Publication Date

3-20-2013

Type of Culminating Activity

Thesis

Degree Title

Master of Science in Mathematics Education

Department

Mathematics

Supervisory Committee Chair

Laurie Cavey, Ph.D.

Supervisory Committee Member

Margaret Kinzel, Ph.D.

Supervisory Committee Member

Mary Jarratt-Smith, Ph.D.

Abstract

The Assignment Packet Grading System is a form of choice-based learning that may be a valuable strategy to increase both motivation in students and their self-efficacy, which in return could result in higher levels of student achievement. The study was of an experimental design, carried out in Geometry classes at the high school level. Data were gathered regarding students’ mathematics self-efficacy and their academic achievement for two groups: one using the Assignment Packet Grading System and the other using a traditional classroom grading system.

The analysis of the data gathered in the study did not show a statistically significant difference between the self-efficacy of students who experienced the Assignment Packet Grading System versus students who experienced the traditional grading system. Furthermore, the analysis of the data gathered in the study did not show a statistically significant difference in the overall academic achievement between Geometry students who experienced the Assignment Packet Grading System versus students who experienced the traditional grading system. In conclusion, the Assignment Packet Grading System did not negatively impact students; therefore, the system is a valid alternative to the traditional homework grading system.

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