Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorOwen, Jennifer Marieen
dc.date.accessioned2020-04-21T17:36:03Z
dc.date.available2020-04-21T17:36:03Z
dc.date.issued2019en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15686en
dc.description.abstractA blended classroom is a new take on traditional education, implemented to support today's learner. It involves the incorporation of technology, personalization, and flexibility. Blended learning is quickly catching on as a best practice in the traditional face-to-face classroom. While individuals have a difficult time settling on one definition for blended learning, it can be summarized by saying that the traditional classroom gains flexibility in pace and adds technology-based resources to supplement and enhance what the teacher is already doing. These additions free up the teacher time so that the instructor can participate in more individual and smaller group remediation and extension. This project arose when it became apparent that students in my traditional Advanced Placement Chemistry course needed more time for application and practice and less time writing notes through direct instruction. The purpose was to make learning more student-centered through the introduction of varied resources that would be accessible to students when they were ready for them. The implementation of technology-based resources was used to enhance instruction where needed and was never intended to completely replace traditional instruction. Resources and flexibility were systematically introduced to students. We began as a group by participating in a new warm-up method. I introduced students to Pearson's Mastering Chemistry program for homework that provided them with hints and instant scoring and feedback. I provided students with online flash cards that included important terms and formulas for the unit. I also introduced various videos, graphics, and interactive resources to help promote student engagement and performance on assessment. During the treatment period students became more engaged in their learning and moved beyond procedural questions to deeper application questions. Students also made deeper connections to the content and gained confidence in their chemistry skills. This study showed that students maintained a high level of achievement on summative assessments even as the content became more challenging. Students survey results also showed that students felt more prepared to perform at a qualified level on the AP chemistry exam.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshChemistry--Study and teachingen
dc.subject.lcshHigh school studentsen
dc.subject.lcshBlended learningen
dc.subject.lcshMotivation in educationen
dc.subject.lcshAcademic achievementen
dc.subject.lcshStudents--Attitudesen
dc.titleThe impacts of blending the high school advanced placement chemistry classroom on student engagement and performanceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Jennifer Marie Owenen
thesis.degree.committeemembersMembers, Graduate Committee: Marcie Reuer; Amy Washtak.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage98en
mus.data.thumbpage48en


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.