Scholarship & Research
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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 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 The effect of implementing a problem-based learning model on student attitude and performance in high school freshman biology(Montana State University - Bozeman, Graduate School, 2013) Sloan, Matthew David; Chairperson, Graduate Committee: Peggy Taylor.The focus of this project was to examine the effects of a student-centered Problem-Based Learning (PBL) model on student learning, attitude and performance in a freshman biology course. The project was implemented over a seven week period. The first treatment phase asked students to use the PBL process to actively engage the first two weeks of the ecology unit content. Students gathered data on a local invasive species, buckthorn, and then developed a PBL artifact, in the form of a scientific paper. The second phase consisted of three weeks of non-treatment instruction that adhered closely to traditional passive learning instructional and learning practices. The third and final phase again asked students to use the PBL process to actively engage the two week evolution unit constructed around a PBL case study, "The Galapagos," developed by Herreid & Schiller (1999). Through the analysis of data collected, I was able to determine that students enjoyed their increased role in the course and the parallels of PBL to the true nature of science made possible through the PBL active learning process. Students were able to show marked improvement on non-traditional assessments without negatively impacting performance on traditional assessments. All in all, students responded positively on the Likert surveys that they would like to continue learning concepts via PBL.Item Effects of challenge based learning on student motivation and achievement(Montana State University - Bozeman, Graduate School, 2013) Swiden, Chris L.; Chairperson, Graduate Committee: Peggy Taylor.High school freshmen Physical Science students participated in a challenge based learning (CBL) project to assess the effect of this teaching style on student motivation and achievement. The students were tasked with design and completion of an environmental project that would benefit our community. Three units were taught during the treatment, and in addition, students spent 50% of of each class working on their projects. My results indicated CBL did increase the motivation of students and maintained achievement even though the students spent half as much time on the normal curriculum for the freshmen Physical Sciences class.Item The impact of science fair projects on student learning and mastery of nature of science objectives in 9th grade physical science(Montana State University - Bozeman, Graduate School, 2013) Thomas, Zachary C.; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this study was to determine the impact science fair projects on student learning and mastery of Nature of Science objectives in 9th grade Pre-AP physical science. In this project students were required to complete a science fair project that followed scientific practice as a model. Data was collected using pre-test, surveys, interviews, rubrics, and post-tests. The data shows an increase in student achievement, mastery of objectives, and that their attitudes towards science seemed to become more positive.Item Online collaboration impact on student engagement and communication in environmental science(Montana State University - Bozeman, Graduate School, 2013) Patch, Laura Jane; Chairperson, Graduate Committee: Peggy Taylor.To enhance student engagement in Environmental Science enlightening articles and applicable case studies were integrated in the science content. For each unit students read articles, responded to essential questions, and participated in an online discussion forum with their peers. This study focused on the benefit of online collaboration to promote independence in learning, engagement in the content, self-direction and communication among ninth grade students.