Comparative Assessment Of Student Agricultural Literacy In Selected Agriculture In The Classroom Programs

Abstract

The purpose of this quasi-experimental study was to assess change in student agricultural knowledge after implementing Agriculture in the Classroom (AITC) programs and to identify strengths and weaknesses of student knowledge according to the five thematic areas of the Food and Fiber Systems Literacy (FFSL) Framework. The experimental group was comprised of selected classrooms (K-6) with AITC trained teachers in Arizona, Montana, Oklahoma and Utah. The control group was comprised of selected classrooms (K-6) in the same four states with teachers who had no exposure to AITC. Pre-test and posttest mean score comparisons by grade groupings and in the five thematic areas of the FFSL Framework resulted in greater agricultural knowledge gains in all four grade groupings by the AITC treatment group over the control group. The study concluded that AITC training of teachers made a positive difference in student acquisition of knowledge about agriculture.