The Influence Of Agriscience And Natural Resources Curriculum On Students' Science Achivement Scores

Abstract

Over the past several years, poor science test results have increased the demand for improved science education for American students. New and innovative methods of presenting scientific materials are needed to improve student achievement and enthusiasm for learning science. One solution to this dilemma has been to increase students' interest in science by using agricultural and natural resources concepts to teach science. This teaching method incorporated agricultural concepts of plant science, animal science and natural resources into the curricula to more effectively teach general science concepts and improve students' interest in the subject. This research sought to determine if students who enrolled in agriscience and natural resources comprehend science principles on an equal level as students who did not enroll in agriscience and natural resources. A standardized science test, High School Subject Test-Biology, was used to measure students' science knowledge. The results showed that there was no difference in the science test scores of students who had and had not enrolled in agriscience and natural resources. The variables that explained the most variance in science test scores were the number of science credits completed and the students' overall grade point average.

The Influence Of Enrollment In Agriscience Courses On The Science Achievement Of High School Students

“…Conners and Elliot (1995, p. 62) also recommend that, "Local school boards should study the possibility of offering science credit for agriscience and natural resource classes that contain a significant amount of science objectives" as a means of increasing science achievement scores. Also suggested in Conners and Elliot's (1995) study was the lobbying of universities to recognize agriscience courses as science credit for enrolling students.…”

“…According to Conners and Elliot (1995), the conceptual framework for science achievement should and can very easily incorporate agriscience into the secondary science program. Conners and Elliot (1995, p. 62) also recommend that, "Local school boards should study the possibility of offering science credit for agriscience and natural resource classes that contain a significant amount of science objectives" as a means of increasing science achievement scores.…”

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

“…In the characteristics, none of the 40 represented a culturally competent teacher of diverse populations. Connors and Elliott (1995) concluded that although students enrolled in agriculture science classes did as well on state science examinations as students not enrolled in agriculture science; however, no increase was apparent with students from low socioeconomic backgrounds. The outcome raises questions if pre-service agricultural education teachers are concerned, aware, or even preparing to teach students who are culturally different (i.e.…”

Biology in the Agriculture Classroom: A Descriptive Comparative Study

“…Thompson (1998) stated that policy makers, educators, administrators, scholars, and social critics have advocated that agricultural education and its approach of integrating scientific academic content in the curriculum has improved the image and quality of high school agriculture programs by meeting the needs and demands of a changing educational system. Connors and Elliot (1995) reviewed research studies showing that agriscience students have performed equally to or better than students in traditionally taught science courses. In fact, at comparable grade levels, agriscience students were leading state science standards compared with students in traditional science classes (Connors & Elliot, 1995).…”

“…Connors and Elliot (1995) reviewed research studies showing that agriscience students have performed equally to or better than students in traditionally taught science courses. In fact, at comparable grade levels, agriscience students were leading state science standards compared with students in traditional science classes (Connors & Elliot, 1995). More than just attaining equal learning, Connors and Elliot (1995) claimed that science knowledge differs between students who receive traditional science instruction and those who received agriscience-based instruction.…”