Theses and Dissertations at Montana State University (MSU)
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Item Goal setting in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2021) Cordon, Ryan Walter; Chairperson, Graduate Committee: Greg FrancisIn high school chemistry classes, it was evident that many students were not reaching their full academic potential. Most students would demonstrate their abilities but struggled to be consistent. These students often appeared to lack a sense of academic purpose. To help students find this purpose, research into the benefits of teaching goal setting to high school chemistry students was conducted. Students were taught how to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. In each treatment unit, students took time in class to check-in on their goals and reflect on any potentially needed adjustments. The data showed that treatment helped many students and at least slightly helped most students find an academic purpose. Check-in data pertaining to students' goals showed that most students knew what to do, but a large portion lacked the motivation to actualize their intentions. While the data obtained herein demonstrated general success with regards to the methods of implementation, the treatment remains in need of further refinement. Findings show a larger emphasis is needed on identifying the rationale behind achieving each student's stated goals. Such a focus would enable students to find the motivation needed to take the acknowledged steps towards their goal.Item Perceptions of 4-H record books as part of the experiential learning cycle(Montana State University - Bozeman, College of Letters & Science, 2019) Tangedal, Kara Bates; Chairperson, Graduate Committee: Greg FrancisThis study investigated how perceptions of record books by 4-H adult and youth members changed before and after treatment, and if their perceived value of club meetings and project workshops, as well as growth in a project area improved after treatment. The subject of this treatment was enrolled Lewis and Clark County 4-H program members in Montana. Surveys were administered prior to record books being actively used in 4-H clubs and project workshops as a tool for goal-setting and reflection. Following volunteer training on how to effectively use record books in the Experiential Learning Cycle, club and project meetings were assessed on how effectively record books were incorporated, and subsequent remediation was made if necessary. If clubs and projects were evaluated to be using record books effectively, adult and youth members were asked to complete a post-treatment Record Book Survey. Pre- and post-treatment results were statistically analyzed and compared to qualitative interview findings, resulting in a significant increase in frequency of record book use, and modest increase of positive perceptions toward record book use and their relation to goal-setting and reflection, especially in youth members.Item The impact of scientists' struggle stories on student grit(Montana State University - Bozeman, College of Letters & Science, 2019) Stitt, Sarah Renee; Chairperson, Graduate Committee: Walter WoolbaughPerseverance for long term goals, otherwise known as grit, is an essential character trait for the progress of mankind. The ability to stick with a task and even find joy and passion in that task is not something that can easily be taught, yet it is critical nonetheless. This study aimed to prove that the character trait of grit could be improved through the presentation of famous scientists' struggle stories. Teachers read aloud four different biographies of famous scientists told in a way that highlighted the challenges and obstacles that these discoverers had to overcome before they were ever recognized for their work. Results were recorded through the use of a pre and post grit survey and a challenge problem. Students and teachers were interviewed for further evidence. The survey results were variable while the challenge problems and interviews demonstrated positive outcomes.Item The effects of goal setting and reflection on motivation and academic growth in a high school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Rauen, Sean Michael; Chairperson, Graduate Committee: Walter WoolbaughAn educator's role is to help their students to develop into well rounded humans. Teaching skills that will be valuable for everyone no matter what career they may proceed is essential for all teachers. Goal setting is an extremely beneficial strategy to reduce stress and help people be successful in all realms of life, not just school. The purpose of this study was to look at how goal setting and reflection would affect students' motivation and self-efficacy as well as help them be more academically successful. The study had students set academic and personal goals, using the S.M.A.R.T. goal setting methods. Students regularly reflected on their goals and edited them based on changes, both successes and failures. During both the non-treatment and the treatment unit, varied quantitative and qualitative data was collected and interpreted to compare changes in motivation and academic growth between units. There was a significant increase in test scores during the treatment unit as well as a notable increase in motivation and students' attitudes in class. Students learned a skill that showed them academic success allowing them to become more confident in class and also potentially out of class.Item The effects of goal setting on student engagement for all demographics of students in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Koteles, Joseph