A Study of the Effects of Thinking Maps on the Achievement of Students in Middle Grades Science
type: CreativeWork
description: The purpose of this study was to determine if the usage of Thinking Maps® influenced the achievement scores of middle grades students in science on the Georgia Criterion-Referenced Competency Tests (CRCT) over a period of two years. Science test scores for the 2012-2013 and 2013-2014 school years were analyzed by grade level and usage in SPSS and SAS, and after transformations were completed, non-parametric ANOVAs were conducted based on non-normal distributions. Science teachers were surveyed regarding their perceptions and usage of Thinking Maps®. The scores and surveys were then analyzed for simultaneous effects. The results of the study for the 2012-2013 data indicated grade level was significant and did influence a variation in scores, with seventh grade having a greater frequency of scores above 850. Usage of Thinking Maps® was not significant and did not influence a variation in scores. Friedman’s non-parametric ANOVA showed 9.11% of the variance in scores was influenced by grade level and usage. The 2013-2014 data indicated grade level was significant and did influence a variation in scores, with seventh grade having a greater frequency of scores above 825. Usage of Thinking Maps® was significant and did influence a variation in scores. Friedman’s non-parametric ANOVA revealed 23.2% of the variance in scores was influenced by grade level and usage. An interaction effect for either year could not be determined because of non-normal distributions and sample origination differences. Therefore, a comparison of means for grade level and usage was conducted. Teachers who used Thinking Maps® had higher mean scores than those who did not. Based on the findings, it may be concluded there appears to be a relationship between the perceptions of teachers and consistent usage of Thinking Maps® in middle grades science and the increase in achievement score means of the students who used them regularly and with fidelity.
abstract: The purpose of this study was to determine if the usage of Thinking Maps® influenced the achievement scores of middle grades students in science on the Georgia Criterion-Referenced Competency Tests (CRCT) over a period of two years. Science test scores for the 2012-2013 and 2013-2014 school years were analyzed by grade level and usage in SPSS and SAS, and after transformations were completed, non-parametric ANOVAs were conducted based on non-normal distributions. Science teachers were surveyed regarding their perceptions and usage of Thinking Maps®. The scores and surveys were then analyzed for simultaneous effects. The results of the study for the 2012-2013 data indicated grade level was significant and did influence a variation in scores, with seventh grade having a greater frequency of scores above 850. Usage of Thinking Maps® was not significant and did not influence a variation in scores. Friedman’s non-parametric ANOVA showed 9.11% of the variance in scores was influenced by grade level and usage. The 2013-2014 data indicated grade level was significant and did influence a variation in scores, with seventh grade having a greater frequency of scores above 825. Usage of Thinking Maps® was significant and did influence a variation in scores. Friedman’s non-parametric ANOVA revealed 23.2% of the variance in scores was influenced by grade level and usage. An interaction effect for either year could not be determined because of non-normal distributions and sample origination differences. Therefore, a comparison of means for grade level and usage was conducted. Teachers who used Thinking Maps® had higher mean scores than those who did not. Based on the findings, it may be concluded there appears to be a relationship between the perceptions of teachers and consistent usage of Thinking Maps® in middle grades science and the increase in achievement score means of the students who used them regularly and with fidelity.
author: Hughes Akin, Lynn B
language: English
keywords: Georgia Criterion-Referenced Competency Tests (CRCT), Grade Level, Thinking Maps, Middle Grades, Science, Curriculum and Instruction, Educational Assessment, Evaluation, and Research, Educational Leadership, Science and Mathematics Education, Secondary Education
date published: 2017-07-01T07:00:00Z
date modified: 2026-07-24T01:45:29Z
provider: Columbus State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Columbus State University