ERIC Number: EJ1132512
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: N/A
Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?
Pierce, Kristin B.; Hernandez, Victor M.
Career and Technical Education Research, v39 n3 p213-229 Apr 2015
A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group consisted of students in all other non-integrated sections of the 13 introductory courses. After a 26-week intervention, 9 and 10 grade student state reading and mathematics test scores were analyzed to determine if the mean change in post-test scores was greater in the treatment group than the mean change in scores in the control group. Quantitative analysis revealed that the integrated CTE courses were statistically significant in improving reading treatment group scores, but not statistically significant in improving mathematics treatment group scores.
Descriptors: Vocational Education, Reading Skills, Mathematics Skills, Quasiexperimental Design, Teaching Methods, Teaching Models, Integrated Activities, Competency Based Education, State Standards, Introductory Courses, Control Groups, Experimental Groups, Intervention, Grade 9, Grade 10, Pretests Posttests, Achievement Gains, Statistical Analysis, Scores, Statistical Significance, Student Improvement
Association for Career and Technical Education Research. Web site: http://www.public.iastate.edu/~laanan/actermain/publications.shtml
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools; Grade 10
Authoring Institution: N/A