homework checks; (13) Mrs. Hodenfield’s one-on-one help was more beneficial than homework checks; (14) they would stay with entrance slips rather than homework checks; and (19) they were more aware of what the essential learnings are for Algebra. All these results answer the question frequent feedback “Would give my Algebra I students a better sense of what they know than past assessments (specifically homework checks) had?” with a resounding yes! Each survey question had a space provided for students to comment. For the purpose of coding the data, all additional student comments were collated on a document by stating the survey question and then listing all the student comments for the question under it. There were 448 comments made by the students on the survey. An extra section was provided for students to give additional comments in general. Thirty-five of the 448 comments came from this section. As students filled out the survey, the amount of comments added became less as the survey went on. The first question had 48 comments and the last question had 17 comments. The document was read multiple and the following themes emerged: (1) the entrance slip’s helpfulness to the student, (2) the researcher’s role in the student’s learning (feedback), (3) the ease and quickness of the entrance slips, (4) entrance slips were a review, (5) negative homework comments, (6) positive homework comments, (7) mention of grades, (8) flashback references, and (9)
homework checks; (13) Mrs. Hodenfield’s one-on-one help was more beneficial than homework checks; (14) they would stay with entrance slips rather than homework checks; and (19) they were more aware of what the essential learnings are for Algebra. All these results answer the question “Would frequent feedback give my Algebra I students a better sense of what they know than past assessments (specifically homework checks) had?” with a resounding yes! Each survey question had a space provided for students to comment. For the purpose of coding the data, all additional student comments were collated on a document by stating the survey question and then listing all the student comments for the question under it. There were 448 comments made by the students on the survey. An extra section was provided for students to give additional comments in general. Thirty-five of the 448 comments came from this section. As students filled out the survey, the amount of comments added became less as the survey went on. The first question had 48 comments and the last question had 17 comments. The document was read multiple and the following themes emerged: (1) the entrance slip’s helpfulness to the student, (2) the researcher’s role in the student’s learning (feedback), (3) the ease and quickness of the entrance slips, (4) entrance slips were a review, (5) negative homework comments, (6) positive homework comments, (7) mention of grades, (8) flashback references, and (9)
Colleen%20Hodenfield%20CapstoneProject.docx