Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

William Boozang, Ed.D.

Second Advisor

Brianna Parsons, Ed.D.

Third Advisor

Andrea Wilson, Ed.D.


Academic improvement is a concern for urban schools (Jacob & Ryan, 2018) therefore it is significant to focus on requisite skills, which contribute to student success. The purpose of this qualitative research study was to explore how team-based academic interventions impact student achievement. This study examined how public, high school student­­–athletes, ages 14–17, understand and describe their experience with academic study table program as part of their athletic practices. Additionally, the study examined student–athletes’ perception of participation in team-based activities and the influence of academic achievement and how the implementation of study tables during athletic practices impact student–athletes’ academic success. The research and data analysis also explored the impact of academic interventions on the student’s self-efficacy. This study table program consisted of 30-minute study sessions—twice a week. Data collection for this study consisted of three types: pre and poststudy table session interviews, observation of study habits during the study tables (before athletic practices), and participant journals. These data collections allowed the researcher to further study the range of impact that these interventions have on academic success and self-efficacy. The analysis of the data and review of the literature are interconnected in a positive manner and examined student perception of academic support programs. The data demonstrated how the incorporation of study tables into athletic practices had a positive impact on student–athletes’ academics and self-efficacy. The practice of incorporating the study table program on an ongoing basis would benefit the students in their academics.

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