| dc.contributor.author | Gouge, Ethan | |
| dc.date.accessioned | 2017-05-23T17:12:26Z | |
| dc.date.available | 2017-05-23T17:12:26Z | |
| dc.date.issued | 2017 | |
| dc.identifier.uri | http://hdl.handle.net/11558/2474 | |
| dc.description | Master of Education (M.Ed.) Thesis | |
| dc.description.abstract | The purpose of this study was to determine the relationship between in class assignments
and homework assignments on student achievement in 8th grade math classes. The sample
consisted of 22 male and 10 female 8th grade math students at T. A. Dugger Middle School in
Elizabethton, TN. Data were collected using Power School computer based assessments. The
students were administered a test after being taught a unit on congruence in geometry where
class time was given to complete an individual assignment which was graded for participation.
Next, the students were tested after being taught a unit on similarity in geometry where no class
time was given for an individual assignment but instead sent home for homework. The
assignment was then graded for correctness. The data were analyzed using paired samples
T-tests. The results indicated no significant difference between the in class and homework
assignments (t(3 l )= 1.038, P>.05). Similarly, there was no significant difference between IEP
student performance on academic achievement ((11 )=0.603, P>.05). The results suggest the type
of grading and setting on the assignment may not have as much effect on student achievement as
previously thought. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Homework | en_US |
| dc.subject | Grading | en_US |
| dc.subject | In-class assignment | en_US |
| dc.subject | Participation grade | en_US |
| dc.subject | Special Education | en_US |
| dc.subject | Master of Education (M.Ed.) Thesis | |
| dc.title | The Relationship Between In Class Assignments and Homework Assignments on Student Achievement in 8th Grade Math Classes | en_US |
| dc.type | Thesis | en_US |
