Theses and Dissertations at Montana State University (MSU)

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A review and analysis of MSSE capstone papers to determine the impact of the 5E learning model on secondary education science classrooms
(Montana State University - Bozeman, College of Letters & Science, 2023) Woods, Makala Nikkole; Chairperson, Graduate Committee: C. John Graves
The purpose of this review was to investigate how the 5E Instructional Model impacts student performance, student engagement, and student interest in science within secondary science classrooms compared to traditional teaching methods. A review and analysis of Capstone papers from the past ten years from the MSSE program at Montana State University was completed to draw a conclusion. The Capstone papers were organized by focus questions, methodologies, and results to identify commonalities and differences within the research. It is suggested that even through various methodologies, class sizes, and class demographics, the 5E Model has a positive influence on student performance, student engagement, and student interest in science.
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 Graves
Over 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.
Competitively engaging fifth grade students with formative assessment
(Montana State University - Bozeman, College of Letters & Science, 2023) Lopez, Daniel Patrick; Chairperson, Graduate Committee: C. John Graves
The purpose of this study was to determine how a population of students would respond if competition was introduced in the classroom. The use of competition to engage students and promote better learning is debated in the classroom. Some students find that its use is fun and novel, while others may respond with indifference, distress, or even anxiety. In this study, a low-stakes classroom competition was introduced in hopes of alleviating any pressure students might feel to perform well. During a unit on matter and energy, three classes of fifth-grade students completed daily bellwork questions. Average values for the two treatment groups (N=47) were calculated and shared so students could see which class achieved a higher average. This was repeated every day throughout the two-week unit. The control group (N=22) received the same lessons and bellwork problems, but they were not shown how their scores compared to the other classes. Data was collected using pre- and post-tests, Likert-surveys, and teacher-led group interviews. Pre- and post-test results indicated that there were no significant differences in normalized gains between the control group to the treatment groups. Likert-surveys provided students a chance to anonymously share how they felt about competing. The results, 93.1% (n=40) of surveyed students agreed or strongly agreed with the statement, "Competing with my class to score higher than the other classes makes me want to do better." Finally, guided group interviews revealed that most students enjoyed competing with their classmates; even students that do not consider themselves competitive felt that the competition motivated them to try harder in class.
Comparison of emotional engagement in online learning environments: an online classroom investigation
(Montana State University - Bozeman, College of Letters & Science, 2023) Ryan, Katie Elizabeth; Chairperson, Graduate Committee: C. John Graves
After the COVID-19 pandemic, there were more online educational opportunities for both families and teachers. Each unique opportunity varied in the amount of emotional engagement for students, specifically social engagement, and teacher presence. The purpose of this study was to look at the effects on emotional engagement of students between synchronous and asynchronous online education. Situation A had a virtual teacher interact with a classroom of students on a daily basis, where Situation B had an asynchronous class structure with the option for teacher interaction. At the end of first semester, Likert-Scale and free response survey questions were distributed to students, and teacher reflections were collected for a month. From the data collected, it was seen that students in a synchronous format did not believe their online education was supporting them, while students in the asynchronous did. It was also seen that when students felt that their ideas were being valued in a class, they were more likely to feel comfortable asking for help. Based on limited participation numbers, it was hard to make stronger claims about which situation supports students more successfully. It seems that although a synchronous situation lends itself to more student/teacher interactions, students still show variation in their perceptions of connection and support.
How do inquiry-focused nature walks influence pre-school students' understanding of their environment, engagement in nature, and emotional regulation?
(Montana State University - Bozeman, College of Letters & Science, 2021) Kakuk, Camas S.; Chairperson, Graduate Committee: Greg Francis
The purpose of this study is to discover whether there is measurable value in adding elements of nature school philosophy to a traditional Montessori preschool, even in an imperfect or transitional environment. Do inquiry-focused nature walks influence preschool students' understanding of their environment, engagement in nature, or emotional regulation? In this project I attempted to measure the impact of a daily inquiry walk, through several data streams: a parent survey, a nature inquiry checklist based on the NGSS kindergarten science standards, and by direct observation of nap and walk time and quality. Despite many setbacks and school closures, our initial findings suggest positive results in the areas of healthy sleep, knowledge and understanding of the natural world, and emotional and behavioral health.
