Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
10 results
Search Results
Item Clickers in the high school biology classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Schaller, Micaela; Chairperson, Graduate Committee: Greg FrancisStudents were exposed to handheld response clickers as a means aimed to increase engagement and content retention as well as help with metacognition. Data collection tools included a pre- and post-science engagement survey, pre- and post-unit content surveys, a clicker attitude survey, and a qualitative final student interview. Results showed small to negligible normalized gains in treatment versus non-treatment units of study. Similarly, students' science engagement pre- versus post scores were generally unchanged. The Clicker Attitude Survey and post student interview though, showed that when clickers were used in the classroom, students generally did have a positive opinion of clicker use and were anecdotally more likely to examine their own learning.Item The effects of using Kahoot! as a formative assessment in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Charbonneau, Alison K.; Chairperson, Graduate Committee: Walter WoolbaughFormative assessment is classroom assessment that occurs before the summative assessment and is used by students to determine their progress towards the learning target, and by the teacher to inform instruction. Black and Wiliam's paper, 'Inside the Black Box', provides compelling evidence that formative assessment, properly implemented, is a powerful tool to improve student learning. Research also shows that high-quality formative assessment in the classroom is rare. In search of such assessments this study focused on the impact of using the digital-learning game Kahoot!, in middle-school science classes. According to Kahoots! CEO, more than 50% of all US k-12 students use Kahoot! monthly, and it is growing at a rate of 75% a year, with over 1.6 billion users overall (Kahoot.com, 2018). By comparing 120 students' engagement with three different modes of Kahoot! -- team, competitive, and no-score -- to traditional classroom discussion, this study measured the impact of Kahoot! as a formative assessment in a middle school science classroom. Student performance was measured with unit tests, and student engagement and preference were measured with Likert surveys, classroom observations, and student interviews. The results were analyzed to determine the impact of Kahoot! on students of different genders and academic abilities. The results indicate that Kahoot! did not have a significant impact on students' performance as a whole, but public competition did have a statistically significant impact on their preference for the different modes of Kahoot!. After six months, most students remained engaged by Kahoot! and they felt it helped them learn.Item The effects of clicker use on student engagement and performance in the elementary science classroom(Montana State University - Bozeman, Graduate School, 2015) Luna, Shannon Catherine; Chairperson, Graduate Committee: Peggy Taylor.Student inattentiveness has long been an issue in classrooms. As students continue to have access to video games and other high tech gadgets, which provide immediate gratifications, teaching by direct instruction doesn't always hold an individual's attention. The purpose of this study was to see if using Smart Board presentations and clickers increased student engagement and performance. Students were introduced to clickers last year, so they were familiar with how to use them at the beginning of the study. Students' surveys, class work, homework, assessments, teacher observation, clicker quizzes and interviews were all used to evaluate the effectiveness of their use in the classroom. The findings did not show a statistically increase on every quiz, however, there was a noticeable increase in the area of math. Overall student opinions were highly supportive of clicker use in the classroom and many stated they were fun to use.Item The effects of personal response systems on student engagement and performance on tests(Montana State University - Bozeman, Graduate School, 2014) Koper, Donald Christopher; Chairperson, Graduate Committee: Peggy Taylor.A growing number of classrooms are using Personal Response Systems, or clickers, to enhance instruction in the classroom. This paper examines the effects of using clickers on student academic performance as well as evaluating student's perspectives on the use of these devices in the classrooms. Thirty-two students were surveyed in two college preparatory physics classes over two semesters. The fall semester students used the clickers while the spring semester students did not... Result showed that student interest and confidence in the material presented seemed greater with the use of these devices. This increased confidence however did not correlate with higher test scores results showed that, 33% of students using clickers scored an A or B on semester exams while 43% did so without the use of clickers. In conclusion clickers did not seem to improve academic success in the classroom and may be used to encourage student participation in the classroom.Item Using technology to enhance the implementation of peer discussion in science education(Montana State University - Bozeman, Graduate School, 2013) Curtis, Jennifer; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this action research project was to determine the impact of combining peer discussion with delivering formative assessments using a Classroom Response System (CRS) within physics education. The study was conducted with two sections of physics. Students in both sections of physics initially responded to conceptual questions independently and then responded following peer discussion. One section was provided option-based grouping for peer discussions while the students in the other section were grouped based on their initial responses, called evidence-based grouping. Using CRS formative assessment data to facilitate the instantaneous grouping of students with different responses facilitated the evidence-based grouping. Results revealed that evidence-based groupings enhanced the effectiveness of peer discussion, as noted by improved conceptual understanding and increased