Theses and Dissertations at Montana State University (MSU)

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    The effects of accommodations on the achievements of students with hearing loss in online courses in science and various subjects
    (Montana State University - Bozeman, Graduate School, 2015) Hood, Jodie Brown; Chairperson, Graduate Committee: Peggy Taylor.
    Most of the students with hearing loss believe online courses from various universities lack visual aids and accommodations. This led me to analyze the students' overall experiences and attitudes regarding the accommodations of online courses from eight different hearing universities nationwide. The purpose of this study was to determine if the accommodations in online courses were adequate for the students with hearing loss and if the accommodations benefited these students. Universities offering online courses are becoming more common and widespread, and it is imperative for these universities to ensure online courses are accommodating the needs of students with hearing loss. The data from the online students was gathered during the third week of November 2014 and again during the spring 2015 semester. Data from the instructors and service providers was collected at intervals during the spring 2015 semester. The structured interviews with the students were conducted by using the Student Interview Questions. Data about the participants were collected by administering the Student Accommodation and Online Learning Course Pre and Post-Survey to the students with hearing loss. The post-survey results were compared to the pre-survey results for improvements in students' attitudes toward online classes. The purpose of these interviews was to determine if there would be any correlation between instructor and service provider responses and the responses from the students from the pre and post-survey. The results of the Student Accommodation and Online Learning Course Pre-Survey from the fall and springs semester revealed the students' responses generally were positive. Responses slightly shifted between the pre and post-surveys. The result of the study revealed an increase in the average in the accommodation improving the learning from the online course from the beginning of the semester to the end of the semester. The students with hearing loss provided suggestions on how to make online courses more accessible. Overall, the results of my study were generally positive, but different institutions need to continue improving their technologies to make it more deaf friendly for the future students with hearing loss.
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    The effects of authentic learning experiences on female students' perceptions of science and confidence in attaining a STEM career
    (Montana State University - Bozeman, Graduate School, 2014) Thompson-Krug, Melissa Elyse; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this research project was to determine whether authentic learning experiences improve female students' perceptions of STEM and confidence in attaining a STEM career, to what degree hands-on experiences contribute to perceptions of STEM, which tools do Zoo Academy teachers use to create authentic learning experiences for students, and what strategies teachers currently use to engage female students in STEM. This project was carried out at Omaha's Henry Doorly Zoo and Aquarium in Omaha, Nebraska. Local high school juniors and seniors who wish to gain authentic learning experiences may attend high school on zoo grounds in a program called Zoo Academy.Zoo Academy students learn through hands-on activities, shadowing zoo employees, conducting independent studies, and speaking to the community about topics such as conservation. Much of their learning takes place outdoors rather than inside a classroom. Data regarding female students' STEM perceptions and identity was collected through surveys, student and teacher interviews, and the Draw a Scientist test. Analysis of the student interview, student surveys, teacher survey, and Draw a Scientist Test reveals that authentic learning experiences improve female students' perception of science and identity in future STEM careers, hands-on experiences contribute positively to perceptions of STEM, Zoo Academy teachers have a variety of tools at their disposal to create authentic learning experiences for students, and teachers use various strategies to engage both male and female students in STEM. My findings revealed two major takeaways: authentic experiences improve all students' attitude toward learning, regardless of subject; and teaching style has an overwhelmingly strong impact on students' confidence and identity.
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    The effect of engaging assignments on student performance in the science classroom
    (Montana State University - Bozeman, Graduate School, 2014) Wallace, Christina L.; Chairperson, Graduate Committee: Peggy Taylor.
    Textbook resources were changed to teacher created resources to determine if it would lead to an improvement in student performance. The assignments were evaluated to verify not only if students completed them but if they improved assessments scores. Students were given an assortment of assignments of varying difficulty to see which type would most improve their understanding of concepts taught in the physical science classroom. Student surveys were used to evaluate student's attitude towards the old assignments and the new assignments. Students showed an improvement in assignment completion along with moderate gains in assessment scores.
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    The effect of scientific explanation instruction on extended response performance by eighth grade science students
    (Montana State University - Bozeman, Graduate School, 2014) Dobson, Rebecca Love; Chairperson, Graduate Committee: Peggy Taylor.
    This action research-based classroom project sought to discover if direct instruction of scientific explanation will improve student performance on extended response style questions. Students were taught to write a scientific explanation using Katherine McNeill's Claim-Evidence-Reason Framework. Student activities were scaffolded for increasing difficulty, culminating in an inquiry project requiring them to write a scientific explanation from data they collected. Eight of nine students in the research group showed improvement in scientific explanation writing skills. Students' confidence in their abilities to write explanations also improved.
