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The Impact of Student Accountability...

Kimery-Breeden, Kerri Anne.

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The Impact of Student Accountability on Motivation to Perform, On-Task Behavior, and Academic Gains Using a Computer-Assisted Intervention for Mathematics Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Student Accountability on Motivation to Perform, On-Task Behavior, and Academic Gains Using a Computer-Assisted Intervention for Mathematics Instruction./
Author:	Kimery-Breeden, Kerri Anne.
Description:	104 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582794
ISBN:	9781321221831

The Impact of Student Accountability on Motivation to Perform, On-Task Behavior, and Academic Gains Using a Computer-Assisted Intervention for Mathematics Instruction.
Kimery-Breeden, Kerri Anne.

The Impact of Student Accountability on Motivation to Perform, On-Task Behavior, and Academic Gains Using a Computer-Assisted Intervention for Mathematics Instruction. - 104 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ed.D.)--Union University, 2014.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the impact of usage and performance on a mathematics computer-based program. This research focused on student on-task behavior, student motivation to perform, and academic gains of 3 rd-, 4th-, and 5th-grade students in a Title I school/district. The goal of this research was to determine if student accountability, through the assignment of grades, had any impact on mathematic academic gains through the use of technology as an intervention method using a computer-assisted intervention (CAI). This was a quasi-experimental research design that used subjects as their own controls. A sample of the school population was used in the study for a period of 12 weeks/60 instructional days. The independent variables for the research questions were accountability periods, minutes utilized, sessions completed, and grade level. The dependent variables were minutes utilized, sessions completed, and gain scores from grade equivalency and correct attempts percentages. Three separate repeated measures ANOVAs were run to analyze differences between accountability periods. Two multiple regression analyses were run to determine if prediction was possible for student academic gain scores based on minutes utilized and sessions completed on the CAI during the two periods. Finally, a gain score ANOVA was run to determine the difference in student motivation to perform as measured by correct attempts percentages in the form of grades on the CAI among Grades 3-5 between nongraded and graded periods. Overall, significance was found in the differences of minutes utilized and sessions completed between the two periods. There was, however, no significant difference between the grade equivalency gain scores across the nongraded and graded periods. Based on the results of this research, the only time that academic gain, as related to grade equivalency, can be predicted is during the graded period and should be based only on sessions completed. Minutes utilized should not be used at any time to predict academic gain as related to grade equivalency. Student gain scores in the form of a grade derived from correct attempts percentages declined during the graded periods across all grade levels measured.

ISBN: 9781321221831Subjects--Topical Terms:

529436
Educational leadership.

The Impact of Student Accountability on Motivation to Perform, On-Task Behavior, and Academic Gains Using a Computer-Assisted Intervention for Mathematics Instruction.
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245 1 4 $a The Impact of Student Accountability on Motivation to Perform, On-Task Behavior, and Academic Gains Using a Computer-Assisted Intervention for Mathematics Instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Ben T. Phillips.
502 $a Thesis (Ed.D.)--Union University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to examine the impact of usage and performance on a mathematics computer-based program. This research focused on student on-task behavior, student motivation to perform, and academic gains of 3 rd-, 4th-, and 5th-grade students in a Title I school/district. The goal of this research was to determine if student accountability, through the assignment of grades, had any impact on mathematic academic gains through the use of technology as an intervention method using a computer-assisted intervention (CAI). This was a quasi-experimental research design that used subjects as their own controls. A sample of the school population was used in the study for a period of 12 weeks/60 instructional days. The independent variables for the research questions were accountability periods, minutes utilized, sessions completed, and grade level. The dependent variables were minutes utilized, sessions completed, and gain scores from grade equivalency and correct attempts percentages. Three separate repeated measures ANOVAs were run to analyze differences between accountability periods. Two multiple regression analyses were run to determine if prediction was possible for student academic gain scores based on minutes utilized and sessions completed on the CAI during the two periods. Finally, a gain score ANOVA was run to determine the difference in student motivation to perform as measured by correct attempts percentages in the form of grades on the CAI among Grades 3-5 between nongraded and graded periods. Overall, significance was found in the differences of minutes utilized and sessions completed between the two periods. There was, however, no significant difference between the grade equivalency gain scores across the nongraded and graded periods. Based on the results of this research, the only time that academic gain, as related to grade equivalency, can be predicted is during the graded period and should be based only on sessions completed. Minutes utilized should not be used at any time to predict academic gain as related to grade equivalency. Student gain scores in the form of a grade derived from correct attempts percentages declined during the graded periods across all grade levels measured.
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