NC State Theses and Dissertations

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Browsing NC State Theses and Dissertations by Discipline "Agricultural Education"

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    An Analysis of North Carolina Lateral Entry Teachers' Perceived Ability to Lead Quality FFA Programs.
    (2011-03-17) Kinney, Justine; Wendy Warner, Chair; Dan Croom, Member; James Flowers, Member
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    Decision-Makers' Perception of Quality Indicators for the Total County Extension Program
    (2005-11-10) Shaw, F. Daniel; Dr. Robert David Mustian, Committee Chair
    The purpose of the study was to examine the relationship between decision-makers' perception of quality indicators and the socio-demographic factors, organizational factors and spatial factors. Fourteen randomly selected counties participated in the study. Local Extension decision-makers (county funding partners, Extension staff, and advisory members) were targeted in each county along with Extension administrators. Five hundred thirteen (513) survey instruments were distributed with two hundred fifty nine usable instruments returned (259) for a response rate of 50%. Three focus groups were used to validate and select quality indicators for the Total County Extension Program. The independent variables were socio-demographic factors (age, gender, ethnic background, and educational level), organizational factors (relational and primary role, length of association, intensity of interaction) and spatial factors (accessibility, size of staff, resident status). The research found that decision-makers' perception of quality indicators varied by organizational, spatial and socio-demographic factors. Organizational factors such as role (relational, primary) of the decision-maker had an influence on perception of quality. Intensity of interaction and accessibility (spatial) also has an influence of the decision-makers' perception of quality. Extension administrators were most often the decision-maker group that was significantly different from the county partners, advisory members and local Extension staff. Other socio-demographic factors such as age, gender, ethnicity had little influence on quality indicators. Decision-makers' educational level had significant influence on quality indicators. Spatial factors of resident status and size of Extension staff had marginal influence on some indicators of quality.
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    Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban Students
    (2006-08-07) Riedel, Jodi Songer; Jim Flowers, Committee Member; gary moore, Committee Member; Beth Wilson, Committee Chair
    The purpose of this study has been to determine the effects of an introductory agricultural education course on high school urban students agricultural literacy and their perceptions of the food and fiber industry. North Carolina schools offer an introductory course called Agriscience Applications and is meant to be the first in a series of agricultural education courses. This course is expected to positively impact the agricultural literacy and perceptions of agriculture upon its students. Data were collected from six schools in urban counties throughout North Carolina with 152 respondents. Five questions were specified for this study as follows: 1) Does an introductory agricultural education course increase students agricultural literacy in an urban agricultural education program; 2) does an introductory agricultural education course increase student knowledge of agricultural careers and opportunities for employment; 3) does an introductory agricultural education class increase student knowledge of agriculture's relationship with public policy; 4) does an introductory agricultural education class change a student's understanding of agriculture's relationship with the environment and natural resources; 5) what influence does an introductory agricultural education class have upon students' perceptions of the food and fiber industry? Upon completion of the Agriscience Applications course, students did increase their agricultural literacy. The students showed greatest improvement in agriculture literacy regarding public policy and the least improvement in career related knowledge. The perception scores of students regarding agriculture were not statistically significant.
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    Factors that Influence North Carolina Agricultural Education Teachers to Integrate Technology in the Classroom.
    (2013-01-03) Williams, Maegen Ruth; Wendy Warner, Chair; Dan Croom, Member; James Flowers, Member
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    The Impact of International Experience on the Global Mindedness of Extension Agents Employed by the North Carolina Cooperative Extension Service.
    (2008-08-05) Smith, Daniel Beacham; Gary Moore, Committee Chair; K.S.U. Jayaratne, Committee Member; David Smith, Committee Member; Mark Kistler, Committee Member
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    Impacts of an Audience Response System on High School Agriscience Applications Courses
    (2005-09-06) Conoley, John William; Jim Flowers, Committee Member; Gary Moore, Committee Co-Chair; George Bostick, Committee Member; Barry Croom, Committee Co-Chair
    The purpose of this research was to ascertain the impacts of an audience response system on student achievement. Audience response systems are a group of developing technologies that have been adapted for use in classrooms, as a tool for providing feedback. A group of high school students, enrolled in an agriscience applications course, were examined to discover differences in achievement. Teachers integrated the audience response system into the classroom and students' tests scores were examined comparing the technology-based feedback methods with the verbal and written response-contingent feedback methods. Both student and teacher attitudes were examined to determine perceived impacts of the audience response system. The results of the study showed a significant increase in student achievement when integrating an audience response system. Some of the impacts of the audience response system, as perceived by students were a more fun classroom environment, an increase in participation, and an enhanced ability to understand the material presented. Impacts of the audience response system, as perceived by the teachers included an improved ability to analyze feedback from students, an increased focus on student learning needs, and spending more time in preparation for each class. The conclusions drawn from the results of this study show that audience response systems are a promising, developing technology for improving student achievement and positively impacting the classroom environment.
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    Perceptions and Perceived Barriers of North Carolina Agriculture Teachers on Including Students with Special Needs in the total Agricultural Education Program.
    (2011-02-18) Yeaman, Lendy; Elizabeth Wilson, Chair; Dan Croom, Member; James Flowers, Member; Roger Woodard, Minor
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    Perspectives of Students who are Academically or Intellectually Gifted in Agricultural Education Programs in North Carolina.
    (2011-03-23) Gray, Elizabeth; Gary Moore, Chair; Elizabeth Wilson, Member; Barbara Kirby, Member
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    Scientific Basis vs. Contextualized Application of Knowledge: The Effect of Teaching Methodology on the Achievement of Post-secondary Students in an Integrated Agricultural Biotechnology Course
    (2010-04-29) Curry, Kevin Wylie Jr; Dr. Charlotte Farin, Committee Member; Dr. Jim Flowers, Committee Member; Dr. Elizabeth Wilson, Committee Chair
    The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real world agricultural context (experimental treatment). The study was implemented with two different classes over two semesters. The comparison treatment was administered to 22 students during the spring semester of 2009, and the experimental treatment was administered to 16 students during the fall semester of 2009. The research design used was a quasi-experimental non-equivalent control-group design with an identical pre/posttest given to each group as a means of assessing content achievement. Although the experimental treatment, based out of the principles of contextual teaching and learning, did have a greater mean gain on the pre/posttest it was not statistically significant (p >.05), so the study’s null hypothesis was not rejected. Based on these results, compared with traditional methods, a curriculum of contextualized teaching and learning can be implemented while maintaining a comparable level of student achievement.