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An analysis of the relationships between homework frequency and homework grading procedures of Algebra 1 teachers on student outcomes as measured on the Algebra 1 endofcourse examination
 Date Issued:
 2019
 Abstract/Description:
 The purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researchercreated survey. Crosstabulation tables were used to identify variations in homework assignment, homework frequency, homework type, and homework grading practice associated with school (middle or high) and teacher (educational attainment and experience teaching Algebra 1) characteristics. A twoway ANOVA was used to analyze the relationship between homework frequency and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework frequency as well as the interaction effects of the teacher's educational attainment and the teacher's educational experience were statistically significant. Results showed that students who were given more homework did better on the Algebra 1 EOC than their peers who received less homework. A second twoway ANOVA was used to analyze the relationship between the way homework is graded and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework grading practice as well as the interaction effect of the teacher's educational experience was statistically significant. Results showed that students had the highest Algebra 1EOC score when their homework was graded for accuracy. While making decisions on how homework should be graded in an Algebra 1 classroom, teachers and administrators will beinformed through these findings as to what type of grading practice has the potential to positively impact student achievement.
Title:  An analysis of the relationships between homework frequency and homework grading procedures of Algebra 1 teachers on student outcomes as measured on the Algebra 1 endofcourse examination. 
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Name(s): 
Taylor, Jonathan, Author Johnson, Jerry, Committee Chair Dixon, Juli, Committee Member Doherty, Walter, Committee Member Pisani, Michelle, Committee Member University of Central Florida, Degree Grantor 

Type of Resource:  text  
Date Issued:  2019  
Publisher:  University of Central Florida  
Language(s):  English  
Abstract/Description:  The purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researchercreated survey. Crosstabulation tables were used to identify variations in homework assignment, homework frequency, homework type, and homework grading practice associated with school (middle or high) and teacher (educational attainment and experience teaching Algebra 1) characteristics. A twoway ANOVA was used to analyze the relationship between homework frequency and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework frequency as well as the interaction effects of the teacher's educational attainment and the teacher's educational experience were statistically significant. Results showed that students who were given more homework did better on the Algebra 1 EOC than their peers who received less homework. A second twoway ANOVA was used to analyze the relationship between the way homework is graded and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework grading practice as well as the interaction effect of the teacher's educational experience was statistically significant. Results showed that students had the highest Algebra 1EOC score when their homework was graded for accuracy. While making decisions on how homework should be graded in an Algebra 1 classroom, teachers and administrators will beinformed through these findings as to what type of grading practice has the potential to positively impact student achievement.  
Identifier:  CFE0007732 (IID), ucf:52415 (fedora)  
Note(s): 
20190801 Ed.D. Community Innovation and Education, Educational Leadership and Higher Education Doctoral This record was generated from author submitted information. 

Subject(s):  Homework  Algebra 1  Accuracy  Completion  
Persistent Link to This Record:  http://purl.flvc.org/ucf/fd/CFE0007732  
Restrictions on Access:  public 20190815  
Host Institution:  UCF 