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written by Alisa Grimes and Valerie K. Otero
Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on homework completion rate. Two different classroom treatments were applied to two classes over the same term in an urban high school chemistry course. The first treatment involved eliciting student ideas regarding classroom structures surrounding homework that theoretically would lead to a greater homework completion rate. The second treatment (or control) involved the traditional, authoritative structures that had been in place--student ideas were not elicited about homework and therefore the teacher decided all structures and routines regarding homework. Our results suggest that structures derived with student input led to greater homework completion rates and to higher performances on the district assessment over the teacher decided homework condition. These results and their implications are discussed.
Physics Education Research Conference 2013
Part of the PER Conference Invited Paper series
Portland, OR: July 17-18, 2013
Pages 19-22
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Curriculum Development
= Course
- Instructional Material Design
Education - Basic Research
- Assessment
- Behavior
- High School
- Reference Material
= Article
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.inv.003
NSF Number:
0934921
Keywords:
PERC 2013, agency, community, homework, motivation, participation, voice
Record Cloner:
Metadata instance created December 17, 2013 by Lyle Barbato
Record Updated:
January 30, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
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Record Link
AIP Format
A. Grimes and V. Otero, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620).
AJP/PRST-PER
A. Grimes and V. Otero, The Effects of Student Input on Homework Completion and Student Performance presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620>.
APA Format
Grimes, A., & Otero, V. (2013, July 17-18). The Effects of Student Input on Homework Completion and Student Performance. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved September 1, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620
Chicago Format
Grimes, Alisa, and Valerie Otero. "The Effects of Student Input on Homework Completion and Student Performance." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620 (accessed 1 September 2014).
MLA Format
Grimes, Alisa, and Valerie Otero. "The Effects of Student Input on Homework Completion and Student Performance." Physics Education Research Conference 2013. Portland, OR: 2013. 19-22 of PER Conference Invited Paper. 1 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620>.
BibTeX Export Format
@inproceedings{ Author = "Alisa Grimes and Valerie Otero", Title = {The Effects of Student Input on Homework Completion and Student Performance}, BookTitle = {Physics Education Research Conference 2013}, Pages = {19-22}, Address = {Portland, OR}, Series = {PER Conference Invited Paper}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Alisa Grimes
%A Valerie Otero
%T The Effects of Student Input on Homework Completion and Student Performance
%S PER Conference Invited Paper
%D July 17-18 2013
%P 19-22
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Grimes, Alisa
%A Otero, Valerie
%D July 17-18 2013
%T The Effects of Student Input on Homework Completion and Student Performance
%B Physics Education Research Conference 2013
%C Portland, OR
%P 19-22
%S PER Conference Invited Paper
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13075&DocID=3620


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

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