The impact of increased nonfiction reading on student achievement in science

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorJendro, Tamara Sueen
dc.description.abstractThe purpose of this action research project was to study the effects adding increased amounts of science related nonfiction reading had on student achievement in science. How did the increased exposure to nonfiction reading affect students' attitudes towards science and students' attitudes towards reading nonfiction? After students were given opportunities to read nonfiction books related to the topics of study in science class, data was collected and analyzed to determine if increasing nonfiction reading opportunities improved students' posttest scores or changed students' thoughts regarding nonfiction reading. After this short study, posttest scores indicated the additional nonfiction reading did not improve student content knowledge. The data did show however, an increase in the number of students that choose to read nonfiction books. Results of this action research project also indicated students thought reading nonfiction sources was important to gain knowledge and understanding of science topics.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by Tamara Sue Jendroen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshAcademic achievementen
dc.subject.lcshContent area readingen
dc.titleThe impact of increased nonfiction reading on student achievement in scienceen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2235933en, Graduate Committee: Walter Woolbaugh; Charles McLaughlin.en of Science in Science Education.en Paperen


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