Scholarship & Research
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Item Enhancing students' engineering identities and attitudes towards engineering and technology through place-conscious engineering activities(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Moonga, Miracle; Chairperson, Graduate Committee: Rebekah Hammack; Nick Lux (co-chair)Students' engineering identities and attitudes toward engineering are important because they can determine if students will pursue engineering careers. However, a dearth of research focuses on how participating in place-conscious engineering affects students' engineering identities and attitudes towards engineering and technology. This explanatory sequential mixed methods study investigated the effect of engaging elementary students in place-conscious engineering activities on their engineering identities and attitudes towards engineering and technology. Students completed two place-conscious engineering activities: (1) following a local wildfire, students designed and built air filters to prevent smoke from entering the homes of affected families residing in a nearby community, and (2) after the state issued several warnings about eminent floods due to ice-jams on a local river, students designed flood prevention strategies. Quantitative data about students' engineering identities were collected using pre and post surveys of the two subscales of the Engineering Identity Development Scale (EIDS): (1) academic subscale and (2) engineering career subscale. Quantitative data regarding students' attitudes toward engineering and technology were collected using pre and post surveys of the engineering and technology subscale of the Students' Attitudes Toward Science, Technology, Engineering, and Mathematics (S-STEM). Finally, to explain the trends observed in the quantitative data, qualitative data were collected through semi-structured focus group interviews. Findings suggested that students' academic identities and attitudes towards engineering and technology improved as a result of participating in place-conscious engineering activities. The study recommends exposing elementary students to place-conscious engineering activities to improve their engineering identities and attitudes towards engineering and technology.Item Developing self-efficacy toward writing research methods and classroom practices through awareness of writing experiences for high school students(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Frieling, Nicole Pamela; Chairperson, Graduate Committee: Sarah PenningtonSelf-efficacy research of students' participation with the writing process considers the factors of ideation, convention, and self-management, or rather, the research depends on the skills and techniques of the student writer. While there is much research dedicated to exploring variables of experience within these factors, such as gender, age, demographics, etc., there is very little research which considers the factor of experience as a whole dimension of each unique students' writing process. This study investigated the writing self-efficacy beliefs held by junior and senior high school students in relation to their associations with writing conception, and how writing experiences might contribute to how self-efficacy and conception are established. Scores of self-efficacy and ratios of writing conception were gathered using surveys. Then, using an ANOVA hypothesis test for significance, self-efficacy scores were analyzed based on conception of writing. Further, open-ended questions were also administered through the survey gathering responses to understand student writing experiences. In conjunction with these responses, student participants created storyboards of their lifelong writing experiences. These artifacts were coded using Krippendorff (2013) coding techniques. The results show a relationship between how students' self-efficacy scores differ based on their conception of writing. Further, the results of this study imply there is a relationship between writing experiences, conception, and self-efficacy. In particular, this sample revealed themes associated with collaboration in writing. However, the results of this particular sample are not the end goal or purpose of this study. Rather, it is to demonstrate the necessity for considering students' experiences with writing in each unique sample of self-efficacy toward writing research. Educational implications and further research are discussed.Item Beginning band instrument selection preferences and performance scores over time(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Quinones, Joseph Ramon; Chairperson, Graduate Committee: Kristin Harney; Nick Lux (co-chair)This quantitative study examines the process of guiding students in beginning band instrument selection at Monforton Middle School, in Bozeman, MT. Data from 46 students was collected to identify if correlations exist between students initial instrument tone production and preference ratings and the students' performance throughout the first 15 months of playing the instrument they selected. Data for this study was collected through instrument tryout forms prior to students selecting and instrument and playing assessment rubrics for each of the 12 playing assessments, all of which were requirements of beginning band class. While data did not suggest that stronger initial tone production and preference ratings correlated with higher scores on playing assessments, there is evidence to suggest the overall instrument selection process was beneficial in guiding students to select an instrument that is well suited to them, as students, on average, scored 82% on their playing assessments. Further