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 Rehumanizing college mathematics: centering the voices of Latin*, indigenous, LGBTQ+ and women STEM majors(Montana State University - Bozeman, College of Letters & Science, 2022) MacArthur, Kelly Ann; Chairperson, Graduate Committee: Derek A. WilliamsCalculus sequences are frequently experienced as gatekeeper courses for STEM-intending students, particularly for students from groups that have been historically marginalized in mathematics including Latin*, Indigenous, LGBTQ+ and women. I report here on research findings that explored attitudes of Calculus 2 students broadly, as well as more specifically from the above-listed groups regarding what practices, pedagogies, and structures feel humanizing to them. I used a transformative mixed methods design, built on a sociopolitical framework, namely the rehumanizing framework outlined by Gutiérrez (2018) that includes eight dimensions. The goal of this research is to answer a call from Gutiérrez in elevating and understanding the perspectives of students who are often ill-served and thereby impact future undergraduate teaching in positive and humanizing ways. The quantitative analysis of survey questions (n=153) showed that students generally find example scenarios that align with the eight rehumanizing dimensions to be humanizing, based on their ratings of feeling supported in their learning, feeling valued and a sense of belonging, and having connections between their mathematics class and their lives outside the classroom. From qualitative analysis of follow-up interviews with 20 students who self-identified as Latin*, Native American, LGBTQ+ and/or women, a student-driven definition of humanizing emerged. For these focal students, humanizing centers relationality and welcoming/caring/failure-tolerant classroom environment. Teaching actions that focal students described as humanizing were summed up as connections-connections to peers, teachers and to their lives outside the classroom. Blending the quantitative and qualitative analysis shed light on differences between dominant (white, heterosexual, cis-men) and focal group perceptions, especially regarding the Cultures & Theirstories rehumanizing dimension scenario. This was accompanied by cautions from focal students about how implementation of some scenarios matters in meeting a humanizing goal.Item From turning away to listening in: instruction to facilitate civic dialogue through regional literature(Montana State University - Bozeman, College of Letters & Science, 2022) Hall, Nicole JoAnna; Chairperson, Graduate Committee: Allison Wynhoff OlsenThe purpose of this paper is to discuss how trauma-reducing student-centered instruction (TR-SCI) offers a solution to the cycle of traumatizing and retraumatizing student experiences within classroom environments. TR-SCI is a way to center the student experience and focuses on reducing trauma inducing practices in the classroom. I discuss what the classroom experience might entail then I explore why TR-SCI might allow for environments of trust and reciprocity which is needed to create civic dialogue. Civic dialogue consists of conversations built upon reciprocity and respect, while listening across conflict toward understanding differences. Civic dialogue provides opportunity for students to step outside echo chambers and has the potential to widen students' view of the experiences of others. Critically exploring regionally relevant literature is a way to begin civic dialogue and has potential for students to find connections and disconnections that are situated within the context of their regional experiences. I interject my own experiences as a mother, educator, student, community member, and researcher to explore why I think we need trauma-reducing classrooms that engage in civic dialogue by exemplifying, through writing and discussion, an attempt to connect personal and regional experience with author Ivan Doig's text and archives. I have written a series of letters to Ivan called 'Dear Ivan' that exemplify my work to build connection with the author and archives. My hope is that discussions on TR-SCI, civic dialogue through regional literature, and my explorations with connecting to Ivan help to facilitate further conversations in these fields. I see the connections with these concepts and methods as potential for teacher education workshops and further qualitative research studies in classroom environments. It is not my purpose here to propose a solution but simply to begin dialogue toward relatable ways to build equity and inclusion within the classroom.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 Comparison of learning curves for average intelligence and EMR children(Montana State University - Bozeman, 1976) Pampalone, Thomas RichardItem 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 Reflexivity in conducting discourse analysis of code-switching in a classroom discourse : the analysis of Tom Romano's 'Crafting authentic voice'(Montana State University - Bozeman, College of Letters & Science, 2010) Gilmetdinova, Alsu Makhmutovna; Chairperson, Graduate Committee: Lisa EckertThis paper presents research that applies the properties of reflection (uniting theory, practical reasoning and personal experience) to a specific educational context, classroom discourse. Discourse analysis will be used as a tool to explain the existence of the variety of codes in the classroom setting: teaching code, behavioral code, student code, spoken and textual codes. This project also attempts to fill in the gap that currently exists in the scholarly discussion on teaching code-switching strategies in monolingual discursive situations. Review of literature situates the general topic in an historical context and critically analyzes the most relevant published research through summary, classification and comparison, and promotes reflexivity upon language choice in educational settings. Theoretical framework composed of the synthesis of findings in discourse analysis, ethnography of communication and critical language awareness focuses attention on classroom discourses, especially those pertaining to the analysis of written textbooks. Furthermore, the theory serves as a solid foundation for building awareness of how language functions in written texts, and it has the potential to make teachers and students more aware of the effects of code-switching techniques in a text. The third chapter applies this theoretical framework to the textbook 'Crafting Authentic Voices' by Tom Romano. This theory and its application has a potential to make contributions to the development of curriculum, pedagogy, instructional planning in the English Language Arts classrooms.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.