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O rder N u m b er 9 3 1 4774

A co m p a ra tiv e d escrip tiv e stu d y o f M ich igan agriscience
stu d e n ts’ a ttitu d e s to w a rd in tern a tio n a lizin g a gricu ltu ral
ed u ca tio n program s
Williams, Edward Earle, Ph.D.
Michigan State University, 1992

UMI

300 N. Zeeb Rd.
Ann Arbor, MI 48106

A COMPARATIVE DESCRIPTIVE STUDY OF MICHIGAN AGRISCIENCE
STUDENTS’ ATTITUDES TOWARD INTERNATIONALIZING
AGRICULTURAL EDUCATION PROGRAMS

By

Edward E a r l e W i l l i a m s

A DISSERTATION

Submitted to
Mi c h i g a n S t a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t of the requirements
f o r the degree of

DOCTOR OF PHILOSOPHY

Department o f A g r i c u l t u r a l

1992

and E x t e n s i o n E d u c a t i o n

ABSTRACT

A COMPARATIVE DESCRIPTIVE STUDY OF MICHIGAN AGRISCIENCE
STUDENTS5 ATTITUDES TOWARD INTERNATIONALIZING
AGRICULTURAL EDUCATION PROGRAMS
By
Edward E a r l e W i l l i a m s

The r e s e a r c h e r i d e n t i f i e d two g r o u p s f o r a c o m p a r a t i v e d e s c r i p ­
t i v e s t ud y o f s t u d e n t s ’ a t t i t u d e s toward i n t e r n a t i o n a l i z i n g a g r i c u l ­
tural

education

agriscience

programs

teachers

(IAEP)

had

in

Michigan.

participated

in

Students

an

IAEP

d e v e l o p m e n t / i n s e r v i c e p r o j e c t made up one g r o u p ,
agriscience
up

the

teachers

other

had n o t

group.

Agriscience

r a n d o ml y

selected

surveyed

393

juniors

programs

in

Michigan

developed
contained
about

to

participate
and

seniors

secondary

specifically

for

the

in t he

teachers
in

the
in

17

f r om

IAEP p r o j e c t

made

both

we r e

study.

related

to

demographic i n f o r m a t i o n .
. 83 f o r P a r t I I .

researcher

agricultural

education

using

study.

Th e

education

global/international
S u r v e y r e l i a b i l i t y was

The r e s p o n s e r a t e was 78%.

groups

The

schools

agricultural

curriculum-

and s t u d e n t s whose

a

questionnaire

three-part

i t e m s d e s i g n e d t o me a s u r e s t u d e n t s ’ a t t i t u d e s

internationalizing

concepts

participated

whose

survey

and b e l i e f s

programs

( I AEP) ,

agriculture,

and

.96 f o r P a r t

I and

Edward E a r l e W i l 1 iams

Us i n g
all

SPSS/PC+,

the

researcher

ran

statistics

on

85 s u r v e y i t e m s , e s t a b l i s h i n g g r o u p mean s c o r e s f o r e a c h i t e m i n

Parts

I

and

demographics.

II

of

the

survey,

Combined

and

descriptive

topic/theme.

I-tests

we r e

run

frequencies

analyses

grouped accor din g t o t o p i c s o r themes,
each

descriptive

we r e

for

student

run

on

items

e s t a b l i s h i n g mean s c o r e s

to

determine

possible

for

differ­

e n c e s b e t we e n s t u d e n t s whose i n s t r u c t o r s had o r had n o t p a r t i c i p a t e d
in

the

IAEP

curriculum-development/inservice

project.

Multiple

r e g r e s s i o n s and t - t e s t s w e r e r u n t o d e t e r m i n e p o s s i b l e r e l a t i o n s h i p s
b e t w e e n s t u d e n t d e m o g r a p h i c s and r e s p o n s e s .
Major

study

positively

toward

learning

about

findings

were

IAEP,

expressed

IAEP,

(b)

and

(c)

that

thought

i n s t r u c t i o n on IAEP i n t h e i r c o u r s e w o r k .

students

(a)

preferences

for

they

should

responded
me t h o d s

receive

of

more

This d i s s e r t a t i o n
Johnson,

and

Dr.

is

Nimrod

dedicated
Cobb,

t o my m o t h e r ,

who h a s

be e n

like

Louise Wi ll ia ms a father

to

me.

T h e i r c o n s t a n t e n c o u r a g e m e n t and a s s i s t a n c e c o n t r i b u t e d i mm e a s u r a b l y
t o my c o m p l e t i o n o f t h e d o c t o r a l
I

give

special

encouragement

and

study.

are:

Josephine,

They

tribute

financial

L i l l i e P.,

Mary,

p r o g r a m.

to

my

siblings,

assistance
Albert,

and W i l l i e E.

for

Carolyn,

who

me

to

J a me s ,

also

provided

complete
Sonya

this
Gayle,

ACKNOWLEDGMENTS

Many t h a n k s t o a l l

o f t h o s e p e r s o n s who a s s i s t e d me i n my q u e s t

t o a d v a n c e my e d u c a t i o n t o t h e d o c t o r a l
c a n n o t be named i n d i v i d u a l l y ,
Sincere

appreciation

level.

b u t some I mus t m e n t i o n .

is

extended

to

Dr.

a d v i s o r and g u i d a n c e c o m m i t t e e c h a i r p e r s o n .
the a ssistance
Dr.

I know t h a t e v e r y o n e

Eddie

and

Dr.

Fr e d Whims,

for

Moore,

I a l s o am g r a t e f u l

and a d v i c e o f my c o mm i t t e e members,

Howard H i c k e y ,

A.

the

my
for

Dr . J o h n E l l i o t ,

unique

perspective

e a c h o f t hem b r o u g h t t o t h e c o m m i t t e e .
I am g r a t e f u l

f o r t h e a d v i c e o f o t h e r p e r s o n s w i t h whom I came

in c o n ta c t

a l o n g t h e way:

0.

Me a d e r s ,

Dona l d

Gardner,

Dr.

and C h a r l e s

of

Special

Agricultural

Rebecca,

and

Annette,

of Agriculture
the university,

researching

education.

I

also

to the

Extension

Joyce,

to

Dr.

Kirk

Richard

Education,

Resources,

Dr .

J a me s J a y ,
Heinze,

am g r a t e f u l

support

and J a n e t t e ,

and N a t u r a l

Wamhoff,

Bobbitt,

especially

thanks

to

staff

Clinton

the

Karelse

Dr.

Mi c h i g a n

and

Charles

in t h e Department

Sandi,

and t o o t h e r s

Diane,

Mary,

in the College

Br e nda and C a r o l ,

and w i t h i n

Ka r e n .

Unbounded g r a t i t u d e
in

Carroll

Fr a nk

Snyder.

Department o f Ed u c at io n ,
Arensmeier.

Dr.

attitudes

Special

t o J a c q u e l i n e S. S t e e b y f o r h e r a s s i s t a n c e
t o wa r d

thanks

global/international

to Jamila

v

Taylor,

agricultural

Su z a n n e

McIntyre,

Michelle

O’ M a l l e y ,

and Mike

En n i s

for

their

assistance

in

finding

those obscure sources.
Many t h a n k s t o a l l

o f t h e g r a d u a t e s t u d e n t s d u r i n g my t e n u r e i n

t h e Department o f A g r i c u l t u r a l

and E x t e n s i o n E d u c a t i o n who a s s i s t e d

me i n my s t r u g g l e t o c o m p l e t e t h i s
difficulties

to

Charles

Killo,

William

Norwood,

in

class

former

Walter

For eman,

woul d l i k e

They know f i r s t

hand t h e

I e n d u r e d w h i l e f i n i s h i n g t h e wor k.

Many t h a n k s

Charles

task.

instructors

Davis,

Rosalyn

Rudy

Parker,

P a l me r ,

who h e l p e d

of

Vera

redefine

agricultural
and

4-H

Wi l s o n ,

my c a r e e r

education,

youth

Rudy

agents,

Yates,

objectives.

and

I also

t o t h a n k o t h e r e d u c a t o r s who made s t a t e m e n t s o r comments
that

stayed

learning;

they

J i mmi e L.

Wh i t e ,

A. L. Hops on,

are

with
Dr.

Ri chmond

me

and

Prince

encouraged

Preyer,

Kinnard,

Willis

and W i l l i e D. P r i t c h e t t .

Dr.

me
Boyd

Brown,

to

continue

my

Gatherw right,
Ella

M.

Young,

Worki ng w i t h L i n d a Hudson i n

h e r f i r s t - g r a d e c l a s s r o o m and o b s e r v i n g s t u d e n t l e a r n i n g h i g h l i g h t e d
t h e j o y o f b e i n g an e d u c a t o r .

I a l s o want

s howi ng me t h a t e v e r y o n e ha s t h e p o t e n t i a l
I hope t h i s
nieces,

ne phe ws ,

work w i l l

inspire

and c o u s i n s )

and s e e k r e w a r d i n g c a r e e r s .

to

all
excel

to

t h a n k Mary Es s e x f o r

to learn.

young p e o p l e
in

their

(especially

a c a d e mi c

my

p r o g r a ms

TABLE OF CONTENTS

Page
LIST OF T A B L E S ...........................................................................................................

ix

PREFACE ..............................................................................................................................

x

Chapter
I.

II.

III.

IV.

INTRODUCTION

............................................................................................

1

S t a t e m e n t o f t h e Pr obl e m
..........................................................
P u r p o s e and O b j e c t i v e s
...............................................................
Need f o r t h e S t u d y .........................................................................
D e f i n i t i o n o f Terms .........................................................................
A s s u m p t i o n s ............................................................................................
D e l i m i t a t i o n s and L i m i t a t i o n s .................................................
O v e r v i e w .................................................................................................

5
6
7
8
10
11
11

REVIEW OF L I T E R A T U R E .........................................................................

13

G l o b a l / I n t e r n a t i o n a l Education
............................................
I n t e r n a t i o n a l A g r i c u l t u r a l Education
.............................
A t t i t u d e s and A t t i t u d e Me as ur e me nt
..................................
C h a p t e r Summary ..................................................................................

13
16
30
38

DESIGN AND METHODOLOGY....................................................................

41

R e s e a r c h D e s i g n ........................
R e s e a r c h O b j e c t i v e s .........................................................................
P o p u l a t i o n and S a mp l i n g .
......................................................
De v e l o p me n t o f t h e I n s t r u m e n t .................................................
Human S u b j e c t s Appr ova l ...............................................................
Da t a C o l l e c t i o n ..................................................................................
Da t a A n a l y s i s .......................................................................................

42
43
44
45
47
48
50

FINDINGS AND DI SCUSSI ON....................................................................

51

De mogr a phi c C h a r a c t e r i s t i c s o f t h e R e s p o n d e n t s
. .
The I m p o r t a n c e a n d / o r Va l u e S t u d e n t s P l a c e d on
I n t e r n a t i o n a l A g r i c u l t u r a l Education Concepts . .
S t u d e n t s ’ B e l i e f s About I n t e r n a t i o n a l i z i n g
A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms . . . .
....................

51

vi i

56
64

Page
S t u d e n t s ’ P r e f e r e n c e s on I s s u e s and Met hods o f
L e a r n i n g About G l o b a l / I n t e r n a t i o n a l A g r i ­
c u l t u r e .................................................................................................
Open- Ended R e s p o n s e s
....................................................................
L i m i t a t i o n s and T h e i r P o s s i b l e E f f e c t on t h e
R e s u l t s .................................................................................................
V.

SUMMARY, MAJOR FINDINGS, CONCLUSIONS,
RECOMMENDATIONS, IMPLICATIONS, ANDREFLECTIONS

.

69
71
84

.

