Fifth-grade students taught mathematics with fine art integration achieved significantly higher scores on all four mathematics tests than students taught traditionally¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group achieved significantly better results than the control group on tests of equations, inequations, powers and perimeter (Wilks' Lambda = 0.657, F = 26.70, p < 0.0005). → Brezovnik 2015 q2 i? Between-subject tests showed a statistically significant effect of fine art integration on each topic separately, with F values from 22.30 (Perimeter) to 55.89 (Powers), all p < 0.0005. → Brezovnik 2015 (2)

Evidence¶

Brezovnik 2015¶

Brezovnik, A. (2015). The Benefits of Fine Art Integration into Mathematics in Primary School. c e p s Journal, 5(3). https://eric.ed.gov/?id=EJ1128967

q2 · i? · causal · r1

A non-probability pedagogical experiment with 210 Slovenian fifth-graders (105 control, 105 experimental) taught four topics simultaneously; four tests scored 0–12. The multivariate test showed a statistically significant difference in academic achievements, with the experimental group higher on all four tests.

"The multivariate test shows that we obtained a statistically significant difference in academic achievements, F (4.205) = 26.70, p < 0.0005; Wilk’s Λ = 0.657."

Brezovnik 2015 (2)¶

Brezovnik, A. (2015). The Benefits of Fine Art Integration into Mathematics in Primary School. c e p s Journal, 5(3). https://eric.ed.gov/?id=EJ1128967

q2 · i? · causal · r1

Tests of between-subject effects in the same pedagogical experiment show the integration of fine art had a statistically significant effect on every topic, with the largest F for Powers (55.89) and the smallest for Perimeter (22.30).

"From Table 9 we can see that the integration of fine art into mathematics has a statistically significant effect on all of the research topics: Equations (F (1. 208) = 45.73; p < 0.0005), Inequations (F (1. 208) = 55.37; p < 0.0005), Powers (F (1. 208) = 55.89; p < 0.0005), Perimeter (F (1. 208) = 22.30; p < 0.0005)."

Discussion¶

Related Claims¶

• The benefit of fine art integration was greatest for Powers and smallest for Perimeter, a topic the authors note is already visual by nature — related
• Students successful in fine art (previous-year mark of 5) who received art-integrated mathematics instruction outperformed equally successful fine art students taught traditionally on all four tests — a narrower finding that bears on this claim
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