Scholarship & Research
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Item Effects of using nearpod in a high school biology classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Wojtaszek, Cynthia; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to investigate how effective mobile presentation applications are for increasing student engagement and achievement in a high school biology course. In the spring of 2017, the Nearpod application was incorporated and used to present lectures in a section of 11th grade biology class that was one-to-one with iPads. Embedded in each Nearpod presentation were multiple choice and free response questions that periodically checked for student understanding. Students answered these questions directly on their devices before proceeding to the next part of the lecture. Scores on chapter tests were compared to the previous year's class, which did not have iPad technology. It was found that the use of Nearpod did not have any significant impact on student test scores or levels of engagement in class.Item Blended learning in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Cornett, Johnnie Lynn; Chairperson, Graduate Committee: Greg FrancisThis investigation utilized a blended learning environment with technologically enhanced curriculum via G Suite for Education, Schoology, and GradeSpeed to enhance classroom instruction and analyzed their effects on student communication and academic success. Students were provided individual accounts for G Suite and those accounts were enrolled in Schoology Learning Management System. These platforms allowed 103 students to discuss the class content with their peers, turn in assignments online, and have access to online textbooks, test preparation material, videos, and supplemental science information. In addition, students participated in technology enhanced and non-technology enhanced lessons to compare engagement behaviors and academic accomplishment in both settings. At the conclusion of the research, student academic performance improved with the blended learning environment.Item Chromebooks as learning tools in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Bostic, Lenora Ann; Chairperson, Graduate Committee: Walter WoolbaughThis action research study explored elements of interest during the implementation of a one-to-one Chromebook program in a 425 student public high school. In particular, student interest and perceptions of the program, gains in learning during usage of a flipped classroom format, digital homework submission relevant to assigned due dates and student distraction during class were evaluated. Teacher ability to provide adequate feedback in a timely manner to students was also evaluated. Student interest and perceptions were positive, while gains in learning were minimal overall with unproven indications that females benefitted more than males from the flipped format. Worsening of homework submission was noted, with implications that factors other than digital submission were the cause. Students being distracted by the devices during class was noted with no definitive indicator being identified. However, improved teacher satisfaction was noted in the areas of providing feedback to students and usage of the devices for learning.Item The use of computer-based and inquiry-based learning activities to differentiate instruction for high school chemistry(Montana State University - Bozeman, Graduate School, 2016) Good, R. Brian; Chairperson, Graduate Committee: Peggy Taylor.Annville-Cleona High School is a small school located in southeastern Pennsylvania. The school only offers one chemistry course: 'College Prep Chemistry'. Students' abilities in science vary greatly within each section of this course. Scores on the Pennsylvania, high-stakes biology exam range from below basic to advanced. Students' math abilities also vary as some are enrolled in AP Calculus, while others are enrolled in Algebra II. It is challenging to meet the needs of these diverse learners in a single classroom. In this research project, self-paced learning activities were created to teach advanced students challenging topics that were not part of the core curriculum and to provide remediation for students who were struggling with core topics. Video lessons and guided inquiries were used to teach the advanced topics, and video lessons alone were used as remediation. Instantaneous feedback via formative assessments was a key component of these learning activities. The research was conducted during the unit on molecules and compounds. Two of the four sections served as the treatment group and the other two sections served as the comparison group. Most students in the treatment group and all the students in the comparison group received the core curriculum. Formative assessments were given after each topic was taught to identify students who did not master the topic. Students in the treatment group who scored poorly on a formative assessment were assigned the remediation video lesson. Twelve advanced students in the treatment group learned three challenging topics in addition to the core topics. The results showed that computer-based and inquiry-based learning activities were effective tools for differentiating instruction. About three-fourths of the time advanced students mastered the additional, challenging topics. Over two-thirds of the struggling students were able to improve their understanding of a topic from basic to proficient or advanced after completing the remedial video lesson. Furthermore, students had favorable attitudes about video lessons. Student surveys showed that almost two-thirds of the students liked video lessons and more than 80% of them liked the instantaneous feedback they received from these lessons.Item The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD(Montana State University - Bozeman, Graduate School, 2016) Burgess, Megan Annette; Chairperson, Graduate Committee: Peggy TaylorStudents who are diagnosed with Attention Deficit Hyperactive Disorder (ADHD) have difficulty concentrating for extended periods. This population is predisposed to a host of comorbidities with other academically debilitating disorders such as anxiety and daytime drowsiness. This project was designed in order to assist this population of learners in a high school chemistry course. For the first treatment, students watched daily tutorial videos in order to improve comprehension, while