Helping High School Students Achieve Academic Responsibility
Major
Educational Studies
Submission Type
Oral Presentation
Area of Study or Work
Educational Studies
Expected Graduation Date
2022
Location
1st floor, State Farm Hall
Start Date
4-9-2022 9:05 AM
End Date
4-9-2022 9:50 AM
Abstract
I conducted teacher research to examine how teachers can help high school freshmen in an English classroom develop academic responsibility. Academic responsibility in this case can be defined as when students actualize their internal drive to perform well in class and uphold their grades without outside forces. Starting in mid-September 2021, I began collecting data with a student work tracker, anecdotal records, and an exit survey at the end of the semester. The student work tracker followed each assignment, due date, and actual submission date of the student, along with noting any reminders and conversations with the student about the assignment. This helped me know what kinds of reminders were helpful and what motivated students to submit assignments for grades. The anecdotal records were notes on anything that might be happening in a student’s life that was noticeable. This helped me monitor any outside distractions that may impact a student’s academic performance and progress, and data was collected intermittently throughout the semester. The exit survey asked five questions about homework completion, assessment preparation, and academic motivation. This helped me understand what outside factors students were dealing with that I had not picked up on and if students felt like homework was helpful for assessment preparation. This research is significant because a teacher’s main goal is to make sure their students succeed; there are many factors that contribute to homework completion and teachers must understand what impacts academic responsibility in order to help students succeed in the classroom.
Helping High School Students Achieve Academic Responsibility
1st floor, State Farm Hall
I conducted teacher research to examine how teachers can help high school freshmen in an English classroom develop academic responsibility. Academic responsibility in this case can be defined as when students actualize their internal drive to perform well in class and uphold their grades without outside forces. Starting in mid-September 2021, I began collecting data with a student work tracker, anecdotal records, and an exit survey at the end of the semester. The student work tracker followed each assignment, due date, and actual submission date of the student, along with noting any reminders and conversations with the student about the assignment. This helped me know what kinds of reminders were helpful and what motivated students to submit assignments for grades. The anecdotal records were notes on anything that might be happening in a student’s life that was noticeable. This helped me monitor any outside distractions that may impact a student’s academic performance and progress, and data was collected intermittently throughout the semester. The exit survey asked five questions about homework completion, assessment preparation, and academic motivation. This helped me understand what outside factors students were dealing with that I had not picked up on and if students felt like homework was helpful for assessment preparation. This research is significant because a teacher’s main goal is to make sure their students succeed; there are many factors that contribute to homework completion and teachers must understand what impacts academic responsibility in order to help students succeed in the classroom.