Abstracts

The purpose of this study was to determine the effectiveness of classroom-assigned tasks and responsibilities in middle school classrooms. This mixed methods research study focused on perceptions held by students and educational professionals, both classroom teachers and administrators, of the classroom-assigned tasks and responsibilities program in relation to overall classroom environment, overall school environment, and students sense of connectedness to the school. Quantitative data consisted of secondary data obtained from a survey taken by students exposed to the program and students not exposed to the program. Student survey results were compared to determine if a difference of perceptions existed between the two groups. Qualitative data were collected from educational professionals via electronic surveys and face-to-face interviews. Participant responses were documented and analyzed. The quantitative data showed no significant impact of the classroom-assigned tasks and responsibilities program related to students perceptions; however, the qualitative data pertaining to educators perceptions of the classroom-assigned tasks and responsibilities program demonstrated a multitude of positive effects of the program. According to the qualitative data, students exposed to the program exhibited a multitude of positive changes, whereas students not exposed to the program did not exude beneficial changes. The researcher concluded that although the quantitative data could not support the effectiveness of the classroom-assigned tasks and responsibilities program, the qualitative data provided enough evidence to support the validity of the program.