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    The effect of a STEM research projects on ninth grade foundations of science classes
    (Montana State University - Bozeman, Graduate School, 2013) Metge, Murray W.; Chairperson, Graduate Committee: Peggy Taylor.
    In this investigation different strategies were implemented for the purpose of determining if students engaged in real world research projects based on their personal interest would find science more interesting. The findings of this project indicated mixed results; some of the data showed little if no difference, and other data, observations and interviews, showed students enjoyed researching projects of their own interest.
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    The effects of intervention strategies on student awareness of science homework completion
    (Montana State University - Bozeman, Graduate School, 2013) Lehner, Brett L.; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this action research project was to develop student awareness about late and missing assignments. The reason for developing student awareness was to help increase homework completion rates. Teacher interviews and surveys were used to determine what types of intervention strategies have been successful in the classroom to increase student awareness of homework completion. Two recurrent intervention strategies were selected from these interviews and surveys to create student awareness of how not completing assignments can affect the overall grade. The first strategy required students to fill out a grade sheet of the assignments, due dates, points each assignment is worth, and an area to record any missing assignments as a reminder for students to improve the total amount of homework completed. The second intervention strategy was to send an electronic progress report to parents that gave a grade-by-grade weekly progress report of how well the student was doing in class for the chapter that was covered. Both intervention strategies helped develop awareness of homework completion with the weekly progress report having slightly more influence in developing student awareness and completing more homework assignments by the due date. There was an improvement in the overall average grade in all classes; however, this improvement was not a result of turning more homework on time, but rather more late homework was turned in for a grade.
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    Implications of planned formative assessment training in a science, math and humanities classroom
    (Montana State University - Bozeman, Graduate School, 2013) Lord, Martha Compton; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this Action Research project was to investigate the implications of implementing planned formative assessment in a high school classroom. This Action Research endeavor looked at seven teachers as they were trained and subsequently asked to utilize two Classroom Assessment Techniques in their individual classrooms and record information on their successes, failures and ideas. It was found that teachers were willing to implement new formative assessment techniques provided they took little time to prepare, implement and analyze. However, the information gathered from the formative assessments did not necessarily lead to a change in instructional technique. The project also showed that the level of engagement in the project was correlative with the number of relationships each teacher had with the individual leading the professional development.
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    Using technology to enhance the implementation of peer discussion in science education
    (Montana State University - Bozeman, Graduate School, 2013) Curtis, Jennifer; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this action research project was to determine the impact of combining peer discussion with delivering formative assessments using a Classroom Response System (CRS) within physics education. The study was conducted with two sections of physics. Students in both sections of physics initially responded to conceptual questions independently and then responded following peer discussion. One section was provided option-based grouping for peer discussions while the students in the other section were grouped based on their initial responses, called evidence-based grouping. Using CRS formative assessment data to facilitate the instantaneous grouping of students with different responses facilitated the evidence-based grouping. Results revealed that evidence-based groupings enhanced the effectiveness of peer discussion, as noted by improved conceptual understanding and increased student motivation for seeking answers. However, the positive, moderate correlation between pre-assessment scores and post-assessment scores for both treatment groups showed the benefit of using technology to support peer discussion in enhancing learning.
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    The effects of compacted science units on student retention of science concepts
    (Montana State University - Bozeman, Graduate School, 2013) Davies, James Ivan; Chairperson, Graduate Committee: Peggy Taylor.
    Class lengths were manipulated to see if condensed science units could have the same effect as typical teaching. Five teachers taught two science units for 45 minutes a day for a couple weeks while others taught 180 minutes a day for 3-4 days. Students who learned in a daily format consistently scored higher than students in the condensed format, but the difference was not large.
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    Communication technologies in the science classroom and their effect on student and parent engagement in the learning process
    (Montana State University - Bozeman, Graduate School, 2012) Hesterman, Annie E.; Chairperson, Graduate Committee: Peggy Taylor.
    This research utilized a variety of technologies to supplement instruction in the classroom and analyzed their effects on student learning and motivation as well as parent involvement. Students were given access to a website that allowed them to discuss the class content with their peers, turn in assignments online, and have access to online test preparation material and supplemental science information. Class reminders were sent using communication technology via texts and email and were sent to both parents and students. Updates on grades and missing assignments were sent to parents via e-mail through the online gradebook, Infinite Campus. In addition, students participated in technology focused and non-technology focused lessons to compare engagement behaviors in both settings. Overall, student and parent engagement increased with technology and a possible increase in student performance was noted.
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