Agricultural Education Programs Research Articles

Rural youth migration intentions in Ecuador: The role of agricultural education programs

Rural youth migration intentions in Ecuador: The role of agricultural education programs

Financial inclusion and impacts on agriculture in Delta State, Nigeria

The study appraised financial inclusion and impacts on agriculture in Delta State, Nigeria. Delta State, located in the southern region of Nigeria, is known for its rich agricultural potential. Agriculture is a major source of livelihood for the majority of its population, contributing significantly to both food security and economic growth. Nigeria introduced National Financial Inclusion Strategy (NFIS) in 2012. Besides, interventions of financial inclusion packages in Nigeria by some corporate financial inclusion organizations include: Agent Banking and Mobile Money, Nigeria Incentive-Based Risk Sharing System for Agricultural Lending (NIRSAL), Financial Literacy and Education Programs, Agricultural Credit Guarantee Scheme Fund (ACGSF) and Microfinance Institutions (MFIs). These organizations impacted the Delta State agriculture in the areas of cassava farming, oil palm production, rice cultivation, poultry, fisheries and aquaculture, agribusiness and processing and agricultural diversity. Such Impacts were obvious in food security, poverty reduction, women's empowerment, market access and value chain integration, risk mitigation, access to agricultural inputs, income diversification and increased agricultural productivity. Noticeable financial inclusion challenges in Delta State's agricultural sector were limited access to financial services, insufficient financial literacy programmes and inadequate rural infrastructure. It was concluded that financial inclusion in agriculture in Delta State is a cornerstone for the state's economic development and the well-being of its citizens. Among the recommendations given, it was emphasized that strengthening financial education system should be prioritized in agriculture.

Purposeful STEM Integration in School-Based Agricultural Education Programs

Purposeful STEM Integration in School-Based Agricultural Education Programs

Technical agriculture skills teachers need to teach courses in the animal systems pathway

Fundamentally, agricultural teacher education programs and their faculty are tasked with preparing competent teachers capable of teaching students enrolled in public schools. As part of their design, an important facet of these programs is ensuring pre-service teachers are ready to provide educational opportunities in aspects of school-based agricultural education (SBAE), including teaching technical agriculture skills to students. We used a three-round Delphi technique to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Animal Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. Thirty-four SBAE teachers who were nominated by state-level SBAE leaders and other SBAE teachers in their states contributed data for our study. Twenty-two teachers participated in all three rounds. In total, we identified 35 technical agriculture skill items. To help ensure teachers are competent and prepared to teach courses in the Animal Systems pathway, we outline several approaches agricultural teacher educators should contemplate: (1) facilitating opportunities to foster technical agriculture skill development within agricultural teacher education programs, (2) collaborating with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 35 skills to facilitate future scholarly investigation on the topic. While not generalizable beyond the SBAE teachers in these two states, we do believe our findings have value for SBAE stakeholders. To overcome the limitation of generalizability and to delve deeper into teachers’ technical agriculture skill needs, we suggest that our study be replicated in other states.

A Scoping Review on the Impact of Educational Technology in Agricultural Education

As the global demand for agricultural systems increases, agricultural education programs are implementing educational technologies to train industry professionals to meet 21st-century agricultural demands. No reviews have focused exclusively on the use of educational technologies in agricultural education. This scoping review presents a summary of 83 journal articles and conference papers published between 2000 and 2022 aimed at examining the impact of the use of educational technologies in agricultural education programs. Our results indicate: (1) most studies on this topic have been conducted in the United States in the context of agricultural sciences; (2) most of the studies implemented quantitative designs using researcher-designed instruments; (3) online/distance education technologies were the most widely used; and (4) there was a statistically significant increase in the use of simulation/digital games between 2000 and 2010 and 2011 and 2022. Based on our analysis, we discuss the methodological and reporting limitations that should be considered in future research, the pedagogical contributions of educational technologies in agricultural education, and the current and future research trends, highlighting gaps in the literature.

