One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

A research synthesis found that supervised agricultural experience programs lack definition and focus. Teacher attitudes and expectations strongly influence participation, and many teachers fail to implement it fully, limiting participation. There is a lack of empirical research supporting the benefits of participation. (SK)

Responses from high school science teachers in Illinois (211 of 336) indicated that half collaborated with agriculture teachers; most felt agricultural education benefitted high achievers and thought that agriculture should become more science based. Attitudes toward agriculture were more positive if teachers were familiar with agricultural…

Illinois secondary agriculture students were taught 2 units; 1 group using a problem-solving approach (n=72) and the other a subject-matter approach (n=61). Neither approach nor cognitive style were related to achievement. Field-neutral learners scored significantly higher using problem solving when relevant and meaningful problems were used. (SK)

Illinois secondary agriscience students (n=275) and 166 parents were surveyed; 90% of both rated science applications in agriculture courses excellent or good. Although students expressed positive attitudes toward agriculture careers, parents were reluctant to recommend them. (SK)

College freshmen in agriculture (n=401) agreed that high school agriculture is good preparation for college; 97% who had high school agriculture courses planned on degrees in agriculture. Those who had high school agriculture experience had more positive attitudes of agricultural education and agricultural careers. High school agriculture teachers…

High school agriculture students were taught using either a problem-solving (n=60) or subject-matter (n=52) approach. There were no differences in short- or long-term retention using either method across different learning styles. A moderate correlation was found between field independence and higher normal curve equivalent scores. (SK)

Synthesis of research on safety in agricultural education laboratories found most research focused on agricultural mechanics. Labs appeared to be potentially hazardous places, and teachers have inadequate knowledge of safety laws and ways to provide a safe working environment. (SK)