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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorRitter, Mary Seabrooken
dc.date.accessioned2013-06-25T18:39:22Z
dc.date.available2013-06-25T18:39:22Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2136en
dc.description.abstractThe purpose of this study was to determine if there was a correlation between student motivation and participation in the understanding of physics concepts. Participation of students did increase with the introduction of interactive engagement. Cooperative group work (one type of interactive engagement) did not show any higher increase in learning of the material as compared with lecture format, although students reported experiencing more motivation during interactive engagement.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshActive learning.en
dc.subject.lcshMotivation in education.en
dc.subject.lcshPhysics.en
dc.subject.lcshHigh school students.en
dc.titleThe effects of interactive engagement on motivation, participation and conceptual understanding in high school physicsen
dc.typeProfessional Paperen
dc.rights.holderCopyright Mary Seabrook Ritter 2011en
thesis.catalog.ckey1731201en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage38en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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