Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban Students

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dc.contributor.advisor Jim Flowers, Committee Member en_US
dc.contributor.advisor gary moore, Committee Member en_US
dc.contributor.advisor Beth Wilson, Committee Chair en_US
dc.contributor.author Riedel, Jodi Songer en_US
dc.date.accessioned 2010-04-02T18:04:56Z
dc.date.available 2010-04-02T18:04:56Z
dc.date.issued 2006-08-07 en_US
dc.identifier.other etd-07102006-202453 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/1536
dc.description.abstract 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. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject agricultural careers en_US
dc.subject perceptions en_US
dc.subject agricultural literacy en_US
dc.subject agricultural education en_US
dc.subject high school students en_US
dc.subject urban en_US
dc.subject environment and natural resources en_US
dc.subject public policy en_US
dc.title Effects of an Introductory Agricultural Education Course on Agricultural Literacy and Perceptions of Agriculture in Urban Students en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Agricultural Education en_US


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