Abstract:
This study evaluates various instructional technologies or teaching aides presented to Arkansas State University agribusiness students to determine which were perceived as most beneficial in learning materials in agribusiness courses. Student perceptions of effective learning - greater classroom experiential learning, easier understanding of teaching materials, and higher performance in examinations - was measured comparing test scores and students' evaluations of teaching (SET) data at the end of each semester from Spring 1998 through Fall 1999. Results show that instructional technology plays a positive role in facilitating student learning and academic performance.
Keywords:
technology, agribusiness, Arkansas
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