The effect of engaging assignments on student performance in the science classroom

Abstract

Textbook resources were changed to teacher created resources to determine if it would lead to an improvement in student performance. The assignments were evaluated to verify not only if students completed them but if they improved assessments scores. Students were given an assortment of assignments of varying difficulty to see which type would most improve their understanding of concepts taught in the physical science classroom. Student surveys were used to evaluate student's attitude towards the old assignments and the new assignments. Students showed an improvement in assignment completion along with moderate gains in assessment scores.