Inclusion of ecological sustainable development themes into agricultural extension education programme: content and delivery methods

The continuous adoption of unsustainable ecological practices by farmers on land resources threatens sustainable development in agricultural production. With increase in population and agricultural intensification, ecological problems such as erosion, deforestation, overgrazing, low yields of agricultural produce among others may be on the increase if farmers are not very conscious of their activities on land. This study determined the extent of inclusion of ecological sustainable development themes and methods used in teaching these content areas to farmers in the agricultural extension outreach programme of Cross River State. Two research questions were answered and two hypotheses were tested. The study adopted descriptive survey research design and was carried out in Cross River State with a sample of 250 comprising 180 registered farmers and 70 extension personnel. The researchers used mixed method of data collection involving quantitative and qualitative approaches. A 38-item structured questionnaire was used in collecting the quantitative data, while focused group discussions (FGD) and content analysis were used in generating qualitative data. The instrument was face validated by three experts and Cronbach Alpha reliability index of 0.84 was estimated. Out of 250 copies of questionnaire administered, 246 copies were retrieved and analyzed using mean, standard deviation and independent t-test statistic to answer the research questions and test the null hypotheses at p>.05. The study found out that 15 ecological sustainable development themes were included as content areas into the agricultural extension outreach programme of Cross River State while only 7extension teaching methods out of 22 were used in teaching the farmers in the programme. It was recommended that Cross River Agricultural Development Programme should ensure that ESD themes not fully included into agricultural extension programme are integrated and taught to farmers while enabling conditions are made to facilitate individual contacts of extension personnel with farmers to reasonably convince them and prepare them for sustainable ecological resource use and conservation.

Implications of Science Illumination on Student Motivation to Learn Science in Agriculture

Public perception of agriculture represents a significant barrier in preparing people to enter the agricultural sector because careers in agriculture are outdated, low paying, or less desirable. However, emphasis on science has been shown to attract students to school-based agricultural education (SBAE) programs. Research has shown that offering science credit for SBAE courses can be a motivational factor. Science illumination with SBAE can make scientific core ideas meaningful by providing opportunities to apply concepts to real-world scenarios. Using convenience sampling, the population for this study consisted of students of agriscience teachers who applied to be part of the [name] program. Students’ motivation to learn science was evaluated using a modified version of the Student Motivation Questionnaire-II (SMQ-II). The SMQ-II measured: 1) self-determination, 2) self-efficacy, 3) career motivation, 4) grade motivation, and 5) intrinsic motivation. Students from three groups displayed similar levels of self-efficacy throughout the study. As self-efficacy is positively correlated with academic success, observing students’ beliefs in themselves is encouraging. Overall, the students in this study were generally motivated to learn the science in agriculture. This study should be replicated with a larger sample size. To assist with potentially increasing student motivation, we recommend that agriscience teachers focus curricula on making content relevant to students to support students’ interests and align content with career opportunities in agriculture.

Integrating Triple-Helix System in Agricultural Education Programme for Development of Employability Skills Among Students in Rivers State

The study examined how the integration of triple-helix system in agricultural education programme would develop students’ employability skills in Rivers State. The study adopted a descriptive survey with three research questions. A random sampling technique was used to select 122 (106 students and 16 lecturers) respondents in agricultural education from the population of 350 in Rivers State University and Ignatius Ajuru University of Education. A self-structured questionnaire designed in 4-point rating scale of agreement was used for gathering data. Data was analyzed using mean and standard deviation with a benchmark mean of ≥ 2.50. Findings from the study revealed that the integration of triple-helix system in agricultural education programme would develop students’ managerial skills such as enhancing their knowledge in planning, communication and risk management skill among others. Finally, it was also found that students would develop fresh ideas towards solving agricultural problems, imaginative thinking for production of agricultural value-addition, critical thinking skills for decision making, initiative skill for alternative method of food processing and skills for improved packaging of agricultural products when triple-helix system is incorporated into vocational agricultural education programme

