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I, 9 ‘J Péiéflfzg: :3}: a}! . flaiffii;ififi'lpiigfimjéz‘l {liliflgrfiégé’ffi 1.;v ‘ :. ;.. . ' 3,.‘4': t . ’0“: ‘. . ‘ r ,‘ r I ‘l- -' "ii" If'éf u‘i'" ii ‘;:d§‘z'*fiF§;§g;;§ ’?1!:§‘~T’if-f;:foz;f b , -:= 3W . "1 law-f =' «25:1. - f- 1‘55 - i: a ’ '0 ' r v ’ 1‘! I; a. I I . ‘ p it; t. it? ‘9' 1" (.1 I u; {higfgj ‘ ‘ o ,. ' 120:9 ix" ‘féiz'i': .iligigg 1m} mmmzma '. ..’ H‘fiaflfidiwf 3‘13" in m: Id“ ‘WWW ‘ 00K) This is to certify that the dissertation entitled The Influence Of Agriscience And Natural Resources on Students' Science Achievement Scores presented by James Joseph Connors has been accepted towards fulfillment of the requirements for Ph . D . degree in Agr ' 1 . and Extension Education Majorr professor Dme November 5, 1992 MS U is an Affirmative Action/Equal Opportunity Institution 042771 V \ LIBRARY Michigan State University PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. DATE DUE DATE DUE DATE DUE r --— , .V‘ ~x. r LI‘- (3 ‘ uiiis NOV 0 it ’3an m ‘1 “ “L n L__ fl MSU In An Affirmative ActionlEquel Opportunity Institution cue-mom“.- THE INFLUENCE OF AGRISCIENCE AND NATURAL RESOURCES ON STUDENTS' SCIENCE ACHIEVEMENT SCORES BY James Joseph Connors A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Agricultural and Extension Education ' 1992 ABSTRACT THE INFLUENCE OF AGRISCIENCE AND NATURAL RESOURCES ON STUDENTS’ SCIENCE ACHIEVEMENT SCORES BY James Joseph Connors Over the past several years, poor science test results have increased the demand for improved science education for American students. New and innovative methods of presenting scientific material are needed to improve student achievement and enthusiasm for learning science. One solution to this dilemma has been to increase students' interest in science by using agricultural and natural resources concepts to teach science. Teaching science through agriculture incorporates agriculture into the curricula to more effectively teach science. This research study sought to show that students who enrolled in agriscience and natural resources comprehend science principles on an equal level as students who did not enroll in agriscience and natural resources. The study also surveyed Michigan agriscience and natural resources educators to determine their attitudes, perceptions, and knowledge about the new Michigan Agriscience and Natural Resources (ANR) Curriculum. A standardized science test was used to measure students’ science knowledge. A mailed questionnaire was used to determine ANR teachers' perceptions about the new curriculum. The results showed that there was no difference in the science achievement test scores of students who had and had not enrolled in agriscience and natural resources. The variables that explained the most variance in science test scores were the number of science credits completed and the students' overall grade point average. The analysis of the teachers’ survey found that Michigan agriscience and natural resources educators were teaching a high percentage of the science objectives in the Michigan Agriscience and Natural Resources Curriculum. Respondents had a positive attitude about agriscience but a moderate level of knowledge about the Michigan ANR curriculum. Regression analysis found the hours of technical in-service explained a significant amount of the variance in the percent of science objectives taught by teachers. To my two best friends, my wife Becky whose love and support made it all possible, and to Jim Brousseau who always offered support and encouragement. ACKNOWLEDGEMENTS The researcher would like to sincerely thank my major professor, Dr. Jack Elliot, for his seemingly endless help and assistance during all phases of my graduate program. His unique qualities as teacher, advisor, mentor, and friend will always be remembered and appreciated. I would also like to thank the members of my doctoral committee, Dr. Carroll Wamhoff, Dr. Fred Whims, and Dr. Gloria Kielbaso. Their advice and support during my doctoral program was greatly appreciated. I would like to thank the clerical staff within the Department of Agricultural and Extension Education, specifically Diane Verlinde and Rebekah Hanson. They were always available to answer questions or to offer their assistance during my graduate program. My thanks and appreciation are also extended to my fellow graduate students, specifically Edward Williams, Dave Krueger, Dave Byrum, Gwen Dado, and Tammy O'Connell. I am extremely grateful for their friendship and interest in my dissertation research. iv TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . . . . . . . LIST OF FIGURES . O O O O O O O O O O O O O 0 Chapter I. II. III. INTRODUCTION . . . . . . . . . . . . . . Statement of the Problem Purpose and Objectives . Research Hypothesis . . Definition of Terms . . Limitations of the Study Basic Assumptions . . . REVIEW OF LITERATURE . . . . . . . . .‘. Introduction . . . . . . . . . Section I . . . . . . . . . . Science in Agriculture . Science Taught As Inquiry . . . . Using Agriculture To Teach Science Section II . . . . . . . . . . . . . . . Attitudes About Science . . Attitudes About Agriscience Conceptual Framework . . . . . . Conclusion . . . . . . . . . . . mommy O O O O O O O O O O O O O I Introduction . . . . . . . . Objective 1 . . . . . . . . Pre-Experimental Design Validity . . . . . . . Internal Validity External Validity Face Validity . . Content Validity . Reliability . . . . . . . Population . . . . . . . . . . . . V viii xiv H \DQQQGU‘ 10 10 11 11 13 15 18 18 19 22 3O 32 32 34 34 35 35 35 4O 4O 41 41 Variables . . . . . . . . . Independent Variables Extraneous Variables . Dependent Variables . Data Analysis . . . . . High school subject test Demographic information Analysis tests . . . . . Objectives 2 - 5 . . . . . . Pre-Experimental Design Validity . . . . . . . Internal Validity External Validity Face Validity . . Content Validity . Reliability . . . . . . Population . . . . . . Reducing Sampling Bias . Frame Error . . . . Selection bias . . . . Non-response error . Instrument Development . . . Data Analysis . . . . . . . . IV. FINDINGS . . . . . . . . . . . . . Objective 1 . . . . . . . . . . . Independent Variables . . . . Parents’ Occupation . . Parents' education level Parents’ Income . . . . Household Possessions . Dependent Variable . . . . . Analysis . . . . . . . . . . Correlational Analysis . Regression Analysis . . Hypothesis test . . . . Objective 2 . . . . . . . . . . Correlational. Analysis . Regression Analysis . . Objective 3 . . . . . . . . . . Attitudes About Agriscience . Regression Analysis . . Perceptions of Michigan Agriscience Natural Resources Curriculum Regression Analysis . . Objective 4 . . . . . . . . Regression Analysis . . Objective 5 . . . . . . . . Comments . . . . . . . Positive Comments Negative Comments vi a, o o o o o e o o o o o 5 o o o o o 0 Di. 0 O O O O O O O O O O O O O O 42 42 42 43 43 43 44 45 45 46 47 47 47 50 50 so 50 51 51 51 51 52 53 54 54 54 55 57 58 58 63 63 63 64 66 67 7O 71 73 73 75 76 79 81 81 84 9O 92 92 General Comments . . Analysis . . . . . . . . Analysis of Variance Correlation analysis Summary . . . . . . . . . . . V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS . . . . . Summary . . . . . . . . . . . . . . . . . Objective 1 . . . . . . . . . . . . . . Objective 2 . . . . . . . . . . . . . Objective 3 . . . . . . . . . . . . . Objective 4 . . . . . . . . . . . . . . Objective 5 . . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . . . . . Conclusion #1 . . . . . . . . . . . . . . . . Conclusion #2 . . . . . . . . . . . . . . . . Conclusion #3 . . . . . . . . . . . . . . . Conclusion #4 . . . . . . . . . . . . . . Conclusion #5 . . . . . . . . . . . . . . Conclusion #6 . . . . . . . . . . . . . . . . Conclusion #7 . . . . . . . . . . . . . . . Conclusion #8 . . . . . . . . . . . . . . . . Implications . . . . . . . . . . . . . . . . . . . Implication #1 . . . . . . . . . . . . . . . Implication #2 . . . . . . . . . . . . . . . Implication #3 . . . . . . . . . . . . . . . Implication #4 . . . . . . . . . . . . . . Recommendations for future research . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . APPENDICES A. University committee for research involving human subjects . . . . . . . . . . . . . . B. High school subject tests - biology - form B . . . C. Family information/socioeconomic survey . . . . . D. Objective 1 - supplementary tables . . . . . . . . E. First cover letter . . . . . . . . . . . . F. Perceptions of the Michigan Agriscience and Natur ra Resources Curriculum teacher survey . . . . . G. Postcard reminder . . . . . . . . . . . . . . . . H. Second cover letter . . . . . . . . . . . . . . . I. Third cover letter . . . . . . . . . . . . . . . . J. Fourth cover letter . . . . . . . . . . . . K. Objectives 2 - 5 - supplementary tables . . . . . BIBLIOGRAPHY O O O O O O O O O O O O O O 0 O O O O O 0 vii 93 95 95 99 102 104 104 105 107 108 109 110 112 112 113 113 115 115 116 117 118 118 118 119 119 120 121 122 124 125 140 148 150 151 162 163 164 165 166 209 1. 2. 3. 4. 5. 6. 7. 8. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. LIST OF TABLES Research objectives, designs, and instruments . . . Gender of high school seniors by school . . . . . . Occupation of students’ parents or guardians . . . Highest level of education . . . . . . . . . . . . Family income . . . . . . . . . . . . . . . . . . . Household possessions . . . . . . . . . . . . . . . Race of high school seniors by school . . . . . . Mean number of science and agriscience and natural resources credits completed by respondents . Correlations between students’ science achievement scores and various demographic variables . . . Semi-partial regression coefficients for independent variable sets with science achievement scores . Multiple regression of students’ science achievement scores on their independent variables . . . . . Mean percentage of Michigan Agriscience and Natural Resources Curriculum objectives taught . . . . . . . . . . . . . . . . . . . . Percentage of Michigan Agriscience and Natural Resources Curriculum objectives taught by quartiles . . . . . . . . . . . . . . . . . . . Correlations between students’ science achievement scores and various demographic variables . . . Semi-partial regression coefficients for independent variable sets with percentage of science objectives taught by teachers . . . . . Multiple regression of the percentage of science objectives taught by teachers on their independent variables . . . . . . . . . . . . . Semantic differentiatiOn statistics for teachers’ attitudes about agriscience . . . . . . . . . Semi-partial regression coefficients for independent variable sets with teachers’ semantic differentiation mean score . . . . . . Multiple regression of teachers’ mean agriscience semantic differentiation scores on the independent variables . . . . . . . . . . . . . Statistics for Likert scale questions on teachers’ perceptions of agriscience and natural resources . . . . . . . . . . . . . . . . . . Semi-partial regression coefficients for independent variable sets with Likert scale mean score . . . . . . . . . . . . . . . . . . viii 33 55 56 57 58 59 61 62 64 65 66 69 69 70 71 72 74 76 77 78 79 22. 23. 24. 25. 26. 27. 28. 29. 3o. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. Multiple regression of teachers’ mean Likert scale scores on the independent variables . . . . . Teachers’ knowledge of the Michigan Agriscience and Natural Resources Curriculum . . . . . . Semi-partial regression coefficients for independent variable sets with teachers’ mean knowledge scores . . . . . . . . . . . . . Multiple regression of teachers’ mean knowledge scores on the independent variables . . . . Analysis of variance for location of schools and the percentage of objective taught . . . . . Tukey test for significant differences between school location on percentage of objectives taught . . . . . . . . . . . . . . . . . . Analysis of variance for location of schools and the teachers’ mean attitude score . . . . . . Analysis of variance for location of schools and the teachers’ mean perceptions score . . . . Analysis of variance for location of schools and the teachers’ mean knowledge score . . . . . Correlations between age of teachers and percent of objectives taught, attitude, perceptions, and knowledge scores . . . . . . . . . . . . Correlations between years of teaching and percent of objectives taught, attitude, perceptions, and knowledge scores . . . . . . . . . . . . Correlations between hours of technical in-service completed and percent of objectives taught, attitude, perceptions, and knowledge scores . Science credits completed . . . . . . . . . . . . Agriscience and natural resources credits completed . . . . . . . . . . . . . . . . . . Analyze the interrelationships between natural resources and Michigan agricultural production . . . . . . . . . . . . . . . . Examine the conservation of natural resources . Discuss the reuse of recoverable natural resources . . . . . . . . . . . . . . . . . . Analyze the economic importance of the agricultural and natural resources sectors in Michigan . . . . . . . . . . . . Analyze the interrelationships of Michigan agriculture, natural resources, and society . Analyze the interrelationships between agriculture, natural resources, and the government . . . . . . . . . . . . . . . . . Analyze how human life depends on plants . . . . . Diagram the structures of a plant cell . . . . . . Identify plant parts including seeds, root, leaves, etc. . . . . . . . . . . . . . . . . Examine the process of photosynthesis . . . . . . Examine the process of respiration . . . . . . . . Examine the process of transpiration . . . . . . . ix 80 82 83 84 96 96 97 98 98 100 101 102 148 149 166 166 166 167 167 167 168 168 168 169 169 169 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. Examine the process of translocation . . . . . . . List the six requirements for plant growth . . . . Diagram the process of mitosis . . . . . . . . . Examine asexual (vegetative) propagation . . . . Distinguish between acidity, alkalinity, pH, and cation exchange . . . . . . . . . . . . . . . Analyze soil texture and its importance to soil tilth . . . . I O O . O . O O . O 0 Describe field capacity, saturation, and wilting point . . . . . . . . . . . . . . Analyze the concept of water holding capacity and water infiltration of different soils . . . . Examine the functions of macronutrients and micronutrients in plant growth . . . . . . Analyze the sources of each of the primary elements (N, P ,K) . . . . . . . . . . . . . Analyze plant nutrient deficiencies by using a deficiency test . . . . . . . . . . . . . . Analyze the role of pests in agriculture . Diagram the life cycles of pests . . . . . . . Examine biological control of pests . . . Examine cultural and chemical control of pests Examine the term "binomial nomenclature . . Describe the concept of the five kingdoms Define the terms "genus," "species," and sub- species" . . . . . . . . . . . . . . . . . . Define evolution . . . . . . . . . . . . . . . . . Define genetic variability and natural selection . Examine the importance of animal domestication . . Identify the major sources of animal protein in the wor 1d 0 O O O . O . O O O O O O O I O O 0 Discuss the use of performance modifiers in animal agriculture . . . . . . . . . . . . . . . . . Examine the use of terms for direction and position in the vertebrate body . . . . . . . Explain glandular functions including secretion and excretion . . . . . . . . . . . . . . . . Classify the function of specific glands as endocrine or exocrine . . . . . . . . . . . . Identify both plant and animal cells . . . . . . Identify muscle, blood, nerve, and adipose cells . Identify the components of the vertebrate skeletal system . . . . . . . . . . . . . . . . . . . Define the terms, comparative anatomy, homology, and analogy . . . . . . . . . . . . . . . . Discuss the functions of the anatomical structures and compare them to similar structures in other animals . . . . . . . . . . . . . Describe the functions of the components of the digestive system . . . . . . . . . . . . . . Compare the functions and location of the digestive organs of man, poultry, horses, cows, and swine . . . . . . . . . . . . . . . X 170 170 170 171 171 171 172 172 172 173 173 173 174 174 174 175 175 175 176 176 176 177 177 177 178 178 178 179 179 179 180 180 180 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. Label six major organs found in the reproductive tract of farm animals and humans . . . . . . Describe general metabolic and physiological changes resulting from castration . . . . . . Examine the role of hormones in the body systems . Describe and understand the term "endocrinology" Define terms related to hormone influence such as "receptor cells, negative feedback, endocrine gland, and homeostasis" . . . . . . . . . . . Examine the importance of hormones to body functions . . . . . . . . . . . . . . . Describe the major organs found in the animal reproductive tract . . . . . . . . . . . . . Diagram an animal sperm and ovum, and identify all major parts . . . . . . . . . . . . . . . . . Examine the steps of mitosis and miosis . . . . . Compare the gestation length, time of ovulation, and length of estrus for four domestic species of economic importance . . . . . . . Describe the process of fertilization in animals . Examine the transmission of genes through meiotic division . . . . . . . . . . . . . . . . . . Examine the act of mating and conception through implantation of the embryo (blastocyst) in the uterus . . . . . . . . . . . . . . . . . Define the terms chromosome, nucleic acids, DNA, and RNA . . . . . . . . . . . . . . . . Define the terms haploid, diploid, and segregation . . . . . . . . . . . . . . . . . Define the terms phenotype, genotype, homozygous, heterozygous, allele, gene, dominant, and recessive . . . . . . . . . . . . . . . . . . Define "parturition" . . . . . . . . . . . . . . . Examine the six classes of nutrients . . . . . Identify organs that breakdown carbohydrates, fats, and proteins . . . . . . . . . . . . . Examine the different vitamins and their functions . . . . . . . . . . . . . . . . . Examine microbial digestion including synthesis of amino acids . . . . . . . . . . . . . . . . . Examine feed digestion and absorption . . . . . . Describe the digestive systems in ruminants and non-ruminants . . . . . . . . . . . . . . . . Understand the concepts of body temperature, heart rate, and respiration in animal health . . . Explain the methods of control for internal and external parasites . . . . . . . . . . . . . Semantic differentiation scale - indispensable/dispensable . . . . . . . . . . Semantic differentiation scale - bad/good . . . . Semantic differentiation scale - unimportant/important . . . . . . . . . . . . xi 181 181 181 182 182 182 183 183 183 184 184 184 185 185 185 186 186 186 187 187 187 188 188 188 189 189 190 190 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. Semantic differentiation scale - ineffective/effective . . . . . . . . . . . . Semantic differentiation scale - boring/exciting . Semantic differentiation scale - old/new . . . . . Semantic differentiation scale - static/dynamic Semantic differentiation scale - archaic/innovative . . . . . . . . . . . . Semantic differentiation scale - unnecessary/necessary . . . . . . . . . . . Semantic differentiation scale - unessential/essential . . . . . . . . . . . . Semantic differentiation scale - doubtful/sure . . Semantic differentiation scale - unwanted/wanted . Semantic differentiation scale - worthless/valuable . . . . . . . . . . . . An agriscience and natural resources program in high school will give students a solid base for a career in agriculture and natural resources . . . . . . . . . . . . . . . . . An agriscience and natural resources course should be recommended to all high school students . High school science credit should be awarded for agriscience and natural resources courses . . My community supports the concept of agriscience and natural resources . . . . . . . . . . . . Teaching an agriscience and natural resources curriculum enables me to more effectively meet the needs of my students . . . . . . . . An agriscience and natural resources curriculum attracts a diverse group of students . . . . I am a supporter of the change to agriscience and natural resources programs . . . . . . . . . I believe that traditional production agriculture programs are better than agriscience and natural resources programs . . . . . . . . . There is evidence to support the change to an agriscience and natural resources based curriculum . . . . . . . . . . . . . . . . . An agriscience and natural resources program is appropriate for my community . . . . . . . Agriscience and natural resources programs should be placed in the science department of high schools . . . . . . . . . . . . . . . . . . . There are four basic core units in the Michigan Agriscience and Natural Resources Curriculum (ANR) . . . . . . . . . . . . . . O O O O O 0 There are 11 advanced/specialized modules in the Michigan ANR Curriculum . . . . . . . . . . . The Michigan ANR Curriculum is cross-referenced with the State Science Objectives for Secondary Students as specified by the Michigan Department of Education . . . . . . xii 191 191 192 192 193 193 194 194 195 195 196 196 197 197 198 198 199 199 200 200 201 201 202 202 133. 134. 135. 136. 137. 138. 139. 140. 141. The Michigan ANR Curriculum can be purchased from the Department of Agricultural and Extension Education (AEE) at MSU . . . . . . . . The title and contents of the Michigan ANR Curriculum were selected by MSU teacher educators in agriculture, MSU agricultural professors, and Michigan Department of Education Staff . . . . . . . . . . . . . . . All agricultural and horticultural programs in Michigan must complete the restructuring process to become ANR programs by 1993 . . It is recommended that students who complete an ANR course that uses the Michigan ANR Curriculum should receive science credit towards graduation . . . . . . . . . . . . . Students who complete certain advanced/specialized courses will be eligible to receive advanced placement credits towards a Bachelors degree at Michigan State University . . . . . . . . Hours of scientific-technical updating that teachers receive towards qualification to teach the new curriculum are currently being recorded by the Department of Ag. and Ext. Education at MSU . . . . . . . . . . . . . . Comprehensive high school ANR programs must teach three of the four basic core units of the Michigan ANR Curriculum . . . . . . . . . . . Age of Respondents . . . . . . . . . . . . . . . . Years of teaching by respondents . . . . . . . . xiii 203 203 204 204 205 205 206 207 208 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. LIST OF FIGURES Agricultural education paradigm shift . Science education paradigm shift . . . . Operational framework for Objective 1 . Operational framework for Objective 2 . Operational framework for Objective 3 Gender of Michigan agriscience and natural resources Operational framework for Objective 4 . . educators. . . . . . . . . . . . . . . . . . Age of respondents by category . . . . . . . . . . . Years of teaching experience of Michigan agriscience and natural resources educators . . . . . . . . Number of Michigan agriscience and natural resources educators with science certification . . . . . Hours of technical updating completed by Michigan agriscience and natural resources educators. . Number of programs which have restructured to become Michigan Agriscience and Natural Resources programs. . . . . . . . . . . . . . . . . . . . Number of restructuring committees assembled and whether they have met . . . . . . . . . . . xiv 23 25 26 27 28 29 85 86 87 88 89 91 91 CHAPTER I INTRODUCTION The past decade has seen many calls for education reform in the United States. Parents, teachers, and educational professionals have called for new and innovative approaches to teaching English, mathematics, and science. According to the "Nation at Risk" Report (National Commission on Excellence in Education, 1983) "There was a steady decline in science achievement scores of U.S. 17- year-olds as measured by national assessments of science in 1969, 1973, and 1977" (p. 9). The trend in science achievement scores has not improved. Former Secretary of Education William Bennett (1988) wrote that "A new assessment places American science students in rough international perspective" (p. 13). Ten year-olds placed 8th amonng countries tested, 14 year-olds placed 14th of 17 countries. Advanced science students fare even more poorly: 9th place of 13 countries in physics, 11th of 13 in chemistry and last in biology. These poor science test results have increased the demand for improved science education for American students. Typically, these demands have only led to more hours added to the school day or more days added to the school year. 1 2 Does increasing the amount of science instruction students receive improve science literacy or science achievement scores? The American Association for the Advancement of Science (1989), in its "Project 2061 Report: Science for All Americans" stated that, "A fundamental premise of Project 2061 is that the schools do not need to be asked to teach more and more content, but rather to focus on what is essential to scientific literacy and to teach it more effectively" (p. 4). The National Science Foundation (1983) in its report, "A Revised and Intensified Science and Technology Curriculum Grades K-12 Urgently Needed for Our Future" stated "The teaching emphasis at all grade levels is largely upon learning the names of plants and animals, their structural parts and the function of