Examining differences in middle school student achievement on the math, science, and social studies Criterion-Reference Competency Test (CRCT)
Hicks, Sarah Ballew
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The purpose of this exploratory, quantitative study was to determine if there is a statistically significant difference in academic achievement of students who completed a yearlong agricultural education course and students who only completed an eight-week agricultural education course in the same school, taught by the same teacher whose instruction was guided by brain-based research with regards to their scores in the math, science, and social studies portions of the Criterion-Reference Competency Test (CRCT). Existing CRCT data was used for the 2011-2012 and 2012-2013 school years for the seventh and eighth grade students who attended the researcher’s school. This static-group design study indicated that there was a statistically significant difference in the CRCT scores of yearlong students in the math, science, and social studies portions when compared to students who only completed an eight-week agricultural education course.