Determining Instructional Design Effects on Self-Efficacy, Interest, and Knowledge in a Small Engines Course
Keywords:
Agricultural Mechanics, Small Engines, Situated Learning Theory, Self-Efficacy, Student Interest, Video Reflection, Instructional DesignAbstract
Small engine maintenance and repair is a topic in which school-based agricultural education teachers lack technical skills and need instructional planning professional development. At the college level, this topic is taught to preservice SBAE teachers and serves as example that can be used at the secondary school level. To maximize the quality of instruction in this area, a critical evaluation of procedures used to teach small engine concepts at the post-secondary level was conducted. This study examined three factors regarding instruction in a small engines course: student knowledge, interest, and self-efficacy. A quasi-experimental design was used to compare pre and post knowledge levels, perceived self-efficacy, and subject matter interest of participants on the topics of precision measurement and carburetor part identification and function. Participants received instructional treatments designed based on situated learning theory related to each specific topic. Having two different topics allowed for an internal replication of the study. We found the precision measurement instructional treatment resulted in a significant increase in knowledge scores and slight decreases in self-efficacy and interest. For the carburetor topic, there were increases in knowledge, though not significant, and decreases in measured perceived self-efficacy and interest. For the internal replication, the direction of changes in self-efficacy, interest, and knowledge were the same across both designs and with both topics, however, significance was not always the same. Instructors at the post-secondary level and secondary SBAE teachers could use methods described in this study to teach precision measurement and carburetor part identification and function if their goal is to increase knowledge of these topics. We recommend conducting further research to identify ways to maintain or increase self-efficacy and interest while gaining knowledge. Additional testing of instructional designs using situated learning theory in agricultural mechanics and other agricultural topics is also encouraged.
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