Article Critique Kevin Broun Anetta Leone EDP 520

Title Does a Curriculum Integration Intervention to Improve the Mathematics Achievement of Students Diminish their Acquisition of Technical Competence? An experimental study in Agricultural Mechanics. By Brian A. Parr, M. Craig Edwards and James G. Leising

Introduction • Lack of connection between subject matter in secondary schools • Dichotomy: procedural vs. conceptual knowledge • Effects of A Nation at Risk • Contextualized Learning the answer? • Combining Mathematics & Agriculture

Research Question 1) What are selected characteristics of students and teachers involved? 2) Does math-enhanced curriculum diminish acquisition of technical skills?

Hypothesis • “Technical competence of students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology curriculum and aligned instructional approach would not differ significantly from that of students who participated in the traditional curriculum. ”

Sample • Students and teachers from 38 Oklahoma high schools in Spring 2004 • 38 classes randomly assigned to experiment & control groups • 18 classes in experimental (206 stud. ) • 20 classes in control (241 students) • Groups also assessed for mathematics aptitude to ensure equivalence

Method • Posttest only control group experimental design • Experimental group implemented mathenhanced curriculum • Delivered over nine lesson series • Control group used traditional curriculum • Results of both groups on a technical competence test then compared

Results • No significant difference in technical competence between groups • Hypothesis confirmed

Conclusion • Math-enhanced curriculum does not diminish acquisition of technical competence • Contextualized learning is successful and should be expanded

Critique • Questionable literature review • Did not adequately address first research problem • Why even include it? • Did math scores improve for the experimental group? • If not, is study truly a success?

Questions?