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Ohiohealth Benefits & Wellness Practicum, Rebecca Gallagher
Ohiohealth Benefits & Wellness Practicum, Rebecca Gallagher
Masters Theses/Capstone Projects
OhioHealth incorporates programs and training for their employees in order to keep them healthy and fit, the program is called OhioHealthy. This project seeks to understand corporate wellness and the programs or practices that can be used in order to promote this wellness.
Gamification With Leveling Up: Effects On Learning Science And Motivation Toward Learning Science., Tina Bardwell
Gamification With Leveling Up: Effects On Learning Science And Motivation Toward Learning Science., Tina Bardwell
Masters Theses/Capstone Projects
This study was a quantitative, quasi-experimental study, comparing 4 classes, studying an 8th grade science unit in a gamified classroom within a suburban middle school. A “Leveling Up” intervention was used in a gamified classroom with the experimental group and compared to a control group in a gamified classroom not using the leveling up intervention. The three driving questions of this study are: Q1)Does Gamification with Leveling Up Promote Learning in an 8th Grade Science Unit more than Gamification Alone? Q2) Does Gamification with Leveling Up Promote Motivation to Learn Science in an 8th Grade Science Unit more than Gamification …
The Effects Of Standards-Based Grading And Differentiated Reassessment On The Metacognition, Motivation, And End Of Course Assessments Of 9th Grade American History Students, Benjamin Jeffry Hartnell
The Effects Of Standards-Based Grading And Differentiated Reassessment On The Metacognition, Motivation, And End Of Course Assessments Of 9th Grade American History Students, Benjamin Jeffry Hartnell
Masters Theses/Capstone Projects
This study attempts to determine whether Mastery Learning (with differentiated reassessment) and Mastery Teaching (within a standards-based curriculum) had a 1) metacognitive and/or motivational effect on how students perceive their learning and 2) whether or not Mastery Teaching had an impact on their mastery of the material when compared to students assessed in more traditional classrooms that did not offer reassessment. Using a standard district American History exam given pre- and post-semester and two student learning and motivation surveys (SMQII and PRO-SDLS), the results showed that being taught in a social studies classroom that utilizes differentiated reassessment and Standards-Based Grading …