Theses and Dissertations at Montana State University (MSU)
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Item Maximizing engagement and understanding during the flipped portion of an honors physics course(Montana State University - Bozeman, College of Letters & Science, 2023) Wiles, Elizabeth Ann; Chairperson, Graduate Committee: C. John GravesOver the last two decades, teachers have been experimenting with Flipped Learning Methodology. With regard to this study, a flipped classroom experience is a learning strategy in which students view videos for homework outside of class time. This preparation allows class time to be used for more in-depth, nuanced problem-solving and laboratory experiences. A High School Honors Physics course moves through a great deal of material, necessitating working outside the classroom. While many studies have investigated the benefits of the flipped classroom during class time, fewer studies have looked at variables connected with the time spent viewing the flipped video content. This study investigated students' content mastery and engagement of students when two types of integrated prompts were used while watching the flipped content videos. In Phase One, students completed ten basic flips in which they practiced the procedures of viewing flipped content on Edpuzzle while taking Cornell notes. Each session was followed by a post-viewing quiz measuring content understanding at the beginning of class the following class period. Based on this data, students were grouped into two equal groups. In Phase Two, students received Edpuzzle delivery with either Specific Integrated Prompts or Generic Integrated Prompts. Specific prompts required students to respond to brief questions regarding the material that was immediately previously presented. Generic prompts were placed at the same points in the flipped content but merely reminded students to amend their notes with immediate previous material. Each group alternated integrated prompt types, providing each group equal opportunities to complete each prompt type. During the study, engagement was measured by recording the percentage of each video that students watched on the Edpuzzle Platform; Cornell notes were assessed and graded; and the number of completed flips was recorded. Content mastery was measured using a post-viewing quiz. Near the end of the treatment, students took a survey, and interviews were conducted. This study found no difference in engagement for different prompt types. Although students preferred Specific Prompts, their content mastery was marginally better on flipped videos using Generic Prompts. Generally, junior male students were less engaged with the flipped experience.Item The effect of inquiry-based learning in high school physics(Montana State University - Bozeman, College of Letters & Science, 2023) Feldbruegge, Adam Frank; Chairperson, Graduate Committee: C. John GravesThe purpose of this action research was to analyze the effect of inquiry-based learning in the high school physics classroom. Specifically, this research analyzed the impact of inquiry-based learning on student ability to scientific reasoning and concept mastery within the units of motion, force, energy, and momentum. The non-treatment group received instruction with a partially flipped classroom approach, with assigned pre-lecture videos and lectures focused on direct application of the content; whereas the treatment group learned through inquiry and following the experiments, were guided with questioning and further labs to fill in conceptual gaps in the content. Pre- and post-test results were analyzed to measure normalized gains in both scientific reasoning and conceptual understanding. Surveys and interviews were analyzed to measure student interest and attitude. The results of this study revealed that the non-treatment group achieved higher normalized gains in conceptual understanding in the areas of force, motion, energy, and momentum; whereas the treatment group achieved higher normalized gains in their ability to reason scientifically. While the theory-practice gap is a real inhibitor to inquiry-based learning in the physics classroom, students were able to connect course content with real-life scenarios, resulting in an overall positive experience for students.Item Where in the world is physics? Physics in everyday life(Montana State University - Bozeman, College of Letters & Science, 2022) Riordan, Marissa Johnson; Chairperson, Graduate Committee: C. John GravesConnecting high school physics content to everyday life of students is challenging and with students having varying life experiences making connections with each student becomes even harder. By exploring physics through seminar days, inquiry and group activities, and student reflection, students were given shared experiences to make connection to their daily life. By connecting physics curriculum to our everyday experiences, we can learn to apply the basic concepts to investigate safety, learn about nature, space exploration, athletics, the universe, and even a cup of tea. Students participated in pre- and post-treatment surveys, exit slips, science journal reflections, and seminars were used as data collection instruments. Quantitative and qualitative data were collected and analyzed. The results showed the use of seminars and inquiry engaged students in learning. When asked to rank activities carried out in the treatment time, 85% of students ranked a seminar as their first choice for most engaging. Fifty to 85% of students ranked all three seminars in their top three choices.Item Anchoring phenomenon and 5Es in high school physics(Montana State University - Bozeman, College of Letters & Science, 2022) Acic, Vasilij; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to determine if the use of an anchoring phenomenon to drive instruction via the 5E Learning Cycle would increase the overall engagement and achievement with students in my physics courses. The non-treatment group received a teacher-led direct instruction approach, while the treatment group was taught utilizing an anchoring phenomenon and the 5E model to promote more student-led instruction. Pre- and post- test results were analyzed to determine student growth by comparing the mean and normalized gain values between groups. Observations, a behavior tally sheet, and pre- and post- Likert-type surveys helped to gather data on student engagement. The analyzed data indicates more student growth and engagement took place during the treatment unit's.Item Lab summary method and the impact on student learning in high school physics labs(Montana State University - Bozeman, College of Letters & Science, 2022) Beck, Andrew George; Chairperson, Graduate Committee: C. John GravesA large portion of high school physics