Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item The effectiveness of traditional tests versus science lab reports as summative assessments(Montana State University - Bozeman, College of Letters & Science, 2022) Smith, Caleb Glaeser; Chairperson, Graduate Committee: C. John GravesThere are a number of different ways students can be assessed over a unit. The most common way is through traditional tests. This study was conducted to determine if scientific lab reports are more effective assessments to gauge what a student knows. To analyze this topic, students took traditional tests and wrote science lab reports, and the scores were compared. The results of the study found that students can express more of what they know in lab reports than in traditional tests.Item The effects of incorporating visual representation daily into the high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Finkbohner, Sydney Aaron; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if student understanding and output on assessments would increase if visual representation, both teacher provided and student created, was used on a regular basis. A sub purpose of this study was to see if student attitudes and interest in the class increased when visual representation was used during the lessons. The same group of students went through a nontreatment unit and two treatment units in a conceptual chemistry course. The nontreatment unit, dimensional analysis, was taught in a more teacher centered way, using more lectures and traditional labs and little to no visual representation, while the treatment units, stoichiometry and solution: Molarity, were taught with daily visual representation, included demonstrations, manipulatives, hands on exploration labs, flow charts, and infographics. Pretest and post test scores for each unit were compared through normalized gains to see if there was an increase from the nontreatment unit to the two treatment units. Statistical testing indicated that students learned chemistry concepts better when visual representation were used during the learning process. The students had higher normalized gains on both treatment units compared to the non-treatment unit. Using visual representations on a regular basis also increased student interest and attitudes towards the content being taught. Students were more curious about the topics as well as had better attitudes about the class and what they were learning when they could see it visually and explore it though hands on explorations.Item The 5E model of learning in a chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Lippert, Mercedes; Chairperson, Graduate Committee: C. John GravesThe 5E model of learning includes five stages: engage, explore, explain, evaluate, and elaborate. The focus of my action research was to study the effect of the 5E model of learning on student learning and retention in chemistry. The study also investigated its effect on students' attitudes towards science and inquiry. During the duration of the study, two chemistry units were taught to two high school chemistry classes consisting of a total of 35 students. One class was taught one unit with the 5E model while the other class was taught using traditional methods, and then the classes were swapped for the next unit. Average test scores among treatment and non-treatment groups were not very different. However, lower-level students largely benefitted from following the 5E model. Students' attitudes towards science and inquiry improved after treatment. I'm looking forward to further incorporating the 5E model in a chemistry classroom throughout the school year.Item Using case studies to help chemistry students understand science concepts(Montana State University - Bozeman, College of Letters & Science, 2021) Ronquillo, Elizabeth Roxanne; Chairperson, Graduate Committee: Greg FrancisThe purpose of this project was to study the effects of problem solving case studies on student understanding of high school concepts. Students were exposed to a case study that related chemistry content to real world applications. The project began with a non-treatment group studying periodic trends where students engaged in traditional chemistry learning activities which included reading, lecture, video, and virtual labs. The treatment group also had students engaged in traditional chemistry learning activities with the addition of including a real-world case study with class discussion. Data were collected using student pre-unit and post-unit assessments, surveys and interviews as a measure of student content understand, higher-level thinking, student attitude and motivation. Teacher data were also collected using student observations and teacher reflections to gain understanding of student attitudes and motivation. The data showed no difference between the two groups regarding post-assessment scores. The data showed some of the students' attitudes about science improved when applied to real world scenarios using case studies.Item The effects of incorporating organization in notebooks to synthesize knowledge in a high school chemistry class(Montana State University - Bozeman, College of Letters & Science, 2021) Herrington, Kendia Clara-Emma; Chairperson, Graduate Committee: Greg FrancisThe lack of organization in a science notebook makes it difficult for students to put multiple science concepts together in a chemistry class. This research study looked at how incorporating organization in notebooks through reflections on activities, group conversations, class discourse, summaries of labs, and creating a graphical organizer will impact their class conversation, self-regulation, and assessment scores. Three classes were studied over a full unit on bonding in a suburban chemistry class. Two classes were given a treatment of daily organizational support towards making a graphical organizer while the comparison group was given the same time without the guided questions or organizational support. A weekly survey of students' feelings on their understanding was given. The survey showed that overall students felt the graphical organizer was helpful. The comparison group found it overwhelming to complete without the guidance that the treatment received. The time each group took showed a significant difference in their ability to answer beginning of class questions. The treatment group showed a significant growth in their ability to make a graphical organizer. The students showed self-regulation by not completing different class assignments and assessments. The class discourse was very limited by both groups due to the class being online on Zoom. The treatment