A Study of the Effects of Thinking Maps on the Achievement of Students in Middle Grades Science
Date of Award
Doctor of Education
Counseling, Foundations & Leadership
The purpose of this study was to determine if the usage of Thinking Maps® influenced the achievement scores of middle grades students in science on the Georgia Criterion-Referenced Competency Tests (CRCT) over a period of two years. Science test scores for the 2012-2013 and 2013-2014 school years were analyzed by grade level and usage in SPSS and SAS, and after transformations were completed, non-parametric ANOVAs were conducted based on non-normal distributions. Science teachers were surveyed regarding their perceptions and usage of Thinking Maps®. The scores and surveys were then analyzed for simultaneous effects.
The results of the study for the 2012-2013 data indicated grade level was significant and did influence a variation in scores, with seventh grade having a greater frequency of scores above 850. Usage of Thinking Maps® was not significant and did not influence a variation in scores. Friedman’s non-parametric ANOVA showed 9.11% of the variance in scores was influenced by grade level and usage. The 2013-2014 data indicated grade level was significant and did influence a variation in scores, with seventh grade having a greater frequency of scores above 825. Usage of Thinking Maps® was significant and did influence a variation in scores. Friedman’s non-parametric ANOVA revealed 23.2% of the variance in scores was influenced by grade level and usage. An interaction effect for either year could not be determined because of non-normal distributions and sample origination differences. Therefore, a comparison of means for grade level and usage was conducted. Teachers who used Thinking Maps® had higher mean scores than those who did not. Based on the findings, it may be concluded there appears to be a relationship between the perceptions of teachers and consistent usage of Thinking Maps® in middle grades science and the increase in achievement score means of the students who used them regularly and with fidelity.
Hughes Akin, Lynn B., "A Study of the Effects of Thinking Maps on the Achievement of Students in Middle Grades Science" (2017). Theses and Dissertations. 255.