Scholarship & Research

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    The impact of teaching with content-based math videos
    (Montana State University - Bozeman, Graduate School, 2015) Otto, Jacob Scot; Chairperson, Graduate Committee: Peggy Taylor.
    It has been well documented that most students enjoy watching videos, but the purpose of this action research (AR) project is to determine if the students are gathering information from the video and incorporating it into their knowledge. Students were asked to watch a video as well as perform the mathematical skill of finding equivalent values before and after watching a video. This AR also sought to assess if teaching metacognitive skills can influence student learning during the video lesson. The same treatment was performed with a video lesson with a teacher modeling metacognitive skills through a think-aloud lesson plan. Thus the AR project was a conglomeration of investigations into video-based lessons that examined the effects of teaching methods during lessons containing a video on student's math ability. The first research question was framed in such a way to capture data about the relationship between student's ability and the impact of videos on their math ability. The second question is aimed at the teacher and the teaching technique when the teacher shows a video in class. The literature review led me to the third question and steered the instruction to a cognitive strategy based lesson. This question asked if teaching using a think-aloud method shows more growth than showing the video without explanation. The data showed that there was only a slight improvement in the math ability after watching a content-based video lecture straight through without interruption. When a content-based video was stopped and discussed using a think-aloud lesson plan the students' ability improved only slightly better. Interestingly, the largest improvement was recorded between trials when no instruction or videos were shown about the content being tested. This seems to indicate that videos are not a convincing method of instruction even when coupled with a teaching strategy.
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    iPads in the elementary math classroom : what is their effect on student learning?
    (Montana State University - Bozeman, Graduate School, 2015) Stattel, Andrew Willis; Chairperson, Graduate Committee: Peggy Taylor.
    This study investigated the effects of iPads on second grade students' understanding of math concepts and the students' attitudes toward using iPads in math class. For five units, one second grade class alternated by unit between iPad and non-iPad activities to practice math skills. During the final unit of the study each student chose whether or not to use the iPad. To understand the iPad's effect on student learning, the following data was gathered: scores of unit pretests and posttests, student confidence surveys, tracking of on task/off task behavior, teacher field notes, and student interviews. To understand students' attitudes toward iPads, the following data was gathered: pre- and post-treatment attitude surveys, teacher field notes, and student interviews. Results from the study indicated that iPads did not have a greater effect on posttest scores than more traditional methods of practicing math skills. Results also indicate that iPads do not have a stronger effect on students' confidence levels in math. However the data indicated that students were more engaged in math activities when using iPads than when not using iPads. Additionally, when given the choice between using the iPad and non-iPad activities, students more frequently chose the iPad to practice math skills. Students reported positive attitudes toward using the iPad in math class at the conclusion of the study.
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    Understanding the effects on students and student learning through teaching mathematics and science in an experiential all-outdoor classroom
    (Montana State University - Bozeman, Graduate School, 2015) Haiderer, Michael John; Chairperson, Graduate Committee: Peggy Taylor.
    Outdoor education has been on the decline over the past few decades as funding for education has been reduced and the importance of standardized tests has increased. I wanted to see if I could teach the same math and science standards that students would learn in a traditional school setting in the context of outdoor education. This study tested the effects on student learning and students themselves through their participation in an experiential all-outdoor classroom. Outdoor education is a teaching method, not a subject. I took students on four day long trips to learn math and science standards through experiential learning in the outdoors. The triangulation method was used to answer my purpose of study question. Pre and post test were used to determine how each student learned. Pre and post interviews and surveys were used to gather students' thoughts about their participation in the outdoor classroom. The results showed that students experienced high levels of learning through participation in an all-outdoor classroom. Additionally, the outdoor classroom was a positive learning experience, and all students interviewed expressed interest in attending in the future.
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    The effects of teaching perseverance on student independence in mathematical problem solving
    (Montana State University - Bozeman, Graduate School, 2015) Brunt, Jerald J.; Chairperson, Graduate Committee: Peggy Taylor.
    Perseverance is an attribute often required for student success but is seldom taught. This research investigated the effects of teaching and practicing perseverance to a combined class of second and third grade students. Data collected from surveys, teacher observations, journal entries and class discussions were analyzed to see if students' ability to work independently and appreciation of their individual ability to persevere could be increased through participation in lessons requiring them to work through difficult academic challenges. Student time-on-task, comments and questions were recorded during these lessons and other classroom assessments. Student journal sheets were also completed for each lesson, and a teacher journal was kept for the entirety of the investigation. This class proved to work independently as a whole; however, results did not show any improvement in student time-on-task over the treatment period, suggesting that student ability to persevere was not significantly affected. Survey results, journal entries, and class discussions showed an increase in students' understanding and appreciation of their ability to persevere. As a result of this treatment, students also appeared to become more comfortable and confident when presented with difficult academic challenges. It is the conclusion of this study that while directly teaching and practicing perseverance may not improve students' ability to work independently through challenging tasks, it can be a valuable tool in heightening students' understanding of their abilities and boosting confidence. Therefore, based on my research, teaching and practicing perseverance should be continued as a regular classroom activity.
