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Examining Differences in Middle School Student Achievement on a State Mandated Examination: Does a Full Year of Agriscience Really Make a Difference?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hicks, Sarah Lynn Duncan, Dennis W. Womble, Myra N. Branch, Robert Maribe |
| Copyright Year | 2015 |
| Abstract | Early agricultural education programs in the US existed to promote new methods and techniques to further agricultural production. Today, extending integration, general knowledge, appreciation, and literacy about agriculture is the goal, especially at the middle school level. Not only is agricultural education designed to encompass academics, but science and technology, literacy, and career preparedness are parts of the total agricultural education program. Since the passage of No Child Left Behind Act (NCLB), more pressure has been put on teachers to generate increased student academic performance and improvement of test scores. The purpose of this research study was to determine if there were statistically significant differences in academic achievement on a state mandated assessment of students who completed a yearlong middle school agricultural education course and students who completed an eight week middle school agricultural education course. The findings showed a statistically significant relationship between the completion of the year-long agricultural education course and math, science, and social studies scores on the state mandated assessment. For example, both 7 th and 8 th grade students who completed a year-long brain-based agricultural education course had higher mean scores than students who completed only an eight-week brain-based agricultural education course on the math, science, and social studies portions of the assessment. Introduction Congress reviewed and revised the Elementary and Secondary Act of 1965 to create the No Child Left Behind Act (NCLB) which was signed into law by President Bush in January of 2001. The law holds states accountable for students’ academic achievement and measured adequate yearly progress (AYP) for each public school (Linn, Baker, & Betebenner, 2002). In response, each state developed an assessment standard as well as proficiency standards for each core area (Reeves, 2008). The former AYP system has the was replaced by College and Career Ready Performance Index (CCRPI) in the 2013-2014 school year, under which all Criterion-Referenced Competency Test (CRCT) content area scores count towards calculating the school’s index; meaning all subject areas are of equal importance ("College and Career Ready Performance Index", n.d.). Early agricultural education programs in the US existed to promote new methods and techniques to further agricultural production. Today, extending integration, general knowledge, appreciation, and literacy about agriculture is the goal, especially at the middle school level. Not only is agricultural education designed to encompass academics, but science and technology, literacy, and career preparedness are parts of the total agriculture program. Gibbs (2005) writes that traditional career exposure has occurred at the high school level, but that today, administrators and educators realize that “developing students’ interest must be addressed earlier at the middle school level” (p. 1). In addition, the incorporation of agricultural education into the total middle school curriculum has called for integration of academic and applied concepts. Connecting what students learn through interdisciplinary links in school, real-world connections, and associations to the real-world of work was recommended by the American Association for the Advancement of Sciences (1993). Since the passage of NCLB, more pressure is put on teachers to generate increased student academic performance and improvement of test scores. Using the three facets of an agricultural education program (FFA, Instruction, and SAE) to reinforce academic concepts is one technique suggested to improve test scores (Martin, Fritzsche, & Ball, 2006). Georgia’s standardized Middle School Agricultural Education Curriculum was developed to address the vast industry of agriculture for students grades six through eight. The complete curriculum fits into a three part model which includes classroom and laboratory experiences, Supervised Agricultural Experience projects (SAE), and National FFA Organization activities referred to as career development events (CDE). Classroom and laboratory experiences within agricultural education facilitate the standardized state-wide curriculum, hands-on activities, problem-solving, and inquiry based techniques are utilized by agriculture educators within classroom and laboratory instruction (Parr & Edwards, 2004). Another component of agricultural education is the Supervised Agriculture Experience (SAE). This portion of the curriculum involves extension of classroom learning and situational application of agricultural principles (Newcomb, McCracken, Warmbrod, & Whittington, 2004; Phipps, Osborne, Dyer, & Ball, 2008; Talbert, Vaughn, Croom, & Lee, 2007). There are four types of SAEs; exploratory, research, placement, and entrepreneurship, all of which are applicable to all academic subject areas. For example, the research SAE is directly related to science curriculum involving the scientific method (Roberts & Harlin, 2007). This type of SAE provides students with opportunities to apply scientific methods and concepts in meaningful, hands-on ways. This also allows students to extend their existing knowledge, reinforce concepts, and gain real-world experiences (Croom, 2008). The idea of involving students in after school activities that directly relate to their academic learning is the foundation for involvement in the third part of a complete agriculture program, The National FFA Organization. This organization is dedicated to making “a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agricultural education” (National FFA Organization, 2011, p. 1). The FFA is a critical component in agricultural education and sponsors student competitions called Career Development Events (CDE). The academic foundations of CDEs that students participate and compete in reflect academic concepts in a meaningful, application-based situation, thus creating opportunities for experiential learning (Gentry, 1990). Theoretical Framework Instruction that is guided by brain-based learning theory engages techniques and methods that are guided by the brain’s development and maximizes the potential for learning. Unlike most learning theories, brain-based theory states that learning is “innately linked to the biological and chemical forces that control the brain” (Hileman, 2006, p. 18). Additionally, Caine and Caine (1994) posit that the brain is designed to make sense of the world through experience with the big picture (agriculture) and by paying attention to the details of individual parts (science concepts). This theory is a comprehensive approach to instruction utilizing what is known about how the brain functions and learns and it utilizes an eclectic combination of learning theories and models to help teachers connect learning styles and educational experiences. Brain-based research stresses the importance of modeling, verbally, socially, professionally, and emotionally, something the researcher took very seriously. Not only is the researcher/teacher a facilitator of student learning, but also a walking example to the students and should strive to be a positive role model at all times (Knoblock, 2006). Lastly, this theory posits that using a diverse array of learning experiences that match how students’ brains are developing at a given time increases the probability of learning successfully. The elements of brain-based learning theory fit the classroom environment in this research study because the experiences within the agriculture classroom compliment the needs of a developing brain. The theory also posits that activities should change within 12-15 minutes; this is the time-frame for activities within the researcher’s classroom. The teacher in this study utilized repetition of terms, concepts, themes, and learning daily, often restating new knowledge several different ways at various times during the duration of a class. The novelty of topics and experiences are promoted to encourage contextualization |
| Starting Page | 8 |
| Ending Page | 8 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 8 |
| Alternate Webpage(s) | https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1184&context=ojwed |
| Alternate Webpage(s) | https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1184&context=ojwed&httpsredir=1&referer= |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
