Effect of Enrollment in Agriscience on Students' Performance in Science on the High School Graduation Test

Autor/inn/en	Theriot, Paul J.; Kotrlik, Joe W.
Titel	Effect of Enrollment in Agriscience on Students' Performance in Science on the High School Graduation Test
Quelle	In: Journal of Agricultural Education, 50 (2009) 4, S.72-85 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Science Achievement; Exit Examinations; Effect Size; Multiple Regression Analysis; Comparative Testing; Agricultural Education; Predictor Variables; State Surveys; Grade 11; Student Records; Academic Records; Achievement Gains; Louisiana + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Prädiktor; School year 11; 11. Schuljahr; Schuljahr 11; Schülerakte; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Achievement gain; Leistungssteigerung
Abstract	This study determined whether enrollment in agriscience education was related to high school students' science achievement. The results of the mandatory high school graduate exit exams were used to measure science achievement. All test scores from non-special education students were utilized for the study. The comparison of the science achievement of agriscience education students to that of non-agriscience education students revealed that there were significant differences in scores on the science test and the subtests. The effect size for each of these areas was either small or of negligible practical significance. Regression analyses were used to determine if enrollment in agriscience education explained variance in the science scores, after controlling for variance attributed to age, grade level, gender, ethnicity, 504 status, and socioeconomic status. Significant models with moderate or large effect sizes existed that explained a portion of variance in scores on the science tests and subtests. However, after controlling for the six variables listed above, the contribution of enrollment in agriscience education to the science test and subtest scores was negligible. This result is positive evidence for the value of agriscience education since agriscience education students acquire knowledge, skills, and experiences substantially beyond the academic content in the courses. (Contains 5 tables.) (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	2017/4/10