Abstract/Details

Alabama High School Graduation Exam Outcomes: Agricultural Education and Its Impact


2011 2011

Other formats: Order a copy

Abstract (summary)

This study sought to determine if there is possible a relationship between agricultural education class credits obtained by students and their subsequent outcome on the Alabama High School Graduation Exam (AHSGE). Also, the perceptions of Alabama agricultural educators regarding 1) student test taking preparation 2) academic standard integration 3) perceived barriers to science integration and 4) science integration’s impact on enrollment were investigated.

Test outcomes detailing pass or fail scores for each of the agriculture students were tabulated with the number of agricultural courses completed by each student. Logistic regression analysis was run to determine if there was a relationship between the number of agricultural classes that a student took and subsequent outcomes on the AHSGE.

The model generated for the reading, social studies, and biology portions was not statistically significant in predicting the pass/fail outcome on the AHSGE; however, probabilities indicated that students were more likely to pass each portion having taken more agricultural classes. The model did statistically significantly predict the outcomes on the language and mathematics portions of the exam.

In order to address the second part of this study, the researcher developed a survey instrument that was administered at the 2011 summer meeting of the Alabama Association of Agriscience Educators. The survey contained five questions for each of the following constructs: 1) student test taking preparation 2) academic standard integration 3) perceived barriers to science integration and 4) science integration’s impact on enrollment.

A Likert type scale was used which indicated that 1=strongly disagree, 2=disagree, 3=agree, and 4= strongly agree. Scores were summated with the calculation of frequency of response, mean, and standard deviation.

One of the foremost responses was that 84.9% of agricultural teachers either agreed or strongly agreed that students are better prepared for the Alabama High School Graduation Exam after completing their class.

Indexing (details)


Subject
Educational tests & measurements;
Agricultural education;
Vocational education;
High school graduates;
Academic achievement;
Teacher attitudes
Classification
0288: Educational tests & measurements
0517: Agricultural education
0747: Vocational education
Identifier / keyword
Education; Agricultural education; Alabama High School Graduation Exam; Science integration
Title
Alabama High School Graduation Exam Outcomes: Agricultural Education and Its Impact
Author
Nolin, Joshua Brock
Number of pages
100
Publication year
2011
Degree date
2011
School code
0012
Source
DAI-A 73/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781267180582
Advisor
Parr, Brian A.
University/institution
Auburn University
University location
United States -- Alabama
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3497495
ProQuest document ID
923286826
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/923286826
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.