The Relationship Between Accountability Logs and Student Academic Achievement in an Eleventh Grade Class at a Selected High School

Abstract

The purpose of this study was to determine the relationship between accountability logs and student academic achievement in high-school English classrooms. The sample consisted of one eleventh grade English class of nineteen students. Data was collected from students’ cumulative grades and accountability log scores. The study was conducted over one semester comprised of two nine-week halves. Accountability logs were implemented during both nine-week halves as an additional graded assignment. The data was analyzed using a Pearson Correlation to compare the students’ cumulative grades for each nine-weeks and the grades the students achieved for the accountability log assignment during each nine-weeks. The Pearson Correlation (p<0.01) showed 0.978 for the first nine-weeks, and 0.986 for the second nine-weeks. This indicates a highly significant correlation between cumulative grades and accountability log grades. Additionally, an independent t-test was conducted to compare the difference between male and female students’ grades. However, the data indicates no significant difference between male and female students on measured criteria. That is to say, overall, male and female students performed mostly at the same level regarding nine-week and accountability log grades. This, in turn, indicates no significant difference between males and female on either accountability logs or student academic achievement for either the first or second nine-week period. The overall indication is that there is a relationship between student academic achievement and accountability logs, while student gender does not significantly impact this correlation.