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The impact of project based learning on student engagement and motivation
(Montana State University - Bozeman, College of Letters & Science, 2023) Johnson, Katrina Marie; Chairperson, Graduate Committee: C. John Graves
The purpose of this study was to determine the effect that a project based instructional method would have on student achievement and attitude towards science. Students were given a pre-unit survey regarding attitude and confidence in science as well as a pre-test to gauge content knowledge. During the study, the treatment group received instruction based heavily around projects, with students constructing model atoms and alternate periodic tables. The non-treatment group received instruction in a traditional format of lecture and class discussion. Throughout the study, both groups of students were given Claim, Evidence, Reasoning prompts to evaluate their understanding of concepts relating to atoms and the periodic table. Students were given the same survey and pre-test questions at the end of the unit to determine if project based learning had an effect. Students in the non-treatment group showed a greater improvement in confidence and post-test scores whereas students in the treatment group improved more in their critical thinking and reasoning skills.
The effects of project based learning on student outcomes in a geometry classroom
(Montana State University - Bozeman, College of Letters & Science, 2022) Ruppertsberger, Natalie Marie; Chairperson, Graduate Committee: C. John Graves
Students engaged in Project Based Learning as a way to deepen and apply their knowledge of trigonometry, improve their perceptions of the content, connect with the world around them, and engage in practices commonly utilized in science and engineering. The project was centered around the re-design and relocation of a historic barn on the campus of Kimball Union Academy in Meriden, NH, and students were asked to consider how the barn might be modernized to include passive and active solar technologies. Pre- and post- intervention content assessments, Likert surveys, student worksheets, and written reflections were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that students made gains in their subject-matter proficiency, attitude toward math, ability to make connections, and engagement with applicable science and engineering practices.
Authentic assessments in the middle school science classroom
(Montana State University - Bozeman, College of Letters & Science, 2021) Huntington, Lauren Joy; Chairperson, Graduate Committee: Greg Francis
Teachers are encouraged to differentiate instruction for students with different learning abilities, but we usually implement a summative assessment that is not differentiated for different learners. Authentic assessment gives students the opportunity to demonstrate their understanding of the content through means other than taking a traditional test, usually in the form of a project. Research also shows that students are more motivated when given autonomy in the classroom. This study was implemented to see if giving students alternative assessments with choice would increase scores, engagement and confidence and decrease test anxiety. Throughout four units of study, 8th-grade physical science students were given summative assessments alternating between traditional and authentic project assessments in which students were offered choice. Pre-tests were given before each unit and pre-test scores were compared with the unit assessment scores. Student growth from pre-test to post-test was then analyzed. Students were also surveyed prior to each assessment about levels of confidence, preparedness and anxiety. They were also asked about feelings regarding traditional assessments and alternative assessments. Students also participated in an assessment that reflected their learning style. Select students were also interviewed. The study showed that there is not a significant difference in test scores between traditional and alternative assessments, but the small difference there was showed students performed slightly better on traditional assessments. Students did feel more confident and prepared for alternative assessments, and also expressed that they strongly prefer projects to traditional tests. Test anxiety did not significantly differ between traditional and alternative assessments. A majority of students do prefer to be given a choice when it comes to doing project assessments and feel that projects give them the opportunity to demonstrate their understanding of the content.
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 Francis
Summit 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 motivation
The influence of project-based learning on student engagement and achievement
(Montana State University - Bozeman, College of Letters & Science, 2020) Dose, Aaron William; Chairperson, Graduate Committee: Greg Francis
This project exposed students to varying methods of project-based learning strategies throughout a specific unit. Quantitative assessments, surveys, student observations, and focus groups were used to collect data. The experimental group consisted of three class periods that were exposed to the project-based learning strategies, while the control group consisted of three other class periods that continued their traditional unit activities. The results suggested that more students score in the proficient range through project-based learning.
