Examining How Experiential Learning Impacts Performance in an Introductory Animal Science Course
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| Title: | Examining How Experiential Learning Impacts Performance in an Introductory Animal Science Course |
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| Language: | English |
| Authors: | James Scott, Eric Rubenstein, J. A. Scott, J. J. McDonald, T. Dean Pringle |
| Source: | NACTA Journal. 2023 67:201-209. |
| Availability: | North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Experiential Learning, Animal Husbandry, Introductory Courses, Academic Achievement, College Students, Student Evaluation, Summative Evaluation, Learning Activities |
| Geographic Terms: | Georgia |
| ISSN: | 0149-4910 |
| Abstract: | The use of experiential learning in agricultural courses within postsecondary institutions has become increasingly important as educators seek to provide students with a meaningful education increasing knowledge retention and success. Hands-on, experiential learning activities within animal sciences have previously been used to provide students with experiences that increase performance in courses and overall knowledge and skill development. Therefore, this study aimed to examine the influence that experiential learning laboratory lessons had on students enrolled in an introduction to animal science lecture course at the University of Georgia. Researchers used a quasi-experimental study, placing students in either an experiential learning or review group to determine if students who learned through experiential learning lessons retained more content knowledge than those who did not. Summative assessment scores were used to examine overall and content-related performance between the groups. Although there was no statistical significance between the groups, researchers determined that students in experiential learning activities performed slightly above or equal to those who received only review. Researchers identified recommendations for future studies, which include replicating the study with modifications and repeating the study with two introductory courses simultaneously. Additionally, researchers recommended practitioners use experiential learning to complement traditional lectures and to increase knowledge and practical skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450183 |
| Database: | ERIC |
| Abstract: | The use of experiential learning in agricultural courses within postsecondary institutions has become increasingly important as educators seek to provide students with a meaningful education increasing knowledge retention and success. Hands-on, experiential learning activities within animal sciences have previously been used to provide students with experiences that increase performance in courses and overall knowledge and skill development. Therefore, this study aimed to examine the influence that experiential learning laboratory lessons had on students enrolled in an introduction to animal science lecture course at the University of Georgia. Researchers used a quasi-experimental study, placing students in either an experiential learning or review group to determine if students who learned through experiential learning lessons retained more content knowledge than those who did not. Summative assessment scores were used to examine overall and content-related performance between the groups. Although there was no statistical significance between the groups, researchers determined that students in experiential learning activities performed slightly above or equal to those who received only review. Researchers identified recommendations for future studies, which include replicating the study with modifications and repeating the study with two introductory courses simultaneously. Additionally, researchers recommended practitioners use experiential learning to complement traditional lectures and to increase knowledge and practical skills. |
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| ISSN: | 0149-4910 |