each. The students’ complaint is that ‘there are too many names and terms to learn’ (p. 11)." Longer school days and the reliance on outdated curriculum are not viable methods of improving science literacy among today’s students. The continued low achievement of science students in America is proof that a new strategy for instructing the adults of tomorrow is desperately needed. New and innovative methods of presenting scientific material are needed to improve student achievement and enthusiasm for learning science. The National Science Foundation (1983) reported that: 3 Recent research in cognitive process and science teaching shows that curriculum materials and teaching strategies that are application and activity-oriented and involve realistic problem solving produce improved results in learning content and process and in developing positive attitudes. (p. 3) The use of realistic, activity-oriented instruction is not new or unique to science instruction. One curriculum area that has relied on activity-oriented instruction is agricultural education. The field of agricultural education has placed significant emphasis on hands-on activities for over 75 years. The use of field-based instruction, using livestock, crops, and soils has been the backbone of agricultural education. Agricultural education has always been proud of its production agriculture roots. Moffit and Gratz (1987) wrote that "Traditional courses of study in secondary agricultural education have emphasized the production agriculture aspect and have done little to incorporate the scientific nature of the total agricultural industry" (p. 22). This statement is no longer true for most modern agricultural education programs. Iverson and Robinson (1990) stated "An integrated agricultural science and technology program is proposed that is based on quality standards that transcends general, academic and vocational lines, and that replaces traditional vocational agriculture programs" (p. 21). Kirby (1990) went so far as to say "Teachers have incorporated agriscience projects, some of an 4 experimental nature to assist students in developing thinking and science skills." As agricultural education restructures to agriscience education, more programs are developing an increased emphasis on the scientific aspects of the agricultural and natural resources industries. The National Research Council (1988) in its report titled "Understanding Agriculture: New Directions for Education" stated that "Teaching science through agriculture would incorporate more agriculture into curricula, while more effectively teaching science" (p. 11). Budke (1991) stated specifically that agricultural education is an ideal setting for teaching principles of biology and physical science. Budke stated that: A logical program change in agricultural education is toward increased emphasis on biological and physical science principles directly addressing the increased scientific nature of agriculture and appealing to a broader audience of students who are interested in science oriented agriculturally related occupations. Agriculture provides an ideal setting for demonstrating and applying biological science and physical science principles. (p. 4) As a result of this move to agriscience based programs, the Michigan Department of Education in 1989 contracted with the Department of Agricultural and Extension Education at Michigan State University to develop a model agriscience and natural resources curriculum for agricultural education 5 programs in Michigan. Following the development of the basic core curriculum units, agricultural education programs in Michigan began a restructuring process to be officially recognized as agriscience and natural resources programs by the Michigan Department of Education. However, even as more agriscience programs develop in Michigan, teachers, parents, and administrators continue to question the rationale for teaching science through agriculture. Statement of the Problem As more people call for reform in the American educational system, there is a growing need for improved instructional methods. Agriscience and natural resources programs utilize activity-oriented instruction methods to instruct students in science. However, many parents, educators, and administrators do not feel that agriscience and natural resources classes are viable alternatives to more traditional science courses for high achieving college- bound students. Is agriscience and natural resources a legitimate science course? Do students who enroll in agriscience and natural resources classes perform as well on science tests as students who take more traditional science classes? These are two of the questions that this research study attempted to answer. 6 Purpose and Objectives The purpose of this research is to compare students enrolled in agriscience and natural resources courses with students in traditional science courses on science achievement tests. Specific objectives of the study were to: Determine the influence of science courses (including agriscience and natural resources) and demographic variables on students’ science achievement test scores. Determine the number of science objectives from the Michigan Agriscience and Natural Resources Curriculum that are being taught by agriscience and natural resources educators. Determine agriscience and natural resources educators’ attitudes towards the concept of agriscience instruction. Determine agriscience and natural resources educators’ knowledge about the Michigan Agriscience and Natural Resources Curriculum. Determine demographic information on Michigan agriscience and natural resources educators. 7 Research Hypothesis The following research hypothesis will give direction to this study. 1. Students who had agriscience and natural resources courses will have mean scores on standardized science achievement tests equal to students who did not have agriscience and natural resources courses . Definition of Terms To facilitate better understanding of this study, several terms commonly used in agriscience and natural resources and science education will be defined. MW will be defined as the application of agricultural and natural resources principles and practices to the teaching of science to elementary, middle school, and high school students. Altgrnatix§_§gigngg_gla§§g§ are defined as science courses other than biology, chemistry, and physics that qualify for science credit. Classes such as earth science, physical science, and agriscience and natural resources would be considered alternative science classes. Belgw_gygr§gg_§tudgn;§ are students who are not preparing to attend college, and who do not receive passing grades in traditional science classes. These students are therefore placed in alternative science classes to receive the science credits needed for graduation. 8 W are the objectives of the Michigan Agriscience and Natural Resources Curriculum that have been cross-referenced with the State of Michigan’s Science Objectives for secondary students. 2' 1'-._ 1- °: " ‘ -11 -,-.= ’-:- , e .°cu_ y is the name selected by Michigan secondary agricultural teachers to represent the new curriculum focus in Michigan. Sgigngg_a§higygmggt is defined as the scores obtained on general tests of science knowledge. Traditional science giasses include biology, chemistry, and physics. Advanced science and advanced placement (AP) classes are also considered traditional science classes. ygggtigggi_ggziggltgzg is defined as classes formerly taught in secondary schools that provide opportunities for students to prepare for, or advance in, occupations requiring knowledge and skills in agriculture. Limitations of the Study This study was limited to high school seniors in four selected Michigan high schools during the 1991-92 school year. The high school seniors voluntarily completed the science achievement test. The study was also limited to those high school seniors who were present in school the day of testing. The survey of agriscience and natural resources teachers was limited to those teaching agriscience and natural resources during the 1991-92 school year. 9 Basic Assumptions The researcher assumed the results of the science achievement tests were an accurate portrayal of the scientific knowledge attained by participating high school seniors. It was assumed that agriscience and natural resources teachers provided truthful information about their attitudes, perceptions, and knowledge about the Michigan Agriscience and Natural Resources Curriculum and the concept of agriscience instruction. CHAPTER II REVIEW OF LITERATURE Introduction Many researchers have investigated the interaction of agriculture and natural resources education and science education. A review of literature uncovered many studies on the methods of science instruction, attitudes of students and teachers towards science, and the use of agricultural concepts to teach science principles. This chapter is organized into two sections. Sectioan will review studies in three areas: science objectives taught in agricultural and natural resources classes, science instruction using inquiry and field-based instruction, and science instruction using principles of agriscience and natural resources. Section II includes a review of the literature related to the attitudes of students and teachers about science education, and the attitudes of teachers about the use of agriscience and natural resources principles for teaching science. 10 11 Section I SC' . E . 1! Science has always been a major part of agricultural education programs. However, only within the past ten years has research shown that agricultural education courses teach a significant number of science objectives. In 1984, before the current move to agriscience instruction, Moss (1984) studied agricultural education programs in North Carolina and found that "twenty-four (24) of the 60 competencies in the ‘Introduction to Agriculture/Natural Resources’ course were identified as being similar to competencies taught in high school courses such as biology, earth science, and physical science" (p. 4). Moss also found that a smaller number of competencies taught in an ornamental horticulture class were directly related to competencies taught in biology and physical science classes. A general study that showed that science competencies are included in the curricula of secondary vocational education programs was conducted by Anderson and Boddy (1985). Anderson and Boddy found that "specific secondary vocational programs that contain significant components of chemistry, biology, and physics related skills are: production agriculture, and horticulture" (p. 8). A similar study was conducted by Moss (1986) on the science competencies taught in vocational agriculture in Louisiana. He found that: 12 The greatest similarity between the curriculum in vocational agriculture and a specific high school science course is in environmental science. Forty-four agricultural instructional objectives from the Basic Program of Vocational Agriculture in Louisiana were of similar content to the objectives taught in environmental sciences. (p. 4) The findings of this study agreed with the results of Moss’ previous study that showed that a large number of science objectives were taught in vocational agriculture classes. Moss (1986) also reported that: A total of 76 instructional objectives from the Basic Program of Vocational Agriculture in Louisiana curriculum guide were identified as science related objectives. Of the 76 instructional objectives identified, 13 objectives were overlapping with objectives taught in high school biology. Four objectives overlapped with objectives taught in general science, and three objectives are similar to competencies taught in physical science. (p. 3) In 1988 Moss conducted a follow-up study to determined the science-related objectives taught in the Advanced Program of Vocational Agriculture in Louisiana. The findings showed the ’Advanced Program of Vocational Agriculture’ included science objectives that overlapped those taught in five state approved science courses. The most overlap occurred in the environmental science course. 13 From the studies of the Louisiana Vocational Agriculture Program, Moss found that science competencies taught in vocational agriculture were very similar to the science competencies taught in Louisiana environmental science courses. However, the study by Moss (1984) of North Carolina vocational agriculture courses found that biology and physical science were the courses that were most similar to North Carolina vocational agriculture classes. W Agricultural education is not the only subject to use hands-on, inquiry methods of instruction. Traditional science courses have also used unique instructional techniques to increase students’ interest in science. Roth (1989) described the inquiry approach to teaching science by stating, "the inquiry perspective contends that students will develop better understandings of the nature of science and will be more interested in science if they are engaged in ‘doing’ science” (p. 18). Several research studies have shown that the inquiry method of teaching science produces higher achievement scores than traditional science instruction. Wagner (1983) studied the science achievement of elementary students related to the method of instruction used to teach science. The two methods used in the study were the inquiry approach and a reading-recitation approach. Wagner (1983) concluded, "there was a significant difference in (1) total achievement 14 gains between the methods; (2) process skills gains between the methods." While this study was limited to elementary science students, it shows that those students taught by an inquiry approach had achievement gains significantly greater than those taught by a reading-recitation approach. A 1984 study conducted in Nigeria compared the teaching of biology as inquiry with the traditional didactic approach in secondary schools. Awodi (1984) found, "students in the inquiry group attained a significantly higher level of achievement than students in the traditional group." The researcher concluded, "the inquiry method is a more effective method of teaching science than the traditional lecture method (Awodi, 1984)." Another study which compared the inquiry approach and the traditional method of instruction was conducted by Doty in 1985. Doty’s study analyzed the affects the two methods of instruction had on students’ science process skills, attitudes towards science and achievement in science. Doty (1985) found that "subjects in the inquiry group did differ significantly from those in the traditional group in science achievement." A thorough review of the literature has shown that students taught using the inquiry method did better on science achievement tests than students taught using the traditional, didactic method of science instruction. The didactic method of teaching science was also compared to activity based science instruction. In 1981, Oloke compared an indoor-outdoor laboratory method to a 15 traditional method of teaching. This study, like the Awodi study discussed earlier, was conducted with secondary school students in Nigeria. This study found that the indoor- outdoor laboratory method of teaching ecology was more effective than the traditional method of teaching ecology in producing cognitive gain and that it was at least as effective in promoting a positive ecological attitude among students. Using Agricultnrc Tc chcn Sciencc One of the most prominent methods of using an inquiry or "hands-on" approach to teach science is in agriculture. Students have the opportunity to study biological concepts such as reproduction, genetics, nutrition, and photosynthesis through "hands-on" activities using plants and animals. Budke (1991) stated, "agriculture provides a marvelous vehicle for teaching genetics, photosynthesis, nutrition, pollution control, water quality, reproduction, and food processing where real live examples can become part of the classroom experimentation and observation" (p. 4). The use of agricultural principals to teach science was stressed by members of the National Council for Agricultural Education. Pope and Staller (1991) stated that "The National Council for Agricultural Education . . . has initiated a program to move science education from ‘textbook based’ to ‘activity based’ instruction using real-world examples as they apply to the agricultural sciences" (p. 36). 16 The move to using agricultural principles to teach science has been supported by several research studies. Ryan (1983) studied the effect of an agriculture program on the academic achievement of eighth grade students. A pre- test, post-test control group design was used to measure achievement of both the experimental and control groups. The experimental group received thirty-minutes of science instruction in the classroom and thirty-minutes of instruction on an agricultural farm. The control group received 60 minutes of science instruction within a traditional classroom setting. Science achievement was measured using the Stanford Achievement Test. The study showed the experimental group made significantly greater academic growth in science than the control group. In 1988, Whent and Leising used a post-test only, control group design to compare the science achievement scores of students studying the California Basic Core Curriculum in Agriculture and a traditional biology curriculum. Whent and Leising reported, "agricultural students in test schools achieved slightly higher on the biology test than did bio-science students" (p. 14). The researchers concluded that agriculture students were mastering the state science standards on an equal level with students in general science classes. Enderlin and Osborne (1991) studied science achievement of middle school science students. The researchers compared a laboratory oriented agriculture approach with a 17 traditional science instruction approach in teaching a plant science unit. Enderlin and Osborne also used a post-test only, control group design for their study. The researchers concluded, "student acquisition of science knowledge differs significantly between those students who receive agriculturally oriented laboratory instruction in science and those students who receive traditional science instruction." An increase in science interest was witnessed in high school students who were taught plant breeding and genetics ‘ using a new plant variety. Fisher (1991) conducted a descriptive survey research study to show the results of using a new plant cultivar, "Fast Plants" (Brassica rapa), to teach middle school and high school science concepts. Fisher (1991) stated, "Increases in the time spent on plant study, in student use of live plant material, and in student learning . . . were seen." New, innovative science activities using agricultural principles has helped to increase students’ science achievement and improve their attitudes towards science. Other agriculture and natural resources based science learning programs include "Bottle Biology," "Project Wild," and "Project Learning Tree." Along with "Fast Plants," these innovative programs are using agricultural principles to increase science achievement scores and improve both students’ and teachers’ attitudes about science. 18 Section II t ' e c c Research has shown activity-based science courses have a positive affect on students’ and teachers’ attitudes towards science education. Akinmade (1982) found that "urban seventh grade students enrolled in classrooms where hands-on science was taught were found to have significantly more positive attitudes than their suburban counterparts taking traditional science courses." Moore (1983) had similar results in his study of the effects of guided experiences with animals on the beliefs, attitudes, behavior intentions, and knowledge of students in grades three through eight. This study used the pretest-posttest control group design. The study used a researcher developed instrument titled, "Knowledge and Feelings About Animals Inventory" to measure students’ attitudes and achievement. Moore (1983) reported, "experimental group posttest results showed significant positive gains in attitudes, beliefs, behavioral intentions, and knowledge over the control group posttest results.” Another study that investigated science attitudes was conducted by Burkhart in 1982. Burkhart used a pretest- posttest control group design and the Science Attitude Inventory (SAI) to compare students who enrolled in an activity centered science course and those who enrolled in traditional science courses. Burkhart (1982) found that "data showed a significant difference . . . in favor of the 19 experimental group. This strongly suggests that an inquiry oriented science class, placing emphasis on a ‘hands-on’ approach, can affect a student’s attitude toward science." Branch (1983) and Kern (1984) reported similar results. Branch conducted a developmental study in earth and environmental science. The researCher reported that "results indicated that students who received science instruction in the form of a generalized approach to problem study . . . became more positive in their views toward school science (Branch, 1983)." Using a field oriented approach, Kern studied the enhancement of student values, interests, and attitudes in an earth science laboratory. Results showed, "students under the field-oriented approach left the course feeling much higher levels of importance, interest, and enjoyment associated with the learning experience than did students in the traditional lab (Kern, 1984)." These studies have shown that activity based science courses improve students’ attitudes about science. However, the attitudes of the teachers are equally as important as the attitudes of the students. Elli! 3 El ! E . . Teaching science by using agriscience and natural resources principles is a relatively new concept. Many experienced agricultural educators have expressed concern about shifting emphasis away from traditional production agriculture instruction to the new agriscience and natural 20 resources program. Teacher attitudes about the new agriscience and natural resources curricula are important to the success of the implementation process. Pepple (1982) studied factors associated with teacher use and effectiveness of the Illinois Rural Core Curriculum in Agriculture. The study found that the core curriculum influenced teachers to use a greater variety of classroom instructional methods (Pepple, 1982). Pepple found that respondents who had in-service workshop instruction had a higher implementation rate than respondents who did not have in-service workshop instruction. This finding showed the importance of complimenting curriculum development activities with in-service training for teachers who will be using new curriculum materials. The issue of teachers’ attitudes towards change was also studied by Norris and Briers in Texas. In 1986, the Texas Department of Education began to restructure its curriculum from production agriculture classes to semester courses in agribusiness and agricultural technology. Norris and Briers (1989) reported that: Teachers’ perceptions toward the change process (need for the change, manner in which the change was managed, amount of teacher input into the change, etc.) was the single best indicator of the teachers’ free choice and aCtual decision concerning adoption of the change. This supports Pepple’s (1982) findings that teachers are more likely to have a positive attitude towards curriculum 21 reform if they actively participate in the reform process. However, the study by Norris and Briers had severe limitations. It was not a random sample of Texas agricultural education teachers, and therefore was not generalizable past the sample population. A similar study of teachers’ attitudes towards curriculum reform was conducted in Ohio. Peasley and Henderson (1991) conducted a descriptive study of teacher use, attitudes, and knowledge of agriscience curriculum in Ohio. Peasley and Henderson found that 25% of the teachers were teaching more than 75% of the content objectives of the Ohio agriscience curriculum. This would suggest that the new Ohio agriscience curriculum was not widely adopted by Ohio agricultural education teachers.' This result led the researchers to state, "high school teachers of production agriculture in Ohio are teaching a moderate level of the agriscience content." However, the researchers concluded, "Ohio high school teachers of production agriculture could be described as having a positive attitude toward the notion of an agriscience core curriculum and the term agriscience (Peasley and Henderson, 1991)." The researchers also reported, "teachers with more positive attitude towards agriscience tended to teach a slightly higher level of agriscience curriculum." Peasley and Henderson indicated that, although teachers surveyed in this study seemed to have a positive attitude towards agriscience, it appeared ‘the Ohio basic core agriscience curriculum was not being 22 widely adopted by "production agriculture" teachers. The researchers indicated that teachers’ positive attitudes about the agriscience curriculum did not correspond to a large adoption rate for the new curriculum. 92W It is important to develop a clear picture of the concept of agriscience and natural resources education. A diagram of the paradigm shift that has occurred from vocational agricultural education to agriscience and natural resources education is shown in Figure 1. The shift includes input from members of the agricultural and education communities and from agricultural education teachers. 