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Doctoral Study Man Der Son

Doctoral Study Man Der Son

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ABSTRACT
More pressure than ever is placed on standardized test scores. Out of the content areas tested, writing scores are generally the lowest. This correlational mixed-methods study explored the relationship between prompt choices, student engagement, and standardized writing test scores of intermediate-level students attending a suburban elementary school. The overarching questions were three fold, are students more motivated when provided with choices, do students perform at a higher level when either more engaged or provided with choices, and what role does gender play in both writing scores and engagement variables associated with writing? The researcher used concurrent triangulation strategy for data collection on student perceptions of engagement, when receiving varying levels of options during standardized writing test prompts. The study integrated data from student surveys, interviews, and writing test scores conducted over a three-month period. The target group consisted of 62 fifth-grade students, which provided for a 95% confidence level. Only 24 of the 73-student population met the criteria for participation in the study. Due to the small sample size, and based on recommendations from the doctoral study committee members, the researcher used randomized test-retest measures. The measure of effect was determined using Cohen’s d. Unlike significance tests, measuring the effect size is independent of sample size. The results of the study proved to be effective and applicable in raising student achievement on writing prompts and were significant for educators working with students in grades 3-6 across the curriculum. In addition to raising student achievement on writing prompts, the study added new information for social change by illuminating characteristics important to student engagement for the promotion of lifelong learning across both genders.
ABSTRACT
More pressure than ever is placed on standardized test scores. Out of the content areas tested, writing scores are generally the lowest. This correlational mixed-methods study explored the relationship between prompt choices, student engagement, and standardized writing test scores of intermediate-level students attending a suburban elementary school. The overarching questions were three fold, are students more motivated when provided with choices, do students perform at a higher level when either more engaged or provided with choices, and what role does gender play in both writing scores and engagement variables associated with writing? The researcher used concurrent triangulation strategy for data collection on student perceptions of engagement, when receiving varying levels of options during standardized writing test prompts. The study integrated data from student surveys, interviews, and writing test scores conducted over a three-month period. The target group consisted of 62 fifth-grade students, which provided for a 95% confidence level. Only 24 of the 73-student population met the criteria for participation in the study. Due to the small sample size, and based on recommendations from the doctoral study committee members, the researcher used randomized test-retest measures. The measure of effect was determined using Cohen’s d. Unlike significance tests, measuring the effect size is independent of sample size. The results of the study proved to be effective and applicable in raising student achievement on writing prompts and were significant for educators working with students in grades 3-6 across the curriculum. In addition to raising student achievement on writing prompts, the study added new information for social change by illuminating characteristics important to student engagement for the promotion of lifelong learning across both genders.

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Published by: Looking for Knowledge on Dec 07, 2008
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09/07/2012

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Walden University
 COLLEGE OF EDUCATIONThis is to certify that the doctoral study byMichael Andersonhas been found to be complete and satisfactory in all respects,and that any and all revisions required bythe review committee have been made.Review CommitteeDr. James Mitchell, Committee Chairperson, Education FacultyDr. Donald Wattam, Committee Member, Education FacultyChief Academic OfficerDenise DeZolt, Ph.D.Walden University2008
 
 ABSTRACTThe Correlation Between Choices, Motivation, and Writing Scores in Elementary SchoolStudentsbyDr. Michael Anderson, Ed.D.Ed.D., Walden University, 2008M.A., City University, 1996B.A., Northwest Nazarene University, 1990Doctoral Study Submitted in Partial Fulfillmentof the Requirements for the Degree of Doctor of EducationWalden UniversityWalden UniversityMay 2008
 
 ABSTRACTMore pressure than ever is placed on standardized test scores. Writing scores aregenerally the lowest among content areas tested. This correlational mixed-methods studyexplored the relationship between prompt choices, student engagement, and standardizedwriting test scores of intermediate-level students from a suburban elementary school. Thestudy examined whether students (a) are more motivated when provided with choices, (b)perform at a higher level when more engaged or provided with choices, and 9c) what rolegender plays in both writing scores and engagement variables associated with writing.The researcher used concurrent triangulation strategy for data collection on studentperceptions of engagement when provided varied levels of options during writing tests.The study integrated data from student surveys, interviews, and writing test scoresconducted over a three-month period. Only 24 of the 73-student population met thecriteria for participation in the study. Due to the small sample size, and based onrecommendations from the doctoral study committee members, the researcher usedrandomized test-retest measures. The measure of effect was determined using the Pearsoncorrelation while ANOVA provided for the analysis of means and engagement levels.The study indicated relationships between writing prompts, student achievement, andperceived levels of engagement, which added new information for social change byilluminating characteristics important to student engagement for the promotion of lifelonglearning across both genders. Improved test scores positively impact the community,school, and student. Increased student engagement reinforces the development of lifelong learning. Studying what both genders associated with favorable and nonfavorablewriting experiences contributed to closing the gap on gender-based academic proficiency.

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