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A contextual model for the integration of LifeKnowledge curriculum into the agricultural science and technology classroom /

by Crawford, Paul Wesley.

Abstract (Summary)
The purpose of this study was to evaluate a contextual model for integrating lessons from the LifeKnowledge curriculum into the agricultural science and technology (AST) course content. This was measured using the National FFA Organization's online precept indicator which is part of the LifeKnowledge 3.0 curriculum. Ninth grade students at an Oregon high school were given the pre-test for the Premier Leadership precept indicator. The resulting data was used to select four precept statement areas which students scored poorly in, and lessons from these precepts were taught over a period of 12 weeks. Post-test data using the same Premier Leadership indicator was compared to the pre-test results, and statistically significant gain (p<0.05) was found in three of the four precept areas identified at the beginning of the study. In addition, it was found that teaching selected lessons had widespread effect on other related precept areas, and that not all lessons within a precept statement had to be taught in order for their to be significant gain in student scores. There was not enough evidence to attribute student gain to the contextual model, but did indicate that the LifeKnowledge lessons were successfully taught as part of the AST curriculum.
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Advisor:

School:Oregon State University

School Location:USA - Oregon

Source Type:Master's Thesis

Keywords:agriculture

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