dc.contributor.author	Wynn, Rheanolia M.
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2023-07-10T13:39:22Z
dc.date.available	2023-07-10T13:39:22Z
dc.date.issued	2023-06-09
dc.identifier.other	736dcf00-63b7-491a-851f-1ab9f8c2ffce	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6779
dc.description.abstract	The purpose of this explanatory sequential mixed-methods study was to assess the impact of the STEM integration program on third through fifth grade students’ achievement scores in mathematics and science in an urban northeastern Georgia school district. In Phase 1, a quantitative research design was used to examine and compare student achievement among third, fourth, and fifth grade students. Statistical t tests were performed to determine if there were any significant differences between the students’ achievement data who were taught with the integrated STEM program (i.e., experimental group) and their counterparts who were taught with a traditional mathematics and science curriculum (i.e., comparison / control group). Phase two encompassed the employment of qualitative research measures to provide clear and logical explanations regarding the instructional practices utilized to teach mathematics and science curriculum content to third, fourth, and fifth grade students. The qualitative research design included online questionnaires and interviews administered to four focus groups that constituted instructional liaisons and teachers from STEM and non-STEM elementary schools. Descriptive statistical data collected during the qualitative component of the research provided comprehensive and graphic rationales and justifications for the outcomes and deductions established during this investigation. There was one overarching research question and six hypotheses that were tested to determine the impact of the STEM integration program on third through fifth grade students’ achievement in mathematics and science. This study concluded with the findings, implications for practice, and recommendations for further research.	en_US
dc.format.extent	1 electronic record (.pdf). 144 pages. 1296247 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Educational leadership	en_US
dc.subject	Elementary education	en_US
dc.subject	Science education	en_US
dc.subject	Education, Elementary	en_US
dc.subject	Science--Study and teaching	en_US
dc.subject	Mathematics--Study and teaching	en_US
dc.subject	Engineering--Study and teaching	en_US
dc.subject	Technology--Study and teaching	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.title	The Impact of Science, Technology, Engineering, and Mathematics (STEM) Integration on Third, Fourth, and Fifth Graders’ Mathematics and Science Achievement	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Downey, Steven E
dc.description.advisor	Pate, James L.
dc.description.committee	Siegrist, Gerald R
dc.description.committee	Leech, Donald W
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US