Citizen science in a high school science classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) McAndrews, Sean David; Chairperson, Graduate Committee: Greg Francis
This study was conducted to determine the impact of adding citizen science projects into a high school science classroom. The primary question of interest was what impact does the inclusion of citizen science projects have on student achievement? I was also interested in evaluating student attitudes about science before and after taking part in citizen science projects, as well as student perceptions of taking part in 'real science' activities in class. Students participated in a pre-treatment test and survey to measure their knowledge and interest in science. They participated in online citizen science projects for three weeks. At the end of the treatment, students completed a post-test and post-survey to measure changes in knowledge, attitudes, and confidence. Observations of student behavior in class during participation in the project were documented. Finally, randomly-chosen students participated in exit interviews about the project. Student scores on the assessment did show a small increase when compared to pre-treatment values. Measures and observations of student attitudes such as the survey, student journals, and post-treatment interviews did indicate that many students enjoyed participating the project, and that they did perceive that they were assisting with authentic science projects. These results align with previous research studies on the value of incorporating citizen science projects into classrooms. This project allowed me to incorporate new activities and ways of teaching into my science classroom. I was able to test these new activities and methods and evaluate their effectiveness. This will serve as the basis for similar future projects.
Implementing a citizen science project in a 9-12 high school science classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) Langager, Paula Marie; Chairperson, Graduate Committee: Walter Woolbaugh
This classroom action research (AR) project explored the impacts of project-based learning on high school students critical thinking, decision-making, data collection and data analysis skills through the implementation of a citizen science project. AP® Environmental Science (APES) students co-developed a citizen science project that explored their local schoolyard biodiversity by designing and researching their own scientific investigative question. An evaluation of students changes in science self-efficacy, and attitudes toward science research and specific science tasks was tracked throughout the project. Pre- and post-Likert surveys, open-ended questions, field journals, focus group interviews, and a biological solutions science poster were employed as data collection tools. A mixed methodology (qualitative and quantitative) was used to analyze the data. These results showed that students made reasonable gains in data collection and analysis skills, critical thinking and decision-making abilities. Noticeable improvements were detected in student attitudes toward science and science self-efficacy. A discernable change was observed in the student's overall data and data analysis skills related to a field study.
When curiosity drives scientific discovery
(Montana State University - Bozeman, College of Letters & Science, 2018) Pike, Clinton; Chairperson, Graduate Committee: Walter Woolbaugh
Through establishing a learning environment that encourages curiosity and enables student discovery through the learning process, students developed their own research and lab investigations. Observational data, student interviews, surveys, and a teacher reflective journal were used to collect data, which was processed using qualitative analysis strategies. The results strongly indicate that allowing students to develop their own learning pathway leads to greater student engagement and increased learning, ultimately improving the learning atmosphere in the classroom.
Creating a science board game: increasing student motivation and achievement in learning
(Montana State University - Bozeman, College of Letters & Science, 2018) Kibala, Kevin J.; Chairperson, Graduate Committee: Greg Francis
In this investigation, the teacher had students create board games to increase student motivation and achievement to learn about electric circuits. The goal of the study was to determine if applying knowledge about circuits to a familiar format of a board game would encourage students to learn the content to a greater depth than other types of projects they have done to demonstrate knowledge. Data showed the creative aspect of a board game was a motivating factor for students and gameplay had a positive affect on both motivation and achievement over and above other ways of presenting information.
The effect of project-based learning on student engagement and attitude in the science classroom
(Montana State University - Bozeman, College of Letters & Science, 2018) Calore, Daniel Carr; Chairperson, Graduate Committee: Kate Solberg
Part of a science education is developing an understanding of ways to increase student engagement in the science classroom. The twenty-first century science classroom involves student engagement in Project-Based Learning, in which students investigate natural phenomena through practices utilized by scientists and engineers. This study investigated how a Project-Based Learning curriculum impacts student engagement and attitude in the science classroom. The study also investigated the effect on students' attitudes towards learning, the role that student choice and projects makes in the students' perspective of their learning. The results indicated that students found the Project-Based Learning classes to be engaging and created a positive attitude amongst the students. This action research showed the importance of implementing a Project-Based Learning curriculum in science classes.

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