The Effects Of Integrated Arts On Spelling Achievement
Date of Graduation
Master of Music
The purpose of this study was to examine the effect of an integrated arts teaching style on students' spelling achievement. Subjects (N=63) were students in two third grade classes and two fourth grade classes placed into four pre-existing groups by the school district. Two control groups were taught a spelling lesson by their classroom teacher using a traditional teaching style and two experimental groups were taught the same lesson by the researcher, using an integrated arts approach. A pre-test, post-test design compared the mean scores for each group. Results indicated only marginal positive gains (p>.05) in favor of the integrated arts teaching style.
© Billie Miller
Miller, Billie, "The Effects Of Integrated Arts On Spelling Achievement" (2002). MSU Graduate Theses. 2657.