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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorZupke, Rachel Leeen
dc.date.accessioned2013-06-25T18:40:46Z
dc.date.available2013-06-25T18:40:46Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2613en
dc.description.abstractInformation and communication technologies were implemented with the purpose of improving student performance as well as increase the number of students with positive attitudes towards learning science. Classroom activities, homework assignments, alternative forms of submission of assignments, assessments, and contact outside of class were conducted with various forms of information and communication technologies. Students demonstrated an increase in positive attitudes towards learning science through technology-based modalities. However, more study with a larger sample size needs to be completed to determine if increase in student academic performance was a result of the treatment outlined here.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshEducational technologyen
dc.subject.lcshAcademic achievementen
dc.subject.lcshHigh school studentsen
dc.titleAttitudes toward science : how technology impacts student engagement and successen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Rachel Lee Zupkeen
thesis.catalog.ckey1978328en
thesis.degree.committeemembersMembers, Graduate Committee: Genevieve Chabot; David Willeyen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage139en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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