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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorLatif, Markaen
dc.date.accessioned2015-05-19T18:17:21Z
dc.date.available2015-05-19T18:17:21Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3567en
dc.description.abstractThe purpose of this action research-based classroom project was to understand the impacts of class websites on student engagement in middle school science as well as on student autonomy, student attitude towards homework, and teacher practices. This study was a descriptive study in which 7th and 8th grade science students were observed over a period of a little over four months during which class websites were used in a variety of capacities. It was determined through direct observation, interviews, class assignments, and surveys that class websites increase students' sense of autonomy, but do not change students' feelings about homework. From this research it could not be determined if student engagement is affected by the use of websites, but it was found that teacher practices were positively influenced.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshActive learningen
dc.titleThe impacts of class websites on student engagement in middle school scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Marka Latifen
thesis.catalog.ckey2719076en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Nick Lux.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage65en
mus.relation.departmentMaster of Science in Science Education.en_US


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