Title

The effect of a computerized grade book reporting system on homework completion in a private elementary school

Date of Award

2000

Availability

Article

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Educational Leadership

First Committee Member

Margaret Crosbie-Burnett, Committee Chair

Abstract

The purpose of this study was to determine if homework completion rates as measured by the decrease in missing and late homework could be improved by using a computerized grade book reporting system that enabled more frequent feedback about this behavior to students and parents.This study followed 86 fourth, fifth and sixth grade students from two private schools (43 males and 43 females) for two years. During both years of the study a count was made at the end of each marking period of all the late and missing homework for each student within each of the five subject areas (Language Arts, Language Enrichment, Mathematics, Science and Social Studies). This was then expressed as a percentage of late and missing homework. Prior to the second year, the computerized grade book reporting system was introduced to the teachers in the experimental school. Manually kept grade books and written reports about homework completion remained the same in the control school.Analysis of Variance for repeated measures was used to determine the statistical significance of pretest-posttest change in this quasi-experiment. In the experimental school, the teachers and administrator used Macintosh computers on a local area network. Easy Grade Pro (Orbis Software) was the grade book reporting system.Results indicated that statistically significant decreases in late and missing homework occurred in three of the five subject areas in the experimental school. There was also a statistically significant decrease in two of the five subject areas in the control school. Three of the five effect sizes for the experimental school were of practical significance. However, all five of the effect sizes for the control school were of no practical significance.These results are consistent with the literature advocating use of computers to improve tracking of behavior problems as well as the idea that frequent feedback has a positive effect on student work. The positive results of this study might encourage further studies about the usefulness of computerized grade book reporting systems.

Keywords

Education, Educational Psychology; Education, Technology of

Link to Full Text

http://access.library.miami.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9972549