Theses and Dissertations at Montana State University (MSU)
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Item The effects of ungraded homework on student learning and homework completion rates in a high school biology classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Mello, Amanda Louise; Chairperson, Graduate Committee: C. John GravesIn two high school Biology classes, a modified homework grading practice was implemented by removing the grade or credit from assigned homework. Homework provides students with opportunities to learn outside of the classroom and deepen their understanding of a subject. Homework doesn't account for the diversity of student life circumstances, rewards compliance, and does not necessarily measure what a student knows. This could be creating an unequal educational environment for student learning opportunities and evaluation of their learning. The purpose of this study was to determine how removing the grade from assigned homework affected student learning and homework completion rates. The study was implemented for 15 weeks and included four units of study. Prior to the study period, students were given an anonymous pre-treatment questionnaire. Throughout the study period, students completed daily formative assessments, daily homework questionnaires, summative assessments, and summative assessment questionnaires. Student focus group interviews and questionnaires were administered at the conclusion of the study period to obtain student opinions regarding their experience with ungraded homework. While the rate of homework completion decreased during the treatment units, there was not an overall significant difference between unit test scores during the units with graded and ungraded homework. There was a weak positive correlation between homework completion rates and student unit test scores. Homework is one of many tools that can support student learning. This study finds that when homework provides an opportunity to review and practice concepts already introduced in class, credit for homework may not be warranted. The data suggests that students who complete ungraded homework do so with more fidelity. Students can still achieve content mastery with homework that does not count toward or against their grade. However, homework completion was also shown to improve student learning. Awarding points incentivized homework completion.Item The effects of homework grades on the outcome of student assessment scores in high school physical science(Montana State University - Bozeman, College of Letters & Science, 2020) Bondy, Kaitlyn Elizabeth; Chairperson, Graduate Committee: Greg FrancisScience education faces many challenges in engaging students based on many internal and external factors: academic ability, grit, and social-economical. Students want instant feedback; they want the fastest way to learn the material, and some do not find value in education. This study investigated the impact of grading homework and classwork and its effect on the overall understanding of the material. This study also investigated the impact of graded homework on the students' attitudes on science, work, and grit the student might have. Through multiple forms of formative and summative assessments, surveys, and interviews, students found that they learned and retained the most information using paper and pencil, and when work was graded for credit. Results showed that students need both an internal and external reward to want to learn. This action research project demonstrated that grading students' homework and classwork with positive feedback resulted in the highest scores on assessments causing a positive attitude in physical science.Item Flexible deadlines and their effect on the turn in rate of assignments in a high school chemistry class(Montana State University - Bozeman, College of Letters & Science, 2019) Walsh, Melony Leane; Chairperson, Graduate Committee: Walter WoolbaughThe purpose of this classroom research project was to determine the effect of accepting late work on the turn in rate of assignments in Introductory Chemistry classes at a Title I high school (N=119). Four late work policies were implemented in succession, each for the duration of one academic unit (2 weeks each). The treatments were: No Late Work, Grace Period (work was accepted one day late for full credit), Extended (work was accepted up to one week late for full credit), and Penalty (work was accepted one day late with a 20% penalty). The workload was kept as consistent as possible from unit to unit. For each treatment, the proportion of work that was turned in was calculated and subjected to statistical analysis. The No Late Work treatment was used as a baseline for comparison, with 75.6% of the work having been turned in. Accepting work one day late for full credit led to a small increase in the amount of work turned in by students (80.9%). Data suggests that the group of students who was most strongly affected were students who needed extra time to get help on material they were struggling with. Accepting work up to a week late at full credit led to a sharp decrease in the amount of work turned completed (55.3%). It is believed that this was due primarily to academic procrastination on the part of students who simply ran out of time or forgot about the work. When a 20% penalty was applied to late work, the turn in rate was the same as it had been when late work was not accepted (74.0%). This policy did not lead to an increase in the amount of work turned in on time either, with the rate remaining the same as it had during the Grace Period treatment. In short, there does not appear to be any benefit to accepting late work in cases where a sizeable penalty is also applied. For teachers looking to maximize the amount of work turned in, application of a short grace period seems to be the best route.Item The effects of homework style on completion and test scores in high school biology(Montana State University - Bozeman, College of Letters & Science, 2019) Gibson, Chelsea Elise; Chairperson, Graduate Committee: Walter WoolbaughStudents doing poorly on summative assessments have long been a concern for teachers. I, and many fellow teachers, believe that homework has a direct effect on student test scores. We tend to believe that if students do their homework, they will be prepared and do well on their tests. This got me thinking about ways to improve student test scores using different styles of homework assignments. The purpose of this study is to determine if the style of homework; paper or digital, have an impact on student homework completion and summative test scores. Students experienced altering styles of homework during four biology units, these included: all paper, all digital, and half paper and half digital, and student choice. Data was collected using post-unit surveys, interviews, unit assessments, and homework checks. The results suggest that simply completing homework itself remains the most important factor of success. Homework style did not significantly influence homework completion or student performance on assessments for all students, but did impact select individuals. Data also shows that student choice had a positive impact on motivation overall.Item The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content(Montana State University - Bozeman, College of Letters & Science, 2018) Brenner, Cheryl C.; Chairperson, Graduate Committee: Walter WoolbaughOne part of being a high school science student (or a high