Abstract
The purpose of this study was to examine the impact of block scheduling on teachers and agricultural education programs in North Carolina. Questionnaires were sent to the senior agricultural instructor in each department in the state. Responses were obtainedfrom 68 percent. Approximately 75% of the NC schools are on block scheduling. Teachers generally have a positive attitude toward block scheduling. Block scheduling has resulted in an substantial increase in the number of agriculture students while the number of students in the FFA has remained the same. Block scheduling has had little impact on the quality of the instruction a slight negative impact on SAE, and a substantial negative impact on the FFA program. A variety of instructional techniques are needed and each class period needs to be broken up into segments. The communications, the entire structure and operating procedures for the FFA may need to be re-examined.
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