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dc.contributor.advisorTorres, Robert M. (Robert Matthew), 1963-eng
dc.contributor.authorAnderson, James C., 1977-eng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on September 4, 2007)eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Agricultural education.eng
dc.description.abstractThe 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.eng
dc.identifier.merlinb59462152eng
dc.identifier.oclc166886327eng
dc.identifier.urihttps://hdl.handle.net/10355/4832
dc.identifier.urihttps://doi.org/10.32469/10355/4832eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.subject.lcshUrban agricultureeng
dc.subject.lcshProblem-based learningeng
dc.subject.lcshAgricultural education -- Study and teaching (Secondary)eng
dc.subject.lcshKnowledge, Theory ofeng
dc.titleEffect of problem-based learning on knowledge acquisition, knowledge retention, and critical thinking ability of agriculture students in urban schoolseng
dc.typeThesiseng
thesis.degree.disciplineAgricultural education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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