Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Implications of reflection on student efficacy and growth in middle school science(Montana State University - Bozeman, College of Letters & Science, 2023) Kessler, Shawn; Chairperson, Graduate Committee: C. John GravesStudents are often asked to reflect on their work. Upon finishing a project, students reflect on their experiences and outcomes, focusing on the learning and content of the unit. However, reflection should be a continuous process and include students becoming aware of their learning approaches. If this aspect of reflection was included while learning was taking place, students could become more aware of how they learn and in turn become more confident in how they approach different topics. The goal of this type of reflection would be to increase student efficacy and increase student growth. To test this hypothesis, students first completed a science self-efficacy test. This established a basis for student confidence in science. To establish overall knowledge of the content, students attempted the summative assessment test before beginning the unit. For each task in the unit, students completed a pre and post-test. Associated with each was a reflection process. Students took a brief survey identifying their study habits and confidence levels. Confidence levels were recorded to determine efficacy growth throughout the unit. Data collected for the research showed a weak positive correlation between student self-efficacy and normalized gains. The qualitative analysis resulted in students becoming more detailed in their reflections as the unit progressed. The conclusion was reached that self-efficacy is not a good indicator of performance, however the act of persistent reflection throughout a unit result in overall academic growth.Item Stream ecology as place-based education(Montana State University - Bozeman, College of Letters & Science, 2023) Schlobohm, Jennifer; Chairperson, Graduate Committee: C. John GravesMuch of modern-day education is not related the lives of students. Place-based education has been noted to increase academic performance, and students' connection to the place they live. This study used the local stream to investigate the impact of place-based education in an Earth and Space science class. Student summative assessment scores and Likert-style surveys were used in both treatment and non-treatment units to analyze academic growth, sense of place, and self-efficacy regarding scientific skills. A questionnaire was given at the end of the treatment unit and used to collect qualitative data to support the conclusions. Normalized gains and percentages of summative assessment scores identified student growth in all areas studied.Item Mindfulness-based social emotional learning in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Cochrum, Caleb Denver; Chairperson, Graduate Committee: Greg FrancisThis study evaluated the impact of implementing daily mindfulness and biweekly social emotional learning lessons into a sophomore level Physical Science classroom. Qualitative and quantitative data collected through student surveys, attendance data, content-based assessments, was analyzed to assess the overall impact on student learning, classroom culture, and student self-efficacy. Results indicate that the use of mindfulness and social emotional learning curricula significantly improves classroom culture, while also having a marginally positive impact on academic performance and student self-efficacy.Item Self-efficacy and science identify of second grade girls in STEM club(Montana State University - Bozeman, College of Letters & Science, 2020) Shaw, Kathryn Elisa; Chairperson, Graduate Committee: Greg FrancisSecond grade girls were invited to participate in an after-school STEM club. These students were identified because they would benefit from a STEM program, by both their teacher and our STEAM teacher. Girls in STEM fields are severely lacking in today's job market, and many programs target girls who are in upper elementary or middle school. This program was designed to catch girls at a younger age and give them exposure to science-based fields, so that positive experiences with science could keep them engaged throughout their elementary science career. This STEM club was jobs-based (and included jobs such as microbiologist, coder, aerospace engineer, forensic scientist, and geologist) and included mentors. Mentors were women, chosen from the community who had a specific interest in that science topic. Girls met the mentors and asked them about their jobs, hobbies, and goals. Girls came for one hour after school, two times a week. Girls were asked to be present for most, if not all, the STEM club dates. Students were assessed on their feelings of science identify and self-efficacy twice, once before the program began and once after the program had ended. These girls' scores were then compared to one another as well as the whole of second grade (both boys and girls), to determine importance. Girls in the STEM club were more likely to think of themselves as scientists, more likely to love science, more likely to have a belief that they can do any science and were more likely to believe that science came easy to them. Girls in the STEM club were also more likely to be familiar with science jobs and what they were more likely to believe that both boys and girls were good at science, or even that girls were better than boys at science. The girls in the STEM club were equally likely to want to be a scientist when they grew up as other second grade students.Item The effects of goal setting and reflection on motivation and academic growth in a high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Rauen, Sean Michael; Chairperson, Graduate Committee: Walter WoolbaughAn educator's role is to help their students to develop into well rounded humans. Teaching skills that will be valuable for everyone no matter what career they may proceed is essential for all teachers. Goal setting is an extremely beneficial strategy to reduce stress and help people be successful in all realms of life, not just school. The purpose of this study was to look at how goal setting and reflection would affect students' motivation and self-efficacy as well as help them be more academically successful. The study had students set academic and personal goals, using the S.M.A.R.T. goal setting methods. Students regularly reflected on their goals and edited them based on changes, both successes and failures. During both the non-treatment and the treatment unit, varied quantitative and qualitative data was collected and interpreted to compare changes in motivation and academic growth between units. There was a significant