85

S u m m a r y ......................................................................................................
Ma j or F i n d i n g s ...................................................................................
De mogr a phi c C h a r a c t e r i s t i c s o f t h e R e s p o n d e n t s
.
S i g n i f i c a n t D i f f e r e n c e s i n A t t i t u d e s , Ba s e d on
De mogr a phi c C h a r a c t e r i s t i c s ............................................
Group Mean S c o r e s R e f l e c t i n g S t u d e n t s ’
A t t i t u d e s Toward I A E P ...........................................................
Group Mean S c o r e s R e f l e c t i n g S t u d e n t s ’ B e l i e f s
R e g a r d i n g I A E P .........................................................................
S t u d e n t s ’ P r e f e r e n c e s on I s s u e s and Met hods
f o r L e a r n i n g About I n t e r n a t i o n a l A g r i c u l t u r e
.
S i g n i f i c a n t D i f f e r e n c e s in S t u d e n t s ’ A t t i t u d e s
Based on Wh e t h e r T h e i r T e a c h e r s Had o r Had
Not P a r t i c i p a t e d i n t h e IAEP C u r r i c u l u m D e v e l o p m e n t / I n s e r v i c e P r o j e c t .......................................
S i g n i f i c a n t D ifferences in S t u d e n t s ’ B e l i e f s
Based on Wh e t h e r T h e i r T e a c h e r s Had o r Had
Not P a r t i c i p a t e d i n t h e IAEP C u r r i c u l u m D e v e l o p m e n t / I n s e r v i c e P r o j e c t .......................................
C o n c l u s i o n s ...................................................................................
92
Re c omme nda t i ons ...................................................................................
S t u d e n t s and I n t e r n a t i o n a l i z i n g A g r i c u l t u r a l
E d u c a t i o n Pr ogr a ms
...............................................................
T e a c h e r s and I n t e r n a t i o n a l i z i n g A g r i c u l t u r a l
E d u c a t i o n Pr ogr a ms
...............................................................
F u r t h e r S t u d y ...................................................................................
Implications
.......................................................................................
Reflections
.......................................................................................

85
88
88
89
89
90
90

91

91
95
95
96
97
98
99

APPENDICES
A.
B.

DOCUMENTATION AND INSTRUMENTATION ..........................................
OPEN-ENDED RESPONSES

........................................................

R E F E R E N C E S ...........................................................................................................

vi i i

107
119
121

LIST OF TABLES

Table

Page

1.

R e s p o n s e R a t e s f o r Group 1 and Group 2

....................................

49

2.

Co mp a r i s o n o f De mogr a phi c C h a r a c t e r i s t i c s o f S t u d e n t s
i n Group 1 and Group 2 ....................................................................

53

3.

R e s u l t s o f De mogr a phi c I - T e s t f o r P a r t I and P a r t

55

4.

Means and S t a n d a r d D e v i a t i o n s on S t a t e m e n t s C o n c e r n ­
i n g S t u d e n t s ’ A t t i t u d e s Toward I n t e r n a t i o n a l i z i n g
S e c o n d a r y A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms .........................

57

S t u d e n t A t t i t u d i n a l S t a t e m e n t s Wit h t h e H i g h e s t
Mean S c o r e s .................................................................................................

62

S t u d e n t A t t i t u d i n a l S t a t e m e n t s Wi t h t h e Lowest
Mean S c o r e s .................................................................................................

63

Means and S t a n d a r d D e v i a t i o n s on S t a t e m e n t s C o n c e r n ­
i n g S t u d e n t s ’ B e l i e f s With Regar d t o I n t e r n a t i o n a l ­
i z i n g S e c o n d a r y A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms . . .

65

S t u d e n t B e l i e f S t a t e m e n t s Wit h t h e H i g h e s t Mean
S c o r e s ...........................................................................................................

67

S t u d e n t B e l i e f S t a t e m e n t s Wit h t h e Lowest Mean
S c o r e s ...........................................................................................................

68

10.

Combined A n a l y s i s :

..............................

69

11.

Group Mean S c o r e s f o r L e a r n i n g - Me t h o d I t e ms

..........................

70

12.

Means, S t a n d a r d D e v i a t i o n s , and T - V a l u e s f o r
Group 1 and Group 2 on t h e A t t i t u d e S t a t e m e n t s . . .

72

Means, S t a n d a r d D e v i a t i o n s , and T - V a l u e s f o r
Group 1 and Group 2 on t h e B e l i e f S t a t e m e n t s

80

5.

6.

7.

8.

9.

13.

14.

Mean S c o r e s by I s s u e

II

. . . .

Means and S t a n d a r d D e v i a t i o n s f o r A g r i s c i e n c e
T e a c h e r s ’ and S t u d e n t s ’ A t t i t u d e s Toward
S t u d e n t- R e la te d Aspects of I n t e r n a t i o n a l i z i n g
A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms . . . . .
.........................

ix

101

PREFACE

We h a v e

attitudes

affected

by

Attitudes

can

toward

events,
be

the

everything

stronger

negative or

we d o .

our

attitudes

positive,

we r e l y

on

The more we a r e
seem

d e p e n d i n g on

the experiences

to

be.

our

experiences.

Some t i me s

of

their attitudes

i n f l u e n c e us and a f f e c t o u r own a t t i t u d e s .

past

others

as

In f a c t ,

many e l e m e n t s i n s o c i e t y s h a p e and mold o u r a t t i t u d e s .
In s c h o o l
the

attitude

often

and a t wo r k , d e p e n d i n g on
we ha ve

determine

How we f e e l
cases,

about

how we

those

feel

our t a s k s ,

tasks to

about

others.

society,

people,

we may d i s p l a y

Our

attitudes

and

learning.

ca n a f f e c t t h e d e c i s i o n s we make i n t h e f u t u r e .

our a t t i t u d e s

will

affect

In some

t h e manne r i n whi c h we t r e a t

each

other.
Some p e o p l e b e l i e v e t h a t a g r i c u l t u r e h a s a n e g a t i v e image among
Americans.
equate

Many p e o p l e

20% o f

all

Few p e o p l e
occupations

o t h e r 80% o f w o r k e r s t o
basic needs.
in

of

agriculture

i t w i t h h a r d wor k ( l o n g h o u r s ) ,

l ow w a g e s / i n c o m e .
than

think

agriculture

farming

and

low-skilled occupations,

and

know t h a t
in

the

agriculture

United

pursue endeavors

only

States

beyond t h e

as

provides
and

allows

fulfillment

Few p e o p l e o t h e r t h a n t h o s e who a r e a c t i v e l y
realize

that

agriculture,

many o p p o r t u n i t i e s .

x

as

an

more

industry,

the
of

involved
provides

T h e r e i s e ve n l e s s m e n t i o n a b o u t t h e i n t e r n a t i o n a l
of

agriculture.

The

United

e nough f o o d and f i b e r t o

States

feed the world,

u n d e r s t a n d t h e ne e d t o do s o ,
positive

attitude

toward

Internationalizing
toward
them

to

young

grasp

the

internationally.
of

factors

that

how

increases,
political

to

is

produce

f ew Ame r i c a n c i t i z e n s

the
of

do

not

p r o g r a ms

understand.

is

information

agriculture

a s ma l l

step

necessary

for

globally

their

attitudes
cultural

agriculture

toward

i mportance
employment

awareness,

worldwide

may

a nd

and

help

other

America

in t h e g l oba l m a r k e t p l a c e .
empirically

that

educators

is

a challenging

gain

and r e w a r d i n g

a deeper understanding of

I t may be i m p o r t a n t t o know n o t o n l y wha t i s l e a r n e d ,

students

acquire.

impart

with

decisions,

influence

The r e w a r d

feelings will
they

yet

they

education

importance

Exa mi ni ng a t t i t u d e s

learning.

something

people

c o mp e t e more e f f e c t i v e l y

task.

capability

As young p e o p l e ’ s u n d e r s t a n d i n g o f t h e

agriculture

opportunities,

the

and t h e y c a n n o t be e x p e c t e d t o h a ve a

agricultural

providing

has

significance

feel

what

shape t h e i r l i v e s
The

k n o wl e d g e ,

of the global

about

role

but to

c ommuni t y.

of
help

they

learn.

Their

as s u r e l y a s w i l l

agriculture
students

educators

attitudes

but
and

t h e new knowl e dge
is

not

become c o n t r i b u t i n g

only

to

members

CHAPTER I

INTRODUCTION

Du r i n g t h e
school

students

educators

political

focus
At

of

the

systems.

wh e r e a s

on

that

time,

each

The Co u n c i l

year,

Similarly,

educators
in y o u t h s
of

than

agricultural

world’s

of

realize
leaders

e c o n o mi c

the
an
and

Education esti mated

students

50,000

to

and f u t u r e

the

secondary

agricultural

came

on I n t e r n a t i o n a l

international

fewer

for

internationalizing

interdependence

350,000

education

significant.

i mportance o f de ve lo p in g

understanding

States

to

programs.

increasing

global/international

became more

began

education

that,

1980s,

come

the

12

to

the

million

United
Ame r i c a n

s tu d e n t s study abroad.
Ame r i c an c o l l e g e s
the

value

of

and

universities

international

ha ve

education

in

been

preparing

" l e a d e r s h i p in t h e g l ob al

village"

(Showalter,

Assessment

Progress

(NAEP)

students

of

Education

scored

less

seniors

their

knowl edge o f t h e w o r l d and a b i l i t y
1990).

the

country,

an

intensely

indicating
to

that

test
a

wo r l d

1

requires

realize

students

for

The N a t i o n a l
high

school

administered

"disturbing

ga p

to
in

("U.S.

1989) n o t e d t h a t t h e

e d u c a t i o n we r e c l e a r :

interdependent

to

i n t e r p r e t maps"

Kwapong ( c i t e d i n S h o w a l t e r ,

implications for international
in

1989).

found

60% on a g e o g r a p h y

3,000

Students,"

across

than

slow

a

"Effectiveness
citizenry

whose

2

kn o wl e d g e i s s u f f i c i e n t l y
interdependence"

( p.

2).

riding

challenges

crisis

and s u s t a i n a b l e

He

facing

ove r c o me mass p o v e r t y '
In

international

general,

all

further

humanki nd

observed

are

international
(p.

i n s c o p e t o c ope w i t h g l o b a l

"the

that

the

global

development

two

over­

environmental

and c o o p e r a t i o n

to

2).

nations

are

dependent

on

each

other.

The

i n t e r d e p e n d e n c e among n a t i o n s o f t h e w o r l d h a s c r e a t e d t h e n e e d f o r
a

bartering

indigenous

system
to

one

to

supply

particular

e c o n o mi c s y s t e m o r " b a r t e r "
political
others.

orientation
The

congruence of i t s
cal

orientations

system

each

region

raw

materials

that

nation.

The

and/or

the

political

country
belief

in

and

its

not

type

free

relations

trade

of

of other countries
Political

influence

orientation

the

type

also

with

ensures

e c o n o mi c s y s t e m w i t h t h a t p r i n c i p l e .

e mp l o y s .

are

u s e d by d i f f e r e n t n a t i o n s d e p e n d s on t h e

within

Ame r i c a n

needed

the

The p o l i t i ­
of

e c o n o mi c

influences

the

t e r m s by whi c h c o u n t r i e s t r a d e w i t h o t h e r s .
This
leaders,

researcher

believes

need t o d ev el op

and among n a t i o n s .
are governed

Students

should

know how n a t i o n s

tomorrow’ s

Pike,

"international

s h o u l d be among t h e p r i n c i p a l

orientation plays,
Ba r r ow,
knowl e dge

Mahoney,
and

of

the

world

and how t h e n a t i o n s

( m a r k e t command v e r s u s c e n t r a l

relations.

that

students,

an u n d e r s t a n d i n g o f t h e d e p e n d e n c e b e t we e n

should lea rn the r o le p o l i t i c a l

observed

today’s

( a u t o c r a t i c versus democratic)

managed e c o n o m i c a l l y

world t r a d e

that

command).

They

and i t s e f f e c t on

and J u n g b l u t

perspectives

concerns of schools

are

( 1979)

therefore

in every c o u n tr y ,

3

particularly
t h e world"

in t he

( p.

United S t a t e s with

its

manifold

and g l o b a l

education

for

secondary

become i n c r e a s i n g l y

i m p o r t a n t due t o a d v a n c e s

advances

the

c o mmu n i c a t i o n
tion,

in

i i i ).

International

have

involvement

made

through

world

telephones,

and f a x m a c h i n e s

r e c e i v e messages.

very

has

small.

