An Evaluation Of Georgia's Agriculture In The Classroom Program

This study sought to determine the effectiveness of GeorgiaGs Agriculture in the Classroom Program. The study was conducted using an experimental posttest only control group design. Sixteen classes of second grade students and twelve classes of fourth grade students participated in the study. A total of 598 subjects were included. An instrument consisting of multiple choice exams was designed for each grade level. The length and difficulty level of the instrument were set by experts in the field of elementary education. The instruments were piloted tested and adjusted accordingly. The curriculum was taught to the treatment group during a six weeks period. At the completion, both the control and treatment group were given the exams. Results indicated that the program was effective in teaching agricultural concepts whether the groups were in rural or city settings, or when grouped by ability or randomly distributed. No significant differences were found between scores of second graders whose teachers were raised on a farm and those whose teachers were not. Significant differences occurred between control and experimental groups when all the teachers had little or no agriculture experience. In recent years, agricultural educators have stressed the need for a populace who are better informed about agriculture. According to the National Research Council (1988), approximately two percent of the nation's population live on a farm. This contrasts with 30% in 1920 and 15% in 1950. Most of today's elementary school children are at least two generations away from first hand knowledge of agriculture (Farm Bureau Federation, 1983). A Texas study of the needs teachers have for implementing programs of agricultural literacy revealed that almost all of the fourth grade teachers surveyed had an inaccurate perception of agriculture (Terry, Herring, & Larke, 1990). Studies in Kansas (Horn & Vining, 1986) and Virginia (Oliver, 1985) indicated a lack of basic knowledge about agriculture among elementary school students. A conclusion of the National Research Council's study of agricultural education in the United States (1988) was: "Most Americans know very little about agriculture, its social and economic significance in the United States, and particularly, its link to human environmental quality."(p.9) The study recommended that "All students should receive at least some systematic instruction about agriculture beginning in kindergarten and first grade and continuing through twelfth grade" (p.10).