group showed a positive gain in supporting students in organizing a reflection notebook in their chemistry class because it forced them to do discourse.Item Goal setting in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2021) Cordon, Ryan Walter; Chairperson, Graduate Committee: Greg FrancisIn high school chemistry classes, it was evident that many students were not reaching their full academic potential. Most students would demonstrate their abilities but struggled to be consistent. These students often appeared to lack a sense of academic purpose. To help students find this purpose, research into the benefits of teaching goal setting to high school chemistry students was conducted. Students were taught how to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. In each treatment unit, students took time in class to check-in on their goals and reflect on any potentially needed adjustments. The data showed that treatment helped many students and at least slightly helped most students find an academic purpose. Check-in data pertaining to students' goals showed that most students knew what to do, but a large portion lacked the motivation to actualize their intentions. While the data obtained herein demonstrated general success with regards to the methods of implementation, the treatment remains in need of further refinement. Findings show a larger emphasis is needed on identifying the rationale behind achieving each student's stated goals. Such a focus would enable students to find the motivation needed to take the acknowledged steps towards their goal.Item Phenomena in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2020) Quackenbush, Thomas; Chairperson, Graduate Committee: Greg FrancisThis study aimed to determine the effect on student engagement and content mastery of using phenomena as a precursor to lab instruction. The study was conducted with 14 students in an 11th and 12th grade AP Chemistry class at St. Monica Academy. The treatment lab was preceded by a phenomenon activity and was compared to labs not preceded by phenomenon activities. Data collected from pre- and post-lab content tests, student interviews and surveys, and teacher observations suggested that using phenomena before labs significantly improved content mastery in some cases, but not all.Item The effect of digital assessment in a high school chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Swen, Benjamin Jasper; Chairperson, Graduate Committee: Greg FrancisToday's students are being assessed in a multitude of formats compared to the traditional paper-format quizzes and tests. As digital formatting of mathematical and chemical symbols is difficult for students to complete in the chemistry setting, the use of calculation-based open response questions in digital assessments has diminished. The value of such written response questions remains a valuable tool for instructors as it provides assessment information on student understanding and their communication processes. The purpose of this research project was to determine if there was any significant difference in performance between paper and digital assessments. As well, a look at the student perception of performance and preference in format were evaluated. Students were given instruction on how to perform equivalent digital formatting for chemical and mathematical notation where possible. They were then given instruction in various units of study, and assessed using either paper or digital means. Grades on formative and summative assessments were compared to determine if a significant difference in performance existed for either format type. Student surveys were also administered to determine preference for either format of assessment. Student preference shifted slightly towards paper format due to the amount of effort required for input using digital means. During the learning phase, performance on formative assessments showed a significant difference in student results favoring paper assessments. Whereas assessment data from the summative learning assessments showed that the students learned the chemistry objectives with no significant difference using either format. Qualitative data collected suggested methods to change the online delivery method in the future to bridge the gap between performance and preference.Item The effectiveness of just in time vocabulary instruction in inquiry science(Montana State University - Bozeman, College of Letters & Science, 2020) Patton, Rachel Lynn; Chairperson, Graduate Committee: Greg FrancisThis action research aimed to answer the question, are students able to learn and apply vocabulary that was not pre-taught but was instead introduced at the moment students needed the vocabulary. This research also examined whether there were differences in the vocabulary scores of English Language Learners (ELL) and non-ELL students. Students completed a science vocabulary pre-test for vocabulary related to nuclear chemistry and chemical bonding. Then, over the course of the two units, students completed guided inquiry activities which explored the concepts of nuclear chemistry and chemical bonding. Vocabulary was introduced after students had explored these concepts, and the terms were defined and added to student vocabulary trackers and the class word wall. At the end of each unit, students completed a vocabulary post-test, which consisted of both recall and application questions. At the end of the second unit students were asked to complete the survey assessing attitudes toward this method of instruction, and a small percentage of students also participated in an interview. Both ELL and non-ELL students showed statistically significant gains from pre-test to post-test in both vocabulary knowledge and confidence. Results indicate that students effectively learn content vocabulary even when the vocabulary is not explicitly pre-taught.Item Blended learning in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2020) Alvarenga De Garcia, Perla; Chairperson, Graduate Committee: Greg FrancisThe purpose of this research was to see how the use of blended learning and online resources would help chemistry students improve their understanding of difficult chemistry topics and reduce their stress level. The research was carried out in a regular chemistry class, in a five-week intervention with the Mole Unit. The blended learning consisted of students watching videos at home, school or both and then working with classroom activities that fostered active learning. The results indicated that blended learning, use of visual aids and homework reinforced the knowledge learned in class and prepared students for exams.