NotesFAQContact Us
Search Tips
ERIC Number: ED554260
Record Type: Non-Journal
Publication Date: 2013
Pages: 76
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5879-7
The Effects of an Integrated S.T.E.M. Curriculum in Fourth Grade Students' Mathematics Achievement and Attitudes
Thomas, Mary Eloise
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
Mathematical achievement and interest has declined in the United States as evidenced through national and international assessments. Students were not entering mathematics and science-related fields, even though these fields were the fastest growing industries worldwide. This study examined the effects an integrated Science, Technology, Engineering, and Mathematical (S.T.E.M.) curriculum in its first year had on fourth grade students' mathematics achievement and attitudes toward mathematics. The sample for the achievement variable consisted of 1,754 fourth grade students; 70 fourth grade students served as the sample for the attitude variable. The researcher collected two sets of quantitative data: third and fourth grade mathematics Tennessee Comprehensive Achievement Program scores and pre- and posttest Likert attitude scales. The results were mixed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A