The r e d u c t i o n

in technology.
The

television,

reduced

the

students

advent

sheer

time

The s e

of

satellite

modern

c ommuni c a ­

i n whi c h

in t ime needed t o

has

people

s e n d and r e c e i v e

m e s s a g e s has c h a n g e d c o mm u n i c a t i o n w i t h i n and among n a t i o n s .
In

1991,

changes,
Rapid

McConaghy

"When

the

mode

of

c o mmu n i c a t i o n

t h e n a t u r e o f s t u d e n t s ’ l e a r n i n g c h a n g e s as w e l l "
communication

understanding

In

by

interdependent.

political

The

someone must

Th u s ,

increased

political,

general,

reciprocal;

has

the

need

to

( p. 8 0 1 ) .

develop

an

i n y o u t h s and f u t u r e l e a d e r s o f t h e i n t e r d e p e n d e n c e o f

the world’s so c ia l,

it.

stated,

its

very

system

of

nature,

communication

effective

depends

that
on

trade

b e t we e n

communications

is

communication

s e nd t h e me s s a g e and someone mus t

understanding

systems

and e c onomi c s y s t e m s .

nations

as

a

is

receive

and

t wo- way

their
street

becomes more i m p o r t a n t .
The Ame r i c an
world

through

its

agricultural
commi t ment

system
to

has

teaching

become
(the

Morrill

and 1890- - 1 and g r a n t c o l l e g e s and u n i v e r s i t i e s ) ,
Act

of

1887--agricultural

experiment

the

stations),

and

( t h e S m i t h - L e v e r Act o f 1914 - - t h e

Extension

Still,

the

United

States

Ac t

research

service to the public
Service).

e nvy

of
of

the
1862

( t h e Hat ch

extension

or

Cooperative

depends

on

other

4

countries
markets

for trade relatio n s,
for

existing

a s t e s t m a r k e t s f o r new p r o d u c t s ,

products,

and

as

suppliers

for

as

needed

raw

basis

for

m aterials.
N a t i o n s ’ needs

for

raw m a t e r i a l s

have

provided

the

world i n t e r d e p e n d e n c e .

The r e g i o n o f t h e w o r l d i n whi c h p e o p l e l i v e

determines

resources

allocated

natural

resources

region

the

has

natural

all

of

the

sufficient.

For e x a mp l e ,

but

adequate

feed

it

lacks

its

people.

produces
world’s

population,

equipment

and

to

soil

and c a n n o t

United

enough f o o d t o

States

it

No p a r t i c u l a r

needs

to

its

people

it

needs

oil

its

homes.

gr ow enough

ha s

feed

but

heat

t he m.

be

self-

t h e Mi d d l e E a s t h a s an a b u n d a n c e o f o i l ,

top

The

to

In

rich,

fertile

and more t h a n
to

r un

this

products

its

half

cars

regard,

soil

Tye

and

of

and
and

to

the
farm

Kni e p

( 19 9 1 ) s t a t e d :
One o f t h e b e s t e x a mp l e s o f g l o b a l i n t e r d e p e n d e n c e can be f o u n d
i n a g r i c u l t u r e and t h e w o r l d f ood t r a d e - - s p e c i f i c a l l y ,
the
e l a b o r a t e c a u s e - a n d - e f f e c t m a r k e t r e l a t i o n s h i p s b e t we e n f a r m e r s
and c o n s u me r s i n i n d u s t r i a l i z e d c o u n t r i e s and t h e i r c o u n t e r ­
p a r t s i n d e v e l o p i n g c o u n t r i e s , ( p. 48)
In a d d i t i o n ,
the

students

scope of the

food

ne e d t o d e v e l o p t h e

and f i b e r

ability

i n d u s t r y worldwide.

to

envision

Young p e o p l e

n e e d t o know whe r e t h e f o o d p r o d u c t s t h e y consume come f r om and how
t h e y we r e
also

is

through

a need

to

processing

perspective
total

harvested,

woul d

scope of t he

processed,
know j u s t
f r om

a

enhance
food

packaged,

how p e o p l e

c o mmo d i t y ’ s
students’

and f i b e r

p a r t in t he s t a b i l i t y of a ll

and
derive

original

ability

industry,

countries.

transported.

to

many

new p r o d u c t s

state.

A global

conceptualize

whi c h

There

plays

the

a crucial

5

Agricultural
a wareness

of

the

concepts

into

educators
global

the

ha ve n o t e d t h e n e e d t o e xpa nd

village

secondary

through

infusion

agricultural

of

students’

international

education

curricula.

B o b b i t t and Meade r s ( 1987) commented t h a t :
E f f e c t i v e a g r i c u l t u r a l e d u c a t i o n p r o f e s s i o n a l s w i l l ha ve t o
p l a y a r o l e i n a s s i s t i n g t h e l o c a l communi t y t o u n d e r s t a n d t h e
new r e a l i t i e s t h a t i n t e r n a t i o n a l d e c i s i o n - m a k i n g h a s on t h e i r
f u t u r e . . . . Secondary a g r i c u l t u r a l ed u c at io n i s a l o g i c a l
place
for
these
concepts
to
be
introduced
to
future
p a r t i c i p a n t s i n t h e U. S. a g r i c u l t u r a l / a g r i b u s i n e s s w o r k f o r c e .
. . . S e c o n d a r y a g r i c u l t u r e must p l a y a more p r o m i n e n t r o l e i n
educating the a g r i c u l t u r a l industry of important in te r n a t io n a l
c o n c e p t s , ( pp. 13- 14)
Efforts

to

internationalize

p r o g r a ms i n c l u d e a n a t i o n a l
for Agricultural
California
producing

Agricultural

leadership

classroom m a te ria ls

r e s u l t of the project

agricultural

education

t h r u s t s p o n s o r e d by t h e N a t i o n a l

Education.

ha ve p r o v i d e d

secondary

( Moor e,

and

educators

and d i r e c t i o n
teacher

Co u n c i l

i n Mi c h i g a n
for

inservice

this

and

thrust,

programs

as

a

1990).

S t a t e m e n t o f t h e Pr obl e m
Research

in

international

agricultural

education

ranked

i n a s t u d y t h a t was u n d e r t a k e n t o d e t e r m i n e p r i o r i t i e s
in

agricultural

recent years,
focused

on

Researchers

education

research

teachers,
seldom

in

( Si 1 v a - G u e r r e r o
international

curricula,

ha ve

focused

and
on

me t h o d s
the

for research

& Sutphin,

agricultural

actual

in

third

1990).
education

other

In
ha s

countries.

recipients

of

the

i n t e r n a t i o n a l i z i n g e f f o r t d e s c r i b e d above -- th e s t u d e n t s in secondary
schools.

Research wi th

secondary

students

has

tended

to

focus

on

cognitive aspects of s tu d e n ts ’ understanding of g l o b a l/in te r n a tio n a l

6

concepts.

Yet

students’
rarely

researchers

attitudes

ha ve

on

involved

ha ve o v e r l o o k e d

the

the

possible

internationalizing

effort,

students

in

the

development

of

effect
and

of

they

research

or

c u r r i c u l a t h a t could u l t i m a t e l y determine t h e i r v alu es.
In

this

study,

the

researcher

assessed

secondary

agriscience

s t u d e n t s ’ a t t i t u d e s toward i n t e r n a t i o n a l i z i n g seco nd ar y a g r i c u l t u r a l
education

programs.

understanding
plays

in the

of,

The

researcher

and a t t i t u d e s

also

toward,

in te rdependent global

the

investigated
role

c ommuni t y.

the

students’

United

States

I t was b e l i e v e d t h a t

i n f o r m a t i o n on s t u d e n t s ’ a t t i t u d e s

c o u l d be u s e d i n e f f o r t s

to help

secondary

and

broader

agricultural

perspective

on

educators

agriculture

in

the

students

United

develop

States

and

a

around

the

world.

P u r p o s e and O b j e c t i v e s
The p r i m a r y p u r p o s e o f t h i s
of

selected

juniors
education

and

agricultural
seniors)

programs

s t u d y was t o a n a l y z e t h e a t t i t u d e s

education

toward

(IAEP).

students

(secondary

internationalizing
The

researcher

had

school

agricultural
the

following

o b j e c t i v e s in c o n d uc ti n g t h i s st udy:
1.

To d e t e r m i n e wha t d i f f e r e n c e s ,

if

a t t i t u d e s toward i n t e r n a t i o n a l i z i n g a g r i c u l t u r a l
b a s e d on t h e i r g e n d e r ,

type of residence,

y e a r s completed in a g r i s c i e n c e c l a s s e s ,
p a ti o n in a s u p e rv i s ed a g r i c u l t u r a l

any,

exist

in

students’

e du c at io n programs,

g r a d e p o i n t a v e r a g e (GPA),

FFA me mb e r s h i p ,

experience

(SAE).

and p a r t i c i ­

7

2.

To

assess

the

importance an d/or

i n t e r n a t i o n a l i z i n g secondary a g r i c u l t u r a l
3.

To d e t e r m i n e

students’

value s tu d e n ts

preferences

To d e t e r m i n e wha t d i f f e r e n c e s ,

attitudes

and

agricultural

beliefs

teachers

if

concerning

had n o t

issues

and

agriculture.

any,

r e g a r d i n g I AEP,

had o r

on

ed u c at io n programs.

me t h o d s o f l e a r n i n g a b o u t g l o b a l / i n t e r n a t i o n a l
4.

place

exist

b a s e d on

participated

in

students’

whether
in

the

their

Mi c h i g a n

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e p r o j e c t .

Need f o r t h e S t u d y
International

agriculture

and g l o b a l

Ame r i c a n e d u c a t o r s f o r y e a r s .
agricultural
practices

practices

to

be

used in o t h e r c o u n t r i e s

adapted

nations

ha ve n o t e d

the

In M i c h i g a n ,
the

for

ne e d t o

concepts

secondary

many

to

this

years.

e xpa nd

country.
social,
Mi c h i g a n

an

o f world

agricultural

ha ve

intrigued

Such e d u c a t o r s have s t u d i e d e f f e c t i v e

s t u d e n t s h a ve s t u d i e d t h e p o l i t i c a l ,
various

education

awareness

agriculture

education

t o s e e k ways f o r t h e
Similarly,

Ame r i c an

and e c o n o mi c s y s t e m s o f
agricultural
of

the

have

global

be e n

curricula.

educators
village.

infused
Mo o r e

into

(1987)

observed t h a t :
The r o l e o f a g r i c u l t u r a l e d u c a t i o n i n i n t e r n a t i o n a l e d u c a t i o n
h a s be e n l i m i t e d u n t i l r e c e n t y e a r s .
This r o l e has expanded,
and we w i l l ha ve an
e ve n more v i t a l r o l e t o p l a y i n t h e f u t u r e
- - a t home and a b r o a d . . . . H e l p i n g s e t t h e r e c o r d s t r a i g h t i n
t e r m s o f U. S. i n v o l v e m e n t i n i n t e r n a t i o n a l a g r i c u l t u r e r e l a t e d
m a t t e r s woul d be a s t a r t i n t h e r i g h t d i r e c t i o n b e c a u s e o f s o
many m i s c o n c e p t i o n s . . . . P e r h a p s o u r g r e a t e s t i m p a c t c o u l d be
t o a s s i s t i n s e t t i n g t h e r e c o r d s t r a i g h t and i n c r e a s i n g o u r own
invol vement in i n t e r n a t i o n a l e d u c a t i o n , (pp. 5-6)

8

A global/international
tural

education.

d i m e n s i o n woul d e n h a n c e a l l

of a g r i c u l ­

L o e s l i e ( 1987) a s s e r t e d :

A g r i c u l t u r a l l i t e r a c y must go f a r beyond A m e r i c a ’ s d o m e s t i c
b o r d e r s , i n c l u d i n g b o t h w r i t t e n and s p oke n f l u e n c y i n f o r e i g n
languages.
An u n d e r s t a n d i n g o f t h e g r e a t e s t i n d u s t r y we ha ve
known c a n n o t be c o m p l e t e w i t h o u t [ f o c u s i n g t h e a t t e n t i o n ] o f
Ame r i c a n e d u c a t i o n on t h e w o r l d s c e n e , ( p . 13)
Efforts
p r o g r a ms

to

internationalize

and

only

peripherally

Yet s e c o n d a r y s c h o o l
mo r e

learning

on

and

a nd
less

on

in

Eastern
issues

Persian

Gulf,

Bl oc power s t r u c t u r e ,
to

the

forefront

study,

to

provide

disintegration

data,

Hossain

determining
content

a nd

events

s uch

the

Soviet

brought
( 1992)

and

global

e xa mi ne d

The p r e s e n t r e s e a r c h e r

based

t o w a r d IAEP, t o a d v a n c e t h e IAEP e f f o r t

of

needs.

ha ve begun t o

in

disasters

of everyday l i f e .

additional

efforts

secondary
and

international

t e a c h e r s ’ a t t i t u d e s t o w a r d IAEP i n M i c h i g a n .
sought

and

regarding

and n a t u r a l

education

attitudes

involvement

mandates

as

the

students’

student

B e f o r e and d u r i n g t h e

war

educators

r e f o r m and r e s t r u c t u r i n g

teacher

needs,

on

curricula.
the

agricultural

ha ve f o c u s e d p r i m a r i l y on t e a c h e r

teachers,

focus

secondary

on

students’

attitudes

in Michi gan.

