Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?(Montana State University - Bozeman, Graduate School, 2011) Conner, Sarah Marie; Chairperson, Graduate Committee: Peggy Taylor.In this investigation strategies were implemented with the purpose of improving student engagement and learning in the biology classroom. I investigated whether or not a student-led demonstration versus a teacher-led demonstration had an impact on the retention rate of AP biology students. A progressive Bloom's Taxonomy technique was used in accordance with a student-led demonstration. I believe that because of the student-led demonstrations and a progressive Bloom's Taxonomy technique, students reached a higher level of Bloom's Taxonomy, became self-sustained critical thinkers, and in turn supported their own higher level thinking. This led to an understanding of a topic and long term memory recognition. The participating student had a positive affect on him/herself, the teacher and also my colleagues.Item Promoting more effective student questions through specific questioning strategies(Montana State University - Bozeman, Graduate School, 2011) Buck, David Hidden; Chairperson, Graduate Committee: Peggy Taylor.This project addresses the question "Do students understand key scientific concepts better with training in the use of specific questioning strategies?" Students were trained specifically in composing questions using the cognitive domain of Bloom's Taxonomy, as well as in developing experiments, inventions and models using Cothron's Four Question Strategy. Students engaged in several inquiry activities, both independently and in large and small groups, to practice these strategies and approaches. The results of this research suggest that there is a strong correlation between employing these strategies to improve students' questioning skills and the students' understanding of key concepts surrounding questioning and inquiry.Item The effects of a framework for procedural understanding on college algebra students' procedural skill and understanding(Montana State University - Bozeman, College of Letters & Science, 2006) Hasenbank, John Fredrick; Chairperson, Graduate Committee: Ted HodgsonThis dissertation examined the effectiveness of an instructional treatment consisting of lecture content, homework tasks, and quiz assessments built around a common Framework for Procedural Understanding. The study addressed concerns about increasing numbers of students enrolling in remedial mathematics courses because they did not develop sufficient understanding in previous courses. The Framework-oriented instruction was designed to help students develop deep and well-connected knowledge of procedures, which has been shown to facilitate recall and promote future learning. Data collection spanned the Fall 2005 semester at a western land-grant university. In the quasi-experimental design, instructors from six intact sections of college algebra were matched into pairs based on prior teaching experience, and the treatment condition was assigned to one member of each pair. Equivalence of treatment and control groups was established by comparing ACT / SAT scores for the 85% of students for whom those scores were available. Data collection consisted of classroom observations, homework samples, common hour exams scores, procedural understanding assessments, supplemental course evaluations, and a final interview with treatment instructors. Analysis of covariance was the primary statistical tool used to compare treatment and control group performances while controlling for attendance rates and pre-requisite mathematical knowledge. Treatment group students scored significantly higher than control group students on the procedural understanding assessments. Moreover, although treatment students were assigned 18% fewer drill questions than controls and 8% fewer problems overall, the gains in procedural understanding were realized without declines in procedural skill. The relationship between understanding and skill was also examined, and students with greater procedural understanding tended to score higher on the skills-oriented final exam regardless of which treatment condition was assigned to them. Finally, the interview with the treatment instructors provided insight into the implementation issues surrounding the treatment. They expressed concerns about time constraints and reported initial discomfort with, but eventual appreciation for, using the Framework for Procedural Understanding to guide instruction. The Framework-oriented treatment was found to be effective at helping students develop deeper procedural understanding without declines in procedural skill. Additional implications and recommendations for future research are also discussed.