Theses and Dissertations at Montana State University (MSU)
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Item Effects of using technology on student engagement and achievement in science(Montana State University - Bozeman, College of Letters & Science, 2021) Stangeland, LeeAnn Renae; Chairperson, Graduate Committee: Greg FrancisIn this investigation, an eighth grade Earth Science class was studied to determine whether using different technology applications would promote student engagement, interest, and improve student achievement. This particular class was lacking in engagement, interest, and achievement, so this was a great investigation to complete with them. This class completed three units without the technology applications, and three with the technology applications. Results revealed higher student test scores, interest, and engagement during the units using the added technology applications.Item Creating a science board game: increasing student motivation and achievement in learning(Montana State University - Bozeman, College of Letters & Science, 2018) Kibala, Kevin J.; Chairperson, Graduate Committee: Greg FrancisIn this investigation, the teacher had students create board games to increase student motivation and achievement to learn about electric circuits. The goal of the study was to determine if applying knowledge about circuits to a familiar format of a board game would encourage students to learn the content to a greater depth than other types of projects they have done to demonstrate knowledge. Data showed the creative aspect of a board game was a motivating factor for students and gameplay had a positive affect on both motivation and achievement over and above other ways of presenting information.Item The effects of using Kahoot! as a formative assessment in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Charbonneau, Alison K.; Chairperson, Graduate Committee: Walter WoolbaughFormative assessment is classroom assessment that occurs before the summative assessment and is used by students to determine their progress towards the learning target, and by the teacher to inform instruction. Black and Wiliam's paper, 'Inside the Black Box', provides compelling evidence that formative assessment, properly implemented, is a powerful tool to improve student learning. Research also shows that high-quality formative assessment in the classroom is rare. In search of such assessments this study focused on the impact of using the digital-learning game Kahoot!, in middle-school science classes. According to Kahoots! CEO, more than 50% of all US k-12 students use Kahoot! monthly, and it is growing at a rate of 75% a year, with over 1.6 billion users overall (Kahoot.com, 2018). By comparing 120 students' engagement with three different modes of Kahoot! -- team, competitive, and no-score -- to traditional classroom discussion, this study measured the impact of Kahoot! as a formative assessment in a middle school science classroom. Student performance was measured with unit tests, and student engagement and preference were measured with Likert surveys, classroom observations, and student interviews. The results were analyzed to determine the impact of Kahoot! on students of different genders and academic abilities. The results indicate that Kahoot! did not have a significant impact on students' performance as a whole, but public competition did have a statistically significant impact on their preference for the different modes of Kahoot!. After six months, most students remained engaged by Kahoot! and they felt it helped them learn.Item The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom(Montana State University - Bozeman, Graduate School, 2016) Maul, Robert David; Chairperson, Graduate Committee: Peggy Taylor.Many honors chemistry students lack the motivation and confidence needed to succeed academically in science classes. This may be a result of past science classes that are not engaging, motivating, or that punish students for failure. To improve student success and scientific literacy, I utilized gamification and the 5E learning cycle (QuIVERS) with high school honors chemistry students. The goal of this project was to use a variety of compelling aspects of video games and incorporate them into my classroom to improve my student's success at learning chemistry and to foster their identities as scientists. The intervention was inspired by Paul Andersen, who developed the QuIVERS method for his AP Biology classes. Within this cycle students engage in a question, explore an investigation, watch a video, read an elaborative reading, review, and take a summary quiz. In my intervention, I incorporated the following characteristics of gamification: self-paced advancement, failure normalization, badges for completing challenges, and levelling. The study began with a non-treatment control group from the previous year. Class averages, formative assessment scores, and summative assessment scores were recorded for comparing with the treatment group. Two units of the study, nomenclature and chemical reactions were used at the treatment units. The assessments included three nomenclature quizzes and a multiple choice test for the nomenclature unit, and a balancing equations quiz and multiple choice test for the chemical reaction unit. Overall, the impact on student learning and student identity as a scientist was inconclusive and it appeared that the intervention had no significant impact on either. Changes were small in many of the measured standards. Students seemed to be most impacted in their confidence and willingness to learn in environments where failure was encouraged. The majority of students found the intervention positive and helpful. My results matched the research that demonstrated that student engagement, achievement, and motivation all can be affected positively by high-quality games and holistic classroom game environments. Because of the importance of careful design, the time needed to incorporate a successful gamification intervention may, for some, outweigh the possible benefits. An increase in the duration of the intervention could be used to see if there is a stronger impact on student learning and to help foster identities in science content could be incorporated in ways that involve more science practices and inquiry.Item Impact of Chukwin-mini unit on students' understanding of natural selection(Montana State University - Bozeman, Graduate School, 2016) Bauer, Sarah Elizabeth; Chairperson, Graduate Committee: Peggy Taylor.Instruction on evolution can be fraught with controversy, which may lead to teachers avoiding it and students struggling to learn it. Yet it is national science standard, a foundation in the field of biology, and a key to science literacy. A constructivist mini-unit incorporating simulation-based games involving a population of imaginary creatures called Chukwins was created to maximize student learning and minimize tension. It was tested in an elementary, junior high, and high school classrooms in three different locations. Changes in understanding were assessed with pretest/posttest data. Surveys and interviews provided additional evidence on students' attitudes towards the mini-unit, its impact on learning and engagement, and understanding of evolution. Students