Running head: EFFECTS OF ELECTRONIC GRADEBOOKS

Effects of Electronic Gradebooks on Student Achievement in Elementary Education

Maria Dieguez
University of Maryland, University College

EFFECTS OF ELECTRONIC GRADEBOOKS

Abstract
This paper discusses the relationship between electronic gradebooks and student achievement in
education. Studies by Brothen, Geddes, and Vockell & Fiore were reviewed to illustrate the
positive relationship between electronic gradebooks and student achievement. Brothen (1996)
suggests that checking is related to achievement, meaning that the checking of grades on the
electronic gradebook relates to student success. Much of the research discusses that students
need to be the main force behind themselves wanting to succeed. If the student is frequently
checking on how s/he is doing in the class, s/he is more likely to stay motivated to succeed or can
put forth more effort in order to obtain better grades. The students role, teachers role, and
familys role is discussed with how all members can use the electronic gradebook to help the
student succeed. Results from the studies are reviewed that illustrates the importance electronic
gradebooks can have on student achievement. Also, the discussion portion of this paper gives
ideas in order for an electronic gradebook to be used successfully and help students achieve their
highest potential.

EFFECTS OF ELECTRONIC GRADEBOOKS

Effects of Electronic Gradebooks on Student Achievement in Elementary Education

Introduction
There are many effects of the use of electronic gradebooks on student achievement in
education. Studies have been conducted that compare the use of electronic gradebooks to
calculating scores by hand. These comparisons illustrate that the use of electronic gradebooks
can be more effective ways to calculate student work; however, studies are determining if there is
a link between the use of electronic gradebooks to students achieving higher grades. This paper
will review the results from some studies that have been conducted to determine if there is a
relationship between electronic gradebooks and student achievement in education.
Research and Results
Electronic gradebooks have many advantages to helping students achieve academic
success in their education. One of the benefits of using electronic gradebooks is to have students
aware of their grades more frequently. Brothen (1996) stated that students who checked their
grades often were more motivated to succeed in the course. When students are able to check
their grades, they are demonstrating that they want to succeed. Also, by having the students view
their grades, they are able to set goals for themselves. Learning or mastery goal orientation
reflects a desire to increase ones competence and master new skills (Geddes, 2009). After
students view their scores using the electronic gradebook, they will want to be motivated to set a
goal for themselves to improve their learning. Geddes (2009) also stated that continuous
reminders of ones performance over the semester may prompt adjustments in effort deemed
necessary to succeed in class. If a student is not doing well, s/he will more than likely change
their learning approach in order to improve their performance. When students are involved with

EFFECTS OF ELECTRONIC GRADEBOOKS

their learning and aware every step of the way, they are more motivated to succeed. If they are
not involved, they will not know when they need to put forth more effort in order to receive the
scores they want to succeed.
Another benefit to using electronic gradebooks is that it is easier for teachers to use as
opposed to paper gradebooks. Texley and Adelstein (2006) stated that entering grades
punctually can sometimes seem overwhelming to teachers who tend to procrastinate, but those
who use platforms as gradebooks often see immediate and significant results in classroom
management and achievement. Using electronic gradebooks may be more work for those
teachers who are not organized or have many other things they need to get done. The only time
they may get to grade student work is less frequent than if they were using an electronic
gradebook. If the teacher is open to change to become more organized, they will find it easier to
input student scores. Being more organized will lead to having grade reports readily and easily
available for parent conferences and grade justification (Vockell & Fiore, 1993). If a teacher
uses an electronic gradebook, s/he will be less overwhelmed for a conference, since all the data
will already have been collected.
Vockell and Fiore (1993) stated that many of electronic gradebooks can compute
averages, weight scores according to the teachers instructions, flag students with designated
characteristics, and print reports for individuals or groups. Teachers could average the scores
within the electronic gradebook instead of having to determine the scores manually. If a teacher
does it through the electronic gradebook, it will eliminate a lot of stress of worrying about
averaging final scores or reports on individual data. Teachers can use the electronic gradebook
to easily determine many results of an individual students progress. Huber (1997) stated that
one can graph the results of each students grades in the different categories to see if the
students are doing poorly in any one area. This information can help a teacher analyze their

