Dissertation/Thesis Abstract

A qualitative case study on the effects of online grading systems on education
by Edgerton, C. Mark, II, Ed.D., University of Phoenix, 2013, 132; 3570380
Abstract (Summary)

This qualitative case study explored perceptions of teachers and educational administrators regarding differences between online grading systems and traditional written grade books. The purpose was to gain knowledge of online grade books in relation to parental involvement in the educational process and student academic performance, when compared with the older written grade book method. As well as educator’s perceptions of the time use required by online grading systems, and any concerns that educators have with the technology, as compared with the older written grade book method. The research method was qualitative, using recorded interviews of participants where interviewees gave their perceptions relating to the research questions in this study. Research Question 1 was, “How do online grading systems affect parental involvement in the educational process compared with traditional written grade books?” After coding of the responses to this research question, the main theme was “Transparency”. Research Question 2 was, “How do online grading systems affect student academic performance compared with traditional written grade books?” After coding of the responses to this question, the main theme was, “Transparency”. Research Question 3 was, “How do online grading systems affect the time use of educators compared with traditional written grade books?” After coding of the responses to this question, the main theme was, “Grades Automatically”. Research question 4 was, “How do the technological concerns with online grading systems compare with traditional written grade books?” After coding of the responses to this question, the main theme was, “Reliability”. Educators and educational institutions may find this information useful when making decisions relative to implementing online grading systems.

Indexing (document details)
Advisor: Beier, Susanne
Commitee: Barr, Betty A., Vinson, Sheila A.
School: University of Phoenix
Department: Educational Leadership
School Location: United States -- Arizona
Source: DAI-A 74/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration, Educational technology
Keywords: Computerized grade books, Online grading, Parental involvement, Student performance, Written grade books
Publication Number: 3570380
ISBN: 9781303149863
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