D e f i n i t i o n o f Terms
The

researcher

defined

the

following

terms

operationally

for

the purposes of t h i s study:
Agricultural

e d u c a t i o n --The

discipline

concerned

with

f or ma l

s e c o n d a r y e d u c a t i o n i n and a b o u t a g r i c u l t u r e .
Agricultural
in

and

about

education

p r o q r a m - - A f o r ma l

agriculture

in

Michigan

program

of

secondary

education
schools.

9

"Agriscience"

is

an e me r g i n g t e r m u s e d t o d e s c r i b e

such programs

in

Michigan.
Agricultural
to teach

e d u c a t o r / t e a c h e r --A p r o f e s s i o n a l

agriculture/agriscience

and n a t u r a l

who i s

resources

certified

education

in

Mi c h i g a n s e c o n d a r y s c h o o l s .
A t t i t u d e ( s ) - - " An
readiness,

attitude

organized

through

dyna mi c i n f l u e n c e upon t h e
s i t u a t i o n s w i t h whi ch i t
in

Triandis,

researcher
to

life

students

1971,

accepted

p.

by

of b e li e f ,

me n t a l

experience,

and

neural

exerting

a

state

of

directive

or

objects

and

in d iv id u a l’ s response to all

2).

For

the

"organized

and/or

educators.

distinguished

a

[the a tt i t u d e ]

that

experience

is

In

to

is related"
purposes

through

learning

terms

of

(Allport,

of

this

study,

experience"

experiences

measurement,

b e t we e n m e a s u r e s o f a t t i t u d e ,

the

may r e l a t e
provided

the

or a f f e c t,

cited

to

researcher

and m e a s u r e s

or c ognition.

Gl oba l

education--Education

transnational

perspective

across

that

is

cultures

intended

to

help

foster

as we l l

as

political

a

and

e c o n o mi c s y s t e m s .
Global/international
thing

to

nonstate

do

actors

organizations)
F or

the

with

the

purposes

of

b e t we e n

transnational

international

"global/international"
terms.

interactions

(e.g.,

with

education--"A l1 education

this

study,

when

speaking

sovereign

enterprises,

concerns"
the
of

(Lamy,

researcher
s uc h

whi c h

has

any­

states

or

international
1983,
used

education

p.

10).

the

term

in

broad

10

International
state-centric

ed u catio n --Education

perspective

that

places

that

tends

priority

to

on t h e

follow

interests

a
of

t h e c o u n t r y i n whi c h t h e p r o g r a m o c c u r s .
Secondary
tional

school--Grades

system.

In t h i s

7 through

12

in

the

Ame r i c a n

educa­

s t u d y , t h e r e s e a r c h e r f o c u s e d on s t u d e n t s

in

g r a d e s 11 and 12.
Students--Young people e n r o l l e d
tural

i n f o r ma l

programs o f

agricul­

e d u c a t i o n i n Mi c h i g a n s e c o n d a r y s c h o o l s .

As s u mp t i o n s
The
this

researcher

made

the

following

assumptions

in

conducting

study:
1.

concepts

Secondary
might

students’

affect

attitudes

their

toward

w illingness

to

global/international
learn

about

such

subjects.
2.

Wit h

rare

extensive l i f e
information

exceptions,

secondary

students

have

not

had

e x p e r i e n c e s f r om whi c h t o j u d g e g l o b a l / i n t e r n a t i o n a l

and

may

rely

on

attitudes

rather

than

k nowl e dge

and

e x p e r i e n c e in forming such j udgments.
3.
education
to

learn

S e c o n d a r y s t u d e n t s whose t e a c h e r s
in

global/international

about

s uc h s u b j e c t s

than

ha ve u n d e r g o n e

concepts

ha ve

more

students

whose t e a c h e r s

inservice

opportunities
ha ve n o t

had s u c h t r a i n i n g .
4.

Secondary

international

students

concepts

th eir agricultural

f r om

ca n
a

receive
variety

e d u c a t i o n p r o g r a m.

information
of

sources

about
in

global/

addition

to

11

5.

Secondary

students

exposure to) g l o b a l / i n t e r n a t i o n a l
outside th eir agricultural

receive

less

agricultural

information

about

c o n c e p t s f r om s o u r c e s

e d u c a t i o n p r o g r a ms t h a n t h e y do f r om t h e

programs t h e m s e l v e s .

D e l i m i t a t i o n s and L i m i t a t i o n s
In

this

agricultural
IAEP.

study

in

schools.

the

researcher

education students

The

enrolled

study,

population

agricultural
For

examined

the

not,

was

delimited

education

to

p r ogr a ms

statistical-analysis

inservice

participated
project.

subjects’ ability
to

IAEP.

study

juniors

in

enrolled

in

Michigan’ s

Mi c h i g a n

purposes,

IAEP

and

the

to

conceptualize
of the

( Mi c h i g a n

researcher

educators

agricultural

concepts

s t u d y can be g e n e r a l i z e d

education

had,

or

curriculum-development/

and u n d e r s t a n d

secondary

seniors

secondary

S u r v e y r e s p o n s e s mi g h t have been l i m i t e d

The r e s u l t s

population

in

of

i n Mi c hi ga n s e c o n d a r y s c h o o l s t o wa r d

d i s t i n g u i s h e d b e t we e n s t u d e n t s whose a g r i c u l t u r a l
had

attitudes

only

by t h e
related
to

the

school

juniors

and

seniors

p r o g r a ms

during

the

1991- 92

school y e a r ) .

Ove r vi e w
Chapter

I contained

an i n t r o d u c t i o n

to the

study,

a statement

o f t h e p r o b l e m and o b j e c t i v e s o f t h e s t u d y ,

t h e ne e d f o r t h e s t u d y ,

definitions

and

of

key

terms,

limitations.

Chapter II

international

education,

assumptions,

delim itations

c o n t a i n s a review of l i t e r a t u r e
international

agricultural

r e s e a r c h on a t t i t u d e s and a t t i t u d e me a s u r e me n t .

a nd

on g l o b a l /

education,

and

The r e s e a r c h d e s i g n

(or

12

and m e t h o d o l o g y ,

including the population

of the instrument,

development

and d a t a - c o l l e c t i o n and d a t a - a n a l y s i s p r o c e d u r e s ,

a r e e x p l a i n e d in Chapt er
p r e s e n t e d i n C h a p t e r IV.
major f i n d i n g s ,

and s a m p l i n g ,

III.

of the data analyses

are

C h a p t e r V i n c l u d e s a summary o f t h e s t u d y ,

conclusions,

researcher’s reflections.

The r e s u l t s

recommendations,

implications,

and t h e

CHAPTER I I

REVIEW OF LITERATURE

This

chapter

international
research

contains

education,

on a t t i t u d e s

writings
conceptual

in

these

a review

of

international

and a t t i t u d e

areas

by

base f o r the study,

of

measurement.

experts

in

for

Ame r i c a n

education,

and

The d i s c u s s i o n

each

field

of

provides

a

to

education

education

develop

must

encompasses

a

Yet mos t e x p e r t s h a ve a g r e e d

c u l t u r e s and t h e r e b y become p a r t i c i p a n t s
global/international

global/

Education

global/international

students

on

i t s m e t h o d o l o g y and i n s t r u m e n t a t i o n .

v a r i e t y o f v i e ws and d i v e r s e o p i n i o n s .
that,

literature

agricultural

Global/International
Th e f i e l d

the

an

awareness

of

other

in a t r u l y d i v e r s e s o c i e t y ,

become

universal.

An d e r s o n

( 1991) n o t e d t h a t :
To g l o b a l i z e Ame r i c a n e d u c a t i o n i s t o e xpa nd o p p o r t u n i t i e s t o
l e a r n a b o u t t h e w o r l d beyond t h e b o r d e r s o f t h e U n i t e d S t a t e s ,
and t o l e a r n a b o u t Ame r i c a n s o c i e t y ’ s r e l a t i o n s h i p t o and p l a c e
in t h e l a r g e r world system.
F i n a l l y , i t means h e l p i n g Ame r i c a n
s t u d e n t s s e e t h i n g s f r om t h e p e r s p e c t i v e o f o t h e r p e o p l e s o f
t h e w o r l d , ( p . 14)
An d e r s o n

e xa mi ne d

the

e c o n o mi c s and p o l i t i c s ,
increasing globalization

relative

decline

in

Ame r i c a n

n o t i n g t h a t t h e r e was a p a r a l l e l

hegemony

between t h e

o f t h e Ame r i c a n economy and an i n c r e a s e

t h e i n t e r n a t i o n a l i z a t i o n o f Ame r i c an p o l i t i c s .

13

in

in

Anderson’ s sta te m e n t

14

e n c o mp a s s e d

both

the

global

and

international

perspectives,

two

schools of thought t h a t diverge in the l i t e r a t u r e .
The
1986,

global

1989b;

Kobus,

transnational
concerns

perspective
1983;

approach

within

the

outlined

Lamy,

toward

global

by

1983;

several

Ro s e na u,

discovery

of

communi t y.

authors
1983)

common

Gl oba l

accept the following d e f i n i t i o n of global

(Kniep,

indicated

interests

educators

a
and

widely

education:

Gl o b a l e d u c a t i o n i n v o l v e s l e a r n i n g a b o u t t h o s e p r o b l e m s and
issues th a t cut across national
boundaries,
and a b o u t t h e
i n t e r c o n n e c t e d n e s s o f s y s t e m s - - e c o l o g i c a l , c u l t u r a l , e c o n o mi c ,
p o l i t i c a l , and t e c h n o l o g i c a l .
Global e d u c a t i o n i n v o l v e s
p e r s p e c t i v e t a k i n g - - s e e i n g t h i n g s t h r o u g h t h e e y e s and mi nds o f
o t h e r s - - a n d i t means t h e r e a l i z a t i o n t h a t w h i l e i n d i v i d u a l s and
g r o u p s may vi e w l i f e d i f f e r e n t l y , t h e y a l s o ha ve common n e e d s
and w a n t s . (K. Tye, 1991a , p. 5)
This

definition

s e mi n a l

e s s a y on g l o b a l

The
tive

parallels

the

global

state-centric

school

one,

viewpoint

curricula.

patriotism ,

and

focuses

( Kobus ,

toward

"outsiders"

r e f e r e n t group.
global

The

are

in

Ha n v e y ’ s

( 1976)

more

or

Tucker

traditional

on g e o p o l i t i c a l

1983;

Vocke,

state-centric
in

positive

those

vi ewe d

( 1991)

p e r s p e c t i v e in s o c i a l

more

and

conserva­

concerns

1988).

f r om a

Kobus

cited

h i g h l i g h t i n g t h i s more common a p p r o a c h

chauvinism,

instruction--they

developed

perspective,

numer ous e x a mp l e s o f s t u d i e s
in

one

education.

international

than

the

approach

students
toward
as

tends

who

their

outside

to

p r o mo t e

receive

own c o u n t r y
of

noted the d i f f i c u l t y

the

such
than

students’

in d e v e l o p i n g a

s t u d i e s programs:

Du r i n g t h e ’ 8 0 s , t h e gap wi d e n e d b e t we e n t h e e x p o n e n t i a l r a t e
o f c h a n g e i n g l o b a l r e a l i t i e s and t h e c a p a c i t y o f s e c o n d a r y
s o c i a l s t u d i e s programs t o deal wi t h t h e s e c h a n g e s - - d e s p i t e

15

e f f o r t s by s c a t t e r e d
p r o b l e m s , ( p . 44)

schools

and e d u c a t o r s

to close

i n on t h e

Some e d u c a t o r s ha ve f o u n d i t d i f f i c u l t t o c h a n g e t o a t r a n s n a t i o n a l
a p p r o a c h f r om more t r a d i t i o n a l

perspectives.

