Effect of in-servicing teachers on student achievement in integrated pest management Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/q811kn346

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  • The primary purpose of this study was to determine if inservicing Agriculture Science and Technology (AST) teachers over a new curriculum, resulted in increased student achievement. Specific objectives were to: 1) determine the subject areas (lessons) for a curriculum for teaching Integrated Pest Management (IPM); 2) develop a curriculum for an introductory course on IPM from the determined subject areas; and 3) compare student's achievement scores to determine the effect of inservicing teachers on student achievement. The research instrument used in this study was an Integrated Pest Management curriculum developed by the researcher based on objectives determined from the literature, texts, and other sources of technical information pertaining to IPM. The curriculum was validated by a panel of experts In the fields of IPM and secondary education. The population for this study consisted of 20 Oregon AST teachers who were identified by a panel of five experts as the innovators and early adopters among their peers. These innovators and early adopters represented a distinct population of individuals within the general population of AST teachers in Oregon. The students of the 20 teachers provided the sample data for the study. The 20 teachers in the study were randomly divided into two groups. The experimental group received one hour inservice instruction over the IPM curriculum at their schools, and consultation via telephone during the 3 to 4 week period when the curriculum was taught to their students. The teachers in the control group only received the IPM curriculum in the mail. They were not inserviced, and they did not receive consultation via telephone regarding use of the curriculum. The students in both groups were examined over the material with an exam developed by the researcher and the student's mean test scores from the two groups were compared. The null hypothesis that no difference existed between the student's mean test scores was rejected at alpha = 0.01. The results indicated a highly significant difference between the student's mean test scores. The alternate hypothesis that the student's mean test score was higher in the teacher experimental group (those who were inserviced) than the teacher control group (those not inserviced) was retained. The conclusion drawn from this research is that jnservicing Oregon Agriculture Science and Technology teachers over new curricula increases student achievement.
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