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ERIC Number: EJ1122289
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-0541
A Comparison of Student Engaged Time in Agriculture Instruction
Witt, Phillip A.; Ulmer, Jonathan D.; Burris, Scott; Brashears, Todd; Burley, Hansel
Journal of Agricultural Education, v55 n2 p16-32 2014
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.
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 - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A