B.

Tye

( 1991)

echoed

T u c k e r ’ s a s s e r t i o n and n o t e d :
We a r e i n
of global
l e v e l , as
and s c h o o l
structure
( p . 39)
Kni ep
schools
two

a t i m e o f t r a n s i t i o n , when a c h a n g e i n t h e d i r e c t i o n
a w a r e n e s s i s t a k i n g p l a c e a t t h e macr o ( s o c i e t a l )
we l l a s t h e m i c r o l e v e l ( i n some i n d i v i d u a l s c h o o l s
districts).
Bet ween t h e s e two l e v e l s l i e s t h e d e e p
o f s c h o o l i n g , whi c h i s h i g h l y r e s i s t a n t t o c h a n g e ,

(1989a)

with

a rationale

philosophies

concerned

observed

of

with

for

school

curriculum

concerned with school

the

study

the

of global

global

education

restructuring

could

schools.

provide

He d e s c r i b e d

i mp r o v e me n t :

traditional,

whi c h

is

content,

structural,

which

is

organization

A c c o r d i n g t o Kn i e p , g l o b a l
student, i n q u i r y :

that

and

and t h e

educational

environment.

e d u c a t i o n s h o u l d f o c u s on f o u r d o ma i n s o f

s t u d y o f human v a l u e s ,
issues

and

problems,

the

and

study of systems,

the

study

of

global

hi s t o r y .
Tye and Kni ep
wi de phenomenon.
Australia,
authors

( 19 9 1 )

noted t h a t

They r e p o r t e d

Sweden,

and

a

recommended t h a t

e x a mp l e s

consortium
research

of

consensus

b e i n g done

on
in

global
schools

teacher education

education,
K-12+ t o

to help

of

programs

global

is

a world­

f r om Ca n a d a ,

countries.
educators

The
around

(a) d i s c o v e r whether t h e r e is

( b)

determine

globalize

wha t

education,

prepare teachers,

p r o b l e m s w i t h and b a r r i e r s t o g l o b a l

education

Eu r o p e a n

by o t h e r

t h e world should s e r v e f i v e pu r po se s :
a

global

and

is
(c)

(d and e )

e d u c a t io n (p. 49).

actually
globalize
identify

16

International
For many y e a r s ,
on

international

States.

Agricultural

international

development

Beeman and Cheek

activity.

First,

it

developing

countries.

in

agricultural
countries

( 1990)

provided

Education
education

other

than

recognized three

service

Se c o n d ,

and

through

having

professionals

greater
bring

international

ba c k

concepts

service,

in to domestic a g r i c u l t u r a l
International
focused
education
the

p r o g r a ms

American

vocational
Gonzalez

the

in t h e i r

land g ran t

agriculture

and

education

on

experiences

educators

gains

to

in

be

to

university

helped

these

" pl ow

ba c k"

for

and t h e y

in

ideas

e x t e n s i o n e d u c a t i o n and c o n v e n t i o n a l

agricultural
ha ve l o o k e d t o

and

and

improvements.
an

elements

agricultural

ha ve

extension,

detail

V e n e z u e l a t h a t c ombi ned

countries

from

system, c o o p e ra tiv e

programs

e m p h a s i s on e x p e r i e n t i a l ,

to

other

ma de

own c o u n t r i e s ,

Howell ( 1979) d e s c r i b e d

program in

s uc h

e d u c a t i o n programs.

agricultural

prim arily

of

understanding.

understanding

and

United

expertise

p r o f e s s i o n a l s themselves gained g r e a t e r i n t e r n a t i o n a l
Third,

the

benefits

technical

s uc h

centered

agricultural
of

n o n f o r ma l

edu catio n with i t s

hands-on l e a r n i n g .

H a r t l e y ( 1980) g a ve an o v e r v i e w o f a g r i c u l t u r e and a g r i c u l t u r a l
education

in

Denmark

and

described

the

International

Agricultural

Exchange A s s o c i a t i o n ( IAEA) , whi c h i s h e a d q u a r t e r e d i n Denmark.
organization
countries,
Zealand,

promotes

prim arily

and,

to

exchange
European

a lesser

programs
nations,

extent, the

among
Canada,

United

people

from

A ustralia,
States.

The
18
New

Hartley

17

s umma r i z e d t h e
educated,

ai ms

trained,

strengthen

and

the

IAEA a s

follows:

and i n t e r n a t i o n a l l y

improve

through personal
cited

of

mutual

contacts

develop

a better

a war e f a r m c ommuni t y,

understanding

between

and m u t u a l l y b e n e f i c i a l

a common e m p h a s i s on p r o d u c t i o n

agricultural

to

and t o

countries

interactions.

agriculture

in

He

international

e d u c a t i o n and s t a t e d :

As an i n c r e a s i n g l y h u n g r y w o r l d demands t h a t i t s b r e a d b a s k e t s
be f i l l e d , we a r e c h a l l e n g e d t o "pl ow c l o s e t o t h e d i t c h . "
N a t i o n s a r e r e q u i r e d t o become e v e r more i n t e n s i v e and
e f f i c i e n t in the pro duc ti on o f q u a l i t y , n u t r i t i o u s foods.
At
t h e same t i m e , we a r e c o n s t a n t l y r e mi n d e d t h a t we no l o n g e r
l i v e in i s o l a t i o n .
S u r v i v a l becomes a s h a r e d r e s p o n s i b i l i t y .
Th u s , we may l e a r n much t h r o u g h an e x a m i n a t i o n o f e a c h o t h e r ’ s
agricultural
practices
a nd e d u c a t i o n a l
systems,
though
p a r t i c i p a t i o n i n w o r k - l e a r n a c a d e mi c e x c h a n g e p r o g r a m s , and
through a continued expansion of i n t e r n a t i o n a l
agricultural
e d u c a t i o n , ( p. 16)
International
contributions
States

that

agricultural
secondary

and a b r o a d can make t o

( 19 7 9 ) a n a l y z e d i n t e r n a t i o n a l
international
policy

development.

should

focus

on

education

in o t h e r c o u n t r i e s

studied

for

greater

efforts
their

agricultural

e mp h a s i s

the

development.

on

and

to the

and

in

the

United

States,

relate

secondary

target

by i n d i g e n o u s c o l l e g e g r a d u a t e s ,

degrees

Matteson

we r e

to the

noting

that

s uc h

at
a

audience.

many o f whom
ineffective

local

M a t t e s o n p r o p o s e d t h a t Ame r i c an t e c h n i c a l

universities,

United

Matteson

farmers.

elementary

to get c lose r

p r o g r a m s c o n c e n t r a t e more t r a i n i n g
on

in

the

education with r es p e c t to

nations

b e c a u s e t h e s e g r a d u a t e s we r e u n a b l e t o
As a s o l u t i o n ,

recognized

education

international

poorer

placing

time,

agriculture

have

He recommended t h a t Ame r i c a n g o v e r n me n t

advocated

At t h a t

educators

assistance

the secondary level
change

woul d

people.

likely

and

less

trigger

18

several

m odifications

countries

involved.

policies

to

to

agriculture

offer

ways

to

in

existing

Schools

a d mi t more r u r a l

allow

woul d

to

ne e d

students,

courses.

students

secondary
to

in

alter

their

identified

agents

for

the

their

residents),

local

lay leaders,

own

communities

local

included

(estim ated

at

1

noted

agricultural

to

p r e f e r a b l y on

200

that

education

one
is

of

its

the

to

strengths

communi t y

base;

p r o g r a m c o u l d be vi e we d " c o n c e p t u a l l y a s a w h e e l ,

discussed

many

and

5,000

c h a n g e a g e n t s ’ i n a b i l i t y t o t r a i n and wor k t h r o u g h

( 1981)

agricultural
that

find

a l a c k o f change

per

and r a d i a t i n g b e n e f i t s t o t h e communi t y i t s e r v e s "
he

to

and i l l i t e r a c y o f t h e t a r g e t p o p u l a t i o n .

Iverson
Ame r i c an

O t h e r p r o b l e ms

population

the

admission

a need

d e v i s e c u r r i c u l a t h a t emphasize "hands-on" e x p e r i e n c e ,
t h e s t u d e n t s ’ own f a r m s .

in

and more s c h o o l s woul d ha ve

Matteson

study

programs

the

applicability

e d u c a t i o n model

c ompone nt s

of

the

of

the

model

we r e

he

(p. 4 ) .

said

a

In 1990,
secondary

Iverson

compatible

local

s u p p o r t e d by

American

t o Ar ab c o u n t r i e s .

of

concluded

with

the

Ar ab

c u l t u r e and v a l u e s .
In 1984,
Meade r s

Ame r i c a n

f r om Mi c h i g a n

International

Association

State

Agricultural

s o u g h t t o e xpa nd i t s
extension

agricultural

educators,
of

educators,

University,

Education.

f or me d
Members

including
the

0.

Donal d

Association

of the

of

organization

m i s s i o n by i n c l u d i n g t h e c o n t r i b u t i o n s made by
and

subsequently

International

changed

Agricultural

and

its

name

Extension

to

the

Education

19

(AIAEE).

McBreen

( 1989)

discussed

the

formation

and

role

of

the

AIAEE and s t a t e d :
In g e n e r a l , t h e g r o wi n g f o c u s o f d e v e l o p m e n t e d u c a t i o n , g l o b a l
education
and
international
education
that
has
been
i n c r e a s i n g l y e v i d e n t i n a g r i c u l t u r a l and e x t e n s i o n e d u c a t i o n
o v e r t h e l a s t f i v e t o t e n y e a r s has l e d t h e
profession far
beyond o p p o r t u n i t i e s f o r s e l e c t e d p r o f e s s o r s o f a g r i c u l t u r a l
and e x t e n s i o n e d u c a t i o n t o p r o v i d e s h o r t - and l o n g - t e r m
t e c h n i c a l a s s i s t a n c e i n L a t i n Ame r i c a o r A f r i c a .
This focus
h a s p u t a g r i c u l t u r a l and e x t e n s i o n e d u c a t i o n i n t h e f o r e f r o n t
o f the c u r r e n t increased concern throughout t h e e d u c a t io n
communi t y a b o u t t h e s e v e r e l y p r o v i n c i a l , p a r o c h i a l k n o wl e d g e
and a t t i t u d e s o f most A m e r i c a n s , ( p . 22)
McBreen
relative

noted

that

global

traditional

issues

clientele

in

She a s s e r t e d t h a t ,

tended

to

United

States

relate

localities.
policies

of

individual

to

the

data

we r e

needs,

or

and

the

international
have

educators
their

rest

of

the

program e f f o r t s have

historically,

local

an u n d e r s t a n d i n g

of

needs
the

on

in

the

effect

of

particular

isolationism ,

localcommunities

continued

have

observed

international

that

provides

the

educators

organization,

Ame r i c an

to

but

educators

AIAEE

an

attain

in o t h e r c o u n t r i e s
she
with

recognized
a

and

isolationist

mus t

f or um

r e s e a r c h and d i a l o g u e c o n c e r n i n g g l o b a l / i n t e r n a t i o n a l
Bristol

the

A l t h o u g h t h e Ame r i c an g o v e r n me n t may have a b a n d o n e d i t s

McBreen

association

States

on

between

characteristics

r e p r e s e n t a t i o n f r om a g r i c u l t u r a l
an

interdependence

United

included

available

and e x t e n s i o n

although t r a d i t i o n a l

activities

citizens

mentality.

a nd

local

ha ve n o t

international

truly

no

knowl e dge o f Ame r i c an a g r i c u l t u r a l

regarding

world.

further

to

more
to

that

be
the

exchange

issues.

