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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWallace, Christina L.en
dc.date.accessioned2015-06-09T19:57:31Z
dc.date.available2015-06-09T19:57:31Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3602en
dc.description.abstractTextbook resources were changed to teacher created resources to determine if it would lead to an improvement in student performance. The assignments were evaluated to verify not only if students completed them but if they improved assessments scores. Students were given an assortment of assignments of varying difficulty to see which type would most improve their understanding of concepts taught in the physical science classroom. Student surveys were used to evaluate student's attitude towards the old assignments and the new assignments. Students showed an improvement in assignment completion along with moderate gains in assessment scores.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshPhysical sciencesen
dc.subject.lcshHomeworken
dc.subject.lcshAction researchen
dc.subject.lcshHigh school studentsen
dc.titleThe effect of engaging assignments on student performance in the science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Christina L. Wallaceen
thesis.catalog.ckey2731471en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Chris Bahn.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage42en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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