Student Perceptions of Instructional Methods towards Alternative Energy Education

Autor/inn/en	Sallee, Clayton W.; Edgar, Don W.; Johnson, Donald M.
Titel	Student Perceptions of Instructional Methods towards Alternative Energy Education
Quelle	In: Journal of Agricultural Education, 54 (2013) 2, S.130-142 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Attitudes; Teaching Methods; Energy; Fuels; Student Interests; Correlation; Pretests Posttests; Self Efficacy; Hypothesis Testing; High School Students; Agricultural Education; Likert Scales; Knowledge Level; Statistical Analysis; Arkansas + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Energie; Treibstoff; Studieninteresse; Korrelation; Self-efficacy; Selbstwirksamkeit; Hypothesenprüfung; Hypothesentest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Likert-Skala; Wissensbasis; Statistische Analyse
Abstract	The effectiveness of different methods of instruction has been discussed since the early years of formal education systems. Lecture has been deemed the most common method of presenting information to students (Kindsvatter, Wilen, & Ishler, 1992; Waldron & Moore, 1991) and the demonstration method has been symbolized as the most effective tool developed for teaching (Seevers, Graham, Gamon, & Conklin, 1997). Engaging students is paramount to allowing instructors to expand student knowledge levels. The purpose of this study was to determine if the Arkansas Secondary Biodiesel Education Program (ASBEP) over alternative fuels had an effect towards student interest. A significant difference was found between student interest in method of presentation, t(7) = 8.29, p < 0.05. Furthermore, a strong positive correlation (r = 0.73) was found between posttest scores and student tinkering self-efficacy. Tinkering self-efficacy was also found to be positively and significantly correlated with method of instruction. Through understanding perceptions held by student being taught through different methods, instructors can capitalize and further knowledge acquisition by 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	2020/1/01