( 1975) d i s c u s s e d e t h n o c e n t r i s m a s a p r o b l e m and b a r r i e r

to g r e a t e r global

understanding

f o r Ame r i c an s t u d e n t s

and c i t i z e n s .

20

The a u t h o r n o t e d t h a t
local

program]

mos t

" one o f t h e d i v i d e n d s
apparent

to

the

[of in tern atio n alizin g

experienced

f a c t t h a t t h e more we l e a r n a b o u t o t h e r c o u n t r i e s ,

instructor

is

a

the

t h e mor e we l e a r n

a b o u t o u r own" ( p . 8 6 ) .
Other

researchers

ethnocentrism.

In 1906,

have
Sumner

had

varying

(cited

perspectives

in R o t h b a r t ,

Dawes,

on

& Park,

1984) c o i n e d t h e t e r m " e t h n o c e n t r i s m , " whi ch he d e f i n e d a s :
t h e v i e w o f t h i n g s i n whi ch o n e ’ s own g r o u p i s t h e c e n t e r o f
e v e r y t h i n g and a l l o t h e r s a r e s c a l e d and r a t e d w i t h r e f e r e n c e
t o i t . . . . Each g r o u p n o u r i s h e s i t s own p r i d e and v a n i t y ,
b o a s t s i t s e l f s u p e r i o r , e x a l t s i t s own d i v i n i t i e s , and l o o k s
w i t h c o n t e m p t a t o u t s i d e r s . . . . Each s t a t e r e g a r d s i t s e l f as
the leader of c i v i l i z a t i o n , the best, the f r e e s t ,
and t h e
w i s e s t , and a l l o t h e r s as i n f e r i o r , ( pp. 1 3 - 1 4 )
Rothbart e t

a l . ( 1984)

researchers

s o me t i me s

that

a l s o e xa mi ned e t h n o c e n t r i s m ,
trigger

ethnocentric

speculating

responses.

They

found t h a t ,
By a c t i v a t i n g a " w e - t h e y " d i s t i n c t i o n , t h e y [ r e s e a r c h e r s ] we r e
a l s o a c t i v a t i n g t h e i m p l i c i t e x p e c t a t i o n t h a t "we a r e b e t t e r
t h a n t h e y a r e . " . . . Mo r e o v e r , we s u s p e c t i t i s e x t r e m e l y
d i f f i c u l t t o i n o c u l a t e a g a i n s t e t h n o c e n t r i c b i a s . (pp. 111-112)
Tye and Tye ( 1983) r e p o r t e d t h a t s e v e r a l
identify
"the

ethnocentrism

difficulty

51).

K.

global

Tye

of

( 1991b)

education

on t h e

dealing

part

with

it

of

f r om

an

their

students

e ve n w i t h

f u r t h e r noted t h a t

stemmed

t e a c h e rs in t h e i r study did

good

and

spoke

materials"

some c r i t i c i s m

ultraconservative,

directed

of
(p.
at

ethnocentric

bias.
The n e e d f o r an e x p a n d e d a w a r e n e s s o f a g r i c u l t u r a l
international

and g l o b a l /

i s s u e s and t h e i r e f f e c t on b o t h t h e U n i t e d S t a t e s

and

o t h e r c o u n t r i e s p r o mp t e d t h e K e l l o g g F o u n d a t i o n t o f und a s e r i e s o f

21

agricultural
early

literacy

initiatives

In t h e

foreword t o

1980s.

F o u n d a t i o n , Mawby ( 1985)

with l i b e r a l
a report

arts

published

colleges

in the

by t h e

Kellogg

indicated:

Few i s s u e s a r e o f g r e a t e r i m p o r t a n c e t o t h e w o r l d t h a n a d e q u a t e
f o o d s u p p l i e s , p r o p e r f o o d u s e , and k n o w l e d g e a b o u t t h e
c o mp o n e n t s o f t h e
agricultural industry.
Yet t o d a y
most
p e o p l e , i n c l u d i n g t h o s e i n key p o s i t i o n s o f d e c i s i o n - m a k i n g , do
n o t u n d e r s t a n d t h e c o m p l e x i t i e s o f A m e r i c a ’ s f ood s y s t e m ; n o r
do t h e y f u l l y c ompr e hend i t s r e l a t i o n s h i p t o human n u t r i t i o n o r
i t s i mp a c t on i n t e r n a t i o n a l t r a d e and r e l a t i o n s . . . .
Of t h e
13 m i l l i o n c o l l e g e
s t u d e n t s in t h e n a t i o n , only 152,500 a r e
majoring in a g r i c u l t u r a l
disciplines.
Few n o n a g r i c u l t u r a l
s t u d e n t s e l e c t t o t a k e a ny a g r i c u l t u r a l c o u r s e s , t h o u g h t h e y
may e v e n t u a l l y h o l d l e a d e r s h i p p o s i t i o n s whi c h r e q u i r e t hem t o
make d e c i s i o n s on
m a t t e r s a f f e c t i n g a g r i c u l t u r e and human
nutrition.
D e c i s i o n s on z o n i n g , b a n k i n g , f o r e i g n t r a d e ,
l o c a t i o n o f h i g h wa y s , and p r o p e r t y t a x a t i o n a r e b u t j u s t a few
e x a mp l e s o f a c t i o n s t h a t a f f e c t t h e a g r i c u l t u r a l e n t e r p r i s e .
(P- 7)
Ame r i c a n

agricultural

nationalizing
( 1987)

secondary

asserted

obligation

to

agriculture
discussed

into

a local

its

role

and

the

have

agricultural

incorporate

the

communities

that

educators

Bobbitt

agricultural

value

of

at

inter­

programs.

Br aun

agriculture

international

curriculum.

of

looking

education

vocational
an

begun

program has

understanding
a nd

educators

internationalizing

Meaders
in

of

(1987)

helping

local

an

local

agriculture

e d u c a t io n programs.
The

National

agricultural
international
(1979)

FFA

education

in

pr ogr a mmi ng

discussed

the

Foundation,
the

United

effort

benefits

for
of

o r g a n i z a t i o n ’ s Work E x p e r i e n c e Abr oad
the

organization

increased

as

an

States,

began

members.
me mbe r

integral

of

increasing

its

Na va r

and

Forsythe

participation

(WEA) p r o g r a m.

international

part

In t h e

involvement

in

the

1980s,
through

22

international
t e a m,

and

Studies

for

exchange

p r o g r a ms

to

received

C o u n c i l ’ s ( 1988)
Education,

winners

s uc h

as

additional

recognized

WEA

the

and

secondary

support

with

1980s and e a r l y

report,

and

national
Worl d

officer

Agriscience

1989).

internationalize

d o c u me n t s i n t h e l a t e

for

national

(Harris & Sprick,

Efforts
programs

trips

agricultural
the

1990s .

publication

The N a t i o n a l

Understanding A g r i c u l t u r e :
the

effect

and t r a d e on Ame r i c an a g r i c u l t u r e .

of

the

education
of

Research

New D i r e c t i o n s

international

economy

"He nc e, t h e r o l e o f a g r i c u l t u r a l

e d u c a t i o n t o d a y i s more i m p o r t a n t t h a n e v e r f o r t h e p r o f e s s i o n a l
agriculture
person"

(p.

as

we l l

53).

as

the

c o n s u me r ,

Subsequent

secondary a g r i c u l t u r a l

two

efforts

policy-maker,
to

reform

and
and

in

business
revitalize

ed uc ation r e s u l t e d in a br oa de r d e f i n i t i o n of

c u r r i c u l a r c o n t e n t in a g r i c u l t u r a l

e d u c a t i o n as f o l l o w s :

The p r e v a i l i n g a c c e n t on p r o d u c t i o n a g r i c u l t u r e mus t g i v e way
to
a much b r o a d e r
agenda,
including
such
topics
as:
a g r i c u l t u r a l c o m m o d i t i e s , a g r i b u s i n e s s m a r k e t i n g and management
i n a g l o b a l economy, p u b l i c p o l i c y , e n v i r o n m e n t a l and r e s o u r c e
m a n a g e m e n t , n u t r i t i o n a nd h e a l t h .
(N ational Council
for
A g r i c u l t u r a l E d u c a t i o n , 1990, p. 1)
As a member o f
Council’s report,

the

panel

that

produced

the

National

Research

L o e s l i e ( 1987) n o t e d :

A g r i c u l t u r e p l a y s a p i v o t a l r o l e w i t h i n a g l o b a l economy w i t h
b a n k i n g and f i n a n c e , m a r k e t i n g , f o r e i g n p o l i c y , h i g h - t e c h
s c i e n c e , c o m m u n i c a t i o n s , and a m u l t i t u d e o f o t h e r s e c t o r s o f
the work-force tie d
to the n a ti o n ’ s l a r g e s t
industry.
Accordingly, th e l i t e r a c y of our n a t i o n ’ s e d u c atio n a l system
n e e d s t o r e f l e c t t h e c h a n g e s , p r o g r e s s , and p r o m i s e t h a t r e m a i n
i n t h e p r o d u c t i o n o f f ood and f i b e r , i n o r d e r t o a t t r a c t t h e
h i g h - a b i l i t y s t u d e n t s t h i s i n d u s t r y r e q u i r e s , ( p . 14)

23

The

National

referred

to

response

to

as

Co u n c i l

the

the

for

Council)

National

Agricultural

has

sponsored

Research

c h a n g e and r e f o r m i n a g r i c u l t u r a l
on

Infusing

International

Education
several

Council’ s

initiatives

recommendations

education.

Agriculture

(hereafter

A National
Into

the

in
for

Ta s k F o r c e

Agricultural

E d u c a t i o n C u r r i c u l u m d e v e l o p e d pr ogr ammi ng t o " i n c r e a s e t h e t e a c h i n g
in

agricultural

education

at

all

levels

about

the

international

r e l a t i o n s h i p s and t h e i r e f f e c t on Ame r i c an a g r i c u l t u r e "
p.

1990,

5).
This

for

(Pope,

was

an

infusion

project,

using

supervisors, teacher educators,

subsequent

curriculum

Agricultural

education

audience fo r t h i s

development
instructors

endeavor,

as

at

professional

and

local

by

program

all

levels

t h e Counc i l

development

teachers

participants.
we r e

the

education
eventual

at

through
the

the

instructors.

college

and

high

b en eficiaries of th is project

As

part

C alifornia

of
were

the

National

selected

Ta s k

to

Students of

school
( Pope ,
Force

target

b e l i e v e d t h e b e s t way t o

make c h a n g e s t o i n t e r n a t i o n a l i z e t h e e x i s t i n g a g r i c u l t u r a l
c u r r i c u l u m was

with

levels
1989,

education

agricultural
woul d

be

the

Mi c h i g a n

and

1990).

effort,

p r o v id e l e a d e r s h i p in

developing

c u r r i c u l a and p r o f e s s i o n a l

development f o r a g r i c u l t u r a l

educators to

use

secondary

(1988,

in

internationalizing

1990) d e t a i l e d
project.
Extension
curriculum

the

effort

Personnel
Education
entitled

from
at

in
the

Mi c h i g a n

programs.

Moore

Mi c h i g a n d u r i n g
Department
State

of

thecourse

of

Agricultural

University

Internationalizing

1989,

developed

Secondary

the
and

a

new

Agricultural

24

Education

Programs

curriculum

consisted

locating

places

developing

an

understanding
are

in

of

the following

Michigan,

awareness

the
of

& Williams,
six

United

areas

States,

international

in

Michigan;

(d)

exporting

Michigan’ s

and ( f )

(a)

abroad;

( b)

as

that

trading

products

global

(c)

products

nations

agricultural

b e s t m a r k e t p r o s p e c t s f o r t h e 1990s ;

focus:

agriculture;

f o r major a g r i c u l t u r a l

(e)

The

and

competition

developing

1989).

of

the

produced

partners;

(Moore, S t o c k i l ,

and

the

agriculture

and

future career opportunities.
The ne wl y d e v e l o p e d c u r r i c u l u m was f i e l d t e s t e d
agriscience
using

the

inservice

and

natural

curriculum
training

demonstrations

on

on

resources
in
its

effective

the

in

classroom,

entire

me t hods

m a t e r i a l s , s uc h as maps ,

resources,

we r e

to help

of

Michigan.

instructors

content.

