Effects of data-driven instruction and goal setting on science learning and test scores

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorSmall, LaCee M.en
dc.date.accessioned2013-06-25T18:40:05Z
dc.date.available2013-06-25T18:40:05Z
dc.date.issued2012en
dc.description.abstractData-driven instruction and goal setting are by no means new to the field of education. This study examined how data-driven instruction combined with student goal setting affected test scores and student engagement as well as how it affected my teaching practices. Analysis of surveys, test scores, journals, interviews and observation protocols indicate that while there was no significant improvement in student engagement in science as observed by teachers and self-reported by students, test scores did increase and students enjoyed the goal setting process and felt that it helped their learning.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2298en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2012 by LaCee M. Smallen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshIndian studentsen
dc.subject.lcshEducation--Standardsen
dc.titleEffects of data-driven instruction and goal setting on science learning and test scoresen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey1978311en
thesis.degree.committeemembersMembers, Graduate Committee: Elisabeth Swanson; Frankie Jacksonen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage75en

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