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 |
|---|---|
| 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 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1450183 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining How Experiential Learning Impacts Performance in an Introductory Animal Science Course – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22James+Scott%22">James Scott</searchLink><br /><searchLink fieldCode="AR" term="%22Eric+Rubenstein%22">Eric Rubenstein</searchLink><br /><searchLink fieldCode="AR" term="%22J%2E+A%2E+Scott%22">J. A. Scott</searchLink><br /><searchLink fieldCode="AR" term="%22J%2E+J%2E+McDonald%22">J. J. McDonald</searchLink><br /><searchLink fieldCode="AR" term="%22T%2E+Dean+Pringle%22">T. Dean Pringle</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22NACTA+Journal%22"><i>NACTA Journal</i></searchLink>. 2023 67:201-209. – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Animal+Husbandry%22">Animal Husbandry</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0149-4910 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1450183 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 201 Subjects: – SubjectFull: Experiential Learning Type: general – SubjectFull: Animal Husbandry Type: general – SubjectFull: Introductory Courses Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: College Students Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Summative Evaluation Type: general – SubjectFull: Learning Activities Type: general – SubjectFull: Georgia Type: general Titles: – TitleFull: Examining How Experiential Learning Impacts Performance in an Introductory Animal Science Course Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: James Scott – PersonEntity: Name: NameFull: Eric Rubenstein – PersonEntity: Name: NameFull: J. A. Scott – PersonEntity: Name: NameFull: J. J. McDonald – PersonEntity: Name: NameFull: T. Dean Pringle IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 0149-4910 Numbering: – Type: volume Value: 67 Titles: – TitleFull: NACTA Journal Type: main |
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