Scholarship & Research
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Item Using menus as a differentiation technique in small multilevel life science and physical science classrooms(Montana State University - Bozeman, College of Letters & Science, 2017) Martin, Diane Marie; Chairperson, Graduate Committee: Walter WoolbaughDifferentiating instruction for classes that include a diverse group of learners can be challenging. In this research project, the use of menus as a differentiation method was studied with two classes at a small, rural school. The first class studied was a 7th-8th grade life science class of 11 students, the second was a 9th-grade physical science class of seven students. Each class was taught four separate units. In two of the units, students were given a list-style menu of activities from which they selected a certain number of their choice to demonstrate their mastery of the unit objectives. The other two were taught using a more traditional mixture of mini-lectures, labs, and written activities in which the entire class received the same assignment. Student mastery of unit objectives, student attitudes towards science in general and their class in particular, and the effects of this teaching method on the classroom teacher were investigated using a range of data collection methods including pre- and post-unit assessments, student written surveys, student oral interviews, and a teacher journal. Although no significant overall trends in student content mastery were observed during this research, the performances of some individual students in both classes were affected negatively by this technique, while others showed a slight improvement in mastery during the treatment units. The majority of students liked having the ability to choose activities and be responsible for their own learning. The researcher intends to use a modified form of the menu-style units in the future, perhaps with a more limited scope and shorter time frame.Item Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy(Montana State University - Bozeman, College of Letters & Science, 2017) Stone, Amanda Corinne; Chairperson, Graduate Committee: Greg FrancisResearch has shown that tiered instruction and self-paced activity progression improves student achievement and motivation. This study examined the use of self-paced mastery learning units in a high school academic physical science class. Following a grid of learning opportunities, students progressed to new learning objectives only after reaching 80% mastery on their current learning objectives. Data was collected to determine the interventions' effect on student achievement, engagement and self-efficacy. Medium to large academic learning gains were reported using the mastery learning interventions. Survey data indicated that students had a more difficult time paying attention while working through units with mastery learning grids, and that class was not as easy after the interventions. Some felt more challenged. Student self-efficacy increased, as they became more confident accessing resources for help. Implications for further research include testing the method at the beginning of the school year, adjusting the incorporation of hands-on activities in the mastery learning format, and using the strategy for a few select concepts as opposed to a full unit.Item The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Dodge, Michelle Marie; Chairperson, Graduate Committee: Walter WoolbaughThis action research project evaluates the effectiveness of the 5E instructional model in a 9th grade environmental science classroom to engage students and improve their ability to apply scientific knowledge to new situations. In this study the 5E instructional model was compared with the traditional approach of the direct teach instructional method. Student assessments, surveys, and interviews were used to gauge whether the 5E instructional model aided in student ability to apply knowledge and engage in classroom experiences. Teacher observations, an engagement tally, and teacher journals were also utilized to evaluate teaching effectiveness and student learning. In this study, the role of the teacher in the classroom within these two instructional models was compared. This study indicated a slight advantage of using the 5E instructional model over direct teach, however both methods of instruction can be effective tools in classroom teaching.Item A comparison of student achievement when taught by individualized instruction and traditional instruction(Montana State University - Bozeman, College of Professional Schools, 1973) Franks, Harvey GarretPurpose: To determine whether students achieve more when individualized instruction is utilized in the classroom or when taught by a traditional approach. Method and Sources: a. The study involved five general business classes and one consumer education class at Havre High School. There were from 90 to 120 students involved in the individualized instruction in general business, and 21 students in the traditionally taught consumer education class. The study also involved two teachers. b. All general business courses were taught under the individualized instruction approach, while the consumer education class was taught under what could be termed the traditional instruction approach. c. Questionnaires, student progress reports, and examinations were used to evaluate student achievement in both approaches. Summary of Findings: a. Some students achieve more under individualized instruction and some achieve better under a traditional instruction program. b. Both the individualized instruction approach and the traditional instruction approach have their place in education. c. Even though the objective of individualized instruction is to meet the needs of all students, it fails to do so as does the traditional instruction approach. d. It is wrong for a school or a department within a school to lock itself in to one instruction approach or the other. Individualized instruction should be viewed as a teaching tool to be used by teachers to fit the needs of their students, and not as a program in itself.Item An experiment to compare an ability grouped class and an individualized class in Typing I on the secondary level(Montana State University - Bozeman, College of Professional Schools, 1973) Grossman, Juanita YvonneStatement of the Problem: Which of two--ability grouping or individualized instruction--methods will more effectively help students meet the performance objectives for beginning typing? Need: An experiment of this nature will be beneficial to beginning typing teachers by helping them to determine methods to use in their classes. The writer feels that her teaching in future years will benefit from this experiment especially if a significant difference is found between the attainment of the two groups.Item A determination of the effectiveness of the individualized instruction in the primary grades of the Bozeman schools(Montana State University - Bozeman, 1970) Gray, Mary WisemanItem Implementation and evaluation of the Fort Benton transitional classroom for grades seven, eight and nine(Montana State University - Bozeman, 1971) Grande, Palmer RaymondItem Self-pacing physical science : a student centered science program(Montana State University - Bozeman, 1974) Warden, Steven Wallace; Chairperson, Graduate Committee: Joel J. LaPrayItem To what extent are first grade teachers providing for individual differences in readiness instruction(Montana State University - Bozeman, 1963) Toner, JerryItem The prevention of reading difficulties through special instruction(Montana State University - Bozeman, 1970) Sprout, Herbert Lynne; Chairperson, Graduate Committee: Franklin Hawes Greenough