Title

The Impact of Increased Classwork, Reduced Homework, and Shortened Lectures on Student Engagement

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Dr. Courtney LaLonde

Keywords

education, math, engagement, achievement, homework, lectures, classwork

Abstract

Abstract

The purpose of this study was to explore student engagement and achievement in a mathematics classroom. Students were asked to complete more work in the classroom, which included online assessments. In addition, shortened homework assignments were implemented. Lecture times during class were reduced in order to provide students the opportunity to perform these activities during school. The students participating in this study are non-advanced high school algebra students. The students range in grade level from 9th to 12th grade. Students were to submit homework assignments to Schoology. These assignments were graded on a 0-5 scale based on completion. Students also completed online homework quizzes using Schoology. Both assignments and quizzes were scored, and this data was stored using Campus, an online grading system. After completing the study, Mr. DeBoer and Mr. Haugen found that shortening lectures allowed students more classroom work time. During classroom work time, students were able to collaborate with one another on assignments, learn from each other’s problem solving techniques, and ask questions when they needed help. This increased student engagement in the classroom, and eliminated time that had been previously spent listening passively to the instructor. Students also found success with shortened assignments, as homework completion rates increased in both algebra classes. Students found assignments to be more manageable, and easier to complete during class with more classroom work time. Instant feedback that was provided through answer keys, and online quizzes through Schoology, gave students the opportunity to correct mistakes, rather than waiting to get feedback after their assignments had already been graded. After making these changes, student homework completion rates increased, assessment scores increased, and overall student grades increased.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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