An analysis of the relationship of a process approach to science teaching and mathematics achievement scores of fourth-grade students

Purpose. This study was designed to ascertain whether students who studied a process approach science program scored significantly higher on mathematics achievement as measured by the Iowa Tests of Basic Skills than students who studied a non-process approach science program. Procedures. The sample in the study included students in 84 fourth-grade classrooms. The classrooms were chosen from two school districts in the Houston area. Half of the sample was from a school district where science is taught using a process approach, and the other half was from a school district where science is taught using a nonprocess approach. The Iowa Tests of Basic Skills mean mathematics scores were compared. A factorial analysis of variance (ANOVA) was utilized to test for a significant difference between mathematics mean scores for both school districts. [...]