Freshman Exploratory

To find out the answer to my hypothesis, I conducted a survey for the students asking them how engaged they felt with the assignments that were promoted to them. I listed all of the assignments that we have done up to date and asked them to rate their level of engagement from 1 to 5. 

The presented data aligns with the hypothesis asserting that "The complexity of the assignments reflects the level of engagement the students had with them." It indicates a clear preference among students for assignments requiring substantial effort, as opposed to mere copy-and-paste tasks.

 Examining specific activities, such as the first emoji exercise, learning Google Drawings, and crafting a personal logo, we observe a lack of extraordinary engagement. In these instances, students seemed more focused on copying and following instructions rather than actively participating in the creative process. The personal logo assignment, in particular, may not have resonated as strongly with students, given its departure from their usual thought processes. In contrast, designing their own emoji, a concept intertwined with their daily lives, garnered more enthusiasm. 

Conversely, activities like the Movie/TV show poster assignment and the Button activity elicited the highest levels of engagement. This heightened interest can be attributed to the intricate steps involved in reaching the final outcomes. For the Button activity, students went through a multi-step process, designing their own button, printing it, and undertaking various other tasks to physically create the button. Similarly, the Movie/TV show poster assignment demanded students to first select a subject of personal interest and then apply their knowledge and newfound skills in Google Drawings to craft a visually appealing representation. The complexity of these assignments evidently contributed to a more engaged and invested student experience.

Following the narrative of complex assignments. It was inevitable the the students might need help completing these assignments. So I asked what helped them best through the process of completing the assignments creatively and diligently

Examining the data presented in the above chart, it becomes apparent that students perceived the assistance of the teacher, either through direct guidance or the teacher navigating through the assignment, as the most beneficial. This observation highlights the pivotal role of teacher involvement in the learning process. 

When students were faced with challenges or uncertainties, seeking assistance from the teacher emerged as their preferred approach. The chart suggests that the students found direct interaction with the teacher, where problems could be addressed and clarifications provided in real-time, to be particularly helpful especially with the complexity of the assignments. This implies that the availability of teacher support significantly contributes to the students' understanding and successful completion of assignments.