Scholarship & Research
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Item The impact of teaching growth mindset to biology students at Sentinel high school(Montana State University - Bozeman, College of Letters & Science, 2023) Dixon, Samuel Eugene; Chairperson, Graduate Committee: C. John GravesThis classroom research project investigated the impact of teaching growth vs fixed mindset lessons twice a month for four months to nine and tenth grade biology students and eleventh and twelfth grade AP biology students. Mindset has been shown in many studies to have a large impact on student learning and future success. This project was conducted to try and shift a student mindset towards the growth and away from the fixed side on the mindset spectrum. In addition, to try and improve student mindsets, I also wanted to see if there was a correlation to student learning and growth, as well as overall student wellness. I collected data from student mindset survey and a student wellness survey before and then after administering the treatment. The treatment was a series of mini lessons that were taught to the students twice a month for four months. Student interviews were conducted after the treatment as well. The students' overall grades from quarter 1 and quarter 2 were used as a metric to measure academic growth. Results showed growth in student mindsets and various aspects of wellness from pre to post assessments. Out of all students that completed the pre and post mindset assessment nearly 90% of them increased their mindset score. Every class period showed an increase of average mindset score. There was no correlation between student mindsets and academic achievement or academic growth. There were some categories of student wellness that were unchanged, but there were many aspects of student wellness that showed improvement from pre to post assessment. The students verbal and written responses to prompts about mindset and wellness support these findings. In conclusion, students who were exposed to a treatment of mindset lessons showed increases in both their mindset score and overall wellness.Item Stream ecology as place-based education(Montana State University - Bozeman, College of Letters & Science, 2023) Schlobohm, Jennifer; Chairperson, Graduate Committee: C. John GravesMuch of modern-day education is not related the lives of students. Place-based education has been noted to increase academic performance, and students' connection to the place they live. This study used the local stream to investigate the impact of place-based education in an Earth and Space science class. Student summative assessment scores and Likert-style surveys were used in both treatment and non-treatment units to analyze academic growth, sense of place, and self-efficacy regarding scientific skills. A questionnaire was given at the end of the treatment unit and used to collect qualitative data to support the conclusions. Normalized gains and percentages of summative assessment scores identified student growth in all areas studied.Item The effects of the 5E learning model in the middle school classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Zavesky, Katy Ming-Chien Hwang; Chairperson, Graduate Committee: C. John GravesSeventh graders continually need to be engaged and motivated to work in class. The main research question was "what are the effects of the 5E Learning Model on academic achievement and attitude in middle school classroom?" Students were split into four classes which engaged in traditional learning and 5E Learning Models. Pre- and post-treatment assessments, surveys, interviews and teacher observations were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that students' attitudes of science improved with the 5E Learning Model through student short answer responses and small group interviews. There was no conclusive quantitative data relating to the 5E Learning Model and academic achievement. Through qualitative responses, students' attitude and engagement towards science improved with the 5E Learning Model.Item The effects of interactive notebooks on student content knowledge and achievement in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Barber, Katey Lynn; Chairperson, Graduate Committee: C. John GravesThis study was aimed at determining what effect, if any, the use of interactive notebooks (INBs) in the science classroom had on student content knowledge and achievement. The general purpose of the study was to make notetaking a more engaging, meaningful, and productive means of learning for middle school students with a variety of learning styles. Seventh and eighth grade students were given a notetaking survey at the start of the year to assess their abilities with, attitudes towards, and confidence in notetaking. This survey was given again at the end of the study. Students were also given a questionnaire to determine whether they were primarily a visual, auditory, or kinesthetic learner. Each grade level received one treatment and one non-treatment unit. The non-treatment units involved students' own personal independent notetaking strategies using standard techniques such as vocabulary, definitions, main ideas, etc. The treatment unit involved the use of the Interactive Notebook (involving input pages consisting of teacher-provided materials and output pages consisting of student interaction with the teacher provided materials). Students were given a pre-assessment at the start of each unit and the same assessment was given at the conclusion of each unit to determine the effect each notetaking technique on student achievement. At the conclusion of each unit, students also self-assessed their science notebooks and scored their notes in several categories. In addition, student notebooks were assessed by the teacher at the conclusion