Download or read book Factors Influencing an Agricultural Education Student s Decision to Participate Or Not Participate in the Programs and Services of the FFA Organization written by Dan Barry Croom and published by . This book was released on 1999 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Influencing Secondary Michigan Agriculture Students about Nonmembership in the FFA written by James Connors and published by . This book was released on 1990 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Student Knowledge and Perceptions of Factors Influencing Participation in Supervised Agricultural Experience Programs written by Lauren Joanna Lewis and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess student knowledge and perceptions of factors influencing participation in Supervised Agricultural Experience (SAE) programs. This descriptive study was conducted in 120 randomly selected agricultural education programs throughout four purposively selected states representative of the National FFA regions. Within each state the programs randomly selected to participate were from FFA divisions characterized as having urban city-centers with outlying rural/suburban areas. Students in Florida, Indiana, Missouri, and Utah completed a researcher-designed questionnaire assessing knowledge and perceptions on factors influencing SAE participation. A response rate of 43.3% (N = 120, n = 52) was achieved, with questionnaires completed by 1,038 students. According to findings of this study 45.6% (n = 473) of the students participated in SAE programs, with most categorized as an entrepreneurship SAE and classified as a livestock project. Students could only identify at most three of five SAE categories, and those without a SAE program were either not or somewhat familiar with the five SAE categories. Students surveyed in Missouri and Utah appeared to have the strongest SAE knowledge. Each state appeared to have three main types of school resources available for use by student SAE programs. Student perceptions indicated that teachers did encourage all students to have a SAE program and apply for awards and recognition; however, most did not receive awards and recognition for their SAE program. Students reported receiving SAE help from their teacher on a monthly basis most frequently. Most students used a paper-based SAE record book which they updated weekly or monthly. Students on average received a total of nine to 34 days of classroom SAE instruction and a total of eight to 33 days of classroom recordkeeping instruction during enrollment in agricultural education courses. Factors such as enjoyment of agricultural education courses, parental and teacher support and encouragement, resources (money and facilities), and opportunities for awards and recognition did not seem to influence student SAE participation. Contrary to previous research, involvement in community and school activities did not seem to negatively influence student SAE participation. Students did not believe they needed more SAE and recordkeeping instruction.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Participation in the National FFA Days of Service on Student Motivations Value and Decision to Participate in Service learning written by Frank Richard Roberts and published by . This book was released on 2014 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: As educators seek methods of instruction that assist in helping to make learning relevant for agricultural education students, service-learning has risen as a desirable technique for meeting prescribed educational objectives. A gap in the agricultural education literature exists, however, in terms of describing whether these learning experiences intrinsically motivate students. As such, this investigation was designed to describe FFA member's level of intrinsic motivation towards service-learning through participation in the 2013 National FFA Days of Service. Deci and Ryan's Self-Determination Theory (SDT) served as the theoretical base for testing FFA members intrinsic motivation through three empirically based constructs−interest, value, and perceived choice. Results from the study found that FFA members did have an interest and valued their service-learning experience; however, they exhibited varied views in terms of their choice to participate. The findings illuminated a congruency when the tenets of service-learning were amalgamated with the axioms of SDT. Therefore, the researcher presented the Intrinsic Service Learning Model in hopes of assisting practitioners of the pedagogy with delivering an intrinsically motivated service-learning experience for students.
Download or read book An Assessment of the Reasons why FFA Chapters Do Not Exist in Certain New York State Vo ag Programs written by Steven Scott Perry and published by . This book was released on 1983 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Influencing the Attrition of Agricultural Education Majors at Tarleton State University written by Jericha Hopson and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what factors influence the attrition of Agricultural Education majors at Tarleton State University. This research will assist departmental faculty in determining what key factors attribute toward attrition among current student who were previously enrolled as Agricultural Education majors. According to public graduation records, Tarleton State University has one of the leading programs generating certified Agri-science teachers in Texas. Understanding factors leading to attrition of majors in the program will allow faculty to better utilize resources and increase retention. According to Beggs, Mullins, Bantham and Taylor (2008) a student's choice of college major represents a major life decision most frequently identified as a regret for the student. Connors (1998) suggested that the future of agricultural education hinges upon the profession being proactive and addressing the issues that secondary agricultural education programs will face. Even with successful recruitment, Dyer, Beja and Ball cite that agriculture programs would have to more than double enrollment to satisfy the growing demand for graduates by both industry and education (2003). Choosing the right major in college is becoming increasingly important for young students today. Students have to take into account many things when choosing college major, and many factors can influence a student's decision, including parents, coaches, religious figures, or any role models in a student's life. Participation in agriculture clubs such as FFA and 4-H can also have an effect on students' career choices.
