Publication Date

2020

Document Type

Dissertation/Thesis

First Advisor

Shafer, Mary

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Mathematical Sciences

Abstract

This thesis examines the effect of completion and self-reflection credit on multiple aspects of undergraduate student success in Calculus 1. Specifically, this study assessed the validity of a plug-and-play classroom framework utilizing a combination of a holistic rubric and corresponding worksheets to direct students’ attention towards their conceptual understanding of material and written work, all while removing the pressure of performance grades on all but four summative assessments. By comparing students’ relative performance on these summative assessments, as well as students’ responses on regular surveys, this study found that students who chose to forego performance grades in favor of completion and self-reflection credit performed significantly higher than those participating in a traditional framework. In addition, those receiving completion and self-reflection credit were more likely to pass the course, express a greater interest in mathematics and credit their understanding of their abilities and the content to the framework.

Extent

161 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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