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 impact of technology on engagement and content mastery in high school biology(Montana State University - Bozeman, College of Letters & Science, 2022) Livesay, Jennifer Marie; Chairperson, Graduate Committee: C. John GravesThe use of technology-mediated versus traditional paper-based delivery methods as a means of increasing student mastery and engagement was studied in the areas of notetaking and simulations. Data collection instruments included pre- and post-content tests with confidence response measures as well as both Likert-item and open-ended response surveys. Data was analyzed using both quantitative and qualitative methods. The results indicate that technology leads to increased levels of engagement and mastery when utilized as a way to model scientific processes, but a decrease of mastery and engagement when used as the medium for notetaking.Item The effects of note taking strategies on retention of science content on high school students(Montana State University - Bozeman, College of Letters & Science, 2019) Ferrigan, Timothy Charles; Chairperson, Graduate Committee: Walter WoolbaughThroughout my own educational career, both high school and college, note-taking has always been an important part. As a teacher in the classroom of today, I still try to instill that practice in my students. I know the powers that be would like the standard lecture and note taking go by the wayside. I believe it can still be part of the educational process and the art of note taking can be beneficial to students in their future educational or career endeavors. Over the past fifteen years as a teacher, I have seen students struggle with note taking. The standard practice for lecture and note taking is to display a PowerPoint presentation and while the teacher talks and clicks through the presentation, the student scramble to write things down. Is there a strategy that would be beneficial to the students and help with retention of the lecture material? This is what lead me to my classroom research project. The main research question for the project asks if certain note taking strategies influence retention of science concepts in high school students. The project consisted of three note taking strategies: student-generated, partial (fill in the blanks), and guided. The data collection consisted of pre- and post-assessments, a summative assessment, and a teacher journal. Based on the data obtained, there was about a four percent increase in retention when guided notes were used by student compared to the student-generated notes. A larger discrepancy exists between the partial note strategy and the other two strategies. I believe the data shows no particular note taking strategy outweighs another.Item An investigation in note-taking strategies for high school biology students(Montana State University - Bozeman, College of Letters & Science, 2016) Smith, Allison M.; Chairperson, Graduate Committee: Greg FrancisHigh school students often struggle to find the value in writing down content information, known more commonly as note-taking. To many, note-taking is a requirement that involves filling notebook pages with content on which they will eventually be assessed. In a day and age where science educators are shifting their instruction from lecture to more inquiry or problem-based learning, note-taking remains an important skill and instructional tool in the science classroom. The focus of this action research project was to determine how various note-taking methods influenced students in a high school freshman biology classroom. My research questions focused on student learning and achievement, student friendliness within the classroom, and student friendliness outside the classroom. Students were assigned one of four different methods to use during lecture for one content unit while data was collected through surveys, assessments, observations, and student interviews. Results showed that while the method of note-taking had little to no impact on student learning, digital and digital, outlined notes were the least student-friendly in and out of the classroom.Item Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science(Montana State University - Bozeman, College of Letters & Science, 2017) Berg, Samantha Jane; Chairperson, Graduate Committee: Greg FrancisThis project compares two different teaching styles and the effects they have on student engagement, data literacy and conceptual understanding. Two sections of 8th grade students learned about the weather and atmosphere through traditional methods of formal note taking and follow up activities while the treatment group consisted of two sections of 8th graders learned through information given in the context of labs and investigations. Data was collected through engagement surveys, data literacy pre and post assessments, a unit test and a unit project. The results showed a greater increase in student engagement for the treatment group. The treatment group also showed greater improvement in conceptual understanding and data literacy.Item The effects of a structured note-taking strategy in virtual school mathematics(Montana State University - Bozeman, Graduate School, 2016) Senkowski, Andrew Jacob; Chairperson, Graduate Committee: Peggy Taylor.For this action research investigation, the strategic note-taking strategy, Cornell Notes, was implemented with a group of middle school students from a cyber school to increase their math skills and improve their perception of note-taking. The quality and organization of class notes was a major concern among teaching staff at Agora Cyber Charter School. Students attending the Agora Learning Center were provided with note-taking workshops to teach and encourage them to take and organize notes during virtual classes. After workshops and follow-up, the treatment showed minimal impact on student perception of note-taking and no significant impact on math performance as displayed in data from math assessments and online surveys.Item The effects of two-column notes on science assessment scores(Montana State University - Bozeman, Graduate School, 2016) Call, Ryan Joseph; Chairperson, Graduate Committee: Peggy Taylor.This project examined the effects of two-column, teacher-guided notes on student assessment scores. It also measured the value that students placed on notes and if that value changed as study time and assessment results increased. The fundamental idea was that using notes as an organized study tool would improve both test scores and the value placed on notes. Two high school science classes were used