The Effect of Set Induction on student knowledge, attitude, and engagement levels of high school agricultural science students

Abstract

The purpose of this study was to determine if applying set induction to the beginning of a lesson would have an effect on student knowledge, attitude, and/or engagement levels throughout the lesson. Researchers addressed specific objectives in this report to determine if using a set induction at the beginning of a lesson will have a significant effect on students? attained knowledge levels, to determine if using a set induction at the beginning of a lesson will have a significant effect on students? attitudinal perspectives towards the lesson, to determine if using a set induction at the beginning of a lesson will have a significant effect on student?s engagement levels throughout the lesson. To address these objectives, a quasi?experimental study using four separate agricultural education classrooms was conducted. Descriptive and comparative analyses were then performed on all participating groups. The results of this study illustrate the following conclusions: (a) there is no significant difference in student knowledge between the treatment and control groups; (b) there is no significant difference in student attitude between the treatment and control groups; (c) the group that received the set induction was more engaged than the group that did not. These findings have implications to agricultural educators in designing lesson plans that can better engage students from the start. The results are also significant to researchers in this field in that they may choose to further their studies in this area of focus. Additional collected data could be to be extremely useful to those studying the use and effects of set inductions in classroom methodologies.