Education Masters Theses

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Alcohol and Academia: A Study of the Association between Student Housing Type and Alcohol Abuse at North Dakota State University
(North Dakota State University, 2013) Lietaert, Charles Louis
The purpose of this study was to determine if student housing gender-type is significantly related to student alcohol consumption at North Dakota State University. The researcher examined whether the residence of students in coeducational residence halls or single-gender residence halls was related to the rate they consumed alcohol in an average week or the frequency they engaged in binge drinking. NDSU researchers allowed the researcher of this study to add an institutional question to the biannual Student CORE Alcohol and Other Drug Survey that gathered demographic information about what residence hall gender-type participants lived within. For the first time, this provided the opportunity to quantitatively compare alcohol consumption of students living in coeducational residence halls against those living in single-gender residence halls at NDSU. At the time of this study the NDSU on-campus population was particularly hospitable for such research since the multi-thousand person population was evenly distributed between single-gender and coed residency. Using this preexisting data set regarding student alcohol behavior and residence hall demographics, the researcher analyzed the data through descriptive statistics, bivariate correlational analysis, and analysis of covariance while controlling for the effect of age and gender. Results revealed that there was no significant relationship between NDSU student alcohol consumption and their residence hall gender-type. Recommendations for future research included adapting the national CORE Alcohol and Other Drug Survey to include residence hall gender-type to allow for further analysis.
An Alternative Way for Kosovar Adults to Earn a High School Equivalency Diploma: A Case Study
(North Dakota State University, 2017) Llapi, Gjylbehare
For many years, at the end of the last century, Kosovo was a country plagued with political, social, and economic strife that forced an entire generation of children and young adults to go virtually uneducated. Kosovo is paying a price for that today, with many of its adults finding themselves unskilled, under-educated and unemployed. The central topic and the purpose of the study was to identify possible programming options available to Kosovo’s authorities to increase the number of adults who possess an upper secondary school diploma. After conducting extensive research of possible alternatives offered in a number of countries, this researcher determined that the General Education Development or General Education Diploma (GED) developed in the United States offers the best solution to this problem. Finally, an action plan outlines a template for an alternative testing solution so that more adults will be able to obtain their high school equivalency diploma.
Applying Group Perspectives: Student Behavior Change Resulting from a Co-Curricular Leadership Development Program
(North Dakota State University, 2011) Almlie, Jessica Marie
This descriptive study explored undergraduate student application of leadership concepts and corresponding change in leadership behavior resulting from participation in a co-curricular leadership development program. Students who completed workshops related to effective group leadership contributed in focus group discussions regarding their application of learned skills. Students discussed applying knowledge of leadership concepts across the scope of their lives, both in and outside the classroom. This indicated a change in leadership behavior. Concepts applied emerged in five major themes: (a) addressing and managing conflict, (b) facilitating small groups, (c) appreciating and valuing diversity, (d) utilizing collaboration, and (e) accepting shared leadership. Two minor themes also emerged related to defining power and privilege and living with congruence. Implications for practice and suggestions for future research were also addressed.
The Associations Between Student Perceptions of the Classroom Psycho-Social Learning Environment and Motivation to Learn Chinese
(North Dakota State University, 2014) Ji, Chongmin
The purpose of this study was to investigate the associations between students’ perception of their classroom psychosocial learning environment and motivation to learn Mandarin Chinese, which can support teachers in creating a good classroom environment. The students took two surveys (Likert scale and open-ended questions) that measured their perception of the classroom environment and the learning motivation. Descriptive statistics (mean, standard deviation, percentage) and inferential statistics (simple correlation, multiple regression, and two sample t-test) were used to analyze the quantitative data. The open-ended questions were coded and categorized based on the student responses. There were statistically significant associations between student perception and motivation for learning. The three scales of Task Orientation, Involvement, and Equity seemed to influence students the most to learn. The Task Orientation had the strongest relationship with student motivation. Moreover, the results of gender difference showed that only Task Orientation was significantly different between the two subgroups.
Athletic Director's Perceptions of Evaluation and Supervision Practices in North Dakota
(North Dakota State University, 2015) Thielges, Brett Anthony
The purpose of this study was to better understand the process of supervision and evaluation of coaches in North Dakota schools. This study also examined the current practices of evaluation and supervision used in North Dakota schools, and how that practice compares with school enrollment size. Professional development for coaches and athletic directors was examined within this study. A survey consisting of 13 quantitative questions was used to collect data. The survey contained closed-ended questions to obtain quantitative data vital to the study. One hundred and seventy-one athletic directors were invited to participate through e-mail notification on the North Dakota High School Activities Association website. This analysis consisted of descriptive statistics, primarily frequencies and percentages. Results showed that North Dakota athletic directors are evaluating and supervising coaches at different levels in school. They are using different forms of evaluation and supervising coaches during games and practices.