EFFECTS OF ELECTRONIC GRADEBOOKS

classs data and to modify his/her instruction if needed. The teacher may need to reteach the
information if many students performed poorly in a specific area. Also, this information can help
a teacher determine if a student needs more support on a specific task. Having the data already
in the computer will make it easier for the teacher to notice this with clear data to prove it.
The research noted that using electronic gradebooks also saved time for teachers. Vockell
and Fiore (1993) noted that when teachers use an electronic gradebook, they are able to have
more time for creative opportunities instead of calculating data. Teachers can spend more time
creating meaningful learning experiences for their students. Although entering grades would
take the same amount of time, whether it is electronic or by hand, finding the averages and final
scores can be completed for teachers in less time. Vockell and Fiore (1993) compared the time
taken to calculate grades by hand versus electronic gradebook. To calculate the average grades
in the Vockell and Fiore study for 30 students in a class, by hand it took 40 minutes and using the
electronic gradebook it took 2.5 minutes. Also, providing detailed progress reports, it took 10
minutes to complete by hand and 20 seconds to complete using an electronic gradebook (Vockell
& Fiore, 1993). Smith and Minnick (1996) noted that more time can be spent discussing how to
master the skills instead of what the students current grade is. If student scores are in an
electronic gradebook, the student can view his/her scores online rather than waiting for the
teacher to give back his/her assignment. By doing this, it allows more time for the student and
teacher to interact within the classroom to master a certain skill.
Another important part of using electronic gradebooks is that it keeps everyone in the
school community involved in helping the students succeed. Electronic grading keeps parents
who may not be able to keep in touch with the school involved through emails regarding their
childs academics (Electronic Gradebook Products, 2001). A major part of a students
education is having the family and school work together to help the student succeed. By keeping

EFFECTS OF ELECTRONIC GRADEBOOKS

the parents involved even if they cannot come to school, it creates communication between home
and school. Tetreault (2005) described an electronic gradebook system as a suite of software
products designed to manage, collect and distribute information to and from classroom teachers
via an electronic gradebook, and then formulate and distribute that information as needed to
administrators, principals, students, and parents. When all members of the community who
could help the students succeed are involved and aware of the students scores, it increases the
chances of the student receiving the supports s/he needs. Using an electronic gradebook is a
simple way to notify all members of the team that could help the student achieve success.
Purdue University created a system called Signals, which is using empirical data at
every stage to ensure the most predictive student-success algorithm (Pistilli & Arnold, 2010)
This allows students, parents or teachers the ability to log-on to the electronic gradebook to see
the students current scores in the class to date. The Purdue University study found that over 65
percent of students in danger of earning a D or an F increased help-seeking behavior, interaction
with the CMS (course management system), and course attendance, which resulted in higher
grades at the end of the intervention period (Pistilli & Arnold, 2010). By giving the students the
opportunity to view their grades throughout the course, they are able to improve their final grade
in the class.
Discussion
There was much research on the effects of electronic gradebooks on student achievement.
There was not much research for elementary education; however, electronic gradebooks would
still help elementary school teachers stay organized as well as give them more time to improve
their instruction instead of figuring out averages and scores by hand. When teachers spend more

EFFECTS OF ELECTRONIC GRADEBOOKS

time improving their instruction, they will be able to spend their time creating more meaningful
opportunities for their students to master.
In order for electronic gradebooks to be used to support student achievement, there are
some things that need to be implemented. Brothen (1996) stated that gradebook checking
should be (a) frequent and regular, (b) associated with motivation to succeed, (c) perceived as
useful to students, and (d) reflective of learning success (Brothen, 1996). These aspects need to
be considered when implementing the use of electronic gradebooks. Students are more motivated
to perform better when they can see their current scores and plan for what they need to do in
order to succeed.
Training for teachers is essential in order for teachers to accept the use of electronic
gradebooks. Before Plano Independent School District in Plano, Texas implemented the use of
an electronic gradebook, they made sure teachers received an introductory training, with the
option of receiving an additional training that was more advanced (Electronic Gradebook
Supports, 1988). When teachers attend trainings, it gives them the opportunity to learn the new
system and ask questions. This is very helpful for teachers when they receive a training that is
well organized and easy to follow. Some teachers may not want to be part of trainings or even be
open to changes or trying new things. Electronic gradebook implementation will not work
successfully, if the teachers are not willing to adjust.
Conclusion
The effects of electronic gradebooks can have on student achievement are very positive.
It allows teachers to be more at ease when gathering student data, it saves time so teachers and
students have more opportunities for learning, and it keeps the community involved to help the
students succeed. Although many of the positive relationships between electronic gradebooks

EFFECTS OF ELECTRONIC GRADEBOOKS

and student achievement could relate to elementary education, there was not much data stating
that the use of electronic gradebooks related to improving student achievement in elementary
education. The effects of electronic gradebooks on student achievement in elementary school
settings still need to be determined.

EFFECTS OF ELECTRONIC GRADEBOOKS

References
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