Degree Date

9-2020

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Stephanie Shames

Second Advisor

Dr. Christie McMullen

Abstract

In an ever-changing world, scientific advancement and innovation are critical in maintaining national security, economic competitiveness, and quality of life for our global society. Science, technology, engineering, and mathematics (STEM) education has been a priority within educational reforms for well over a decade. The purpose of this study is to determine the impact of integrated STEM education on student achievement results in English language arts, mathematics, and science. The single overarching question of this program evaluation is: Does integrated STEM education impact the achievement outcomes in reading, mathematics, and science for students in fourth and fifth grades? Related research questions include: What is integrated STEM education? How do achievement measures of students within STEM elementary classrooms compare to students in non-STEM elementary classrooms?

The context of this inquiry is a mid-sized public school district offering integrated STEM education at their STEM magnet schools. My study demonstrates statistically significant outcomes in student achievement results in fifth grade English language arts, mathematics, and science scores. Students receiving the variable of integrated STEM instruction were more successful than their peers who did not receive integrated STEM instruction. Based on these findings, integrated STEM education can be utilized as a pedagogical approach in English language arts, mathematics, and science. In order to maximize student achievement results, the data showed 1) the need for common understanding of integrated STEM education; 2) the need for high-quality STEM professional development for all teachers and administrators; and, 3) the need for equitable integrated STEM opportunities for all students.

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