Title page for ETD etd-81197-155529


Type of Document Dissertation
Author Childress, Vincent William
Author's Email Address childres@vt.edu
URN etd-81197-155529
Title The Effects of Technology Education, Science, and Mathematics Integration Upon Eighth Grader's Technological Problem-Solving Ability
Degree PhD
Department Vocational and Technical Education
Advisory Committee
Advisor Name Title
Dugger, William E. Jr.
Eyada, Osama K.
Krutchkoff, Richard G.
Sanders, Mark E.
LaPorte, James E. Committee Chair
Keywords
  • None Provided
Date of Defense 1994-07-01
Availability unrestricted
Abstract
This study investigated the effects of technology education, science, and mathematics (TSM) curriculum

integration on the technological problem-solving ability of eighth grade technology education students. The

researcher used a quasi-experimental, nonequivalent control group design to compare the performance of

students receiving correlated TSM integration to those not receiving integration in an adapted Technology,

Science, Mathematics Integration Project Activity (LaPorte & Sanders, 1993).

The students were to design, construct, and evaluate wind collectors to generate electricity. The collectors

were mounted on a generator for the pretest and posttest measurements. The measure for treatment effect

was the output wattage of the generator for each student's wind collector. The samples were drawn from

middle schools that had two technology education teachers in the same school, each teaching eighth graders.

The pilot study sample (N = 51) was selected from a middle school in rural south-central Virginia. The study

sample (N = 33) was selected from a middle school in a suburb of Richmond, Virginia.

Treatment group technology education teachers employed echnological problem solving, and they correlated

instruction of key concepts with science and mathematics teachers using the adapted TSM Integration

Activity. The control group technology education teachers did not correlate instruction with science and

mathematics teachers.

There was no significant difference between the treatment and control groups for technological problem

solving. Evidence suggested that students were applying science and mathematics concepts. The researcher

concluded that TSM curriculum integration may promote the application of science and mathematics

concepts to technological problem solving and does not hinder the technological problem-solving ability of

eighth technology education students.

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