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A Study of an Arts Integration Curri...

Byrd, Linda Stokley.

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A Study of an Arts Integration Curriculum and Its Impact on Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of an Arts Integration Curriculum and Its Impact on Academic Achievement./
Author:	Byrd, Linda Stokley.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	177 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815226
ISBN:	9781392064184

A Study of an Arts Integration Curriculum and Its Impact on Academic Achievement.
Byrd, Linda Stokley.

A Study of an Arts Integration Curriculum and Its Impact on Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 177 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--University of South Alabama, 2019.

This item must not be sold to any third party vendors.

This applied dissertation study was a formative evaluation of an arts-integrated curriculum used in fifth grade classes at a selected elementary school. The researcher used a mixed methods approach to determine whether there was a correlation between an arts integration curriculum and academic achievement, with particular emphasis on literacy. The researcher also collected teacher perceptions relative to the strengths and weaknesses of the implementation of arts-integrated lessons. Student quantitative data included pretreatment and posttreatment grade point averages, language grades, and writing assessment averages. Additional qualitative data were collected through administrative classroom observations and teacher interviews. Based on the quantitative and qualitative data, the students participating in an arts-integrated curriculum did not have significantly higher average gains in scores compared to the students learning from a traditional curriculum. When investigating the data to analyze gender types, ethnicity, and socioeconomic status, there were slightly higher average gains found with the students learning from arts-integrated curriculum. Despite nonsignificant gain scores, the qualitative data showed that teachers agreed that the AI curriculum improved classroom engagement and discipline. Students appeared to enjoy the learning process when participating in an arts-related activity or project. Weaknesses were identified as limited time, the testing season, and the lack of professional development opportunities, however, the teachers agreed that arts integration was a valuable program that showed to be beneficial to student learning, especially in retention of concepts. Also, the arts-integrated curriculum appeared to reach students who were typically shy or withdrawn from class activities. The researcher found that a longer timeframe was needed to further analyze quantitative scores over time. A short research window coupled with other challenges negatively impacted the quantitative data. The qualitative results were observed immediately and were sustained for the study period, as was noted by the participating AI teachers. The fact that the quantitative data yielded conflicting results compared to the qualitative data was expected due to the unforeseen challenges faced throughout the study period. The researcher believes that had the study been conducted over a longer period, and with a larger sample, higher gains would have been found. This study ended as AI students writing scores were beginning to be impacted, especially the poverty and minority students. To implement Arts Integration in a school-wide curriculum plan, the researcher proposes to advocate for a well-rounded arts education in all schools, provide support and training to teachers and administrators for arts integration strategies, and seek to demonstrate how STEAM and Arts Integration can assist student learning and comprehension.

ISBN: 9781392064184Subjects--Topical Terms:

547650
Art education.

A Study of an Arts Integration Curriculum and Its Impact on Academic Achievement.
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245 1 0 $a A Study of an Arts Integration Curriculum and Its Impact on Academic Achievement.
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300 $a 177 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Styron, Ronald A.
502 $a Thesis (Ed.D.)--University of South Alabama, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This applied dissertation study was a formative evaluation of an arts-integrated curriculum used in fifth grade classes at a selected elementary school. The researcher used a mixed methods approach to determine whether there was a correlation between an arts integration curriculum and academic achievement, with particular emphasis on literacy. The researcher also collected teacher perceptions relative to the strengths and weaknesses of the implementation of arts-integrated lessons. Student quantitative data included pretreatment and posttreatment grade point averages, language grades, and writing assessment averages. Additional qualitative data were collected through administrative classroom observations and teacher interviews. Based on the quantitative and qualitative data, the students participating in an arts-integrated curriculum did not have significantly higher average gains in scores compared to the students learning from a traditional curriculum. When investigating the data to analyze gender types, ethnicity, and socioeconomic status, there were slightly higher average gains found with the students learning from arts-integrated curriculum. Despite nonsignificant gain scores, the qualitative data showed that teachers agreed that the AI curriculum improved classroom engagement and discipline. Students appeared to enjoy the learning process when participating in an arts-related activity or project. Weaknesses were identified as limited time, the testing season, and the lack of professional development opportunities, however, the teachers agreed that arts integration was a valuable program that showed to be beneficial to student learning, especially in retention of concepts. Also, the arts-integrated curriculum appeared to reach students who were typically shy or withdrawn from class activities. The researcher found that a longer timeframe was needed to further analyze quantitative scores over time. A short research window coupled with other challenges negatively impacted the quantitative data. The qualitative results were observed immediately and were sustained for the study period, as was noted by the participating AI teachers. The fact that the quantitative data yielded conflicting results compared to the qualitative data was expected due to the unforeseen challenges faced throughout the study period. The researcher believes that had the study been conducted over a longer period, and with a larger sample, higher gains would have been found. This study ended as AI students writing scores were beginning to be impacted, especially the poverty and minority students. To implement Arts Integration in a school-wide curriculum plan, the researcher proposes to advocate for a well-rounded arts education in all schools, provide support and training to teachers and administrators for arts integration strategies, and seek to demonstrate how STEAM and Arts Integration can assist student learning and comprehension.
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