The purpose of this study was to determine if secondary agricultural education courses provide students with more experiential learning opportunities than other science-based courses in the high school curriculum. An ex post facto research design was employed for the study. A researcher created instrument was distributed to a sample of Alabama agriscience teachers (23), science teachers (35), and agriscience students (909). Based on the responses of 8 agriscience teachers, 12 science teachers, and 103 students, there was a statistically significant difference in the percentage of class time students spent participating in experiential learning activities. Teachers and students indicated that agriscience classes allowed students to spend a greater percentage of class time participating in service learning projects, and a lesser percentage of class time participating in teacher-centered activities and standardized test preparation and completion. Teachers and students also indicated that agriscience classes presented more opportunities for participation in service learning projects.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-1064 |
| Date | 07 August 2010 |
| Creators | Beasley, Brittany Leigh |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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