Theses
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Browsing Theses 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
- A Comparison of Learning Styles and Academic Performance of Students Enrolled in Introductory Poultry Science Courses in Bachelors of Science and Associates of Applied Science Programs.(2011-12-09) Worley-Davis, Lynn; James Flowers, Chair; Dan Croom, Member; Carmen Parkhurst, Member
- 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 ChairThe 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.
- 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
- 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
- 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
- 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 ChairThe 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.
