Theses and Dissertations at Montana State University (MSU)
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Item The effect of cell phone policy on student achievement(Montana State University - Bozeman, College of Letters & Science, 2023) Sperling, Kenneth Alan, Jr.; Chairperson, Graduate Committee: C. John GravesCell phones and their prevalence in the high school classroom has had disastrous effects on student attention and retention. Problems with cell phones and various forms of social media may have plagued classrooms, but in the wake of the COVID-19 pandemic induced social isolation, these problems have been exacerbated. Four different cell phone policies were tested to see which policy contributed to the highest student achievement on summative assessments. Surveys were conducted on teachers within the school to collect general thoughts on cell phones and cell phone policies in their own classrooms. Surveys were conducted to gather student opinions on cell phones and social media. A Likert survey was given pre and post a metacognitive unit on cell phones/social media, mental health, and circadian science that was taught to see if students changed their beliefs about cell phones and social media once they were presented with the science about them. The results of my study suggests that while no one cell policy to be the best amongst all classes, the policy which made students turn in cell phones but allowed them to charged produced either the largest jump in student achievement comparatively to their last unit, or the least amount of drop in student achievement amongst all classes. Other results include mass consensus amongst teachers with frustration related to cell phones in the classroom, and that students' opinions on how cell phones affect their health and their ability to live life without cell phones can be changed if presented on a metacognitive unit on effects of cell phones and social media on their health.Item The impact of mindfulness on the integrated science classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Fox, Kevin R.; Chairperson, Graduate Committee: Greg FrancisThis study was conducted over the winter and spring in a predominantly ninth grade Integrated Science Class. The goal was to find out if practicing mindfulness had any impact on the classroom environment and student learning. Students first took pre and post- summative tests in a non-treatment unit that focused on the study of waves. During the treatment unit, which focused on the study of astronomy, students participated in mindfulness three days a week, for two to five minutes, at the beginning of the class. Students took pre-and post- summative tests for this unit as well. They took a Likert survey, both before and after the treatment unit, to gauge their impressions of a variety of classroom factors. Additionally, students submitted short answer responses to questions related to the mindfulness treatment unit. Finally, during the treatment unit, the instructor kept a daily journal. There was no statistical difference in the students' summative test scores when the treatment and non-treatment units were compared. There were also no statistical differences pre-and post-treatment in student answers to any of the thirteen items on the Likert survey. Student responses to the free response questions, and the instructor journal showed a positive correlation between the treatment and the classroom environment. Based largely on the qualitative data, from the student responses and the instructor journal, mindfulness practice was shown to have a positive impact on the classroom. Students said that they were able to focus better, they were calmer, and had reduced levels of stress and anxiety. The instructor journal also showed that the students maintained better focus and were less restless on days where mindfulness was practiced.Item The effects of scientific practices in ninth grade religious education lessons(Montana State University - Bozeman, Graduate School, 2014) Haas, Jacquelyn Charlotte; Chairperson, Graduate Committee: Peggy Taylor.High school religious education lessons were not effectively capturing students' attention or enhancing their understanding of basic faith concepts. From September 2013 to April 2014, scientific practices were integrated into newly designed ninth grade religious education lessons, using inquiry-based learning strategies and fundamental Catholic teachings. Classroom environment and Catholic resources were overhauled to provide students with Catholic Study Bibles, YouCats, YouCat Study Guides, YouCat Prayer books, Scripture reference sheets, Samsung tablets, and a lab-like setting, with elevated tables, stools, journals, and mini-whiteboards. Over the course of 20 lessons, scientific practices, including: asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and simulation thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information, were implemented with innovative demonstrations, case studies, peer-to-peer service projects, and mock court sessions to improve students' faith knowledge and engagement. With meaningful and relevant topics, mini-lectures with PowerPoint, Prezis, and video accompanied practices in lessons. Incorporating scientific practices proved to be an effective way for students to learn and personally engage in the Catholic faith. The Religious Education & Scientific Practices Questionnaire indicated that 92% of ninth grade students believed that scientific practices had a positive impact on their faith learning (N=12). One student reported, "This year I have learned more than I ever had in religion." Another student said scientific practices "made class more interesting than in other years." Ninety-two percent of surveyed students reported that using scientific practices in religious education lessons improved faith knowledge and 75% stated that scientific practices are an effective way of improving faith knowledge. Before scientific practices, 0% of students felt knowledgeable about their faith. After scientific practices, 75% of students surveyed strongly agreed that they felt knowledgeable about their faith. Data further revealed heightened engagement in students' religious education experience. Before practices, 17% of respondents strongly agreed that religious education classes were interesting and engaging. After practices, 75% strongly agreed that lessons were more engaging. One student reported, "It made the classes more interesting. I didn't know what was going to happen next."Item The effect of seating assignments on student achievement in the biology classroom(Montana State University - Bozeman, Graduate School, 2012) Hammang, Angela Jean; Chairperson, Graduate Committee: Peggy Taylor.This study investigated the relationship between classroom seating arrangements, student motivation and achievement in the science classroom. Data were collected over 16 weeks. Students were placed in three different seating arrangements for three weeks each: self-chosen seats, randomly assigned seats, and teacher assigned seats. Each was repeated to make a total of six treatment periods. Students' attitudes and motivation to learn were measured by their attitude survey and interview responses. Multiple choice formative assessments were administered each day to measure each student's level of engagement and understanding of the daily learning objectives. Curriculum unit difficulty levels were calculated to ensure that no one treatment was significantly different than the next. The results showed that teacher chosen seating arrangements yielded better performances across the entire population. When investigating higher- and lower-performing students, the high performers accomplished significantly better results with the aid of teacher chosen seats, whereas the lower-performers showed no improvement with any seating method. The findings also revealed that, within my student interview group, there was significant improvement in all performance levels with the teacher chosen seats. These results indicate that well-developed communication between instructor and student helps to inform the teacher of necessary accommodations for each student. The results revealed that the most effective teaching days occurred during teacher chosen seating treatments where I was more able to control the classroom environment while experiencing the highest level of comfort.