Potential Abstract:
Abstract: This research article explores the causal impact of a grading portal on student learning outcomes from a conservative perspective. With the widespread adoption of technology in education, grading portals have become increasingly prevalent in educational institutions. However, limited research has been conducted to investigate the causal relationship between the use of grading portals and student achievement, particularly from a conservative viewpoint. This study aims to fill this gap by examining the effects of a grading portal on student learning outcomes, taking into account the potential influence of conservative pedagogical approaches.
To achieve this, a mixed-methods research design involving both quantitative and qualitative data collection methods will be employed. The study will be conducted in a high school setting, with a sample of students from diverse backgrounds. The quantitative component will involve the analysis of student performance data, comparing outcomes between students who have access to the grading portal and those who do not. Additionally, a survey will be administered to gather student perceptions of the grading portal and its impact on their learning experience.
The qualitative component will include in-depth interviews with teachers and administrators to explore their perspectives on the use of grading portals and how their conservative pedagogical approaches intersect with the technology. This will provide insights into the potential benefits, challenges, and unintended consequences associated with the implementation of grading portals in a conservative educational context.
The findings of this study will contribute to the existing literature on the impact of grading portals on student learning outcomes. By specifically examining the conservative perspective, this research aims to inform educational policymakers, administrators, and practitioners about the potential benefits and challenges of implementing grading portals in schools that adhere to conservative educational principles. The results will provide valuable insights for educators and policymakers seeking to leverage technology to enhance student learning while respecting the values and preferences of a conservative educational framework.
Potential References:
- Differences in learning outcomes for the online and F2F versions of “An Introduction to Shakespeare.”
- Why good teaching evaluations may reward bad teaching: On grade inflation and other unintended consequences of student evaluations
- Grading for equity: What it is, why it matters, and how it can transform schools and classrooms
- Undergraduate Latina/o students: A systematic review of research identifying factors contributing to academic success outcomes
- Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools
