Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
35 results
Search Results
Item Reexamining the undergraduate introductory biology laboratory pedagogy(Montana State University - Bozeman, College of Letters & Science, 2021) Camp, Laura Bernice-Flippo; Chairperson, Graduate Committee: Greg FrancisIn response to COVID guidelines, a flipped laboratory learning model was implemented in an undergraduate biology laboratory curriculum. As a result, class size was decreased and the course pace was increased. Learning outcome data collected over three years compared the effects on student learning due to these changes (N=543). Owing to the decreased in-person laboratory time and increased pace of the course, student preparedness when arriving at the laboratory session was imperative to their success in learning the material and completing the laboratory exercise in the allotted time. To accomplish this goal, we improved some of the previous existing resources already in place and created a flipped laboratory method. Students came prepared for the laboratory exercise before they attended the laboratory class and were better able to achieve success possibly due to the required pre-laboratory assignments. Online video recordings of the laboratory procedures and a narrated PowerPoint that explained the concepts of the lab exercises, along with the laboratory manual and lecture material, were provided to the students before laboratory attendance and were used to complete pre-laboratory quizzes. The effectiveness of these resources and the flipped-learning pedagogy was determined using end-of-course student and faculty surveys, learning outcome data, and a teacher journal. The effect on learning outcomes using the flipped-learning model was compared to student learning outcomes in the same course in previous semesters. Faculty surveys compared observations of the students and the course pre- and post-COVID. This paper addresses how a flipped learning approach improved student preparedness by providing a flexible learning format that allowed students to become familiar with the material and the procedures before attending the laboratory class. Student preparedness using the flipped-learning model contributed to successfully increasing learning outcome scores along with the student and faculty perceptions of the class as a whole. Faculty and student surveys revealed that flipped learning and schedule changes resulted in both positive and negative student experiences, however, the majority of the findings were positive. Faculty surveys found the course design and challenges encountered to be useful in making further improvements to the course.Item Blended learning in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2020) Alvarenga De Garcia, Perla; Chairperson, Graduate Committee: Greg FrancisThe purpose of this research was to see how the use of blended learning and online resources would help chemistry students improve their understanding of difficult chemistry topics and reduce their stress level. The research was carried out in a regular chemistry class, in a five-week intervention with the Mole Unit. The blended learning consisted of students watching videos at home, school or both and then working with classroom activities that fostered active learning. The results indicated that blended learning, use of visual aids and homework reinforced the knowledge learned in class and prepared students for exams.Item Flipped learning in a progressive middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) McMahan, Jeffrey Robert; Chairperson, Graduate Committee: Greg FrancisWith a variety of digital learning resources available to students anywhere at any time, it is possible to rethink how the classroom time and space is used. In simple terms, flipped learning moves direct instruction learning activities such as lectures and teacher explanations that have traditionally been in the classroom space into the homework space, where these lessons take the form of teacher-prepared or -curated videos. Classroom time and space is then made available for small group and independent active learning, the types of activities that have traditionally been done outside of school. This study investigated the effects of flipped learning on student comprehension, engagement, and collaboration. The study also examined how this newly available class time was utilized by students and the teacher, and how flipped learned affected student-teacher relationships. Comprehension was assessed through quizzes and open-ended concept modeling activities. Engagement and collaboration were assessed through surveys, student interviews, and qualitative teacher observations. While there were no major differences in comprehension or engagement, students were found to collaborate more organically and flexibly. Some students used the greater class time to slow down and go deeper on assignments, while some disengaged from effective collaboration in this context. Student-teacher relationships became more robust with the teacher knowing more about students as learners and individuals, and more able to address misconceptions and answer individual questions.Item An investigation of four remediation techniques in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Rice, Jocelyn Mandy; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.Item Effects of video lecture on students' mastery of engineering design software(Montana State University - Bozeman, College of Letters & Science, 2018) Robbins, Austin Douglas; Chairperson, Graduate Committee: Greg FrancisVideo based tutorials can be found for nearly any topic piquing one's interest. This study analyzes the effects of video-based instruction by comparing it to live lecture instruction in a high school introduction to engineering course. The study measured students' rate of mastery of basic modeling skills in Autodesk Inventor, a three-dimensional design software. Using Likert surveys and student interviews, students' disposition toward learning the software and personal preference for type of instruction were also recorded. The results indicated that video lecture instruction increased students' rate of mastery and retention of basic modeling skills and was students' preferred method of instruction for new material.Item The effects of the flipped learning model on student attitude and performance in high school biology(Montana State University - Bozeman, College of Letters & Science, 2018) Johnson, Erik; Chairperson, Graduate Committee: Walter WoolbaughFlipped instruction using video recordings for students to watch at home to replace in-class lectures is becoming more common in high school and undergraduate education. This can free up instructional time to incorporate more discussions, labs, and other inquiry activities while still covering the content. This study looked at the impact of flipped instruction on student performance and attitudes towards class over the course of four units in biology; one with in-class lectures; two flipped units with lectures moved to video format outside of class; and one mixed methods unit with a combination of in class lectures and video lectures. Student performance on unit exams and homework completion were compared for each unit. Surveys and interviews were used to measure student attitudes towards class and the teaching style. Student attitudes towards class and performance on unit tests were not impacted by the teaching method, however homework completion decreased during the flipped units. Despite enjoyment and engagement for activities in class, students also showed a strong preference for in-class lectures compared to the video lectures.Item Does a student's use of self-regulation change in the flipped classroom?