Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Formative assessment to teach math concepts in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2023) Bay, Clarissa Kristine; Chairperson, Graduate Committee: C. John GravesCalculations relating to unit conversions in high school chemistry typically pose difficulty for students. The purpose of this study was to determine the impact of using consistent methods of formative assessment as daily check-ins to improve student success on this type of work as well as improve the overall score on the related college level unit exam. At the beginning of the unit students in the treatment group completed a pretest and survey to determine their skill level and comfort with unit conversions in chemistry. During the unit, these students completed a different type of formative assessment after each lesson to assist the instructor for how to prepare for the following lesson. After six lessons, students completed a posttest, survey, and college level unit exam. Students in the non-treatment group did not receive consistent formative assessment during the unit. From gathered data, students' comfort levels improved over the course of the study. Student achievement on the posttest was significantly greater than on the pretest and there was a noticeable increase in the overall percentage of students that earned a C or better on their college level unit exam. Where the non-treatment group had 70% of students score a C or better on the college exam, the treatment group percentage rose to a 76% of students earning a C or better on the same exam. This shows that intentional formative assessment does prove to be a useful tool to increase student performance on math-based topics in chemistry.Item Model-based inquiry in the high school chemistry classroom: how does model-based inquiry affect learning retention?(Montana State University - Bozeman, College of Letters & Science, 2023) Carson, Christa Eleanor; Chairperson, Graduate Committee: C. John GravesModel-based inquiry is a style of pedagogy that involves the creation and analysis of physical, conceptual, and mathematical models as a means of teaching and learning science. This study aimed to ascertain the capacity of model-based inquiry (MBI) to impact learning retention in students of a 9th and 10th-grade chemistry course. Over the course of two introductory chemistry units, students used MBI-styled activities and unit storylines to uncover essential ideas. The fundamental concepts of each unit were assessed using a pre-test and post-test (Post I), with an additional post-test (Post II) administered several weeks after the culmination of that unit. Students were also prompted for their confidence level on these assessments. To analyze the interplay between MBI, attitudes about science, and comprehension, students were surveyed using the Colorado Learning Attitudes about Science Survey before and after the research period. Additionally, a sample of students was interviewed about their knowledge and experience using scientific models. Analysis of the quantitative and qualitative data from this study has revealed that a guided approach to MBI has some positive effect on learning retention. This study's use of MBI was found to have a moderate impact on student attitudes about learning chemistry, and a limited impact on student understanding of scientific modeling.Item The effects of peer tutoring and cooperative learning in an inclusive chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Olson, Leo Brennan; Chairperson, Graduate Committee: Greg FrancisThis classroom research project examines the effects of targeted peer tutoring and cooperative learning strategies in the high school chemistry classes based on academic and social outcomes for students with and without disabilities. A Treatment Unit consisted of three weeks of instruction using peer tutoring and cooperative learning strategies. Students took a pre and post content assessment to measure academic gains during the Treatment Unit, which was compared to academic gains in a Non Treatment Unit. Students also took a pre and post survey on attitudes on learning styles and evaluating their preferences on peer tutoring and cooperative learning. Exit interviews were conducted with six students. Data was analyzed for two subgroups, students with disabilities (n = 6) and students without disabilities (n = 38), as well as for the entire research group (N = 44). The data suggests slight improvement in academic gains for students with disabilities in the Treatment Unit and no change for students without disabilities. Students responded positively before and after treatment to peer directed learning activities. Exit interviews demonstrated positive effects on interpersonal relationships in the classroom.Item The impacts of blending the high school advanced placement chemistry classroom on student engagement and performance(Montana State University - Bozeman, College of Letters & Science, 2019) Owen, Jennifer Marie; Chairperson, Graduate Committee: Greg FrancisA blended classroom is a new take on traditional education, implemented to support today's learner. It involves the incorporation of technology, personalization, and flexibility. Blended learning is quickly catching on as a best practice in the traditional face-to-face classroom. While individuals have a difficult time settling on one definition for blended learning, it can be summarized by saying that the traditional classroom gains flexibility in pace and adds technology-based resources to supplement and enhance what the teacher is already doing. These additions free up the teacher time so that the instructor can participate in more individual and smaller group remediation and extension. This project arose when it became apparent that students in my traditional Advanced Placement Chemistry course needed more time for application and practice and less time writing notes through direct instruction. The purpose was to make learning more student-centered through the introduction of varied resources that would be accessible to students when they were ready for them. The implementation of technology-based resources was used to enhance instruction where needed and was never intended to completely replace traditional instruction. Resources and flexibility were systematically introduced to students. We began as a group by participating in a new warm-up method. I introduced students to Pearson's Mastering Chemistry program for homework that provided them with hints and instant scoring and feedback. I provided students with online flash cards that included important terms and formulas for the unit. I also introduced various videos, graphics, and interactive resources to help promote student engagement and performance on assessment. During the treatment period students became more engaged in their learning and moved beyond procedural questions to deeper application questions. Students also made deeper connections to the content and gained confidence in their chemistry skills. This study showed that students maintained a high level of achievement on summative assessments even as the content became more challenging. Students survey results also showed that students felt more prepared to perform at a qualified level on the AP chemistry exam.Item The effects of explicit math instruction before chemistry content instruction at the high school level(Montana State University - Bozeman, College of Letters & Science, 2019) Lopreiato, Timothy; Chairperson, Graduate Committee: Greg FrancisStudents struggle with the mathematical nature of chemistry coursework. This study looks to examine how the performance of high school students taking chemistry is affected by a curricular change to include mini math units between traditional chemistry units of study. Students were exposed to approximately a day and a half of explicit instruction on the mathematical concepts that would appear in the upcoming chemistry unit. Student confidence in mathematics, pre and post mathematics test scores, and chemistry unit test scores were analyzed to determine if the treatment improved student performance or not.Item A study of the effectiveness of using models in high school chemistry instruction(Montana State University - Bozeman, College of Letters & Science, 2019) Price, Deborah Sue; Chairperson, Graduate Committee: Greg FrancisScientific modeling in the high school chemistry classroom can help students visualize difficult concepts. This classroom research project used modeling activities to determine the effects on student achievement, engagement, and higher-order thinking skills. Test scores and student engagement observation data from the treatment and non-treatment portions of the study were compared. A rubric was also used to evaluate student-created models. The research project did not show significant improvement in test scores, but student engagement did increase. Students also showed improvement in higher-order thinking in the treatment phase of this study.