Date of Award
Spring 4-28-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Sally Evans, Ed.D.
Second Advisor
Juan Vives, Jr., Ed.D., PhD.
Third Advisor
Chatherine Beck, Ed.D.
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.