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 Programs
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.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/1413 |
| Date | 17 February 2005 |
| Creators | Trevino-Anderson, Monika Raquel |
| Contributors | Wingenbach, Gary J., Lindner, James R. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Thesis, text |
| Format | 983171 bytes, electronic, application/pdf, born digital |
Page generated in 0.0061 seconds