Abstract:
The problem: The variables of the Failure to Do Assignment System
(FDA) were examined as to their impact in helping middle school
students complete school assignments.
Procedure: Survey data was collected from the ninety-two sixth,
seventh, and eighth grade students at the Newell-Fonda Middle
School. A questionnaire was designed to elicit attitudinal responses
regarding assignment sheets in helping the goal-setting process;
encouragement, and self-esteem development by parents and
teachers within teacher-advisee groups; the value of morning breaks.
FDA study hall, and activity consequences. Similar survey data was
collected from the twelve staff members of the middle school. FDAs
of the ninety-two middle school students were recorded and
tabulated for a nine-month period as were grade point averages by
quarter. The number of FDAs given the second week of school
when no FDAs were officially recorded was compared with FDAs
given the remaining first semester. Z scores were used to establish
if there existed cause to reject the null hypothesis.
Findings: Tests supported the rejection of the null hypothesis that
there was no decrease over time in the number of incomplete
assignments at the middle school level. The Likert scale
questionnaires for students and staff provided mean scores which
identified use of assignment sheet for goal-setting, teacherladvisee
encouragement, and activity consequences as positive variables in
the success of the FDA System.
Recommendations: Further research in single case or group studies
is needed. Additional schools with innovative programs for
monitoring procrastinating students need to be identified for
comparative studies.