made statistically significant improvements on assessments regarding natural selection, reducing their number of misconceptions and slightly improving their ability to apply correct concepts. Retention scores indicate that the changes, though small, are long-lasting. Little change was found in students' attitudes towards evolution after treatment. The vast majority of students viewed the mini-unit favorably and found it to be a valuable learning opportunity, which was echoed by the classroom teachers. The mini-unit could be a valuable tool for teachers in helping students learn about natural selection and evolution in a way that is fun, motivating, and leads to conceptual change even for students with strong opposition to the theory of evolution.Item Investigating the impact of gamification on student performance in a secondary science classroom(Montana State University - Bozeman, Graduate School, 2016) Cohen, Samuel J.; Chairperson, Graduate Committee: Peggy Taylor.The goal of this study was to investigate the impact of gamification on student scores, student motivation, parent and student perception, and teacher responsibilities within a secondary science classroom. This study was inconclusive in finding support for gamification improving student test scores, as all average test scores were not that different from those of previous years' data. The vast majority of students also performed within one standard deviation of their traditional test scores. Of the few students who did perform significantly worse on the gamified unit, almost half were absent from school a significant amount of time (10% or more of the unit). This study also showed that the gamification process was unsuccessful in changing the overall average of student motivational components. Students responded to Likert items with minimal change throughout the units and expressed similar views both before and after the video game was concluded. Student interest in the video game was promising in the first week of game play, but dwindled as the unit progressed as indicated by the number of students who identified the video game as the largest motivator decreased.Item Effects of gamification : analyzing student achievement, mastery, and motivation in science classrooms(Montana State University - Bozeman, Graduate School, 2015) Reichelt, Annie Lee; Chairperson, Graduate Committee: Peggy Taylor.I wanted to implement a teaching model that requires students to obtain mastery of a concept. Students typically understand the premise of games and how games are played. Gamification requires that students master a specific level or learning objective before continuing on in the course. Although gamification is a relatively new model of instruction, it incorporates elements of standards based grading and mastery learning. The purpose of this study was to determine if gamification increased student achievement, student mastery and student motivation. Learning objectives were separated and all class activities centered on leveled learning objectives. Students were not able to test out of a set of learning goals until they had demonstrated mastery of the content. Student test and quiz scores were recorded over a 27-week period. Students took surveys, participated in interviews and discussions as part of the study as well. Results showed there was a significant increase in scores with implementation of gamification. Particular success was shown in non-honors classes rather than honors courses. Student mastery and achievement increased with implementation because students were not allowed to move forward in content if they did not receive at least an 80% on quiz scores. I will continue to adjust and modify this learning model based on the positive outcomes of the study.Item Let's play : using games in the science classroom to reduce student stress and increase content understanding(Montana State University - Bozeman, Graduate School, 2013) Silva, Judith B.; Chairperson, Graduate Committee: Peggy Taylor.The impact of using games in the classroom to reduce student stress and increase content understanding was studied in a seventh grade life science classroom. An additional area of focus was the effect games had on classroom climate. Prior to treatment, classroom games were not used in the classroom. Data Collection Instruments consisted of a Classroom Attitude Survey administered before and after treatment, assessments before and after treatment, student interviews and a teacher journal of reflections and observations. A variety of games were used during the teaching of a unit on digestion and at the end as a review before the summative assessment. The results showed little improvement in content understanding or student stress. An improvement in classroom climate was observed with students arriving on time to class with an excitement to play the games.Item Prove it! : testing a teaching strategy to develop argumentation skills(Montana State University - Bozeman, Graduate School, 2012) Anderson, Thomas J.; Chairperson, Graduate Committee: Peggy Taylor.Students at Norman County East High School learn science concepts in a typical teacher-centered approach. In moving toward an inquiry-based, student-centered learning environment, it is imperative that students develop skills of critical thinking and argumentation. To accomplish this, students must be able to define a problem, select strategies for solving the problem and defend their choices. This study will attempt to evaluate the amount of improvement of their argumentation skills through the use of a game using the principles of argumentation as stated by Toulmin. Three questions will guide this study: 1. Will activities emphasizing argumentation lead to more sophisticated explanations of curriculum concepts by students? 2. Will students effectively critique each other? 3. Will argumentation assist students in explaining relationships between scientific concepts and what has been observed? The study will take place in a class of grade 9 Physical Science students consisting of 12 girls and 5 boys. Data will be collected using pre and post testing of the concepts of density, buoyancy, heat and thermodynamics. Interviews and formative assessments of students before and after they participate in the studies activities and artifacts from the activity will be coded to measure changes in argumentation performance.Item Relative effectiveness of educational video games in the science classroom(Montana State University - Bozeman, Graduate School, 2011) Nickerson, Erik; Chairperson, Graduate Committee: Peggy Taylor.Research has shown that educational video games are effective learning tools, but have not made a significant impact in the classroom. This gap could be a result of the design of the games, in that most educational video games imitate classroom style activities (such as answering multiple choice questions or memorizing flash cards) instead of using the computer's superior simulation capabilities to create a unique learning experience. This research project examined the difference between different styles of educational video games, as well as the overall effect of these games. Each different type of game helped students learn, though the games with more words created a stronger impression that learning actually happened.