A Comparison Between a Trade Book and Textbook Instructional Approach in a Multiage Elementary Social Studies Class

Abstract

The purpose of this study was to determine the effectiveness of using trade books in a multiage social studies class on students' ability to answer targeted higher level questions. The subjects were 23 students made up of third, fourth, and fifth graders in a multiage classroom. The students were taught a 3-week unit on Native Americans using the provided social studies textbook from the school district. When they were completed with the unit they were given a.5-question essay test that consisted of targeted higher level questions about that unit that the district provided. Upon completion of this unit the students were then taught a 3-week unit on the American Revolution using only trade books as references. These books consisted of both fiction and non-fiction. Once again, at the end of the unit the students took the same test but the questions this time revolved around the American Revolution. At the end of the two units the researcher examined the students' test scores and found that there was a statistically significant gain in comprehension in the unit taught with trade books.