(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Elakovich, Denise Marie; Chairperson, Graduate Committee: Carrie B. MyersMany college freshmen are required to enroll in remedial math every semester as a result of low college placement exams with many of these students failing to succeed in their remedial math courses. Students may fail their remedial math course due to low levels of control of learning, self-efficacy or self-regulation. The purpose of this study was to investigate if the flipped classroom is an effective teaching method for students in a remedial math course and if this method increases a student's control of learning, self-efficacy and self-regulation. This study implemented a quasi-experimental design to compare students in a flipped remedial math class to students in a lecture remedial math class using the Motivated Strategies Learning Questionnaire (MSLQ) designed by Pintrich (1991) to measure control of learning, self-efficacy and self-regulation. Data analyses included frequency data to report the descriptive statistics of students in remedial math; independent t-tests to report significant differences of MSLQ scores and posttest COMPASS math scores; and multiple regressions to report associations among dependent and independent variables in the study. The results found no significant difference for control of learning, self-efficacy, or self-regulation of students in the flipped classroom compared to students in the lecture classroom. A significant difference at rho < .10 was found for math outcomes for students in the flipped classroom compared to students in the lecture classroom. The findings also indicate a small net effect for control of learning, self-efficacy and self-regulation on math placement as well as math outcomes for students in a remedial math course. Also, a student's self-efficacy at the end of the course was predicted by a student's level of self-efficacy and prior academic knowledge at the start of the semester. In conclusion, the findings of this study suggest that the flipped classroom is an effective teaching method to use in a remedial math class. Limitations of this study include a small sample size as well as validity and reliability concerns with the use of the MSLQ survey suggesting further research is needed to investigate the effectiveness of the flipped classroom in a remedial math class.Item Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course(Montana State University - Bozeman, College of Letters & Science, 2017) Shoemaker, Jeretta; Chairperson, Graduate Committee: Walter WoolbaughStudents today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom techniques have been said to influence students' flexibility of personal time for learning, as well as academic achievement and overall course enjoyment. The purpose of this study was to identify benefits associated with the utilization of flipped classroom techniques, for both the students' and the instructor, in a college level Medical Terminology course. Data collection tools were developed to identify trends in these focus areas. During a five-week time period, flipped classroom techniques (treatment) were employed alternately with the standard lecture style, while covering four units of material. During the treatment students' watched short videos via the colleges' learning management system on their own time prior to class. This freed up class time for interactive learning with the use of engaging peer-to-peer activities, and completion of what would typically be considered homework materials. On alternate units, lecture was delivered with the standard didactic method previously employed, and homework assignments completed on their own time. If, after lecture was completed and time allowed, interactive activities were implemented during class. Results indicate no difference in student academic success between the two teaching methods. Student enjoyment of the course was markedly improved (28%), as well as increased flexibility of personal time (22%) with the treatment. Instructor benefits included an increased enjoyment of teaching, increased curriculum flexibility, and improved instructor-student relations. The instructor preparation time associated with the initial use of the treatment initially felt prohibitive, but the resulting benefits for all study subjects involved negated this.Item The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Gingerich, Craig; Chairperson, Graduate Committee: Walter WoolbaughThis paper sought to analyze the effects of the flipped classroom on achievement and engagement in a 7th grade science classroom at an International School in Shanghai, China. Student perceptions about the flipped classroom were also analyzed along with a discussion about its implications in the classroom. The study was conducted for the course of eight weeks. For four weeks (nontreatment period) three classes were exposed to the traditional instructional format where higher order thinking assignments were sent home as homework. This was followed by another four weeks (treatment period) where the higher order thinking assignments were completed during the end of the class and a flipped video was sent home as homework as an introductory to the next day's lesson. While this change may seem insignificant, it was designed to allow students more time in class to collaborate and seek out help on the higher-level learning. By watching the videos at home, time that was traditionally used to introduce the day's lesson was no longer necessary. The results revealed that the flipped classroom had a positive impact on achievement for most students - including low performing students; had a mixed impact on engagement and attitude by gender - females showed improved attitudes while males remained largely unchanged; and it was perceived as a favorable method of instruction for most students.Item The flipped classroom model in an introductory astronomy course(Montana State University - Bozeman, College of Letters & Science, 2017) Kennedy, Rodney Merle; Chairperson, Graduate Committee: Greg FrancisIn higher education presentation of science content to students has traditionally been through lecture. Lecture, or direct instruction, is a very passive mode of learning for students. This study investigated whether the flipped classroom model of instruction is effective in improving student engagement and achievement in an introductory high school astronomy course. Students were surveyed and interviewed about their feelings of engagement in previous science classes as well as their feelings about the flipped classroom model. Achievement was measured using the Astronomy Diagnostic Test prior to and following the course and a comparison of the treatment semester to the previous four classes in the areas of assignments, quizzes and labs.