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 effect of transitioning to paperless assessment in a high school biology course(Montana State University - Bozeman, College of Letters & Science, 2017) Aakre, Harrison Taylor; Chairperson, Graduate Committee: Greg FrancisTechnology and education are becoming more intertwined each school year. Technology is replacing how we deliver content and perform assessments. Many of these changes are occurring before they have been determined to be effective. This research compares individuals who received the same instruction over a unit and took the same test, but in different formats. Overall, the students performed significantly better in a paper format over digital. However, the most significant finding hinged on low achieving students (GPA < 2.0). Low achieving students performed significantly worse on digital assessments compared to paper assessment.Item The effects of student created digital media on understanding and motivation in a middle school science classroom(Montana State University - Bozeman, Graduate School, 2014) Heisler, Jennifer; Chairperson, Graduate Committee: Peggy Taylor.As technology progresses, teachers must constantly evaluate what tools are best practice for learning in their classroom. Student created digital media provides an avenue for students to express their learning and engagement in the classroom while practicing 21st century skills. This study looked at the effectiveness of student created digital media projects versus a traditional approach and their effect on learning and motivation. Utilizing qualitative and quantitative methods, this study found very little difference between these two approaches.Item Technology immersion in the 8th grade science classroom(Montana State University - Bozeman, Graduate School, 2014) Blome, Marcia; Chairperson, Graduate Committee: Peggy Taylor.In this action research project, technology immersion was integrated at various levels of content instruction with the purpose of measuring student engagement in eighth grade science. Students applied increased levels of technology during the course of introduction of material, exploration and assessment. The data collected shows an increase of engagement while improving understanding in science.