Content Knowledge Achievement Research Articles

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Learning via teaching has been accepted as one of the best ways to achieve a deep understanding of a topic. This research was aimed at seeking scientific evidence to support this claim by comparing the scores the university-level EFL students obtained through the learning by teaching technique and those obtained by students who were taught traditionally using a teacher-centered approach. The experimental group consisted of 22 students who were taught pedagogical content knowledge, i.e. English Language Testing, traditionally for half of the semester and then teaching students at another university afterward. The control group consisted of 24 students who were taught language testing traditionally by the same instructor for the whole semester. Both groups were given a test to measure their content knowledge achievement; one test at the beginning of the semester and one at the end of the semester. Two-way ANOVA was used to compare the two groups’ scores, and find out how the differences in the scores was affected by the type of instruction. The results showed that there was significant evidence that the students’ scores improved significantly in both groups. However, the difference in test scores between pre-test and post-test did not depend on the type of instruction. Because the experimental group could achieve the same performance as those of the control group regardless of the shorter instruction period, it can be concluded that learning by teaching has potential as an effective method for teaching pedagogical content knowledge. Suggestions for possible modifications of this technique are discussed in this paper.

Comparing the 5E Method of Inquiry-based Instruction and the Four-Stage Model of Direct Instruction on Students’ Content Knowledge Achievement in an ENR Curriculum

The purpose of this study was to compare the 5E method of inquiry-based instruction (IBI) and the four-stage model of direct instruction (DI) on students’ content knowledge achievement. The population for this study was all secondary high school students enrolled in the CASE® Natural Resources and Ecology course and whose teachers completed the CASE® Institute for Natural Resources and Ecology certification between the years 2013 and 2017. This study was quasi-experimental and used a nonequivalent control group, pretest-posttest design. A convenient sample of 13 teachers and 222 students was collected. Each teacher was randomly assigned to deliver a set of 16 lesson plans that utilized either the IBI or DI approach. Lesson plans were grouped into four modules, each lasting approximately two weeks. Prior to the delivery of each module, teachers administered content knowledge pretests. Posttests were administered at the completion of each 2-week module. Students in both groups demonstrated significant gains in content knowledge achievement. ANCOVA statistical procedures were used to compare student achievement for both instructional methods. Results of the ANCOVA indicated that the 5E method of IBI and the four- stage model of DI are equally effective on students’ content knowledge achievement.

Project Method of Teaching Visual Arts and Teacher Trainees Content Knowledge Achievements in Ghana Colleges of Education

The purpose of this study was to find out the content knowledge achievement of teacher trainees who are taught practical topics in visual arts using project method of teaching and those who are not. The study employed analytical survey design. The study targeted 3- year diploma in basic education colleges of education students in second year offering visual arts as an elective and visual arts lecturers in colleges of education in Ghana. The sample size for the study was 122 (115 students and 7 lecturers). The instruments used for data collection were questionnaire and interview guide. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The result of H01 indicated that there is significant difference in content knowledge achievements between the teacher trainees who were taught using project method and those who were not. H02 revealed that practical activities teacher trainees offering visual arts are exposed to through the project method of teaching has a positive relationship on their content knowledge achievements. It was found out that teacher trainees who were taught practical topics in visual arts using project method of teaching acquire new and adequate content knowledge than those taught using other methods of teaching. The study recommended that lecturers teaching visual arts should employ protect method in teaching practical component of the syllabi. Teacher trainees studying visual arts should be motivated to undertake project works that would enable them to acquire relevant skills needed to effectively handle the creative arts and basic design and technology subjects at the basic level of education in Ghana.

Effects of Agricultural Sales CDE Modules on Content Knowledge and Argumentation Skill

The purpose of this study was to determine the effects of the type of training module on argumentation skill, student content knowledge achievement, and performance in an agricultural sales practicum completed by secondary school agriculture students. Current research has concluded that most students do not possess the academic or transferable skills to be successful in the workplace. This quasi-experimental study sought to evaluate students’ development of academic and transferable skills through the use of researcher-developed agricultural sales training modules. Two sets of training modules were used, one with and one without argumentation infused into the lessons. Results indicated that both groups of students had increases in content knowledge and argumentation skill; further, there was no statistically significant difference between groups.

Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach

This quantitative study examined the effectiveness of a geospatial curriculum approach to promote energy literacy in an urban school district and examined factors that may account for energy content knowledge achievement. An energy literacy measure was administered to 1,044 eighth-grade students (ages 13–15) in an urban school district in Pennsylvania, USA. One group of students received instruction with a geospatial curriculum approach (geospatial technologies (GT)) and another group of students received ‘business as usual’ (BAU) curriculum instruction. For the GT students, findings revealed statistically significant gains from pretest to posttest (p < 0.001) on knowledge of energy resource acquisition, energy generation, storage and transport, and energy consumption and conservation. The GT students had year-end energy content knowledge scores significantly higher than those who learned with the BAU curriculum (p < 0.001; effect size being large). A multiple regression found that prior energy content knowledge was the only significant predictor to the year-end energy content knowledge achievement for the GT students (p < 0.001). The findings support that the implementation of a geospatial curriculum approach that employs learning activities that focus on the spatial nature of energy resources can improve the energy literacy of urban middle-level education students.

Effects of Inquiry–based Agriscience Instruction on Student Achievement

Testing to build research–based evidence to support teaching methodologies that promote student learning has become increasingly important in a standards–based educational system in the United States. One challenge is the lack of studies that support specific methodologies so teachers and administers can make professional development and curricular decisions. This quasi–experimental study investigated the effect of two teaching methods on student content knowledge achievement. Inquiry–based instruction was compared to the subject matter approach in 15 agriscience education classes found within seven different secondary schools across the United States. Utilizing student pretest score as a covariate, there was a statistically significant difference between groups on the posttest. Those students\ taught through inquiry–based instruction were reported as having higher content knowledge achievement than students taught through the subject matter approach

Inquiry–Based Instruction for Students with Special Needs in School Based Agricultural Education

Educating students with special needs in school based agricultural education (SBAE) is a problem thatshould be addressed. While many students in SBAE classes have special needs, contradicting research exists establishing the best method of instruction for students with special needs. Inquiry–based instruction shows some promise, but little is known about its effectiveness in SBAE settings for students with special needs. The purpose of this study was to determine if inquiry–based instruction impacts content knowledge achievement for students with special needs. A one–group pretest–posttest, design was used to determine if students with an Individualized Education Plan (IEP) differed in content knowledge achievement from those students without IEPs. No difference in content knowledge achievement was found between students with IEPs and those without over seven pre and post tests using ANCOVA measures. Based on these findings inquiry–based instruction can be an effective method of instruction for students with special needs and should be used when appropriate.

Impact of Gender, Ethnicity, Year in School, Social Economic Status, and State Standardized Assessment Scores on Student Content Knowledge Achievement When Using Vee Maps as a Formative Assessment Tool

The National Research Council has recognized the challenge of assessing laboratory investigation and called for the investigation of assessments that are proven through sound research-based studies. The Vee map provides a framework that allows the learners to conceptualize their previous knowledge as they develop success in meaningful learning when they utilize the Vee map to guide their thinking and the process of experimentation. Previous research has shown that using the Vee map as a formative assessment tool positively affects student content knowledge. The purpose of this study was to compare the impact of student demographic variables on student content knowledge achievement when using the Vee map as a formative assessment tool. The population of this quasi-experimental, counter-balance design study was composed of students at nine high schools that offered agriscience education. The results of this study indicated the Vee map is unbiased based on gender, grade, and ethnicity. It was also concluded that the Vee map does not provide either remedial or non–remedial readers with a significant advantage, thus allowing the assessment to focus on the content rather than a student’s reading ability.

The Effect of Using Vee Maps Versus Standard Laboratory Reports on Achieving Student Content Knowledge

Instruction in laboratory settings is a component of the total agricultural education program. This teaching environment provides several opportunities for student learning, yet it also brings along several challenges for the instructor. One paramount challenge is authentic student assessment in this distinctive situation. This quasi–experimental, counter–balanced design study investigated the effect of two formative assessment techniques on student content knowledge achievement. The effect of traditional written laboratory reports was compared to the use of the Vee map in 18 agriscience education classes found within nine different secondary schools. Utilizing student pretest score as a covariate, there was a statistically significant difference between groups on the posttest. Regardless of replication in the study, student mean posttest scores were always higher in classes utilizing the Vee map.