Date of Award

5-2024

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study investigated the impact of open-note assessments on student learning as measured by the student’s overall score on unit assessments inside of a 9th grade Algebra 1 classroom. This study included 332 freshmen: an experimental group (open-note assessments) of 72 students and a control group of 260 students. Findings of this study did not show a statistically significant increase in the scores of students using open-note assessments. However, when looking at the different quartiles of test scores, the overwhelming evidence by the researcher revealed the benefits that open-note assessments had on student’s academic performance resulting in better test scores.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for The Degree of Master of Education

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