3 An important part of the shift, which was discussed in the review of literature, is the attitudes of agricultural teachers. It was been shown that agricultural teachers’ attitudes can influence curriculum reform activities, curriculum development, curriculum implementation, and program restructuring. 23 Vbcafional Agricultural Education Agricultural 1 Education " ’ Communitiee input Iuelneeelinouetry Curriculum Teacher Educatore —’ A riaciance “4.25:3?" Reform ° Local Education Agenciee (LIA) ‘ ’ TeaCI'IOfO' Attltudea “duh“. Agriscience and Teachere' -—> Natural Resources "‘th Curriculum Development, ~ Implementation of the _\ ANR Curriculum and Program Restructuring Figure i. Agricultural education paradigm shift. 24 Figure 2 represents the paradigm shift occurring in science education. Agriscience and natural resources courses have now become a part of the accepted high school science program in many schools. This study attempted to identify science achievement scores of students enrolled in science and agriscience and natural resources classes. The related literature has provided important information that will guide this research study. Figures 3 through 6 show the operational frameworks for Objectives 1 through 4 respectively. These operational frameworks, based on the review of literature, were developed to provide direction to this study. 25 Elementary Students T Middle School Students Environ. Science Secondary Biology Science Program Phyeical Science Earth Science Science Achievement £ign:c_z. Science education paradigm shift. 26 Personal Characteristics School fwd" Characteristics R229 Science Curriculum . Teacher Characteristics gggégafeggfmic status instructional Methods Ability level (GPA) all classes agriscience classes 6 Hypo thesized Influences Science course credits chemistry biology agriscience 8 net. res. earth science environmental science I Science Achievement High School Subject Test Biology W. Operational Framework for Objective 1. 27 Personal Characteristics School Gender Characteristics Age Location Years of Teaching Status of Restructuring Science Certification Restructuring Committee Hours at inservice Curriculum Content Percent of Michigan Agriscience and Natural Resource Curriculum Science Objectives Taught zigige 5. Operational Framework for Objective 2. 28 Personal Characteristics School Gender Characteristics Ago “'— Locaflon Years oi Teaching Status of Restructuring Science Certification Restructuring Committed Hour. at lnggrvicg Curriculum Content Participation in Program Restructuring Workshops Local Restructuring Activities 1 Knowledge of the Michigan Agriscience and Natural Resources Curriculum W. Operational Framework for Objective 3. 29 Personal Characteristics Gender Age Years at Teaching Science Certification Hours of lnservlce School Characteristics '— —* Location Status of Restructuring Restructuring Committe Curriculum Content Experiences with Curriculum Reform Participation in Technical Curriculum lnservlces v Local Restructuring Activities l Attitudes about Agriscience aw. Operational Framework for Objective 4. 30 Conclusion The research studies discussed earlier showed that science principles and concepts have been taught in agricultural education classes for many years. Agricultural education courses closely resemble such courses as biology, earth science, physical science, and environmental education. One method agricultural teachers have used to successfully incorporate science concepts into the curriculum is by teaching science through inquiry. Many research studies have shown that students’ science achievement and attitudes towards science have improved when their teachers used the inquiry method of instruction. Agricultural teachers have also taught science concepts using hands-on, activity based instruction. This hands-on method of instruction has been shown to be ideal for teaching science concepts. The development of new curricula in agriscience and natural resources has placed agricultural education in the position to become a legitimate alternative to traditional, lecture based science courses. However, the attitudes of students and teachers about agriscience and natural resources are important to the success of new agriscience courses. Teachers must be thoroughly involved in the development of new curriculum materials and in- service training activities before they fully adopt the concept of agriscience education. Only after it has been shown that teachers, administrators, parents, and students accept agriscience and natural resources curricula, will 31 they become a part of the science instruction for all students. Therefore, this study attempted to show that students who enrolled in agriscience and natural resources classes had science achievement scores equal to students who enrolled in traditional science classes. The study also determined Michigan agriscience and natural resources educators’ perceptions of the Michigan Agriscience and Natural Resources Curriculum. CHAPTER III METHODOLOGY Introduction The methods and procedures used in this study are presented in this chapter. Sections include: an overview of the objectives, the research designs including the populations, variables, instruments, and analyses used in the study. This study was a pre-experimental study with a descriptive survey research component. Therefore, the study employed two research designs. The design for the pre- experimental study was a static-group comparison design. The descriptive survey component used a one-shot case study, pre-experimental design. Table 1 describes the objectives of the study, the research design that was used to meet the objectives, and the measuring instrument that was used to obtain necessary research data. 32 Table l Iii? Eli ”T 33 Table 1 ese c b'ect' t Objectives Research Instrument Determine the influence of science courses (including agriscience and natural resources) on students’ science achievement test scores. Static Group Comparison Student Science Achievement Test 2. Determine the number of science objectives from the Michigan Agriscience and Natural Resources Curriculum that are being taught by agriscience and natural resource educators. One-Shot Case Study Teacher Survey Determine agriscience and natural resources educators’ attitudes towards the concept of agriscience instruction. One-Shot Case Study Teacher Survey 4. Determine agriscience and natural resources educators’ knowledge about the Michigan Agriscience and Natural Resources Curriculum. One-Shot Case Study Teacher Survey Determine demographic information on Michigan agriscience and natural resources educators. One-Shot Case Study Teacher Survey 34 Objective 1 Objective 1 investigated the influences on science achievement of high school seniors in four Michigan high schools. The objective stated: 1. Determine the influence of science courses (including agriscience and natural resources) on students’ science achievement test scores. The following sections will address the research design, internal and external validity, variables, and analyses used to test this objective. e- ° e ' The static-group comparison design, as described by Campbell and Stanley (1963), was used to test Objective 1. The static-group comparison design uses two groups of subjects. Only one group receives the treatment, while the other group acts as the control for the experiment. Campbell and Stanley (1963) wrote, ”this is a design in which a group which has experienced X is compared with one which has not, for the purpose of establishing the effect of X" (p. 12). The diagram of the static-group comparison design is as follows: 35 11115112: te V The static-group comparison design controlled for four threats to the internal validity listed by Campbell and Stanley (1963). The design controlled for history, testing, instrumentation, and regression. These threats were controlled because the subjects only received one test. Because subjects did not receive a pretest, the threat to history, testing, instrumentation, and regression was eliminated. The threat of the interaction of selection and maturation was also controlled by using stratified random sampling to select the schools which took part in the study and a census of all seniors in those schools. The threats from selection, mortality, and maturation were present because each individual subject was not randomly selected and there was no pretest to determine if the independent variable caused the change in the dependent variable. However, because all seniors in the participating schools took part, these threats were controlled through randomization. External_!aliditx The research design which was used was checked for external validity using the threats identified by Bracht and Glass (1968). Bracht and Glass placed the threats to external validity into two classes: population, and ecological. The first threat to population validity was the 36 comparison of the experimentally accessible population and the target population. The target population of this study was all seniors in high schools that offered agriscience and natural resources in Michigan. The experimentally accessible population was all seniors in Michigan high schools that had restructured agriscience and natural resources programs. A stratified random sample was drawn from the experimentally accessible population. The generalization from the sample to the experimentally accessible population was based on sound experimental procedures. Therefore, the results of the stratified sample can be generalized to the experimentally accessible population. To generalize to the target population it must be shown that the experimentally accessible population was similar to the target population. The experimentally accessible population was all high schools in Michigan that have completed the restructuring process to agriscience and natural resources programs. The target population consisted of high schools that had agriscience and natural resources programs but had not completed the restructuring process. The second threat to population validity was the interaction of personological variables and the treatment. The treatment, agriscience and natural resources courses, may have affected some students differently than others. This threat was reduced by the use of stratified randomization to select schools that were part of the sample 37 and by taking a census of all seniors in those schools. One personological variable was also controlled by building it into the study. Only high school seniors were studied. This reduced the threat of using students from different grade levels. Gender, socioeconomic status of the students’ families, the students’ grade point averages for all their classes, their science courses, and their agriscience and natural resources classes were extraneous variables to the design. These variables’ affect on the dependent variable was investigated in this study. One threat to the ecological validity of the study was the explicit description of the independent variable. The independent variable in this study was the number of credits earned in agriscience and natural resource courses. Agriscience and natural resources courses are part of an agriscience and natural resources program that has been restructured under the guidelines of the Michigan Department of Education. Agriscience and natural resources programs include courses in natural resources and Michigan agriculture, plant science, and animal science. The number of science credits completed was measured using Carnegie ‘units. One Carnegie unit is equal to a full-year course, or one hour a day for 180 days. Therefore, six semester classes per year for four years represents 24 Carnegie units . The threat of multiple treatment interference was not present in this study. The independent variable, course 38 credits in agriscience and natural resources courses, was the only naturally occurring treatment. Therefore, there was no possibility of multiple treatment interference. The Hawthorne effect could have been a threat to the external validity of this study because the subjects were aware that they are participating in a research study. The high school seniors who constituted the experimentally accessible population knew the science achievement test they were taking was part of a research study. However, the students had no opportunity to alter their responses to the test just because it was part of a research study. The science achievement of students was measured using a standardized science achievement test. High school students are tested throughout their high school years to measure their knowledge in math, science, and English. Because of this, the subjects probably did not alter their responses to the test questions, therefore no Hawthorne effect was present. The same was true for the novelty and disruption effects of the treatment. Because the subjects did not receive an active treatment, there was no novelty or disruption from a "new" or "unique" treatment. The threat to external validity by the experimenter was also non- existent. The experimenter did not play a part in the treatment and therefore did not effect the results. The threat to pretest sensitization was also eliminated in this study. Because there was no pretest, the students were not 39 sensitized to the test measuring the dependent variable. Posttest sensitization was also reduced in this study because only high school seniors were studied. The test for the dependent variable was administered near the end of their high school years. Therefore, the chance of the posttest helping students acquire the concepts from science was very small. Because there was no pretest, the threat from the interaction of history and treatment effects was reduced. Therefore, naturally occurring events in life did not have an effect on the treatment and was not a threat to the generalizability of the study. The measurement of the dependent variable was not a threat to the external validity of the study. This was because the dependent variable, science achievement, was measured using a standardized science test that was proven to be a reliable measure of science knowledge. The final threat to the external validity of the study was the interaction of time of measurement and treatment effects. This was controlled by testing high school seniors’ science achievement near the end of their high school years. At the time of testing, most of the subjects had completed all their science classes in high school. This eliminated the effect of measuring the dependent variable immediately after the treatment. The use of the static-group comparison design provided a great deal of control from both the threats to internal and external validity of the study. Because the threats 40 were controlled, the results of the sample were generalizable to the experimentally accessible population and to the target population of this study. Fa V 'd t The standardized science achievement test that was used in this study was developed by a professional test development company, American Testronics. This company regularly develops high school subject tests for 17 different areas. The tests were professionally designed and have been used by many high schools nationwide to measure cognitive knowledge of high school students. The high school biology subject matter test from American Testronics was used because it contained sections related directly to the objectives of the Michigan Agriscience and Natural Resources Curriculum. Co te V The content validity of the high school science achievement test was determined by the professionals at American Testronics who developed the instrument. American Testronics used curriculum specialists from high schools and universities to develop the tests. American Testronics (1990) stated that, "For each subject test, they [curriculum specialists] determined major content areas through extensive analysis of curriculum materials from national organizations, leading subject-area textbooks, and materials 41 and objectives from various school systems across the country" (p. 5). These procedures ensured a valid subject matter test. B 1' 1.1.! Reliability is defined by Borg and Call (1983) as the "level of internal consistency or stability of the measuring device over time" (p. 281). Reliability for the science achievement test was determined by the company that developed the test, American Testronics. American Testronics (1990) reported, "for the High-School Subject Tests, the reliability coefficients have been computed using the Kuder-Richardson Formula 20 (KR20)" (p. 7). A Kuder- Richardson reliability coefficient of .85 was reported for the Biology test, the high school subject matter test that was used to measure the dependent variable. 3921131121; The target population for Objective 1 of this study was 156 high school seniors in four Michigan high schools that offered agriscience and natural resources programs. The experimentally accessible population was all seniors in four JMichigan high schools that had restructured agriscience and natural resources programs. A random sample of the lexperimentally accessible population was selected. From 'this sample of high schools, a census of all 156 seniors was studied. 42 W e V e The independent variable for Objective 1 was the number of credits earned in science by high school seniors. The science credits used included credits in: chemistry, biology, agriscience and natural resources, earth science, and environmental science. The science credits were measured using Carnegie units. The Carnegie units of measurement were described earlier in the section on internal validity. Information pertaining to the number of science credits completed is shown in Appendix D. Wichita: The extraneous variables to this design included personal characteristics of the subjects and characteristics of the schools that were part of the sample population. The personal characteristics of the subjects included gender, socioeconomic status of the students’ families, grade level, and students’ ability level as indicated by their grade point averages in all classes, and agriscience and natural resources classes. These variables were controlled by building them into the design of the study. The students’ gender, socioeconomic status, and grade point averages were all measured and analyzed to determine their influence on the dependent variable. The grade level of the subjects was held constant by only studying high school seniors in the schools that were part of the sample population. The school 43 characteristics that acted as extraneous variables to this design included the science curriculum taught in the school, teachers’ characteristics, and instructional methods utilized to teach science. These extraneous variables were controlled by randomly selecting the schools that were a part of the sample population, and by taking a census of all seniors in those schools. The use of randomization thus reduced the threat that these extraneous variables had on the dependent variable. W The dependent variable in this design was science achievement of high school students. It was measured using a standardized science achievement test. The test was a high school subject test for biology knowledge (see Appendix B). The biology test was selected because it contained content areas related to the objectives taught in agriscience and natural resources classes. music W The high school subject tests were analyzed by the Scoring Office at Michigan State University. Students’ score sheets were analyzed for correct and incorrect responses to the test questions. The Scoring Office also Provided means, standard deviations, and percentile ranks for all four schools tested. 44 E ii . E !' To obtain demographic information on the high school seniors who completed the test, a family information questionnaire was developed (see Appendix C). The questionnaire was developed by the researcher to determine the socioeconomic (SES) status of each student’s family. The SES calculation has been used by Lee (1983), Bogie (1976), Marini and Greenberger (1978), DeBoard et al. (1977), and Gottfredson (1981) to determine the effect socioeconomic status had on students’ vocational and occupational aspirations of high school students. The instrument contained questions about each student’s father’s and mother’s occupation and highest level of education. Questions to determine the family’s income and kind of household possessions were also included in the instrument. The questionnaire also asked for the students’ gender, age, racial identification, grade point average (GPA), and grades in all their science classes. To ensure statistical accuracy, the GPAs and science grades reported by each student were cross-referenced with the school’s records for each student who completed the test. The information obtained from the family information questionnaires was coded and analyzed to determine a socioeconomic score for each student. Each answer to the socioeconomic questions was given a corresponding numeric value (see Appendix C). A z score for each student was then calculated on each question. The z scores for each question 45 were then added together and divided by the number of variables to determine a socioeconomic (SE8) score for each student. The 2 scores were recoded into quartiles for reporting purposes. Raw Z scores were used in the multiple regression analysis for Objective 1. Ansl¥§i§_£§§I§ The analysis tests that were used for Objective 1 were analysis of variance (ANOVA), multiple regression, and semi- partial regression. Semi-partial regression was used to determine which set of variables had the greatest effect on the dependent variable. Alpha was set c_czicz at .05. Objectives 2 - 5 Objectives 2 through 5 of the study addressed the perceptions of Michigan agriscience and natural resources educators towards the Michigan Agriscience and Natural Resources Curriculum. The objectives were as follows: 2. Determine the number of science objectives from the Michigan Agriscience and Natural Resources Curriculum that was being taught by agriscience and natural resource educators. 3. Determine agriscience and natural resources educators’ attitudes towards the concept of agriscience instruction. 46 4. Determine agriscience and natural resources educators’ knowledge about the Michigan Agriscience and Natural Resources Curriculum. 5. Determine demographic information on Michigan agriscience and natural resources educators. EI§2EXD§Iim§n£Ql_D§§iQD Objectives 2 through 5 were studied using descriptive survey research. The descriptive survey component of this study used a one-shot case study, pre-experimental design. Campbell and Stanley (1963) discussed this design when they stated "Much research in education today conforms to a design in which a single group is studied only once, subsequent to some agent or treatment presumed to cause change" (p. 6). The design is outlined as follows: The one-shot case study is used as a minimum reference point for guiding future research studies. The design lacks control of all the threats to internal validity stated by Campbell and Stanley. However, this design was only used as a guide for the descriptive survey research part of the study. Because descriptive research seeks only to explore phenomena and gain new insights into current events in life, the use of the one-shot case study design did not weaken this part of the study. 47 111191;! W The one-shot case study is a pre-experimental design that lacks any control of variables in the study. However, the purpose of this descriptive survey research study was to accurately describe the current attitudes and characteristics of Michigan agriscience and natural resources educators, and not to control any variables. The one-shot case study design has definite weaknesses in the areas of history, maturation, selection and mortality. History and maturation were threats because the researcher could not differentiate between the effect of the Michigan Agriscience and Natural Resources Curriculum and the effects from history or the maturation of the respondents. The threat to selection was controlled by conducting a census of all Michigan agriscience and natural resources educators. Mortality was a threat because some of the subjects in the census did not respond for reasons which might have been caused by their perceptions of Michigan Agriscience and Natural Resources Curriculum. This threat was addressed by controlling for non-response error. W The descriptive survey part of this study was checked for external validity using the threats identified by Bracht and Glass (1968). Bracht and Glass placed the threats to external validity into two classes: population and 48 ecological. The first threat to population validity was the comparison of the experimentally accessible population and the target population. This threat was controlled by conducting a census of all Michigan agriscience and natural resources educators. Because all educators were surveyed, the target and experimentally accessible populations were the same. The threat from the interaction of personological variables and the treatment was not present in this part of the study because there was no active independent variable. The independent variable was the naturally occurring use of the Michigan Agriscience and Natural Resources Curriculum by educators. The independent variable was the use of the Michigan Agriscience and Natural Resources Curriculum. The curriculum consists of four basic core units. However, only units 100, 200, and 300 are cross-referenced with the Michigan State Science Objectives as outlined by the State Department of Education. All agriscience and natural resources teachers were familiar with the curriculum. The threat from multiple treatment interference was not present in this study because no active treatment was given to the population. The subjects’ use of, and perceptions about, the Michigan Agriscience and Natural Resources Curriculum were the only naturally occurring treatments. The Hawthorne effect was a threat to this study because the educators knew the questionnaire was part of a research 49 study. The educators may have altered their responses because the questionnaire was distributed from the Department of Agricultural and Extension Education, the same department that developed the Michigan Agriscience and Natural Resources Curriculum. This may have caused the educators to change their answers and give the curriculum positive ratings. This was also the reason why the threat from novelty and disruptive effects was present in this study. The Michigan Agriscience and Natural Resources Curriculum was a newly developed curriculum that the educators had only been using for two years. The novelty of using the new curriculum may have caused the educators to respond differently to the survey questions. The experimenter effect was also a threat to this study. Because the cover letters were signed by the individual who organized the curriculum development effort, educators might have altered their responses on the questionnaire. Posttest sensitization, interaction of history and treatment effects, measurement of the dependent variable, and interaction of time of measurement and treatment effects were not present in this study because there was no active treatment given to the educators. The survey questionnaire only sought the educators’ perceptions and attitudes about the Michigan Agriscience and Natural Resources Curriculum. 