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Thesis_Kayo Puthawala.pdf (1.25 MB)

ETD Abstract Container

Abstract Header

Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms

Puthawala, Kayo
http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484

Abstract Details

2019, Master of Arts, Ohio State University, East Asian Languages and Literatures.
Previous studies on student performance in Japanese language classes that used daily grading found that anxiety and personality traits affect low-performing students’ study habits and impact their in-class performance, as measured through daily grading. (Luft 2013; Saito & Samimy, 1996; Samimy & Tabuse, 1992). Building on past research in this vein, the current study investigated whether students who are high-performing cause low-performing students to improve in their daily grade scores in a beginning-level Japanese language class over time. In the Autumn semester in 2018, the study surveyed 7 teachers and 94 students in college-level Japanese language classrooms where daily grading is practiced. Based on the survey data and students’ daily grades over sixteen weeks, both qualitative and quantitative analyses were performed. The qualitative findings showed that students’ performance was influenced by the positive personality traits of their classmates, not just the high performance of their classmates. The quantitative analysis revealed that high-performing students view other high-performing classmates as their role models and these results were statistically significant. The improvement scores of low-performing students in high-performing class sections, as compared to low-performing students in low-performing class sections had a tendency to improve over time, but this was not statistically significant. Medium-performing students showed the most improvement over time regardless of the performance level of their class sections.
Mari Noda, Dr. (Advisor)
Danielle Pyun, Dr. (Committee Member)
75 p.
Asian Studies; Education; Foreign Language; Language; Modern Language; Multicultural Education; Multilingual Education
Japanese, Classroom, Daily grading, Pedagogy, Peer-effects

Recommended Citations

Citations

  • Puthawala, K. (2019). Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484

    APA Style (7th edition)

  • Puthawala, Kayo. Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms. 2019. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484.

    MLA Style (8th edition)

  • Puthawala, Kayo. "Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms." Master's thesis, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484

    Chicago Manual of Style (17th edition)

osu1574805643303484
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This open access ETD is published by The Ohio State University and OhioLINK.