Author ORCID Identifier

https://orcid.org/0000-0002-6861-4899

Year of Publication

2021

Degree Name

Master of Science in Community & Leadership Development

Document Type

Master's Thesis

College

Agriculture, Food and Environment

Department/School/Program

Community and Leadership Development

First Advisor

Dr. Rebekah Epps

Abstract

Curriculum for Agricultural Science Education (CASE) End of Course (EoC) assessments are summative assessments used to evaluate the CASE curriculum. This quantitative study explored the effects teacher motivation has on student performance on CASE EoC assessments. CASE teachers (n= 55) who participated in the study responded to the 28-item CASE End of Course Assessment Teacher Motivation Questionnaire on a 5-point Likert-type scale. The researcher conducted a Pearson r Correlation test to determine a relationship between questionnaire mean values and secondary student assessment data. Results from the study outline frequency of responses, perceived value and expectancy mean values, and correlations between teacher motivation and secondary student assessment data. Responses outline concerns with CASE EoC assessments and varying levels of motivation. A significant relationship was determined between expectancy and secondary student assessment data. Recommendations for practice and implications of the findings are provided.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2021.048

Available for download on Friday, October 29, 2021

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