Does Deemphasizing Assignments Increase Student Performance in a Project Based Developing Web Applications Course?
Saved in:
| 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] |
| Copyright of Journal of Educational Multimedia & Hypermedia is the property of Association for the Advancement of Computing in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 175222012 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Does Deemphasizing Assignments Increase Student Performance in a Project Based Developing Web Applications Course? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MARINO%2C+MATT%22">MARINO, MATT</searchLink><relatesTo>1</relatesTo><i> matt.marino@shu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Multimedia+%26+Hypermedia%22">Journal of Educational Multimedia & Hypermedia</searchLink>. 2022, Vol. 31 Issue 3, p203-223. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+projects%22">Student projects</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+assignments%22">Student assignments</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br /><searchLink fieldCode="DE" term="%22Web-based+user+interfaces%22">Web-based user interfaces</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Multimedia & Hypermedia is the property of Association for the Advancement of Computing in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175222012 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 203 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Student projects Type: general – SubjectFull: Student assignments Type: general – SubjectFull: Educational tests & measurements Type: general – SubjectFull: Web-based user interfaces Type: general Titles: – TitleFull: Does Deemphasizing Assignments Increase Student Performance in a Project Based Developing Web Applications Course? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MARINO, MATT IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10558896 Numbering: – Type: volume Value: 31 – Type: issue Value: 3 Titles: – TitleFull: Journal of Educational Multimedia & Hypermedia Type: main |
| ResultId | 1 |
