Scholarship & Research
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Item Implications of reflection on student efficacy and growth in middle school science(Montana State University - Bozeman, College of Letters & Science, 2023) Kessler, Shawn; Chairperson, Graduate Committee: C. John GravesStudents are often asked to reflect on their work. Upon finishing a project, students reflect on their experiences and outcomes, focusing on the learning and content of the unit. However, reflection should be a continuous process and include students becoming aware of their learning approaches. If this aspect of reflection was included while learning was taking place, students could become more aware of how they learn and in turn become more confident in how they approach different topics. The goal of this type of reflection would be to increase student efficacy and increase student growth. To test this hypothesis, students first completed a science self-efficacy test. This established a basis for student confidence in science. To establish overall knowledge of the content, students attempted the summative assessment test before beginning the unit. For each task in the unit, students completed a pre and post-test. Associated with each was a reflection process. Students took a brief survey identifying their study habits and confidence levels. Confidence levels were recorded to determine efficacy growth throughout the unit. Data collected for the research showed a weak positive correlation between student self-efficacy and normalized gains. The qualitative analysis resulted in students becoming more detailed in their reflections as the unit progressed. The conclusion was reached that self-efficacy is not a good indicator of performance, however the act of persistent reflection throughout a unit result in overall academic growth.Item The effects of ungraded homework on student learning and homework completion rates in a high school biology classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Mello, Amanda Louise; Chairperson, Graduate Committee: C. John GravesIn two high school Biology classes, a modified homework grading practice was implemented by removing the grade or credit from assigned homework. Homework provides students with opportunities to learn outside of the classroom and deepen their understanding of a subject. Homework doesn't account for the diversity of student life circumstances, rewards compliance, and does not necessarily measure what a student knows. This could be creating an unequal educational environment for student learning opportunities and evaluation of their learning. The purpose of this study was to determine how removing the grade from assigned homework affected student learning and homework completion rates. The study was implemented for 15 weeks and included four units of study. Prior to the study period, students were given an anonymous pre-treatment questionnaire. Throughout the study period, students completed daily formative assessments, daily homework questionnaires, summative assessments, and summative assessment questionnaires. Student focus group interviews and questionnaires were administered at the conclusion of the study period to obtain student opinions regarding their experience with ungraded homework. While the rate of homework completion decreased during the treatment units, there was not an overall significant difference between unit test scores during the units with graded and ungraded homework. There was a weak positive correlation between homework completion rates and student unit test scores. Homework is one of many tools that can support student learning. This study finds that when homework provides an opportunity to review and practice concepts already introduced in class, credit for homework may not be warranted. The data suggests that students who complete ungraded homework do so with more fidelity. Students can still achieve content mastery with homework that does not count toward or against their grade. However, homework completion was also shown to improve student learning. Awarding points incentivized homework completion.Item Investigating reading strategies in a high school earth science classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Webb, Mary Kohnstamm; Chairperson, Graduate Committee: Greg FrancisThe majority of science teachers consider reading to be an important skill for students to master yet most teachers agree that their understanding of how to teach the cognitive and metacognitive processes to increase student comprehension of scientific text is lacking (Yore, 1991). My goal was to address this gap in my pedagogy, by integrating four different reading strategies into my Earth Science curriculum. The primary purpose was to measure the students' comprehension of scientific text using four reading strategies. The secondary research questions investigated the change in student attitudes and self-confidence when using reading strategies, how choice impacted student comprehension, attitudes and self-confidence, and finally how including reading strategies impact my teaching practice. To answer these questions, students completed a Likert survey measuring student attitudes, self-confidence and beliefs towards reading. Then each reading strategy was taught, first by modeling for the entire group, then with small groups and finally each strategy was completed independently. Students completed assessments using word associations to measure student comprehension using each reading strategy. After students mastered each strategy, they began to choose which strategy to use when reading. The same Likert survey was administered at the conclusion of the study. The results showed that implementing a reading strategy increased student comprehension of scientific text to a statistically significant margin. However, there was no statistical significance when comparing student comprehension rates between each reading strategy. The scores between Likert surveys did increase significantly, however there was not a significant difference in student self-confidence when reading using a reading strategy. According to student interviews, choice was the largest factor to impact student behavior towards reading. The implications of the action research project finds that reading can be integrated into the inquiry process to create a more student centered approach to teaching.Item The effect of learning style of Native Americans on achievement in academic subject areas in Montana tribal colleges(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) Atwell, Beverly ArleneBecause Native Americans have had difficulties in conventional college settings resulting in wide-spread attrition, this study investigated the effect of learning styles on achievement in subject areas of Native Americans in Montana tribal colleges. The Canfield Learning Style Inventory was administered to 693 students. A one-way analysis of variance was used to investigate the differences in achievement depending on learning style in each of eight subject areas of Liberal Arts, Science, Mathematics, Business, Vocational, Native American Studies, Developmental, and Physical Education. Tukey a priori post tests were performed on all significant differences. Significant differences at the .05 level were found in all eight subject areas. A total of 39 significant differences were found. These differences suggest that learning styles contribute to the success of the Native American student in all subject areas. Native American students should be made aware of learning style strengths, and should receive counseling on learning strategies. Instructors should use a variety of teaching methods. Overall conclusions suggest that since most students can learn, changes need to be made to teaching-learning methods, grading, and staff development. Areas for further research include similar studies with other ethnic and age populations, replication using larger samples in mathematics and science, and use of results along with learning strategies to counsel students to see if such counseling would produce better achievement.Item Learning strategies utilized by Montana nursing students(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Lockwood, Suzanne FrankItem Factors affecting learning strategies in the professional workplace(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Gehring, Clayton MarkItem An investigation of learning strategies utilized by Air Force officers(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Korinek, Daryl LeeItem Learning strategy preferences of students in Montana State University's Student Support Services program(Montana State University - Bozeman, College of Education, Health & Human Development, 1998) Gallagher, Cecilia DawnItem The relationship between critical thinking and learning styles in nursing students(Montana State University - Bozeman, College of Nursing, 1997) Wilson, Patricia WamsleyItem Adult learning in various academic disciplines(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Doney, Myrna Maxine
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