The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students

Abstract

The problem: Research has repeatedly noted the inclusion of nonacademic factors complicate the ability to interpret grades since these factors may directly conflict with each other and distort the meaning of a grade. Procedure: This study investigated the impact two nonacademic factors, teacher perception of student effort and attitude toward subject matter, had on the final grade students earned in Algebra I. This study examined 851 students from 15 teachers’ classrooms in and around the Des Moines, Iowa, metropolitan area. Findings: Results of data analysis established a highly significant correlation between teacher perceptions of effort and grades in Algebra I (r= .6267) with a coefficient of determination of .3927. Likewise, a highly significant correlation (r= .5743) was established between perceptions of attitude toward subject matter and the final grade in Algebra, with a coefficient of determination of .3298. These findings supported previous research that nonacademic factors influence grading. Recommendations: The findings have implications for pre service and in-service teacher training and professional development around grading and measurement, as well as for the reporting tools schools use to report grades.