The effect of a supervised occupational experience instructional packet on Iowa vocational agriculture students' self-image
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The Department of Agricultural Education and Studies was formed in 1989 as a result of the merger of the Department of Agricultural Education with the Department of Agricultural Studies. Its focus includes two these fields: agricultural education leading to teacher-certification or outreach communication; and agricultural studies leading to production agriculture or other agricultural industries.
History
The Department of Agricultural Education and Studies was formed in 1989 from the merger of the Department of Agricultural Education and the Department of Agricultural Studies.
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1989–present
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- College of Agriculture and Life Sciences (parent college)
- Department of Agricultural Education (predecessor, 1911–1989)
- Department of Agricultural Studies (predecessor)
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Abstract
The purpose of this study was to evaluate the long-term effect of a supervised occupational experience (SOE) instructional packet on students' self-images, and study the relationship between teacher attitudes and students' self-images. A post test control group was used in the investigation. The "experimental treatment" was an instructional packet designed for use by vocational agriculture teachers to help beginning students select and plan individual SOE programs. The "experimental treatment" also included inservice education for teachers in the experimental group. No inservice was provided for the teachers in the control group, they taught their "normal" instructional units on SOE;Three instruments were used to assess the effect of the instructional packet: An Involvement in Agriculture Inventory, Self-Esteem Evaluation and Purdue Teacher Opinionaire. The statistical procedure used to analyze the data were as follows: T-test, ONE WAY ANOVA, Scheffe's Multiple Range Test, Pearson Correlation and Frequencies;Major findings of the study were: (1) there was a significant difference (p < .05) between the mean self-esteem scores of the experimental and control treatment groups. The experimental group scores were higher than the control group scores; (2) there was a significant difference (p < .05) between the mean self-esteem scores of students grouped according to their SOE classification responses. Two of the five groups were significant; (3) there was no significant difference between the mean self-esteem scores of students grouped according to their occupational plans; (4) there was a significant difference (p < .05) between the mean self-esteem scores of students grouped according to their post high schools plans. One group was significantly different from the other four; (5) there was no significant difference between the mean self-esteem scores of students grouped according to teacher stability; (6) a significant relationship was found between teacher attitudes and students' self-esteem levels. Four of ten teacher attitude measures were positively correlated with students' self-esteem levels. These findings suggest that the long-term effect of the SOE instructional packet may enhance students' self-images.