Alabama High School Graduation Exam Outcomes: Agricultural Education and Its Impact

Autor/in	Nolin, Joshua Brock
Titel	Alabama High School Graduation Exam Outcomes: Agricultural Education and Its Impact
Quelle	(2011), (100 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Auburn University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-8058-2
Schlagwörter	Hochschulschrift; Dissertation; Agricultural Education; Credits; High School Graduates; Exit Examinations; Test Wiseness; Academic Standards; Integrated Curriculum; Science Education; Enrollment; Scores; Regression (Statistics); Outcomes of Education; Pass Fail Grading; Barriers; Likert Scales; Statistical Significance; Language Tests; Mathematics Tests; Surveys; Alabama; Alabama High School Graduation Examination + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Final examination; Abschlussprüfung; Naturwissenschaftliche Bildung; Einschulung; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Likert-Skala; Language test; Sprachtest; Survey; Umfrage; Befragung
Abstract	This study sought to determine if there is possible a relationship between agricultural education class credits obtained by students and their subsequent outcome on the Alabama High School Graduation Exam (AHSGE). Also, the perceptions of Alabama agricultural educators regarding 1) student test taking preparation 2) academic standard integration 3) perceived barriers to science integration and 4) science integration's impact on enrollment were investigated. Test outcomes detailing pass or fail scores for each of the agriculture students were tabulated with the number of agricultural courses completed by each student. Logistic regression analysis was run to determine if there was a relationship between the number of agricultural classes that a student took and subsequent outcomes on the AHSGE. The model generated for the reading, social studies, and biology portions was not statistically significant in predicting the pass/fail outcome on the AHSGE; however, probabilities indicated that students were more likely to pass each portion having taken more agricultural classes. The model did statistically significantly predict the outcomes on the language and mathematics portions of the exam. In order to address the second part of this study, the researcher developed a survey instrument that was administered at the 2011 summer meeting of the Alabama Association of Agriscience Educators. The survey contained five questions for each of the following constructs: 1) student test taking preparation 2) academic standard integration 3) perceived barriers to science integration and 4) science integration's impact on enrollment. A Likert type scale was used which indicated that 1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree. Scores were summated with the calculation of frequency of response, mean, and standard deviation. One of the foremost responses was that 84.9% of agricultural teachers either agreed or strongly agreed that students are better prepared for the Alabama High School Graduation Exam after completing their class. [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