school student in general) is completing homework. Homework has become futile in many schools around the United States as districts push towards 'No Homework' policies. It seems that high school science students are not benefitting from this movement; but instead are achieving lower assessment scores, losing their confidence in test taking, and are lacking independent study skills. During my Action Research project I investigated whether graded homework not only had an impact on students understanding of the content, but, also investigated students' attitudes towards homework, study skills, and confidence during tests based on whether or not homework was graded. Throughout the first semester of chemistry, students were assigned homework that was graded every other unit, allowing for a direct comparison on how graded homework affected students learning. Test scores, percentage of homework completed, unit surveys, and final assessment scores were used to determine whether or not grading homework improved unit test scores, independent study skills, and long-term retention of each standard taught. The results showed that graded homework, with feedback, showed an increase in students unit assessment scores, especially for those in the 'below proficient' grade level. Unit surveys and questionnaires strongly indicated that students felt more confident on tests, felt they were better independent learners, and had stronger study skills when they were graded on their homework as a result of feeling the necessity to complete it. Overall, it was shown in my results that when homework was graded more students choose to complete it, and therefore, performed better on unit tests and would potentially retain content longer as observed in their final assessment scores.Item Evaluating homework in high school physics(Montana State University - Bozeman, College of Letters & Science, 2017) Johnson, David Arthur; Chairperson, Graduate Committee: Greg FrancisWhat are the best and most effective methods of administering homework in the high school physics class to maximize learning? The project to investigate this question was conducted at Harwood Union High School, a school of about 550 students. I worked with two standard algebra-based physics classes. Two specific policies were analyzed: Checking off for completion only and collecting and grading on correctness. The effectiveness of the policies were measured by giving student quizzes based strictly on previous assigned and completed homework and tracking improvement in seven areas: identifying knowns and unknowns, equation usage, substitution skills, algebraic manipulation, calculations and concept understanding. The results of the project show that the same growth in problem solving skills was obtained whether homework was just checked off for completion or thoroughly examined for correctness. The one area that did seem to make a difference was student's understanding of physics concepts. Students seemed to put in much more thought in answering conceptual questions when they knew their work would be graded on correctness. I also surveyed the other teachers of science and math at my school to see what their homework policies were.Item The effects of homework study logs on chemistry students' attitudes, study habits, and learning(Montana State University - Bozeman, College of Letters & Science, 2017) Whalen, Jacob Michael; Chairperson, Graduate Committee: Greg FrancisThis classroom research project was an investigation into the efficacy of homework logs as a means to improve students' learning, study habits, and attitudes about homework. The study was conducted in an introductory chemistry course at St. Monica Academy high school with 20 students. Half the students maintained a homework log over the course of three units. Data collected from post exam assessments, student interviews, and surveys suggested that the logs improved students' focus, diligence and organization but did not significantly improve students' comprehension or understanding of the material.Item The effects of using the iPad to zap zeros and increase student comprehension of science(Montana State University - Bozeman, Graduate School, 2016) Rogers, Tina Kristine; Chairperson, Graduate Committee: Peggy Taylor.This study implemented the use of the iPad in a middle school science classroom to give students digital options for the completion of assignments to lower the frequency of zeros. In Addition, student comprehension of science concepts was measured. The results suggested that the use of the iPad successfully reduced the frequency of zeros and increased science literacy in the 7th grade science classroom setting.Item Using differentiated physics homework to create self-regulated learners(Montana State University - Bozeman, Graduate School, 2016) Fiala, Andrew; Chairperson, Graduate Committee: Peggy Taylor.At the beginning of the year students were taught the Question Formulation Technique -- a process that introduces the ideas of metacognition, convergent, and divergent thinking, as well as open and closed-ended questions. Then during each unit of study, students used the Question Formulation Technique to compile a list of questions. For homework, students examined their lists, and then identified five questions to prioritize for research in order to provide the greatest academic gain. To demonstrate academic growth, students created differentiated homework capable of teaching others in the form of their choice including songs, board games, and videos. This process was studied for its ability to improve students' attitudes about learning while at home, and to see if it encouraged self-regulated learning. The results of this study support the idea that students can use the Question Formulation Technique to differentiate physics homework. Many students improved their self-regulatory skills related to their physics education and a marginal improvement occurred in relation to student attitudes about learning while at home.Item An exploratory study assessing the effects of using the workbook during homework practice on students' shorthand theory knowledge(Montana State University - Bozeman, College of School of Business, 1979) Malin, Mariana Elinor; Chairperson, Graduate Committee: Norman L. MillikinIn this paper, the researcher has sought to determine if the use of the workbook during shorthand homework practice would result in a significant difference in achievement levels on two intermediate shorthand classes at Montana State University during the 1979 winter quarter. The subjects of this study were 40 students enrolled in two sections of BUOA 111, Intermediate Shorthand. The two sections were randomly designated as Section I (control) and Section II (experimental). Students in Section I completed their homework using the conventional homework method. Students in Section II completed their homework using the conventional method plus they completed a workbook lesson. A pre- and posttest consisting of 100 dictated theory words was administered to students in each section. The two-tailed Student "t" test of significant difference at the .05 confidence level was used to analyze data obtained from pre- and post test mean scores. It was concluded that regardless of whether the students used the workbook or not during shorthand homework practice, the end result was that both groups were approximately equal in their shorthand theory and transcription knowledge at the end of the study.
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