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Title Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study
Publication Date
Date Accessioned
University/Publisher Texas Tech University
Abstract Family and Consumer Sciences (FCS) Education prepares students for family life, work life and learning through real-life experiences, while providing possibilities to develop the knowledge, skills, attitudes and behaviors to be successful in a changing, competitive, global environment (Redick, 1995). The purpose of this study was to examine if experiential curriculum delivered in a traveling trunk about a social issue changed student learning when experienced teachers facilitate learning. The embedded mixed method study collected quantitative and qualitative data in the form of pre/post testing to measure student learning. The trunk delivery method was used as the intervention to distinguish if improvements in the learning are dependent on the delivery method. The learning experience was explored with observations and teacher interviews to look at the relationships between teacher and student interactions with the trunk curriculum, teacher experience and student learning. This study showed learning gains occurred when experiential curriculum focused on global hunger was facilitated by experienced teachers, and delivered in a traveling trunk. The study conducted in three schools in West Texas in six FCS classrooms, (N=58) showed that active learning about social issues engages students. Paired t-tests revealed a significant difference in learning for the experimental group, (n=34) at the p < .05 level when comparing their answers on the pre-test about hunger with their answers on the posttest following the curriculum experience. Qualitative findings suggest an enriched learning experience with benefits including student interest and curiosity, prepackaged curricula, development of process skills, and the topic of a social issue.
Subjects/Keywords Traveling trunk; Experiential learning; Family and consumer sciences education; Global hunger curriculum; Teacher facilitation of learning; Global curriculum; Mixed methods study
Contributors Alexander, Karen L. (Committee Chair); Couch, Sue (committee member); Godfrey, Roxie (committee member); Siwatu, Kamau O. (committee member)
Language en
Rights Unrestricted.
Country of Publication us
Record ID handle:2346/50325
Repository tdl
Date Indexed 2020-04-11

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Texas Tech University, Nancy Shepherd, May, 2013 CHAPTER I INTRODUCTION Teaching and learning are multi-level and complex. The purpose of education is to prepare students for life and work, and central to the success of education is an…

…school classrooms, the focus of this research. As educators and administrators seek innovative teaching methods to meet education 1 Texas Tech University, Nancy Shepherd, May, 2013 mandates, advance learning, and balance the needs of students, it is…

…complex, challenging, and compelling endeavors” (Aycock, Jackson, Simpson, 2005, p. 3). Educators have the responsibility and challenge of preparing students for the world in which they live and work; 2 Texas Tech University, Nancy Shepherd…

…reflection of a social issue (George, 2010; Shepherd, 2007; Lett, 1993). 3 Texas Tech University, Nancy Shepherd, May, 2013 Traveling Trunk Traveling trunks are used in a wide variety of disciplines and are associated with active learning, which…

…processes applied to continuing concerns of families supports the mission and vision of the profession. With this in mind, FCS educators should promote inquiry in the classroom 4 Texas Tech University, Nancy Shepherd, May, 2013 to increase students…

…and families should take in addressing the concerns they face over time and can be used as an 5 Texas Tech University, Nancy Shepherd, May, 2013 instructional framework. The practical problem framework used in this study, promotes inquiry and helps…

…in traveling trunks. 6 Texas Tech University, Nancy Shepherd, May, 2013 Objectives of the study were: 1. To examine learning from the experiential curriculum design implementation through mixed methods (quantitative and qualitative). 2…

…including: the need for extensive data collection, additional 8 Texas Tech University, Nancy Shepherd, May, 2013 time to analyze both qualitative and quantitative data, the need for the researcher to gain experience in both types of research designs…