Volume XIV: 2024
Nicole Brown
The Effectiveness of Self-Reported Grading in Secondary Food and Nutritional Sciences
Abstract
The purpose of this study is to evaluate the effectiveness of self-reported grading in a Food and Nutritional Sciences course in terms of student motivation, comprehension of learned knowledge, and the application of learned knowledge. During a six-week intervention, six participants took part in the study aimed to evaluate the effectiveness of self-reported grading. Participants reflected on their in-class experiences using the Weekly Reflection, used to reflect on self-reported grading experiences, and the Weekly Lab Evaluation, used to reflect on the comprehension and application of content and self-reported grading applied to the foods lab setting. Research question one asks does self-reported grading have a significant impact on student motivation in their studies? Participant motivation was increased in an effort to improve their skills in Food and Nutritional Sciences. Research question two asks how does self-reported grading help students to better comprehend the learning material? Participant comprehension was not well reflected in responses; however, participants obtained immediate feedback and gained confidence in their knowledge and skills in regard to the content. The final research question asks what influence does accountability have with self-reported grading in terms of the application of learned knowledge for lab experiences? Participants were held accountable for their learning, comprehension, and application which proved that self-reported grading had a positive impact on the application of learned knowledge. Overall, self-reported grading has a positive impact on student motivation, comprehension, and the application of learned knowledge.
Rachel Washburn
Impact of Implementing Error Analysis on Mathematics Proficiency in Fourth Grade
Abstract
A large body of educational literature and research suggests that there is a deficit in students’ mathematics proficiency and performance. Students often make errors when completing mathematics problems but are not capable of identifying the errors or reasons that the errors occurred. This lack of understanding can affect test scores and students’ comprehension of subsequent mathematics topics and skills. This study responds to the need for improved mathematics instruction in elementary classrooms by proposing a strategy for increasing students’ usage of error analysis in order to improve their mathematics accuracy and comprehension for the skills of addition, subtraction, and multiplication. The study was conducted for six weeks and included 17 fourth grade participants. The researcher utilized pre- and post-assessments and exit slips to collect data in the study. Based upon the data collected, the strategy of error analysis was effective in increasing participants’ proficiency in addition, subtraction, and multiplication in fourth grade. Results revealed the mean pre-assessment score was 4.29 (SD =2.52) and the mean post-assessment score was 14.76 (SD= 1.55). Participants made an overall mean score gain of 10.47 (SD=2.12) from the beginning to the end of the study. This reveals that error analysis had a positive effect on participants’ mathematics scores.
