An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework

Author

Jessica Sapsara

Defense Date

11-19-2015

Graduation Date

Spring 2016

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Connie Moss

Committee Member

Deborah Scigliano

Committee Member

Gary Shank

Keywords

Formative Assessment, Homework, Self-regulation

Abstract

This study explored the formative learning cycle's ability to increase student confidence to create quality homework. Student from a socio-economically diverse school district in Western Pennsylvania reported their confidence levels on homework production on two surveys. The first survey provided a rapid response at the end of lessons taught using the formative learning cycle. The second survey was completed at the end of the study window. The results from these surveys indicate a positive correlation between the formative learning cycle's ability to increase self-regulation processes to confidently produce quality homework.

Format

PDF

Language

English

Recommended Citation

Sapsara, J. (2016). An Investigation of the Impact of the Formative Learning Cycle on Student Self-Regulation to Confidently Produce Quality Homework (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1147