Date of Graduation
8-2012
Document Type
Thesis
Degree Name
Master of Science in Agricultural & Extension Education (MS)
Degree Level
Graduate
Department
Agricultural Education, Communications and Technology
Advisor/Mentor
Graham, Donna L.
Committee Member
Edgar, Don W.
Second Committee Member
Edgar, Leslie D.
Third Committee Member
Goodwin, Harold L. Jr.
Keywords
Education; Agricultural education; Coorperative learning; Knowledge acquisition; Traditional and nontraditional students
Abstract
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.
Citation
Bills-Hunt, B. J. (2012). Assessing Knowledge Acquisition Through Lecture and Cooperative Learning: Traditional and Non-traditional Secondary Students in Agriculture. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/559
