Browsing by Author "Woolbaugh, Walter Harold"

Now showing 1 - 2 of 2

The effects of learning styles on the science process work of middle school students
(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Woolbaugh, Walter Harold
This study examined the effects of middle school students’ learning styles in working with process lab science. The results of lab partners of different and similar learning styles working together were also considered. The lab learning styles of the students were identified and classified into three types. These three types were compared with each other as to their performance on lab process skills, creativity tests, classroom grades and standardized tests. It was found that Type I students recorded higher achievement on classroom grades and lower achievement on creativity ratings. The Type II students recorded lower classroom grades and higher creativity ratings. Both Type I and Type II students scored comparatively high on standardized tests. Type III students performed within the average scores in all areas. There was not any relationship found between learning style and lab process achievement. The learning style of the lab partner did not matter with the Type I and Type II students, but the Type III students preferred to choose their partners, and their lab performance was higher when allowed this choice. It is recommended that educators use learning style information to educate themselves and their students as to individual strengths, weaknesses and preferences. Learning style information is beneficial when selecting lab partners to work on science labs.
Middle school science classroom practices in Crow and Northern Cheyenne schools
(Montana State University - Bozeman, College of Education, Health & Human Development, 2004) Woolbaugh, Walter Harold; Chairperson, Graduate Committee: Robert Carson.
This study first identifies the teaching and learning practices that have shown to be effective in producing achievement gains with K-12 Native American students. In order to identify effective practices, policy guidelines and research studies focusing on achievement gains among Native American students were reviewed. This information was then mapped to the National Science Education Standards and aligned with a widely used mathematics and science observation instrument. The instrument was used by the author to gather data from 13 teachers by observing 68 lessons in 11 middle schools on the Crow and Northern Cheyenne Reservations in Southeast Montana. Interviewing and surveying the observed teachers generated further data. To complete the study, administrators and community members, including tribal elders, were interviewed. The literature reveals that Native American students achieve more when student centered teaching methods are used. These methods include the use of visual teaching aids, cooperative learning, and practical applications all interwoven in culturally relevant lessons. The literature supports building community support, including involvement from tribal elders. Data gathered by the researcher revealed that the teachers on and near the two reservations have more teaching experience, more science credits, and attain higher ratings for observed lessons than a national sample of teachers. A factor analysis indicated that Crow and Northern Cheyenne region teachers scored especially high in student / teacher relationships, classroom management, and content knowledge. Even though 43 percent of class time was spent in hands-on paired activities, teachers scored lower on indicators pertaining to creating classroom environments that engaged students in rigorous, meaningful learning experiences. Teachers reported on not feeling prepared to include cultural applications and meanings during instruction. Teachers attaining lower scores during classroom observations tended to cite low student motivation as their major barrier, while teachers receiving higher ratings cited external factors like the size of their classroom. The teachers described colleagues and professional development opportunities as particularly beneficial. Recommendations for further studies include additional research on effective classroom practices that produce achievement gains with Native American students, and stronger professional development focused on specific advanced teaching skills, including methods of embedding culture and community in the science curriculum.