Evaluating the Mathematics Achievement Levels of Students Participating in the Texas FFA Agricultural Mechanics Career Development Event

Autor/in	Edney, Kirk Clowe
Titel	Evaluating the Mathematics Achievement Levels of Students Participating in the Texas FFA Agricultural Mechanics Career Development Event
Quelle	(2009), (290 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas A&M University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-7854-3
Schlagwörter	Hochschulschrift; Dissertation; Control Groups; Fine Arts; Enrichment Activities; Mathematics Achievement; Agricultural Education; Program Effectiveness; Graphing Calculators; Agricultural Machinery; Agricultural Engineering; Experimental Groups; Student Evaluation; Word Problems (Mathematics); Demography; Measures (Individuals); Academic Achievement; Surveys; Enrollment; STEM Education; Comparative Analysis; Student Improvement; Career Development; Exit Examinations; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildende Kunst; Bereicherungsprogramm; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Grafischer Taschenrechner; Machinery; Machines; Technik; Landmaschine; Landwirtschaftliche Technik; Agrarindustrie; Agronomie; Agrarwissenschaft; Schulnote; Studentische Bewertung; Textaufgabe; Demografie; Messdaten; Schulleistung; Survey; Umfrage; Befragung; Einschulung; STEM; Berufsentwicklung; Final examination; Abschlussprüfung
Abstract	The purpose of this study was to evaluate the effectiveness of a mathematics enrichment activity used to improve the mathematics performance of students relative to participation in the State Agricultural Mechanics Career Development Event (CDE) and in mandated assessments. The treatment group (13 schools, 43 students) participated in a mathematics enrichment activity situated in an agricultural mechanics context. The control group (16 schools, 56 students) did not participate in the enrichment activity. Both groups, as part of the CDE, were tested with a 100-question word problem examination, completed a individual skill and team activity, and completed a demographic instrument regarding participation in agricultural mechanics CDEs, scholastic performance, use of graphing calculators, enrollment in STEM, agricultural science, and fine arts courses, and other information. After the survey was conducted, schools were asked to provide TAKS exit scores on participating students. These scores were compared between schools and against statewide TAKS scores. Results of the study showed a significant improvement in scores on the individual written examination and teams scores for the agricultural mechanics CDE and on the TAKS exit level mathematics assessment. Mean written examination scores for the treatment group were 69.53; non-cooperators were 57.16. Mean total team scores for cooperating teams were 420.39; non-cooperators had a mean score of 368.13. Mean TAKS exit level mathematics scores for cooperators were 2336.78; non-cooperators had a mean TAKS exit level score of 2331.77. Participation in the enrichment activity improved both CDE and mathematics achievement scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10