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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorPolitte, Destiny Nicoleen
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/1/15688en
dc.description.abstractThe purpose of this study was to see how student organization affected success in the classroom and can the student take over their own education through organization. Students were provided with a unit binder organized by the teacher. This binder was not only be used for daily classwork but was also allowed to be used on formative assessments. To see if the organized unit binder was helping students actually learn, the formative assessment scores were compared to the scores of a summative assessment where the student were not allowed to use the unit binder. The results from this study showed no significant difference in the scores between the formative and summative assessments and that students completed more work during the treatment unit. This concludes that students did benefit from the use of the classroom organization.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshBiologyen
dc.subject.lcshHigh school studentsen
dc.subject.lcshOrganizationen
dc.subject.lcshRemedial teachingen
dc.subject.lcshAcademic achievementen
dc.titleThe effect of classroom organization on student successen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Destiny Nicole Politteen
thesis.degree.committeemembersMembers, Graduate Committee: Kate Solberg; Joe Bradshaw.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage84en
mus.relation.departmentMaster of Science in Science Education.en_US
mus.data.thumbpage67en


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