Download or read book Student Perceptions of Their Decision to Enroll in Agricultural Education written by Katrina Ann Swinehart and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The overall purpose of this study was to describe specific factors that students perceive impact their decision to enroll in Agricultural Education, continue to enroll in Agricultural Education, beliefs around participation in Agricultural Education, and identify student's future ambitions for their educational and career goals. The following research objectives were developed to guide the study: (a) describe the demographics of students enrolled in Agricultural Education, (b) describe enrollment factors that impact a student's decision to enroll in Agricultural Education, (c) describe the motivators for a student's decision to participate in Agricultural Education.(d) describe the beliefs that student's hold about the environment regarding participating in Agricultural Education, (e) describe Agricultural Education students' ambitions and goals for their future education and career, and (f) compare the enrollment factors, motivators for continuing to enroll, beliefs around participating in Agricultural Education, and future ambitions and goals, for students enrolled in Agricultural Education between the three schools involved in this study. This quantitative study utilized descriptive and correlational research methods. The target population consisted of Agricultural Education students at three separate schools: Walter Biddle Saul High School in Philadelphia, Pennsylvania, Bowling Green High School in Bowling Green, Ohio, and Coronado High School in El Paso, Texas. A questionnaire developed by Hoover (1990) and heavily edited by the researcher was distributed to collect data at each of these schools from 520 students. The findings of the study are the following: (a) the students came from a variety of backgrounds, races/ethnicities, and were involved in large number of school activities, (b) the students' strongest reason for initially enrolling in Agricultural Education was the opportunity for hands-on learning, (c) the students' strongest reason for continuing to enroll in Agricultural Education was the opportunity to promote agriculture in their school, (d) the students' strongest belief about participation in Agricultural Education was that any student who was interested in participating should be welcomed to participate in the program. When comparing all of the information from the questionnaires, it was found that the students at each school had independent thoughts.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Youth Leadership Life Skills Development written by David Anthony DeSilva and published by . This book was released on 2003 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Influencing Supervised Agricultural Experience Earnings of Ohio FFA State Degree Recipients as Reported on the Ohio FFA State Degree Application written by Steven Jon Gratz and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There are numerous benefits for agricultural education students to conduct a supervised agricultural experience program. One benefit for agricultural education students who complete a supervised agricultural experience is a return on their time and/or money invested. The purpose of this study was to identify factors that influenced the economic return on a student2s time and/or money invested in his or her supervised agricultural experience using data collected from the recipients of the State FFA Degree in Ohio during the 2002-2003 academic year. Initial factors considered were classified into three categories: personal characteristics, school-based characteristics, and community characteristics. Personal characteristics included type of SAE, FFA district in which the student resided, and the gender of the applicant. School-based characteristics included number of teachers of agriculture, high school attendance rate, and high school grade point average. Community characteristics included county population for teens (ages 15-19), teen poverty level (ages 15-19), and county per capita income. Results of the study indicated that there was a difference in the amount of economic return among males and females, type of supervised agricultural experience, and FFA members in different FFA districts throughout the state of Ohio. Interestingly, these factors were all classified as personal characteristics, indicating that the factors affecting the amount of earnings from an FFA member2s SAE were attributed to their personal characteristics.