T.; Chairperson, Graduate Committee: Greg FrancisThis study looked at the impact goal setting had on student engagement, self-efficacy, and academic achievement. The study included teacher observations, student self-surveys, study habits monitoring, and analysis of academic achievement. The goal was to see if having students set and monitor their progress towards achieving a goal would have an effect on their engagement, subsequently their achievement and self-efficacy. The study found that setting goals had a positive impact on student engagement in the classroom.Item Unconscious thought and stereotypes: how posteriori stereotype activation biases unconscious thought(Montana State University - Bozeman, College of Letters & Science, 2019) Reiter, Lucca Aleksandr; Chairperson, Graduate Committee: Ian M. HandleyUnconscious Thought Theory (UTT) proposes that people can actively process goal-relevant information when they are distracted from consciously thinking about it (Dijksterhuis & Nordgren, 2006). Further, unconscious thought (UT) is purported to process the information in an aschematic bottom-up manner (Bos, Dijksterhuis, & van Baaren, 2008). Supporting this claim is experimental evidence that UT is less susceptible to stereotype use compared to the top-down schema-driven process of conscious thought (CT; Bos & Dijksterhuis, 2011). Based on these findings, UTT has proposed that UT does not utilize stereotypes when forming impressions. However, other research suggests that participants may form biased impressions in experimental contexts arguably suitable to the operation of UT if a stereotype is non-consciously activated during distraction periods following information acquisition (van Knippenberg & Dijksterhuis, 1996). Further, goal-relevant information is actively integrated during UT, therefore stereotype activation during UT could lead to more biased impressions compared to conditions where negligible thinking occurs. The aim of this thesis was to compare how the active processes of UT and the passive process of being merely distracted are differentially impacted by stereotype activation. In the present experiment, participants were presented with information about a hypothetical person, 'Person 1,' some of which implied traits that are consistent and inconsistent with the stereotype of African-American men. Then, they either received an evaluation goal (UT) or no goal (MD) prior to being distracted for 3min. During distraction, some participants were primed with the stereotype of African- American men. Then, accessibility of the stereotype-consistent and inconsistent traits were measured using a lexical decision task (LDT). Lastly, participants provided their impressions' of 'Person 1' on various trait dimensions. Results supported the hypotheses that among participants in UT conditions, stereotype activation inhibited the accessibility of stereotype-inconsistent concepts relative to consistent concepts. However, this biased accessibility did not impact impressions of 'Person 1.' Possible limitations, implications, and future directions are discussed.Item Transportation of ST-segment elevated myocardial infarctions in rural Montana to percutaneous coronary intervention capable medical centers and achievement of goal treatment times(Montana State University - Bozeman, College of Nursing, 2019) Bothman, Nicole M.; Chairperson, Graduate Committee: Casey ColeBackground: Rapid reperfusion via primary percutaneous coronary intervention or thrombolytic therapy is critical to limit death and disability associated with ST-elevated myocardial infarction. However, the majority of Montanans reside in rural areas and require time consuming interfacility transportation for specialized cardiac care. Purpose: The aim of this scholarly project is to analyze the treatment and transfer process of adult patients experiencing a ST-elevated myocardial infarction with initial presentation to a rural medical facility requiring interfacility transfer for specialized cardiac care to generate quality improvement recommendations for changes in the care and transfer process to decrease door-to-needle, door-to-door, and door-to-balloon times among this patient population. Sample: Subjects were adults (18 years of age and older) diagnosed with a ST-elevated myocardial infarction at a rural medical facility and transferred to the nearest STEMI receiving medical facility for specialized cardiac services. Subjects transferred for primary PCI and post thrombolytic therapy were included in this project (n = 8). Methods: Retrospective data analysis of deidentified quality metric data was utilized to examine if treatment benchmarks set forth by the American Heart Association were met during the data collection period of January 2018 through September 2018. A voluntary survey was implemented at the rural medical facility to provide supplementary and clarifying information related to the treatment and coordination of transportation of ST-elevated myocardial infarction cases from February 2018 through August 2018 (n=3). Conclusions: Of the eight cases reviewed in this project, none met all of the applicable quality metric benchmarks; all eight met the door-to-ECG benchmark, one met the door-to-needle benchmark, none met door-to-door or door-to-balloon benchmarks. Providers in rural areas can provide quality care with positive clinical outcomes among ST-elevated myocardial infarction patients though adherence to treatment guidelines and working as a collaborative team with transporting agencies to facilitate rapid interfacility transportation (American Heart Association, 2015; National Clinical