The Effect of Authenticity on Project-Based Learning: A Quasi-Experimental Study of STEM Integration in Agriculture

Autor/inn/en	McKibben, Jason D.; Murphy, Timothy H.
Titel	The Effect of Authenticity on Project-Based Learning: A Quasi-Experimental Study of STEM Integration in Agriculture
Quelle	In: Journal of Agricultural Education, 62 (2021) 1, S.144-155 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (McKibben, Jason D.) ORCID (Murphy, Timothy H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Authentic Learning; Active Learning; Student Projects; STEM Education; Agricultural Education; High School Students; Grade 9; Energy; Mechanics (Physics); Hands on Science; Achievement Gains; Concept Formation; Introductory Courses; Integrated Curriculum; Texas; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; STEM; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Energie; Mechanik; Achievement gain; Leistungssteigerung; Concept learning; Begriffsbildung; Einführungskurs
Abstract	Researchers have reported that participation in agricultural education reinforces STEM concepts, often through project-based learning. The use of projects is common in agricultural education. However, the instructional importance of certain elements of these projects is not well understood. We conducted a quasi-experimental study to examine the effect of project authenticity on learning. Agriculture students in Texas were sampled and assigned as a cohort to one of four treatment groups (N = 219). Fourteen cohort groups (class periods) were identified across five sites. Each cohort was randomly assigned to one of four project types to learn about electricity. The four project types varied in their degree of project authenticity. Analysis of covariance (ANCOVA) was used to test the effects of project authenticity on change scores in a pretest-posttest quasi-experimental design. Learning varied on authenticity. A test of project type groups yielded statistically significant results (p < 0.025) with small effect size ([omega]2 = 0.04). Pairwise comparisons revealed no differences between the most and least authentic projects but did reveal statistically significant differences between the two projects with medium levels of authenticity, and the other two (i.e., least authentic and most authentic). The relationship between learning and authenticity was not linear. We recommend that teachers and curriculum designers deliberately consider the importance of authenticity when designing project-based learning opportunities for students. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01