research to better prove the effectiveness would likely require a control group of students not receiving guidance in the instrument selection process; this would likely not be possible because student education would be inhibited through the lack of guidance.Item The internal vertical transfer phenomenon: an exploration of the lived experiences and perceptions of internal transfer students from an embedded two-year institution(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Morley, Michelle Ann; Chairperson, Graduate Committee: Bryce HughesExisting literature focuses on external transfer students, transitioning from community colleges to a new and separate four-year college and understanding the transfer process and transfer student success. The purpose of this qualitative phenomenological inquiry was the examination of the intricacies of the transfer process between a two-year embedded institution to the parent four-year institution and how internal transfer students navigate the transfer process towards successful baccalaureate degree completion. Three research questions guided this study -- (1) How do internal transfer students who started at a two-year college within a regional public institution describe their transfer experiences to their four-year programs? (2) How do transfer experiences differ between students who selected to start at the two-year institution and those who intended to start at the four-year level but were placed into the two-year program? (3) What do internal transfer students believe the institution should do to support their retention? Utilizing an interpretive phenomenological analysis (IPA) methodology, face-to-face semi-structured interviews were conducted with a sample of 10 internal transfer students enrolled in four-year programs. Data analysis was conducted in two phases. Phase one involved transcribing the interviews. Phase two consisted of a two-part coding process. Open coding identified areas of comparisons and led to the development of a broad set of codes. In the second phase, the theoretical frameworks of Schlossberg's Transition Theory and Bronfenbrenner's Ecological Systems Theory were applied during the axial coding process. Six themes emerged: Sense of Agency; Sense of Identity; Paying for College; Institutional Supports; Institutional Procedures; and Building Transfer Capital. Results indicate internal transfer students often face challenges similar to external transfer students. Of particular interest were the differences in experiences between the participants who were placed at the two-year college and those who chose to begin at the two-year college. The participants who chose to begin at the two-year college described greater difficulty identifying as students of the parent campus whereas the participants who were placed at the two-year college identified as students of the parent campus from the time they began at the two-year college. Institutional recommendations focused on faculty engagement and advising experiences are provided.Item Aesthetics thinking(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Home Gun, Melanie Ann; Chairperson, Graduate Committee: Priscilla LundThis mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socio-economic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.Item Cultivating genius: an exploratory case study of the genius hour instructional technique and its effect on the identity and self-efficacy of high school science students(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Reuer, Marcia Diane; Chairperson, Graduate Committee: Nick LuxGenius Hour, a project-based instructional technique that promotes learner autonomy, has developed a dedicated following among teachers. However, despite the widespread enthusiasm about Genius Hour in the K-12 classroom, little to no empirical evidence exists on the effectiveness of the approach. To respond to this gap in the research, a longitudinal exploratory case study was implemented to better understand the practices of Genius Hour in a high school STEM environment. Of particular interest for this investigation was the influence of Genius Hour on students' identities and self-efficacy and in particular, on science identity and science self-efficacy. A two-year, longitudinal, mixed methods, exploratory case study spanning two years was performed that focused on high school freshmen (n=136) and their participating classroom teacher. Data sources included self-report surveys regarding identity and self-efficacy, as well as whole group interviews, individual interviews and small group interviews. Quantative data was analyzed using a paired t-test and normalized gains and effect size, while qualitative data was analyzed using emergent thematic analysis. Quantitative measures indicated the Genius Hour instructional technique increased students' belief in their scientific ability based on pre and post survey data, however, the effect size was small. Additionally, students had statistically significant gains in the Next Generation Science Standards Science and Engineering Practices (National Research Council, 2016) of asking questions and defining problems and analyzing and interpreting data. While quantitative analyses did not yield any significant results to suggest influence of Genius Hour on identity, there were substantial qualitative results to suggest participation in Genius Hour developed students' identities and in particular, their science identities.Item An exploration of student response to an active learning environment in an upper-level quantum physics course(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Tallman, Brett Pierson; Chairperson, Graduate Committee: Nick LuxThe passive-lecture