A Comparison of Student Engaged Time in Agriculture Instruction
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| Title: | A Comparison of Student Engaged Time in Agriculture Instruction |
|---|---|
| Language: | English |
| Authors: | Witt, Phillip A., Ulmer, Jonathan D., Burris, Scott, Brashears, Todd, Burley, Hansel |
| Source: | Journal of Agricultural Education. 2014 55(2):16-32. |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Agricultural Education, Comparative Analysis, Learner Engagement, Time Factors (Learning), Active Learning, Inquiry, Secondary School Teachers, Quasiexperimental Design, Control Groups, Experimental Groups, Classroom Observation Techniques, Animal Husbandry, Video Technology, Hypothesis Testing, Student Behavior, Protocol Analysis, Intermode Differences, Secondary School Students |
| ISSN: | 1042-0541 |
| Abstract: | Teacher and student behaviors in the classroom have been linked to student achievement. The hands-on, real world experiences which students are offered through career and technical education courses provide an opportunity for agricultural education to make contributions to student achievement. The purpose of this study was to compare engaged time during traditional instruction and during the instruction of an inquiry based curriculum (CASE [Curriculum for Agricultural Science Education]). The target population for this study consisted of students enrolled in animal science courses taught by secondary agriculture teachers. The study employed a quasi-experimental, static-group comparison design. Nine CASE certified teachers represented the treatment group, which were matched with nine traditional agriculture teachers on selected criteria. Student engagement was measured using the Behavioral Observation of Students in Schools. Matched pairs t-tests were used to compare the CASE group and the traditional group on student engagement. Students in the CASE group were found to spend significantly more time actively engaged than those in traditional agriculture courses. From the findings it was concluded that the CASE curriculum and professional development can impact the active engagement of students in the classroom and potentially affect student achievement. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2016 |
| Accession Number: | EJ1122289 |
| Database: | ERIC |
| Abstract: | Teacher and student behaviors in the classroom have been linked to student achievement. The hands-on, real world experiences which students are offered through career and technical education courses provide an opportunity for agricultural education to make contributions to student achievement. The purpose of this study was to compare engaged time during traditional instruction and during the instruction of an inquiry based curriculum (CASE [Curriculum for Agricultural Science Education]). The target population for this study consisted of students enrolled in animal science courses taught by secondary agriculture teachers. The study employed a quasi-experimental, static-group comparison design. Nine CASE certified teachers represented the treatment group, which were matched with nine traditional agriculture teachers on selected criteria. Student engagement was measured using the Behavioral Observation of Students in Schools. Matched pairs t-tests were used to compare the CASE group and the traditional group on student engagement. Students in the CASE group were found to spend significantly more time actively engaged than those in traditional agriculture courses. From the findings it was concluded that the CASE curriculum and professional development can impact the active engagement of students in the classroom and potentially affect student achievement. |
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| ISSN: | 1042-0541 |
