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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorAnderson, Gregory Michaelen
dc.description.abstractThe purpose of this action research was to determine if term length had an association with student success in an alternative high school. Alternative high schools traditionally have smaller class sizes and a diverse population of students. The procedure was to examine if a shorter term (octer four week grading period v quarter nine week grading period) had an effect on students' academic success with passing rates in a science classroom. The procedure included examination of not only passing rates, but also student self-efficacy using a Likert scale and student interviews within the science classroom. Evaluation of the same procedure was examined with other core subjects of language arts, math and social studies. This was done to determine if term length also had an effect on all core subject areas and could result in an overall effect on academic success.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshHigh school studentsen
dc.subject.lcshAlternative educationen
dc.subject.lcshAcademic achievementen
dc.subject.lcshSchool management and organizationen
dc.subject.lcshGrading and marking (Students)en
dc.titleEffects of term length on academic success in a science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2021 by Gregory Michael Andersonen, Graduate Committee: Walter Woolbaugh; David R. Lageson; Jessica Andersonen of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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