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ERIC Number: EJ867388
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1042-0541
Does a Math-Enhanced Curriculum and Instructional Approach Diminish Students' Attainment of Technical Skills? A Year-Long Experimental Study in Agricultural Power and Technology
Young, R. Brent; Edwards, M. Craig; Leising, James G.
Journal of Agricultural Education, v50 n1 p116-126 2009
The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the traditional APT curriculum and instruction. This study included teachers and students from 32 high schools in Oklahoma (16 experimental classrooms; 16 control classrooms). Students were enrolled in an APT course during the 2004-2005 school year. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study's null hypothesis. The measure of students' technical competence did not reveal results that held statistical significance and supported use of the experimental treatment. (Contains 2 tables and 1 figure.)
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma