The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students in Missouri. The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based…

The purpose of this descriptive research study was to evaluate the effectiveness of Web-enhanced agricultural education pedagogy as perceived by students in a collegiate agricultural education program. Overall, respondents agreed there were many benefits to Web-enhanced courses and perceived all Web site components under study to be very useful.…

A survey of farmers in the Minnesota Farm Business Management Education program (n=569) indicated the following: most continued enrollment beyond the 6-year diploma program; average net income increased $5,000; individualized instruction was the most popular and effective method; and farm recordkeeping was the most needed topic and most improved…

Of 168 high school students, 107 were taught a horticulture unit that included a greenhouse laboratory experience, 61 received the unit without the lab. Lab experience resulted in significantly higher knowledge scores but made no significant difference in postexperiment attitudes. (SK)

According to responses from 61 of 78 enrollees in off-campus videotaped agriculture courses, most watched tapes without interruption and almost half viewed the tapes more than once. More positive attitudes emerged when instructors were perceived as facilitators rather than information providers and when it appeared that instructors used effective…

Traditional instruction in technical writing was given to 29 students and 29 were instructed via the World Wide Web. Examination scores and Group Embedded Figures Test results showed the Web class had significantly higher achievement and attitudes toward writing. No correlation was found between learning style and achievement or attitudes. (SK)

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)