An Attempt to Profile Persistent Online Students and Graduates
(North Dakota State University, 2017) Stach, Randy Vincent
The purpose of this study was to determine whether the characteristics of online graduates, and characteristics of students who persist online with their coursework, could be identified. A mixed methods approach was used incorporating both quantitative and qualitative research methods. First, student demographic information was analyzed to identify any patterns or trends of persistent online students. Second, a survey was utilized to collect data from current students and graduates from online programs. Third, qualitative data was collected through conducting phone interviews of online graduates who have graduated in the last five years. Conclusions were drawn from the research and advice for future research was shared to advance retention and completion initiatives for online learners.
Citizenship and Social Activism: A Mixed Methods Case Study to Understand Cultural Competence in Students of a Service-Learning Based Course
(North Dakota State University, 2012) Wohl, Anne Frances
This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, “Citizenship and Social Activism (HDFS 310),” taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants’ reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.
Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science
(North Dakota State University, 2013) Haugen, Marlen Ingvard
Students' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.
Comparing the Content and Pedagogical Knowledge of Alternatively and Traditionally Certified Agricultural Educators
(North Dakota State University, 2021) Tonnessen, Kristi Marie
The purpose of this research study is to determine and describe in-service SBAE teachers’ perceived Pedagogical Content Knowledge (PCK) and challenges with non-content related classroom material. In general, PCK is the point where knowledge of teaching meets agricultural content knowledge. With the rising number of alternatively certified agricultural educators across the country, it is important to examine PCK in both traditionally and alternatively certified teachers as well as the differences between the two. Since successful classroom management is crucial to teacher retention, it is necessary to look at the differences in difficulty of implementation of various strategies. Agricultural education is diverse and involves numerous topics within the broad industry. This study also describes the sources of content knowledge among the two licensure types. It is recommended that future studies research the PCK of teachers based on years of experience and licensure route.
Comparing the Effectiveness of Scenario-Based Learning vs. Traditional Training Method on an Individual’s Call Quality Score: A Case Study
(North Dakota State University, 2018) Sharma, Kritika
This study investigated the effect of Scenario-Based Learning versus the traditional training method used in customer service employee call quality scores. A secondary purpose was to see how Scenario-Based Training method would impact customer service representative’s perceptions of their learning environment. The research questions were generated and tested by interviews, examining the mean scores for call quality in the two methods of training and a t-test was also conducted to see if there was a significance difference between the call quality scores from the use of both training methods. The findings showed that altering the training method from traditional to Scenario-Based Learning/training did increase employee productivity but not by much. The change in quality scores was very small but significant. The study therefore recommended that additional research is conducted to examine possible effects of Scenario- Based Training on other criteria such as retention of content, training-relevant behavior, and organizational impact.
Correlates of Transfer-Student Persistence and Degree Completion in the College of Health Professions
(North Dakota State University, 2016) Groom, Amanda
Persistence and degree completion among transfer students are important concerns for colleges and universities. Transfer students may experience difficulties or barriers after transferring from one institution to another, preventing students from persisting and graduating. Additionally, health-profession programs often have selective admission requirements and competitive admission processes. Traditional transfer-student barriers and health-profession barriers can create a challenging atmosphere for undergraduate transfer students. The current study evaluates the relationships among transfer type, selective admission metrics, persistence, and degree completion. The results illustrate several bivariate relationships that indicate areas of concern. Directions for future research are discussed to further identify and resolve the root cause of these trends.
The Effect of Relationship-building Programs on the Resilience of Women in Agriculture
(North Dakota State University, 2020) Bertsch, Robert
The purpose of this study was to describe the relationship between participation in relationship-building programs and online social groups, and the individual resilience of women in agriculture in the United States. Women have demonstrated a unique ability to connect farms and ranches with social resources, drive change and adaptation in agriculture, facilitate farm and ranch succession, and build community after a disaster. The capacity of agriculture and rural communities to adapt in the face of significant adversity depends on those unique abilities. Improving the resilience in women in agriculture is critical to the overall resilience of rural America. Unfortunately, most resilience interventions focus on internal psychology and do not address external, social-ecological factors for resilience. The results of this study show participation in certain relationship-building programs is associated with a significant increase in the level of some external resilience factors among women in agriculture in the U.S.
Effects of Therapy Canines on Therapeutic Alliance: A Pilot Study on Client Perceptions
(North Dakota State University, 2015) Grueneich, Brea Rachelle
While Animal Assisted Therapy is a more recent phenomena (Chandler, 2005, p. 5), AAT is quickly becoming an empirically supported treatment for a variety of mental health disorders (Perry, Rubinstein, & Austin, 2012). This study explored how client perceptions of their counselors change when a therapy canine is present in session. There is little research regarding client viewpoints on counselors who partner with therapy canines. Nine participants responded to a quantitative survey that was analyzed through non-parametric means. As was predicted, participants indicated more positive views of their counselors when a therapy canine was included in session. Findings suggest client perceptions of AAT reflected previously made claims by clinicians in the literature.