to conduct this study. All procedures and routines were kept similar between the two classes with the exception of one class using the two-column, teacher-guided note style. Students were led through four units of instruction and given quizzes, and pre and post unit tests. All assessments were in direct correlation with the material covered in the notes regardless of the note style used for each class. After each quiz and unit test students were asked to take surveys to share their opinions on the helpfulness of the notes. The surveys also measured the amount of study time each student used to prepare for assessments. Calculating the improvement on assessments for each student showed that there was not a strong correlation between the two-column note style and unit assessment scores. Quiz scores throughout the four units were eight percent higher for the Implementation Class and showed that the two-column notes helped keep students current on the unit content. A final survey determined that student motivation and lower semester goals had a significant impact on student performance and preparation for assessments.Item Effects of a web based science notebook on metacognative knowledge and problem solving skills(Montana State University - Bozeman, Graduate School, 2015) Touchstone, Jerald O.; Chairperson, Graduate Committee: Peggy Taylor.Science notebooks have always been a staple in the science classroom. Traditionally they have been done with a pencil and paper. As technology and students move into the future, computers and web based learning are rapidly replacing the pencil and paper. This research was designed to measure student's attitude toward web based learning, how using a web-based notebook increases metaknowledge (how one learns) and does it increase problem solving skills. During the treatment, students made and used a web based notebook in OneNote. In it they could complete assignments and solve problems in their preferred learning style. After the treatment, data showed that today's students have a favorable attitude toward web based learning. However, only 60% of students completed work in their preferred learning style (N =15). Data also showed that problem solving skills remained the same or slightly decreased as a result of using a web based notebook.Item The effects of guided writing strategies on science journaling skills of middle school students(Montana State University - Bozeman, Graduate School, 2015) Diaz-Chard, Emily; Chairperson, Graduate Committee: Peggy Taylor.The focus question of my project was, 'What are the effects of using guided writing strategies, such as creative captions with graphics and the use of graphics along with journaling, on seventh grade students' understanding of ecology concepts?' To help support my capstone project, the following subquestions were addressed. 1. What are the effects of using guided writing strategies on students' long-term memory? 2. What are the effects of using guided writing strategies on students' journaling skills? 3. What are the effects of using guided writing strategies on students' attitude and motivation?Item Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class(Montana State University - Bozeman, Graduate School, 2014) Martens, Krista K.; Chairperson, Graduate Committee: Peggy Taylor.My action research project compared the effects of using crib sheets or open science notebooks for student assessment scores. The results did not reveal a noteworthy difference. What I did find significant is students' perceptions that crib sheets are helpful, and I plan to utilize crib sheets next year. My primary action research question was, "What are the effects of crib sheets compared with open notebooks on student assessment in an introductory high school earth science class?" A crib sheet, also known as a cheat sheet, is a student constructed paper that is used to provide help during an assessment. Secondary questions investigated included: How do students perceive the usefulness of crib sheets? How do crib sheets impact student test anxiety? What are the effects of crib sheets compared to open notebooks on the length of time students spend on assessments? How do the results of my research affect me as a teacher? My results mimicked what I found in my literature review. Overall my quantitative results did not support nor refute the use of crib sheets for improvement in assessment scores. Low student participation in constructing and using crib sheets contributed to the lack of conclusive results. However qualitative survey data did indicate that crib sheets could be helpful. The last survey showed that almost half of the students indicated they saw the value of crib sheets for improving their scores. The greatest benefit for me in the immediate future is the direction that this project has given me for next year. I am convinced that the use of crib sheets can aid student learning and performance on assessments. To be successful I believe that students will need instruction in how to prepare a crib sheet. I hadn't anticipated the concern that came to light through my research this past year. This issue is that student participation in learning activities is the lowest I have experienced in my eight years of teaching. I believe the greatest education we can give others isn't learning facts or procedures rather it is gaining the attitudes of positivity and perseverance.Item The effects of explicitly teaching metacognitive techniques in a college level human biology class(Montana State University - Bozeman, Graduate School, 2014) Lords, Quincie R.; Chairperson, Graduate Committee: Peggy Taylor.The success rate for Basic Human Biology at Great Falls College - MSU has been declining the last three years. While reflecting on possible reasons for the decline, I narrowed it down to the three most common reasons students seek my help during office hours. These were difficulty with note taking, poor time management and failure to learn from errors. This project evaluated the effect of teaching metacognitive strategies on academic performance, self-efficacy, and ability of students to select appropriate metacognitive strategies. Students were taught time management and study strategies along with reflection activities. Data collection for this project included surveys, interviews, field notes, and exam scores. The results indicated that note taking, study skills and time management improved. Self-efficacy remained the same while academic performance results were inconclusive. The positive outcomes from this project have encouraged me to continue implementing these strategies.