Scholarship & Research
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Item Continued professional development among secondary agricultural education teachers in Uganda, a case study(Montana State University - Bozeman, College of Agriculture, 2023) Kibirige, Brian; Chairperson, Graduate Committee: Dustin PerryThe purpose of study was to identify the existing professional needs among Ugandan secondary agricultural education teachers. This was investigated using the following research objectives: 1. Profile the educational background of Ugandan secondary agricultural education teachers. 2. Identify the kind of continuous professional development activities that Ugandan secondary agricultural education teachers participate in. 3. Assess the perceptions of Ugandan secondary agricultural education teachers towards the available CPD programs. 4. Establish the level of subject content knowledge among majority of Ugandan secondary agricultural education teachers. 5. Determine if pedagogical gaps exist among Ugandan secondary agricultural education teachers.Item Increasing student achievement through modification of cognitive rubrics in the summit learning platform(Montana State University - Bozeman, College of Letters & Science, 2021) Haren, Drake Matthew; Chairperson, Graduate Committee: Greg FrancisSummit Learning Platform is a project-based curriculum offered to 4th -12th grade students nationwide. The projects are assessed using Summit Learning Cognitive Skills Rubrics. The Cognitive Skills Rubrics are an assessment and instructional tool that outlines 36 interdisciplinary, higher-order thinking skills that students will need for life beyond high school. In this investigation, modifications were made to the cognitive rubrics by making Lexile appropriate changes in order to meet grade appropriate levels. The students conducted a project using these modified rubrics in order to measure their achievement and perception of the platform. The data suggests that by modifying the rubrics, we can improve student achievement and increase their perception of the platform. Additionally, the changes also improved their perception of science as a subject while also increasing teacher self-confidence and motivationItem Concept mapping as an assessment of cognitive load and mental effort in complex problem solving in chemistry(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Shawli, Ahmed Shukri; Chairperson, Graduate Committee: Michael BrodyThis research is an exploratory, descriptive study of students' cognitive load and mental effort related to complex problem solving in high school chemistry. From a cognitive point of view, the complexity associated with problem solving in chemistry can be understood from the context of cognitive load theory (CLT). The objective of this descriptive research using five high school student case studies is to understand the cognitive load phenomena students encounter while learning subject matter that requires complex problem solving, specifically chemical equilibrium. This study employed a mixed methods multiple case study design, in which each participating student (n = 5) is conceptualized as a case. Each student case self-reported their mental effort on eight chemical equilibrium problems. The mean for each students' mental effort and problem solving was reported. Each student completed an equilibrium concept map which was scored. The concept map scores are reported. The analysis compared mental effort score, quiz score and concept map score. There was an inverse relationship between mental effort and concept map score. The more complex the concept map (higher score) the less mental effort students report using to solve the problems. There was a positive relationship between mental effort score and quiz score; and a negative relationship between concept map score and quiz score. We believe these correlations indicate that the variables are related to cognitive load. Methodologically, we found that concept mapping is a valid assessment of cognitive load and mental effort. We believe that further larger studies are needed to substantiate these findings and explain how concept mapping can be used as a representation of cognitive load and student learning.Item On a heuristic point of view concerning social media news and secondary teachers(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Johnson, Spencer Theadore; Chairperson, Graduate Committee: Ann EwbankCertain cues used by a consumer of news can trigger heuristics that help determine whether information is credible (Metzger, 2007; Sundar, Knobloch?Westerwick, & Hastall, 2007). This study addresses which cues secondary teachers perceive as effective when assessing the credibility of news on social media. The purpose of this study is to determine how secondary teachers rate cues in order of importance when evaluating the credibility of news obtained in the context of social media. The participants in this study were secondary teachers in a northwest state who teach about online information credibility. A survey adapted from the Kids and Credibility Study (Flanagin, Metzger, & Hartsell, 2010) asked secondary teachers to rate the importance of 23 credibility cues or heuristics commonly found in social media news posts. A principal components analysis revealed three components that are a composite of heuristics reflected in the literature (Beavers et al., 2013). The resulting components were named Endorsement, Reputation & Confirmation, and Low Level Endorsement respectively. By using a sum scores comparison, the composites of heuristics were ordered by perceived level of credibility (DiStefano, Zhu, & Mindrila, 2009; Grace-Martin, 2016). Reputation & Confirmation rated highest on the scale as indicators of credibility, Endorsement ranked second, and Low Level Endorsement ranked last. The results of the study indicate that secondary teachers believe that the most effective heuristics while using low to medium cognitive effort for assessing news credibility are the reputation of the author of the information, along with confirming the information from another source to make a quality judgment on the factual nature of the source. Social endorsements (such as 'likes' and 'shares') on social media play an important role in determining credibility; however, secondary teachers indicate that they perceive Reputation and Consistency to be better at indicating credibility. This study illuminates the role heuristics play in credibility decisions when evaluating news found in a social media setting.Item The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations(Montana State University - Bozeman, College of Letters & Science, 2017) Loch, Quinten; Chairperson, Graduate Committee: Greg FrancisWhen making arguments in scientific writing, students struggle with using evidence and reasoning when making claims. Over the course of six weeks, ninth grade biology students were introduced to the claim, evidence, reasoning (CER) framework to help organize and develop scientific arguments