The Effects of Student Perception of Assigned Texts on Performance-Based Assessments

Abstract

The purpose of this study was to determine if interest in assigned texts would affect performance on assessments of selected 8th graders enrolled in a standard Language Arts class. The measurement tool that was used was a survey designed by the researcher to measure interest, and curriculum based assessments aligned with the given texts. This study compared survey data with that of the assessment in order to find a relationship. Achievement gains were of little significance with only one novel having a negative correlation, and no relationship found with the other novel. The results imply that interest is not needed in order for students to perform satisfactory. Research in this area should continue since this would be a major factor in organizing curriculum, and student learning and achievement.