Scholarship & Research
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Item The effectiveness of pre- and post-tests data on a science teachers' lesson planning(Montana State University - Bozeman, College of Letters & Science, 2023) Myers, Ashley; Chairperson, Graduate Committee: C. John GravesThe purpose of this study was to investigate how using a pre- and post-test could be beneficial for students, the teacher, and the teacher's future planning in a high school science setting. The project used pre-existing data from the 2021-2022 school due to an overseas military relocation. For the procedure, students were given a pre-test prior to learning the material and then the outcomes were studied. This analysis provided topics where students struggled and areas where they succeeded, which aided the planning process for activities, assignments, and assessments for the unit. At the end of the unit, the students were given the same test as their post-test. This analysis provided data on where students succeeded and areas still needing improvement for future lesson planning purposes. The results from this investigation yielded a positive outcome for teaching strategies, lesson planning, and student growth success. Since pre- existing data was used, there are ways to enhance this project to make it better for both teacher and student, by implementing reflection sheets for the teacher and questionnaires for the students. Exploring this avenue for a more effective lesson planning technique has its pros and cons, but it was shown, from this investigation, that implementing a pre- and post-test strategy enhances the teacher evaluation of student needs for the curriculum and thusly improving student content knowledge.Item The effectiveness of traditional tests versus science lab reports as summative assessments(Montana State University - Bozeman, College of Letters & Science, 2022) Smith, Caleb Glaeser; Chairperson, Graduate Committee: C. John GravesThere are a number of different ways students can be assessed over a unit. The most common way is through traditional tests. This study was conducted to determine if scientific lab reports are more effective assessments to gauge what a student knows. To analyze this topic, students took traditional tests and wrote science lab reports, and the scores were compared. The results of the study found that students can express more of what they know in lab reports than in traditional tests.Item The impact of including a renewable energy theme on physics education and perception of meaning(Montana State University - Bozeman, College of Letters & Science, 2021) Kahan, Adam; Chairperson, Graduate Committee: Greg FrancisA renewable energy theme was incorporated into an AP Physics class. Renewable energy linked assignments, articles, videos, and discussion developed the theme. The Force Concept Inventory and class exams tracked progress in physics. Surveys and interviews gathered data on perception of meaning. The results suggest that the theme neither facilitated nor interfered with the learning of physics. Learning physics, however, improved their understanding of renewable energy topics. Overall students found the theme meaningful and relevant.Item The effect of digital assessment in a high school chemistry classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Swen, Benjamin Jasper; Chairperson, Graduate Committee: Greg FrancisToday's students are being assessed in a multitude of formats compared to the traditional paper-format quizzes and tests. As digital formatting of mathematical and chemical symbols is difficult for students to complete in the chemistry setting, the use of calculation-based open response questions in digital assessments has diminished. The value of such written response questions remains a valuable tool for instructors as it provides assessment information on student understanding and their communication processes. The purpose of this research project was to determine if there was any significant difference in performance between paper and digital assessments. As well, a look at the student perception of performance and preference in format were evaluated. Students were given instruction on how to perform equivalent digital formatting for chemical and mathematical notation where possible. They were then given instruction in various units of study, and assessed using either paper or digital means. Grades on formative and summative assessments were compared to determine if a significant difference in performance existed for either format type. Student surveys were also administered to determine preference for either format of assessment. Student preference shifted slightly towards paper format due to the amount of effort required for input using digital means. During the learning phase, performance on formative assessments showed a significant difference in student results favoring paper assessments. Whereas assessment data from the summative learning assessments showed that the students learned the chemistry objectives with no significant difference using either format. Qualitative data collected suggested methods to change the online delivery method in the future to bridge the gap between performance and preference.Item The use of writing portfolios in place of traditional exams in high school biology(Montana State University - Bozeman, College of Letters & Science, 2019) Theroux, Brian Joseph; Chairperson, Graduate Committee: Greg FrancisThe desire for metrics of student ability remains high even as emphasis changes from high-stakes, high-stress standardized assessments of content and memorization to procedural awareness and communication skills. This study investigated the effectiveness of writing portfolios in place of traditional exams. Classroom research checked for consistency between students of different incoming knowledge and ability levels, and for effects on student motivation and course engagement. Students' expression of core concept knowledge was assessed through writing portfolios in treatment groups and with short answer tests in comparison groups. Data collected from test scores, portfolios, surveys and teacher-student dialogues was triangulated using qualitative and quantitative analysis. Results suggested students' expression of core content knowledge and basic subject knowledge were equitable or improved, with notable alleviation of test grievances.