also increasing confidence levels and decreasing anxiety. The tutorials explained chemistry concepts and demonstrated how to solve multistep chemistry problems. A second treatment was implemented in which multiple choice quizzes were interspersed throughout the tutorial videos in order to measure whether improved focus could be obtained. Data concluded that the tutorials were extremely successful. The population of ADHD students performed better on formative assessments in addition to increasing their confidence levels and decreasing anxiety levels surrounding the study of chemistry.Item The effects of a paperless classroom on student achievement in the middle school science classroom(Montana State University - Bozeman, Graduate School, 2015) Hults, Jason O.; Chairperson, Graduate Committee: Peggy Taylor.The purpose of the study was to determine the effects of a paperless classroom on student achievement in the middle school science classroom. Two sections of eight grade life science students were used in the study. Each section of students was exposed to a paperless, online format of instruction and assessment for two chapters during a four-chapter unit and was required to do two chapters in the traditional paper orientated format. Student achievement was measured by pre and post test assessments, with the treatment chapters compared to the non - treatment chapters to determine the overall effect of the paperless classroom on student achievement.Item Implementation of a 1-to-1 laptop initiative in a physical science classroom(Montana State University - Bozeman, Graduate School, 2015) Dyk, Gregory M.; Chairperson, Graduate Committee: Peggy Taylor.In addition to cracking open a book, writing ideas down on paper, studying with flashcards, or openly discussing ideas around a table, how willing and motivated are students to actually using their computers to complete certain classroom requirements? There is no doubt students like the idea of having their own personal laptop; but how can a laptop change the way students learn? Being 1-to-1 does not mean the previously mentioned methods of student learning behaviors are no longer part of a classroom routine; however, with the addition of computers into the classroom, each teacher needs to ask themselves: What instructional changes can be made to best utilize student laptop use and how can students be motivated to use the laptop as a tool to meet the course requirements? The purpose of this paper is to highlight multiple ways of incorporating laptops into a physical science classroom. In the final analysis, twenty-three students used their laptops to study and learn individually as well as in a group setting. The majority of these students found laptops to be an effective tool in the learning process.Item Challenges of utilizing tablet computers for instruction in the middle level science classroom(Montana State University - Bozeman, Graduate School, 2014) Poser, Michael James; Chairperson, Graduate Committee: Peggy Taylor.Tablet computers have the potential to reshape technology use in education. This project examined the impact of using tablet computers for middle level instruction at Hobson Public Schools in Hobson, Montana. Students were provided the tablets at the beginning of the year and data was collected from the administrator, teaching staff and students on the changes in teacher preparation, student/teacher interaction, and district policy needed to make the tablet use successful. It was found that teacher preparation time increased and that teachers needed more professional development. District policies were driven by concerns over technology misuse and led to restricted access to the tablets. Consequently, student/teacher interactions did not change significantly. Ultimately, the staff and students valued the tablet technology and there will be a re-evaluation of district policy and professional development practices to better suit the needs of the district.Item Comparing the effects of traditional learning (lecture) vs. independent online learning on student understanding in weather and geology(Montana State University - Bozeman, Graduate School, 2011) Hopkins, Megan Elizabeth; Chairperson, Graduate Committee: Peggy Taylor.Poor student performance on summative assessments has been a common problem throughout my teaching career. This has caused me to consider alternative methods of delivering new material to my students. The purpose of this study was to investigate the effects of online learning vs. lecture on student understanding. During unit one of my treatment I delivered notes entirely by lecturing. Following each lecture, my students completed guided note questions within small groups. We discussed their answers as a class and the students then took an individual note quiz over the new material. The second unit was studied by online learning in which students logged on to our class website, read the notes individually, and answered guided note questions within small groups. We discussed their answers as a class and students completed an individual note quiz as we had done following a period of lecture. For the remainder of my treatment, I allowed my students to choose which method of note-taking they preferred and divided my students into two groups according to their responses. Students followed the same procedure as they had during the first two units. Through the analysis of data collected I was able to determine that male students learned better following units of online learning while female students learned better through lecture. I also learned that the lower level students experienced the greatest impact when changing between lecture and online learning. Despite the success many male students had with online learning, analysis of student survey data and interview responses showed that the majority of students preferred lecture to online learning and felt better prepared and more confident following units in which that strategy was implemented. Observations and journal entries suggest that I experienced fewer behavioral problems and a greater percentage of students asking and correctly answering questions following periods in which a mixture of lecture and online learning were implemented. As a result, I have concluded that combining both strategies and allowing students to choose their preferred method of note-taking will continue to have a positive effect on both my students and my future teaching.