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Learning Mathematics in High School Courses Beyond Mathematics: Combating the Need for Post-secondary Remediation in Mathematics
The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding
of selected mathematics concepts than those students who participated in the traditional curriculum and instruction. This study included teachers and students from 32 high schools in Oklahoma (16 experimental classrooms; 16 control classrooms). Students were enrolled in an APT course during
the 2004-2005 school year. The experimental design employed was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used to test the study's null hypothesis. The measure of students’ need for
mathematical remediation at the post-secondary level did reveal results that held practical significance and supported use of the experimental treatment.
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Keywords: agricultural education; curriculum integration; experimental design; mathematics education
Document Type: Research Article
Publication date: 01 January 2012
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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