Date of Award
8-2017
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Cara Rieckenberg
Department/School
Education
Abstract
The purpose of this research was to determine whether or not implementing Hess' Cognitive Rigor Matrix within fifth-grade independent learning contracts would increase student time on task. There were 25 fifth-grade student participants in the study and the study took place over four-weeks. Data was collected through a pre/post-assessment on specific topic, student engagement observation, student/teacher conferences, and the Student Data Gathering Tool. While initial research suggests that the implementation of Hess’ Cognitive Rigor Matrix with independent-learning contracts increases student engagement, further research should be done to determine whether or not engagement would be sustained throughout a longer period of time.
Recommended Citation
Carlson, Andrea. (2017). The Effect of Implementing Hess' Cognitive Rigor Matrix Within Fifth-Grade Independent Learning-Contracts Upon Student Engagement and Time-on-Task. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/289