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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorCoates, Kara Leeen
dc.date.accessioned2015-01-25T17:49:29Z
dc.date.available2015-01-25T17:49:29Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3540en
dc.description.abstractThe purpose of study was to determine if overall student success increases by adding a pre-laboratory quiz and assigning conceptual laboratory reports in a college freshman level introductory biology laboratory class. Combined lecture /laboratory grades were analyzed between two groups of students. The study was based on the premise that writing promotes learning thereby increasing students overall success in biology. No strong positive objective outcome was observed although writing skills improved.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshWriting.en
dc.subject.lcshAcademic achievement.en
dc.titleWill the use of conceptual laboratory reports and pre-template laboratory quizzes improve overall student grades?en
dc.typeProfessional Paperen
dc.rights.holderCopyright Kara Lee Coates 2014en
thesis.catalog.ckey2674237en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Eric Brunsell; Robyn Klein.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage34en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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