Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Examining the cultural congruity and intentions of persistence among American Indian college students in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Ortega, Eleazar; Chairperson, Graduate Committee: Carrie B. MyersAmerican Indian college students tend to have lower persistence and graduation rates compared to students of other ethnicities. This quantitative research study involved multiple regression to analyze survey data that measured cultural congruity and intentions of persistence of American Indian students attending a two-year and four-year college in Montana. Cultural identity was measured through a survey item measuring level of attachment to their ethnic group. Results showed a significant relationship existed between the following variables: attachment to ethnic group and cultural congruity; institutional type, attachment to ethnic group, age, gender, and first generation college student status to cultural congruity; cultural congruity and persistence; attachment to ethnic group and persistence; institutional type, cultural congruity, and attachment to ethnic group to persistence; and institutional type, cultural congruity, attachment to ethnic group, age, gender, and first generation college student status to persistence. Results from this study indicate that institutional type was not a significant predictor of cultural congruity or persistence. Also, students who were more strongly attached to their ethnic group were less likely to feel that they 'fit in' at their college (cultural incongruity). Older students were more likely to have higher cultural congruity than younger students, and higher levels of cultural congruity was associated with higher persistence scores.Item The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content(Montana State University - Bozeman, College of Letters & Science, 2018) Brenner, Cheryl C.; Chairperson, Graduate Committee: Walter WoolbaughOne part of being a high school science student (or a high school student in general) is completing homework. Homework has become futile in many schools around the United States as districts push towards 'No Homework' policies. It seems that high school science students are not benefitting from this movement; but instead are achieving lower assessment scores, losing their confidence in test taking, and are lacking independent study skills. During my Action Research project I investigated whether graded homework not only had an impact on students understanding of the content, but, also investigated students' attitudes towards homework, study skills, and confidence during tests based on whether or not homework was graded. Throughout the first semester of chemistry, students were assigned homework that was graded every other unit, allowing for a direct comparison on how graded homework affected students learning. Test scores, percentage of homework completed, unit surveys, and final assessment scores were used to determine whether or not grading homework improved unit test scores, independent study skills, and long-term retention of each standard taught. The results showed that graded homework, with feedback, showed an increase in students unit assessment scores, especially for those in the 'below proficient' grade level. Unit surveys and questionnaires strongly indicated that students felt more confident on tests, felt they were better independent learners, and had stronger study skills when they were graded on their homework as a result of feeling the necessity to complete it. Overall, it was shown in my results that when homework was graded more students choose to complete it, and therefore, performed better on unit tests and would potentially retain content longer as observed in their final assessment scores.Item A study of dropouts in the 1960-61 freshman class of Montana State College(Montana State University - Bozeman, 1962) Hamilton, John J. (John Judson)Item Reasons for increased suspensions and probations in the department of business education and office systems(Montana State University - Bozeman, College of Business, 1986) Sulgrove, John Lyall; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to investigate possible reasons for increased student suspensions from the Department of Business Education and Office Systems in the College of Business at Montana State University. The sources of data for this study were obtained from student records on file at the College of Business, Montana State University. Additional student record data and information was obtained from the Montana State University Office of Admissions and from Montana State University Testing Services. When all information had been gathered, the findings were compiled and analyzed. The results were then set up in tables for clarity. A written description and an analysis of the data supplement the tables. The conclusions were (1) the Department of Business Education and Office System's main concern over suspensions should be with the Administrative Assistant Program as evidenced by the large-majority (67 percent), of suspended students in that program, (2) below average stanine scores (less than 4) should immediately be an indicator that a student may have problems, (3) the university calculated high school grade point average for the students and the student's rank in high school class are strong indicators of future performance, (4) of the total number of suspended students, over half, 51 percent, were on probation from 2 to 3 quarters, (5) students enrolled in the Department, knowing they must meet minimum requirements in a pre-requisite type program as freshmen and sophomores in order to advance into the main program as juniors and seniors, will be less likely to encounter academic problems, and (6) the accounting course, BUAC 224, Principles of Accounting, remains the single largest stumbling block for students enrolled in the Department of Business Education and Office Systems. Some of the recommendations were (1) review any unique environmental and institutional factors so as to enhance capabilities for retaining students who may encounter academic problems, (2) prediction profiles should be developed and tested for freshmen as soon as a working profile is completed, and (3) since an overwhelming majority of the suspended students were enrolled in the Administrative Assistant program, a preparation program unique to students enrolled in this area should be instituted.Item Capturing the experience of the General Studies Freshman Seminar : a qualitative and quantitative study(Montana State University - Bozeman, 1994) Orazem, Vicki Lynn; Chairperson, Graduate Committee: Robert A. FellenzItem A study of New Salem High School drop-outs for the years 1952-1962(Montana State University - Bozeman, 1962) Engelhardt, Anton A.Item A review of literature in consideration of variables in persistence and attrition among college men(Montana State University - Bozeman, 1971) Eickworth, Lorance WilliamItem Dropouts, causes and circumstances, Anaconda Senior High School, 1973-1975(Montana State University - Bozeman, 1975) Walsh, Margaret Jean Garrity; Chairperson, Graduate Committee: Richard K. HorswillItem A survey of the 1963 Park County High School graduates not entering college(Montana State University - Bozeman, 1964) Voyich, Daniel L.Item A review of literature concerning the prediction of student attrition(Montana State University - Bozeman, 1972) Smith, Chad Bryan; Chairperson, Graduate Committee: Richard K. Horswill
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