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 Legends, lines, learning: GIS map focused curriculum and its effect on student learning and engagement(Montana State University - Bozeman, College of Letters & Science, 2022) Hodge, Katherine Waller; Chairperson, Graduate Committee: C. John GravesThough maps have been part of classroom curricula for thousands of years, digital mapping resources are a new tool for teachers. However, how effective are digital maps, like GIS, at teaching students historical as well as science, technology, engineering, and mathematics (STEM) information? In this study, five 7th and 8th grade level classrooms in Montana and Wyoming were given a curriculum with GIS maps to pilot. The results have shown that students learn very well with GIS maps and absorbed the information. The data showed that student confidence with STEM and digital learning platforms increased. Additionally, the qualitative data from the teachers showed that ArcGIS is a user-friendly platform they enjoyed using as a teaching tool. These results indicate that digital maps, like physical maps, are valuable teaching tools from which students benefit.Item The impact of vocabulary instruction on science learning in a secondary science course(Montana State University - Bozeman, College of Letters & Science, 2022) Allan, Johnathan Caleb; Chairperson, Graduate Committee: C. John GravesThis investigation focused on the most effective instructional strategies for helping students learn science vocabulary in a ninth grade biology classroom (N=30). Students were divided into two groups, and received instruction using either established methods, control group (n=15), or innovative methods, intervention group (n=15). The investigation continued during two units of instruction (approximately three weeks each), with students receiving different instructional treatment for each unit. Innovative methods were informed by several vocabulary learning theories, most specifically Social Constructivism/Sociocultural Theories, Schema and Psycholinguistic Theories, Dual Coding Theory, and Motivation Theory. Student growth was measured using pretests and posttest of vocabulary terms, and analyzed using normalized gain. Vocabulary performance showed larger normalized gains for the intervention group. Mean normalized gain for the intervention group was 0.653, while mean normalized gain for the control group was 0.483. Other measures of student learning were also collected, with surveys giving insight into student preferences. A Likert scale survey measuring preference and confidence showed slightly more positive responses for the intervention group An open-ended survey analyzed using word clouds also indicated slightly more positive responses by students in the intervention group. Finally, student scores on vocabulary posttests and summative unit tests showed a positive correlation between vocabulary acquisition and broader classroom success. Linear regression of student unit test scores (mean for both units) versus posttest scores (mean for both units) showed that 45% of test score differences were explained by differences in vocabulary posttests. This investigation showed that intervention methods were more effective at helping students learn science vocabulary, were slightly preferred by students, and had a strong correlation with broader measures of student performance in this biology classroom.Item The neurology of learning in a secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Campbell, Carlan Lynn; Chairperson, Graduate Committee: Greg FrancisBy actively teaching students about the neurology behind their learning students will integrate positive learning practices into their education and everyday lives. The questions associated with the focus statement were: Can teaching about the neurology behind learning increase tenacity in the classroom? Does implementing a lesson about how the human brain learns impact students' scores, demeanor, and work ethic? Teaching students about neurology resulted in students who are more likely to implement positive learning practices including, tenacity, increased test scores through study skills, and fewer behavioral redirects. Pre- and post- content tests, a Likert style survey, an unsolvable problem set, an interview, and a categorized behavioral journal were used as data collection instruments. Data were processed and analyze using both qualitative and quantitative methods. The results suggested teaching students about neurology has a positive impact in the classroom. After learning about neurology, students were more likely to spend a longer period of time working on a puzzle that does not have a solution than the same students before learning about neurology. Students who learned about neurology improved more on their pre- post- test when compared to the same students before learning about neurology. When students were asked, if they felt that learning about neurology was valuable, the majority of them said 'yes'. One student said, 'I will stick with problems now more than ever. If I don't understand something, I know that if I keep trying eventually, I will build that connection.' Ultimately it is evident that students who were taught about neurology in the classroom are more likely to implement and consistently use positive learning practices, display appropriate behaviors, and increased the likelihood that a student would stick with a problem for a longer period of time if they were directly taught about the processes of their brain while learning.Item A study of student engagement in traditional and blended high school physics courses(Montana State University - Bozeman, College of Letters & Science, 2021) Beck, Marissa Danielle; Chairperson, Graduate Committee: Greg FrancisOnline classes are often less engaging for students and result in lower levels of content knowledge. The goal of this study was to assess the level of student engagement and the level of content knowledge obtained between online lab simulations and traditional, hands-on labs, as well as determine which type of activity is more engaging for a traditional physics student compared to a student in a BlendEd physics course (partially online and partially in-person). Data was collected over two units of instruction from surveys, formative assessments, summative assessments, the learning management system called Canvas, and direct instructor observations. Traditional, hands-on labs were found to be more engaging on average for both traditional and BlendEd physics students, and they resulted in higher levels of content knowledge compared to the online simulations. The most successful BlendEd students were able to work well independently and reported high levels of engagement for the online simulations in addition to the traditional, hands-on labs.Item Reexamining the undergraduate introductory biology laboratory pedagogy(Montana State University - Bozeman, College of Letters & Science, 2021) Camp, Laura Bernice-Flippo; Chairperson, Graduate Committee: Greg FrancisIn response to COVID guidelines, a flipped laboratory learning model was implemented in an undergraduate biology laboratory curriculum. As a result, class size was decreased and the course pace was increased. Learning outcome data collected over three years compared the effects on student