Effect of Problem-Based Learning on Knowledge Acquisition and Retention and Critical Thinking Ability of Agriculture Students in Urban Schools
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Students at the Chicago High School for Agricultural Sciences enrolled as freshman in the Agricultural Careers and Leadership course participated in the study (n=110). The purpose of the study was to assess the effectiveness of instructional strategies on improving students' knowledge acquisition, knowledge retention, and critical thinking ability and to examine the motivational profile of students who chose to enroll in urban agriculture programs. The instructional strategies examined in the study were traditional Teacher Guided Learning and an experimental Problem Based Learning approach. Students in each group were given a prior knowledge unit test and Watson-Glasser Critical Thinking Appraisal pretest at the beginning of the study; followed by a knowledge retention unit test and WGTCA posttest at the end of the study.