Anthropology - Butler University

ethnicities in retention and also how much the students already know prior to testing. Compared
to the pretest scores, students showed approximately equal gains in content knowledge on the
post test. Implications include curriculum targeting performance gaps.
Study Habits of College Females: The Effect They Affect GPA
Alyssa Veers, Faculty Sponsor: Carrie Lloyd, Huntington University
According to a study conducted by Lowe and Cook (2003) College students maintain similar
study habits to those they maintained in secondary school through the end of their freshman year
in college. These students study habits are ineffective for college courses. This study is designed
to determine how college students study and how study habits affect their GPA. A survey will be
given to a random sample of college students. The study group will consist of 40 students that
attend a small rural college. To maintain reliability subjects will also be required to give the
researcher a record of their GPA It is hypothesized that studying with few or no distractions in
addition to a greater amount of studying is the best way for students to learn information thereby
resulting in a higher GPA.
Content-Based Instruction in the English as a Foreign Language Classroom
Kathy Woods, Faculty Sponsor: Sumer Seiki, Illinois Wesleyan University
Much research has been done on English language learners (ELLs) in the United States and the
benefits of content-based instruction for these students (Echevarria, 2004). Content-based
instruction integrates language objectives and content objectives in the same lessons, focusing on
acquiring rather than learning a language. This literature review seeks to uncover the impact of
CBI methods in the English as a foreign language (EFL) classroom abroad. In the foreign
context, it is important for EFL teachers to understand which of the CBI methods can reach
students most effectively. This study seeks to empower those EFL teaching candidates in their
knowledge of content-based instruction methods, which content-based methods are the most
effective, and for which types of EFL learners CBI may be the most beneficial.
Keeping Interactive Whiteboards Interactive to Motivate Students in Secondary Social
Studies Classrooms
Sylvia Zukowski, Faculty Sponsor: Sumer Seiki, Illinois Wesleyan University
Interactive whiteboards have been rapidly introduced into secondary social studies classrooms
(Deaney, Chapman, & Hennessy, 2009; Smith, Higgins, Wall, & Miller, 2005). Prior research
has indicated that using technology motivates students by engaging them in the learning process
and holding them accountable for their own learning (Heafner, 2004; Wall, Higgins, & Smith,
2005). However, many teachers have not yet had the proper training to utilize the interactive
whiteboards at their full capacity. Interactive whiteboards have, in many cases, simply replaced
the overhead projector. In this teacher-action research I will examine the ways whiteboards can
promote motivation in students, who often view social studies as boring (Schug, Todd, & Berry,
1984). This literature review and pre-service teacher action research proposes methods to fully
incorporate interactive whiteboards into classroom instruction, which promote collaborative
learning and motivate students to learn social studies.