Enrichment

provided

p r o g r a ms

i n 10 s e c o n d a r y

They

received

also

we r e

the

curriculum.

and

additional

delivering

c o m p u t e r ga me s ,
the

Before

instructors

given

enhance

their

classroom i n s tr u c tio n .
Before

the

international

instruction

began,

students

in

the

s e l e c t e d p r o g r a m s we r e g i v e n a p r e t e s t t o a s s e s s t h e i r i n t e r n a t i o n a l
expertise.

Al l

pretests

we r e

returned

Agricultural

and E x t e n s i o n E d u c a t i o n f o r s o r t i n g

p r e t e s t s we r e s o r t e d by g r a d e l e v e l

to

MSU’ s

Department

and a n a l y s i s .

and by i n d i v i d u a l

p r o g r a m.

of
The
The

d a t a we r e a n a l y z e d u s i n g SPSS/PC+.
The
they

instructors

would

personally

integrate

the

new

selected

the

curriculum

class(es)
m aterials.

into
At

whi c h
the

25

conclusion

of

instruction

each

unit

in

the

curriculum,

we r e g i v e n a p o s t t e s t .

t h e Department o f A g r i c u l t u r a l
and

analysis

scores

using

we r e

1991).

Williams

using

et

global/international

al.

field

test,

of the

distribution

team

m aterials

the

The n a t i o n a l
secondary

in

Moore,

students

test.

for
and

gains

concepts

as

in Michigan,

presented

members o f t h e

of

instructional

papers

at

several

1990).

thrust

s p o n s o r e d by t h e Co u n c i l

agricultural

education

p r o g r a ms

to

led

international­

to

a variety

educators.

United

States-Japan

FFA

funded

a t wo - v o l u me

Gl oba l

Perspective

Agricultural

a

o f most

e f f o r t s by and i n c r e a s e d d i a l o g u e among a g r i c u l t u r a l

for

in

After completion of the

development

and

sorting

& Elliot,

and i n s e r v i c e t r a i n i n g

the

to

posttest

showed

agricultural

educators

Council

( Moor e,

of

of r e s u l t s ,

pretest

(Williams,

that

in t h e f i e l d

participated

for

conferences

ize

reported

secondary a g r i c u l t u r a l

Mi c h i g a n

t-tests

receiving

were r e t u r n e d

Education

Afterwards,

understanding

r e s u lt of p a rticip a tin g

students

The p o s t t e s t s

and E x t e n s i o n

SPSS/PC+.

c o mp a r e d ,

the

Foundation
student
Into

and

the

activities

National

manual

entitled

t h e Study o f A g r i c u l t u r e

Education,

1991),

whi c h

was

of
The

Foundation
Infusing

(National

a

Co u n c i l

subsequently

made

a v a i l a b l e to s t a t e s through the Council.
Additional
education
Mill e r ,

programs

Brill,

offering
secondary

attention

a

has

and F e l i z

separate
level

or

toward

begun

to

internationalizing

appear

in the

agricultural

literature.

( 1990) m e n t i o n e d t h e p o s s i b i l i t y

course
infusing

in

international

international

Baker,
of e ith e r

agriculture

concepts

into

at

the

existing

26

curricula.

They

presented

nine

concepts

a c t i v i t i e s to help secondary a g r i c u l t u r a l

or

areas

with

related

educators i n te r n a tio n a liz e

t h e i r programs.
Re mi g i u s
students

( 1989)

studying

internationalizing
p r o g r a m b e t we e n
Montevi deo,

and King ( 1990) d e l i n e a t e d ways t o u s e f o r e i g n

in

the

efforts.

a local

Minnesota)

str ong case f o r using

undertaken
Iowa,

in

States

West rom

school

resource

( 1989)

described

district

international

persons
an

by e d u c a t o r s

for

exchange

( Mo n t e v i d e o High School

university

students

in

He made a
as

resource

a

program

benefit to those students.

Strickler,

cooperation

as

and t h e U n i v e r s i t y o f M i n n e s o t a .

p e o p l e and t h e r e c i p r o c a l
Pingel,

United

a nd
at

with

i mp l e me n t an i n t e r n a t i o n a l

Gamon

(1990)

Centerville
Iowa

State

seminar.

described

Hi gh School

in

University,

Centerville,

to

T e a c h e r s f r om a l l

design

and

content areas

p l a n n e d and c a r r i e d o u t i n t e g r a t e d a c t i v i t i e s .

They a d v o c a t e d u s i n g

international

resource

students

f r om t h e

t h e s e m i n a r and s t r e s s e d
and l o c a l

university

as

people

for

p r e p a r a t i o n on t h e p a r t o f b o t h u n i v e r s i t y

s t u d e n t s t o enhance s u c c e s s f u l

experiences.

Pingel

et a l .

reported:
Those i n t e r n a t i o n a l
stu d en ts th a t atten d United S ta te s
u n i v e r s i t i e s are a v i r t u a l l y untapped re s o u r c e f o r educat ing
o u r young p e o p l e .
F u r t h er mo r e , as a s e l e c t gr oup ( t h e y o f t e n
r e t u r n t o p o s i t i o n s o f power and r e s p o n s i b i l i t y
in t h e i r
countries),
t h e y h a ve g r e a t p o t e n t i a l
f o r f o r m u l a t i n g and
d i r e c t i n g governmental p o l i c y .
In s h o r t , t h e y h a ve t h e u n i q u e
c a p a c i t y t o c r e a t e and i mp l e me n t t h o s e r e a l
solutions the
e n t i r e w o r l d n e e d s , ( p. 19)
Symons and C v a n c a r a
school

agricultural

( 1990)

mechanics

described
students

a program t o
(at

expose

Palouse-Garfield

high
High

27

School

in

Palouse,

providing
similar

Washington)

t hem w i t h

to

those

international

to

international

a project--building

used

in

developing

an

animal-drawn

countries.

knowl e dge t h r o u g h t h e p r o j e c t ,

the Agricultural

Engineering

concepts

by

i mpl e me nt

Students

gained

whi c h was s p o n s o r e d

and A g r i c u l t u r a l

by

Education departments

a t Wa s h i n g t o n S t a t e U n i v e r s i t y .
I t was d e c i d e d t o i n c o r p o r a t e i n t e r n a t i o n a l i z a t i o n i n f o r m a t i o n
i n t o t h e need t h a t was f e l t a t t h e U n i v e r s i t y t o d e t e r m i n e i f
p e o p l e w i t h b a s i c m e t a l w o r k i n g s k i l l s and some s hop t o o l s c o u l d
manuf act ur e animal-drawn t i l l a g e t o o l s .
U l t i m a t e l y , ca n a f a r m
v i l l a g e in A f r ic a r e p e a t th e p ro c e s s t h a t th e secondary
a g r i c u l t u r e s t u d e n t s go t h r o u g h i f l i m i t e d s u p p o r t i s g i v e n t o
t hem? (Symons & C v a n c a r a , 1990, p. 23)
Bot h

university

participating
Whi t e

He n d e r s o n

agricultural

(North F a y e t t e
interest

and

secondary

students

in

( 1990)
education

High School

and

attributed

i.e.,

the

ability

foreign

university.

link

60

crops,

Illin o is State
classes,

in

a

of

the

p r o g r a m.

one

other

clubs

and

the

program

provided

n o t t h e l e a s t o f whi c h

programs/areas
international

and i n t e r n a t i o n a l

in

the

students

school,
at

the

(WEA), r e g u l a r

university students.

( 1991) d e s c r i b e d t h e u s e o f a d e m o n s t r a t i o n

species,

University.
course

local

They

The pr ogr a m made g r e a t u s e o f e x c h a n g e s

Wood and He n d e r s o n
of

with

language

exchange s t u d e n t s ,

plot

f r om

i n West Uni on, Iowa) t o i n c r e a s e d s t u d e n t

revitalization

to

internationalizing

curriculum

c o n c r e t e e x a mp l e s o f a c t i v i t i e s and b e n e f i t s ,
was

benefited

in t h e p r o j e c t .

and

secondary

personnel

on

and
Four

subspecies

as

a

teaching

hundred s t u d e n t s in

agriculture

in d e v e l o p i n g

tool

at

t h r e e agronomy
nations

(for

28

nonagriculture majors),
club

members

laboratory.

used

2,500

the

plot

as

a

students,

learning

and numer ous

resource

and

4-H
wet

The p r o j e c t was h i g h l y s u c c e s s f u l .

Agricultural
literature

e d u c a t o r s ha ve begun t o i n i t i a t e a d i a l o g u e i n t h e

sim ilar

to

that

concerned with i n s t r u c t i o n
t h e National
argued

secondary

for

of

global/international

in t h e p u b l i c s c h o o l s .

Ta s k F o r c e on I n t e r n a t i o n a l
increased

attention

to

educators

As c h a i r p e r s o n o f

Agriculture,

Martin

internationalizing

( 1990)

programs,

noting that:
The g r o wt h a r e a o r new f r o n t i e r f o r a g r i c u l t u r a l e d u c a t i o n ha s
two f r o n t s .
One f r o n t i s t h e " i n t e r n a t i o n a l i z a t i o n " o f t h e
U. S. a g r i c u l t u r a l e d u c a t i o n c u r r i c u l u m .
The s e c o n d f r o n t i s
t h e " a g r i c u l t u r a l i z a t i o n " o f ed uc ati on in a l l c o u n t r i e s t h a t
de pe nd on a g r i c u l t u r e f o r
the health
and v i t a l i t y o f t h e i r
e c o n o mi e s and d e v e l o p m e n t o f t h e i r p e o p l e , ( p. 10)
Martin

also

international
Several

advocated

teacher

and

s tu d e n t exchanges

to

enhance

perspectives.
researchers

in

global/international

education

have

n o t e d t h a t t h e t o p i c o f a g r i c u l t u r e i s commonly i g n o r e d i n s e c o n d a r y
and g l o b a l / e d u c a t i o n
of

agriculture

linkages

helps

students

(C. An d e r s o n ,

Persons
world,

curricula.

( 1990)

influenced

disasters,

develop

1991; B e c k e r ,

discussed
by

They h a ve o b s e r v e d

old

recent

human d e v a s t a t i o n )

better

that

concepts

1991; Tye & Kn i e p ,
versus

global

new

inclusion
of

global

1991).

perceptions

events (famine,

of

the

natural

and i mpr ove d c o mm u n i c a t i o n t e c h n o l o g y .

He w r o t e :
Whi l e [ e v e n t s we r e ] onc e
brought to our a t t e n t i o n
by t h e
i m p e r s o n a l p r i n t e d word and p i c t u r e s i n n e w s p a p e r s and
m a g a z i n e s , we a r e now c o n f r o n t e d i n o u r l i v i n g rooms by t h e
s i g h t s and s o u n d s o f n a t u r a l
d i s a s t e r as i t
happens v i a

29

s a t e l l i t e communication.
It is
o n l y t h e s e n s e o f t o u c h and s me l l
McCraken
global

and

Ma g i s o s

( 1989)

l i k e we we r e t h e r e ,
t o be r e a l . ( p . 1)

presented

interd epe nd en ce in a g r i c u l t u r e .

e x a mp l e s

lacking

of

g r o wi n g

They n o t e d :

S t u d e n t s o f a g r i c u l t u r e ne e d t o d e v e l o p a w i l l i n g n e s s t o b o t h
c o mp e t e and c o o p e r a t e i n t e r n a t i o n a l l y .
This r e q u i r e s r e s p e c t
f o r p o l i t i c a l , s o c i a l , and c u l t u r a l d i f f e r e n c e s and u n d e r s t a n d ­
i n g s o f t h e i n t e r d e p e n d e n c i e s o f an i n t e r r e l a t e d w o r l d .
S t u d e n t s who u n d e r s t a n d t h e s e i n t e r n a t i o n a l r e l a t i o n s h i p s w i l l
be a b l e t o f u n c t i o n b e t t e r i n t h e many r o l e s t h a t h a v e an
i n t e r n a t i o n a l d i m e n s i o n , ( p. 9)
McCraken and Ma g i s o s ( 1989) r a i s e d t h e q u e s t i o n o f d i r e c t i o n
e f f o r t s to i n t e r n a t i o n a l i z e a g r i c u l t u r e ed uc ati on programs,

and t h e y

p r e s e n t e d a c a s e f o r b o t h i n f u s i o n and s t a n d - a l o n e c o u r s e w o r k .
identified
efforts

three

to

issues

or

p r o b l e ms

internationalize

that

programs:

knowl e dge a b o u t t h e w o r l d i n g e n e r a l ,
in p a r t i c u l a r ,
thinking

among s e c o n d a r y

devoted

international

to

students

curricular

agriculture

and

should

be

(a)

general

of

and

related

in

lack

of

agriculture

agriculture;

(c)

They

considered

international

issues

content;

a

in

(b)

to

questions

little

teaching
related

to

efforts

to

s t r u c t u r e and met hod.
In

raising

questions

i n t e r n a t i o n a l i z e programs,
significant
primarily
develop

cognitive

the

cognitive

concern:
in

that

nature
of

the

direction

McCraken and Ma g i s o s

"Should

attitudes
areas

about

one
or

should

students?"

would

adopt

benefit

(p.

of

(1989)

introduced

objectives
the

major

10).