in science lab conclusions. This research included a survey and writing assessment both before and after introduction to the CER framework. The purpose of this research was to determine if the CER framework would increase the frequency that students used evidence and reasoning when making their claims. Results of this study indicate that the CER framework did increase student use of evidence and reasoning in claims. Results also indicate that the CER framework did not have an effect on student ability to use scientific principles in their reasoning.Item The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement(Montana State University - Bozeman, College of Letters & Science, 2017) Knowles, Steven J.; Chairperson, Graduate Committee: Greg FrancisThe Next Generation Science Standards were developed as a pathway for student success in science. The Science and Engineering Practices encourage students to take active roles in constructing knowledge by engaging in authentic learning experiences as real scientists and engineers. This study examines the effect of science and engineering practices on student motivation, and ultimately, achievement in ninth grade introduction to physics and earth science. The data used in this study was collected from pre- and post-exams, pre- and post-surveys, engagement timelines, and student interviews. The results of the study indicate that students participating in science and engineering practices learning opportunities are more interested and engaged in the content than when participating in traditional lecture and take notes learning opportunities. The apparent increase in interest and engagement motivated students to more actively participate and an increase in achievement was determined.Item To what extent do graphic organizers influence the academic achievement of ninth-grade chemistry students?(Montana State University - Bozeman, College of Letters & Science, 2017) Kummari, Veeraiah; Chairperson, Graduate Committee: Greg FrancisThis study investigated the effect of graphic organizers on the academic achievement of ninth-grade chemistry students (N = 22). Data was collected on their ability to design and use concept maps, mind maps, Vee diagrams, and Venn diagrams. The results showed that there was a positive correlation between the use of graphic organizers and students' test scores. The findings also revealed that the students were more engaged and took greater responsibility for their learning in the post-mapping period.Item Performance-based cluster grouping in ninth grade honors physics(Montana State University - Bozeman, College of Letters & Science, 2017) Christman, Jessica L.; Chairperson, Graduate Committee: Greg FrancisGifted students at Twin Valley High School often report that they are not academically challenged during their freshman year. A lack of rigor may promote poor work habits, study skills, and attitudes among the brightest students. This action research study compared two concurrent sections of ninth grade Honors Physics. Both sections were taught by the same teacher; however, only one section received the intervention of performance-based cluster grouping with targeted instructional strategies. The four-week intervention included homogeneous grouping by table, along with opportunities to demonstrate mastery of certain skills with fewer repetitions by completing the most difficult practice problems first. A variety of data collection measures were utilized, including student surveys, the Force Concept Inventory, summative assessments, and semi-structured interviews. The results of this action research project highlighted the importance of incorporating purposeful homogeneous grouping into the regular classroom setting. The majority of students reported that they learn best when working with peers of a similar ability level. Additionally, within the homogeneous groups, the cluster teacher observed a more even distribution of the workload and more in-depth conversations among the students. The majority of students attempted to complete the most difficult problems first at least once and indicated a positive or neutral attitude towards the instructional strategy. Interestingly, students who always attempted the most difficult problems first performed better on summative assessments than those who did not attempt the most difficult problems first. Although this difference was not quite statistically significant, a strong positive correlation was observed between how often students opted to try the most difficult problems first and how well they performed on their summative assessments. This finding suggests that the students exercised good judgement when choosing whether or not to attempt the most difficult problems first. The results of this action research project suggest that the Most Difficult First strategy positively affected student confidence in their math ability. However, there was no apparent effect on student's conceptual understanding, as measured by the average normalized gain on the Force Concept Inventory.Item The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Dodge, Michelle Marie; Chairperson, Graduate Committee: Walter WoolbaughThis action research project evaluates the effectiveness of the 5E instructional model in a 9th grade environmental science classroom to engage students and improve their ability to apply scientific knowledge to new situations. In this study the 5E instructional model was compared with the traditional approach of the direct teach instructional method. Student assessments, surveys, and interviews were used to gauge whether the 5E instructional model aided in student ability to apply knowledge and engage in classroom experiences. Teacher observations, an engagement tally, and teacher journals were also utilized to evaluate teaching effectiveness and student learning. In this study, the role of the teacher in the classroom within these two instructional models was compared. This study indicated a slight advantage of using the 5E instructional model over direct teach, however both methods of instruction can be effective tools in classroom teaching.Item A study on individual instruction for distributive education(Montana State University - Bozeman, College of Professional Schools, 1971) Burger, Robert Alvin; Chairperson, Graduate Committee: G. Dean PalmerThe purpose of this study was to develop units of individual instruction to be used in distributive education at the high school level. Associated with the units was the gathering of specific related reference and study materials, and testing the written units under classroom and business laboratory situations. This task makes available to distributive education some units of individual instruction that have been developed and tested by this writer. The task makes reference to the procedures used in the preparation of the units and related conditions encountered. It was the purpose of this task to give others some point of reference in their use and construction in units of individual instruction.