Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorSenkowski, Andrew Jacoben
dc.description.abstractFor this action research investigation, the strategic note-taking strategy, Cornell Notes, was implemented with a group of middle school students from a cyber school to increase their math skills and improve their perception of note-taking. The quality and organization of class notes was a major concern among teaching staff at Agora Cyber Charter School. Students attending the Agora Learning Center were provided with note-taking workshops to teach and encourage them to take and organize notes during virtual classes. After workshops and follow-up, the treatment showed minimal impact on student perception of note-taking and no significant impact on math performance as displayed in data from math assessments and online surveys.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshInternet in educationen
dc.titleThe effects of a structured note-taking strategy in virtual school mathematicsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Andrew Jacob Senkowskien, Graduate Committee: C. John Graves; John Paterson.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.