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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorGramling, Amy M.en
dc.date.accessioned2013-06-25T18:38:13Z
dc.date.available2013-06-25T18:38:13Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1374en
dc.description.abstractTwo intervention strategies were employed in my high school science classes to determine their effects on homework completion. The first strategy required students to keep an academic planner which would help them to be more aware of homework assignments and due dates. The second strategy was providing homework reminder slips to students that were missing work to see if the reminders would improve total homework completion rates. Rewards were given to students that completed their planners as well as those students that had all work completed for each week. The first intervention strategy did not improve timely homework completion and the students did not feel that the academic planner was a motivating factor for homework completion. The homework reminder slips along with rewards for completed work fared much better and the students approved of this strategy. Most classes showed an improvement in timely homework completion.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHomework.en
dc.titleEffect of two intervention strategies on science homework completionen
dc.typeProfessional Paperen
dc.rights.holderCopyright Amy M Gramling 2011en
thesis.catalog.ckey1721838en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage38en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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