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Quantitatively Measuring the Effecti...

Curry, Ryan.

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Quantitatively Measuring the Effectiveness of Arts Integration on Student Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Quantitatively Measuring the Effectiveness of Arts Integration on Student Achievement./
Author:	Curry, Ryan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	151 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10831627
ISBN:	9780355885064

Quantitatively Measuring the Effectiveness of Arts Integration on Student Achievement.
Curry, Ryan.

Quantitatively Measuring the Effectiveness of Arts Integration on Student Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 151 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ed.D.)--Delta State University, 2018.

This item must not be added to any third party search indexes.

The integration of arts into an elementary curriculum can be effective in raising student achievement based on previous research. However, such research focused on summative test scores at the end of the school year becoming vulnerable to a host of extraneous variables. Using the theoretical framework of differentiated learning and constructivism, this study examined two comparable groups in three elementary grades for both math and English respectively to determine how effective arts integration through quantitative measures. Grades 3,4, and 5 were represented by two classes based on the same academic ability and taught by the same teacher. Students in the experimental group received arts integration along with traditional instruction while the control group received traditional instruction alone. Comparative analyses using both descriptive and inferential statistics were made between the two groups per grade. Benchmark data from common assessments were used as the primary data source. By means comparison, the treatment group outperformed the experimental group in overall benchmark, standard, and strand scores for fourth and fifth grade. However, in third grade ELA and math subjects, the control group received higher scores. A one-way ANOVAs was used to compare the means between the experimental and control groups for each grade. The results of the data yielded no significant difference between any of the groups on any of the ANOVAs conducted for this study. Hence, the null hypothesis that there was no difference to quantify in measuring the effectiveness of arts integration was accepted. Despite efforts to mitigate extraneous variables from the study, some unexpected limitations prevailed. Nevertheless, this study demonstrates that the arts can be another approach in teaching various concepts regardless of the subject and grade.

ISBN: 9780355885064Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Art Education

Quantitatively Measuring the Effectiveness of Arts Integration on Student Achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Craven, Jacqueline.
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506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The integration of arts into an elementary curriculum can be effective in raising student achievement based on previous research. However, such research focused on summative test scores at the end of the school year becoming vulnerable to a host of extraneous variables. Using the theoretical framework of differentiated learning and constructivism, this study examined two comparable groups in three elementary grades for both math and English respectively to determine how effective arts integration through quantitative measures. Grades 3,4, and 5 were represented by two classes based on the same academic ability and taught by the same teacher. Students in the experimental group received arts integration along with traditional instruction while the control group received traditional instruction alone. Comparative analyses using both descriptive and inferential statistics were made between the two groups per grade. Benchmark data from common assessments were used as the primary data source. By means comparison, the treatment group outperformed the experimental group in overall benchmark, standard, and strand scores for fourth and fifth grade. However, in third grade ELA and math subjects, the control group received higher scores. A one-way ANOVAs was used to compare the means between the experimental and control groups for each grade. The results of the data yielded no significant difference between any of the groups on any of the ANOVAs conducted for this study. Hence, the null hypothesis that there was no difference to quantify in measuring the effectiveness of arts integration was accepted. Despite efforts to mitigate extraneous variables from the study, some unexpected limitations prevailed. Nevertheless, this study demonstrates that the arts can be another approach in teaching various concepts regardless of the subject and grade.
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