The effect of self-monitoring homework processes and teacher assessments on academic achievement among beginning algebra students.
Item
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Title
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The effect of self-monitoring homework processes and teacher assessments on academic achievement among beginning algebra students.
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Identifier
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AAI9830756
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identifier
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9830756
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Creator
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Pysher, Ernest Raymond.
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Contributor
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Adviser: Barry Zimmerman
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Date
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1998
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Mathematics | Education, Teacher Training
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Abstract
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One hundred and eighteen minority high school students in beginning algebra courses in a large, urban, inner city school participated in a study examining the effects of self-monitoring homework processes and homework outcomes on academic achievement. These two treatments were compared under process-oriented and outcome-oriented assessments in a 2 x 2 design with a separate control group receiving traditional curriculum instruction.;Students who self-monitored either processes or outcomes had significantly greater gain scores than the no self-monitoring control group. Self-monitors of homework processes significantly outperformed the self-monitors of homework outcomes. The self-monitors of processes who were given process assessments had significantly higher achievement than any other group except those students who self-monitored processes but were given outcome oriented assessments. Type of assessment was not related to gain scores.;Ad hoc analyses suggest that self-monitoring work at home yields higher achievement gains than self-monitoring homework in class while self-monitoring homework processes in class yields greater achievement gains than no self-monitoring. Educational implications and suggestions for future research examining homework completion, type of homework, type of assessments, self-processes, and replication of this study on different sample populations are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
