female students in middle school?
3. Is there a significant difference in the academic achievement of African
American and European American students who possess high and low
verve in the areas of reading and math?
A 24-item questionnaire was administered to 211 middle school students to
determine if any verve levels were present, and if so, to what degree did the verve
levels impact academic performance? The findings were:
1. The verve levels were different between the African American and the
European American students. The African American students in this study
possessed higher amounts of verve.
2. The verve levels were different between the African American males and
the African American females. The African American females in this study
had higher amounts of verve than the African American males.
3. There was no relationship between the higher verve levels among the
African American and European American students and their academic
achievement in reading and math.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/3122 |
| Date | 12 April 2006 |
| Creators | Hawkins, Torrance N. |
| Contributors | Carter, Norvella P. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | 472859 bytes, electronic, application/pdf, born digital |
Page generated in 0.0015 seconds