An Exploratory Analysis of North Dakota Teachers' Attitudes Toward and Implementation of the Common Core State Standards: Recommendations for Professional Development Providers
(North Dakota State University, 2015) Thompson, Christopher Michael
Increases in global competition for student achievement have led to drastic changes within the field of education. In recent decades educational reforms such as No Child Left Behind (NCLB) and Race to the Top have placed a stronger emphasis on standardized testing and increased accountability for schools to promote student achievement with limited success. This has led to a state-initiated overhaul of previous educational standards in favor of a set of more rigorous, internationally benchmarked standards in math and English Language Arts (ELA) known as the Common Core State Standards (CCSS). Since 2010, adoption of the Common Core State Standards across the United States has left teachers and school districts scrambling to unpack, align, and add the new standards to their existing curricula. The author examined North Dakota teachers’ attitudes and preparedness to teach using the Common Core State Standards providing recommendations for professional development providers.
Exploring Potential Relationships of Mindset and Scarcity in the Inequitable Experience and Outcomes of First Generation and Low Income Students in Higher Education
(North Dakota State University, 2020) Pearson, Michelle Noel
First generation and low income college students continue to experience outcome differences despite higher education’s efforts to reduce inequality. Despite abundant research exploring intelligence mindset, there have been few attempts to explore relationships between mindset and scarcity. To reduce this gap in knowledge, and support student success, this study explored relationships between scarcity and beliefs about intelligence – including the intelligence mindset of students and the failure mindset of parents – as well as the connection between scarcity and student demographics. Survey research design was used, and participants were gathered using a census of undergraduate students of a Midwest university in spring 2020 (N = 9,760). Results indicate scarcity continues to be of vital importance to the discussion about inequity in higher education, as found in the direct relationships between perceived scarcity and student demographics, and the indirect relationship of perceived scarcity with intelligence mindset through perceived failure mindset of parents.
Exploring the Relationship Between Dual Credit Experience and Self-Efficacy: The Perspective of First-Generation College Students
(North Dakota State University, 2020) Kiemele, Laura Marie
Dual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.
Factors Influencing Faculty Members' Willingness to Intervene and Refer Students Impacted by Mental Health Concerns
(North Dakota State University, 2020) Johnson, Melissa Jo
This study examined whether faculty members’ mental health literacy and perceptions of their role in communicating with college students influenced willingness to intervene and refer students impacted by mental health concerns to available services and support. Study participants (N=246) included faculty members from a four-year research university and a two-year community and technical college. Participants completed an online survey assessing their mental health literacy, perception of their role in communicating with students about mental health concerns, and willingness to intervene and refer students. Results indicated an overall willingness to assist students with mental health concerns, but also showed the continued existence of mental health-related stigma and a lack of training and direction for faculty. Results further revealed that faculty members’ view of their role directly impacts their confidence and willingness to intervene and refer students to help. Practical implications for institutions, as well as recommendations for future research, are discussed.
The Flipped Classroom: Shakespeare in the English Classroom
(North Dakota State University, 2014) Gross, Anna Lynn
Bergmann and Sams’ twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.
Frequency of Misconceptions About Evolution in Grade 7-12 Biology Textbooks Over Time
(North Dakota State University, 2022) Breen, Sarah
Evolution is the unifying idea of biology. Yet it is also one of the most misunderstood ideas in biology. Misconceptions about evolution are common among students, teachers and the general public. However, because it is the central theory of biology and understanding evolution is becoming increasingly important to understanding medicine, agriculture and many other areas of modern life. Textbooks used in secondary schools are likely one of the first introductions a person has to evolution. Teachers who are not fully confident in their own knowledge of evolution will likely rely heavily on textbooks in their teaching. Therefore, misconceptions found in or reinforced by secondary textbooks will likely be transferred to students. The current study sought to explore the prevalence of misconceptions in grade 7-12 life science textbooks, whether the frequency and type of misconceptions has changed over time as well as, how and if textbooks address misconceptions. 
The Impact of Educational Technology Integration on School-Based Agricultural Education Teacher Self-Efficacy
(North Dakota State University, 2019) Kleinjan, Macey Renae
The purpose of this study was to determine the impact of educational technology integration on school-based agricultural education (SBAE) teacher self-efficacy. In-service SBAE teachers from four upper middle-western states were surveyed to assess their current teacher self-efficacy in terms of educational technology in their classroom and curriculum. According to the findings of this study, SBAE teachers are using educational technology in their classroom and curriculum daily and are only slightly confident in their ability to do so. It is recommended that teachers participate in professional development which is focused on not only how to use educational technology, but also on how to teach agriculture content using the educational technology specific to their 1:1 issued device.

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