Scholarship & Research
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Item The impact of teaching growth mindset to biology students at Sentinel high school(Montana State University - Bozeman, College of Letters & Science, 2023) Dixon, Samuel Eugene; Chairperson, Graduate Committee: C. John GravesThis classroom research project investigated the impact of teaching growth vs fixed mindset lessons twice a month for four months to nine and tenth grade biology students and eleventh and twelfth grade AP biology students. Mindset has been shown in many studies to have a large impact on student learning and future success. This project was conducted to try and shift a student mindset towards the growth and away from the fixed side on the mindset spectrum. In addition, to try and improve student mindsets, I also wanted to see if there was a correlation to student learning and growth, as well as overall student wellness. I collected data from student mindset survey and a student wellness survey before and then after administering the treatment. The treatment was a series of mini lessons that were taught to the students twice a month for four months. Student interviews were conducted after the treatment as well. The students' overall grades from quarter 1 and quarter 2 were used as a metric to measure academic growth. Results showed growth in student mindsets and various aspects of wellness from pre to post assessments. Out of all students that completed the pre and post mindset assessment nearly 90% of them increased their mindset score. Every class period showed an increase of average mindset score. There was no correlation between student mindsets and academic achievement or academic growth. There were some categories of student wellness that were unchanged, but there were many aspects of student wellness that showed improvement from pre to post assessment. The students verbal and written responses to prompts about mindset and wellness support these findings. In conclusion, students who were exposed to a treatment of mindset lessons showed increases in both their mindset score and overall wellness.Item Stream ecology as place-based education(Montana State University - Bozeman, College of Letters & Science, 2023) Schlobohm, Jennifer; Chairperson, Graduate Committee: C. John GravesMuch of modern-day education is not related the lives of students. Place-based education has been noted to increase academic performance, and students' connection to the place they live. This study used the local stream to investigate the impact of place-based education in an Earth and Space science class. Student summative assessment scores and Likert-style surveys were used in both treatment and non-treatment units to analyze academic growth, sense of place, and self-efficacy regarding scientific skills. A questionnaire was given at the end of the treatment unit and used to collect qualitative data to support the conclusions. Normalized gains and percentages of summative assessment scores identified student growth in all areas studied.Item Effects of term length on academic success in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Anderson, Gregory Michael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this action research was to determine if term length had an association with student success in an alternative high school. Alternative high schools traditionally have smaller class sizes and a diverse population of students. The procedure was to examine if a shorter term (octer four week grading period v quarter nine week grading period) had an effect on students' academic success with passing rates in a science classroom. The procedure included examination of not only passing rates, but also student self-efficacy using a Likert scale and student interviews within the science classroom. Evaluation of the same procedure was examined with other core subjects of language arts, math and social studies. This was done to determine if term length also had an effect on all core subject areas and could result in an overall effect on academic success.Item The effect of garden-based learning on learning plant science and environment attitude(Montana State University - Bozeman, College of Letters & Science, 2021) Cheung, Ka Yan Christine; Chairperson, Graduate Committee: Greg FrancisLow interest in plants has negatively affected student performance and hindered motivation in learning plant science. The introduction of garden-based learning (GBL) to the curriculum was intended to improve the academic achievement and attitude in learning plant science through practical experience and a student-centered learning atmosphere. Environmental education is seldom infused into the curriculum in Hong Kong. This action research (AR) project attempted to use GBL to understand its effect on the environmental attitudes of high school students. Control and treatment groups were recruited to study the effect of GBL. The control group learned plant science using traditional direct teaching while the treatment group studied plant science using a gardening program. Pre- and post-assessment, surveys, interviews, journals, and field notes were used to collect data. Quantitative and qualitative data were processed using the triangulation mixed-method. From the statistical results, the academic performance of the treatment group was less satisfactory than that of the control group. It was potentially hindered by the lack of a conventional in-person learning environment in the treatment group, however qualitative data showed that GBL enhanced plant literacy and promoted higher-ordered thinking by strengthening student memory and increasing their motivation. GBL also catered to different learning styles and was especially helpful for lower achievers. No significant statistical difference was observed between the attitude in learning plant science of both groups. Yet, the gardening experience was identified as the most engaging component. It engaged students in the treatment group in learning plant science as students gained achievement, interest, and a sense of responsibility during gardening. Significant increment was recognized in the attitude towards the environment of the treatment group in both quantitative and qualitative data, while the control group did not experience any changes. Students in the treatment group were also more willing to take action in environmental protection. The gardening experience was again the critical contributing factor. The hands-on and real-life experience created a deeper feeling and stronger connection with the environment. To sum up, using GBL in teaching plant science enhances the students' plant literacy and engagement in learning. It is proved to be an effective tool for positive impact on cultivating the student's attitude towards the environment.Item Goal setting in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2021) Cordon, Ryan Walter; Chairperson, Graduate Committee: Greg FrancisIn high school chemistry classes, it was evident that many students were not reaching their full academic potential. Most students would demonstrate their abilities but struggled to be consistent. These students often appeared to lack a sense of academic purpose. To help students find this purpose, research into the benefits of teaching goal setting to high school chemistry students was conducted. Students were taught how to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. In each treatment unit, students took time in class to check-in on their goals and reflect on any potentially needed adjustments. The data showed that treatment helped many students and at least slightly helped most students find an academic purpose. Check-in data pertaining to students' goals showed that most students knew what to do, but a large portion lacked the motivation to actualize their intentions. While the data obtained herein demonstrated general success with regards to the methods of implementation, the treatment remains in need of further refinement. Findings show a larger emphasis is needed on identifying the rationale behind achieving each student's stated goals. Such a focus would enable students to find the motivation needed to take the acknowledged steps towards their goal.Item 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 FrancisThis 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.Item Implementing independent data analysis into a physics-first modeling curriculum(Montana State University - Bozeman, College of Letters & Science, 2020) Gibson, Clint M.; Chairperson, Graduate Committee: Greg FrancisStudents in ninth-grade physics-first participated in a period of independent, individual data analysis following data collection in modeling laboratory exercises. Pre- and post-tests in kinematics and forces were used to determine normalized gains in experimental and control groups. Student surveys, engagement evaluations, and in-class observations were conducted periodically to measure student achievement and engagement. Results show no significant improvement in achievement or engagement. However, student feedback indicates there may be potential benefit in providing options to students for completing lab exercises.Item The 5E learning cycle vs. traditional teaching methods and how they affect student achievement rate, interest, and engagement in a high school physics classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Ali, Walayat; Chairperson, Graduate Committee: Greg FrancisThe main research question I sought to answer was "the 5E learning cycle vs. Traditional teaching methods" and how they affect student achievement rate, interest, and engagement in a high school physics classroom? Students from two eleventh grade classes participated in the study that covered two physics units. Each class learned one unit through 5E learning cycle and one unit through traditional teaching methods. Pre- and post-content tests, surveys, interviews, attitude scales and engagement tally charts were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that Traditional teaching method was more effective to produce higher achievement rate but 5E learning cycle stimulated curiosity ,equipped students with better lab and critical thinking skills ,enhanced interest and improved engagement level .Item The effects of metacognition and standards-based grading on student achievement and perception in high school chemistry(Montana State University - Bozeman, College of Letters & Science, 2019) Wunderlich, Katrina M.; Chairperson, Graduate Committee: Greg FrancisIn this study, students in a first-year high school chemistry class were introduced to assignments designed to increase metacognition. Students were also assessed using standards-based grades rather than a traditional system to better align course content to enhance metacognitive abilities. Student pre- and post-surveys, teacher and student reflections, and student interviews were used to analyze treatment. Results suggest that the majority of students experienced increased understanding of expectations, greater control over grades, and a stronger focus on learning.Item The effect of integrated, cross-curricular co-teaching on student achievement, engagement, and high school completion at an alternative high school(Montana State University - Bozeman, College of Letters & Science, 2019) Tonelli, Matthew Charles, Jr.; Chairperson, Graduate Committee: Greg FrancisThis study examined the effect a cross-curricular, team-taught course had on student achievement and high school completion at an Alternative High School. Additional sub-questions included what was the effect on a student's engagement in coursework, what was the effect on student attendance, and what was the effect on a student's attitude towards school? Engagement, attendance, credit earned, attitude survey and interview data were used to identify this impact. Students from integrated courses were compared to courses that taught the same science content in a traditional classroom. Engagement, attendance, credit earning, and attitude experienced significant increases in the treatment group over the study period when compared to the control group. The study supports offering students course experiences that are integrated, co-taught, and project-based. The study showed this had a positive impact on engagement, student attendance, and attitude leading to improved course completion, outcomes for graduation and future success. This approach has significant implications in the alternative school setting where students are often at a deficit in credit earning in relationship to their age. In this scenario, opportunities for credit recovery and accelerated learning increase the likelihood of students completing high school.