Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
The purpose of this study was to see if the process of reflection has a positive impact on student learning. Students wrote reflections before and after assessments, which allowed them to think deeply about what they were doing well, what they needed help on, and how they were going to receive that support. Students also wrote reflections periodically throughout the year. In these reflections, students evaluated their study habits, work ethic, willingness to ask for help, and anything that hindered their success in the past. Students wrote reflections during class and were read by the teacher to access quality so that the teacher could assess the students compared to their course work. The study took place at Owatonna High School, which is in a rural community in Southern Minnesota. The twenty-eight students who were involved in the study were juniors and seniors in an elective advanced algebra class. After conducting the research and receiving results through a student survey, the majority of students felt that writing reflections not only helped organize their thinking but also helping to self regulate their learning. Finally, the survey asked if the students would use the strategy again and the majority of them said no they would not use it again. The next steps that need to be taken are to find out what strategies that other students are using to self regulate their learning. Also, another step that needs to be taken after looking at the results is to find strategies to promote intrinsic motivation. Lastly, students should have reflected on their self regulation skills at the beginning of the year, so that they would have had something to compare their survey question to.
Dahlgren, James, "Reflection's Impact on Student Learning" (2020). Dissertations, Theses, and Projects. 245.