Rex, Michael2020-07-202020-07-202020-07-20http://hdl.handle.net/11603/19197The purpose of this quasi-experimental study was to examine the impact of a self-assessment questionnaire of behavior on the science achievement of students in a general education high school class. The study compared the percent correct on a unit vocabulary assessment of 43 high school students varying from ninth to eleventh grade that received a traditional warm-up/closure lesson design and 44 high school students varying from ninth to eleventh grade that received the lesson design with an added self-assessment questionnaire. For seven class periods, spanning approximately three weeks, the questionnaire was implemented to the 44 students. The questionnaire had students analyzing their behaviors throughout the lesson and was provided at the end of each lesson. After taking the vocabulary assessment, the mean percent correct of the control group (mean = 77.78, SD = 24.40) did not differ statistically different from the mean percent correct of the experimental group (mean = 84.73, SD = 16.21) [t(85) = 1.57, p = .120 ]. The results of the study failed to reject the null hypothesis, however the study had significant alterations due to the COVID-19 pandemic occurring approximately halfway through the study. The study suggested possible benefits to increasing student motivation and engagement. The exploration of the relationship between motivational techniques and academic achievement is essential to further the improvement of student success.38 pagesenThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.motivationself-assessmenthigh schoolscienceEducation -- Research papers (Graduate).Text