student motivation for seeking answers. However, the positive, moderate correlation between pre-assessment scores and post-assessment scores for both treatment groups showed the benefit of using technology to support peer discussion in enhancing learning.Item The effects of the integration of interactive technology, specifically the smartboard and CPS clickers, on student understanding of scientific processes(Montana State University - Bozeman, Graduate School, 2013) Coulter, Brooklyne Vi; Chairperson, Graduate Committee: Peggy Taylor.Interactive technology, consisting of a SMARTBoard and CPS clickers, was used in different ways to see the effects on student understanding of scientific processes. Themes in favor of using the technology included that it was fun, modeled the real world, and built confidence. Themes against its use centered on confusion, group dynamics, and pace. Some technology techniques were more successful than others, but overall, it did increase understanding, engagement, and confidence.Item The effect of clickers on student assessment scores in a high school biology classroom(Montana State University - Bozeman, Graduate School, 2013) Bright, Andrew Ian; Chairperson, Graduate Committee: Peggy Taylor.Lectures are a great way to communicate a lot of material to a high school biology class, but that does not mean that the students actually participate and understand the material. In order to engage students and hopefully improve test scores, Qwizdom student response clickers were used during the first semester of the 2012-2013 school year in a high school biology classroom. The results from the chapter tests as well as the mid-term exam were compared to the results from the previous year's class, when clickers were not used. The clickers were shown to have a significant positive impact on assessment scores as well as student participation. Students and teachers felt that the clickers not only improved participation in class but also made the students focus more on the material.Item Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts(Montana State University - Bozeman, Graduate School, 2011) Gillespie, Ashley L.; Chairperson, Graduate Committee: Peggy Taylor.The use of Classroom Performance Systems (CPS) in classrooms has been studied extensively at the postsecondary level. However, there has been little research done at the secondary level, especially the middle school. This project investigated the effects of using the CPS with metacognitive and conceptual feedback strategies at a small middle school with one-third of the students qualifying for free and reduced lunch. Student's conceptual understanding was assessed by comparing the CPS unit to the traditional taught unit using pre and postunit assessment data, and interview data, which included concept mapping and conceptual questions. Other forms of data collection were employed in both units to determine the effects on long-term memory retention, ability to answer questions of varying levels of Bloom's Taxonomy, student attitudes, student engagement, and teacher attitudes. Long-term memory was observed using delayed assessments and delayed interview techniques. Student motivation and engagement were assessed through student surveys, observations, and cooperative group grading, and engagement checks. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. Using the CPS in conjunction with metacognitive and conceptual feedback strategies showed an increase in student understanding, especially on higher-levels of Bloom's Taxonomy. The CPS also showed increase in student attitude towards science. However, data showed mixed results of student engagement, long-term memory, and teacher attitudes.Item Clickers in the classroom : can the use of electronic response systems improve student learning?(Montana State University - Bozeman, Graduate School, 2011) Fuller, Jeremy Paul; Chairperson, Graduate Committee: Peggy Taylor.Lectures can be an efficient means to introduce new material, however they do not allow for all students to actively participate. Some students are engaged in answering questions and asking them during lecture, but many are not. They passively sit and observe. Without their participation it is difficult for the instructor to gauge their understanding. The purpose of this study was to see if the use of student electronic response systems could help students increase their understanding and retention of the biology curriculum. An electronic student response system involving clickers was used over the course of a semester. Exam scores, student interviews, and surveys were used to evaluate their effectiveness. A comparison of exam scores did not show a statistically significant difference. Student and teacher opinions were very positive as a large majority of student respondents said that clickers help to engage them in the learning process.Item The effectiveness of a classroom response system as a method of formative assessment in a middle school science classroom(Montana State University - Bozeman, Graduate School, 2011) Knodel, Shannon; Chairperson, Graduate Committee: Peggy Taylor.Formative assessments are a great tactic to determine the level of student understanding of particular concepts taught in the classroom. However, this type of assessment may take time to plan, implement, analyze, and report back to students. Students need more immediate feedback in order for the assessment to be more meaningful. This research project focused on how effective the implementation of a Classroom Response System (CRS) into a middle school science classroom was as a method of formative assessment. The data collection took place over four complete units and alternated between non-treatment (without the CRS) and treatment (with the CRS). Data was gathered and analyzed from pre-and post-surveys, pre- and post-tests, student interviews, and teacher observations. The results showed that there was no significant gain in post-test scores, but students enjoyed using the CRS, thought that it helped clear up misconceptions, and considered it to be effective in determining if information was learned. The CRS was also effective in helping the teacher assess student knowledge gained and in helping the teacher assess teaching strategies and improve lesson delivery.