Barnett Final Research Proposal STUDENT ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS

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1 Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS The Impact of Student Achievement when Taking Assessments Online vs. Paper Research Proposal Brittany Barnett Department of Educational Leadership, Lamar University PEDG 5307: Educational Research Section A01 Janice Taylor October 29, 2023

Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 2 The Impact of Student Achievement when Taking Assessments Online vs. Paper Technology is increasingly becoming more relevant in the lives of not only adults but children of all ages and all grade levels. This includes the method of teaching and the method of assessing the students' achievements in the subjects that they are being taught. It has even become a rule by the Texas Education Agency (TEA) that all STAAR assessments must be taken online, no matter the preference of the student. What effect does this have on students and their academic and emotional achievements? As a teacher, it is being observed that some students are excelling with online methods and some are struggling tremendously, but is this seen overall? With all these different ideas and thoughts, the question in review is “How do online learning and assessments affect the overall student achievement and emotional status of students when compared to paper- based learning?” The purpose of this mixed-method research study will be to investigate and compare the impact and differences in student achievement when taking assessments via online methods versus taking assessments on paper. Background There have been many different questions and students that have been conducted to test the impact and achievement of students’ learning when comparing online to paper testing since the idea of technology and computer-based learning is becoming more common in the public school system. Since the issue of COVID, the Texas Department of Education (TEA) and most schools are making it mandatory that assessments and most assignments be done online thus taking away the element of the paper and pencil. For some students, this method may be acceptable and effective, but some students who do not benefit from this method yet are getting the option.

Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 3 Problem Statement The purpose of this study will be to examine and compare the academic achievements and progress of 6 th and 7th-grade science students when taking different assessments online and on paper. When conducting and reflecting on this study, different questions will be examined from the data, including What is the impact on test scores? What is the impact on student effort? What are the opinions of students when taking assessments? Rationale for the Study As a middle school teacher, I see students struggle tremendously with online learning and assessment taking and then some excel using this method. We all know that students learn and achieve differently, which is why the public school system holds so fondly to the 504 accommodations, why are they being made to learn and be assessed fully online if that is not what is best for that student? By conducting this investigation, I hope to gain a basic understanding of the effects of online assessments versus paper assessments, and if we are doing students a disservice by making it mandatory to test online. Teachers, students, and school admin would be able to use this data to determine the best methods of practice for their students and their classroom to provide the best opportunity for success in the classroom setting. Literature Review Technology is increasingly becoming more relevant in the lives of not only adults but children of all ages and all grade levels. This includes the method of teaching and the method of assessing the student's achievements in the subjects that they are being taught. It has even become a rule by the Texas Education Agency (TEA) that all STAAR assessments must be taken online, no matter the preference of the student. What effect does this have on students and their academic and emotional achievements? As a teacher, it is being observed that some students are

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Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 4 excelling with online methods and some are struggling tremendously, but is this seen overall? With all these different ideas and thoughts, the question in review is “How do online learning and assessments affect the overall student achievement and emotional status of students when compared to paper- based learning?” Overall Student Achievements Various studies have already been conducted over the past 10 years about student academic achievement in schools and on assessments as the methods of online and web-based learning or testing are becoming more common. In early testing years, it was observed that scores dropped tremendously. In 2013, Wolfinger, S (2016) noted that in Pennsylvania, 28% of the 100% virtual schools did not have a performance rating and of the 285 schools, only 41% were academically acceptable. As virtual learning and web-based testing have become more common and used by schools and students, the overall impression and data have concluded that there is not a significant difference in scores when comparing the achievements of tests and that it becomes based on the preference of the students themselves. “Online learning is effective, but not better (Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. 2018). Overall Student Emotional Success When comparing and reflecting on the academic data of web-based testing versus paper- based testing, it was also noted that some students preferred paper or web assessments due to the subject and/or their stress/anxiety levels. This was different for many students and thus would affect the outcome of their scores and whether it allowed them to be effective and commendable academically. W hen comparing the scores to Math and ELAR scores that were taken from CBT were lower than paper-based testing (PBT) by .10 standard deviations (Math) and .25 standard deviations (ELAR). There are many possible reasons for this slight decrease in scores such as

Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 5 students not being used to the method of testing and those who do not have a computer at home experiencing more anxiety and discomfort (Backes, B., & Cowan, J. 2019). Riegel, K., & Evans, T. conducted a research study, and they concluded that when speaking with those who preferred online learning demonstrated or felt less anxiety and stress while taking assessments, but those who did prefer face-to-face instruction felt more stress and anxiety while taking online learning assessments (Riegel, K., & Evans, T. 2021). Advantages for Instructors and Students Though scores of assessments and emotional well-being are the focus of this study, it is relevant and important to understand the positive impacts that online learning and assessments have for not only students but the education institutions/instructors as well. Karadeniz, S. noted that web-based assessments were preferred due to the ease of use for students, more comprehension, and instant feedback (Karadeniz, S. 2009). Karadeniz, S. (2009) was also able to show that instructors also valued the online learning method due to the increase of resources of materials, and the number of enrolled students geographically, allowed for quick access to lessons and instructors. Backes and Cowan (2019) stated that there are advantages of computer- based testing (CBT) such as assessing student achievement, flexible test design, having more access to resources, and having a faster turnaround (Parhizgar, 2012). Overall, it shows that schools can use instant information and assessments to help students quickly and provide instant feedback and aid. It was even noted that the students who did prefer and perform better on paper assessments, which were slightly superior to those who prefer web-based assessments, stated that they did appreciate the quick web access, which allowed for the conclusion that blended or integrated learning is probable when looking for student achievement (Karadeniz, S. 2009).

Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 6 Summary When comparing web-based learning/testing to paper or face-to-face learning/testing in the three different methods of achievement, emotions, and ease of use, it is noted that academically there is not a huge significance for either method of testing. Overall, the academic success of a certain method was dependent on the preference, and stress level of the student for that topic. If the student was comfortable with technology and the subject in question, then the student did quite well when compared to those who were not comfortable. The academic structure and achievement are also dependent on the emotional thoughts and outcomes of students. In the big picture, web-based learning and assessments are preferred due to the ease of application and the instant feedback that both the student and instructor can use to their benefit. “Online learning is effective, but not better (Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. 2018). Methodology Participants The proposed target participants that I will be collecting samples of tests, activities, and assignments will be the 6th and 7th-grade science students that I currently teach daily. I have three classes of regular (on-level) 6th graders and three classes of honors-level 7th graders. In my 6th grade classes, I have a total of 68 students; 28 Boys and 40 Girls; 52 labeled At Risk, 8 are labeled 504, 15 are labeled SPED, and 25 are labeled LEP. In my 7th grade classes, I have a total of 76 students; 35 Boys and 41 Girls; 28 labeled At Risk, 6 are labeled 504, 3 are labeled SPED, 11 are labeled LEP, and 13 are Labeled GT. This total number of participants is 144 students; 63 Boys and 81 Girls; 80 are labeled At Risk, 14 are labeled 504, 18 are labeled SPED, 36 are labeled LEP, and 13 are Labeled GT.

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Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 7 Research Design For my research design, I plan to use a mixed-method research design. I will be able to take the scores of these assignments or assessments of each student and compare them with the different forms of instruction or methods. I will also compare assessments and quizzes this way by giving the teacher-created quizzes on paper and the district unit assessment online as I already do. This will not throw a curve in the students' learning because they are already in the routine of receiving both methods in my classroom. I feel that using my classes will give me a good baseline study because I have two different age groups and two different levels of education. Within each age group and level, they have similar setbacks that will also help to be able to compare scores and the impact of achievements. Not only will I be taking data on scores, but I will also be taking data on their personal preferences as well. I want to be able to compare their achievement not only to the form of testing but to their opinion as well. I will be providing the students with a form that will ask them to rate their achievements on the computer vs. paper and give a brief explanation as to why. This will include information as to why they do or do not prefer paper and do or do not prefer online. Data Collection To collect data, I plan on having the students complete different activities/assessments using both online and paper methods. I will be able to take the scores of these assignments or assessments of each student and compare them with the different forms of instruction. I can also compare assessments and quizzes this way by giving the teacher-created quizzes on paper and the district unit assessment online as I already do. This will not throw a curve in the students' learning because they are already in the routine of receiving both methods in my classroom. I feel that using my classes will give me a good baseline study because I have two different age

Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 8 groups and two different levels of education. Within each age group and level, they have similar setbacks that will also help to be able to compare scores and the impact of achievements. Students will also be given a brief survey to answer some questions that allow them to provide their outlook on the two different types of methods being used in the classroom for assessments. By using this data, I will be able to see the engagement piece and the preferences of the different students and compare them to the average scores of each grade level. . Data Analysis This proposed method of research will allow me to present the data in a clear visual manner using graphs and charts to visually represent the average scores of topics and assignments when using two different methods and within two different grade levels. The visual representations will allow me, teachers, and other readers to see any correlation in achievement between the two methods. When referring to the survey, these will be represented numerically (average answer), therefore also in a graphic visual, but also with key statements to be highlighted and used for reference. .

Running Head: ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS 9 References Backes, B., & Cowan, J. (2019). Is the pen mightier than the keyboard? The effect of online testing on measured student achievement. Economics of Education Review, 68, 89-103. Karadeniz, S. (2009). The impacts of paper, web, and mobile- based assessment on students’ achievement and perceptions. Scientific Research and Essay , 4 (10), 984-991 Nikou, S., & Economides, A. A. (2013). Student achievement in paper, computer/web, and mobile-based assessment Riegel, K., & Evans, T. (2021). Student achievement emotions: Examining the role of frequent online assessment. Australasian Journal of Educational Technology , 37 (6), 75-87. Wolfinger, S. (2016). An exploratory case study of middle school student academic achievement in a fully online virtual school . Drexel University. Chicago Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. (2018). Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Education and Information Technologies , 23 , 2141-2153

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Barnett Final Research Proposal STUDENT ACHIEVEMENT ON ONLINE VS PAPER ASSESSMENTS

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