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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDinglasan, Allan Jayen
dc.date.accessioned2017-03-16T14:01:13Z
dc.date.available2017-03-16T14:01:13Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10040en
dc.description.abstractIn this investigation various strategies were implemented with the purpose of improving students' confidence and motivation with multiple-choice tests in Advanced Placement chemistry. The effects of various interventions were examined for any impact on the confidence students had on multiple-choice evaluation and on their motivation to improve. The observed changes point to time allocation for tests as well as students' concurrent mastery of content and strategy as unforeseen variables that affected how their perception and belief impacted their actions.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshGifted children.en
dc.subject.lcshChemistry.en
dc.subject.lcshStudents Attitudes.en
dc.subject.lcshExaminations.en
dc.titleWhat are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Allan Jay Dinglasanen
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); C. John Graves; Marcie Reuer.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage107en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage72en


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