The MTIS treatment significantly improves the mathematics ability of preservice agricultural education teachers, with a large effect size¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Preservice agricultural education teachers who received the MTIS treatment scored significantly higher on adjusted posttest mathematics ability than the control group, F(1, 16) = 5.36, p < .05, ηp2 = .25. → Christopher T. Stripling and T. Grady Roberts 2014

Evidence¶

Christopher T. Stripling and T. Grady Roberts 2014¶

Christopher T. Stripling and T. Grady Roberts. (2014). Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers. Journal of Agricultural Education, 55(3), 1-16. https://doi.org/10.5032/jae.2014.03001

q2 · i3 · causal · r2

Quasi-experimental nonequivalent control group study of 19 preservice agricultural education teachers (experimental n = 13, control n = 6) at the University of Florida, Fall 2011. ANCOVA controlling pretest scores showed the control group's adjusted posttest mean (M = 40.25) was significantly lower than the experimental group's (M = 47.99); "the effect size was .25, which is a large effect according to Huck (2008)".

"The analysis revealed a significant difference in the mathematics ability of preservice agricultural education teachers based upon the MTIS treatment, while controlling pretest mathematics ability scores, F(1, 16) = 5.36, p < .05"

Discussion¶

Related Claims¶

• The MTIS treatment had a leveling effect, raising lower-scoring preservice teachers toward the control group's level — related
• The authors argue STEM content incorporation in agricultural teacher education is appropriate because agriculture is an applied science — related