Student achievement in an integrated math/science curriculum and a math only curriculum

Blaine, Lloyd
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In today's academic setting, educators are encouraged to ignore objectives that are not tested on achievement tests. In the case of Texas elementary educators, science is often ignored because only math and reading are tested. I proposed that integrating the mathematics curriculum with science would increase achievement test scores.

Two groups of fifth graders were given a pre-test with a past version of the mathematics portion of the TAAS test. One group was exposed to a curriculum of mathematics and science while the other was exposed to a mathematics only curriculum. After six weeks of instruction, a post-test was given using the same instrument as the pre-test. A t-test showed no significant difference between the two classes, however, the scores of the experimental group did show a significant difference between the pre and posttest.

Science education, Mathematics education