of the units as well. Results of the study indicated that seventh grade students achieved more with interactive notebooks, whereas eighth graders showed little to no change in achievement. Neither grade level was more engaged with interactive notebooks as compared to standard notetaking techniques. Interactive notebooks benefited visual learners more than auditory or kinesthetic learners. Finally, students remain unsure of the usefulness of notes outside of class (both interactive and standard notebooks).Item Effects of student self-assessment in an engineering classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Nelson, Dylan James; Chairperson, Graduate Committee: Greg FrancisSelf-assessment has had much research done in the past, but has not been tested for its effectiveness in the classroom by the author. This study details the effectiveness of self-assessment on student achievement in an engineering classroom. Two middle school Pre-Engineering Technology (P.E.T) classes from a Title I school participated in the study with each class being split up into a treatment group and comparison group. All students were given pre-content, unit content, and post-content assessments with the treatment group self-assessing during each unit content assessment. All students participated in Likert Scale Surveys and students were picked at random to participate in interviews. After analysis of data, student self-assessment was found to positively affect student achievement and student confidence, in many cases, when defining engineering problems. The analysis of student self-assessment also proved to be beneficial to the author's teaching practices.Item Authentic assessments in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Huntington, Lauren Joy; Chairperson, Graduate Committee: Greg FrancisTeachers 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.Item 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 FrancisIn 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.Item Effects of term length on academic success in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Anderson, Gregory Michael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this action research was to determine if term length had an association with student success in an alternative high school. Alternative high schools traditionally have smaller class sizes and a diverse population of students. The procedure was to examine if a shorter term (octer four week grading period v quarter nine week grading period) had an effect on students' academic success with passing rates in a science classroom. The procedure included examination of not only passing rates, but also student self-efficacy using a Likert scale and student interviews within the science classroom. Evaluation of the same procedure was examined with other core subjects of language arts, math and social studies. This was done to determine if term length also had an effect on all core subject areas and could result in an overall effect on academic success.Item The effect of garden-based learning on learning plant science and environment attitude(Montana State University - Bozeman, College of Letters & Science, 2021) Cheung, Ka Yan Christine; Chairperson, Graduate Committee: Greg FrancisLow interest in plants has negatively affected student performance and hindered motivation in learning plant science. The introduction of garden-based learning (GBL) to the curriculum was intended to improve the academic achievement and attitude in learning plant science through practical experience and a student-centered learning atmosphere. Environmental education is seldom infused into the curriculum in Hong Kong. This action research (AR) project attempted to use GBL to understand its effect on the environmental attitudes of high school students. Control and treatment groups were recruited to study the effect of GBL. The control group learned plant science using traditional direct teaching while the treatment group studied plant science using a gardening program. Pre- and post-assessment, surveys, interviews, journals, and field notes were used to collect data. Quantitative and qualitative data were processed using the triangulation mixed-method. From the statistical results, the academic performance of the treatment group was less satisfactory than that of the control group. It was potentially hindered by the lack of a conventional in-person learning environment in the treatment group, however qualitative data showed that GBL enhanced plant literacy and promoted higher-ordered thinking by strengthening student memory and increasing their motivation. GBL also catered to different learning styles and was especially helpful for lower achievers. No significant statistical difference was observed between the attitude in learning plant science of both groups. Yet, the gardening experience was identified as the most engaging component. It engaged students in the treatment group in learning plant science as students gained achievement, interest, and a sense of responsibility during gardening. Significant increment was recognized in the attitude towards the environment of the treatment group in both quantitative and qualitative data, while the control group did not experience any changes. Students in the treatment group were also more willing to take action in environmental protection. The gardening experience was again the critical contributing factor. The hands-on and real-life experience created a deeper feeling and stronger connection with the environment. To sum up, using GBL in teaching plant science enhances the students' plant literacy and engagement in learning. It is proved to be an effective tool for positive impact on cultivating the student's attitude towards the environment.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.