Guideline Centre, 2013).Item An integrative review of utilizing mutual goal setting with the elective coronary artery bypass graft patient to improve postoperative physiotherapy adherence(Montana State University - Bozeman, College of Nursing, 2018) Funderburk, Courtney Lee; Chairperson, Graduate Committee: Charlene WintersThe purpose of this integrative literature review was to determine if mutual goal setting improved postoperative adherence to physiotherapy in adult patients undergoing elective coronary artery bypass graft (CABG) surgery. The integrative review was conducted using the methodology outlined by Whittemore and Knafl (2005). Literature was gathered by searching databases with key search terms related to physiotherapy adherence and goal setting. A review of abstracts and full-text using inclusion and exclusion criteria was conducted to determine which reports to include in the review. There no reports or studies that discussed the effects of mutual goal setting on physiotherapy adherence in the adult elective CABG patient. Reports and studies that looked at the effects of mutual goal setting in patients with heart disease and patients in cardiac rehabilitation programs were analyzed. The results from those reports and studies were extrapolated and applied to the adult elective CABG patient on the basis that the groups share similar levels of anxiety and depression, which evidence has shown affects adherence to physiotherapy. The results were analyzed based on outcome measurement of adherence (objectively measured levels of adherence or subjectively reported by participants' perception of how adherent they were). Results were inconclusive, but most of the studies suggest that goal setting, used alone or in conjunction with other motivational techniques, can improve adherence to physiotherapy in heart disease patients.Item The use of formative data to track student progression towards class goals in middle school science(Montana State University - Bozeman, College of Letters & Science, 2017) Olix, Terri Ann; Chairperson, Graduate Committee: Greg FrancisGoal setting has been shown to increase student motivation in science but not to lead to higher performance. The ability of students to perform metacognitive processes has been called into questioning as its use is pushed to younger grade levels. Standards based goal setting was implemented this year in Perry Middle School with mixed results. The purpose of this study was to determine if tracking formative scores helped students to accurately evaluate what they know in science, increase their motivation, and raise achievement in science. Students were evaluated on metacognition, motivation, achievement, and attendance in tutoring sessions during our earth science unit. The data suggested that student used more metacognitive processes but were not more accurate in determining what they knew and did not know. Student motivation and achievement did increase, but not substantially more than the control group. Students tracking formative data did attend more help sessions then students in the control group. However, in interviews and Goal Setting Surveys, students from the treatment group reported greater dissatisfaction with the goal tracking, rated the sheets less helpful to their learning, and reported they took too long to complete compared to the control group. Therefore, it is the determination of this study that using formative scores to track goal progress did not achieve all the goals I hoped it would, but did help my 8th grade honors science students to advance in their metacognitive processes. It is my recommendation that further studies be conducted to determine if tracking progress towards standards goals via another metacognitive strategy is more helpful.Item The effects of implementing language objectives in a technology education class(Montana State University - Bozeman, College of Letters & Science, 2017) Wong, Simone Scafide; Chairperson, Graduate Committee: Walter WoolbaughIn recent years, U.S. public schools have had an influx of students for whom English is a second language (ESL). These ESL students or English language learners (ELL) have a more difficult time learning academic language compared to their native English speaking peers. The Sheltered Instructional Observational Protocol (SIOP) was developed to help ESL students succeed in classes taught in a second language. Studies have shown SIOP as an effective means of instruction for ESL, and that following SIOP in the classroom is also successful in increasing student success among non-ESL students. This paper focuses on the effects of implementing one specific feature of SIOP (setting language objectives) in a technology education elective. In this classroom research project, the instructor implemented language objectives into alternating units of study and measured the effect of the language objectives on students' perception of content, students' peer engagement, students' confidence in science, technology, engineering and mathematics (STEM), and students' interest in STEM careers. The researcher collected data from student assessment, student journals, surveys, classroom observations and student interviews. This classroom research project found that when working independently on design activities, students performed better when language objectives were implemented. Language objectives led to more peer-to-peer interaction, and a drastic increase in peer-to-peer questions. By setting language objectives, students became more confident in their abilities to learn STEM concepts, however, interested in STEM careers remained constant