Scientific Basis vs. Contextualized Application of Knowledge: The Effect of Teaching Methodology on the Achievement of Post-secondary Students in an Integrated Agricultural Biotechnology Course

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dc.contributor.advisor Dr. Charlotte Farin, Committee Member en_US
dc.contributor.advisor Dr. Jim Flowers, Committee Member en_US
dc.contributor.advisor Dr. Elizabeth Wilson, Committee Chair en_US
dc.contributor.author Curry, Kevin Wylie Jr en_US
dc.date.accessioned 2010-08-19T18:19:46Z
dc.date.available 2010-08-19T18:19:46Z
dc.date.issued 2010-04-29 en_US
dc.identifier.other etd-03192010-113431 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/6328
dc.description.abstract The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real world agricultural context (experimental treatment). The study was implemented with two different classes over two semesters. The comparison treatment was administered to 22 students during the spring semester of 2009, and the experimental treatment was administered to 16 students during the fall semester of 2009. The research design used was a quasi-experimental non-equivalent control-group design with an identical pre/posttest given to each group as a means of assessing content achievement. Although the experimental treatment, based out of the principles of contextual teaching and learning, did have a greater mean gain on the pre/posttest it was not statistically significant (p >.05), so the study’s null hypothesis was not rejected. Based on these results, compared with traditional methods, a curriculum of contextualized teaching and learning can be implemented while maintaining a comparable level of student achievement. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject agriculture en_US
dc.subject education en_US
dc.subject agricultural education en_US
dc.subject postsecondary en_US
dc.subject experimental en_US
dc.subject biotechnology en_US
dc.subject integration en_US
dc.subject contextual teaching and learning en_US
dc.title Scientific Basis vs. Contextualized Application of Knowledge: The Effect of Teaching Methodology on the Achievement of Post-secondary Students in an Integrated Agricultural Biotechnology Course en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Agricultural Education en_US


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