Theses and Dissertations at Montana State University (MSU)
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Item The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics(Montana State University - Bozeman, Graduate School, 2016) Wilkie, John L.; Chairperson, Graduate Committee: Peggy Taylor.In my physics classes, I found students disengaged from laboratories. They work through the procedure and analysis, but upon receiving back graded labs they often disregard the feedback since the grade has already been given. I believed this put them at a disadvantage on assessments since they would never correct their misconceptions. I wanted to know if students would learn better if they received instant feedback during the labs so that they could correct their misconceptions when it was relevant to their grades. My focus question was to see the effect would be of immediate feedback during laboratory exercises via Excel spreadsheet. As a subquestion, I wanted to know specifically what effect this immediate feedback would have on their summative assessment scores. Research was performed on two sections of physics students over four units of study. Two of the units had laboratories in which feedback would be given in the traditional manner in which students complete a lab and it is them graded and returned to them to review. Two of the units had laboratories in which feedback is automatically given via a preprogrammed Excel spreadsheet which would return a smiley face for correct cell values and a frowny face for incorrect cell values. To study the effects on student attitudes I had students take a survey on their feelings about physics, laboratories, and laboratory feedback both before and after the action research. Students were also chosen at random and asked to participate in a short interview to probe deeper into student attitudes. To measure student performance on summative assessments, unit concept inventory test was given before and after each unit. Both survey responses and test scores were analyzed to see if there was any significant difference due to the instant feedback given during laboratories. The results of the analysis showed that though students found the laboratories enriching in their visualization of the concepts, there was inconclusive evidence to suggest and difference in student attitudes or in student test performance. During interviews students expressed that they found laboratories not very useful for the purposes of studying for quizzes and tests, as laboratories seem to require a different set of skills than those normally required for a classical multiple choice or written assessment.Item Learning strategies and the learning-disabled adult student(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Hays, Patricia AnnItem The relationship and importance of graphical representation to learning(Montana State University - Bozeman, College of Education, Health & Human Development, 1965) Parsons, Henry LehnerItem The use of real-life learning strategies in personal and career development situations by students at Eastern Idaho Technical College(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Strakal, Daniel J.Item Comparison of differences in measures of acquired information, anxiety, creativity, and student interest for two methods of teaching : lecture and problem solving(Montana State University - Bozeman, College of Letters & Science, 1973) Dick, Kitty K.Item Executive level decision styles and learning strategies of volunteer leaders(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Moretti, Robert JamesItem Achievement as a function of learning style preference in beginning computer programming courses(Montana State University - Bozeman, College of Education, Health & Human Development, 1984) Thronson, Roderick MorrisItem Changes in task performance as a result of stress(Montana State University - Bozeman, College of Letters & Science, 1975) Brown, Scott WilsonItem The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning(Montana State University - Bozeman, College of Letters & Science, 1973) Ala, Roger EdwinItem The effect of formative testing, prescribed remediation, and retesting on student performance in calculus(Montana State University - Bozeman, College of Education, Health & Human Development, 1983) Thomas, David A.