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首页> 外文期刊>Journal of Agricultural Education >DOES A MATH-ENHANCED CURRICULUM AND INSTRUCTIONAL APPROACH DIMINISH STUDENTS' ATTAINMENT OF TECHNICAL SKILLS? A YEAR-LONG EXPERIMENTAL STUDY IN AGRICULTURAL POWER AND TECHNOLOGY
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DOES A MATH-ENHANCED CURRICULUM AND INSTRUCTIONAL APPROACH DIMINISH STUDENTS' ATTAINMENT OF TECHNICAL SKILLS? A YEAR-LONG EXPERIMENTAL STUDY IN AGRICULTURAL POWER AND TECHNOLOGY

机译：数学增强的课程和教学方法会减少学生对技术技能的了解吗？农业动力技术的长期实验研究

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摘要

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p < . 05) in their technical competence from students who participated in the traditional APT curriculum and instruction. This study included teachers and students from 32 high schools in Oklahoma (16 experimental classrooms; 16 control classrooms). Students were enrolled in an APT course during the 2004-2005 school year. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study's null hypothesis. The measure of students' technical competence did not reveal results that held statistical significance and supported use of the experimental treatment.
机译：这项研究的目的是通过实证检验，假设参加了情境化，数学增强的高中农业力量与技术（APT）课程和统一的教学方法的学生的技术能力不会有显着差异（p <。05）参加过传统APT课程和教学的学生。这项研究包括来自俄克拉荷马州32所中学的老师和学生（16个实验教室; 16个控制教室）。在2004-2005学年，学生参加了APT课程。使用的实验设计是仅后测对照组。分析单位是教室。单向方差分析（ANOVA）用于检验研究的原假设。测量学生的技术能力并没有显示具有统计学意义并支持使用实验性治疗的结果。

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