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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorAakre, Harrison Tayloren
dc.date.accessioned2018-03-19T16:25:27Z
dc.date.available2018-03-19T16:25:27Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13625en
dc.description.abstractTechnology and education are becoming more intertwined each school year. Technology is replacing how we deliver content and perform assessments. Many of these changes are occurring before they have been determined to be effective. This research compares individuals who received the same instruction over a unit and took the same test, but in different formats. Overall, the students performed significantly better in a paper format over digital. However, the most significant finding hinged on low achieving students (GPA < 2.0). Low achieving students performed significantly worse on digital assessments compared to paper assessment.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshBiologyen
dc.subject.lcshHigh school studentsen
dc.subject.lcshTechnologyen
dc.subject.lcshExaminationsen
dc.titleThe effect of transitioning to paperless assessment in a high school biology courseen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Harrison Taylor Aakreen
thesis.degree.committeemembersMembers, Graduate Committee: Eric Brunsell; Elinor Pulcini.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage71en
mus.data.thumbpage43en


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