increase in test scores during the treatment unit as well as a notable increase in motivation and students' attitudes in class. Students learned a skill that showed them academic success allowing them to become more confident in class and also potentially out of class.Item The effects of direct instruction of metacognitive skills through self-regulated learning and self-efficacy development in the mathematical sciences(Montana State University - Bozeman, College of Letters & Science, 2019) Larsen, Karin Camille; Chairperson, Graduate Committee: Walter WoolbaughThis study explored how direct instruction of metacognitive processes through self-efficacy and self-regulated learning skills impacts student ability to independently and intrinsically drive academic growth to move through the novice to mastery continuum. This goal was to provide students with the skills and practices to foster perseverance, confidence, self-regulation, and sense of agency throughout the learning process. The treatment was implemented with a sixth-grade study skills class with a contextual practice component integrated in math. Content mastery changes were assessed through math topic assessments. Self-efficacy and metacognition changes were evaluated through interviews, open-response questions, interactive notebook entries and self-confidence surveys for growth mindset and self-regulated learning. Results were statistically insignificant. Even though there was minimal or arguable quantitative evidence of change in student practice and behavior, there were positive results. There is some evidence suggesting an improvement in student ability to articulate areas of weakness and utilize strategies to improve academic performance. While average test scores did not increase, there was an improvement in normalized gains, especially in the lower to mid-performing sub-groups. This indicates movement toward content mastery.Item The effects of goal setting on student engagement for all demographics of students in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Koteles, Joseph T.; Chairperson, Graduate Committee: Greg FrancisThis study looked at the impact goal setting had on student engagement, self-efficacy, and academic achievement. The study included teacher observations, student self-surveys, study habits monitoring, and analysis of academic achievement. The goal was to see if having students set and monitor their progress towards achieving a goal would have an effect on their engagement, subsequently their achievement and self-efficacy. The study found that setting goals had a positive impact on student engagement in the classroom.Item Investigating the impact of formative assessments on student engagement in a secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Wallace, Ryan James; Chairperson, Graduate Committee: Greg FrancisThe purpose of this research project was to investigate the impact of formative assessments on student engagement, motivation, self-efficacy and overall learning in a chemistry classroom. A variety of surveys, questionnaires and exit slips were used to measure student feelings and attitudes about formative assessments throughout the treatment period. The overall result of the research project demonstrated that students increased their overall level of engagement, self-efficacy and learning of chemistry concepts through the use of varied formative assessments and continuous feedback.Item Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics(Montana State University - Bozeman, College of Letters & Science, 2017) Johns, Carla J.; Chairperson, Graduate Committee: Greg FrancisAstronomy is a multidisciplinary field, rich in history, broad in content, and universally appealing to students of all ages and backgrounds. Through the study of astronomy, students can gain a deeper appreciation for science, technology, engineering, and math (STEM) and how these fields intersect, ultimately enabling us to explore space and learn about our universe. Few formal educators take college-level astronomy courses, and those who do often find the complexity of the subject matter too difficult to convey to elementary school students. The goal of this educational research project was to supplement classroom curriculum during an afterschool program. Informal education environments reward curiosity and engagement, and encourage exploration and inquiry. Through this project, the researcher hoped to increase students' interest in the STEM subjects and to build students' self-efficacy towards learning about and doing science. The researcher partnered with five Before and After School Enrichment Camps in Larimer County, Colorado. The week-long program focused on structured exploratory and kinesthetic activities encouraging students to make observations, build models, predict outcomes, and develop explanations. Based upon the data from the surveys and assessments, it was difficult to determine if a change had occurred as a result of the treatment. High fluctuations of attendance levels over the course of the study may have had an impact on the overall results. Qualitative data indicated that a change had occurred in the level of students' interest in and knowledge of STEM and space-related topics after the program. Many students, unprompted, began taking charge of their own learning and developed methods for their journey towards lifelong learning.Item Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy(Montana State University - Bozeman, College of Letters & Science, 2017) Stone, Amanda Corinne; Chairperson, Graduate Committee: Greg FrancisResearch has shown that tiered instruction and self-paced activity progression improves student achievement and motivation. This study examined the use of self-paced mastery learning units in a high school academic physical science class. Following a grid of learning opportunities, students progressed to new learning objectives only after reaching 80% mastery on their current learning objectives. Data was collected to determine the interventions' effect on student achievement, engagement and self-efficacy. Medium to large academic learning gains were reported using the mastery learning interventions. Survey data indicated that students had a more difficult time paying attention while working through units with mastery learning grids, and that class was not as easy after the interventions. Some felt more challenged. Student self-efficacy increased, as they became more confident accessing resources for help. Implications for further research include testing the method at the beginning of the school year, adjusting the incorporation of hands-on activities in the mastery learning format, and using the strategy for a few select concepts as opposed to a full unit.