Scholarship & Research
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Item A study on the effects of a phenomenon on achievement and student science attitudes(Montana State University - Bozeman, College of Letters & Science, 2019) Washburn, Megan M.; Chairperson, Graduate Committee: Greg FrancisThere has been a large push in science education to incorporate the use of scientific phenomena into the unit and lesson plans. How the use of these phenomena impact student learning and science attitudes has not been studied as closely. This study measured how using a phenomenon while teaching science impacted student learning. In addition, how students' attitudes about science changed. This study also measured the impact on minority students was also measured both compared to the nontreatment group and compared to the treatment group as a whole. Students were alternated between phenomenon-based instruction and traditional instruction. This study used 3 Dimensional Assessments including claim evidence and reasonings and open-ended questions to measure student learning. Science attitudes were studied using Barry Fisher's Test of Science Related Attitudes and student interviews. The results showed a small increase in student achievement for all students during the treatment phase with a more pronounced increase for minority students. Science attitudes regarding interest and enjoyment of science and leisure and career interest in science saw increasing among the treatment group.Item Utilizing retrieval practice and narrative writing to reduce the achievement gap in high school anatomy physiology students(Montana State University - Bozeman, College of Letters & Science, 2019) Bearg, Johannah J.; Chairperson, Graduate Committee: Greg FrancisThe researcher utilized retrieval practice and anxiety reducing techniques prior to assessment in an attempt to improve performance and narrow the achievement gap between students of color and their peers. In order to answer the question of whether 'utilizing retrieval practice and narrative writing could reduce the achievement gap in high school anatomy physiology students', baseline anxiety surveys, pre and post-assessment interviews, performance on assessment content covered by retrieval practice were collected. Data were analyzed both qualitatively and quantitatively, with results which suggested that students performed better on content that received the retrieval practice treatment. Data was inconclusive regarding the result of narrative writing on anxiety.