Comparing Experiential Learning Techniques and Direct Instruction on Student Knowledge of Agriculture in Private School Students

Abstract

Currently, less than 3% of the U.S. population lives on a farm (Riedel, 2006). Technological advances and mechanization coupled with other societal factors, have led to the decline of an agriculturally literate population (Kovar & Ball, 2013). Blair (2009) identified one strategy for increasing agricultural literacy as implementing education that promotes agricultural activities via experience. This quantitative study was conducted at three private schools in Mississippi during the spring of 2015. The primary investigator (PI) taught six (6) lessons contextualized in agriculture to tenth grade students enrolled in advanced biology courses. The study consisted of a control group (no instruction), and two experimental groups; one received direct instruction only, and one was led through various experiences relevant to plant science and agricultural production with a high-tunnel greenhouse. Pre and post-tests assessed knowledge gain. Participants' knowledge scores increased significantly among experimental groups (p < .001). Multivariate analysis revealed post-test scores between experimental groups were significantly different (p = .016). Further analysis of the data displayed that 67% of the variance in scores was attributed to method of instruction and a strong correlation existed between post-test scores and treatment group (R = .820).

Problem-solving ability: Implementation of RICOSRE learning models on environmental change topic

“…This is because in the RICOSRE model, students are actively invited to be able to identify a problem, be able to solve the problem and be able to find a solution to the problem (Martela, 2019;Rahmawati et al, 2021). Meanwhile, in the control class, only the phase of guided and advanced exercises that can be used by learners to think about solving problems (Gayatri, 2009;Bradford, 2019;Risdianto et al, 2020).…”

New Decade, Same Concerns: A Systematic Review of Agricultural Literacy of School Students

“…Meischen and Trexler (2003) suggested incorporating the use of agricultural by-products for non-food item production as a method to enhance student knowledge on the wider impact and importance of the industry. An increase in hands-on learning was recommended in both primary school aged [36] and high school aged students [37], with exposure allowing them to have a stronger connection with agriculture from these experiences, particularly if lacking exposure to agriculture in their informal settings [7,24]. Whitehead and Estepp (2016) suggested that programs should be reviewed to understand the depth and breadth of agricultural knowledge attainment and knowledge retention.…”