Mixed Methods Study: Co-teaching & Cross-Curricular

Instructional Teaching MethodsMarisa Drogan, Kat Langling, Sean McKenna, Tim Paccione

Literature Review

Cross-Curricular Teaching ▪ Strategy that is used to teach a unit over several different content areas▪ Shown to improve higher order thinking skills, self-regulation, and problem solving

Co-Teaching▪ Creates collaboration between two teachers- can be a general education and special

education teacher▪ Allows teachers more opportunities to increase learning for students, especially when

used between two disciplines

STEM & STEAM▪ Inquiry based projects with a hands on approach to Science, Technology, Engineering,

Arts & Humanities, and Math▪ Focuses on real world situations in order to involve multiple disciplines

Research Questions and Hypothesis: Quantitative

Our quantitative data will come from a quasi-experimental research study, with the following research question:

RQ: Is there a difference in student performance across different instructional methods (Traditional versus Cross-Curricular versus Co-Teaching)?

Research Questions and Hypothesis: Quantitative

▪Ho: There is no difference in student performance across different instructional methods

▪H1: There is a difference in student performance across instructional methods with one of two factors having the largest effect (Co-Teaching and Cross-Curricular).

▪ IV: The type of instructional method administered (Traditional, Cross-Curricular, or Co-Teaching)

▪DVs: Student math, science, English, and social studies Regents scores, classroom assessment scores, and overall student GPAs

Research Design and Methods: Quantitative

Participants

▪ 240 11th grade math, science, English, and social studies students at three suburban high schools of equivalent socio-economic characteristics and academic reputations ▪3 SCHOOLS

▪80 STUDENTS IN EACH SCHOOL

▪20 STUDENTS IN EACH CLASS

Research Design and Methods: Quantitative

Participants

▪1st school (Control Group)- No intervention, traditional teaching methods across the 4 different disciplines

▪2nd school (1st Test Group)- Co-teaching instruction: ▪Math & Science through STEM▪English & Social Studies through Humanities

▪3rd school (2nd Test Group)- Cross-curricular instruction: 4 separate classrooms that share one core curriculum

GROUP 1 – Traditional Instruction (Control Group)

GROUP 2 – Co-Teaching (1st Test Group)

GROUP 3 – Cross-Curricular Instruction (2nd Test Group)

Data Collection

Pretest

▪ Beginning of the year – collect 10th grade math, science, english, and social studies Regents scores for all 240 students

▪ Previous years GPAs and summative assessment scores

Posttest

▪ End of the year- All groups will take the same summative assessment scored with the same rubric.

▪ 11th grade math, science, english, and social studies Regents exam scores.

ANOVA Data Table

Research Design and Methods: Qualitative

RQ: What are the students’ opinions of the instructional methods they observed within the study? (Traditional versus Cross-Curricular versus Co-Teaching)?

Participants: Same as Quantitative

Data Collection:

▪ Interviews with students and teachers during and after study

▪ Student questionnaires will be completed during the study

▪ Student focus groups

▪ Researchers’ observations and field notes

Expected Results

Quantitative:

▪ The second alternative hypothesis will be true, and the largest difference in student performance will be attributable to Co-Teaching instructional methods.

Qualitative:

▪ Co-Teaching methods used in the STEM and Humanities classes will result in the most positive opinions from students.

Limitations, Implications, and Further Research

Limitations:

▪ Lack of data breakdown by socio-economic status, gender, and race.

▪ High level of skill is required to analyze both quantitative and qualitative data sources concurrently.

Validity:

▪ Inability for true randomization of students, allowing for possible confounding variables

Further Research:

▪ Replication through an expanded study over various districts, for higher validity.

▪ Factoring in characteristics like gender, race, and socioeconomic status.

Conclusions

▪Alternative instructional methods of Cross-Curricular teaching and Co-Teaching make a difference in student performance and result in positive student receptions.

▪We hope to determine that these methods of instruction can lead to higher mean test scores and positive student opinions within the content areas of math, science, English, and social studies.