The effects on individual grades and test scores when assigning and grading homework in a ninth grade physical science classroom

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Date

2014

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Montana State University - Bozeman, Graduate School

Abstract

The purpose of this study was to examine the effects of graded verses non-graded homework on student proficiency, test scores and overall course grades in a ninth grade physical science course. This question arose because of the increasing number of students failing the class, as a result of zero's being recorded for missing homework, even though they were proficient and passing the chapter tests. Two classes were selected and compared on proficiency, chapter test scores and overall grades after each unit. Student interviews, surveys, and questionnaires were also used to identify the impact of homework in science. It was determined that ninth grade students in physical science do not need to have graded homework assignments in order to display proficiency on tests and pass the class with an above average grade.

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