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The effects of integrated mathematic...

Hill, Mary Denise.

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The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six./
Author:	Hill, Mary Denise.
Description:	193 p.
Notes:	Chair: Thomas H. Linton.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056684
ISBN:	0493717099

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six.
Hill, Mary Denise.

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six. - 193 p.

Chair: Thomas H. Linton.

Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2002.

The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001–2002 school year.

ISBN: 0493717099Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six.
LDR:03800nam 2200325 a 45 001 928737
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020 $a 0493717099
035 $a (UnM)AAI3056684
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040 $a UnM $c UnM
100 1 $a Hill, Mary Denise. $3 1252202
245 1 0 $a The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six.
300 $a 193 p.
500 $a Chair: Thomas H. Linton.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2168.
502 $a Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2002.
520 $a The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001–2002 school year.
520 $a A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics.
520 $a The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the results of TAAS. Independent samples t-tests indicated that students in the integrated mathematics/science program scored significantly higher than the students in the traditional program in mean achievement scores and in mean growth of scores based on the results of TAAS. No significant differences were found when comparing mathematics anxiety scores between students in the integrated mathematics/science program and the traditional program. However, additional significant differences were identified when students in the integrated mathematics/science program scored higher than the students in the traditional program when analyzing the overall mean student attitude scores concerning mathematics and the mean scores of attitudinal values of mathematics in society.
590 $a School code: 1417.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Sociology of. $3 626654
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690 $a 0340
690 $a 0714
690 $a 0727
710 2 0 $a Texas A&M University - Corpus Christi. $3 1023294
773 0 $t Dissertation Abstracts International $g 63-06A.
790 $a 1417
790 1 0 $a Linton, Thomas H., $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056684