Abstract:
The purpose of this study was to examine the impact a decision-making unit within the Integrated Resource Management (IRM) High School Curriculum Aid had on the decision-making approach of high school students. An objective instrument was developed to assess students' approach to problem solving. While significant interactions between pre and post test administrations were not detected on the objective portion, self report by students indicated their approach to decision-making had changed after completing the decision-making unit. Student and instructor feedback indicated there is not one right or best way to develop curriculum or deliver instruction. Within one class there are students with diverse learning styles, levels of skill, interests, and prior knowledge. Curriculum packages should be developed and delivered in a manner which addresses multiple learning styles simultaneously and provides instructors with a variety of materials. Additionally, the research revealed that within the student sample, over 90% were from rural areas. Researchers hypothesized that the background of these students impacted their ability to have significant knowledge gains in the domain areas.
Keywords:
agricultural education at high school, decision-making unit
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