Trevino-Anderson, Monika Raquel (2004-12). Mastery of sixth grade TEKS objectives through integrated learning. Master's Thesis. Thesis uri icon

abstract

  • The purpose of this study was to assess learning in sixth grade students? by gain scores in science and mathematics while participating in the integrative curriculum modules developed by the Partnership for Environmental Education and Rural Health (PEER) Program. The PEER Program is a collaboration between the College of Education and Applied Sciences, and the College of Veterinary Medicine at Texas A&M University. Two Integrated Curricular Modules provided the experimental treatment in this study. The alliance of the PEER Program and Texas A&M University has developed a middle school integrated curriculum based on sixth grade mathematics, science, English, reading and social studies TEKS (Texas Essential Knowledge and Skills)-based objectives. This multimedia curriculum incorporates the five disciplines into an adventure narrative featuring characters similar in dynamics to its targeted population, with problem-solving activities aimed to spark learning interests of students and emphasize skill development. Integrated learning allows students an alternative method to traditional or conventional ways of learning by conceptualizing the subject matter into more than one medium. Selected students who participated in this study were pre-tested with Texas Assessment of Knowledge and Skills (TAKS)-related instrumentation based on TEKS objectives. Their scores were recorded and some students were then selected to participate as the treatment group where they were taught the PEER Program?s integrated curriculum, patterned to correspond to TEKS? objectives. Post-tests were administered to both groups, and gain scores were collected to evaluate and determine if there was evidence that the PEER Program was successful in improving the mastery of the TEKS objectives in mathematics and science. Results varied in this study with findings that supported the notions that the integrated PEER experimental modules had a positive, negative, and no effect on the experimental populations compared to the control, or untreated population. It is inconclusive to whether the integrated modules were effective in raising and improving test scores based on the preparatory curriculum. Inconsistencies in the results from this study imply that further research is needed.
  • The purpose of this study was to assess learning in sixth grade students? by gain

    scores in science and mathematics while participating in the integrative curriculum

    modules developed by the Partnership for Environmental Education and Rural Health

    (PEER) Program. The PEER Program is a collaboration between the College of

    Education and Applied Sciences, and the College of Veterinary Medicine at Texas A&M

    University.

    Two Integrated Curricular Modules provided the experimental treatment in this

    study. The alliance of the PEER Program and Texas A&M University has developed a

    middle school integrated curriculum based on sixth grade mathematics, science, English,

    reading and social studies TEKS (Texas Essential Knowledge and Skills)-based

    objectives. This multimedia curriculum incorporates the five disciplines into an

    adventure narrative featuring characters similar in dynamics to its targeted population,

    with problem-solving activities aimed to spark learning interests of students and

    emphasize skill development.

    Integrated learning allows students an alternative method to traditional or

    conventional ways of learning by conceptualizing the subject matter into more than one

    medium. Selected students who participated in this study were pre-tested with Texas

    Assessment of Knowledge and Skills (TAKS)-related instrumentation based on TEKS

    objectives. Their scores were recorded and some students were then selected to

    participate as the treatment group where they were taught the PEER Program?s

    integrated curriculum, patterned to correspond to TEKS? objectives. Post-tests were

    administered to both groups, and gain scores were collected to evaluate and determine if

    there was evidence that the PEER Program was successful in improving the mastery of

    the TEKS objectives in mathematics and science.

    Results varied in this study with findings that supported the notions that the

    integrated PEER experimental modules had a positive, negative, and no effect on the

    experimental populations compared to the control, or untreated population. It is

    inconclusive to whether the integrated modules were effective in raising and improving

    test scores based on the preparatory curriculum. Inconsistencies in the results from this

    study imply that further research is needed.

publication date

  • December 2004