50 W The instrument was checked for face validity by professionals in the area of agriscience and natural resources. The questionnaire was edited and changed to improve its appearance. QQDLQDL_221191§¥ The content validity of the instrument was also verified by a panel of experts familiar with agriscience and natural resources education. Changes were made to improve the clarity and reduce ambiguity in certain questions. E 1' lil'! The instrument was checked for reliability with a sample of Michigan agriscience and natural resources educators. Reliability was calculated using the Statistical Package for the Social Sciences (SPSS/PC+). Cronbach’s alpha coefficients ranged from .72 to .95. Won The target population for the descriptive survey was all Michigan agriscience and natural resources educators. Because there were only 140 agriscience and natural resource educators in Michigan during 1991-92, a census of all educators was conducted. Therefore the experimentally accessible population was also the target population for the 51 survey. The survey had a final response rate of 122 teachers, or 87% of the population. E l . S 1' Bi EIQE§_EI£QI Frame error was controlled by checking the list of Michigan agriscience and natural resources teachers with agricultural education specialists from the Department of Agricultural and Extension Education at Michigan State University. The list was double checked with the agricultural education supervisor from the State Department of Education. Agriscience and natural resources teachers who had retired or resigned were taken off the list and new teachers were added. Whigs Selection bias was eliminated from this study by conducting a census of all Michigan agriscience and natural resources educators. This eliminated the possibility of certain teachers having a better chance than other teachers of receiving a survey. EQB:I§§EQD§§.§IIQI Non-response error was controlled by following the Total Design Method (Dillman, 1978). A postcard reminder was sent to all Michigan agriscience and natural resources educators. Nonrespondents were then sent a follow-up letter 52 with a replacement questionnaire. A total of three follow- up mailings were sent with replacement questionnaires. Returned questionnaires were coded by the date they were received. Early respondents were compared to late respondents on their responses to survey questions. T-tests were used to test for any differences. No significant differences existed between early and late respondents. Miller and Smith (1983) stated, ”research has shown that late respondents are often similar to nonrespondents" (p. 48). Because the late respondents were not significantly different from the early respondents, the results are generalizable to the target population. Instrument_2exelenment The survey instrument (see Appendix F) used in this study was developed from a similar survey conducted by Peasley and Henderson (1991). Part I contained 70 objectives from Units 100, 200, and 300 of the Michigan Agriscience and Natural Resources Curriculum. Michigan agriscience and natural resources educators were asked to indicate whether or not they taught each of the 70 objectives in their agriscience and natural resources classes. ANR teachers in horticulture programs indicated whether or not they taught 27 objectives in units 100 and 200, Natural Resources and Michigan Agriculture and Plant Science. 53 Part II used a seven-point semantic differentiation scale to determine Michigan agriscience and natural resources educators’ attitudes towards the concept of agriscience. Thirteen pairs of adjectives were included to determine if respondents had a negative or positive attitude about agriscience. Part III contained 11 Likert scale questions used to determine Michigan agriscience and natural resources educators’ perceptions of agriscience and natural resources as an alternative to production agriculture programs. Part IV contained 10 questions used to determine Michigan agriscience and natural resources educators’ knowledge about the Michigan Agriscience and Natural Resources Curriculum development process. Part V contained 12 demographic questions about respondents’ gender, age, race, years of teaching, and program characteristics. Wis The survey instruments were analyzed using the Statistical Package for the Social Sciences (SPSS/PC+) (SPSS Inc., 1991). The data was analyzed using frequencies, means, and standard deviations. Statistical tests used included correlations, semi-partial regression, and multiple regression. CHAPTER IV FINDINGS Objective 1 Objective 1 was to determine the influence of science courses (including agriscience and natural resources) on students’ science achievement test scores. The independent variable for Objective 1 was the number of science credits earned in science by high school seniors. The dependent variable was high school seniors’ scores on the High School Subject Test-Biology. Extraneous variables to this objective included students’ gender, socioeconomic status of the students’ families, grade level, and students’ grade point average. Variables were analyzed using multiple regression. W A total of 156 seniors from four Michigan high schools took the high school science achievement test. The four high schools that participated in the research study were Beal City, Cassopolis, Benzie, and Port Hope. Table 2 shows the number of male and female seniors from the four participating schools. Fifty-four percent of the seniors were male and 46% were female. 54 H l 4'1 H "7 fami; Conte quart and l Spec. 55 Table 2 Ge de sc s b sc _ Male Female T- Column School Totals N % .Nl % N % n I _ Beal City 12 41.0 17 59.0 29 18.7 Cassopolis 28 61.0 18 39.0 46 29.7 Benzie 37 54.0 32 (46. 69 44.5 Port Hope _6m 55%0 5 45 11. 7.1 Row Totals“ 100.0 Seniors at participating high schools completed a family information survey (see Appendix J). The survey contained questions pertaining to the students’ parents’ or guardians’ occupation and level of education, and household possessions. specific value. WM Over 32% of the seniors listed craftsman occupation of their father or male guardian. percent of the respondents listed clerical as of their mother or female guardian. Each response was family income, coded with a as the Twenty-six the occupation Table 3 shows the frequencies and percentages for each occupation of students’ parents or guardians. 56 Table 3 MW Occupation Father/male guardian Mother/female ' guardian i Laborer 23 15.8 5 3.9 1 Service 5 3.4 16 12.5 I Operative 21 14.4 6 4.7 I Craftsman 38 26.0 7 5.5 Farmer, Farm 10 6.8 3 2.3 Manager Protective 3 2.1 1 0.8 Services Proprietor or 19 13.0 7 5.5 owner Sales 1 0.7 5 3.9 Clerical 4 . 42 32.8 Professional 6 . 17 13.3 Technical 2 . 2 1.6 Manager/ 9 6.2 11 8.6 Administrator School Teacher 3 2.1 6 . Professional- . 0 . ’ physician f 7 - WM]. 57 The highest level of education for a majority of the seniors’ fathers and mothers was high school. Smaller percentages had attended either vocational/technical school or some college. Table 4 shows the frequencies and percentages in each category. Table 4 n. i ! J 1 E 3 !' Father/male Mother/female Level of Education guardian guardian N % I Less than high school 11 7.5 8 5.3 High school graduate 81 55.1 77 51.0 Vocational/trade, business school, or less 44 29.9 54 35.8 than 2 years of college Completed college 9 6.1 11 7.3 I Advanced degree 58 W Over 35% of the seniors indicated that their families’ income was between $20,000 and $34,999, followed by $35,000 or more, and $19,000 or less. Twenty-three percent of the seniors did not know their families’ income or did not respond to the question. Table 5 shows the frequencies and percentages in each income category. Table 5 W i_ Frequncey ‘ Percent 1 $19,000 or less 21 13.5 $20,000 to $34,999 55 35.3 $35,000 or more 44 28.2 > Don’t know/ or missing f 36 23.1‘ l on '0 Seniors were asked whether they had specific possessions available to them in their home. Some of the possessions listed included a place to study, newspapers, books, calculator, computer, VCR, and CD player. Responses were coded with a value of two if the item was available, or a value of one if the item was not available. Scores were 59 then included in the socioeconomic status calculation. Table 6 outlines the number and percentage of respondents who had the item in their home. All respondents, 100%, indicated that they had a color television in their home. Only 30.1% of respondents had a compact disc (CD) player, and 34.5% had a computer in their homes. Table 6 Housebcld_29§§essigns Items N % A specific place to study 84 54.2 A daily newspaper 117 75.5 Encyclopedia, reference books 133 86.9 Typewriter 125 80.6 Electric dishwasher 75 48.4I Two or more working cars/trucks 144 92.9 More than 50 books 136 87.7 Own room 134 87.0 Pocket calculator 146 94.8 Color TV 155 100.0 I Computer 53 34.6 Video tape recorder (VCR) 148 95.5 Computer disc (CD) player 60 2 scores were calculated for each individual’s socioeconomic status. Z scores were then categorized into quartiles for reporting purposes. Raw 2 scores were used for regression analysis. Seniors were asked four demographic questions. The questions asked for the seniors’ gender, age, race, and current grade point average. As stated earlier, 54% of the high school senior were male and 46% were female. The youngest senior was 17 years old and the oldest was 19 years old. The mean age for all the seniors was slightly over 17% years. Over 86% of the seniors were white, 7.2% were black, 2.0% were American Indian, 1.3% were Asian, and 0.7% were Hispanic. Table 7 illustrates the number and percentage of each race from the four high schools that participated in the study. 61 Table 7 ce ' se ' 0 Race Beal Cassopol is Benz ie Port Row City Hope Totals American 0 2 1 0 3 Indian (4.4%) (1.4%) (2.0%) Asian 0 1 1 0 2 (2.2%) (1.4%) (1.3%) Black 0 11 0 0 11 (24.4%) (7.1%) White 28 28 66 10 132 (100%) (62.2%) (95.7%) (90.9%) (86.3) Hispanic 0 0 0 1 1 (1.4%) (0.7%) Other 0 3 1 0 4 i Column 28 4s 69 11 153 (”529-4) _ __(7.:_*)__._ .._l The seniors were asked to specify their current grade point average. In order to increase the validity of the research, the information that the seniors provided was double checked with their official school records. Where discrepancies existed, the official grade point average was used for analysis. Seniors were also asked to list the different science classes they had completed and the grade they received. Grade point averages for students who had completed classes in agriscience and natural resources were calculated. 62 The mean grade point average for all students was 2.70 with a standard deviation of .69. The total number of science credits and agriscience and natural resources credits was determined from the questionnaires. The mean number of science credits completed for all respondents was 2.79. The mean number of agriscience credits completed was .79. Over 100 seniors, 68.6%, never had a class in agriscience and natural resources. Forty-nine students, 31.4%, did have classes in agriscience and natural resources. Table 8 displays the means, standard deviations, minimum, and maximum number of credits for the respondents. Raw data for the science credits completed is in Appendix D. Table 8 1'-1 1 u-e_ O. = 't e :11 :0!.: ‘16: -12 . u . ‘=-_ ‘S Science credits 2.79 1.13 .5 6.0 156 Agriscience and 1.47 .79 .5 3.5 49 f Nat. Resources 63 e Var' The High School Subject Test - Biology that was used to measure science achievement consisted of 60 multiple choice questions. The mean score of all seniors who completed the test was 22.79. E J . ; J !' J E J . Correlations were performed to determine if the dependent variable, score on the science achievement test, could be correlated with demographic variables of the students. Because all variables were measured on the interval scale, Pearson product-moment coefficients were used for the correlations. The correlations found a substantial positive (Davis, 1971) correlation between students’ grade point average and their science achievement test scores. There were moderate correlations between students’ scores and the number of science credits they had completed. Results of the correlations are shown in Table 9. 64 Table 9 C0 f z 02: 0‘ ;- e -t‘t =' = ‘1 ; 2C1 ‘Veu‘ ll 0 l _ _. _ ._._ _—__.. —_..._.1 2 Variable Coefficient Description Overall G.P.A. .57 Substantial Science credits .49 Moderate Agriscience and 5 ; Nat. Resources .27 Low i l GePeAe i ; Socioeconomic .24 Low } ; status i Agriscience and I Nat. Resources -.07 Negligible I Creditsm , , i Wis A multiple regression analysis was conducted on the variables related to Objective 1. The multiple regression analysis was conducted to determine if relationships existed between the independent variables and the dependent variable, science achievement test scores. Semi-partial multiple regression coefficients were calculated for three variable sets. The first set included six demographic variables. The semi-partial regression (8R2) was .08 for the demographic variable set. Then the overall grade point averages were added to the equation. The CPA produced a semi-partial coefficient (sR’) of .27. The final variable set was the number of science credits 65 completed. Semi-partial regression (SR2) for this variable set was .07. Table 10 shows the results of the semi-partial regression analysis. Table 10 -H'-,, f, U-. --_'., c.- 7' 'en 5 . ° e‘ee s- Variable Set Demographic variables I Overall G.PMA. Science credits Total * p<.05 A multiple regression analysis was conducted to determine which independent variables were associated significantly to the students’ scores on the science achievement test. The beta value indicates the amount of change associated with the intercept for each unit of the variable being measured. There was a direct change for dichotomous variables and an indirect change for continuous variables. The comparison group for the regression analysis was white senior high school students. Students’ overall G.P.A. and the number of science credits completed were the significant variables in the regression. Table 11 contains the data from the regression analysis. 66 Table 11 _t . e :-_-:; on o st de " i -1 - . ti-veuen ~ . e~ Independent Variables Intercept -6.26 .67 Demographic variables ANR students/ -1.56 .13 non ANR students Gender -1.26 .19 Age .74 .36 Blacks -1.14 .56 Race (other than black or 2.20 .26 white) Overall G.P.A. 4.70 .00 * _Sciencecredits f__ V ,. -_. 7 2.08 .00 * * p<.05 R2 = .43 Ernethesis_te§t The hypothesis for Objective 1 was as follows: Ho Students who had agriscience and natural resources courses will have mean scores equal to students who did not have agriscience and natural resources courses. Using the research hypothesis as a guide, an alternate hypothesis, H“ was developed. 67 H, Students who had agriscience and natural resources courses will have mean scores that are not equal to students who did not have agriscience and natural resources courses. For testing purposes, the hypotheses were diagramed as follows, I'Io ”1:32 H1 #1 75 “2 The regression analysis was used to determine if seniors who had agriscience and natural resources (ANR) classes differed from seniors who did not have ANR classes on the science achievement test. Alpha was set g_c[ic; at .05. Because H0 was a non-directional hypothesis, a two tailed t-test was used. Two-tailed probability was .13 with a t value of -1.48. No significant differences were found between the two groups. Therefore, H0 was tenable. The alternative hypothesis, H,, was rejected. Objective 2 Objective 2 sought to determine the number of science objectives from the Michigan Agriscience and Natural Resources Curriculum that were being taught by Michigan agriscience and natural resources educators. The objectives that were listed in the questionnaire were from Units 100, 68 200, and 300 of the Michigan Agriscience and Natural Resources Curriculum. These objectives were selected because they were cross-referenced with the State Science Objectives for Secondary Students as specified by the Michigan Department of Education. Raw data for each objective are located in Appendix K. The percentage of objectives taught for each respondent was calculated. However, because the survey included both teachers in comprehensive agriscience and natural resources programs and teachers in primarily horticulture programs, the percentage of objectives taught by Michigan agriscience and natural resources educators should be viewed with caution. To clarify this, percentages were calculated separately for Michigan agriscience and natural resources educators (70 objectives) who teach Units 100, 200, and 300, and horticulture teachers (27 objectives) who teach Units 100 and 200 only. Table 12 lists the mean percentage of objectives taught, the standard deviation, minimum, maximum, and number of respondents. 69 Table 12 Me e t i ' ' ' ce atura Mean S. D. Min. All Respondents (n=110) 81% 19% 0 100% ANR teachers (n=80) 83% 18% 0 100% (not including hort.) ANR teachers (n=28) 79% 16% 44% 100% (horticultureflonly) The percentage of objectives taught was also placed into quartiles for reporting purposes. The largest percentage of all three groups taught between 75 and 100% of the curriculum objectives. Table 13 shows the number and percentage of respondents in each quartile. Table 13 Cu ' 've t t' e All Teachers Percent . 1 - 25% 7 6.6 2 2.6 0 0.0 ; 26 - 50% 22 20.8 2 2.6 3 10.7 I51 - 75% 24 22.6 21 27.3 8 28.6 i 76- 100% 53 50. 0 67.5 17 60.7 ; 106 100. 0 100.0 m 100.0 7O 2 J !' J E J . Correlations were performed to determine if relationships existed between independent variables and the dependent variable, the percentage of science objectives taught. The correlation found that rural schools, the hours of technical in-service teachers received, and science certification of the teachers were found to have moderate positive correlations with the percentage of science objectives taught. Urban and suburban schools and the gender of the teacher were found to have moderate negative correlations with the dependent variable. Table 14 contains the results of the correlations. Table 14 I Variable Coefficient Description I ‘Urban schools -.44 Moderate I Rural schools .40 Moderate l Science .39 Moderate certification I Gender of teachers -.39 Moderate Suburban schools -.32 Moderate Hours of in-service .23 Moderate 71 W A semi-partial regression was conducted to determine the influence of two different variable sets on the dependent variable, percentage of science objectives taught. The first variable set included demographic variables of the teacher. This set produced a semi-partial coefficient (sRfi of .56. The independent variable set included program variables and the science certification of the teacher. It produced a semi-partial coefficient (SR2) of .12 for a total I? of .68. Table 15 illustrates the results of the semi- partial regression. Table 15 emf-9: ’ai _-- -;-°-1 --- c'e t~ for 7 .-.- d- v. .13 e se : ' , 9- -. .o- o ~ci‘ e ..'e t5 e: -u-1 We . variablesett,_ . 2 hi, .._ reevfi—‘i i Demographic variables Independent variables .12 .68 72 A multiple regression analysis was conducted on the variables related to Objective 2. The multiple regression analysis was conducted to determine if relationships existed between the independent variables and the dependent variable, percentage of science objectives taught. Significant variables in the regression included teachers from rural schools, schools in a town, and the hours of in- service teachers had completed. Table 16 displays the results from the regression analysis. Table 16 u e re t a sc ob'e 'ves ! i! l ! l !l . . I e i ! . l] Independent Beta t Variables (5) value Intercept .31 .45 Demographic variables Age -.01 . 14 Gender -.08 .39 Urban schools -.09 .60 Town schools .41 .00 * Rural schools .26 .02 * Years taught .01 ' .12 Program variables Program restructured -.00 .91 Hours of in-service .00 .04 * Restructuring committee .16 .41 Science certification .10 .57 * p<.05 R2 = .68 73 Objective 3 Objective 3 was to determine Michigan agriscience and natural resources educators’ attitudes towards the concept of agriscience instruction. Two parts of the questionnaire addressed this objective, a semantic differentiation scale and a Likert scale. t ‘ de Teacher attitudes towards agriscience were measured using a semantic differentiation scale. The semantic differentiation scale included 13 questions with a pair of descriptors. One descriptor was positive and the other was negative. Each pair of descriptors were separated by seven ratings spaces, three positive, three negative and a neutral. Responses were coded as 1-very strongly negative, 2-strongly negative, 3-slightly negative, 4-neutral, 5- slightly positive, 6-strongly positive, and 7-very strongly positive. Frequencies and percentages for each of the 13 pairs of descriptors are located in Appendix H. ”Table 17 shows each pair of descriptors, the mean, and the standard deviation for all responses. 74 Table 17 eua. ' 2' - -, 0! - : 9e.~ l ! . . I Descriptors Mean S.D. Dispensable/indispensable 5.54 1.44 Bad/good 6.21 .98 Unimportant/important 6.10 1.11 Ineffective/effective 5.62 1.33 Boring/exciting 5.61 1.19 Old/new 5.38 * 1.34 Static/dynamic 5.61 1.18 Archaic/innovative 5.66 1.10 Unnecessary/necessary 5.90 1.28 Unessential/essential 5.85 1.20 Doubtful/sure 5.45 1.31 Unwanted/wanted 5.37 * 1.47 Worthless/valuable 5.91 1.28 l — * = Slight positive. All others were strong positive. di: thl ii? 88 ge Th in pr th re re. 75 A mean for each respondent on the 13 semantic differential questions was calculated. These means were then calculated into one mean for all respondents. Overall, the respondents rated the concept of agriscience a 5.70 on a 7 point scale. W A semi-partial (sRfi regression and a multiple regression were performed to determine the relationships between the independent and dependent variables. The dependent variable for this objective was the respondents’ mean score on the 13 semantic differentiation questions. The semi-partial (SR6 regression included two variable sets. The demographic variable set included teachers’ age, gender, years of teaching, and location of the school. These demographic variables had a semi-partial regression (8R2) coefficient of .23. The second variable set added into the equation was the program variables, including program restructuring, hours of in-service, the presence of a restructuring committee, and the science certification of the teacher. This variable set had a semi-partial (sRfi regression of .09. The results of the semi-partial regression are located in Table 18. 76 Table 18 7|...st 1 -. -:;'., _.- ' '-, g . '_._-.-1.- v - e - , i 1 ’ ~ u 1 - -1 -1 u 1 §EQ£§ Variable Set sR2 F Demographic variables .23 1.45 Independent variables .09 1.23 Total .32 1.23 A multiple regression analysis was conducted on the variables related to Objective 3. The multiple regression analysis was conducted to determine if relationships existed between the independent variables and the dependent variable, percentage of science objectives taught. The regression analysis found that none of the variables in the equation were significantly associated with the dependent variable. Results are displayed in Table 19. MW. AQWW Michigan agriscience and natural resources educators were also asked 11 Likert scale questions about their perceptions of agriscience and natural resources. The 11 questions addressed issues such as whether agriscience and natural resources was appropriate for all students, should 77 Table 19 Demographic variables Age -.01 -.152 Gender .34 .650 Urban schools .01 .01 Town schools .97 1.310 Rural schools .33 .592 Years taught -.02 -.605 Program variables Program restructured . .43 1.10 Hours of in-service .01 .886 Restructuring committee .18 .178 ’ Science certification .95 1.02 R ".32 be given science credit, and was supported by the community. The Likert scale questions used a 5 point scale. The scale was coded as 1-strongly disagree, 2-disagree, 3-undecided, 4-agree, and 5-strongly agree. The means for all 11 Likert scale questions is shown in Table 20. Frequencies and percentages for each question are located in Appendix K. 78 Table 20 r i t t' t' O ' ns ' t An ANR program in high school will give students a solid base for a career in agriculture and natural resources. 