Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford, Ph.D.
Committee Member
Dr. Alison Leonard
Committee Member
Dr. Jacquelynn Malloy
Committee Member
Dr. Carlos Sandoval
Abstract
Elementary science education is essential for fostering inquiry, critical thinking, and problem-solving, yet it is often reduced or deprioritized due to the pressures of high-stakes testing in reading and mathematics. Despite federal calls for a well-rounded education under the Every Student Succeeds Act (2015), instructional time for science remains limited in many schools, particularly in under-resourced and high-poverty contexts. This reduction of science instruction time exacerbates achievement gaps and limits student engagement and interest in STEM fields.
This planned experiment investigates whether Arts-Integrated science instruction can increase student engagement and improve academic achievement among fourth-grade students at Foothills Academy of the Arts, a rural magnet elementary school in South Carolina. Over the course of eight weeks, students experienced a rotational model of instruction that included Traditional science lessons (no arts), Arts-Enhanced lessons (utilizing an art activity), and fully Arts-Integrated lessons (visual and performing arts standards were intentionally taught alongside science standards). A mixed-methods approach was used to evaluate outcomes, including science assessment data from the Savvas curriculum, student engagement surveys, and teacher fidelity surveys.
Findings revealed that arts-based instructional approaches enhanced student engagement. Quantitative results indicated a statistically significant difference in student achievement across instructional types, with the highest mean scores observed in the Arts-Enhanced condition. The Arts-Integrated model also outperformed the Traditional model, suggesting that incorporating the arts can support conceptual understanding even when lessons require dual content mastery. Students consistently rated arts-based lessons as more enjoyable and reported greater motivation to participate in science.
Qualitative data from teacher reflections and classroom observations reinforced these trends, with educators noting increased enthusiasm, participation, and confidence among students, particularly those from historically marginalized groups. The use of a Plan-Do-Study-Act (PDSA) framework enabled iterative instructional refinement and contributed to increasing teacher confidence through co-teaching, coaching, and collaborative planning.
Overall, this study supports Arts-Integration or Arts-Enhancement as a viable strategy for enhancing engagement and academic performance in elementary science, particularly in high-poverty rural schools. It contributes to a growing body of research emphasizing creative, student-centered instruction as a pathway to equity and deeper learning.
Recommended Citation
DuPre, Fonda G., "Engaging Minds: Assessing the Impact of Arts-Integration on Science Achievement and Engagement Using Planned Experimentation" (2025). All Dissertations. 3991.
https://open.clemson.edu/all_dissertations/3991
Included in
Art Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Gender Equity in Education Commons, Gifted Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons