The purpose of the quantitative, correlational study was to determine whether there was a statistically significant correlation between English Language Arts (ELA) assessment and science assessment among 7th grade students in southcentral Kansas in the Midwestern United States. Piaget’s theory of constructivism grounded this study. The study sample consisted of 382 paired data points from 7th grade students, in four school districts, who completed both ELA and science assessments in the years 2011, 2013, and 2015. Spearman’s correlation was used to analyze the data. The first research question showed a statistically significant positive relationship between ELA assessment scores and science assessment scores in 2011, rs (121) =.728, p < .001 The second research question showed a statistically significant positive relationship between ELA assessment scores and science assessment scores in 2013, rs (134) = .682, p < .001. The third research question showed a statistically significant positive relationship between ELA assessment scores and science assessment scores in 2015, rs (118) =.613, p < .001. This study provided additional information for educators and administrators to use when preparing lessons and activities that may enhance student success on assessments.
|Commitee:||Steele-Moses, Susan, Kimball, Dale|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Educational evaluation|
|Keywords:||Constructivism, Correlational, English Language Arts Assessment, Science assessment, Statistically significant|
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