4.38 .68 An ANR course should be recommended to all high school students. 3.92 1.01 High school science credit should be awarded for ANR courses. 4.73 .48 My community supports the concept of agriscience and natural resources. .83 Teaching an ANR curriculum enables me to more effectively meet the needs of my students. 4.05 .86 An ANR curriculum attracts a diverse group of students. 3.95 .98 I am a supporter of the change to agriscience and natural resources programs. I believe that traditional production agriculture programs are better than agriscience and natural resources programs. 2.06 .89 There is evidence to support the change to an ANR based curriculum. .74 An ANR program is appropriate for my community. 4.22 .74 ANR programs should be placed in the science de artmsnt of hi h schools. 3.99 1.04 79 Regnession Analysis A semi-partial (sfifi regression and a multiple regression were performed to determine the relationships between the independent and dependent variables. The dependent variable for this part of Objective 3 was the respondents’ mean score on the 11 Likert scale questions. The semi-partial (st) regression included two variable sets: the demographic variable set and program variables set. The variables in each set were the same as for the semantic differentiation regression. The demographic variables had a semi-partial regression (SR2) coefficient of .49. The program variable set had a semi-partial (5R5 regression of .15. The results of the semi-partial regression are located in Table 21. Table 21 Seni-pcctici rcgrcccicn coefficients f0; independent vcnicclc cccc gith Likcnt sccic mean score A multiple regression Likert scale mean score for Objective 3. analysis found the years intercept, teachers from significantly associated perception score. Table the regression analysis. Table 22 80 analysis was conducted on the The regression of teaching experience and the suburban schools, were with the dependent variable, mean 22 outlines the information from Variables iIntercept 1 Demographic variables Urban schools Gender Age Town schools Rural schools Years taught Program variables Hours of in-service R2 = . 64 Program restructured Restructuring committee Science_certifica§iSQ__ (6) value 3.20 3.85 * .51 1.52 -.11 -.593 .01 .460 .49 1.820 .42 2.05 -.02 -2.23 * .04 .304 3.87 .930 -.12 -.252 w 9 99 81 Objective 4 Objective 4 was to determine agriscience and natural resources educators’ knowledge about the Michigan Agriscience and Natural Resources Curriculum. The section on agriscience curriculum knowledge contained 10 true/false questions pertaining the development and implementation of the Michigan Agriscience and Natural Resources Curriculum. The mean number of correct responses from all respondents was 6.43, with a standard deviation of 1.16. The minimum number of correct responses was four and the maximum was 10. Table 23 lists the question, the correct answer, and the percentage of correct and incorrect responses. W A semi-partial (sR’) regression and a multiple regression were run to determine the relationships between the independent and dependent variables. The dependent variable for Objective 4 was the respondents’ mean score on the 10 knowledge questions. The semi-partial (3R2) regression included two variable sets: the demographic variable set and program variables set. The variables in each set were the same as for the semantic differentiation and Likert scale regressions. The demographic variables had a semi-partial regression (sRfi coefficient of .31. The program variable set had a semi- partial (sR’) regression of .11. The results of the semi- partial regression are displayed in Table 24. 82 Table 23 8-01 " itew 0°— 0 1 4' 1.031 .- " ‘ and 1 Wiggins 1 Question Correct Percent 3_ , , t, -1 ,ticc_i i N 999““1_ SQPEEP__ 1. There are four basic core units True 100.0 in the Michigan ANR curriculum. 2. There are 11 advanced] specialized modules in the True 81.0 19.0 curriculum. 3. The curriculum is cross- referenced with the State Science Objectives for True 94.5 5.5 Secondary Students as specified by the Michigan Department of Education. - b The curriculum can be purchased from the Dept. of Ag. and False 17.9 82.1 Extension Education at MSU. 5. The title and contents of the curriculum was selected by MSU ‘ I teacher educators in False 21.8 78.2 ‘ agriculture, MSU agricultural i professors, and Dept. of ! Education staff. i l 6. All agricultural and horticultural programs in Michigan must complete the True 95.5 4.5 restructuring process to become ANRgprograms in 1993. 7. It is recommended that students who complete an ANR course should receive science credit True 96.5 3.5 towards graduation. 8. Students who complete certain advanced/specialized courses will be eligible to receive True 77.1 22.9 advanced placement credits ' towards a 8.8. degree at MSU. 9. Hours of in-service teachers receive towards qualification to teach the new curriculum are False 14.3 85.7 currently being recorded by the Dept. of Ag. and Ext. Ed. at Mm! 10. Comprehensive high school ANR programs must teach three of False 41.3 58.7 the four basic core units of the Michi an ANR curriculum. 83 Table 24 ‘Ii-9o_ 1 ‘0 2-201 0‘ 3 "I 3 . I!’." de! e o O ' ‘ ‘ I Q 1 . Q ‘ - - A - r. ”i, or“ a -ue . .ngi - -1..u- "-11_17 , Variable Set 7 8R2 F ' F ,1 ,1 1 .,,,1__¥.__k1_11__171 #L ' l Demographic variables .32 1.75 g | l L- . a 8 1 __-- - 1 ____w.. - . _-1_.l Independent variables .11 1.64 A multiple regression analysis was conducted on the knowledge score for Objective 4. The multiple regression analysis was conducted to determine if relationships existed between the independent variables and the dependent variable, knowledge score. The regression analysis found that teachers from rural schools and the constant, suburban schools, were significantly associated with the dependent variable, score on the knowledge questions. Table 25 contains the results of the multiple regression. 84 Table 25 u ‘ote -- -:s o; o t-: e_-’ me. .n- e-o- -,es on the incependent vanicniec Independent Beta t » l l i L ,-- ””“m'Variables I i_ , m 7(6) , value i Intercept 9.00 2.72 * a Q Demographic variables x Urban schools -2.98 -1.82 i Gender -1.40 -1.83 7 Age .02 .477 I Town schools -2.08 -1.88 Rural schools -2.00 -2.13 * Years taught -.05 -.918 Program variables Program restructured . .95 1.79 Hours of in-service -.01 -.722 Restructuring committee —.32 -.153 Objective 5 Objective 5 was to determine demographic information about Michigan agriscience and natural resources educators. Demographic questions pertained to personal characteristics and characteristics of the agriscience and natural resources program in which the respondent taught. Personal questions included gender, age, race, years of teaching experience, science certification, and hours of technical in-services 85 attended. Program questions included the location of the school, status of program restructuring, assembling of a restructuring committee, and the status of restructuring committee meetings. Michigan agriscience and natural resources educators also provided comments concerning the Michigan Agriscience and Natural Resources Curriculum. Almost 80% of the Michigan agriscience and natural resources educators who responded to the questionnaire were male, 20.5% were female. Figure 7 shows the number and percentage of respondents by gender. Mag/ ////3 Female 24 21% Fignne 7, Gender of Michigan agriscience and natural resources educators. % /M. e 1 g o a m n d O u s . W. n W m w W m m m / . b . . u e R d n u H u / B Y n e W H 7 m h e d TTTTT 6 S p O 6 a e f 8 w “a O s h p n 000000 66666 87 All 116 Michigan agriscience and natural resources educators who responded indicated that they were white. No other race was represented among the respondents. The educators were asked to state the number of years they have taught. The minimum number of years taught was one, and the maximum number was 35 years. The mean years of teaching experience of all respondents was 15 years. Figure 9 shows the years of teaching experience. Years were grouped for reporting purposes. Number of Respondents 1-10 years 11-20 years 21-30 years 31 or more years EiQQI§_21 Years of teaching experience of Michigan agriscience and natural resources educators 88 The largest group of respondents indicated that their schools were located in a rural area. Eleven percent taught in schools in towns, 16.5% in suburban schools, and 9.6% in urban schools. Michigan agriscience and natural resources educators were also asked if they were certified to teach science. Over 87% of the respondents were certified to teach science. Only 15 teachers, 13%, were not certified to teach science. Sixty percent of these teachers taught in horticultural programs. Figure 10 displays the frequencies and percentages for each group of educators. Horticulture 8 Non-hort. 8 40% Science certification Subject Taught EIQBI§_121 Number of Michigan agriscience and natural resources educators with science certification 89 Michigan agriscience and natural resources educators were asked how many hours of the 86 required for recertification to teach the new Michigan Agriscience and Natural Resources Curriculum they had completed. The minimum number of hours completed was zero (0). The maximum number of hours completed was the required 86 hours. Figure 11 outlines the hours of technical updating respondents had completed by respondents by categories. Hours 1 - 10 hrs. 11 - 20 hrs. 21 - 30 hrs. 31 - 40 hrs. 41 - 50 hrs. 61 - 60 hrs. 61 - 70 hrs. 71 - 80 hrs. 81 or more hrs. 0 5 1 0 16 20 Number EiQBI§_111 Hours of technical updating completed by Michigan agriscience and natural resources educators. 90 The questionnaire also asked if respondents’ agricultural education program had restructured to become an agriscience and natural resources program. Thirty-four respondents, 28.8%, indicated that their programs had restructured. Figure 12 illustrates the number and percentage of programs which have restructured. The questionnaire asked if the agricultural education program had assembled a restructuring committee and whether they had held any meetings. Over 66% of the programs had assembled a restructuring committee, and 73% of those committees had met at least once. The minimum number of meetings held by the committees was one. The maximum number of meetings held was 10. The mean number of meetings of the restructuring committees was three. Figure 13 shows the number of programs that had assembled a restructuring committee and whether those committees had met. QQEEQDEfi Michigan agriscience and natural resources educators were given space on the questionnaires to provide written comments about the curriculum. A sample of the comments is shown below. Comments were categorized into positive, negative, and general comments. A complete listing of all comments from respondents is located in Appendix K. 91 29% Fignne i2. Number of programs which have restructured to become Michigan Agriscience and Natural Resources programs. Yes 73% N0 34% Yes 66% No 27% Have you assembled Has the committee a committee? met? Fignze i3. Number of restructuring committees assembled and whether they have met. 92 Positivc Ccnncncc "I’m all for the switch over. Getting science credits for ag. courses is long overdue. But why all these committees and course requirements. Home Ec and other programs are also changing without all of these requirements. Lets concentrate on getting some good young professionals sticking with ag and reopening some closed programs. Feel free to call me on any of these issues." "The idea of restructuring is great, however, there is FAR too much paper work to be done." "The Content of the new curriculum is great, but I need help in actually effectively implementing the content into the everyday classroom." "Really enjoy meeting and sharing with other agriscience teachers" Whent: "A major drawback of the new curriculum and offering science credit is the increase in one-year students with no interest in FFA or pursuing an Ag-Sci. curriculum." 91. Time. Time. Time 2. May need a booster shot to get restructuring program off the ground." 93 "The process is very lengthy and time consuming. I know it is useful and constructive to do an internal evaluation but there simply not enough hours in the day to get everything done. It seems to be alot of open pushing, needlessly. Simply, give me the curriculum and let me teach." "I haven’t recently received an update to my 86 hours earned since Op.Synergism last fall." W "What will happen to the restructuring & implementation of the new curriculum now that university support people are gone? Have we been railroaded again?" "I am personally still unsure about participation in the restructuring process. Although I am very supportive of the changes, I do believe we have accomplished most of the changes envisioned by the restructuring process...and still have work to do." "Agriscience instructors are pretty much "one-person" departments. It would be very helpful if they got together regularly to exchange ideas and information. Funding cuts leave many of us wondering how committed the state is in seeing agriscience succeed." 94 "I teach Floral Design, Greenhouse Management Grounds Maint. My students (mostly adults) do not want Agriscience. Agriscience belongs in the high school not our Vo-Ed Center." "This survey does not address the true usability of the curriculum. I personally find it cumbersome even though my instruction will reflect heavy science emphasis. My instructional material comes 95% from somewhere other than the curriculum." "These questions on hours are they trick questions? Some of us do know that this recording of hours has not been done for a period of time. Also the. AP or articulation is not in place yet.” "I’d like to see a grad. class taught to specify many 0f the answers to these questions-specifically! This is ‘very new 8 would benefit new & prospective ANR educators." "* Agriscience is only as good as the instructor." "Traditional ag program & FFA at our school are dead. If we don’t get some serious leadership out of the State Depta of Education and restored funding from Lansing I see Ag Education in Michigan going the same way as the family farnn A myth just waiting to be put to history." 95 "We need a way to monitor the implementation of agriscience, to ensure this quality education. There should be some accountability.” Anslxsis In order to supplement the analysis contained in the multiple regression, the survey of Michigan agriscience and natural resources educators was also analyzed using analysis of variance (ANOVA) and correlations. Wages An analysis of variance was performed to determine if differences existed between the location of respondents’ schools and the percentage of objectives taught. The ANOVA found that there were significant differences between the location of schools on the percentage of objectives taught. Table 26 contains the ANOVA results. A post-hoc Tukey test was conducted to determine the location of the schools which differed significantly. The Tukey test found that schools located in a town or in a rural area significantly differed from schools in urban areas. This indicates that ANR teachers in a rural area or town taught a significantly higher percentage of the science objectives contained in the Michigan Agriscience and Natural Resources Curriculum than teachers in urban areas. Teachers in rural schools also differed from teachers in suburban schools. Table 27 shows the results of the Tukey test. 96 Table 26 v ’ sc 8 t Source of Mean Variatipp_ 599959 _ , 6i .6- , Between .4892 3 9.3532 .0000 * Groups Within .0523 98 Groups Total .065 I 401, _ . * Sign1f1cantly Table 27 1’ ’3 .' if! 21'. ‘ ‘l T: be‘,.‘, =COQ' oc 'o e e v u School Rural Town Suburban Urban Location Mean Percent .7403 .7363 .5311 .3914 “I Rural Town Suburban * {ifferent_atflthe*}05flieue 97 Analysis of variance tests were conducted for differences between location of the teachers’ schools and their mean attitude, perception, and knowledge scores. No significant differences were found between the location of teachers’ schools and the teachers’ mean attitude or perception scores. Table 28 and 29 lists the results of the ANOVA tests. Table 28 Between Groups Within .890 106 Groups Total 98 Table 29 al ' v ‘ e lo at'o o s o a e te c e ’ a e c 'o s sco e Source of Mean D.F. F Signif. Variation Square of F Between .492 3 2.114 .103 Groups Within .233 103 Groups Total The ANOVA for differences between the location of teachers’ schools and their scores on the knowledge questions produced significant differences between groups. The results of the ANOVA are presented in Table 30. Table 30 e c t o sc t e Source of Variation Between Groups Within Groups 99 A post-hoc Tukey test was performed to determine which groups significantly differed. The Tukey test found that no significant differences existed. Correlation anaiysis Correlations were performed to determine if the dependent variable, percent of objective taught, could be correlated with other demographic variables of the teachers or the agriscience and natural resources program. Pearson product-moment coefficients were used for the correlations because all variables were measured on the interval scale. The correlations found that there was a moderate negative correlation between the age of the teachers and their score on the perceptions questions (Davis, 1971). That is, the older teachers tended to have lower mean scores on the perceptions questions. There was a low negative correlation between the teachers’ age and their score on the attitudes section. This suggests, as did the earlier correlation, that older teachers tended to have lower mean scores on the attitudes questions. Low negative correlations were also found between teachers’ age and the percentage of objectives taught and their score on the knowledge questions. Results of the correlations are located in Table 31. 100 Table 31 WW ob - ., . . . .,; ,. .iow .. scores Variable Coefficient Description Perception score . -.33 Moderate Attitude score -.22 Low Percent of objectives -.08 Negligible taught Knowledge score -.02_ Negligible Correlations were performed to determine the relationship between the years of teaching experience by teachers with the percentage of objectives taught, and their mean scores on the attitude, perceptions, and knowledge questions. A moderate negative correlation was found between the years of teaching experience by teachers and their perceptions of agriscience score. Therefore, the more years of experience by teachers, the lower their perceptions of agriscience. There was a low negative correlation between the years of experience and their attitudes score. Negligible correlations were found between teachers’ years of experience and the percentage of objectives taught and their scores on the knowledge questions. Table 32 shows the results of the correlation tests. 101 Table 32 . - .t°-.: .- w--. -: e .— -. ,',. 1,. .4 -, . .. e ., ._ . . 0,- ,. A,. .. §EQI§§ coentficiet seem i Perception score -.34 Moderate Attitude score -.25 Low Knowledge score -.07 Negligible Percent of objectives -.05 Negligible L taught Correlations were also performed between the number of hours of technical in-service hours teachers had completed and the percent of objectives taught, attitude, perceptions, and knowledge scores. There were low correlations between the hours of in-service completed and the teachers attitude, perceptions, and knowledge scores. Results are shown in Table 33. 102 Table 33 1,, i ,, , Ak 1 Perception score .26 Low i Attitude score .19 Low I Knowledge score .12 Low 1 Percent of objectives .01 Negligible i, W99“ , , , , Summary The analysis of the data from this research study showed that a student’s overall grade point average and the number of science credits completed explained the most variance in science achievement scores. Multiple regression indicated that there was no significant differences in the science achievement scores of students who had agriscience and natural resources and those that did not have agriscience and natural resources classes. The descriptive survey found that Michigan agriscience and natural resources educators taught an average of 81% of the science objectives contained in the Michigan Agriscience and Natural Resources Curriculum. The mean number of 103 correct responses from all teachers on the 10 curriculum knowledge questions was 6.43. A complete summary of the results, conclusions, and implications of this research is presented in Chapter V. CHAPTER V SUMMARY, CONCLUSIONS, AND IMPLICATIONS A brief overview of the objectives, research methods, and results of this study is presented in the first section of this chapter. A discussion of the major conclusions that were reached as a result of this research is included in the second section. The third section contains a number of recommendations based on the findings and conclusions. Summary This research study included two major parts: a pre- experimental study of the influences on students' science achievement scores, and a descriptive survey study of the perceptions of the Michigan Agriscience and Natural Resources Curriculum by Michigan agriscience and natural resources educators. The independent variables for the experimental study included gender, socioeconomic status, overall grade point average (G.P.A.), G.P.A. in agriscience and natural resources classes, and the number of credits of science and the number of credits of agriscience and natural resources completed. The dependent variable was the score on a standardized science achievement test. 104 105 The descriptive survey questionnaire was sent to all Michigan agriscience and natural resources educators. The questionnaire contained questions pertaining to the science objectives from the Michigan Agriscience and Natural Resources Curriculum that teachers cover in their classes, their attitudes and perceptions about agriscience and natural resources education, and their knowledge of the Michigan Agriscience and Natural Resources Curriculum. The following is a summary of the objectives that guided this research study, and the major findings described in Chapter IV. gl' !° 1 Determine the influence of science courses (including agriscience and natural resources) on students' science achievement test scores. 1. Fifty-four percent of the high school seniors who completed the science achievement test were male, 46% were female. 2. The seniors were 2% American Indian, 1.3% Asian, 7.2% Black, 86.3% white, and 0.7% Hispanic. 106 The minimum score for all seniors on the science achievement test was 9 out of 60. The maximum score was 52 out of 60. The mean score for all 156 seniors in the study was 23. There were no differences between students who have had agriscience and natural resources classes, and those that have not had ANR classes on their science achievement test scores. There was a substantial positive correlation between students' overall grade point average and their score on the science achievement test. There was a moderate positive correlation between the number of science credits seniors had completed and their score on the science achievement test. The variables that had the greatest relationship to the dependent variable, score on the science achievement test, were students' overall grade point average, and the number of science credits they completed. The independent demographic variables in the research study explained 43.1% of the variance in the dependent variable, score on the science achievement test. 107 W Determine the number of science objectives from the Michigan Agriscience and Natural Resources Curriculum that are being educators. taught by agriscience and natural resources Michigan agriscience and natural resources educators were teaching 81% of the science objectives contained in the Michigan Agriscience and Natural Resources Curriculum. Michigan agriscience and natural resources educators who taught in comprehensive programs were teaching 83% of the science objectives in the Michigan Agriscience and Natural Resources Curriculum. Michigan agriscience and natural resources educators who taught in horticulture programs were teaching 79% of the science objectives in the Michigan Agriscience and Natural Resources Curriculum. Fifty percent of all Michigan agriscience and natural resources educators, 67.5% of teachers in comprehensive programs, and 60.7% of horticulture teachers taught at least 75% of the science objectives in the curriculum. 108 W3. Determine agriscience and natural resources educators' attitudes towards the concept of agriscience instruction. All 13 pairs of semantic differentiation descriptors were rated either slightly or strongly positive. Michigan agriscience and natural resources educators rated the agriscience curriculum slightly wanted, new, and sure. Michigan agriscience and natural resources educators rated the agriscience curriculum strongly indispensable, good, important, effective, exciting, dynamic, innovative, necessary, essential, and valuable. Overall, Michigan agriscience and natural resources educators rated the concept of agriscience instruction a 5.70 on a 7 point semantic differentiation scale. Michigan agriscience and natural resources educators' agreed with nine of the 11 Likert scale questions on their perceptions of the Michigan Agriscience and Natural Resources Curriculum. Respondents strongly agreed that high school science credit should be given for agriscience and natural resources 0138888. 