Download or read book Perceptions of Secondary Agricultural Education Programs the National FFA Organization and Agricultural Careers of Students Not Enrolled in a High School Agricultural Course written by Rebecca Ann Russell and published by . This book was released on 2016 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Contributing to Students Graduation in Agricultural Education in a 4 Year University Through the Lens of Social Cognitive Career Theory written by Chadwick W. McKay and published by . This book was released on 2020 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the factors that statistically predict student's degree attainment within agricultural education as a course of study. The study is based on a population of first year agriculture students (n = 616) at a private four-year college in Southwestern Ohio. The study is correlational design, which employed cross-sectional archival survey methodology. Logistic regression analysis was conducted to inform the research questions through the lens of Social Cognitive Career Theory (SCCT: Lent, Brown, & Hackett, 1994). The research questions were designed to measure the extent to which six learning factors predict students' degree attainment in degree programs in agricultural education; the six predictors included: 1) coming from a different a high school setting (rural vs. urban), 2) belonging to the National FFA Organization (FFA), 3) holding an FFA officer position while in high school, 4) having or not having a farm background, 5) parental occupation, and 6) expressed interest in teaching vocational agriculture. Results revealed that four of the six factors did have a significant association with students' degree attainment in a specific a degree program in agricultural education. Specifically, coming from urban school settings, holding an officer position while in FFA, parental occupation related to agriculture, and having an expressed interest in teaching vocational agriculture served as significant predictors that contributed to students' degree attainment of a bachelor's degree in agricultural education. With the current trend that the number of agricultural education teaching positions is on the rise, there is a demand for agricultural education teachers but a lack of individuals to fill the open positions. Accordingly, from a practical standpoint, the findings inform the way in which the case study institution's agricultural department designs and implements recruiting strategies that encourage more high school students to pursue a bachelor's degree in agricultural education. Given the study's data that shows only seven percent of the students graduated with a degree in agricultural education, a follow-up study may need to investigate how such student hands-on learning experiences as teaching reactions contribute to their degree attainment. This future study would allow researchers to inform academic professionals' insights as to how the number of graduates in their program could potentially look after that learning experience.
Download or read book Understanding Agriculture written by National Research Council and published by National Academies Press. This book was released on 1988-02-01 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book responds to the widespread recognition among experts that our educational system needs to change in order to provide the skills and knowledge necessary to ensure the future vitality of U.S. agriculture. Understanding Agriculture focuses on agricultural literacy (education about agriculture) and vocational agricultural education (education in agriculture). The section on agricultural literacy addresses the teaching of science through agriculture, teacher education and training, model educational programs, community support, and agricultural career exploration programs. Vocational agricultural education is examined in terms of program enrollment, availability and content, supervised occupational experiences, the Future Farmers of America program, and teacher education and supply.
Download or read book Official FFA Manual for the National Organization for Students of Vocational Agriculture written by Future Farmers of America and published by . This book was released on 1975 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Historical Participation and Perceived Benefits of Participation in Pennsylvania FFA Career Development Events for Pennsylvania School Based Secondary Agriculture Education Students written by Sarabeth Royer and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Career Development Events allow secondary students enrolled in school-based agriculture education programs to explore different careers in agriculture. With adolescence being a critical time for students to consider future career aspirations, Career Development Events (CDEs) allow students to apply 21st century skills while gaining skills and knowledge required for specific agricultural careers. The purpose of the study was to critically examine participant involvement in Pennsylvania FFA Career Development Events. The objectives that guided the study included a review of historical participation, demographics of participants, and the perceived benefits of participation for students competing at the state level. While there have been studies demonstrating student participation in CDEs, there is limited research completed nationally and none in Pennsylvania on the factors students consider in the selection of which CDE to participate in nor studies examining the students' perceived benefits of participating in CDEs. A modified approach to the Dillman Total Survey method was utilized in data collection with a researcher developed instrument based on literature and expert input pilot tested. The frame for the IRB approved study was the student participants at the 2015 Pennsylvania FFA State Convention. A response rate of 86% was achieved (982 of 1137). Constructs examined in the survey include 1) Perception of Agriculture/FFA Program, 2) Career Awareness, 3) 21st Century Skills, 4) CDE Preparation, 5) Individual Expectation/Motivation, 6) CDE Specific Questions (history of participation) and 7) Demographic Characteristics. Preliminary findings indicate that gender can be a significant factor in perceptions of skills gained from CDE participation. The researcher recommends adjustments to the instrument for future use, and also notes the need for careful and complete records of students' participation in CDEs at the state level. Opportunities for replications of this research in this area within other states and at the national level exist.
