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Does a Math-Enhanced Curriculum and Instructional Approach Diminish Students' Attainment of Technical Skills? A Year-Long Experimental Study in Agricultural Power and Technology
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Young, R. Brent; Edwards, M. Craig; Leising, James G. – Journal of Agricultural Education, 2009
The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the…
Descriptors: Agricultural Education, Technology Education, Secondary School Curriculum, Alignment (Education)