Authentic assessments in the middle school science classroom
(Montana State University - Bozeman, College of Letters & Science, 2021) Huntington, Lauren Joy; Chairperson, Graduate Committee: Greg Francis
Teachers are encouraged to differentiate instruction for students with different learning abilities, but we usually implement a summative assessment that is not differentiated for different learners. Authentic assessment gives students the opportunity to demonstrate their understanding of the content through means other than taking a traditional test, usually in the form of a project. Research also shows that students are more motivated when given autonomy in the classroom. This study was implemented to see if giving students alternative assessments with choice would increase scores, engagement and confidence and decrease test anxiety. Throughout four units of study, 8th-grade physical science students were given summative assessments alternating between traditional and authentic project assessments in which students were offered choice. Pre-tests were given before each unit and pre-test scores were compared with the unit assessment scores. Student growth from pre-test to post-test was then analyzed. Students were also surveyed prior to each assessment about levels of confidence, preparedness and anxiety. They were also asked about feelings regarding traditional assessments and alternative assessments. Students also participated in an assessment that reflected their learning style. Select students were also interviewed. The study showed that there is not a significant difference in test scores between traditional and alternative assessments, but the small difference there was showed students performed slightly better on traditional assessments. Students did feel more confident and prepared for alternative assessments, and also expressed that they strongly prefer projects to traditional tests. Test anxiety did not significantly differ between traditional and alternative assessments. A majority of students do prefer to be given a choice when it comes to doing project assessments and feel that projects give them the opportunity to demonstrate their understanding of the content.
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 Francis
In 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.
The impacts of Global Information Systems (GIS) learning activities on high school students' attitudes and behaviors
(Montana State University - Bozeman, College of Letters & Science, 2021) Calvi, Gabriel; Chairperson, Graduate Committee: Greg Francis
Do students view using computer based mapping software or Global Information Systems (GIS) as hands-on, real-world learning activities? This study investigated student attitudes and behaviors around using GIS in a high school earth science curriculum. A single treatment compared three types of assignments during one unit of study. Students engaged in a traditional hands-on lab, a computer based assignment, and an assignment that used GIS. Students engagement for each assignment was measured using an observation rubric, completion rates were monitored, and student attitudes were tested using a student survey and student interviews. Students demonstrated a preference for hands-on labs, and GIS assignments were viewed as more hands-on when compared to other computer-based assignments. Students perceived GIS assignments as more relevant than other assignments. GIS assignments can be used to increase relevance in an earth science curriculum and to make computer-based curriculum feel more hands-on.
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 Francis
Online 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.
Student engagement in an online Calculus I course: behavioral, cognitive, and social dimensions
(Montana State University - Bozeman, College of Letters & Science, 2021) Barton Odro, Emmanuel; Co-chairs, Graduate Committee: Elizabeth Burroughs and Derek A. Williams
At the university level and in STEM fields students drop out in part due to not being able to pass mathematics courses, particularly, Calculus I. According to the Mathematical Association of America (MAA), Calculus I occupies a unique position as a gateway course to STEM degrees. Almost all STEM majors need to take at least the first course in Calculus. Hence, there is the need to understand how to create successful Calculus courses, particularly in online settings. This study answers the call by studying the ways students engage with the mathematical content, each other and the course while learning about the concept of derivative. More precisely, the purpose of this research was to investigate the nature of students' engagement experiences--behavioral, cognitive, and social dimensions--in an asynchronous online Calculus I course. To examine the nature of students' engagement experiences, I conducted a phenomenological qualitative study combining data from students' discussion posts, demographic survey responses, and interviews. I analyzed the data using three analytical lenses: Toulmin's (1958/2003) argumentation model, Swan's (2002) coding schema and social network analysis. Findings indicate that the cognitive demand of weekly tasks influences the patterns of cognitive engagement demonstrated through discussion posts. Additionally, two situations promoted more social engagement among students: grouping students for discussion posts and initial posts with evidence of social presence

Theses and Dissertations at Montana State University (MSU)

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