Over 50% of faculty teaching undergraduate agriculture courses (n=58) required use of word processing, Internet, and electronic mail; less than 50% required spreadsheets, databases, graphics, or specialized software. They planned to maintain or increase required computer tasks in their courses. (SK)

Of 169 agriculture students surveyed, 79% had computer training, 66% owned computers; they had slightly above average computer self-efficacy, especially in word processing, electronic mail, and Internet use. However, 72.7% scored 60% or less on a test of computer knowledge. There was little correlation between self-efficacy and computer knowledge.…

Of 175 freshmen agriculture students, 74% had prior computer courses, 62% owned computers. The number of computer topics studied predicted both computer self-efficacy and computer knowledge. A substantial positive correlation was found between self-efficacy and computer knowledge. (SK)

According to responses from 113 agriculture faculty, they had high levels of skill and interest in traditional teaching methods, but little interest or skill in such nontraditional methods as case studies, discovery learning, and peer observation. They had a high level of interest in learning about educational technologies. (SK)

A hands-on activity on Ohm's law and inclined planes was completed by 53 secondary agriscience students; 44 completed worksheets only. Method of reinforcement produced no significant differences in immediate or delayed posttest scores. Females scored higher than did males on all posttests. (SK)

A group of 132 agricultural science students were divided into an experimental group who completed hands-on activities on Ohm's Law and incline plane and a control group who completed worksheets. There were no significant differences in immediate or follow-up measures of achievement. Hands-on students had significantly more positive attitudes. (SK)

Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…

Responses from 213 of 259 Arkansas agriculture teachers demonstrate strong support for granting science credit for agriculture. The most powerful predictors of support were perception of student benefits, enhancement of agriculture's status, and no adverse impact on existing agriculture programs. (SK)

Administrators, counselors, and teachers from 41 Mississippi schools (n=123) supported a pilot agriscience curriculum. Science teachers expressed strong support for granting science credit for agriscience. The curriculum was perceived as primarily for students planning agricultural careers. (SK)

Data were collected in 1985 from 97 of 110 community college transfer students in agriculture and in 1992 from 146 of 222. Enrollment in transfer agriculture programs increased 102% over 7 years. Fewer students had farm backgrounds or agriculture experience. Results reflect demographic trends in the Mississippi rural population. (SK)

Analysis of data on 82 agricultural and home economics transfer students from community colleges and 103 regular undergraduates revealed transfer students had lower academic aptitude; ag majors had higher ACT composite scores than home ec majors; transfers' cumulative quality point averages were equal to those earned by nontransfers; and transfers…

Responses from 194 vo-tech enrollees and 146 transfer students at a community college showed the 2 groups shared similar backgrounds, abilities, experiences, and aspirations. Program choice was only moderately associated with desired level of education. Recommendations for revised transfer policies were made. (SK)

Most of the 31 (of 39) teachers of pilot agriscience courses surveyed considered themselves competent and thought the units were important. Most pressing inservice needs were in the areas of biotechnology, computers, and mechanical/physical technology. Teachers perceived a lack of instructional materials for these and other less traditional areas,…