Experimental Studies in School-based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education

Abstract

The purpose of this synthesis of literature was to identify and analyze existing research that used experimental or quasi-experimental design in school-based agricultural education. This study utilized published articles in the Journal of Agricultural Education from the years 2006 through 2016. The study identified 35 articles that met the criteria of the investigation. Studies were analyzed and compared based on number of participants and duration. Trends in research constructs were found to be the impact of curriculum design, technology, laboratory approaches, and methods of active learning on student outcomes. Trends in researcher recommendations included extended treatment durations, larger sample sizes, follow-up research addressing longterm knowledge retention, increased teacher training through professional development, and exploring the impact of teaching methods and curriculum design on constructs such as student motivation, interest, and self-efficacy.

Examining the Effects of Reflection Type and Abstraction Order on Students' Scientific Reasoning Skills During Experiential Learning

“…Additionally, the treatment duration in this study was somewhat short regarding student exposure. Even with these limitations in mind, this experimental study remains comparable to others in the profession of education (Colclasure & Thoron, 2018;Thoron & Myers, 2012). As we know, experimental designs in natural settings can be difficult for numerous reasons.…”

“…Researchers should continue to conduct experimental research with students and educational settings while working hard to control what we can. Echoing the sentiments of Thoron and Myers (2012) and Colclasure and Thoron (2018), educational professions should continue the pursuit of publishing experimental research which will further shape education.…”