learning due to these changes (N=543). Owing to the decreased in-person laboratory time and increased pace of the course, student preparedness when arriving at the laboratory session was imperative to their success in learning the material and completing the laboratory exercise in the allotted time. To accomplish this goal, we improved some of the previous existing resources already in place and created a flipped laboratory method. Students came prepared for the laboratory exercise before they attended the laboratory class and were better able to achieve success possibly due to the required pre-laboratory assignments. Online video recordings of the laboratory procedures and a narrated PowerPoint that explained the concepts of the lab exercises, along with the laboratory manual and lecture material, were provided to the students before laboratory attendance and were used to complete pre-laboratory quizzes. The effectiveness of these resources and the flipped-learning pedagogy was determined using end-of-course student and faculty surveys, learning outcome data, and a teacher journal. The effect on learning outcomes using the flipped-learning model was compared to student learning outcomes in the same course in previous semesters. Faculty surveys compared observations of the students and the course pre- and post-COVID. This paper addresses how a flipped learning approach improved student preparedness by providing a flexible learning format that allowed students to become familiar with the material and the procedures before attending the laboratory class. Student preparedness using the flipped-learning model contributed to successfully increasing learning outcome scores along with the student and faculty perceptions of the class as a whole. Faculty and student surveys revealed that flipped learning and schedule changes resulted in both positive and negative student experiences, however, the majority of the findings were positive. Faculty surveys found the course design and challenges encountered to be useful in making further improvements to the course.Item What effect does the claim-evidence-reasoning framework have on teaching and learning in a middle school classroom?(Montana State University - Bozeman, College of Letters & Science, 2020) Reamy, Allyson Tiffany; Chairperson, Graduate Committee: Greg FrancisA technique for evidence-based writing called claim, evidence, reasoning was integrated into a middle school science classroom to help students be able to gain the ability to explain not only what happened, but also why. This study analyzed the use of argumentation and the ability of students to make observations through their 9-week chemistry unit utilizing rubrics, student interviews, Likert surveys, and confidence surveys to gauge student success. The results indicated that students improved the quality of their responses on labs where they were prompted to write a claim, evidence and reasoning.Item The effects of test retakes and required relearning processes on AP Physics 1 students(Montana State University - Bozeman, College of Letters & Science, 2020) Howard, Matthew Gregor; Chairperson, Graduate Committee: Greg FrancisStudents reaching a certain level of proficiency on one topic before moving on to the next topic is very important for success in a physics classroom. However, due primarily to time constraints, all students often have to move on to the next topic before all students in the class become proficient. As a way to both encourage and incentivize relearning, optional retakes were offered with a required relearning process. AP Physics 1 students who scored below 70% on any test or quiz were allowed a single retake test after they completed the required relearning process. The relearning process consisted of multiple relearning techniques, many of which were based on active learning and retrieval practice. Students who went through the relearning process scored statistically significantly higher on the retake as well as their next unit test. Students also showed a preference for relearning techniques that provided the opportunity for retrieval practice.Item The effects of using a retake ticket in the 9th grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Goodwin, Katherine Justine; Chairperson, Graduate Committee: Walter WoolbaughProviding students the opportunity to retake assessments gives them a second chance to demonstrate their knowledge and skills, which is a needed option in a proficiency based classroom. To show improvement, however, students must engage in a relearning process. This study investigated the impact of a retake ticket on student learning, student attitudes, and student motivation to engage in the retake process. The retake ticket required students to reflect on their original performance and create a plan for relearning. Student assessment scores, student surveys, and student interviews were used to examine the effectiveness of the retake ticket. This study did not show an overall increase in student learning when using a retake ticket and showed mixed results in regard to student motivation and attitude. Examining individual student effort, however, suggests that students who used the retake ticket more effectively show larger gains in learning. The retake ticket may need to be implemented under different conditions to have a greater effect on all students.Item The impact of an integrated curriculum on student success in science(Montana State University - Bozeman, College of Letters & Science, 2016) George, Janelle LaRae; Chairperson, Graduate Committee: Greg FrancisThe impact of an integrated science curriculum was studied in a sixth grade classroom. Prior to the treatment, students attended three different classes at different times. Each class had its own specific content that was not connected to any other class. At the sound of the bell, students had to stop learning about what they had previously spent ninety minutes on and begin learning something completely different. The purpose of this study was to identify what impact integrated teaching had on students. Rather than stopping their learning at the sound of the bell, students use the knowledge, they just learned in a new way to continue learning about that topic. According to observations I have made, students often struggle to transfer or connect information from one content area to another. During this research, I taught two different science units to two different sixth grade classes. One science unit was not integrated with other subjects and one science unit was integrated with other subjects. The treatment science unit was integrated with math and language arts content. Students studied about the weather or the water cycle and continued to use those topics to learn in their math class and their language arts class. Students in the control group learned math and language arts skills that did not have a science topic connected to them. Students' achievement on pre and post tests did not show observable growth. Their attitudes about science, according to a survey, also did not show an observable difference after the units. However, their ability to transfer, connect, and learn was affected, as demonstrated by their responses, which were recorded in their science notebooks about their own learning during the course of those units.