classes revolve around inquiry-based investigations. These investigations involve creativity, a fluid structure, and problem-solving skills. A classic lab report does not give students the freedom to authentically represent their learning from these investigations. This study investigated three different lab summary methods, a video lab report, claim, evidence, reasoning paragraph, and email home lab report for their effectiveness in student learning, perception of learning, and enjoyment. Student learning was assessed through pre-tests and post-tests and unit exams. Student enjoyment and perception of learning were judged through student opinion surveys and interviews. The results indicated that students learned the most from email home lab reports. Students enjoyed the methods that involved creative elements, the video lab report and the email home lab report. This action research showed the importance of ensuring that the summarization after a lab matches the higher-level thinking skills required of students during the lab process. The importance of giving students an outlet for their voice and creativity was also shown.Item Evaluating assessment tools for learning in a high school AP physics classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Cohen, Annelisa Marie; Chairperson, Graduate Committee: C. John GravesThis research studies if the effect of two different assessment strategies, (1) Documented Problem Solutions and (2) Performance-Based Assessment, on physics exams. This study takes place in a High School AP Physics course that utilizes AP Classroom by College Board online as the source of the examination utilized to measure student outcomes.Item The impact of including a renewable energy theme on physics education and perception of meaning(Montana State University - Bozeman, College of Letters & Science, 2021) Kahan, Adam; Chairperson, Graduate Committee: Greg FrancisA renewable energy theme was incorporated into an AP Physics class. Renewable energy linked assignments, articles, videos, and discussion developed the theme. The Force Concept Inventory and class exams tracked progress in physics. Surveys and interviews gathered data on perception of meaning. The results suggest that the theme neither facilitated nor interfered with the learning of physics. Learning physics, however, improved their understanding of renewable energy topics. Overall students found the theme meaningful and relevant.Item The effect of standards based grading on the developing growth mindset in a high school physics classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Davis, Sarah Elizabeth; Chairperson, Graduate Committee: Greg FrancisThis Action Research project investigated the impact of standards-based grading (SBG) on developing a growth mindset for students in a high school physics classroom. Originally termed by Carol Dweck, those with a growth mindset have the innate ability to constantly improve through effort and a willingness to take on challenges. Having this type of mindset should set students up for success regardless of their future profession. However, many students do not possess this mindset. Often students avoid challenges and seek the easiest path towards the highest grade possible, even if this path results in little to no lasting understanding. It is difficult to foster a growth mindset in a classroom using a traditional grading system because students quickly adapt to game the system and receive the best grade possible with the least amount of effort. Instead, the SBG system focuses on understanding and streamlines the gradebook to only reflect student mastery of the content. To succeed in this grading system, students must work on skills such as seeking out feedback and being aware of their own academic misconceptions. At the conclusion of the research process, students became more receptive to feedback and improved their perception of making mistakes. Students reported that SBG gave a better picture of their understanding compared to a traditional gradebook. They also noted that the frequent assessments associated with SBG helped them become more aware of their understanding. Finally, students saw a substantial decrease in test anxiety as their final letter grade was strongly deemphasized and as they gained a better awareness of what their grade truly represented.Item A study of student engagement in traditional and blended high school physics courses(Montana State University - Bozeman, College of Letters & Science, 2021) Beck, Marissa Danielle; Chairperson, Graduate Committee: Greg FrancisOnline classes are often less engaging for students and result in lower levels of content knowledge. The goal of this study was to assess the level of student engagement and the level of content knowledge obtained between online lab simulations and traditional, hands-on labs, as well as determine which type of activity is more engaging for a traditional physics student compared to a student in a BlendEd physics course (partially online and partially in-person). Data was collected over two units of instruction from surveys, formative assessments, summative assessments, the learning management system called Canvas, and direct instructor observations. Traditional, hands-on labs were found to be more engaging on average for both traditional and BlendEd physics students, and they resulted in higher levels of content knowledge compared to the online simulations. The most successful BlendEd students were able to work well independently and reported high levels of engagement for the online simulations in addition to the traditional, hands-on labs.Item The effects of test retakes and required relearning processes on AP Physics 1 students(Montana State University - Bozeman, College of Letters & Science, 2020) Howard, Matthew Gregor; Chairperson, Graduate Committee: Greg FrancisStudents reaching a certain level of proficiency on one topic before moving on to the next topic is very important for success in a physics classroom. However, due primarily to time constraints, all students often have to move on to the next topic before all students in the class become proficient. As a way to both encourage and incentivize relearning, optional retakes were offered with a required relearning process. AP Physics 1 students who scored below 70% on any test or quiz were allowed a single retake test after they completed the required relearning process. The relearning process consisted of multiple relearning techniques, many of which were based on active learning and retrieval practice. Students who went through the relearning process scored statistically significantly higher on the retake as well as their next unit test. Students also showed a preference for relearning techniques that provided the opportunity for retrieval practice.