Dissertation/Thesis Abstract

The impact of teacher assigned but not graded compared to teacher assigned and graded chemistry homework on the formative and summative chemistry assessment scores of 11th-grade students with varying chemistry potential
by Wilson, Jennifer L., Ed.D., University of Nebraska at Omaha, 2010, 166; 3423989
Abstract (Summary)

The study analyzed 2005 posttest data compared to 2008 posttest data to determine student end of school year academic achievement outcomes across three academic levels (above average, average, and below average chemistry potential) and two teacher homework evaluation methods (assigned but not graded and assigned and graded) on teacher prepared 11th-grade assessments, district prepared 11th-grade assessment, and district graduation requirement physical science strand 11th-grade science Essential Learner Outcome assessment. Overall, results indicated that students with above average (n = 16), average, (n = 17) and below average (n = 14) chemistry potential whom were given teacher assigned and graded chemistry homework compared to students with above average (n = 17), average (n = 15), and below average (n = 19) chemistry potential whom were given teacher assigned but not graded chemistry homework had statistically significantly higher independent t test matter homework scores while atoms, naming, and reactions homework scores were generally in the direction of higher but not significant scores for students given graded homework regardless of their chemistry potential. Furthermore, students of above average and below average chemistry potential who were given assigned and graded chemistry homework performed statistically significantly better on the 11th-grade district prepared chemistry final and the district prepared physical science strand Essential Learner Outcome assessment t test results compared to students with the same chemistry potential given assigned but not graded chemistry homework, suggesting that the graded chemistry condition may have contributed to improved long term learning and retention of chemistry knowledge. Finally, the coefficient of determination (r2 = .95) measure of strength of relationship between not completing, not graded chemistry homework and a corresponding drop in chemistry assessment scores for all students was 95% and the coefficient of determination (r2 = .82) measure of strength of relationship between not completing, graded chemistry homework and a corresponding drop in chemistry assessment scores for all students was 82%. While not implying causality the study findings suggest that students who complete more homework, not graded or graded, have a higher probability of improving their chemistry assessment scores regardless of their chemistry potential.

Indexing (document details)
Advisor: Hill, John W.
Commitee: Grandgenett, Neal F., Isernhagen, Jody C., Smith, Peter J.
School: University of Nebraska at Omaha
Department: Educational Administration and Supervision
School Location: United States -- Nebraska
Source: DAI-A 71/11, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, School administration, Science education
Keywords: 11th-grade students with varying chemistry potential, Chemistry homework, Formative chemistry assessment scores, Graded and not graded, Summative chemistry assessment scores, Teacher assigned
Publication Number: 3423989
ISBN: 9781124258782
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest