dc.contributor.author	Owens, Leah M.
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2022-11-29T18:25:25Z
dc.date.available	2022-11-29T18:25:25Z
dc.date.issued	2022-11
dc.identifier.other	D584E25F-E8A6-EA95-4216-DDEC8000CF81	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6291
dc.description.abstract	The intent of this study was to investigate changes in students’ self-efficacy, motivation, and achievement related to Formative Assessment Lesson (FAL) implementation in the Algebra 1 classroom. The effect of FAL implementation on students was examined using an embedded experimental model. Students’ self-efficacy and motivation were measured using the Sources of Middle School Self-Efficacy (SMSSE) and Activity Feeling States (AFS) scales. Student achievement was measured using a researcher-created test built from questions intended to prepare students for the Georgia End-of-Course (EOC) Test. Qualitative data were collected from monthly teacher logs and teacher interviews conducted at the end of the school year. The data were analyzed by t-test, correlation analysis, and directed content analysis. Although no statistically significant differences were present for self-efficacy, motivation, and achievement between students who participated in FALs and those who did not, the descriptive results and qualitative results suggested that FAL implementation might affect students by targeting subcomponents of self-efficacy and motivation as well as student achievement. In addition, FAL implementation might influence teachers by challenging them to move from traditional instructional strategies to instruction focusing on students and providing more opportunities for student inquiry. Keywords: Formative Assessment Lesson, High School Mathematics, Motivation, Self-Efficacy, Student Achievement	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Overview 1 -- Purpose of the Study 8 -- Research Questions 9 -- Theoretical Framework 11 -- Methodology 14 -- Significance of the Study 17 -- Assumptions, Limitations, and Delimitations 18 -- Assumptions 18 -- Limitations 18 -- Delimitations 21 -- Definition of Terms 21 -- Summary 22 -- Chapter II: LITERATURE REVIEW 23 -- Educational Reform 23 -- Formative Assessment 28 -- Formative Assessment Lessons 32 -- Self-Efficacy 36 -- Motivation 41 -- Summary 47 -- Chapter III: METHODOLOGY 49 -- Research Questions 49 -- Research Design 50 -- Population and Sample 52 -- Population 52 -- Sample 54 -- Description of Intervention 56 -- Instrumentation 59 -- Quantitative 59 -- Qualitative 62 -- Validity and Reliability 63 -- Quantitative 63 -- Qualitative 66 -- Data Collection Procedure 67 -- Quantitative 67 -- Qualitative 69 -- Data Analysis 70 -- Summary 73 -- Chapter IV: RESULTS 74 -- Results for Research Question 1 74 -- Quantitative Data 74 -- Qualitative Data 87 -- Results for Research Question 2 91 -- Quantitative Data 91 -- Qualitative Data 96 -- Results for Research Question 3 99 -- Quantitative Data 99 -- Qualitative Data 100 -- Results for Research Question 4 103 -- Quantitative Data 103 -- Qualitative Data 105 -- Results for Research Question 5 107 -- FAL Preparation 108 -- FAL Implementation 109 -- Effects of FAL Implementation 110 -- Future FAL Implementation 111 -- Summary 112 -- Research Question 1 112 -- Research Question 2 116 -- Research Question 3 119 -- Research Question 4 121 -- Research Question 5 123 -- Chapter V: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 126 -- Related Literature 126 -- Methodology 129 -- Summary of Findings 131 -- Research Question 1 131 -- Research Question 2 134 -- Research Question 3 136 -- Research Question 4 137 -- Research Question 5 139 -- Discussion of Findings 140 -- Self-Efficacy 141 -- Motivation 144 -- Achievement 148 -- Relationships Among Self-Efficacy, Motivation, Achievement, and -- FAL Implementation 150 -- Teacher’s Perceptions of Impact of FAL Implementation 152 -- Limitations of the Study 154 -- Implications for FAL Implementation and Future Research 156 -- Conclusion 159 -- REFERENCES 161	en_US
dc.format.extent	1 electronic document and derivatives, 272 pages. 18356573 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic achievement	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Georgia	en_US
dc.subject	Instructional design	en_US
dc.subject	Mathematics education	en_US
dc.subject	Mathematics--Study and teaching (Secondary)	en_US
dc.subject	Mathematics	en_US
dc.subject	Motivation (Psychology)	en_US
dc.subject	Self-efficacy	en_US
dc.title	Examination of High School Students’ Self-Efficacy, Motivation, and Achievement in Response to Formative Assessment Lesson Implementation	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, & Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hsiao, E-Ling
dc.description.committee	Ren, Xiaoai
dc.description.committee	Gonzalezers, Heidi C.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US