109 Respondents disagreed that traditional production agriculture programs are better than agriscience and natural resources programs. The multiple regression found the years of teaching experience to have a significant relationship with teachers' mean score on the 11 Likert questions on their perceptions of agriscience and natural resources. ijgctive 5 Determine agriscience and natural resources educators' knowledge about the Michigan Agriscience and Natural Resources Curriculum. The minimum number of correct responses on the knowledge questions was four. The maximum number of correct responses on the knowledge questions was 10. The average number of correct responses on the knowledge questions was 6.43. Multiple regression found a significant relationship between the location of a teacher's school, specifically rural schools, and the teacher's score on the knowledge questions. 110 W Determine demographic information on Michigan agriscience and natural resources educators. 1. Over 79% of the Michigan agriscience and natural resources educators who responded to the questionnaire were male, 20.5% were female. The youngest Michigan agriscience and natural resources educator was 23 years old and the oldest was 60 years old. The mean age of all Michigan agriscience and natural resources educators was 41 years. All Michigan agriscience and natural resources educators who responded to the questionnaire were white. The years of teaching experience ranged from one to 35 years. The mean number of years of teaching experience was 15 years. Over 60% of the respondents’ schools were located in a rural area, 11.3% were in a town, 16.5% were suburban schools, and 9.6% were urban schools. Eighty-seven percent of the Michigan agriscience and natural resources educators were certified to teach science. The minimum number of technical hours of in- service completed was zero. The maximum number of hours completed was 86. The mean for all respondents was 57 hours. 10. 11. 12. 13. 14. 111 Almost 29% of the teachers indicated that their ANR programs had restructured. Over 66% of the programs had assembled a restructuring committee. Seventy—three percent of the restructuring committees had held a meeting. The average number of meeting held was three. There was a moderate negative correlation between teachers' age and their perceptions score. There was a moderate negative correlation between teachers' years of teaching and their perceptions score. Semi partial regression of the percent of science objectives taught found that teachers' demographic characteristics had a semi-partial regression (st) of .56, and program restructuring variables had a semi-partial regression (8R2) of .11. Multiple regression analysis indicated that the independent variables explained 67.5% of the variance in the dependent variable, percent of science objectives taught. Multiple regression analysis found the variables that had the greatest relationship to the dependent variable were the location of the school, either in a town or a rural area, and the hours of technical in-service teachers completed by the teacher. 112 Conclusions Statements of major study conclusions reached as a result of the findings are presented in the following sections. A brief discussion of the conclusion, with references to related studies, is included after each statement. Conglggign_£1: High school seniors who had agriscience and natural resources classes performed equally as well as seniors who did not have agriscience and natural resources classes on the science achievement test. The multiple regression, while controlling for extraneous variables such as age, gender, socioeconomic status, GPA, and the number of science credits completed by students, found no significant differences between seniors who had ANR classes and those that did not have ANR classes. This conclusion is similar to what was found by Whent and Leising (1988). Whent and Leising found that agricultural students in test schools achieved slightly higher scores on a biology test than did bio-science students.- They concluded that agricultural students were mastering the state science standards on an equal level with students in general science classes. This finding is similar to the conclusion reached as a result of this study. 113 ggn§13§19n_tz; Migh school seniors' overall grade point averages and the number of science credits they completed had a direct relationship to their scores on the science achievement test. The findings of this study showed that there was a substantial positive relationship between student's overall grade point average and their score on the science achievement test. This suggests that the higher a student's overall grade point average, the better that student will perform on science achievement tests. The results also showed there was a moderate positive relationship between the number of science credits students completed and their score on the science achievement test. Therefore, the more science classes students' had completed, the higher their score on science achievement tests. This, along with Conclusion #1, demonstrates the importance of enrolling in science classes and increasing one's grade point average. QQQQ}3§19Q_£1; Michigan agriscience and natural resources educators are teaching a large percentage of the science objective in the Michigan Agriscience and Natural Resources Curriculum. The descriptive survey found that all Michigan agriscience and natural resources educators taught an 114 average of 79% of the science objectives in the curriculum. Fifty percent of all Michigan agriscience and natural resources educators taught over 75% of the science objectives listed in the Michigan Agriscience and Natural Resources Curriculum. Over 67% of Michigan ANR teachers in comprehensive programs taught at least 75% of the science objective, and 60.7% of Michigan ANR teachers in horticulture programs taught at least 75% of the science objectives. This finding contrasts results found by Peasley and Henderson (1991). Peasley and Henderson studied Ohio agriscience teachers on the percent of the objectives from the Ohio agriscience curriculum they taught. They found that 25% of the Ohio agriscience teachers were teaching more than 75% of the content objectives of the Ohio agriscience curriculum. Peasley and Henderson concluded that the new Ohio agriscience curriculum was not widely adopted by Ohio agricultural education teachers. The results of this study suggest that Michigan agriscience and natural resources educators had widely accepted the new Michigan Agriscience and Natural Resources Curriculum and were teaching a large percentage of the science objectives included in the curriculum. 115 Qggglggign_£1; Michigan agriscience and natural resources educators had a strongly positive attitude toward the concept of agriscience instruction. Michigan agriscience and natural resources educators rated all 13 pairs of semantic differentiation descriptors either slightly or strongly positive. As an example, respondents thought agriscience was indispensable, important, effective, exciting, dynamic, innovative, and valuable. Michigan ANR teachers also agreed with nine of the 11 Likert scale questions about their perceptions of agriscience and natural resources. Respondents strongly agreed that agriscience classes should receive science credit. Michigan ANR teachers did not think traditional production agriculture programs were better than agriscience and natural resources programs. These findings agree with the results of Peasley and Henderson (1991). They found that Ohio high school teachers of production agriculture had a positive attitude toward the Ohio agriscience core curriculum and the term agriscience. gonglggign_£§; Michigan agriscience and natural resources educators had a moderate knowledge of the Michigan Agriscience and Natural Resources Curriculum development project. 116 Michigan agriscience and natural resources educators’ mean score on the 10 knowledge questions was 6.43. This indicates that teachers’ knowledge of curriculum development efforts was moderate. This finding is contrary to what Peasley and Henderson found. In their study of Ohio agriscience teachers, they found the teachers to have a relatively high level of knowledge about statewide agriscience curriculum development activities. This finding suggests that Michigan agriscience and natural resources educators had not been properly informed of the curriculum development activities that were conducted by the Michigan Department of Education and the Department of Agricultural and Extension Education at MSU. 99n219§19n_t§; Michigan agricultural education programs have not widely restructured to become agriscience and natural resources programs. Only 29% of the respondents indicated that their programs had restructured to become agriscience and natural resources programs. This percentage was higher than the percentage provided to the researcher by the Michigan Department of Education. However, it may be closer to the actual percent of programs that have completed the restructuring process, but have yet to file the official restructuring forms with the Department of Education because of concerns over program funding. 117 This finding should be scrutinized by the officials at the Michigan Department of Education. Perhaps Michigan ANR teachers have widely accepted the concept of agriscience, but are not ready to accept the Department of Education’s plan for funding the new agriscience and natural resources programs. gong;ggign_t1; The hours of technical in-service that teachers attended had a significant effect on the percent of science objective taught by Michigan agriscience and natural resources educators. There was a significant relationship between the hours of technical in-service training a teacher received and the percent of science objectives taught. This suggests that in-service training is vital to improving the acceptance of a new curriculum and increasing the percentage of objectives taught from the new curriculum. This finding agrees with the study by Pepple (1982). He studied the factors associated with teacher use and effectiveness of the Illinois Rural Core Curriculum in Agriculture. Pepple concluded that respondents who had in- service workshop instruction had a higher implementation rate than respondents who did not have in-service workshop instruction. 118 Congln§1g3_£§; Older teachers and teachers with a large number of years of teaching experience had lower perceptions of the Michigan Agriscience and Natural Resources Curriculum. There were moderate negative relationships between teachers’ age and their years of teaching experience with their scores on the perceptions questions. However, when correlated with the percent of objectives taught there were low negative relationships. This suggests that although older teachers with more years of experience had negative perceptions of agriscience, it did not stop them from teaching the objectives of the curriculum. Mien: A number of implications concerning the Michigan Agriscience and Natural Resources Curriculum can be drawn from this study. Implications are followed by a brief discussion. Implicatign_£1; Agriscience and natural resources programs teach science concepts on an equal basis as other traditional science courses. The result of this study showed that there was no difference in the science achievement of students who had completed agriscience and natural resources classes and 119 those that did not have ANR classes. This finding should be used to show that students who complete agriscience and natural resources classes should be given science credit towards graduation. It should also be used to illustrate to school administrators that an agriscience and natural resources program is a valid course that should be included in all schools’ science courses. Implicatigg_£2;_ Agriscience and natural resources educators should be kept informed of progress of curriculum activities at all phases of development. In order for ANR teachers to fully accept a new curriculum, they must be included in each step of the development procedure. Teachers’ input allows them to take ownership of the project and be able to defend the final document. All teachers, whether they are involved in the development of the curriculum or not, must be regularly advised of the progress and content of the curriculum materials. Teachers who are not aware of curriculum development activities will not support or adopt the new curriculum initiatives. Implicatign_t1; All curriculum development activities must include plans for proper funding of programs which adopt the new curriculum. 120 The State Department of Education must take steps to clarify the funding requirement for agriscience and natural resources programs. Programs will only complete the restructuring process if they know that they will not lose funding. Curriculum development activities that are accompanied by program restructuring initiatives must include adequate funding guidelines, or the entire process will be in jeopardy of failing. Only a combined effort by curriculum development specialists and governmental agencies to develop and financially support new curriculum initiatives can succeed. However, there are always limitations and constraints placed on curriculum development activities. Ideally, every new curriculum would be accompanied by comprehensive in- service training sessions on how to utilize the new teaching materials. Unfortunately, most curriculum development efforts lack the financial resources necessary to adequately disseminate new curriculum materials and provide in-service training to teachers. Inplig;§1gn_£1; Any curriculum development activities must include organized in-service workshops. The findings of this study supported other research that showed curriculum development activities must include in-service workshops in order for teachers to adopt and 121 teach the new curriculum. Teachers do not blindly accept and teach new curriculum materials. In many cases, teachers need up-dating on the technical content of new curriculum materials. In-service workshops help teachers understand the content and the processes used for teaching new curriculum materials. However, as stated above, financial support for in-service training is woefully inadequate. WW Listed below are six recommendations, arising directly or indirectly from this study, that suggest future research in this area. 1. Replicate the static-group comparison design with a larger number of schools that offer agriscience and natural resources. 2. Conduct a pretest-posttest control group study of high school students who have enrolled in a semester of agriscience and natural resources to determine the increase in science achievement as a result of agriscience and natural resources class. 3. Conduct a survey of science teachers in schools with agriscience and natural resource programs to determine their attitudes and opinions of teaching science through agriculture. 122 4. Conduct a Delphi study of Michigan agriscience and natural resources educators to determine their concerns about using the Michigan Agriscience and Natural Resources Curriculum. 5. Survey ANR students about their attitudes and perceptions of agriscience and natural resources class. 6. Survey Michigan agriscience and natural resources educators to determine which basic core and advanced/specialized units of the Michigan Agriscience and Natural Resources Curriculum they teach in their programs. 99.09.125.121: This research has attempted to show that agriscience and natural resources is a legitimate science course for all high school students and that the Michigan Agriscience and Natural Resources Curriculum has been accepted, and is being taught, by Michigan agriscience and natural resources educators. The results have shown that students who enroll in agriscience and natural resources perform as well as students who do not enroll in agriscience and natural resources on standardized science achievement tests. This research also found that Michigan agriscience and natural resources teachers are teaching a large percentage of the 123 science objectives in the curriculum, and they have a positive perception of agriscience education. This study should be evaluated by future researchers in the area of agriscience and natural resources education and curriculum development. Recommendations from this study should be reviewed when planning future research projects in agriscience and natural resources curriculum development. APPENDICES APPENDIX A UNIVERSITY COMMITTEE FOR RESEARCH INVOLVING HUMAN SUBJECTS 124 MICHIGAN STATE UNIVERSITY OFFICE OF VICE PIESIDENT POI IESEAICH EAST LANSING 0 MICHIGAN 0 488244066 AND DEAN OF 11!! GRADUATE SCHOOL t-- April 3, 1992 James Connors 408 Agriculture Hall RE: INFLUENCES 0N SECONDARY SCIENCE ACHIEVEMENT, IRB #92-123 Dear Mr. Connors: The above project is exempt from full UCRINS review. The proposed research protocol has been reviewed by a member of the UCRIHS committee. The rights and welfare of human subjects appear to be protected and you have approval to conduct the research. . You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval one month prior to March 19, 1993. Any changes in procedures involving human subjects must be reviewed by UCRIHS prior to initiation of the change. UCRIHS must also be notifed promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to my attention. If I can be of any future help, please do not hesitate to let me know. k David E. bright, P Chair ‘- , Research Involving Human Subjects (UCRI ) DEN/pjm cc: Dr. Carroll Hanhoff Sincerely, MS U is .- Allin-stint Adios/Equal Opportunity Institution APPENDIX B HIGH SCHOOL SUBJECT TESTS BIOLOGY - FORM B 125 . . ...-~' . ‘ .2-- -. -- I ~ UVCT—‘V‘x' : nah" ”“7113; 126 Select the one best answer for each item and mark the corresponding letter on the answer sheet SAMPLE The skeletal system of the body is primarily made up of A. bones. C. nerves. 8. muscles. D. organs. 1. Over the years. a basic research tool for the biologist has been the light microscope. Which state- ment below about the the basic light microscope represents a valid limitation of the instrument? A. It only produces black and white images. 8. It cannot magnify more than 100 times. C. Only dead or dried specimens may be viewed. D. It has limited resolving power and clarity at higher magnifications. 2. Which of the following is NOT part of an animal cell? A. cell wall C. lysosomes B. cell membrane D. ribosomes 3. What is the main function of the mitochondria in cells? A. storage and secretion C. cellular respiration B. intracellular digestion D. cell reproduction Use the following information to answer questions 4 and 5. A cellophane bag containing a solution of starch in water is submerged in a beaker of iodine dissolved in water. The cellophane bag is semipermeable and allows both water and iodine molecules to pass through but blocks the larger starch molecules. 4. When iodine is mixed with a starch solution. the iodine turns dark blue. Which of the following will occur in the experiment described above? A. The solution in the beaker will show the first evidence of blue color. The solution in the bag will show the first evidence of blue color. The blue color will appear both in the bag and in the beaker. The blue color will not be seen at all in either the bag or the beaker because the cellophane is semipermeable. 99!” 5. In the experiment. the bag swells with time. What is the main reason for this behavior? The starch particles inside the bag clump together. Water molecules move from the beaker into the bag by osmosis. Iodine molecules move from the beaker into the bag by diffusion. Iodine and starch molecules react to form a new molecule that is much larger. pee? 6. 127 A blood cell is placed into a solution that is isotonic relative to the concentration of dissolved substances in the cell. What will happen to the blood cell? A. B. C. D. The blood cell will swell and perhaps burst. The blood cell will shrink and perhaps collapse. The blood cell will remain the same size. since no water from the isotonic solution can enter the cell. The blood cell will remain the same size. since water diffuses in and out of the cell at equal rates. Which compounds below provide the most concentrated energy source for the body and are often stored in the body for energy reserves? 999? amino acids lipids nucleic acids proteins Which of the following is NOT characteristic of enzymes? A. B. C. D. In Enzymes lower the energy needed for a reaction to occur. Any specific enzyme is capable of speeding up reactions involving many different kinds of compounds of differing structures. After the enzyme has done its job in speeding the rate of a reaction. it remains unchanged and can take part in a reaction again. Enzymes help weaken the bonds in the compounds on which they work. making comparisons between DNA and RNA, which of the following is NOT true? A. B C. 0 Most DNA consists of double strands of nucleotides. while most RNA consists of single strands of nucleotides. . DNA is found mainly in the nucleus of the cell while RNA is found in both the cell nucleus and cytoplasm. Both RNA and DNA contain the nitrogen bases cytosine. guanine. and adenine. . The nitrogen base thymine is found only in RNA and the base uracil is found only in DNA. 128 10. Relative to protein synthesis. which statement below is FALSE? A. B. C. D Transfer RNA and messenger RNA have the same structure but differ in function because they are found in different parts of the cell. The DNA molecule uncoils during this process. Proteins are synthesized on the ribosomes outside the nucleus. The protein synthesis mechanism is important in maintaining genetic conununy. 11. Which of the following is TRUE in the photosynthesis process? A. C. 12. In It involves the absorption of the green wavelengths of sunlight by chlorophyll. It results in the production of oxygen and glucose from carbon dioxide and water. it includes so called "dark reactions" which can only take place in total darkness. It takes place in special plant organelles called cristae. multicellular animals and plants. many different kinds of tissues and organs are present. The cells within these different tissues are also unique and they can perform their own specialized functions. Which of the following best explains how cells become specialized? A. At the time of fertilization, the specialized cells are already present and are ready to perform their unique functions. At the time of fertilization. there are three basic kinds of cells that later become differentiated into other kinds of specialized cells. . After fertilization. the single cell undergoes repeated divisions and newly formed cells eventually develop into different kinds of tissues and cans. . After fertilization. the cell divides and with each cell division, a different DNA code in each cell determines the structure and function of the cell. 13. Which of the following is NOT an example of a type of animal tissue? 99!”? bone tissue nerve tissue muscle tissue vascular tissue 14. 15. 16. 17. 129 Listed below are steps in cell respiration. 1. ADP 4» energy -+ ATP 2. Glucose molecules are broken down to pyruvic acid and energy is produced. 3. Energy from the high energy molecules is released in small units to all parts of the cell. in what order dothese steps occur in the process of cell respiration? A. 1.3.2 C. 2.1.3 8. 3.1.2 0. 3.2.1 Listed below arestages found in the process of cell division in body cells. 1. metaphase 2. telophase 3. prophase 4. anaphase What is the correct sequence of these stages in mitosis? A.31.4.2 C.4.3.1.2 8. 3.4.2.1 0.3.1.2.4 Which statement below about the anatomical characteristics and functions of a paramecium is FALSE? A. Food enters the organism through the gullet. B. The contractile vacuole helps absorb water from the environment to aid cell functions. C. A paramecium can move forward or backward using the short cilia that cover D "5 body. . There are two nuclei in the paramecium. one that controls respiration and another that controls reproduction. Protozoans are classified according to their method of A. reproduction. C. gathering food. 8. locomotion. D. adaptation to the environment. 18. 19. 20. 21. 22. 130 Below is a description of a particular protist. This protist reproduces asexually by mitosis. It contains chloroplasts and has a spot of red pigment which helps the organism detect light. The organism can be either autotrophic or heterotrophic depending upon whether or not light is available. From the above description. this protist belongs to which phylum? A. Sarcodines C. Green algae B. Dinoflagellates D. Euglenophytes Below is a list of terms related to the levels of cell organization in multicellular organisms. 1. tissue 2. organs 3. cells 4. systems What is the best sequence of these terms from simplest to most complex? A. 3.2.1.4 C.3,1,4.2 B. 3.1.2.4 0.3.2.4.1 Which part of the brain controls thinking and reasoning? A. cerebral cortex 8. cerebellum C. medulla oblongata D. brain stem Which of the following statements about protists is NOT TRUE? A. They are all made up of cells that have a nucleus. 3. They are all able to make their own food. C. Most are made up of single cells. D. They all live in wet or moist environments. What characteristic is common of both living cells and viruses? A. a cell membrane C. cytoplasm B. ribosomes D. DNA or RNA 131 23. Monerans. protists. and fungi are very important to humans within the 24. 25. 