Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Competitively engaging fifth grade students with formative assessment(Montana State University - Bozeman, College of Letters & Science, 2023) Lopez, Daniel Patrick; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine how a population of students would respond if competition was introduced in the classroom. The use of competition to engage students and promote better learning is debated in the classroom. Some students find that its use is fun and novel, while others may respond with indifference, distress, or even anxiety. In this study, a low-stakes classroom competition was introduced in hopes of alleviating any pressure students might feel to perform well. During a unit on matter and energy, three classes of fifth-grade students completed daily bellwork questions. Average values for the two treatment groups (N=47) were calculated and shared so students could see which class achieved a higher average. This was repeated every day throughout the two-week unit. The control group (N=22) received the same lessons and bellwork problems, but they were not shown how their scores compared to the other classes. Data was collected using pre- and post-tests, Likert-surveys, and teacher-led group interviews. Pre- and post-test results indicated that there were no significant differences in normalized gains between the control group to the treatment groups. Likert-surveys provided students a chance to anonymously share how they felt about competing. The results, 93.1% (n=40) of surveyed students agreed or strongly agreed with the statement, "Competing with my class to score higher than the other classes makes me want to do better." Finally, guided group interviews revealed that most students enjoyed competing with their classmates; even students that do not consider themselves competitive felt that the competition motivated them to try harder in class.Item Comparison of emotional engagement in online learning environments: an online classroom investigation(Montana State University - Bozeman, College of Letters & Science, 2023) Ryan, Katie Elizabeth; Chairperson, Graduate Committee: C. John GravesAfter the COVID-19 pandemic, there were more online educational opportunities for both families and teachers. Each unique opportunity varied in the amount of emotional engagement for students, specifically social engagement, and teacher presence. The purpose of this study was to look at the effects on emotional engagement of students between synchronous and asynchronous online education. Situation A had a virtual teacher interact with a classroom of students on a daily basis, where Situation B had an asynchronous class structure with the option for teacher interaction. At the end of first semester, Likert-Scale and free response survey questions were distributed to students, and teacher reflections were collected for a month. From the data collected, it was seen that students in a synchronous format did not believe their online education was supporting them, while students in the asynchronous did. It was also seen that when students felt that their ideas were being valued in a class, they were more likely to feel comfortable asking for help. Based on limited participation numbers, it was hard to make stronger claims about which situation supports students more successfully. It seems that although a synchronous situation lends itself to more student/teacher interactions, students still show variation in their perceptions of connection and support.Item How do inquiry-focused nature walks influence pre-school students' understanding of their environment, engagement in nature, and emotional regulation?(Montana State University - Bozeman, College of Letters & Science, 2021) Kakuk, Camas S.; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study is to discover whether there is measurable value in adding elements of nature school philosophy to a traditional Montessori preschool, even in an imperfect or transitional environment. Do inquiry-focused nature walks influence preschool students' understanding of their environment, engagement in nature, or emotional regulation? In this project I attempted to measure the impact of a daily inquiry walk, through several data streams: a parent survey, a nature inquiry checklist based on the NGSS kindergarten science standards, and by direct observation of nap and walk time and quality. Despite many setbacks and school closures, our initial findings suggest positive results in the areas of healthy sleep, knowledge and understanding of the natural world, and emotional and behavioral health.Item Authentic assessments in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Huntington, Lauren Joy; Chairperson, Graduate Committee: Greg FrancisTeachers are encouraged to differentiate instruction for students with different learning abilities, but we usually implement a summative assessment that is not differentiated for different learners. Authentic assessment gives students the opportunity to demonstrate their understanding of the content through means other than taking a traditional test, usually in the form of a project. Research also shows that students are more motivated when given autonomy in the classroom. This study was implemented to see if giving students alternative assessments with choice would increase scores, engagement and confidence and decrease test anxiety. Throughout four units of study, 8th-grade physical science students were given summative assessments alternating between traditional and authentic project assessments in which students were offered choice. Pre-tests were given before each unit and pre-test scores were compared with the unit assessment scores. Student growth from pre-test to post-test was then analyzed. Students were also surveyed prior to each assessment about levels of confidence, preparedness and anxiety. They were also asked about feelings regarding traditional assessments and alternative assessments. Students also participated in an assessment that reflected their learning style. Select students were also interviewed. The study showed that there is not a significant difference in test scores between traditional and alternative assessments, but the small difference there was showed students performed slightly better on traditional assessments. Students did feel more confident and prepared for alternative assessments, and also expressed that they strongly prefer projects to traditional tests. Test anxiety did not significantly differ between traditional and alternative assessments. A majority of students do prefer to be given a choice when it comes to doing project assessments and feel that projects give them the opportunity to demonstrate their understanding of the content.Item Effects of using technology on student engagement and achievement in science(Montana State University - Bozeman, College of Letters & Science, 2021) Stangeland, LeeAnn Renae; Chairperson, Graduate