The Impact of Reflections on Student Achievement

Abstract

The purpose of the study was to assess whether continuous student reflections in a tenth grade, all girls’ class impacted student achievement, and if the quality of students’ written reflections improved when the students were given more opportunities to reflect. This was an experimental study and involved the use of a pretest/posttest design to compare reflections and students’ work. The measurement tool was researcher-created reflections and rubrics. The study took place over three and a half weeks, during which the experiment group received different treatment. The experimental group received continuous reflections, while the control group only received the pretest/posttest reflections. The null hypothesis was accepted, though these results could be attributed to a number of factors and threats to validity. Research should continue in this field and suggestions for future studies are presented.