Date Approved

5-31-1997

Embargo Period

8-29-2016

Document Type

Thesis

Degree Name

M.A. in Elementary Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Molinari, Louis

Subject(s)

Mathematics--Study and teaching (Elementary); Sixth grade (Education)

Disciplines

Elementary Education and Teaching

Abstract

This study determined if teaching science and mathematics with an integrated approach would increase students' achievement. It also determined whether males or females achieved higher in science and mathematics when taught with the integrated approach. as compared to teaching the two disciplines separately. It determined whether the attitudes of the fourth grade students improved when mathematics and science were taught with an integrated approach.

The group participating in this study consisted of one fourth grade class. The total population of the study was sixteen fourth grade, heterogeneously grouped students. The class consisted of twelve female and four male students.

For one month, mathematics and science were taught as separate disciplines. For another month, mathematics and science were taught as an integrated unit. The mean scores were calculated each month. Each student was given an attitude survey to determine how they felt about mathematics and science.

An analysis of the data was completed in order to accept or reject the four stated hypotheses. t-Tests were performed to determine if any significant differences existed between the mean scores. After analyzing the results of these tests, it was found that there were no significant differences in achievement levels, but there were significant differences in student attitudes.

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