Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2007 Dissertations (MU)
    • 2007 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2007 Dissertations (MU)
    • 2007 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Effect of problem-based learning on knowledge acquisition, knowledge retention, and critical thinking ability of agriculture students in urban schools

    Anderson, James C., 1977-
    View/Open
    [PDF] public.pdf (7.212Kb)
    [PDF] short.pdf (11.63Kb)
    [PDF] research.pdf (838.3Kb)
    Date
    2007
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    The purpose of this study was three-fold: to determine the effectiveness of instructional strategies on improving the acquisition and retention of leadership content by secondary students in urban agriculture programs; to examine the motivational profile of students who have elected to enroll in an urban agricultural program; and to examine the effect of instructional strategies [problem-based learning (PBL) and teacher-guided learning (TGL)] on critical thinking ability which includes the ability to acquire and use information and understand complex systems. A sample of 110 students from an agricultural magnet school was randomly assigned to learn leadership theories for two weeks using either PBL (n = 54) or TGL (n = 56). The sample's motivational profile indicated that students who had an influence in the decision to enroll in the agricultural school were more self-determined, more satisfied with the decision to attend, and reported exerting more effort during the study. Using ANCOVA to account for motivational differences, it was determined that students who had traditional instruction performed better on the knowledge test but retained less of the information they had learned. Furthermore, using ANCOVA to account for prior critical thinking ability, it was determined that no differences existed between the groups after treatment as measured by the WGCTA®. However, teacher and student reflection statements indicated an increase in the use of higher-order thinking skills and overall engagement by the students taught using the PBL instructional strategy.
    URI
    https://hdl.handle.net/10355/4832
    https://doi.org/10.32469/10355/4832
    Degree
    Ph. D.
    Thesis Department
    Agricultural education (MU)
    Collections
    • Agricultural Education electronic theses and dissertations (MU)
    • 2007 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems