Effects of Think-Aloud Pair Problem Solving on Secondary-Level Students' Performance in Career and Technical Education Courses

Autor/inn/en	Pate, Michael L.; Miller, Greg
Titel	Effects of Think-Aloud Pair Problem Solving on Secondary-Level Students' Performance in Career and Technical Education Courses
Quelle	In: Journal of Agricultural Education, 52 (2011) 1, S.120-131 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.01120
Schlagwörter	Control Groups; Troubleshooting; Protocol Analysis; Problem Solving; Vocational Education; Comparative Analysis; Performance Based Assessment; Career Development; Secondary School Students; Pretests Posttests; Experimental Groups; Time on Task; Task Analysis; Metacognition; Agricultural Engineering; Hypothesis Testing; Statistical Analysis; Instructional Effectiveness; Iowa + Suchen Sie Ihr Suchwort? Störfall; Problemlösen; Ausbildung; Berufsbildung; Leistungsermittlung; Berufsentwicklung; Sekundarschüler; Zeitaufwand; Aufgabenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Agrarindustrie; Agronomie; Agrarwissenschaft; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Unterrichtserfolg
Abstract	A randomized posttest-only control group experimental design was used to determine the effects of think-aloud pair problem solving (TAPPS) on the troubleshooting performance of 34 secondary-level career and technical education students. There was no significant difference in success rate between TAPPS students and students who worked alone ([chi][superscript 2] (1) = 0.747, p = 0.39, [phi] = 0.148). There was no significant difference in completion time between students who successfully completed the troubleshooting task using TAPPS and those who were successful working alone (t (9) = -0.74, p = 0.48, d = 0.45). The researchers tentatively concluded that the use of TAPPS may not be an appropriate strategy at the secondary level if the agricultural instructors' focus is a higher success rate and a reduction in the time to complete the task. However, agricultural instructors may have other legitimate reasons for using TAPPS such as a way to facilitate collaborative learning or as a way for instructors to identify student misunderstandings that could be used to inform decisions about individualized or even group instructional interventions. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10