Assessing Knowledge Acquisition Through Lecture and Cooperative Learning: Traditional and Non-traditional Secondary Students in Agriculture

<p>Currently, students entering secondary agricultural education programs have less knowledge and hands-on experience about agriculture than previous generations. Agricultural educators are challenged to vary teaching practices to meet student needs. The purpose of this study was to determine if there is a difference in knowledge acquisition between students enrolled in secondary agricultural education classes taught by cooperative learning and lecture instruction. Additionally, this study explored the knowledge acquisition of traditional and non-traditional secondary agricultural education students and perceptions of instructional methods presented. Eight schools participated in the study. No significant difference was seen in test scores between methods of instruction, but a significant difference was noted between traditional and non-traditional students. Overall, students preferred the lecture based instruction. The study found that both methods of instruction improved knowledge acquisition. The study also found that traditional students had a higher gain in knowledge acquisition than non-traditional students.</p>

Name thesis:degree_name

Master of Science in Agricultural & Extension Education (MS)

Level thesis:degree_level

Thesis

Year dc:date.available

2012

Author dc:creator

• Bills-Hunt, Beth Ann Jean

Advisor dc:contributor.advisor

• Graham, Donna L.

Contributors dc:contributor

• Edgar, Don W.
• Edgar, Leslie D.

• Education
• Agricultural education
• Coorperative learning
• Knowledge acquisition
• Traditional and nontraditional students

Repository record dc:identifier

https://scholarworks.uark.edu/etd/559

OAI identifier oai:identifier

oai:scholarworks.uark.edu:etd-1558