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Identifier	Thesis 2095
Author	Melillo, Michael J., 1982-
Title	The effect of writing comments as feedback on collected homework
Publisher	Central Connecticut State University
Date	2010
Resource Type	Master's Thesis
Notes	This study examined whether writing targeted feedback to students on collected homework in the form of specific, process-related comments would have an impact in student achievement. This study was conducted over the course of 8 weeks in a public high school in Connecticut. The participants in this study were 32 freshmen Algebra 1 students and 48 junior and senior Algebra 2 students. This study was carried out by using two pairs of experimental and control groups, one of each for each Algebra level. The experimental groups, taught by the researcher, turned in their homework every time it was assigned. Meaningful, process-related comments, designed to help students identify their weaknesses and foster learning from their mistakes, were written on them and returned to the students promptly. In the control groups, which were taught by a different instructor, homework was only assigned a completion grade, and not collected. Students were expected to identify their own strengths and weaknesses based on class discussion. Several Analysis of Variance and Multiple Regression tests were used to analyze the data. It was found that the groups that received the comments completed as much homework as the groups without comments did, and there was no significant difference in academic achievement between either the two Algebra 1 classes or the two Algebra 2 classes. This study also found that for the subjects in this study, females performed significantly better on the midterm assessment prior to the study than males did, but there was no gender difference for the cumulative assessment after the study. In a subsequent study on the effects of writing comments on homework, a larger sample size and one instructor is recommended. In addition, it is also recommended that the study be longer and at the beginning of the school year, in order to determine if the non-significant differences in achievement found might become significant. Finally, a branching study can be performed that explores gender differences in major exams in other academic subjects.
Subject	Mathematics -- Study and teaching (Secondary) Algebra -- Study and teaching (Secondary) Homework Interaction analysis in education
Department	Department of Mathematical Sciences
Advisor	Gould, S. Louise
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	696124046
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