Rebecca G. Lawver

Effects of Integrating Mathematical Concepts into a Nutrition Unit in the Animal Science Curriculum

Achievement test scores in mathematics have been a concern among educators for many years. Teaching contextualized mathematics has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles in isolation. This study measured the effects of integrating mathematical skills in one instructional unit in an animal science curriculum. Students from eight schools participated in the research study. Students completed a pretest measuring their existing mathematical skills and self-efficacy in math. All students were taught a unit of instruction about animal nutrition and feeding. The control group received a typical nutrition unit, and the treatment group received the same unit of instruction with the addition of mathematical skill integration. Following the unit of instruction, students completed a posttest survey, which included a mathematics attitudinal scale, posttreatment self-efficacy scale, and posttreatment mathematics skills questions. No statistically significant difference was found in mathematics selfefficacy or mathematics skills between the control group and treatment. However, results indicated a strong positive relationship between students’ mathematics self-efficacy and their mathematics skills. Further, highest level of mathematics courses completed and overall grade point average were statistically significant factors in predicting mathematics selfefficacy.

Promoting Safety in High School Supervised Agricultural Experiences: Teachers’ Training and Student Injury Experiences

Abstract. This research study sought to gather evidence of safety training experiences, teacher professional development needs, and student injuries applicable to supervised agricultural experience (SAE) programs within Region I of the National Association of Agricultural Educators (NAAE). Approximately 79% (f = 201) reported having first aid/CPR/AED-general training. Thirty-two participants (12.5%) indicated having no safety certifications or trainings. Two-hundred participants (79%) agreed or strongly agreed that secondary agricultural education teachers need professional development training on increasing community agribusinesses’ involvement in supervising SAE programs. Abrasions, lacerations, bites and/or stings, and burns accounted for a majority of student SAE-related injuries that were reported. There were 90 participants (35.5%) that stated no injuries had been reported or they were not aware of any injuries that have occurred. The professional development topic with the lowest level of agreement (58.5%) was preparing safety guidelines for SAE programs. Other safety related professional development topics of interest from teachers included chain saw safety, greenhouse safety, ladder safety, and processing equipment. It can be concluded that SAE safety professional development and emergency response training are vital. Ideally, a recommendation would be to encourage all teachers to attend a professional development training specific to SAE safety and to receive emergency response training to ensure student safety, and keep records of any risk assessments conducted during SAE supervision. Agriculture teachers are in a prime position with SAEs to influence the safety culture in agriculture to protect their students. This will be vital to the continuation of this integral component of agricultural education.