Case for integrated teaching strategies: Does it stand up to the test?

Abstract

This study is an experimental research study that looked at whether an integrated approach to teaching U.S. history can help raise student test scores. Twenty-one 8th graders were the focus of the study over the course of a month. Students were exposed to two units of study; one a non-integrated unit based upon the required textbook, and another integrated unit that used non-traditional methods of teaching and included the arts, language arts, science, and math. After each unit students were tested and given a questionnaire to complete. The test scores and questionnaire were used to establish whether there was any change in test scores and student attitudes between the two differing units of study. Based upon the data collected, there was a slight difference between the two units of study. Students scored slightly higher on the integrated test than they did on the non-integrated test. There was a 9% increase in students' overall test scores when comparing the two unit tests. Although statistically small, this increase does warrant future study. In conclusion, the researcher would like to replicate this study on a wider scale to find further evidence for the findings in this study.