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The effects of an integrated social ...

Hom, Karen J.

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The effects of an integrated social studies curriculum on inner-city middle school students' attitudes toward and achievement in social studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of an integrated social studies curriculum on inner-city middle school students' attitudes toward and achievement in social studies./
Author:	Hom, Karen J.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3316.
Contained By:	Dissertation Abstracts International51-10A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9107731

The effects of an integrated social studies curriculum on inner-city middle school students' attitudes toward and achievement in social studies.
Hom, Karen J.

The effects of an integrated social studies curriculum on inner-city middle school students' attitudes toward and achievement in social studies. - 184 p.

Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3316.

Thesis (Ed.D.)--United States International University, 1990.

The problem. The problem of this study was to develop and field test an instructional model of an integrated curriculum for social studies and to examine the effects of an integrated curriculum on the attitudes of middle school students toward social studies and on student achievement scores. Since the traditional social studies curriculum had emphasized cognitive skills, an integrated curriculum would seek to balance activities in both the cognitive and affective domains. Music, art, literature, and drama were included in the integrated curriculum for this study.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The effects of an integrated social studies curriculum on inner-city middle school students' attitudes toward and achievement in social studies.
LDR:03027nmm 2200313 4500 001 1840904
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008 130614s1990 eng d
035 $a (UnM)AAI9107731
035 $a AAI9107731
040 $a UnM $c UnM
100 1 $a Hom, Karen J. $3 1929220
245 1 4 $a The effects of an integrated social studies curriculum on inner-city middle school students' attitudes toward and achievement in social studies.
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-10, Section: A, page: 3316.
500 $a Chairperson: Karin Wiburg.
502 $a Thesis (Ed.D.)--United States International University, 1990.
520 $a The problem. The problem of this study was to develop and field test an instructional model of an integrated curriculum for social studies and to examine the effects of an integrated curriculum on the attitudes of middle school students toward social studies and on student achievement scores. Since the traditional social studies curriculum had emphasized cognitive skills, an integrated curriculum would seek to balance activities in both the cognitive and affective domains. Music, art, literature, and drama were included in the integrated curriculum for this study.
520 $a Method. In the study, the subjects were eighth-grade students enrolled in regular United States History classes at two inner-city schools at the middle school and junior high levels in San Diego, California. A total of 111 subjects participated in the study with the population of 61 males and 50 females. The control group numbered 56 students with 30 males and 26 females. The experimental group was composed of 55 students with 31 males and 24 females.
520 $a This study was quasi-experimental in nature with a nonequivalent control group design. The control group was exposed to the traditional social studies curriculum emphasizing cognitive skills. The experimental group was exposed to an integrated social studies curriculum with cognitive and affective activities, along with interdisciplinary materials. The Survey of School Attitudes (SSA) (Hogan, 1975) was administered as a pre- and posttest within the six-week study. In addition, a unit test (Ver Steeg, 1985) was also given to both groups. Qualitative data were collected from student and teacher interviews, and from student products.
520 $a Results. The results showed that there was no statistically significant difference between the control and experimental groups in students' attitudes toward social studies or between males and females. However, a statistically significant difference existed in achievement scores with a definite gain for the experimental group, especially the females.
590 $a School code: 0239.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0727
690 $a 0533
690 $a 0534
710 2 0 $a United States International University. $3 1023937
773 0 $t Dissertation Abstracts International $g 51-10A.
790 1 0 $a Wiburg, Karin, $e advisor
790 $a 0239
791 $a Ed.D.
792 $a 1990
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9107731