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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorSenkowski, Andrew Jacoben
dc.date.accessioned2017-03-21T20:11:57Z
dc.date.available2017-03-21T20:11:57Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10090en
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.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshMathematicsen
dc.subject.lcshNote-takingen
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
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; John Paterson.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage54en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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