Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-efficacy: A Longitudinal Examination of Students' CASE Experience

Abstract

The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study (N = 173) sought to examine the perceptions of students enrolled in a CASE course specific to the constructs of critical thinking, task value, autonomy, and science lab self-efficacy. Results revealed no differences in construct means between points of assessment. Correlation of the constructs of interest with student characteristics revealed small correlations between gender, English Language Learner status, and activity in the FFA with task value, autonomy, and science lab self-efficacy. Conclusions and recommendations are discussed in light of both the findings and the exploratory nature of this study.