우리나라와 미국의 초등 교양 농업 교육 프로그램 내용 비교 분석

The purpose of this study was to investigate the implications for practical arts education in Korea through the analysis of the contents of agricultural literacy education programs in Korea and the United States. Comparative criteria were set to achieve the purpose of the study, wherein the system and contents of agricultural literacy education programs were compared and analyzed according to these criteria. As a result of the analysis, implications for practical arts education in Korea are as follows.
 First, it is necessary to present the educational contents of the agricultural literacy education programs in two grades in terms of formality and to address the level in detail. In the case of elementary schools, it is necessary to present content standards by grade group, while it would be effortless to present middle and high schools in general. Second, in the development of practical arts curriculum in Korea, an integrated area approach is needed rather than one in a specific area. Rather than emphasizing the practical arts and content areas, such an integrated approach to areas (e.g., integrating agriculture and diet) will be essential in the long run.
 Based on the hereby demonstrated results, the present paper offers the following suggestions.
 First, research on the curriculum of various countries that might offer new ideas in elementary agricultural education is continuously needed.
 Second, it is rather difficult to explore the characteristics of current elementary agricultural education being conducted in the curriculum document. Therefore, studies on the actual cases of elementary agricultural education in these countries are needed.

Comparison of preservice teachers’ time allocation and performance evaluations while student teaching: An exploratory study

Student teachers’ experiences during their internship are crucial in their development as a teacher. In agricultural teacher education programs, it is common for student teachers to record where their time is allocated each week on categorized timesheets. The purpose of this study was to examine the preservice teachers' performance over the 14-week student teaching experience and how their performance was affected based on their weekly allocation of time. It was found that hours spent on observation had a small, positive effect on teacher professionalism and reflective and autonomous practitioner performance constructs. In addition, hours logged for direct student contact had a small positive effect on the reflective and autonomous practitioner construct. However, the measures of model fit suggest that these effects were trivial. Time allocations were excessive and sporadic. Therefore, discussion regarding the expectations of appropriate thresholds and distributions of time for student teachers and trainings on time management strategies should be conducted across the profession. Additionally, continued research should be conducted on student teachers’ time allocation and its effect on their performance.

Examining how principals support school-based agricultural education programs

Principals have traditionally served as the instructional leader in a school, significantly impacting school culture and effectiveness. Despite this importance, little work has been conducted to examine how administrators view and impact school-based agricultural education programs. The purpose of this qualitative study was to examine how the leadership practices of principals support the culture of exemplary school-based agricultural education programs in Florida. Semi-structured interviews were conducted with five principals who supported SBAE teachers in exemplary programs in Florida. Thematic analysis of the transcripts yielded several emergent themes. The principals relayed value in agricultural education and found that school-based agricultural education programs helped meet their school's overall goals. The principals saw their role as helping the teacher find ways to grow without micromanaging their work. The principals expressed interest in the prospect of professional development to help them support agriculture teachers in their programs. Based on these findings, the authors recommend state and national agricultural education leaders implement professional development opportunities for teachers and principals so they can work in concert to find areas where their goals intersect and focus on strengthening those areas. A model for examining principal support in SBAE is presented based on the findings.

Recruitment strategies used by school-based agricultural educators in Michigan

There are many benefits to being involved in a school-based agricultural education program (SBAE). Engagement of students in SBAE programs provides students with a milieu of opportunities; as such, it is imperative to determine strategies for recruitment and retention that are impactful. Research surrounding the recruitment and retention of SBAE students is sparse. This study explored the ways that SBAE teachers are recruiting students and the perceived efficacy of those recruitment strategies to pinpoint which strategies teachers are using and perceived success. Hands-on learning and learning outdoors are the two strategies teachers are using most commonly in their programs and perceive to be most effective. The results of this study are compared to scholarship within the discipline on student recruitment as well as the Recruitment Theory.