Committee: Greg FrancisIn this investigation, an eighth grade Earth Science class was studied to determine whether using different technology applications would promote student engagement, interest, and improve student achievement. This particular class was lacking in engagement, interest, and achievement, so this was a great investigation to complete with them. This class completed three units without the technology applications, and three with the technology applications. Results revealed higher student test scores, interest, and engagement during the units using the added technology applications.Item The impacts of Global Information Systems (GIS) learning activities on high school students' attitudes and behaviors(Montana State University - Bozeman, College of Letters & Science, 2021) Calvi, Gabriel; Chairperson, Graduate Committee: Greg FrancisDo students view using computer based mapping software or Global Information Systems (GIS) as hands-on, real-world learning activities? This study investigated student attitudes and behaviors around using GIS in a high school earth science curriculum. A single treatment compared three types of assignments during one unit of study. Students engaged in a traditional hands-on lab, a computer based assignment, and an assignment that used GIS. Students engagement for each assignment was measured using an observation rubric, completion rates were monitored, and student attitudes were tested using a student survey and student interviews. Students demonstrated a preference for hands-on labs, and GIS assignments were viewed as more hands-on when compared to other computer-based assignments. Students perceived GIS assignments as more relevant than other assignments. GIS assignments can be used to increase relevance in an earth science curriculum and to make computer-based curriculum feel more hands-on.Item A study of student engagement in traditional and blended high school physics courses(Montana State University - Bozeman, College of Letters & Science, 2021) Beck, Marissa Danielle; Chairperson, Graduate Committee: Greg FrancisOnline classes are often less engaging for students and result in lower levels of content knowledge. The goal of this study was to assess the level of student engagement and the level of content knowledge obtained between online lab simulations and traditional, hands-on labs, as well as determine which type of activity is more engaging for a traditional physics student compared to a student in a BlendEd physics course (partially online and partially in-person). Data was collected over two units of instruction from surveys, formative assessments, summative assessments, the learning management system called Canvas, and direct instructor observations. Traditional, hands-on labs were found to be more engaging on average for both traditional and BlendEd physics students, and they resulted in higher levels of content knowledge compared to the online simulations. The most successful BlendEd students were able to work well independently and reported high levels of engagement for the online simulations in addition to the traditional, hands-on labs.Item Authentic science research in the classroom: does it promote science-related affective growth?(Montana State University - Bozeman, College of Letters & Science, 2020) Shulstad, Andrew Michael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this concurrent mixed methods study was to investigate the effects of middle school science students' participation in authentic science research on their science-related affective characteristics. The affective characteristics considered for this study were those that have been repeatedly shown to be associated with student cognitive growth and academic achievement. These included science identity, science self-efficacy, interest and enjoyment of science, perceived relevance of science, and intrinsic motivation for science learning. Four authentic science treatments involving eight different classes and 166 total participants (120 unique) were administered. Data collection methods included novel Likert scales based on a novel student survey instrument, a naturalistic observation instrument, student interviews, and various formative assessments. Data were collected before, during, and after each treatment with the primary purpose of supporting a before versus after comparative research design. Data analysis strategies included validation and reliability analysis of the student survey instrument and Likert scales and a triangulated complex of inferential comparative quantitative analysis and thematic qualitative analysis. While effect size was small, student affective domain growth was determined to have taken place. Affective characteristics that were shown to be strengthened in a statistically significant way (p<0.05) include science identity, interest and enjoyment of science, and intrinsic motivation for science learning. Though it has some limitations, such as a significant time requirement, authentic science research in the classroom should be considered an effective way to promote student science-related affective growth.Item Game based learning in middle school math classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Velez, Hernando Oswald; Chairperson, Graduate Committee: Greg FrancisEducational research has identified student enjoyment and self-efficacy as key aspects of student motivation, and as major contributors to student attitudes toward a particular subject. In addition, increases in both enjoyment and self-efficacy have been linked to game play participants in both recreational game play and game-based learning (GBL). This study investigated the effects of allowing student choice of game play format during GBL treatment sessions. For this action research study students in a math intervention course were allowed to choose their format of engagement in a GBL treatment. The treatment asked students to engage, in the game play format of their choosing, competitive, cooperative, or individually, with an online game designed to facilitate a gamified review tool and a gamified formative assessment tool. The researcher hypothesized that allowing students to repeatedly engage with the same game in the gameplay format of their own choosing would improve student attitudes about their enjoyment and confidence while learning math. Likert-type survey on attitudes about GBL and gameplay formats, student engagement metrics, and facilitator observations were utilized to capture quantitative and qualitative data throughout the treatment period. Analysis of data revealed that student attitudes improved in terms of their sense of enjoyment and self-efficacy while engaging in GBL during math class.Item Phenomenon-driven inquiry and science teacher professional development(Montana State University - Bozeman, College of Letters & Science, 2020) Mindelzun, Ariana Rachael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.