Ed.D. Dissertations

Date of Award

Spring 4-28-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Sally Evans, Ed.D.

Content Specialist

Juan Vives, Jr., Ed.D., PhD.

Content Reader

Chatherine Beck, Ed.D.

Keywords

anguage-based program, structured after-school program, second language, and linguistic needs

Abstract

The purpose of this 20-week language-based afterschool program was to develop a group of Hawaiian students’ English cognitive language skills while they learned a second language at their local youth center. The context, input, process, product evaluation (CIPP) model approach was used to evaluate the impacts of a structured language-based afterschool program. A diverse sample of participants was evaluated through semi-structured interviews, surveys, class observations, feedback, and the students’ academic progress. After the collected data were triangulated, it was learned that the language-based afterschool program has a positive outcome, which denotes a statistical significant improvement regarding the students’ English language skills. Further, a paired sample t-test revealed statistical improvement of the students’ pre and post reading, fluency, and comprehension diagnostic assessments. Qualitative data from interviews supports the cause to implement an on-going structured language-based afterschool program at the local youth center.

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