26. environment. Which statement below about these organisms and their benefit to humans is FALSE? A. Fungi and bacteria are the most important decomposers and help return raw materials to the environment. B. All of these kingdoms have members that can cause disease or illness in humans. C. Some algae produce antibiotics and others produce vitamins. enzymes. and alcohols. D. Some monerans are the only organisms capable of converting nitrogen from the air into important nitrogen-containing chemical compounds. Monerans as a group demonstrate four major kinds of reproduction. three of them sexual and one asexual. Which kind of reproduction listed below is classified as asexual? A. conjunction B. fission C. transduction D. transformation Below are listed some criteria scientists could use in classifying plants. vascular or nonvascular mobile or nonmobile prokaryotic or eukaryotic cell wall or no cell wall produce seeds or do not produce seeds photosynthetic or nonphotosynthetic 9’9"?pr Which two of these criteria are most commonly used to group or classify plants? A.1and3 B.1and5 C.3and4 D.2and6 ln grouping plants by their characteristics. which plant below is MOST similar to mosses? A. liverworts C. horsetails B. ferns D. ginkoes 27. 28. 29. 30. 31. 132 Which is NOTa trait that is shared by all members of the plant kingdom? A. B. C. D. the presence of xylem and phloem multicellular ‘ ability to undergo photosynthesis the presence of a cell wall around the cell membrane Land plants and green algae are similar in all of the following ways HOE-7 999? they both contain cellulose in their cell walls. they both have alternation of generations in their life cycles. they both contain chlorophyll. they both have a protective layer around their spores and gametes to keep them from drying out. All of the following adaptations could help plants live more effectively in a hot. dry environment EXCEPT large. flat leaves. roots which go deep underground. reduced number of stomata. a thick. waxy cuticle on the leaves. 9.0!”? Which statement below about various plant structures and their functions is TRUE? A. B. C. D Water and minerals enter a plant through its stem. The phloem carries dissolved food from the roots to other parts of the plant. Carbon dioxide from the atmosphere enters the plant through stomata in the leaf. . Root tip cells give off a basic substance during cell metabolism which help dissolve minerals in the soil. Below are listed some flower structures along with the function of that structure. Which function and structure are NOT correctly matched? pew> . anther--produces pollen ovule--becomes a seed after the egg is fertilized style-protects the flower bud stigma--traps pollen grains 32. 33. 34. 35. 133 Flowering plants make up almost 85 percent of all the plants found on earth. The success of flowering plants can be at least partially attributable to all of the following EXCEPT A. the transport of sperm in flowering plants is not dependent on being carried by water. 8. pollination in flowering plants is aided by various insects. buds. and wind. C. flowering plants have developed various methods of pollination. D. flowering plants are primarily monoploid which makes reproduction eaSier. in what phylum are more than 75 percent of all animal species found? A. Arthropoda C. Chordata B. Annelida D. Echinodermata Below are stages found in most metamorphosis. 1. pupa 2. egg 3. adult 4. larva Which sequence of terms indicated below best describes the process of complete metamorphosis? A.2.4,1,3 C.1.4,3.2 8. 2.1.4.3 0.4.1.2.3 Below are statements about reproduction in animals. Which statement is FALSE? A. Sexual reproduction involves the union of two sets of DNA. 8. Gametes are produced from diploid cells through the process of meiosis. C. External fertilization requires the production of a large number of gametes and the presence of water. D. Hermaphrodites. which have both ovaries and testes. usually are able to fertilize themselves. 36. 37. 38. 39. 134 A citizen. concerned about the effects of pollution on our forests. made the following claims: 1. The sulfur dioxide produced by burning coal and oil causes water loss in plants and destroys the chloroplasts. 2. The ozone from high temperature burning and automobile exhaust enters the leaves where it destroys enzymes and reduces photo- synthesis. 3. The high concentrations of carbon dioxide from the burning of fossil fuels enter the leaves and interfere with the ability of plants to produce much needed oxygen. 4. The refining of aluminum ores produces fluorides which tend to reduce leaf size and tree height. and the weakened trees are less able to fight off damaging insects. Which of the above claims is most likely to be FALSE? 999? boom-b What is a major criterion developed many years ago that is still used today for separating animals in the phylum Chordata into different subphyla? A. sexual or asexual reproduction B. backbone or no backbone C. live in water or on land D. one body opening or more than one body opening Which of the following characteristics is NOT consistent with placement into the animal kingdom? A. nutrition primarily ingestive with digestion occurring in an internal cavity 8. eukaryotic cells containing plastids C. motility by contractile fibers D. development of sensory-neuromotor systems Below are some terms used in classifying living things: 1. phylum 5. genus 2. kingdom 6. class 3. species 7. family 4. order Which of the following is the proper sequence of these terms in classification from the broadest category to the most specific? A. 2. . . 6. 5. 3. B. _1 5 3 4 14 7 c.2.1.7, 4. 6. 5. .2,7....6 0.2.1 75 3 .6.4. . .3 135 40. in considering the digestive system in humans. all of the followmg are 41. 42. 43. 44. 45. true EXCEPT A. most water absorption takes place in the large intestine. B. most food absorption takes place in the small intestine through fingerlike projections called villi. C. bile from the gall bladder emulsifies fats and helps speed up the later enzyme action on the fats. D. the pancreas releases carbonic acid which helps the pancreatic enzymes work more effectively. Which animal below has an open circulatory system rather than a closed circulatory system? A. an earthworm C. a fish 8. a grasshopper D. a salamander Which body system plays the major role in protecting the body from disease? A. respiratory C. circulatory B. excretory D. digestive Which of the following is NOT a hormone? A. insulin C. epinephrine B. lymph D. estrogen Which statement about chromosomes is FALSE? . Chromosomes occur in pairs in all types of cells. Different kinds of species possess differing numbers of chromosomes. Chromosomes contain genes which control the inheritance of traits. The phenomenon of crossing over between chromosomes can provide new combinations of alleles in the sex cells. 999> All of the following concepts were part of Gregor Johann Mendel's research on inheritance EXCEPT A. the law of dominance. . B. the principles of probability. C. the existence of sex-linked traits. D. the concept of independent assortment. 10 46. 47. 48. 49. 136 in a kind of pea plant. the allele for yellow (Y) is dominant over the allele for green (y). Similarly. the allele for round shape (R) is dominant over the allele for wrinkled shape (r). if a purebread round. yellow plant is crossed with a purebread wrinkled. green plant. what would be the phenotypic ratios in the F2 generation? A. 9 round-yellow. 3 wrinkled-green. 3 round-green. 1 wrinkled-yellow B. 9 round-yellow. 3 wrinkled-yellow. 3 round-green, 1 wrinkled-green C. 3 round-yellow, 1 wrinkled-green D. All plants would be round and yellow. Four people are hidden in the next room. A researcher. after studying these people, determines their probable sex chromosome makeup. The genotypes are as follows: XY. XX. XO. XXY. Using this information, how many of the people in the next room would be male? A. B. C. D. hum-4 Two closely related species occupy the same environment. Species S reproduces sexually and species A reproduces asexually. If the environment changes over time. what are the chances of survival for the two species? A. about the same for both species B. greater for species A C. greater for species S D. almost zero for both species Which of the following experimental designs would be best for determining the effectiveness of a vaccine in preventing a bacterial infection in humans? A. Expose 50 humans to the disease and then inoculate all of them with the vaccine. B. Expose 50 humans to the disease and then inoculate 25 of them with the vaccine. , C. inoculate 25 humans with the vaccine and 25 with sterile saline and then expose all 50 to the disease. D. lnoculate 25 humans with the vaccine and 25 with sterile saline and then expose only those inoculated with the vaccine to the disease. 11 50. 51. 52. 53. 137 A man with blood genotype AB married a woman with blood genotype BO. Below are listed some possible blood genotypes. 1. AB 4. A0 2. AA 5. BO 3. BB 6. 00 Which of the blood genotypes above would be possible for the first child born to this couple? 3. and 4 C. 1. 3. and 5 4. and 5 D. Any of the above would be possible. Which of the following procedures would be the best to use in developing seeds for a dwarf plant from a normal plant? A. Continually prune the normal plants as they grow and use their seeds. Repeat this process until you get dwarf plants. B. Grow the normal plants but deny them some nutrients so they do not grow as tall. Obtain their seeds and continue this process. C. Grow the normal plants. but only allow them half as much sunlight. Take their seeds and continue this process. D. Grow the normal plants and keep the seeds only from the smallest plants. Plant these seeds and continue the procedure for several generations. Temperature changes in an environment influence the ecology. Which ' statement about this relationship is FALSE? A. Temperature changes can lead to reduced food supply. B. Temperature changes usually affect life in the water more than they do life on land. C. Temperature changes can cause animals to migrate. D. Temperature changes are often responsible for the beginnings of certain biological processes. In an ecosystem. which of the following is a consumer that feeds only on producers? A. a carnivore B. an omnivore C. a herbivore D. a second-order consumer 12 BCDE - LL - 92919099 138 54. A biological model that is designed to show all the possible feeding relationships in an ecosystem is called 55. 55. 57. 58. A. B. C. D. a food chain. a food web. an energy pyramid. a biomass diagram. Which of the following might be the best possible treatment for a person who has a 999? mild sickle-cell condition? Give injections of the missing enzyme to help the body function normally. Prescribe a special diet which contains no galactose. Prescribe drugs that help the hemoglobin hold more oxygen. Prescribe that the amino acid valine be taken orally each day to compensate for its deficiency. Which of the following reagents should be used in testing for the presence of GOD) simple sugars? . bromthymol blue . biuret reagent . Benedict's solution . Lugol's solution When making a wet mount for observing onion skin cells under a microscope. what would be the best technique for staining? A. in Place a drop of stain on the dry slide before making the mount. spread the stain with a piece of paper towel. and let it dry before making the mount. Place a drop of stain at the edge of the cover slip and draw the stain in with a piece of paper towel placed on the other side of the cover slip. . Place a drop of stain on the cover slip along with a drop of water and then absorb some of the liquid with a piece of paper towel. Turn the cover slip over and place it on top of _the piece of onion skin. Add a drop of stain directly on top of the onion skin to be observed. Then put a well-moistened cover slip on top of the sample. the human circulatory system. blood is pumped to the lungs from the right ventricle through the A. B. C. D. pulmonary vein. aorta. pulmonary artery. ventricular apex. 13 139 59. in a certain community. studies show that an increase in the numbers of 60. species A is followed by a decrease in the numbers of speCies B. To determine whether or not there is a direct cause and effect relationship between these two events. the most logical first investigative step might be to determine . the kind of food eaten by species A. the kind of food eaten by species B. the predators of species A. the effect of possible climate changes on species B. 999> Which of the statements below about the environment is TRUE? A. Adding carbon dioxide to the atmOSphere by burning fossil fuels could cause a general cooling effect on the earth. B. Ozone in the atmosphere helps screen out potentially harmful ultraviolet light. C. The majority of solar energy that reaches earth's surface is used in the process of photosynthesis. D. The unburned particulates often produced when burning diesel fuel are a major cause of acid rain. 14 APPENDIX C FAMILY INFORMATION] SOCIOECONOMIC SURVEY 140 FA MIL Y INF ORMA TION Name: 141 lnr in The following questions about your family will help to determine what things effect your score on the science test. Please read each question carefully. The information will NEVER be shown to the public. Your name is only on this questionnaire so that it can be placed with your science test score. Your name, family information, or science test score will MB be made public. EXAMPLES i: -49" 7 Which of the categories below most nearly: describes your mother‘sl‘female ' ' guardian’ s maih job? if your mother/female guardian has more than one job check her main occupation ' ' , . . . . , ,, ,. . V j j g j _ _ .. (Check only one bexl CLERICAL such as bank teller bookkeeper secretary, typist. . . mail carrier. ticket 396m . . .7. .- . . I. . .. .. ., ........ > C] . _s. » wiwmwvmaveHome a. I A specific place for study ' '1 . b. hAdBfly newspaper I: i3 142 1. Which of the categories below most nearly describes your father's/male guardian's main job? If your father/male guardian has more than one job. check his main occupation. (Check only one box) CLERICAL such as bank teller, bookkeeper, secretary, typist. Code mail carrier. ticket agent ................................... Cl 57 CRAFTSMAN such as baker. automobile mechanic. machinist, painter. plumber. telephone installer. carpenter ............................................ II] 27 FARMER, FARM MANAGER ........................................ [I] 28 HOMEMAKER ONLY .............................................. D LABORER such as construction worker. sanitary worker, farm laborer ............ Cl 7 MANAGER. ADMINISTRATOR such as sales. restaurant. or officer manager. school admin., buyer, govt. official ...................................... Cl 68 MILITARY such as career officer. enlisted man ............................ CJ OPERATIVE such as meat cutter. assembler. machine Operator, welder. taxicab. bus, or truck driver ................................................. D 19 PROFESSIONAL such as accountant. artist. registered nurse. engineer. librarian. writer. social worker, actor. actress. athlete. politician, but not including school teacher . Cl 59 PROFESSIONAL such as clergyman. dentist. physician. lawyer. Scientist. college teacher .............................................. El 82 PROPRIETOR OR OWNER such as owner of a small business. contractor, restaurant owner ............................................. Cl 50 PROTECTIVE SERVICE such as detective. police officer. fire fighter ............. Cl 38 SALES such as salesperson, advertising or insurance agent. real estate broker ..... C] 54 SCHOOL TEACH! such as elementary or secondary ....................... D 71 SERVICE such as barber. beautician, practical nurse. private household worker. janitor. waiter ..................................................... I] 16 TECHNICAL such as draftsman, medical or dental technician. computer programmer . E] 61 143 2.What was the hinges]. level of education your father/male guardian completed? (Check only one box) Code Less than high school ....................................... D 1 High School graduate only .................................... Cl 2 Vocational. trade. or business school after high school Less than two years .................................. D 3 Two years or more ................................... Ci 3 College Less than two years of college ........................... D 3 Two or more years of college (including two-year degree) ........................ El 3 Completed college (4 or 5 year degree) ..................... [Ii 4 Master's degree or equivalent ............................ Cl 5 Ph.D., M.D., or other advanced professional degree ............. II] 5 Don't Know ............................................... CI . 3. American families are divided below into three groups according to how much money they make in a year. Check the square which comes closest to the amount of money your family makes in a year. (Check only one box) Code $19,000 or less ........................................... Cl 1 $20,000 to $34,999 ........................................ Ci 2 $35,000 or more .......................................... El 3 144 4. Which of the categories below most nearly describes your mother’s/female guardian's main job? If your mother/female guardian has more than one job. check her main occupation. (Check only one box) CLERICAL such as bank teller. bookkeeper. secretary, typist. Code mail carrier, ticket agent .................................... I] 57 CRAFT SMAN such as baker. automobile mechanic, machinist. painter. plumber. telephone installer, carpenter ................................. D 27 FARMER. FARM MANAGER ........................................ C] 28 HOMEMAKER ONLY .............................................. D LABORER such as construction worker. sanitary worker, farm laborer ............ CI 7 MANAGER. ADMINISTRATOR such as sales, restaurant, or officer manager. school admin., buyer. govt. official .................................. CI 68 MILITARY such as career officer, enlisted man ............................ Cl OPERATIVE such as meat cutter, assembler. machine operator, welder, taxicab. bus. or truck driver ........................................... CI 19 PROFESSIONAL such as accountant, artist. registered nurse. engineer. librarian. writer. social worker. actor, actress. athlete, politician. but not including school teacher ........................................... D 59 PROFESSIONAL such as clergyman. dentist. physician, lawyer, Scientist. college teacher ........................................... CI 82 PROPRIETOR OR OWNER such as owner of a small business. contractor. restaurant owner ......................................... E] 50 PROTECTNE SERVICE such as detective. police officer, fire fighter ............. CI 38 SALES such as salesperson, advertising or insurance agent. real estate broker ..... CI 54 SCHOOL TEACHER such as elementary or secondary ....................... El 71 SERVICE such as barber. beautician, practical nurse. private household worker. janitor. waiter ............................................ Ci 16 TECHNICAL such as draftsman. medical or dental technician. computer programmer . E] 61 Never Worked ................................................. 1:] Don't Know ................................................... D 14S 5.What was the biggest level of education your mother/female guardian completed? (Check only one box) Code Less than high school ................................... L'.) 1 High School graduate only ............................... C) 2 Vocational. trade. or business school after high school Less than two years .............................. [I] 3 Two years or more ............................... C) 3 College Less than two years of college ....................... C) 3 Two or more years of college (including two-year degree) .................... U 3 Completed college I4 or 5 year degree) ................. CI 4 Master's degree or equivalent ........................ C) 5 Ph.D., M.D.. or other advanced professional degree ........ CI 5 Don't Know ......................................... D . 146 Which of the following do you have in your home? Have m N91 Have 1 2 a. A specific place for study ..... C] [:1 b. A daily newspaper ........... E] E] c. Encyclopedia or other reference books .................... E] C] d. Typewriter ................. [j C] e. Electric dishwasher ........... [:1 E] f. Two or more cars or trucks that run C] [:1 g. More than 50 books .......... [:j E] h. A room of your own .......... (:1 E] i. Pocket calculator ............ [:1 [:1 j. Color TV .................. C] D k. Computer ................. [:1 [:1 I. Video tape recorder (VCR) ...... [j E] m. Compact disc (CD) player ....... D [3 Personal Information What is your gender? (circle one letter) A. MALE B. FEMALE What is your age? years Which of the following best describes your racial or ethnic identification? (circle one I A. AMERICAN INDIAN D. WHITE 8. ASIAN E. HISPANIC C. BLACK F. OTHER (specify) What is your current Grade Point Average (GPA) on a 4.0 scale? 147 Please circle the number of semesters of each science class and the grade that your received in the class below. i n | m Sim: (circle all that apply) (circle one per semester) BIOLOGY First A B C D E Second A B C D E Third A B C D E Fourth A B C D E CHEMISTRY First A B C D E Second A B C D E Third A B C D E Fourth A B C D E PHYSICS First A B C D E Second A B C D E Third A B C D E Fourth A B C D E GENERAL SCIENCE First A B C D E Second A B C D E Third A B C D E Fourth A B C D E AGRISCIENCE and First A B C D E NATURAL RESOURCES Second A B C D E Third A B C D E Fourth A B C D E OTHER SCIENCE First A B C D E CLASS Second A B C D E Third A B C D E Fourth A B C D E APPENDIX D OBJECTIVE 1 SUPPLEMENTARY TABLES Table 34 c' e c c 148 l Science Frequency Percent Credits 0.5 1 0.6 1.0 15 9.6 I 1.5 6 3.8 2.0 40 25.6 2.5 14 9.0 3.0 32 20.5 3.5 15 9.6 4.0 16 10.3 4.5 8 5.1 5.0 6 3.8 5.5 2 1.3 6.0 1 0.6 Hotel 156 100. 0 II 149 Table 35 Percent 10.2 51.0 2.0 22.4 I 2.0 10.2 2-0. I APPENDIX E FIRST COVER LETTER 150 Agricultural 8 Extension Education E Michigan State University FAX (517) 353 - 4981 410 Agriculture Hall East Lansing. Michigan 48824 - 1039 (517)355-6580 April 14, 1992 John Doe Maple Grove High School 123 Main Street Maple Grove, MI 41234 Dear John: Secondary agricultural education programs in Michigan have experienced drastic changes over the past several years. Currently, many programs are restructuring to become agriscience and natural resources programs. Part of this restructuring process includes the adoption of the Michigan Agriscience and Natural Resources Curriculum. As a member of the agricultural education profession in Michigan, your use of, and opinions about the curriculum is important. Your name has been randomly selected from all agriscience and natural resources teachers in Michigan. Because you are one of a select group of teachers chosen to complete this questionnaire, the return of your completed questionnaire is very important. You may be assured of complete confidentiality. The questionnaire has an identification number for mailing purposes only. This is so that we may check your name off of the mailing list when your questionnaire is returned. Your name will never be placed on the questionnaire. The results of this questionnaire will be shared with the officers and members of the Michigan Association of Agriscience Educators, the Michigan Horticulture Teachers Association, and the Michigan Department of Education. Please return your completed questionnaire by 53:11_§g‘_1222 in the enclosed self-addressed stamped envelope. Thank you for your assistance. Sincerely, Sincerely, Jack Elliot Jim Connors Assistant Professor Graduate Assistant .4 APPENDIX F PERCEPTIONS OF THE MICHIGAN AGRISCIENCE AND NATURAL RESOURCES CURRICULUM TEACHER SURVEY ‘ 151 Perceptions of the Michigan A griscience and Natural Resources Curriculum Teacher Survey f! zffi M I C H I G A N ééuiiunii ntsnuncis U ATION IIICULUM Department of Agricultural and Extension Education Michigan State University 152 Perceptions of the Michigan Agriscience and Natural Resources Curriculum Memos) Michigan agricultural education programs are in the process of restructuring to agriscience and natural resources (ANR) programs. During this time of change it is important to determine teachers' perceptions of the Michigan Agriscience and Natural Resources (ANR) Curriculum. This survey is designed to determine the amount of curriculum that is currently being taught. and teachers' perceptions of agriscience education. Directions Answer each question as accurately as you can. Many questions can be answered by circling the item that best describes your opinion or situation. Other questions will require a written answer. All answers will be kept completely confidential. Example #1 _. Please read each statement carefully. If the statement describes content that is not ‘ taught in your agriscience and natural resources courses. please circle ”SNO. ' If the 1 1 statement describes content that is might in your courses. please Circle "YES " (circle . one response) ’ . . . - ........................... ............................ moves .1 v Analyzewaterproblemsexisungandporential Ammmfz ......... .. .A _, _ . ,. .. Vi Please indicate the extent to which you agree ordisagroe With each of the followmg f statements. (Circle one response) a . _ . ._ _ . 1 More students would enroll in agriculture if an agriscience and * natural resources curricuImi was offered in my 80W ‘ 153 AGRISCIENCE AND NATURAL RESOURCES CURRICULUM CONTENT Please read each statement carefully. If the statement describes content that is not currently taught in your agriscience and natural resources courses, please circle 'NO.‘ If the statement describes content that is taught in your courses, please circle 'YES.‘ (circle one response) 10. 11. 12. 13. 14. 15. 16. 17. 18. 10. 21. 