Extent and use of agricultural education instructional materials by vocational agriculture teachers in Virginia

Abstract

During the past fifty-five years, 1920-1975, vocational agriculture teachers have faced many problems. One important problem was where to find instructional materials to use in teaching vocational agriculture classes. The problem was to obtain selected information about the extent and use that vocational agriculture teachers in the public schools in Virginia were making of the instructional materials developed by the Agriculture Education Program Area faculty at Virginia Polytechnic Institute and State University. Specifically, the problem was to find the answers to the questions listed in the objectives. OBJECTIVES OF THE STUDY The objectives of this study were to:

Determine the following:

A. The extent Virginia vocational agriculture teachers were using the instructional materials developed by the Agricultural Education Program Area at Virginia Polytechnic Institute and State University. B. What special features to include in new instructional materials (transparencies, tear-outs, workbook, exercise sheet, teacher's key, etc.). C. Why the instructional materials were not being used in the public schools in Virginia and the reason(s) for not using them.

Compare the extent instructional materials were being used with selected factors, for example:

A. Supervisory geographical area(s) B. Age of teacher C. Experience in teaching D. Multi- versus single-teacher departments E. Advanced training (M.S. and above) versus no advanced training (B.S.) F. VPI and SU graduates versus graduates from other institutions G. Level of teaching (middle versus senior high) PROCEDURE The seventeen selected instructional materials were grouped into five types of materials as defined by Cardozier (1967) listed below: 1, Resource Unit: A subject matter coverage of given instructional materials, including latest research finding. 2. Source Unit: A listing of objectives, problems, questions, and activities relating to a unit of instruction. 3. Teaching Plan: A teacher's guide for providing instruction. 4. Approved Practice List: Recommended practices to follow in specific agricultural enterprises based upon research. 5. Job Operation Sheet: A sequential listing of steps in carrying out a given manipulative type job. POPULATION The population for this study was vocational agriculture teachers employed in the public schools in Virginia. SUMMARY Teachers of vocational agriculture in Virginia with 0-5 years teaching experience, 0-5 years in the department, and teachers with a Bachelor's Degree used the seventeen instructional materials to a greater extent than teachers with 6-25 years or more of teaching experience; teachers with 6-25 years or more in the department, and teachers with Master's, Certificate of Advanced Graduate Study, or with the Doctor of Education Degree. There are more males teaching vocational agriculture in the public schools in Virginia than females. Teachers of vocational agriculture in age group 22-27 used the instructional materials more than teachers in age groups 28-33, 34-39, 40-45, 46-51, 52-57, and 58 and over. All of the seventeen selected instructional materials were rated good by vocational agriculture teachers in the public schools in Virginia. Teachers of vocational agriculture want transparency masters, student workbooks, tear-out pages, and teacher's keys in future developed instructional materials.