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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDayton-Wolf, Joannen
dc.date.accessioned2013-06-25T18:39:50Z
dc.date.available2013-06-25T18:39:50Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1156en
dc.description.abstractStudents who may not graduate with their peer cohort are deemed "at risk." This investigation studied the effect of service- learning on attendance, attitude, and achievement of at- risk high school biology students. Students participated in two community service- learning projects: raising trout for release into local streams and/or implementing a vegetable garden on high school property. Data collected included attendance records of students both prior to the projects and during the projects. Surveys and interviews were conducted to assess the confidence factor, and pre- and post-project content questions were administered to assess the achievement portion of the research. An improvement in confidence or attitude was documented, but it did not correlate to a significant improvement in attendance or achievement. Therefore, the results are inconclusive and indicate a longer-term study is warranted.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshProblem youthen
dc.subject.lcshHigh school studentsen
dc.subject.lcshService learningen
dc.titleThe impact of service-learning on 'at risk' high school biology studentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2011 by Joann Dayton-Wolfen
thesis.catalog.ckey1721831en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage60en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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