Theses and Dissertations at Montana State University (MSU)
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Item A comparison of Saudi and United States faculty use of information and communication technology tools(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Alshahri, Mabark; Chairperson, Graduate Committee: Michael BrodyThe purpose of this descriptive and comparative study was to identify Information and Technology Communication (ICT) tools used by Saudi faculty and United States faculty, and to investigate relationships between their perceptions of ICT applications and ICT use. A questionnaire was sent to 292 Saudi faculty from six Saudi universities and 253 US faculty from five universities. The questionnaire gathered information about the use of and attitudes toward ICT applications. Results found that 65% of the United States faculty taught part or all of a course online as compared to only 26% of Saudi faculty. Saudi faculty used Social Media applications significantly more often than US faculty. Saudi faculty also reported using Google Documents, Photos and Website links significantly more often than US faculty while US faculty used podcasts and text documents significantly more often. Results from a path analysis of the relationships between ICT attitudes and actual ICT use based on Davis' (1993) TAM framework found that for Saudi faculty, system was the only variable significantly related to actual ICT Use. Ease of Use was significantly related to Perceived Value while Perceived Value was significantly related to Attitude Toward ICT Use. For US faculty, again, system was the only variable to have a significant relationship with Actual ICT use. Perceived Value was found to have a significant effect on Attitude Toward Use of ICT tools. The larger relationship between system use and actual ICT tool use for US faculty suggests that they had more access thus more experience using ICT tools than Saudi faculty. In addition, differences in attitudes toward ICT between Saudi and US faculty may be due Saudi faculty's primary use of social media and email applications as compared to US faculty's use a variety of more complex ICT applications including Audio. Overall results from this study suggest that Saudi faculty would benefit from training in the use of a variety of ICT application in addition to social media and email within the context of Learning Management Systems while US faculty would benefit from training in the use of social media applications as an instructional tool.Item A case study of student learning in a microcomputer-based chemistry laboratory(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Ivey, Bruce EarlItem Multiple embodiment instructional sequence using the computer as the interfacing agent in the instruction of volume of rectangular solids(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) Johnson, Ruth Mary ReglingThis study measured the effect of two multiple embodiment instructional sequences on the topic of volume of rectangular solids upon student achievement. Instructional sequences investigated were (1) the sequence with computer, (2) the same sequence without computer ; and a textbook-based sequence. Independent variables were sequence, ability level, and gender. Dependent variables were scores on post-instruction and post-retention criterion-referenced tests. Test items were divided into these categories: knowledge and comprehension, application and analysis, and total test. A pretest determined all sequence groups were equal before instruction. The four-week study was conducted in 21 southwestern Montana classrooms. Classes were randomly assigned to the sequences. Classroom teachers conducted all instruction and testing activities. Post-instruction test was administered after one week of instruction; post-retention test after three weeks of retention activities, one activity each week. Factorial analysis of scores established the following conclusion. Both multiple embodiment sequences were superior to the textbook sequence except for application and analysis post-instruction scores. The highest achievement was among high ability groups; the lowest achievement was among low ability. Males outperformed females on knowledge and comprehension questions; females outperformed males on the computer sequence; and on both tests, males and females demonstrated equal achievement on application and analysis and total test scores. Two trends were noted: (1) students in the embodiment sequence without computer produced higher scores post-instruction, but students in the computer embodiment sequence scored higher post-retention, and (2) low ability students in the computer sequence scored lower than their counterparts in the other sequences. The following recommendations were made concerning instruction of volume of rectangular solids. Carefully sequenced multiple embodiment instruction should be used. Use of the computer should be considered in embodiment instruction. Assumption that male achievement is superior to female achievement in this area should not be made. Instruction on this topic should be reinforced over time and should include multiple embodiments.Item Using iconic modeling and technology with American Indian Reservation students(Montana State University - Bozeman, College of Education, Health & Human Development, 1996) Larson, Christine LynneItem Supplemental visual computer assisted instruction and student achievement in freshman college calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Fredenberg, Virgil Grant; Co-chairs, Graduate Committee: Maurice J. Burke and William D. HallItem Predicting prospective teachers' second- or third-wave achievement on a computer-based lesson planning task using cognitive and affective measures(Montana State University - Bozeman, College of Education, Health & Human Development, 1988) Lamb, Christine HespenItem The relationship of cognitive question levels to student response patterns in computer mediated instruction(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Obbink, Kimberly K.Item Three methods of instruction in high school geometry and the effects they have on achievement, retention, and attitude(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Thompson, Edward OtisItem Analysis of group problem-solving tasks in a geometry course for teachers using computer-mediated conferencing(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Beaudrie, Brian PatrickItem The effects of a computer drill and practice program and a computer simulation program on students' content acquisition and retention scores(Montana State University - Bozeman, College of Education, Health & Human Development, 1982) Hulett, Sharon ZieglerThis study was designed to investigate the effects of a computer drill and practice program and a computer simulation program on students' content acquisition and retention scores. The researcher's review, of the literature revealed disagreement as to the effectiveness of using a simulation approach for content acquisition. Very little information was found on the effectiveness of the drill and practice approach. Fourth grade students at Emerson Elementary School, Bozeman, Montana, were randomly assigned to one of three treatment groups for instructional computing lessons in science-related material. The treatment groups were: 1.) drill and practice done individually (DP), 2.) simulation done individually (SI), and 3.) simulation done in a group of three (SG). Analysis of a pretest administered before treatment indicated that the treatment groups were equivalent. Treatment consisted of two ten-minute instructional computing sessions. A posttest was administered immediately following each student's second round of treatment. The retention test was administered two weeks after the posttest. Results of the data analysis indicated that students in all . three treatment groups showed significantly higher scores after treatment and retention. As there were no other apparent experiences with the subject matter at that time, it is reasonable to conclude that these gains were a result of the two ten-minute treatment sessions. Comparisons of gain scores between each treatment group were made to determine if any treatment was superior. A significant difference between the pretest to posttest gain scores of the DP and SI treatment groups was observed. This difference favored the SI treatment technique. No differences were observed on any other gain score comparisons between treatment groups'. The researcher concluded that all three instructional computing techniques were effective in promoting content acquisition and retention. The SI treatment appeared to be more effective than the DP treatment for promoting content acquisition. It is also evident that learning occurred even with the brief time on task allocated each of these instructional computing techniques.