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    The effectiveness of flipping classroom instruction with homework assignments so as to increase student understanding in algebra
    (Montana State University - Bozeman, Graduate School, 2013) Strobino, Charles P.; Chairperson, Graduate Committee: Peggy Taylor
    The effectiveness of homework as a means of increasing student understanding in mathematics has been under debate for almost a century. Data collected prior to the control phase of this research showed that 61% of the students in Algebra I classes at E. J. King High School completed less than 90% of their homework. With the development of newer technology and the exponential growth of Internet use, teachers have looked for ways to incorporate these into their classrooms. As a means to increase homework completion rates, test and quiz scores, and student confidence in algebra, a research study was conducted to test the effectiveness of the flipped classroom. In a flipped classroom, the day's lesson was recorded as a video and posted online for the students to watch as homework. Students took notes and completed a couple of practice problems to receive full credit for a homework assignment. Problems traditionally done for homework were then assigned as class work. Results from this study showed an increase in homework completion rates, test scores, and student confidence in regards to algebra.
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    Online assignments and mathematics learning
    (Montana State University - Bozeman, Graduate School, 2013) Heyde, Benjamin Max; Chairperson, Graduate Committee: Peggy Taylor.
    In this investigation, online and written assignments were used to study student learning in an Adult Basic Education mathematics course. Student performance on summative assessments was not significantly affected by the treatments, and a majority of students showed a preference for the written assignments. Students that showed strong familiarity and comfort with online work preferred the online assignments. The Instructor saw great benefits and future avenues for online assignment work.
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    Using appreciative inquiry as a model to encourage students to become active learners in mathematics
    (Montana State University - Bozeman, Graduate School, 2012) Narimatsu, Jennifer Rachel; Chairperson, Graduate Committee: Peggy Taylor.
    This research project was based on the concepts of positive psychology and Appreciative Inquiry as a model to encourage students to become self-motivated lifelong learners. Students were given the opportunity to explore and reflect on their personal strengths and learn ways to excel in their educational careers by using their strengths in their daily lives. Classroom activities focused on positive results and remarks instead of focusing on the negative and poor choices that were made.
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    Culturally responsive formative assessment
    (Montana State University - Bozeman, Graduate School, 2012) Stevens, Lisa Russell; Chairperson, Graduate Committee: Peggy Taylor.
    The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.
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    Online & virtual education : it's effectiveness & impact on high school mathematics and science students
    (Montana State University - Bozeman, Graduate School, 2011) Mills, Christian Robert; Chairperson, Graduate Committee: Peggy Taylor.
    This descriptive research paper discusses the effects of online instruction on high school mathematics students. The project was designed to determine if students enrolled in online mathematics and science courses can or will receive a level of instruction comparable to students who take their high school mathematics courses in a traditional classroom. It is desired that students in online courses make progress during the semester or year equal to or within a range of those students in traditional courses. Online education has the potential to bring quality education to those students who may not be able to find it in a traditional classroom. By helping these students to receive their education despite varying circumstances, we will be helping to reduce the dropout rate as well as encouraging students to complete their education, and perhaps go to college. Students with differing circumstances were enrolled in online courses at Rawlins High School in Rawlins, Wyoming. These students were monitored during the course of the 2010 - 2011 school year, and their progress was measured and compared to progress made in traditional courses. The teacher completing this research chose to examine the progress of all students who successfully completed one or more online mathematics and science courses. Their data was then compared with the data from the students enrolled in the teacher's traditional mathematics courses. At the conclusion of the 2010 - 2011 school year, it was determined that students enrolled in online mathematics and science courses made sufficient progress. However, student comments and data suggested that a hybrid-type online course may be more effective and better accomplish the desired goals for students with exceptional circumstances.
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    What is the effect of having a substitute teacher in a science or math class : is it a productive class?
    (Montana State University - Bozeman, Graduate School, 2011) Echazarreta, Katherine Roberta; Chairperson, Graduate Committee: Peggy Taylor.
    In this study I looked at the effects of substitute teaching in science and math classes. There are several different points of view with regard to substitute teaching; the substitute teacher, the students, the contracted teacher, and the administration. I looked at the substitutes', the students', and the teachers' points of view on the effectiveness of substitute teaching. Most perceive that having a substitute is like having a "cake day." That should not be the case. What happens when they actually have to apply science or math? What happens when students are expected to learn from a substitute teacher? I looked at the students' attitudes, their acquired knowledge from a topic that I taught, their expectations, my expectations for them, and the expectations of the absent contract teacher.
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