Scholarship & Research
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Item Effects of explicit study strategies on academic success and perceived academic anxiety in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) McGlumphy, Carolyn Ann; Chairperson, Graduate Committee: C. John GravesEffective study strategies are not innate, but rather are learned behaviors. By middle school students are expected to create and use study materials independently, however they often have not been directly taught such strategies. This study investigated whether explicitly teaching study strategies affected summative assessment scores. This study also investigated whether the strategies had an effect on student attitudes towards assessments, confidence and feelings of academic anxiety. Throughout the study, students learned four different study strategies through scaffolded lessons and were asked to use them to prepare for quizzes. Student attitudes and academic anxiety were analyzed using pre and post-treatment surveys and anxiety questionnaires. The results indicated that the effective use of study strategies increase assessment scores, confidence and organizational skills, as well as decrease feelings of academic anxiety.Item Authentic assessments in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Huntington, Lauren Joy; Chairperson, Graduate Committee: Greg FrancisTeachers 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.Item Test anxiety interventions implemented before summative science assessments(Montana State University - Bozeman, College of Letters & Science, 2019) Bakken, Randi Martin; Chairperson, Graduate Committee: Greg FrancisThis investigation examined the effectiveness of tools to mitigate test anxiety on student performance and students' perceptions of anxiety. Additionally, this study explored whether or not students were impacted differently based on their age level. Participants included 3 classes of 9th-graders with 14, 15 and 16 students, and 1 class of 13 11th and 12th-graders. The investigation introduced students to three different anxiety-reducing techniques at the onset of three quizzes. At the semester final exam, students chose one strategy to implement. Quiz scores, final exam scores, surveys, and interviews were used as data collection instruments. The results suggested that students had an improved experience with the test anxiety intervention though there was not an impact on their performance. Students in 9th-grade and 11th or 12th-grade had similar levels of test anxiety. Students show a willingness to utilize test anxiety interventions in the future.