Date of Award:

5-2013

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Applied Sciences, Technology, and Education

Department name when degree awarded

Agricultural Systems Technology and Education

Committee Chair(s)

Brian K. Warnick

Committee

Brian K. Warnick

Committee

Rebecca G. Lawver

Committee

Julie P. Wheeler

Abstract

Nationwide, mathematical scores have been a topic of concern among elementary and secondary educators for many years. Teaching contextualized math has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles outside of their application.

A study was conducted measuring the effects of integrating mathematical skills in an animal science curriculum. 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.

There was no statistically significant difference in math self-efficacy or math skills between the control group and the treatment. Correlational statistics were gathered and showed a strong positive relationship between students' self-efficacy and math skills. Gender, grade level, highest completed math class, and grade received in highest-level math class were not found to be statistically significant predictions of math skills. Highest level of math completed and overall grade point average were statistically significant factors in predicting math self-efficacy.

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