Version 1
: Received: 11 January 2023 / Approved: 13 January 2023 / Online: 13 January 2023 (10:52:23 CET)
How to cite:
Boyle, C.; Hashemi, N. From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation. Preprints2023, 2023010252. https://doi.org/10.20944/preprints202301.0252.v1
Boyle, C.; Hashemi, N. From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation. Preprints 2023, 2023010252. https://doi.org/10.20944/preprints202301.0252.v1
Boyle, C.; Hashemi, N. From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation. Preprints2023, 2023010252. https://doi.org/10.20944/preprints202301.0252.v1
APA Style
Boyle, C., & Hashemi, N. (2023). From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation. Preprints. https://doi.org/10.20944/preprints202301.0252.v1
Chicago/Turabian Style
Boyle, C. and Nicole Hashemi. 2023 "From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation" Preprints. https://doi.org/10.20944/preprints202301.0252.v1
Abstract
In this paper, we have investigated the impact of an early learning assessment on students' motivation for improving their performance throughout the semester. An observation analysis was conducted on an entry level mechanical engineering course in which students are enrolled in during their first semester of engineering work. This study analyzes the effect that a first exam, with an average below a passing grade, has on student's outcome in the course. It was hypothesized that students were motivated to achieve their desired grade outcomes following inadequate performance on the first exam. This was investigated by diving into the results of the course and referencing initial performance to the remaining exam and assessment outcomes. Students were placed into grade bands ranging from 0 to 100 in 20% increments. Their results were tracked and it was shown that for the second mechanics exam, averages jumped 43.333%, 35.35%, and 30.055% for grade bands of 0 to 20, 20 to 40, and 40 to 60 respectively. Assessment grades increased as well with the remaining assessments being averaged to a score of 91.095%. Variables contributing to student performance came from both with-in and outside the classroom. Learning communities, material differentiation, and student and professor adaptation all contributed to the rise in performance. It was concluded that the internal and external variables acted in combination with one another to increase student dedication to achieve success.
Keywords
Early Learning Assessment; Students Performance; Learning Communities; Motivation
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