model pervades the post-secondary STEM environment, though little evidence supports it. While more interactive models are not uncommon, especially for smaller classes, they often only marginally address deep concerns about the passive-lecture model, such as personal experience, group interactions, etc. While active learning approaches are being used more, little is known about how advanced students respond in STEM to long-term interventions. This case study qualitatively explored response to a semester-long active learning intervention in one upper-level quantum mechanics course, from an engagement perspective. The study identified ten themes that described participant response: Time Pressure, Vibrancy, Group Activities, Public Work, Individual Work, More Natural Over Time, Students Differ, Community Matters, Hard but Rewarding, and Implementation Difficulties. These results largely align with existing literature on the effects of active learning. However, the results also reflected aspects of the advanced STEM learning experience that are unique, such as motivation, community, student preference, and metacognition. These results indicate more inquiry is needed into factors surrounding the advanced STEM student learning experience if we are to improve the learning environment.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 Evolving student perceptions of mathematical identity: a case study of mindset shift(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) MacKinder Clyatt, Lori Ann; Chairperson, Graduate Committee: William Ruff.This qualitative study documented the perceptions mathematics students at an alternative high school had during a shift in mindset from fixed to growth in a dual credit math course. The purpose of this study was to capture student perceptions of their own mindset shift and how their perceptions of mathematics changed. The conceptual framework used to interpret the findings was grounded in attribution theory. A case study research design bounded the perceptions of the students and the meanings they gave to these experiences. Data were collected and analyzed from multiple sources: participants' responses to writing prompts, focus group interviews, research field notes, and student artifacts. The grounded narrative that revealed itself from the student perspective over the course of this study was one of growing student trust in self and others as well as a deepening of student mathematical identity. It also showed that student perceptions of mathematics can shift in a short period of time (20 weeks) from a position of fear, shame, apprehension, and defeat to willingness, perseverance, joy, and overcoming challenges into a growth mindset. The recorded focus group discussions and various writing prompts captured the students' perceptions of their mindset shift in relationship to learning and deepening their understanding of mathematics. This study documents the power in individuals to shift out of a truncated learning cycle into a mathematical mindset. If the ability of students to shift from a fixed mindset into a growth mindset is dependent upon an educational environment, an educator's striving for a growth mindset becomes an important component.Item Self-efficacy, student engagement, and student learning in introductory statistics(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Lindsey, Heidi L.; Chairperson, Graduate Committee: Arthur W. BangertClose to half of undergraduate students in the United States are served by community colleges. Minority, low income, and first-generation postsecondary education students utilize community colleges as a gateway to postsecondary education. Additionally, these institutions provide access to higher education for many nontraditional students, such as adults who work full time while enrolled. This study used partial least squares structural equation modeling (PLS SEM) to investigate and explore the relationship between community college student self-efficacy, engagement, and statistics conceptual understanding in the non-mathematical introductory statistics course and is based on Linninbrink & Pintrich's (2003) model for conceptual understanding. There is much research regarding statistics anxiety, statistics attitude, learning behavior, and statistics achievement where students at four year institutions or graduate students were studied, but few if any studies exist that investigate these same factors with community college students. Data for this study was collected from n=161 student volunteers at three different time points during the semester using all or a subset of the following instruments: Current Statistics Self Efficacy (CSSE) (Finney & Schraw, 2003), Survey of Attitudes Toward Statistics (SATS) (Schau, Steven, Sauphinee, & Del Vecchio, 2995), Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1993), and Comprehensive Assessment of Outcomes in Statistics (CAOS) (delMas, Garfield, Ooms, & Chance, 2007). Problems with missing data were resolved with multiple imputation methods to preserve power and sample size and prevent introducing bias into the analysis. Overall, the relationships of self-efficacy and engagement explained R2=7.6% of the variance in conceptual understanding of statistics. This study found positive relationships between student conceptual understanding of statistics, selfefficacy to learn statistics and student engagement. Behavioral and cognitive engagement did not appear to mediate the influence of self-efficacy but motivational engagement was found to mediate this effect. Additionally, it was found that self-efficacy to learn statistics had a medium effect on statistical understanding at course end. Suggestions for future research are given.