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Volume

53

Issue

4

Abstract

Dynamic programs that integrate science literacy and workforce readiness are essential to today's youth. The program reported here combined science literacy (gardening and technology) with workforce readiness to assess the impact of program type, prior program participation, and behavior/punctuality on knowledge gain. Findings show that past participation in a similar program positively impacted knowledge gain. Further, the results indicate that behavior/punctuality also increased knowledge gain. Of particular interest to Extension educators, this article discusses the implications of examining only mean scores to assess program effectiveness, especially where prior programs have been attended by students.

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