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Effect of problem-based learning on ...

Anderson, James C., II.

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effect of problem-based learning on knowledge acquisition, knowledge retention, and critical thinking ability of agriculture students in urban schools./
作者:	Anderson, James C., II.
面頁冊數:	213 p.
附註:	Adviser: Robert M. Torres.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3322674
ISBN:	9780549727392

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

Effect of problem-based learning on knowledge acquisition, knowledge retention, and critical thinking ability of agriculture students in urban schools. - 213 p.

Adviser: Robert M. Torres.

Thesis (Ph.D.)--University of Missouri - Columbia, 2007.

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 and teacher-guided learning) on critical thinking ability which includes the ability to manage resources, acquire and use information, and understand complex systems.

ISBN: 9780549727392Subjects--Topical Terms:

1022852
Education, Agricultural.

Effect of problem-based learning on knowledge acquisition, knowledge retention, and critical thinking ability of agriculture students in urban schools.
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245 1 0 $a Effect of problem-based learning on knowledge acquisition, knowledge retention, and critical thinking ability of agriculture students in urban schools.
300 $a 213 p.
500 $a Adviser: Robert M. Torres.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: .
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2007.
520 $a 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 and teacher-guided learning) on critical thinking ability which includes the ability to manage resources, acquire and use information, and understand complex systems.
520 $a The target population for this study was secondary students enrolled in urban agriculture programs with a primary minority population (60% or more). The accessible population was students attending the Chicago High School for Agricultural Sciences (CHSAS) (N = 592) located in urban Chicago, Illinois. CHSAS is a magnet school in the Chicago Public School District (N = 109,982). The resulting sample (n = 110) consisted of 54 students in the PBL treatment group and 56 students in the TGL control group. The motivational profile indicated that the overall sample was low in amotivation, high in extrinsic motivation, and scored moderately high in intrinsic motivation when measuring their motivation to attend school. The motivational profile also indicated that there were statistically significant relationships among the students' motivation to attend school, influences in the decision to attend CHSAS, and satisfaction with the decision to attend CHSAS. Those students who had a major influence in the decision to attend CHSAS were more satisfied with their decision as well as more intrinsically motivated to go to school.
520 $a Furthermore, this study employed an experimental, pretest-posttest control group research design. The treatment consisted of two instructional strategies: problem-based learning and teacher-guided learning. Analysis of covariance indicated a treatment effect on content knowledge acquisition and retention but not on critical thinking ability. However, student and teacher reflection statements indicated a treatment effect on critical thinking ability.
520 $a Students in the teacher-guided learning control group produced higher scores on initial content knowledge test. The difference was both statistically and of practical difference. From the findings it can be concluded that students taught with the teacher-guided learning perform better on content and knowledge type of assessments. However, when students completed a follow-up exam, students in the teacher-guided learning group scores dropped significantly and the mean scores between the two groups were no longer statistically different. These findings indicate that students in the teacher-guided learning group learned the information at a more shallow level and therefore did not retain as much of the content they learned as the students in the problem-based learning group.
520 $a In addition, there were no statistical differences between the two group scores on the critical thinking appraisal. However, according to the reflection statements collected from students in the problem-based learning group and the teacher, the PBL students learned the content at a higher level of cognition than the control group. These findings indicated that although the critical thinking appraisal instrument did not measure changes in critical thinking, observed (antidotal) differences had been noted by the teacher and the students. This conclusion was supported by the outcome of the measurement of retention.
590 $a School code: 0133.
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650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
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710 2 $a University of Missouri - Columbia. $3 1017522
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791 $a Ph.D.
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