Theses and Dissertations at Montana State University (MSU)
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Item The use of authentic messy data and case studies to improve data literacy skills in high school students(Montana State University - Bozeman, College of Letters & Science, 2022) Ekhoff, Julie Kathryn; Chairperson, Graduate Committee: C. John GravesThe purpose of the is study was to examine if analyzing and interpreting authentic messy data had any effect on my students' data literacy skills. Additionally, the study examined if case studies were an effective means of communicating authentic data. For this project students were given case studies that presented data using various graphs. Students were then asked to describe, analyze and reach conclusions about the data in the case study. The non-treatment group received case studies with clean data, while the treatment group received case studies with messy data. The two groups were compared using pre- and post-assessment, surveys and student interviews. The results showed that the use of messy data did not impact student data literacy skills, but using messy may increase student ability to think of data critically. Using case studies allowed the students to incorporate information on the subject and data collection methods into their data-based conclusions.Item Using case studies to help chemistry students understand science concepts(Montana State University - Bozeman, College of Letters & Science, 2021) Ronquillo, Elizabeth Roxanne; Chairperson, Graduate Committee: Greg FrancisThe purpose of this project was to study the effects of problem solving case studies on student understanding of high school concepts. Students were exposed to a case study that related chemistry content to real world applications. The project began with a non-treatment group studying periodic trends where students engaged in traditional chemistry learning activities which included reading, lecture, video, and virtual labs. The treatment group also had students engaged in traditional chemistry learning activities with the addition of including a real-world case study with class discussion. Data were collected using student pre-unit and post-unit assessments, surveys and interviews as a measure of student content understand, higher-level thinking, student attitude and motivation. Teacher data were also collected using student observations and teacher reflections to gain understanding of student attitudes and motivation. The data showed no difference between the two groups regarding post-assessment scores. The data showed some of the students' attitudes about science improved when applied to real world scenarios using case studies.Item In their own words and actions: a case study of STEM interest among rural youth in an informal program(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Westbrook, Elaine Marie; Chairperson, Graduate Committee: Jayne DowneyIn order to develop science, technology, engineering, and math (STEM) knowledge and solutions that address global concerns, there is a need to develop pathways to strengthen STEM interest among rural youth, especially girls. Previous research suggests that informal STEM programs can stimulate participant interest due to the absence of pressures from external assessment (Rogoff, et al, 2016). However, little is known about which instructional methods in an informal STEM program focused on place-conscious programming in a rural community will support the development of youth STEM interest. The purpose of this study was to examine the impact of three instructional methods (hands-on, role models, and culminating projects) on STEM interest development for rural youth, ages eight to twelve, in an informal place-conscious STEM program. Data were collected through observations, focus group interviews, and STEM interest surveys. Participants included youth (N=26) in grades 3rd through 5th grades attending two local schools in one rural community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. Results also showed gender differences in STEM interest development. Girls' STEM interest was heightened through seeing the personal relevance to their community, whereas boys' STEM interest was heightened through actively working together. This study contributes to the empirical literature regarding STEM interest, informal education, and instructional methods for rural youth. Recommendations are made for future studies.Item Case-based learning in International Baccalaureate® biology(Montana State University - Bozeman, College of Letters & Science, 2020) Davidson, Crystal; Chairperson, Graduate Committee: Greg FrancisThis classroom research study investigated the effect of case-based learning on student's problem-solving skills in a senior International Baccalaureate® biology class. Students participated in two nontreatment (evolution and the immune system) and two treatment units (the respiratory and circulatory systems). Prior to the start of the investigation, students completed a Problem-Solving Self-Perceptions Survey. This survey was completed at the end of the investigation as well. At the start of each unit, students completed a problem-solving assessment with questions related to the content of the unit. Students completed another problem-solving assessment at the end of the unit as part of the end of unit exam. Students were also interviewed about their problem-solving experience and approach before and after the study. Data collected from the Problem-Solving Self-Perceptions Survey were analyzed using the Wilcoxon Signed Rank Test. Student performance on the pre- and post-unit problem-solving assessments were evaluated using normalized gains. Both analysis tools failed to show a statistically significant difference between the treatment and nontreatment. These results suggest that using case-based learning in the classroom does not significantly improve student's problem-solving skills. However, student's expressed greater interest in studying real-life problems and students were observed to be more engaged in the learning activities and the small group collaboration.Item Understanding the effects of using case studies on student learning in the community college applied science classroom(Montana State University - Bozeman, Graduate School, 2016) McKinniss, Keith Alan; Chairperson, Graduate Committee: Peggy Taylor.Students in the Applied Science for Healthcare Majors class have illustrated that using case studies is a valuable learning method. Prior to this action research project, students in this class were accustomed only to lecture, then exam, methods. Literature reviews indicated that case studies were effective tools in science classes. Therefore, pre- and post- assessments, formative assessment techniques, student surveys, student interviews, and instructor journaling were monitored and assessed for changes in student learning, retention, and value. The action research-based approach was replicated in two sections of the Applied Science class. Quantitative data collected during the project was conflicting. One section demonstrated a statistically significant change in learning, whereas the other did not. Both sections had insufficient evidence to suggest a statistical change in retention. However, qualitative data from students and the instructor overwhelmingly indicated that the case study method is an effective tool to support student learning techniques.Item Modeling in the classroom : using inquiry to increase understanding and motivation(Montana State University - Bozeman, Graduate School, 2016) Leavell, Dan; Chairperson, Graduate Committee: Peggy Taylor.Students that participated in this capstone research constructed their own questions from an assigned theme and then created a procedure to collect data. They then established a claim and constructed a conceptual model to explain the scientific concepts in their science inquiry project. The goal of this project was to create an academic atmosphere that promoted creativity and critical thinking and enabled the students to solve real-world problems. This capstone measured student motivation to complete inquiry projects in the classroom. I wanted to find out if students were motivated to complete class work to please adults or for their own intrinsic reasons. I hoped students wanted to complete work for their own intrinsic reasons. By the use of their own creativity and imagination would solve problems and tasks at hand, they would internalize concepts and gain a deeper understanding of the material. If students completed because they wanted to solve their own questions and not because an adult instructed them to do so, they retain information instead of going through the motions of filling out a worksheet and turning it in for a grade. The use of formative and performance assessment measured their academic growth and Likert surveys explored their comfort level with the use of inquiry in the classroom as they constructed questions, gathered data, and made claims. Three key factors helped me transition the class from worksheet and lecture driven instruction to the use of inquiry. This was the use of formative assessment, classroom structure, and the implementation of peer-review.Item How does the use of case studies, as an instructional strategy, affect the perception of relevance of science in a high school conceptual science class?(Montana State University - Bozeman, Graduate School, 2013) Morris, Julie Ann; Chairperson, Graduate Committee: Peggy Taylor.Students in junior level Conceptual Science at Manteno High School consider science irrelevant and are not motivated to learn the content. The goal of this research project was to incorporate a learning strategy that would increase student perception of the relevance of science to their lives and thereby increase their learning of the content. Case studies were incorporated into the two sections of Conceptual Science at Manteno High School for two units during the spring semester of 2013. Pre- and post- assessments were given to the students to measure their understanding of the content. An online survey was given to the students before and after the intervention to see how it affected their perception of relevance. Student interviews were conducted following the treatment as well. Evidence collected during the study showed that while student learning increased during units when case studies were used, the perception of relevance of science was virtually unchanged. Students expressed in the survey and in the interviews that they like using the case studies in class because they feel it connects science to the real world even though no measurable difference in their perception of relevance of science was observed through the Likert style survey. Using case studies in a class like Conceptual Science increases student interest enough that it increased their learning. Even though student perception of relevance of science is unaffected, incorporating additional case studies in science courses should be considered because of the increase in learning.Item The effects of case studies on high school chemistry students' critical thinking skills, content knowledge and perception of relevance(Montana State University - Bozeman, Graduate School, 2013) Barnhart, Suzanna Marie; Chairperson, Graduate Committee: Peggy Taylor.This research implemented case study learning in high school chemistry classes and measured how they affected student content knowledge, critical thinking skills, and perception of relevance. The case studies were based on specific chemistry content and utilized cooperative group work and lab exercises. Students collected and analyzed data both in the lab and from written cases, proposed solutions and drew conclusions about problems identified within the cases.