Does Deemphasizing Assignments Increase Student Performance in a Project Based Developing Web Applications Course?

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Bibliographic Details
Title:	Does Deemphasizing Assignments Increase Student Performance in a Project Based Developing Web Applications Course?
Authors:	MARINO, MATT¹ matt.marino@shu.edu
Source:	Journal of Educational Multimedia & Hypermedia. 2022, Vol. 31 Issue 3, p203-223. 21p.
Subject Terms:	COVID-19 pandemic, Student projects, Student assignments, Educational tests & measurements, Web-based user interfaces
Abstract:	Assessments play a pivotal role in student performance within higher education courses. In this article the effect of deemphasizing homework assignments and focusing on the course driven project had on undergraduate students' performance is clearly described. Using student grades as data sets, performance is compared over the Fall 2020, Fall 2021, and Fall 2022 semesters. Grade computation has slightly changed over these three semesters, primarily related to the deemphasizing of homework assignments. During the Covid-19 impacted Fall 2020 course participation was calculated using weekly quizzes instead of through in-class participation. Due to the varied majors of students, a scaffolding approach was used to deliver course content, so all students were allowed the opportunity to build a sophisticated website through projectbased learning. While deemphasizing homework assignments did not positively effect student performance, students produced more professional websites for their final project. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Assessments play a pivotal role in student performance within higher education courses. In this article the effect of deemphasizing homework assignments and focusing on the course driven project had on undergraduate students' performance is clearly described. Using student grades as data sets, performance is compared over the Fall 2020, Fall 2021, and Fall 2022 semesters. Grade computation has slightly changed over these three semesters, primarily related to the deemphasizing of homework assignments. During the Covid-19 impacted Fall 2020 course participation was calculated using weekly quizzes instead of through in-class participation. Due to the varied majors of students, a scaffolding approach was used to deliver course content, so all students were allowed the opportunity to build a sophisticated website through projectbased learning. While deemphasizing homework assignments did not positively effect student performance, students produced more professional websites for their final project. [ABSTRACT FROM AUTHOR]
ISSN:	10558896