RESUMO
This research is an extension of the recent scale development efforts for the marker variable Attitude Toward the Color Blue (ATCB), which addresses the efficacy of multiple shorter permutations of the scale. The purpose of this study is to develop a shorter version of an ideal marker variable scale used to detect common method variance. Potential uses of the shorter version of ATCB include intensive longitudinal studies, implementation of experience sampling methodology, or any brief survey for which the original version might be cumbersome to implement repeatedly or appear very odd to the respondent when paired with only a few other substantive items. Study 1, uses all six-, five-, and four-item versions of ATCB in confirmatory factor analysis (CFA) marker technique tests on a bivariate relationship. Study 2 analyzes the best- and worst-performing versions of reduced lengths of the ATCB scale found in the first study on another bivariate relationship. Study 3 compares the original seven-item version, as well as randomly selected reduced length versions in a data set with 15 model relationships. Study 4 uses an experiment to determine the efficacy of providing respondents with one of three shorter ATCB scales in a model of three substantive variables. Our findings indicate that ATCB of different permutations and lengths can detect CMV successfully, and that researchers should choose the length of scale based on their survey length. We conclude that ATCB is adaptable for a variety of research situations, presenting it as a valuable tool for high-quality research.
RESUMO
With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.
Animal science undergraduate curricula face the issue of motivating and interesting students from diversified backgrounds to meet the growing job market (Benson et al., 2020; Lugar & Stewart, 2019). Students are entering animal science majors with different expectations and values as explained by the expectancy-value theory, so higher education systems face the struggle of meeting diverse student interests while fulfilling required course content. One solution to this challenge is to generate interest and motivation through engaging students in student-centered spaces and creating autonomy, competence and relatedness as outlined by the self-determination theory (Ryan & Deci, 2020). This review examines current research available on different teaching pedagogies in animal science classroom and summarizes their impact. The reviewed pedagogies are possible strategies that institutions can utilize to meet this challenge and motivate students.
