Scholarship & Research
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Item Implementing computer devices in a private catholic high school(Montana State University - Bozeman, College of Letters & Science, 2019) Lauzon, Nicholas Paul; Chairperson, Graduate Committee: Greg FrancisHoly Cross High School is transitioning to allow more computer devices in the classroom for the 2019-2020 school year. During the 2018-2019 school year teachers allowed computer devices in their classroom as they saw fit. I wanted to know about how these computer devices impacted students in their achievement and engagement in the classroom. Surveys, student interviews, faculty interviews, and test grades were used to compare previous years with less computer use to computer use at the time of this study. The study showed that after content chapter tests were analyzed student achievement in honors chemistry classes stayed the same while the college preparatory advanced classes showed positive achievement improvement when students used a learning management software. Learning management systems indicated that they could improve the scores of lower achieving students. Students felt more engaged with the use of computer devices in both honors and college preparatory advanced classes. Throughout the school students and faculty agreed that computer devices help improve the achievement and engagement levels of students.Item The effects of homework style on completion and test scores in high school biology(Montana State University - Bozeman, College of Letters & Science, 2019) Gibson, Chelsea Elise; Chairperson, Graduate Committee: Walter WoolbaughStudents doing poorly on summative assessments have long been a concern for teachers. I, and many fellow teachers, believe that homework has a direct effect on student test scores. We tend to believe that if students do their homework, they will be prepared and do well on their tests. This got me thinking about ways to improve student test scores using different styles of homework assignments. The purpose of this study is to determine if the style of homework; paper or digital, have an impact on student homework completion and summative test scores. Students experienced altering styles of homework during four biology units, these included: all paper, all digital, and half paper and half digital, and student choice. Data was collected using post-unit surveys, interviews, unit assessments, and homework checks. The results suggest that simply completing homework itself remains the most important factor of success. Homework style did not significantly influence homework completion or student performance on assessments for all students, but did impact select individuals. Data also shows that student choice had a positive impact on motivation overall.Item The paperless classroom in high school physics(Montana State University - Bozeman, College of Letters & Science, 2017) Pascual, Catherine Anona; Chairperson, Graduate Committee: Greg FrancisAt my high school, many of the classrooms have class sets of devices, such as laptops, Chromebooks, or iPads. As the school purchased more and more technology, the administration also cut back on our paper availability and began to limit our copies. Due to the influx of technology and the decrease in paper availability, I decided to study the efficiency and effectiveness of a paperless classroom. In my high school physics class I taught one unit traditionally, all on paper, the next unit was taught nearly paperless, with work being distributed and turned in electronically. I surveyed students about their feelings towards paper versus paperless assignments, notes, and exams. Classwork completion rates were compared between the two units. I gave a pre-test and post-test for each unit to compare achievement. I also kept a time log and teacher journal each day. Many students did not have positive attitudes towards going paperless in the beginning, but by the end, most students had a positive attitude towards the paperless classroom. The classwork completion rates showed a gain from the paper unit to the paperless unit. The test results were also better in the paperless unit. The time log showed that time spent taking out and putting away devices was saved by not having to pass out papers and transitions were quicker. The journals showed that making the switch to paperless was frustrating for both the teacher and the students at first, but the experience became more and more positive as the unit progressed. This project had a positive outcome and I will continue to head towards a nearly paperless high school physics classroom.Item Evaluating the effects of using tablets on motivation and engagement in a seventh grade citizen science field trip(Montana State University - Bozeman, Graduate School, 2016) O'Neill, Steven; Chairperson, Graduate Committee: Peggy Taylor.In the field, students constantly desire to bring their own devices with them, however, some outdoor educators and teachers feel the devices will be a distraction as the students will be checking social media apps or playing games. The teachers also may not want to be responsible for devices that might be damaged or lost. To engage with students that are always plugged in, it is necessary to create a bridge that connects the students' interest in technology with a tool that creates positive outdoor educational experiences. To create this bridge, the use of tablets during a part of our instruction during the citizen science program would be used to help students connect to the environment in a new and easy way as they use tablets to view an osprey nest.Item The effects of using the iPad to zap zeros and increase student comprehension of science(Montana State University - Bozeman, Graduate School, 2016) Rogers, Tina Kristine; Chairperson, Graduate Committee: Peggy Taylor.This study implemented the use of the iPad in a middle school science classroom to give students digital options for the completion of assignments to lower the frequency of zeros. In Addition, student comprehension of science concepts was measured. The results suggested that the use of the iPad successfully reduced the frequency of zeros and increased science literacy in the 7th grade science classroom setting.