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Experience plays an important role in properly preparing agriculture students, but without supervision, the experience may do more harm than good. If the practice is incorrect, then the performance is likely to be incorrect (Binkiey & Tulloch, 1981). While this may be stating the obvious, this is the model that has been successfully used in agricultural education from its beginning. The basic problem solving teaching model calls for application of material once it has been taught. Through this experiential learning process, students reinforce information learned in class and generate ideas to apply to new situations which leads to new learning. ‘The value of experiential learning in agricultural education has long been recognized as an important part of the educational process” (Cheek, Arrington, 1990, p. 12).

journal of agricultural education

The Relationship Between North Carolina Secondary Agriculture Teachers' Use Of Time Management Practices And the Quality Of The Supervised Agricultural Experience Program Component