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 effects of daily quizzes on student achievement in a chemistry class(Montana State University - Bozeman, College of Letters & Science, 2017) Hirschman, Bryan; Chairperson, Graduate Committee: Greg FrancisStudents often struggle for their first time in high school when taking chemistry. The complex nature of the course along with the high level of problem solving makes the course challenging for a lot of students. In order to do well in chemistry, students need to learn a new language, love math, think often, and spend time at home practicing each day's lessons. Students therefore need to develop good study habits to ensure success in a high school chemistry course. During an 4-week window students were divided into two treatment groups. Treatment group A were given ten to fifteen minute quizzes every other day. These quizzes were valued at less than 5% of their overall grade, and their grades could be improved upon by demonstrating mastery on the unit test. The control group, B were not given access to the quizzes. The study compared the results and concluded that students who took quizzes frequently earned higher scores on the unit test and earned higher grades for the subsequent marking term.Item Evaluating homework in high school physics(Montana State University - Bozeman, College of Letters & Science, 2017) Johnson, David Arthur; Chairperson, Graduate Committee: Greg FrancisWhat are the best and most effective methods of administering homework in the high school physics class to maximize learning? The project to investigate this question was conducted at Harwood Union High School, a school of about 550 students. I worked with two standard algebra-based physics classes. Two specific policies were analyzed: Checking off for completion only and collecting and grading on correctness. The effectiveness of the policies were measured by giving student quizzes based strictly on previous assigned and completed homework and tracking improvement in seven areas: identifying knowns and unknowns, equation usage, substitution skills, algebraic manipulation, calculations and concept understanding. The results of the project show that the same growth in problem solving skills was obtained whether homework was just checked off for completion or thoroughly examined for correctness. The one area that did seem to make a difference was student's understanding of physics concepts. Students seemed to put in much more thought in answering conceptual questions when they knew their work would be graded on correctness. I also surveyed the other teachers of science and math at my school to see what their homework policies were.Item The effect of transitioning to paperless assessment in a high school biology course(Montana State University - Bozeman, College of Letters & Science, 2017) Aakre, Harrison Taylor; Chairperson, Graduate Committee: Greg FrancisTechnology and education are becoming more intertwined each school year. Technology is replacing how we deliver content and perform assessments. Many of these changes are occurring before they have been determined to be effective. This research compares individuals who received the same instruction over a unit and took the same test, but in different formats. Overall, the students performed significantly better in a paper format over digital. However, the most significant finding hinged on low achieving students (GPA < 2.0). Low achieving students performed significantly worse on digital assessments compared to paper assessment.Item Smartphones in the classroom : evaluating the effects of incorporating smartphones to aide in student comprehension(Montana State University - Bozeman, Graduate School, 2016) Sparks, William; Chairperson, Graduate Committee: Peggy Taylor.Over the past ten years I have seen the evolution of the cell phone taking place. I watched the demand for cells phones grow from a few students having them in my class to every student in my classes having a smart phone. You will see students taking selfies or checking Facebook on a regular basis. I set up rules requiring them to put their phones in a box at the beginning of class, but this only worked for a short amount of time. I decided to incorporate their phone use into my lessons with hopes that this would alleviate the constant war that has developed in my classroom. We used the smartphones to take tests on test banks that I made on Kahoot, and Quizlet. My primary action research challenge was 'How can I incorporate cell phones to aide in student comprehension.' I was curious to know whether my students would do better on tests if they used their smartphones to take them. My research questions were: 1) What effects will the use of smartphones have on test scores? 2) Does the use of smartphones change student attitudes towards taking tests? 3) Will the use of smartphones help student comprehension?