22. Analyze the interrelationships between natural resources and Michigan agricultural production. Exar'nins the conservation of natural resources. Discuss the rsusa of recoverable natural resources. Analyzs ths sconomic importance of the agricultural and natural resources sectors in Michigan. Analyze the interrelationships of Michigan agriculture, natural resources. and society. Analyzs the intarrslationships between agriculture. natural resources. and the government. Analyze how human life depends on plants. Diagram the structures of a plant cell. Identify plant parts including seeds. root, leaves, etc. Examine the process of photosynthesis. Exarnins the process of respiration. Exarnins the process of transpiration. Examine the process of translocation. Ust the six requirements for plant growth. Diagrun the process of mitosis. Exsmins asexual (vegetative) propagation. Distinwlsh bstwasn acidity. alkdinity, pH, and cation exchange. Andyzs soil texture and its irnportanca to soil tilth. Describe field capacity. saturation, and wilting point Andvzs the concept of water holding capacity and water infiltration of different soils. Exarnins the functions of macronutrisnts and micronutrients in plant growth. Andyza the sources of each of the primary elements (N,P.K). 154 Please read each statement carefully. If the statement describes content that is not currently taught in your egrisoiance and natural resources courses, please circle “NO.“ If the statement describes content that is taudit in your courses, please circle 'YES.‘ (circle one response) 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 41. 42. ' «1924-93-1-3 .:.;.;.;.;.;.;:;.;.'.r 45 .e-t-xvz-z-z-ebz‘ . ' ”AN‘J.V'¢'.‘1'M 46. Analyze plant nutrient deficiencies by using a deficiency test. Analyze the role of pests in agriculture. Diagram the life cycles of pests. Examine biological control of pests. Examine cultural and chemical control of pests. Examine the term "binomial nomenclature.” Describe the concept of the five kingdoms. Define the terms “genus." 'speciea.' and 'sub-species.‘ Define evolution. Define genetic variability and natural selection. Examine the importance of animal domestication. identify the major sources of animal protein in the world. Discuss the use of performance modifiers in animal agriculture. Examine the use of terms for direction and position in the vertebrate body. Explain dandular functions including secretion and excretion. Classify the function of specific glands as endocrine or exocrine. identify both plant and animal cells. Identify muscle, blood. nerve. and adipose cells. Identify the components of the vertebrate skeletal system. Define the terms. comparative anatomy, homology. and analogy. Discuss the functions of the anatomical structures and compare them to similar structures in other animals. Describe the functions of the components of the digestive system. Compare the functions and location of the digestive organs of man. poultry. horses, cows, and swine. Label six major organs found in the reproductive tract of farm animals and humans. 155 Please read each statement carefully. If the statement describes content that is not currently taught in your agriscience and natural resources courses. please circle 'NO.‘ if the statement describes content that is taught in your courses, please circle “YES.” (circle one response) 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 61. 62. 83. 64. 65. 67. 70. Describe general metabolic and physioloo'cal changes resulting from castration. Examine the role of hormones in the body systems. Describe and understand the term 'endocrinology.‘ Define terms related to hormone influence such as 'receptor calls, negative feedback. endocrine gland, and homeostasis.‘ Examine the importance of hormones to body functions. Describe the major organs found in the animd reproductive tract. Diagram an animal sperm and ovum, and identify d major parts. Examine the steps of mitosis and miosis. Compare the gestation length, time of ovulation. and length of asth for four domestic species of economic importance. Describe the process of fertilization in animda. Examine the transmission of genes throudi meiotic division. Examine the act of mating and conception through irmlantation of the embryo (blastocyst) in the utems. Define the terms chromosome. nucleic acids. DNA. and RNA. Define the terms haploid, diploid, and segregation. Define the terms phenotype. genomic. homozygous. heterozygous, allele. gene, dominant, and recessive. Define 'parturition.‘ Examine the six classes of nutrients. Identify organs that bredtdown carbohydrates. fats. and proteins. Examine the different vitamins and their functions. Examine microbial digestion including synthesis of unino acids. Examine feed digestion and absorption. Describe the digestive systems in ruminants and non-runinants. Understand the concepts of body termeratura. heart rate, and respiration in animal health. Explain the methods of control for internal and externd parasites. 156 ATTITUDES ABOUT AGRISCIENCE AND NATURAL RESOURCES Your attitude about the term 'agriscience' is important to this research study. 0n the next page you will find the term 'agriscience,‘ followed by thirteen pairs of descriptive adjectives. Please make your judgements by placing your check-mark l\/) in the appropriate space based on what these terms mean TQ YQu. Exampieifil , ~, . ‘. “"flf you feel that the concept is W to one end. of the scale,- you should place your check-mark M as follows: ' ' _ s r r 1 ‘ OLD .31. __ 4'....‘;;:...:.._LNEW it"lf you feel that the concept is i' ” I to one or the other end of the _ M [scale (but nct extremelvl. you should place your check-mark (V) as follows ' ’ om___z__________.__~ew j"; if the concept seems only . side (but is not really neutrali. then you should place your check-mark M as- . 3".follows “““ .. _ _ . , , .. . . .. v if" if you consider the concept to be neutral an the scale. both Sides of the scale 7 ‘ " wuth the concept. or if the scale is ‘ ‘ ' ,. ''''''''''''''' A GRISCIENCE (Place one check-mark (V I for each pair of terms) INDISPENSABLE: GOOD: UNIMPORTANT: EFFECTIVE: EXCITING: OLD: DYNAMIC: INNOVATIVE: NECESSARY: ESSENTIAL: DOUBTFUL: UNWANTED: WORTHLESS: :DISPENSABLE :BAD :IMPORTANT :INEFFECTIVE :BORING :NEW :STATIC :ARCHAIC :UNNECESSARY :UNESSENTIAL :SURE :WANTED :VALUABLE 158 PERCEPT IONS OF AGRISCIENOE AND NATURAL RESOURCES Please indicate the extent to which you agree or disagree with each of the following Statements. (circle one response) Esme I391 Strongly Disagree SD Disagree D Undecided 7 Agree A Strongly Agree SA An agriscience and natural resources program in high school will give students a solid base for a career in agriculture and natural resources. An agriscience and natural resources course should be recommended to all high school students. High school science credit should be awarded for agriscience and natural resources courses. My community supports the concept of agriscience and natural resources. Teaching an agriscience and natural resources curriculum enables me to more effectively meet the needs of my students. An agriscience and natural resources curriculum attracts a diverse group of students. I am a supporter of the change to agriscience and natural resources programs. I believe that traditional production agriculture programs are better than agriscience and natural resources programs. There is evidence to support the change to an agriscience and natural resources based curriculum. An agriscience and natural resources program is appropriate for my community. Agriscience and natural resources programs should be placed in the science department of high schools. 159 AGRISCIENCE CURRICULUM KNOWLEDGE Please read each of the following statements. Circle "F' if the statement is false, and 'T" if the statement is true. ...................... ................ 10. There are four basic core units in the Michigan Agriscience and Natural Resources Curriculum (ANR). There are 11 advanced/specialized modules in the Michigan ANR Curriculum. The Michigan ANR Curriculum is cross-referenced with the State Science Objectives for Secondary Students as specified by the Michigan Department of Education. The Michigan ANR Curriculum can be purchased from the Department of Agricultural and Extension Education (AEE) at MSU. The title and contents of the Michigan ANR Curriculum were selected by MSU teacher educators in agriculture, MSU agricultural professors. and Michigan Department of Education staff. All agricultural and horticultural programs in Michigan must complete the restructuring process to become ANR programs by 1993. It is recommended that students who complete an ANR course that uses the Michigan ANR Curriculum should receive science credit towards graduation. Students who complete certain advanced] specialized courses will be eligible to receive advanced placement credits towards a Bachelors degree at Michigan State University. Hours of scientific-technical updating that teachers receive towards qualification to teach the new curriculum are currently being recorded by the Department of Ag. and Ext. Education at MSU. ' Comprehensive high school ANR programs must teach three of the four basic core units of the Michigan ANR Curriculum. 160 PERSONAL INFORMATION What is your gender? (circle one letter) A. MALE B. FEMALE What is your age? flags How long have you taught? 133;; Which of the following best describes your racial or ethnic identification? (circle one letter) AMERICAN INDIAN ASIAN BLACK WHITE HISPANIC OTHER - SPECIFY empow? How would you characterize the location of your school? (circle one letter) A. RURAL 8. TOWN C. SUBURBAN D. URBAN Has your agricultural education program completed the restructuring process to become an agriscience and natural resources program? (circle one letter) A. NO 8. YES How many hours. of the 86 required for qualification to teach the new curriculum, do you have completed? ha. Are you certified to teach science? (circle one letter) A. NO B. YES 12. 161 Have you assembled a restructuring committee? (circle one letter) A. N0 = Please skip to ,— 8. YES question if 12. I I l V 10. If yes, have they met? (circle one letter) ' :1 Please skip to 'y question #12.“ A. NO V lr—_ 8. YES I V 11. How many times has the committee met? times Please use the space below and on the back for any additional comments that you may have. APPENDIX G POSTCARD REMINDER 162 Dear John: Last week you were mailed a Michigan Agriscience and Natural Resources Curriculum survey. If you have already completed and returned the survey, please accept our sincere thanks. If not, please do so as soon as possible. The return of your completed survey is important in order to determine teachers' perceptions of the Michigan ANR Curriculum. The opinions of Michigan teachers will be used to improve future curriculum development activities. If by some chance you did not receive the survey, or it got misplaced, you will receive another survey within the next two weeks. Sincerely, Jack Elliot APPENDIX H SECOND COVER LETTER 163 Agricultural 8. Extension Education E Michigan State University FAX (517) 353 - 4981 410 Agriculture Hall East Lansing, Michigan 48824 - 1039 (517) 355 - 6580 May 5, 1992 John Doe Maple Grove High School 123 Main Street Maple Grove, MI 41234 Dear John: About three weeks ago you should have received a questionnaire asking for your perceptions of the Michigan Agriscience and Natural Resources Curriculum. As of today, I have not received your completed questionnaire. If you have already returned the survey I would like to thank you. Your perceptions about the Michigan Agriscience and Natural Resources Curriculum are of vital importance. The opinions and comments that you make will help assist future curriculum development activities. In case you misplaced the first questionnaire, I have enclosed another one for your convenience. Please take a few minutes to complete and return it in the enclosed self addressed stamped envelope. Your cooperation will be greatly appreciated. Sincerely, Cordially, Jack Elliot Jim Connors Assistant Professor Graduate Assistant APPENDIX I THIRD COVER LETTER 164 Agricultural 8. Extension Education 5 Michigan State University FAX (517) 353 - 4981 410 Agriculture Hall East Lansing, Michigan 48824 - 1039 (517) 355 - 6580 May 19, 1992 John Doe Maple Grove High School 123 Main Street Maple Grove, MI 41234 Dear John: I am writing to you regarding the questionnaire that you have received on your perceptions of the Michigan Agriscience and Natural Resources Curriculum. I have not received your completed questionnaire. If you have returned the questionnaire, please disregard this letter. The large number of Michigan agriscience and natural resources teachers who have returned the questionnaire is encouraging. However, in order to accurately describe teachers' perceptions and opinions about the Michigan Agriscience and Natural Resources Curriculum we need you to complete and return your questionnaire. The information you supply will be used by teacher educators and Department of Education staff to improve curriculum development activities. The usefulness of the results depends on obtaining the perceptions of all agriscience and natural resources teachers in Michigan. In case our other correspondence did not reach you, a replacement questionnaire is enclosed. I urge you to complete the questionnaire and return it in the enclosed envelope as soon as possible. Your contribution to the success of this study will be greatly appreciated. Sincerely, Jack Elliot, Assistant Professor APPENDIX J FOURTH COVER LETTER 165 Agricultural 8. Extension Education E Michigan State University FAX (517) 353 - 4981 410 Agriculture Hall East Lansing, Michigan 48824 — 1039 (517) 355 - 6580 June 17, 1992 John Doe Maple Grove High School 123 Main Street Maple Grove, MI 41234 Dear John: Over the past several months you should have received three questionnaires from me in the mail. The questionnaires are asking for your perceptions of the Michigan Agriscience and Natural Resources Curriculum. As an agriscience and natural resources teacher your perceptions, opinions, and attitudes about the Michigan Agriscience and Natural Resources Curriculum are very important. You are one of only 20 Michigan agriscience and natural resources teachers who have not returned their questionnaires. If the results of this study are to be valid and useful for future curriculum development projects, WW- If you have already returned the questionnaire please disregard this letter. We have enclosed another questionnaire in case you misplaced the earlier ones. Please take 10 minutes to read and complete the questionnaire. A self addressed stamped envelope has been enclosed for your convenience. Your cooperation in this research project is greatly appreciated. The information you provide will be analyzed and presented to agricultural education professionals at Michigan State University and the State Department of Education. Thanks for taking the time to complete and return this questionnaire. Sincerely, Jack Elliot Assistant Professor APPENDIX K OBJECTIVES 2-5 SUPPLEMENTARY TABLES 166 Table 36 a ~ t ’ ' e e .tio s '9‘ o-t -eg a u_a r-so _c-s and r.__ __ __ _¥ __... ._ _, __ __ __s_ ._ -__: Table 37 — '7 *fi'fi‘hl Table 38 167 Table 39 §-!t :- 9- e'!".'. '1‘. t! - ' Q- 1' _ - ' -!d Table 40 20. 3 79.7 _ 100 0 Table 41 2! !- I '1‘! °: .L ! ° - ! No 37.6 62. 4 _ 1o_o o 168 Table 42 __— f—*_“‘ ‘m_—_”_ “' " _'*~——‘—‘— _____1 Table 43 Qiagram_tae_aLrusture§_2f_a_nlan§_sell Table 44 — — ——-————r 7.6 1 ~ Yes 109 92.4 a ; NO 9 l l 169 Table 45 Table 46 e c e ' at' i 10.2 898 - 199 9 Table 47 E I !] E ! . t. —”1| 11.0 89. O _ 199 9 170 Table 48 mi __ _ __ ____ A fi%__—fi 3:9999”9¥ Percent Table 49 List_tae_six_reguiremeat§_fgr_nlaaf_greztn ——4 Table 50 E' I] E 1 I No 55 46.6 , Yes 63 i 53.4 _ __199-9 ; 171 Table 51 E .e 1 [v ! !° 1 !' 1M “ * ‘ * ' ” " * ”7“ Mt __— No 16 13.6 9 Yes 9 102 9 85.499 V Total 118 9 _ Table 52 _-,:".-L1..-:w--. .. ._ .. ' 1. 3,. t' exchange Table 53 _- NO 16 13.6 86.4 - 199 o Table 54 Table 56 172 —m a 15 A ; 9 . Yes 173 Table 57 an- ‘ 1‘ 9 ‘9 0, ‘2 r 0‘ 1‘ 9 °u- ' eu-nt _- 1_-1Ii______. 1M___1 Table 58 0 - _ 1 81 0‘. 1‘1 1‘8 0 ~11“ a 01f: ,9 1 _1 A “$3 — r 1 1 1 ,,,_ Yes Table 59 W No 10 8.5 g 1107. _- ' 174 Table 60 ? Table 61 H 7,, V ,, ___ ____._—____ .._“_ _ ¥ __.— Table 62 ______ _ __._ ‘ 175 _—--———*__~ 1 32.5 ' 67 5 _ 100 o No Table 64 W No 43 37. 4 62.6 - 100 o Table 65 No 17.1 82.9 _ 100 o 176 Table 66 Table 67 De ° ene ' v r' 'l't t s ct'on 177 Table 69 den .f ‘ !'-°, 9'. ‘~ ' - Ho 0 O ‘ 1 .11- O o Table 70 Table 71 1 66.1 33.9 - 178 Table 72 A! c.1- ._,.__ -_ -1 '1: 1.10 =: ' 0! 11d mm Table 73 Table 74 W No 33.6 66 4 4_—_ mo 0 179 Table 75 de ' e se e s Table 76 .de ’_ tge -us- - ~ -_ - v- e-Va e r - - a s st-m gespopse Fbequeney Table 77 De . ‘ 9‘ ‘10.; 0139- 1 = zlztnt, 9020.903 :10 -!o_'°I Frequency Percent 180 Table 78 PT” ;‘ 1‘ 7-1 '-!f '7 9' =1: -u° c. ‘ Am_ _les -1° co a t ' a s Total 116 100.0 ": _33‘ 1‘ a 1 701: 0 t!‘ bongo ‘1t 0 e 2'0‘5 fve Wag” - _ Table 80 .l'!‘.,; 9; -! '1; 1!! ° 1 '!° 1; '. "9 'V 9 '1! 181 Table 81 lfi—_____.—_ _ _ ._ 1 l __ _ _ _ .___ _ __-_j ¥,¥ A 7_~1_ ___.___4l Table 82 _ _ ,____.___—V‘. . .__ __ _ _ _..___— ._________4 No 41 Yes 76 . 100.0 , 182 Table 84 es e te " " Table 85 D‘ ‘ ‘1u= ‘ a ‘1 - l'QU'!‘ l -‘1 ‘ ‘ 9 1: " ‘Ci! 0 C‘ ‘ 1": .V: ‘129: . ‘11- '1‘ ° :19 :1! tou‘vs - " NO 4135.0 65. O — 100 o 183 Table 87 I“ o g u o o o I- 0". g 1 -l u e. ecu tragg FI§QEEP°Y Table 88 r—— ~ ~ 7 ~~ —--- »———- —~ —— -———»*—— A Table 89 .ResPQP§? 184 Table 90 -u-- ‘ 1‘ 0’; a '0 _‘Iw_2 °ue - 0 L_‘: 0! «n- e 0t o est -1 ,1 ,o- {Ou‘i ' so- -1 -l 7 '1'u: 'u-o ta ce Response Frequency Percent Table 91 sc ' t ce 5 t 'n ' a 1' ‘ V ' 7' 7 '7 "V '6 i ’7 A' "”" _‘"'""7 _ Frequency percent i ' ___ '—‘ “_ “'H'fi' *'“"— ‘ _“'—1 ’_ ,_ if A __-.— . 11--..1, 1. — __.— Table 92 .zu'cf 3‘ 2!:U ‘=°-1 -' 0f1‘; .9 0-01 u‘°0 . d. "'-n NO 62 53.4 quuen_ er_e__1 Yes 54 46.6 Total 116 100.0 185 Table 93 Exam1ne_sbe_a9L_9I_masing_an§_29ngensign_;hzgngb "0 I 0! 0 1 l3! 0 0 ,i 0 ~ 1 9 t- R°§P°“s9 _ Fr9393B°Y __ Percent , No 52 44.8 Yes 64 55.2 Total f 116 n 100.9: Table 94 D 1‘ t!‘ ‘Qu; V! 0110:02‘ 1 ‘ -. 0.: ' § :10 Table 95 _ Freque09¥_ 186 Table 96 NO 2 1 4 36.2 Table 97 NO 38 32.5 Yes 79 67.5 ; -- + 100.0 I Table 98 Exam1ne_the_£13.21as§e§_21_nntzient§ 187 Table 99 de 0 o h. H D '0 P o l p o O y. o u m U m p engine Table 100 E . t] I'EE ! .! i I !l . E !' 34. 2 65.8 — 199 9 Table 101 188 Table 102 Percent Table 103 Frequency 7 Table 104 l'.‘ i 1!! 9.1 .019 3 ' ’L‘A’. ‘llP‘ —_ - 1 Q7: 1 ‘ 'ld WW3: Percent 189 Table 105 A0 1.1 1‘ u‘ Qua? 0 0 0 0 .1 ‘_12 .10 e.t- Table 106 Very strongly negative 1 0.8 Strongly negative 3 2.5 Slightly negative 6 5.1 Neutral 21 17.8 [Slightly positive 16 13.6 Strongly positive 32 27.1 Very strongly positive Air 39 33.1 118 100.0 " 190 Table 107 5 !° l'EE !' !i 1 _ l I! i ,— _4 .. e i . 7‘. 7 i r*— — ' ’ ' ' "fi—‘f’ ‘Ufi _ ' ’ " _' — —— ——‘_‘ —1 Very strongly negative 0 0.0 i Strongly negative 0 0.0 : Slightly negative 1 0.9 Neutral 10 8.5 : Slightly_positive 10 8.5 I Strongly positive 38 32.5 Verystrongly positive 58 49.6 F 117 a- 1011-0 9 L A Table 108 '11-.1 ' ' ‘ :1 ' 01 1 o. ‘ " -19.!- -.1 _us- alt ’ ‘* *‘g' 1 Very strongly negative Strongly negative Slightly negative Neutral Slightly positive Strongly positive 191 Table 109 -u.,y . -- -, 9: ., e 1 e - !-- -ct° - - - t Response Frequency Percent Very strongly negative 0 0.0 Strongly negative 5 4.2 Slightly negative 5 4.2 Neutral 13 11.0 Slightly positive 16 13.6 Strongly positive 47 39.8 Very strongly positive 32 , 7 _ __ 271‘ Table 110 _,,,7,, 7,. ___ , ___ _ _fi rrqueeney pereene Very strongly negative 0 0.0 Strongly negative 3 2.5 Slightlynegative 1 0.8 Neutral 19 16.1 I Slightly positive 22 18.6 I Strongly positive 44 37.3 Very strongly positive 29 24.6 118 100.0 I 192 Table 111 Very strongly negative Stronglynegative 4 3.4 Slightly negative 4 3.4 Neutral 21 17.9 Slightly positive 21 17.9 Strongly positive 43 36.8 strongflositive 23 19.7 Table 112 Response Very strongly negative 0 0.0 Strongly negative 3 2.5 Slightly negative 3 2.5 Neutral 15 12.7 Slightly positive 21 17.8 Strongly positive 50 42.4 Very strongly positive 26 22.0 I Total 1 118 | 100.0 1 Table 113 193 — Wny } __ FW__4____HWW"____ m_yflw_Percent Very strongly negative 0 0.0 Strongly negative 0 0.0 Slightly negative 3 2.5 Neutral 18 15.3 Slightly positive 26 22.0 Strongly positive 40 33.9 ”Very strongly positive Table 114 __— Very strongly negative 1 0.8 I Strongly negative 2 1.7 [ Slightly negative 4 3.4 Neutral 8 6.8 I Slightly positive 20 16.9 I Stronglypositive 34 28.8 Verystrongly positive 7 194 Table 115 SEN-.1 . . 7‘ ‘1201 Raf " -1':“1 ' ‘=~‘1t- ___. 7" ' 711111,, "’v' 7’ ‘4' ’ ’ ifi" __ ‘ _ *‘ fl Very strongly negative Stronglynegative Slightly negative Neutral Slightly positive Strongly_positive Verystrongly positive Table 116 [__— F Very strongly negative 0 0.0——1 Strongly negative 4 3.4 Slightly negative 5 4.3 Neutral 19 ' 16.4 Slightly_positive 22 19.0 Strongly positive 39 33.6 J L Verystrongly positive 27 23.3_' 195 Table 117 - e Response Frequency Percent .__!EEX strongly negative 1 0.9 Strongly negative 5 4.3 Slightly negative 7 6.0 Neutral 18 15.5 Slightly positive 22 19.0 Strongly positive 32 27.6 P Y9¥Y stron91¥_99§itivsu h._w_.m_3£,_ 26.7 Table 118 ‘u:1 ' 2' z - '1 '1 : a e - w- 1 -:: 3 1 ”a”. _REBP9QEEfiwu_ _ "_“_ Ezsqnensr ?FFEEEEW__4 Very strongly negative 1 0.9 I Strongly negative 2 1.7 Slightlynegative 4 3.4 Neutral 10 8.5 Slightlypositive 12 10.3 Strongly positive 41 35.0 ’ Very strongly positive __“_____47 m_ ___-r, 40.2 “‘— M‘h .‘ P' 196 Table 119 J a. : '—, ; .1. ,._ ._ -;. e . .. 111‘ 1. SC .0 w' -' - ‘ _e- t: 1 so . y.se .7 a c. -- in a- icu tu e W Response ____ Frequency Percent Strongly disagree 1 0.8 Disagree 2 1.7 Undecided 1 0.8 Agree 62 52.1 Strongly agree 53 44.5 Total 119 100.0 Table 120 Strongly disagree Disagree Undecided Agree Strongly agree 197 Table 121 Response Frequency Percent , Strongly disagree 0 0.0 Disagree 0 0.0 Undecided 2 1.7 I Agree 28 23.5 § ; Strongly agree . _ _ "89 m _ H _ p _74.8 4 Table 122 ‘lU 1i T-99' : 1- c-1cest of .-1'\c7- - 1,. 1- u_- £§§QBI2§§ .__“ ‘ Stronglydisagree 0 0.0 ' Disagree 4 3.4 I Undecided 22 18.5] Agree 49 41.2 I 198 Table 123 e-c l1- :1 :0 ': .‘1 ‘ a t n- __a_ _8‘-_ C‘— . .m e .b e me to u- z e ,- 'v-, u--t _1e 1-ed‘ . m :t o-gts Strongly disagree Disagree Undecided Agree St£9n91Y agree 1 ? r- Tctal -._ fi,.__1 119 -_1 ur_- 109-0- g, ‘ .___ _— _ _ _ __ _ _ __ __. _. Table 124 21 =-_'- '-1,‘ .12 1 1 . ,es-u e: c .-cu u .t _.c ~ a 'IIIIIIIIliiiiiEiIIIIIIHIIIIIlHliifliflilIIIIllllliflliilllll' F 7 , , N, _ __ 1, 1, Strongly disagree Disagree Undecided Agree agree 199 Table 125 am u o te e t a ce a d natura SOD ces Response i Strongly disagree I Disagree 3 2.5 l Undecided 12 10.2 Agree 43 36.4 Strongly agree 58 49.2 Table 126 3‘ "V‘ .1: =9. 01: 0 as. '01 a" ' - ‘ 9 0° -u Response __4 . Stronglydisagree 31 26.1 I Disagree 59 49.6 Undecided 23 ' 19.3 I Agree 3 2.5 I Strongly agree : 200 Table 127 he,- ': e 'aen - to - 999,t t - C1- -e to . a- sc'e d tu a cu 'c u | _. L Strongly disagree 0 0.0 E Disagree 3 2.6 Undecided 17 14.5 Agree 61 52.1 36 30-8 ;_nyotal___nn _4__._1__““Hl117__u, _y 100.0 Table 128 ,__ _ . _ _. _ _ , _ ._ . ._.. ._ _. . ___ _ ~ .A__ f__1fi__ ___ _ _ .__ .__ __...—_1 __ g 1_. a- ,7, A! .k- i 7 ¥__4 Strongly disagree 0 0.0 Disagree 4 3.4 i Undecided 10 8.5 Agree 59 50.4 Strongly agree 44 37.6 17 a, 100-0 5 201 Table 129 --ri~ .- c- 1,: 1: -r-, -sou, e: . .. .u- s -u 1 be 9 ace- t e scie ce t t ' c o Response 47? Frqugggy Percent Stronglydisagree 4 3.4 Disagree 10 8.5 Undecided 9 7.7 Agree 54 46.2 Strongly agree 40 _E 34.2 Total 117 100.0 Table 130 e - .,- or 31" . ‘ -1' - _ 1e 43 1'-.1 ‘--7 c'e ce i Incorrect 0. 0 L Correct 114 100.0 . a , 11 m, 1 1 ,1" ______ ,u ______mfl__uufl {—1-1____11°°-_ a ; Table 131 202 l'. '1’. - Incorrect Correct Table 132 1f 1°C '0- 1d; 0 -, - o. Incorrect 203 Table 133 e1'1-11 11!; .1- ' - -41 =1 3' u 1:;‘0. on 1‘ Ie-a. uent 9f 1-_5 u 1, a . . t1s'91 d c. ion .1- at H§Q __— ! Incorrect 92 82.1 _— fl 10-0 Table 134 e _‘ -1-. O1 '1 = 0 1' 1 10:11.1]; a- ..n e Peeprmee rPeent Incorrect 78.2 Correct ””21.8 1 204 Table 135 . t ,. ,.q . .g u: 1 , , . , u .... ete e - 1- 1° . . :- . .- ..._ 11L. . .. u: . 122; Incorrect Correct Table 136 ° ‘C-qu‘1t‘e 1a ; -e'1t; W10 0U..- ‘ ‘ - 31K 0- e Incorrect 3. 5 Correct 96. 5 -_ loo 0 205 Table 137 d‘1tf W10 on! ‘ = f, 1 1 :9 110‘! -9- To 1 ea 0 1‘: wil e ' ' e 'v a v c e c e towa s c 'c ' t t 've s't — Frequency percent ; V11--1__11__1___. _.__1.__ __1 _1_ 1 1,1, 111- 1,- { Incorrect 25 22.9 1 Correct 84 f _77.1 \ Totalwvyy yyyy 11- 11991 _ _1 ‘100.0J Table 138 Hon 0 sc' t' 'c-te 'c u dat' ' t a t a e s eceive t w ’ t te c e e cu__-1 0"10 ,‘ 9 0‘! 9 1‘ "02 u‘1 01 1° -1° 1 W Percent Incorrect 85.7 Correct 206 Table 139 C0u0_f e1 ive ,'., sc,-. Lu; 9 -- 1“ u s teec t -- 01 the fou bas' e n' o t ' Cu ‘cu u Incorrect 61 58.7 Correct 43 41.3 Total 104 100.0 _— 207 Table 140 A e Frequency Percent Age 79769667447964032732920767677247999 10120221331623645145056121211531000 212313324.42834756256167232322642111 23 24 26 27 28 29 3O 31 32 33 34 35 36 37 38 39 4O 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 60 100.0 116 Total 208 Table 141 Yea S Percent Frequency Years 60764236967242233374644679437769 26123542021535544413233210341120 37234.653132646655524344321452231 12345678901234567890123456789125 11111111112222222222333 100.0 116 Total BIBLIOGRAPHY 209 Akinmade, C. T. (1982). An investigation of the attitudes and perceptions of junior high school students toward science courses (Doctoral dissertation, The University of Michigan, 1982) Di_ee1La119n_Absnracts_1n:erna_ione1 13. 4134- American Association for the Advancement of Science (1989). Project 296;: Science fc: All Americanc. 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