Thematic Teaching V.S. Textbook Approach: Effect on Motivation and Learning of Elementary Students
Location
Moody
Proposal Track
Practice Report
Session Format
Presentation
Abstract
The purpose of this study is to investigate the effects of thematic teaching method versus subject-based textbook approach on student motivation and achievement of third grade students. This action research project was conducted using mixed methods in a third-grade classroom. Over a period of six weeks, all 18 students in the class were taught using the thematic method integrating reading and math around a literature unit for three weeks, and then using the school-adopted textbooks for reading and math for three weeks. The students were observed, pre- and post-tested in reading and math, and surveyed to determine the effects of thematic teaching and textbook approach on their motivation, engagement, and achievement in reading and math. These students were assessed using the same standards for reading and math and the results were compared. The results indicate that student motivation increased when using the thematic method versus the textbook approach and that the number of students that scored a seventy percent or higher in reading and math also increased. It suggests that the thematic method is more effective than the textbook approach and that educators should teach using the thematic method in order to increase student motivation, engagement, and achievement.
Keywords
Thematic Teaching, Motivation, Academic Achievement, Elementary School
Recommended Citation
Feng, Jay and Kuykendall, Brandi, "Thematic Teaching V.S. Textbook Approach: Effect on Motivation and Learning of Elementary Students" (2016). Georgia Educational Research Association Conference. 48.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/48
Thematic Teaching V.S. Textbook Approach: Effect on Motivation and Learning of Elementary Students
Moody
The purpose of this study is to investigate the effects of thematic teaching method versus subject-based textbook approach on student motivation and achievement of third grade students. This action research project was conducted using mixed methods in a third-grade classroom. Over a period of six weeks, all 18 students in the class were taught using the thematic method integrating reading and math around a literature unit for three weeks, and then using the school-adopted textbooks for reading and math for three weeks. The students were observed, pre- and post-tested in reading and math, and surveyed to determine the effects of thematic teaching and textbook approach on their motivation, engagement, and achievement in reading and math. These students were assessed using the same standards for reading and math and the results were compared. The results indicate that student motivation increased when using the thematic method versus the textbook approach and that the number of students that scored a seventy percent or higher in reading and math also increased. It suggests that the thematic method is more effective than the textbook approach and that educators should teach using the thematic method in order to increase student motivation, engagement, and achievement.