Student Pre-University Experiences Toward Commitment to Agriculture

University agricultural programs’ struggle to attract students is leading to a disparity in the number of available jobs in agriculture and the number of qualified applicants to fill these positions. This study sought to garner a unique students’ perspective of ways that universities and specifically agricultural programs can support and encourage them to commit to agricultural degree programs by understanding potential pre-university experiences that influence their decision to commit to agriculture long-term. We reported our findings based on 22 responses from students of two different US universities who filled out the open-ended questionnaire. From the responses, we found that before entering university, students’ farming-related activities and participation in school-based agriculture-related and research programs impacted their future commitment to agricultural degree programs. Moreover, scholarships, practical experience opportunities, and course-related actions at the university level also impacted students’ commitment to agricultural degree programs. We recommend continued research into students’ commitment to a career in agriculture. Additionally, expansion of primary and secondary school agricultural education programs and K-12 students’ participation in 4-H and FFA programs may increase their exposure to agricultural experiences. Providing greater financial assistance and university support to students in agriculture programs may also positively impact students’ commitment to agriculture long-term.

Psychological intervention for career self-esteem among students of agricultural education programme.

This study determined the efficacy of rational career intervention on career self-esteem of students of Agricultural education programmed in Universities in Southeast Nigeria. Data were collected from a sample of 54 students. The sampled students were allocated to 2 (treatment and control) groups using the sequence allocation software package. Students in the treatment group were counseled through a rational career intervention programmed that lasted for 12 sessions while similar students in the control group were not treated. The 2 groups of students were then assessed 3 times based on a career self-esteem scale. Data collected were analyzed using Analysis of variance and partial eta square statistical tools. The study's findings indicated a strong impact of rational career intervention on career self-esteem levels. The findings also showed that group and gender interaction effects had a substantial impact on the professional self-esteem scores of students in agricultural education. The findings also indicated a statistically significant relationship between time and students career self-esteem in agricultural education. The findings also showed that the group and time interaction effect had a substantial impact on the professional self-esteem scores of students in agricultural education. The follow-up findings showed that the rational career intervention has a long-term impact on career self-esteem among students in Agricultural Education. It was concluded that rational career intervention is useful in improving self-esteem among students of agricultural education in universities in Southeast Nigeria. It was then recommended that year-1 students should be counseled immediately after registration.

Incorporating Field Experience into International Agricultural Development Programs

Some graduate education programs support experiential learning but do not require practical experiences for students specializing in international agriculture development. We examined U.S. land grant university graduate international agricultural education program descriptions for experiential learning requirements and found them lacking. The literature surrounding volunteerism is reviewed and examples are described. International volunteerism can fill the experience gap for future international agricultural development professionals studying at U.S. land grant institutions. Graduate students can acquire practical field experiences through short- or long-term volunteer assignments, such as those in the USAID Farmer-to-Farmer volunteer program for international agriculture development. Graduate students build their capacities by providing technical and agricultural assistance in Farmer-to-Farmer assignments, whereas host country participants enhance their knowledge, skills, and abilities to expand and increase agricultural sector productivity. Short-term international volunteer assignments help graduate students gain practical experience, improve interpersonal skills, and enhance cultural competencies. Host communities and volunteers alike benefit by engaging in intercultural exchanges that promote increased understanding of differing societies worldwide.

A national review of state standards relevant to SBAE teacher performance and program quality

Because of discrepancies among U.S. states regarding how they assess school-based agricultural education (SBAE) teacher performance and program quality, little knowledge has existed regarding how these differences might influence critical decisions regarding hiring, pay, promotion, and dismissal. In response, the purpose of our study was to examine commonalities and differences in state-level program quality standards of teacher and program performance expectations for SBAE in the U.S. To accomplish this, we analyzed documents containing teacher and program standards used by state SBAE leaders. Using cognitive sensemaking as our lens, we found states that measured SBAE teacher and program standards using a variety of formats and methods, emphasizing teacher engagement in professional development, organization of course syllabi and lesson plans, program safety, and health protocol adherence. We also found little mention of instructional practice as a prominent metric for success and no delineation regarding standards for teachers' years of experience. We discuss the merits of these documents and encourage practitioners to critically examine their intent and use them moving forward.

