An Investigation of the FDA (Failure to Do Assignment) Program in Helping Middle School Students Complete School Assignments

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.