Abstract
The purpose of this action research was to analyze ninety students in a 7th grade US History students and the desire to participate in Academic Dishonesty in a forced hybrid learning model. Data was collected over a period of five weeks using pre and post intervention surveys, an exit slip for self-assessment, and unit assessment scores. Then seeing how reading a script with positive words created by students and adding a proctor can affect the results. Results show a positive correlation between reading a script and proctoring with student self-reporting, morality, and efficacy, however, it did not have correlation with perception of peers, and academic success. These results may have been affected by the COVID-19 pandemic which forced multiple students out of data collection for multiple units. Further research should be conducted under non-pandemic conditions to determine the validity of the action research.
Date Action Research Paper Completed
7-2021
Document Type
Action Research Paper
Degree Name
Master of Science in Education
Department
Education-Rochester
Capstone Advisor
Joel Traver
Location
Rochester
Recommended Citation
Jelacic, Alexander, "An Analysis of 7th Grade US History Students and the Desire to Participate in Academic Dishonesty in a Forced Hybrid Learning Model" (2021). Education Masters Papers. 3.
https://openriver.winona.edu/educationmasterspapers/3
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Secondary Education Commons