Investigating the impacts of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation model

Although post-secondary school agricultural education degree programs strive to meet the need of supplying agriculture teachers, the gap between teacher demand and supply continues to exist. The Teach Ag Campaign is a joint effort of the agricultural education profession to recruit and retain agricultural educators and encourage students to pursue a career in teaching agriculture. Given the systematic program evaluation of the effects of Teach Ag Campaign efforts on agriculture teacher supply is lacking, this study investigated the outcomes and effectiveness of a preservice agriculture teacher recruitment program using Kirkpatrick’s program evaluation framework. The results indicated that the design and implementation of the Agricultural Education Institute (AEI) effectively met the needs of program participants, and the program positively affected participants’ knowledge, attitude, and aspiration regarding a career teaching agriculture. In addition, the findings demonstrated that the AEI contributes to producing agriculture teachers who support Florida's school-based agricultural education programs. Based on the results of this study, recommendations for practice in terms of participant recruitment, program design, implementation, and future research were proposed.

Participation in Intergenerational Food and Agriculture Education Programs Effectively Promotes Place Attachment

This study adopted an empirical approach to examine the effectiveness of integrating intergenerational education with food and agricultural education to increase students' affection for their learning environment. The intergenerational food and agricultural education program in this study consisted of various courses promoting educational dialogue between students and their parents and grandparents at home. The bidirectional learning process allowed the three generations to better understand each other's dietary and life experiences and pass on the relevant knowledge and culture. The 51 participants in this quantitative study were rural elementary schoolchildren who were divided into an experimental group and a control group. Place attachment was evaluated through the two sub-dimensions of place identity and place dependence. The results revealed that food and agricultural education implemented as intergenerational education strengthens learners' affective attachment to their school environment.

Evaluating the Outcomes of Human-Centered Design in a Virtual Program Development Higher Education Course

Societal changes brought about by the COVID-19 pandemic have shown the importance of both intrapersonal and interpersonal skills in virtual environments. Two midwestern university instructors joint-taught their spring 2021 agricultural education and training program development courses, bringing students together in virtual teams during the pandemic. Course content included human-centered design (HCD) practices (a problem-solving approach focused on the end-user) applied to traditional models of education and program planning. Previous research from other fields has shown that HCD helps students become more empathetic, collaborate in more meaningful ways, and appreciate the need to adapt their points of view. Students in this training program development course completed a retrospective pre-posttest survey about their perceptions of skills associated with HCD. Overall, the course had a significant impact on skills associated with human-centered design. Further research should be conducted to explore human-centered practices applied to traditional education and training program planning models.

A feasibility study of Augmented Reality Intervention for Safety Education for farm parents and children.

Agriculture is one of the most dangerous U.S. occupations with high rates of injuries and fatalities, and especially more dangerous for children, having more young worker deaths than any other industry. Thus, safety education is essential in promoting safe and healthy working habits in agriculture. Augmented reality (AR) technology has great potential to enhance the effectiveness of safety education due to its high levels of system-user interactivity and media enjoyment. This study aims to: (1) develop Augmented Reality Intervention for Safety Education (ARISE), an AR 3D simulator that presents farm accident situations with immersive media technology, (2) examine the feasibility of ARISE, and (3) evaluate the potential of ARISE as an effective agricultural safety education program for farm parents and children. To test the feasibility of ARISE, we conducted semi-structured in-depth interviews with ten parent-child dyads at an extension office located in Maryland. Participants were farmers who owned and operated a family farm(s) with their child or children ages 5-13. The interviews included asking participants questions about their perceptions of farm risks, sources of risk education, and protection methods. In the next step, participants used ARISE with researcher guidance. After using the application, participants were asked questions about their experience using ARISE and suggestions for improvement. The interviews were then transcribed and analyzed following the conventional content analysis method. Three main themes emerged-demand (e.g., perceived risk and need for education; lack of farm safety education from school), acceptability (e.g., attitude toward AR technology; perceived realism; perceived ease of use; perceived usefulness), and implementation. These findings help us understand how an immersive experience can play an impactful role in enhancing agricultural safety. The feasibility of ARISE sheds light on the potential of AR technology for an innovative safety education program.