Date Approved

5-31-1999

Embargo Period

8-1-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald

Subject(s)

Biology--Study and teaching (Secondary); Geometry--Study and teaching (Secondary)

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to explore the effectiveness of the interdisciplinary approach to teaching mathematics and science, specifically Geometry and Biology. The study used an action research design in which two teachers participated in a planned interdisciplinary activity that involved 160 high school students. The site of this study was a high school located in a middle-class, rural-suburban community. Data was gathered using a concept map to measure the amount of conceptual understanding students have of the relationship between Geometry and Biology. Data of those students who were enrolled in both Geometry and Biology were compared to those students who were only enrolled in Geometry. This data was analyzed using histograms and a nonparametric signs test. The histograms showed an increase in the number of associations students were able to make between Geometry and Biology. The number of associations increased 35% for interdisciplinary students and 25% for non-interdisciplinary students. The signs test supported the findings of the histogram analysis: interdisciplinary curriculum gave students a better understanding of the relationship between subjects.

Share

COinS