Assessment of student performance (change in understanding) in an introductory plant science course was measured in terms of grade level, declared major, and difference between pre-and posttest score. The effect of pretesting and posttest performance was examined.
The average growth in understanding of plant growth and development concepts during the semester was 34.5 percent. Pretesting did not influence the posttest scores, which indicated that the research design was an unbiased measure of growth in understanding. Freshmen, sophomore, junior, and senior students enrolled in the Introductory Plant Sciences Course did not perform significantly different as measured by posttest scores. Student performance was not affected by major in the College of Agriculture.
pretest, posttest, student performance, student understanding