A Study of the Effects of Thinking Maps on the Achievement of Students in Middle Grades Science

<p>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.</p> <p>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.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2017

Author dc:creator

• Hughes Akin, Lynn B

Contributors dc:contributor

• Dr. Deirdre Greer
• Dr. Sonny Waller
• Dr. Joseph Jones

• 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

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/255

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1257