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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorBearg, Johannah J.en
dc.date.accessioned2020-03-30T19:15:54Z
dc.date.available2020-03-30T19:15:54Z
dc.date.issued2019en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15654en
dc.description.abstractThe researcher utilized retrieval practice and anxiety reducing techniques prior to assessment in an attempt to improve performance and narrow the achievement gap between students of color and their peers. In order to answer the question of whether 'utilizing retrieval practice and narrative writing could reduce the achievement gap in high school anatomy physiology students', baseline anxiety surveys, pre and post-assessment interviews, performance on assessment content covered by retrieval practice were collected. Data were analyzed both qualitatively and quantitatively, with results which suggested that students performed better on content that received the retrieval practice treatment. Data was inconclusive regarding the result of narrative writing on anxiety.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshAnatomyen
dc.subject.lcshHigh school studentsen
dc.subject.lcshAcademic achievementen
dc.subject.lcshAnxietyen
dc.subject.lcshMemoryen
dc.subject.lcshMinoritiesen
dc.titleUtilizing retrieval practice and narrative writing to reduce the achievement gap in high school anatomy physiology studentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Johannah J. Beargen
thesis.degree.committeemembersMembers, Graduate Committee: Joe Bradshaw; Marcie Reuer.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage59en
mus.data.thumbpage58en


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