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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorRobinson, Kayla Margareten
dc.description.abstractIn science classes, students will sometimes complain that a topic seems arbitrary, and have a difficult time connecting it to their lives. I believe this difficulty of recognizing science as directly connected to the real world contributes to a lack of student engagement and, as a result, low academic scores. In this study, I sought to use an instructional approach called problem-based learning, in which students learn content through solving a real-world problem. The study was conducted at a suburban high school with a majority low-income, majority minority population. This set of learners has some unique challenges, including a high percentage of English-language learners and chronic absenteeism. Although my problem-based learning group did not perform better than a group of their peers who learned through a more traditional, lecture based format, there were promising results for the performance of English-language learner students and high levels of student engagement.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshHigh school studentsen
dc.subject.lcshProblem solvingen
dc.subject.lcshAcademic achievementen
dc.titleThe impact of problem-based learning on academic achievement in the high school science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Kayla Margaret Robinsonen, Graduate Committee: Eric Brunsell; Amy Washtak.en of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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