Abstract
This study was designed to determine how different level of questioning in a 6th grade science classroom can impact student performance, engagement, and motivation. During the study, students were taught three different lessons, balance and unbalanced forces, friction, and mass versus weight. Data was collected in a 6th grade science class of 25 participants and focused on surveys, pretests, exit slips, at-task checklist, and a final summative assessment. The results of the data showed that there was no significant difference in performance, engagement, or motivation in relation to different level of questioning. The data also showed that activities that students do during a science class have an impact on their engagement and motivation.
Date Action Research Paper Completed
6-2021
Document Type
Action Research Paper
Degree Name
Master of Science in Education
Department
Education-Rochester
Capstone Advisor
Joel Traver
Location
Rochester, MN
Recommended Citation
Bruesewitz, Mia, "How Does Different Level of Questioning Impact Student Performance, Engagement, and Motivation in a 6th Grade Science Classroom?" (2021). Education Masters Papers. 7.
https://openriver.winona.edu/educationmasterspapers/7
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