Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
Browse
2 results
Search Results
Item The effectiveness of pre- and post-tests data on a science teachers' lesson planning(Montana State University - Bozeman, College of Letters & Science, 2023) Myers, Ashley; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to investigate how using a pre- and post-test could be beneficial for students, the teacher, and the teacher's future planning in a high school science setting. The project used pre-existing data from the 2021-2022 school due to an overseas military relocation. For the procedure, students were given a pre-test prior to learning the material and then the outcomes were studied. This analysis provided topics where students struggled and areas where they succeeded, which aided the planning process for activities, assignments, and assessments for the unit. At the end of the unit, the students were given the same test as their post-test. This analysis provided data on where students succeeded and areas still needing improvement for future lesson planning purposes. The results from this investigation yielded a positive outcome for teaching strategies, lesson planning, and student growth success. Since pre- existing data was used, there are ways to enhance this project to make it better for both teacher and student, by implementing reflection sheets for the teacher and questionnaires for the students. Exploring this avenue for a more effective lesson planning technique has its pros and cons, but it was shown, from this investigation, that implementing a pre- and post-test strategy enhances the teacher evaluation of student needs for the curriculum and thusly improving student content knowledge.Item Reading strategies in a high school science classroom(Montana State University - Bozeman, Graduate School, 2012) Hart, Yvette Strandell; Chairperson, Graduate Committee: Peggy Taylor.Are teachers enabling students to be poor readers of science text by not routinely making reading assignments because students usually do not complete them? If students become more effective readers of science text will their attitudes and values towards reading change? In this study reading strategies were implemented with the purpose of helping students read more effectively. Students were instructed in the use of six different strategies. As students used the strategies, their reading skills, values and attitudes were measured using standardized tests, surveys and formative assessments. The results indicated that students improved their reading skills and would complete reading assignments. It was also found that when students are aware of effective reading strategies, they would be likely to use them independently in the future.