SAE Scope And Student Achievement In Agribusiness And Natural Resources Education

Arrington, Larry R.; Cheek, Jimmy G.

doi:10.5032/jae.1990.02055

Cited by 17 publications

(14 citation statements)

References 2 publications

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“…In addition, the study conducted by Bartlett et al (1993), Gull and Fong (1993) and Naser and Peel (1998) students with accounting background from the high school act better in the intermediate accounting subjects than students without any basic in accounting. Arrington and Cheek (1990) and Kaighobadi and Allen (2008) found that choosing a major is a significant indicator associated with the students GPA. Moreover, Kaighobadi and Allen (2008) evaluated the students' performance in different majors.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Demographic and Academic Characteristics on Academic Performance

Alhajraf¹,

Alasfour²

2014

IBR

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The purpose of this study is to explore students' demographic and academic characteristics that are associated with students' academic performance during their undergraduate studies. Demographic and academic characteristic such as age, gender, nationality, high school major and high school GPA were studied as potential determinants of academic performance. A sample of 700 students from the College of Business Studies at the Public Authority for Applied Education was examined. Descriptive statistics, T-test and multiple regressions were used. The results of the study reveal that students' age, gender, high school major and high school GPA are significantly related to students' academic performance. Our research has some implications. The findings reveal that student's age, gender, high school major and high school GPA are significantly related to business students' academic performance. Interestingly, the findings highlight the positive and significant influence of science background on the academic performance of business students. This study contributes to the literature of the undergraduates business students academic performance. The findings of this study may be useful for education sector, educators, college's management and future researchers.

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Section: Literature Reviewmentioning

confidence: 99%

The Impact of Demographic and Academic Characteristics on Academic Performance

Alhajraf¹,

Alasfour²

2014

IBR

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“…Experiential learning is one of the key theoretical bases of this study and an integral part of the programming used by the National FFA and 4-H youth organizations to promote the development of life skills (Arrington & Cheek, 1990;Boyd, et al, 1992). These organizations create opportunities for young people to investigate career options and develop essential life skills to become constructive members of society (Shurson & Lattner, 1991).…”

Section: Conceptual / Theoretical Framework Experiential Learningmentioning

confidence: 99%

“…FFA, an intra-curricular component of secondary agricultural education programs, teaches students practical skills via hands-on activities and personal experience (Arrington & Cheek, 1990). The National FFA's Motto, "Learning to Do, Doing to Learn, Earning to Live, Living to Serve" (National FFA Organization, 2006, p. 2) accentuates agricultural education's commitment to experiential learning.…”

Section: Conceptual / Theoretical Framework Experiential Learningmentioning

confidence: 99%

The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development

Walker¹,

Morgan²,

Ricketts³

et al. 2011

JYD

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Highlights of a study designed to determine the leadership life skills development (YLLSD) of youth beef cattle exhibitors and to determine if there is a relationship between YLLSD and participation in the beef project are discussed in this paper. The study was conducted using a correlational, ex post facto design. A sample of 374 individuals was randomly selected from a population of 4,229 national junior cattle exhibitors of the National Junior Angus Association. The population frame consisted of junior members ages 18 to 21. Participants' YLLSD scores ranged from 40 to 90 with a composite mean of 73.02. Significant relationships existed between YLLSD scores and shows per year, hours working with projects per week, and years of beef project exhibition.

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“…Ramsey and Edwards (2004) surmised that SAE is an informal learning opportunity that could be used to increase science achievement. Several researchers reported a positive relationship between SAE participation and student achievement (Arrington & Cheek, 1990;Cheek, Arrington, Carter, & Randell, 1994;Noxel & Cheek, 1988), and yet, other researchers have not been able to link SAE to academic achievement (Randell, Arrington, & Cheek, 1993;Tylke & Arrington, 1988).…”

Section: Introduction and Review Of Literaturementioning

confidence: 99%

Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective

Retallick¹

2010

JAE

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The purpose of this qualitative exploratory study was to examine how agriculture teachers implement supervised agricultural experience (SAE). A combination of focus groups and individual telephone interviews were conducted. Iowa agriculture teachers offered SAE because it is (a) a means of developing life skills, (b) a component of the FFA award system, and (c) theoretically, one-third of the agricultural education model. Although agriculture teachers were able to talk conceptually and theoretically about the benefits and value of SAE, they did not necessarily practice SAE in that manner. The method in which teachers implemented SAE programs varied considerably as did the means by which they conducted their SAE programs. Five factors were identified that limited SAE: (a) changing demographics and societal attitudes, (b) mechanics and structure of schools, (c) resource availability, (d) image, and (e) the agricultural education system. These findings would indicate that there is dissonance between (a) theory and practice, and (b) experience and learning of SAE. It is recommended that the purpose of SAE be further refined, communication regarding the value of SAE be increased among the stakeholders, creative and innovated approaches to SAE be explored, and the complete experiential learning model be incorporated into SAE programming.

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SAE Scope And Student Achievement In Agribusiness And Natural Resources Education

Cited by 17 publications

References 2 publications

The Impact of Demographic and Academic Characteristics on Academic Performance

The Impact of Demographic and Academic Characteristics on Academic Performance

The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development

Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective

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