Theses and Dissertations at Montana State University (MSU)
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Item The effect of classroom organization on student success(Montana State University - Bozeman, College of Letters & Science, 2019) Politte, Destiny Nicole; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to see how student organization affected success in the classroom and can the student take over their own education through organization. Students were provided with a unit binder organized by the teacher. This binder was not only be used for daily classwork but was also allowed to be used on formative assessments. To see if the organized unit binder was helping students actually learn, the formative assessment scores were compared to the scores of a summative assessment where the student were not allowed to use the unit binder. The results from this study showed no significant difference in the scores between the formative and summative assessments and that students completed more work during the treatment unit. This concludes that students did benefit from the use of the classroom organization.Item An investigation of four remediation techniques in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Rice, Jocelyn Mandy; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.Item Does a student's use of self-regulation change in the flipped classroom?(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Elakovich, Denise Marie; Chairperson, Graduate Committee: Carrie B. MyersMany college freshmen are required to enroll in remedial math every semester as a result of low college placement exams with many of these students failing to succeed in their remedial math courses. Students may fail their remedial math course due to low levels of control of learning, self-efficacy or self-regulation. The purpose of this study was to investigate if the flipped classroom is an effective teaching method for students in a remedial math course and if this method increases a student's control of learning, self-efficacy and self-regulation. This study implemented a quasi-experimental design to compare students in a flipped remedial math class to students in a lecture remedial math class using the Motivated Strategies Learning Questionnaire (MSLQ) designed by Pintrich (1991) to measure control of learning, self-efficacy and self-regulation. Data analyses included frequency data to report the descriptive statistics of students in remedial math; independent t-tests to report significant differences of MSLQ scores and posttest COMPASS math scores; and multiple regressions to report associations among dependent and independent variables in the study. The results found no significant difference for control of learning, self-efficacy, or self-regulation of students in the flipped classroom compared to students in the lecture classroom. A significant difference at rho < .10 was found for math outcomes for students in the flipped classroom compared to students in the lecture classroom. The findings also indicate a small net effect for control of learning, self-efficacy and self-regulation on math placement as well as math outcomes for students in a remedial math course. Also, a student's self-efficacy at the end of the course was predicted by a student's level of self-efficacy and prior academic knowledge at the start of the semester. In conclusion, the findings of this study suggest that the flipped classroom is an effective teaching method to use in a remedial math class. Limitations of this study include a small sample size as well as validity and reliability concerns with the use of the MSLQ survey suggesting further research is needed to investigate the effectiveness of the flipped classroom in a remedial math class.Item Individual remedial instructional method of improving typewriting accuracy through the analysis of errors(Montana State University - Bozeman, 1958) Weigel, Ruby F.Item The prevention of reading difficulties through special instruction(Montana State University - Bozeman, 1970) Sprout, Herbert Lynne; Chairperson, Graduate Committee: Franklin Hawes GreenoughItem An analysis of the learning difficulties in mathematics of a limited sample of students and suggested remedial measures, and results of measures used(Montana State University - Bozeman, 1970) Peckenpaugh, Patricia LovelyItem Curriculum adaptations and teaching procedures in arithmetic for slow-learning sixth-grade children in Montana(Montana State University - Bozeman, 1967) Newton, RolandItem Improving self-image in remedial English students through participation in a classroom drama project(Montana State University - Bozeman, 1977) Ferguson, Monte WilfredItem An experimental reading program to provide for individual differences(Montana State University - Bozeman, 1959) Jursnich, Edward A.Item Effects of reading and study skills instruction at the high school level(Montana State University - Bozeman, 1979) Dailey, Diane Gomer