More pressure than ever is placed on standardized test scores. Writing scores are generally the lowest among content areas tested. This correlational mixed-methods study explored the relationship between prompt choices, student engagement, and standardized writing test scores of intermediate-level students from a suburban elementary school. The study examined whether students (a) are more motivated when provided with choices, (b) perform at a higher level when more engaged or provided with choices, and (c) what role gender plays in both writing scores and engagement variables associated with writing. The researcher used concurrent triangulation strategy for data collection on student perceptions of engagement when provided varied levels of options during writing tests. The study integrated data from student surveys, interviews, and writing test scores conducted over a three-month period. Only 24 of the 73-student population met the criteria for participation in the study. Due to the small sample size, and based on recommendations from the doctoral study committee members, the researcher used randomized test-retest measures. The measure of effect was determined using the Pearson correlation while ANOVA provided for the analysis of means and engagement levels. The study indicated relationships between writing prompts, student achievement, and perceived levels of engagement, which added new information for social change by illuminating characteristics important to student engagement for the promotion of lifelong learning across both genders. Improved test scores positively impact the community, school, and student. Increased student engagement reinforces the development of life long learning. Studying what both genders associated with favorable and nonfavorable writing experiences contributed to closing the gap on gender-based academic proficiency.Summary and Transition There has been pressure for students to perform well on standardized writing tests. ... choice, engagement, student perceptions, and standardized writing test scores of intermediate- level elementary school students .
|Title||:||The Correlation Between Choices, Motivation, and Writing Scores in Elementary School Students|
|Publisher||:||ProQuest - 2008|