A comparative study on academic gains between students in second grade through sixth grade before and after curriculum mapping
Abstract
The purpose of this study was to determine if second through sixth grade achievement test scores in reading, language, mathematics, science, and social studies showed improvement following curriculum mapping. The study was conducted over a two-year interval: one before curriculum mapping and one after curriculum mapping. Students with curriculum mapping scored higher than the same students without curriculum mapping. Comparing second graders without curriculum mapping to the same students in third grade with curriculum mapping, statistically significant differences at the .05 level existed in reading, mathematics, and social studies. Comparing third graders without curriculum mapping to the same students in fourth grade with curriculum mapping, statistically significant differences at the .05 level existed in reading, mathematics, science, and social studies. Comparing fourth graders without curriculum mapping to the same students in fifth grade with curriculum mapping, statistically significant differences at the .05 level existed in reading, language, mathematics, science, and social studies. Comparing fifth graders without curriculum mapping to the same students in sixth grade with curriculum mapping, a statistically significant difference at the .05 level existed in mathematics. Because students scored higher in every subject after curriculum mapping, it was concluded that curriculum mapping had a positive impact on achievement test scores. Based on these findings, more teachers, schools, school systems, and state departments of education should use curriculum mapping as a way to improve students' achievement test scores. It was recommended that (a) in-service training be provided for teachers to implement curriculum mapping, (b) in-service training be provided for teachers to interpret achievement test scores, (c) curriculum mapping specialists be provided to help schools align curriculum with instruction and state standards, (d) stipends be paid to teachers for time spent constructing curriculum maps, (e) substitute teachers be provided to allow teachers time to analyze and evaluate curriculum maps, (f) spiraling of curriculum from kindergarten through twelfth grade be ongoing, (g) teachers be trained in the technology skills necessary to construct curriculum maps, (h) teacher training programs include instruction in curriculum mapping, and (i) future considerations be given to replicating this study in urban and rural areas outside Tennessee.
Subject Area
Educational administration|Curriculum development
Recommended Citation
Donna Jean Shanks,
"A comparative study on academic gains between students in second grade through sixth grade before and after curriculum mapping"
(2002).
ETD Collection for Tennessee State University.
Paper AAI3061779.
https://digitalscholarship.tnstate.edu/dissertations/AAI3061779