They

students,

then

which

focus
listed
noted

a

are

be

to

seven
that

s t u d e n t s ’ a t t i t u d e s woul d b e n e f i t f r om i n c r e a s e d a p p r e c i a t i o n o f t h e
s t r e n g t h s o f d i f f e r e n c e s among n a t i o n s and p e o p l e s ,

and t h e c u l t u r a l

30

differences
standpoint,

this

approaches
often

and

to

fail

values

of

woul d h e l p

buying,
to

recognize

in

nations.

students

selling,

understand

a

refusal

a "yes"

is

McCraken and Ma gi s os c o n c l u d e d ,

global

agriculture,

and

integrate international

Fr om
the

a

practical

differences

and t r a d i n g w i t h o t h e r s .

that

bargaining po sitio n or th a t
10).

other

in

is

only

s o me t i me s

students

are

Ame r i c a n s

a

temporary

a polite

"The c h a n g e s

in

"no"

( p.

in high sc h o o ls ,

compelling

concepts into the curriculum"

reasons

( p.

to

11).

A t t i t u d e s and A t t i t u d e Me a s ur e me nt
The
(1975),
( 1989)

observations
Martin

on

(1989),

Ame r i c a n

international
researcher

agricultural

McBreen

review

measurement.

and

attitudes

literature

on

research

various d isc ip lin e s

and

such

McCraken

toward

and

and g l o b a l / i n t e r n a t i o n a l

the

W ritings

educators

(1989),

students’

agriculture

to

measurement,

of

the
on

on

concept

student

Bristol

and

Ma gi s os

k nowl e dge

concepts

attitudes
of

as

and

and

the

attitude

attitudes,

attitudes

led

of

attitude

learning

in

are d i s c u s s e d in the foll owi ng pages.

The l i t e r a t u r e

on r e s e a r c h

on t e a c h i n g

revealed

an

increasing

e m p h a s i s on t e a c h e r and s t u d e n t a t t i t u d e s beyond m e a s u r i n g c o g n i t i v e
achievement.

Wittrock

(1986a)

noted

that

one t r e n d

in

educational

r e s e a r c h h a s b e e n t o f o c u s on t e a c h e r and s t u d e n t t h o u g h t p r o c e s s e s .
He

observed

concentrated
classroom

that
on

mos t

research

identifying

procedures

and

in

this

how t h o u g h t

student

area

b e ga n

processes

behaviors.

in

1973

mediate

Clark

and

and

b e t we e n
Peterson

( 19 8 6 ) r e p o r t e d on r e s e a r c h i n t o t e a c h e r s ’ t h o u g h t p r o c e s s e s ,

noting

31

that

the

fundamental

"teacher

behavior

assumption behind

is

substantially

influenced

through t e a c h e r s ’ thought processes"
In

a

synthesis

of

s uc h r e s e a r c h
and

has

be e n

that

e ve n

determined

thought

processes,

(p. 255).

r e s e a r c h on

students’

W i t t r o c k ( 1986b) a s s e r t e d :
I n q u i r y e x a m i n e s how t e a c h i n g o r t e a c h e r s i n f l u e n c e w h a t
s t u d e n t s t h i n k , b e l i e v e , f e e l , s a y , o r do t h a t a f f e c t s t h e i r
achievement.
As a r e s u l t ,
the research designs of these
s t u d i e s i n c l u d e m e a s u r e s o f a t l e a s t two c o n s e c u t i v e and
r e c i p r o c a l l y r e l a t e d l i n k s b e t w e e n t e a c h i n g and s t u d e n t
achievement.
The f i r s t l i n k i s b e t we e n t e a c h i n g and s t u d e n t
cognition.
The s e c o n d l i n k i s b e t we e n s t u d e n t c o g n i t i o n and
learning
or
achievement.
.
.
.T e a c h i n g i n f l u e n c e s s t u d e n t
thinking.
Students’
thinking
mediatesle a rn in g
and
a c h i e v e m e n t , ( p. 297)
He f u r t h e r n o t e d t h a t many s t u d i e s

i n cl u de d both s t u d e n t a f f e c t

cognition.

area

student,

Researchers
or

the

statistical

analysis.

by

treatm ent,
teachers"

this

teacher-student

expectations d iffe r
treatment

in

Results

The

differential
(Wittrock,

or

1986b, p.

indicated

perceptions.
paid

major

reports

attention

less attention
for

growing

Donohue

rarely

called

a

of

the

studies

students

do

sim ilar,

they

measures

unit

that

not

always

are

of

"student

sense

given

s c h o o l s and e d u c a t i o n a l
in

observed

student

by

the

their

published

in

of

teacher

reform als o

attitudes

th ateducational

the

to the opinions of students.

better

appropriate

implied

te a c h e r s ’ opinions

on e d u c a t i o n

individual

i n t h e same c l a s s g i v e n t h e same

interest

( 1984)
to

as

the

311).

I n v e s t i g a t o r s on e f f e c t i v e
have

dyad,

among s t u d e n t s

teachers.

identified

and

and

and

that

early

and

reformers
mos t

1980s

of

paid

the
e ve n

Good and Br ophy ( 19 8 6 )
student

perceptions

to

32

help r e s e a r c h e r s gain a b e t t e r understanding of stu dent

achievement

and

educational

schooling.

Atkin

( 1990)

reform,

including

site-based

were

odds

current

at

with

observed

that

management

paradigms

trends

and

in

in

teacher

educational

empowerment ,
research.

s h o u l d become more c e n t r a l

He

argued t h a t

t e a c h e r s and s t u d e n t s

educational

r e s e a r c h a g e n d a , r a t h e r t h a n mer e o b j e c t s o f i n q u i r y .

Re searchers in g l o b a l / i n t e r n a t i o n a l
an

interest

Mitsakos

in

( 1975)

toward g l oba l
rather

than

students
this

teacher

education
affect.

concentrated

He c i t e d

false

subsequently

perceptions

affected

concepts.

international

education

on b e l i e f

previous

information

international

and

student

e d u c a t i o n h a ve d e m o n s t r a t e d
and

attitudes.

n o t e d t h a t most i t e m s u s e d i n r e s e a r c h on a t t i t u d e s

learned

national

and

to the

international

studies

s howi ng

f r om t h e me di a a t

their

A primary
was

and b e l i e f

attitudes
concern

whether

people

orientations

systems,
that

when

an e a r l y

age,

toward

expressed
could

in

develop

simultaneously,

or

global/
global/
positive
whether

d e v e l o p m e n t o f one woul d be a t t h e e x p e n s e o f t h e o t h e r .
Tye and Tye
understanding,

( 1983)

noting

called

that

for descriptive

t h e r e was

a strong

s t u d e n t s ’ global

k nowl e dge and t h e i r g l o b a l

reported

several

studies

national

identity

on t h e

effects

attitudes.

of

Many

attempted

to

students

with

show
an

various

and

global/international
a

change

in

opportunity

relationship

p r o g r a ms
studies

attitude

after

to

about

learn

increase
b e t we e n

Kobus ( 1983)

t h e development

She a l s o d e s c r i b e d

curricula

to

attitudes.

ai med a t d i s c o v e r i n g

in s t u d e n t s .

studies

several
on

on

of

a

studies

participants’

curricula

educators
other

h a ve

provided

countries.

33

Blankenship
"empirical
develop

(1990)

support

positive

( 1991b)

concluded
to

global

identified

developmental
content;

belief

on

several

areas

program

research

programs;

research

personnel

by

and o t h e r s ,

inclusion

synthesis
research

began

to

give

can

simultaneously

attitudes"

(p.

383).

whi ch

research

K.

is

Tye

needed:

student

on

the

change

effectiveness
to

explore

e d u c a t i o n and s c h o o l c h a n g e ;
in

collaboration

of
the

and s c h o o l -

with

university

o t h e r w i s e known a s a c t i o n r e s e a r c h .
( 1986)

research

on

evaluate

research

of teachers

of

education.

findings

students

in

to

practitioners

Whi t e and T i s h e r
the

that

and n a t i o n a l

r e l a t i o n s h i p b e t we e n g l o b a l
based

his

r e s e a r c h t o i d e n t i f y a p p r o p r i a t e ages t o t e a c h v a r i o u s

better

curricula

the

that

on

echoed t h o s e a s s e r t i o n s

as

members

science

attitudes

of

research

teaching,

is

an

the

expanding

and c a l l e d

teams.

authors

In

their

noted

field

in

for

that

science

Yet t h e y o b s e r v e d :

R e s e a r c h ha s been h a n d i c a p p e d by a b s e n c e o f a m a t u r e t h e o r y
e n c o m p a s s i n g t h e n a t u r e o f a t t i t u d e s and t h e i r r e l a t i o n t o
other constructs.
The e x t e r n a l b o u n d a r i e s o f a t t i t u d e s w i t h
p e r s o n a l i t y a t t r i b u t e s and w i t h a b i l i t i e s a r e b l u r r e d , and so
a r e t h e i n t e r n a l o n e s be t we e n i n t e r e s t s , f e e l i n g s , v a l u e s , and
a p p r e c i a t i o n s , ( p. 892)
Whi t e

and

Tisher

b e t we e n s t a b l e

offered

attitude

a model

traits

of

attitudes

and t r a n s i t o r y

that

distinguished

attitude

states,

with

c o n t e x t and e x p e r i e n c e a s t h e m e d i a t i n g f a c t o r .
The l i t e r a t u r e
with design
Sut man

evidence

and i n s t r u m e n t a t i o n

( 1970)

been used

provided

developed

the

i n many s t u d i e s

of

researchers’ d ifficu lties

in measuring a t t i t u d e s .

Science

( La wr e n z ,

Attitude
1975;

Inventory,

Moore

and

wh i c h

has

Novi c k & Du v d v a n i ,

1976;

34

Nagy,

1978).

empirical

subjected

analysis

cognition
better

Nagy

to

Science

Attitude

Inventory

determine

item

differences

He

that

cluster analysis

and a f f e c t .

means o f

the

found

determining

subgroups

than

did

in

to

measuring
provided

the

a

a

priori

g r o u p i n g s u s e d by Moore and Sutman ( 1 9 7 0 ) .
A p r i m a r y p r o b l e m i n a t t i t u d e r e s e a r c h seems t o be r e s e a r c h e r s ’
concepts

of

attitude

differences
( 1978)

asserted that

should

that

research

ha s become

b e t we e n

individuals

occur"

(p.

specify

clearly

( p.

( p.

compl e x

seems

they

(feeling).

Nagy

and b e l i e f

o f s t u d i e s whi ch do n o t make t h i s

on

355).

Wittrock

student

attitudes

instrumentation,
measure.

in

on

instruction

researchers

to

Tisher

"focused

made

noted

include

and b e t we e n

Whi t e and

i n whi ch

intended

( 1985)

h a s begun t o

and ha s

that

and e s p e c i a l l y
wha t

affect

empirically,

be t we e n f e e l i n g

297).

design

more

It

determine,

and

processes

and c o n t e x t s

892).

design,

to

and s t u d e n t c o g n i t i o n ,

and a c h i e v e m e n t

education

research

results

in t h o ug h t

b e t we e n t e a c h i n g

observed

(belief)

be q u e s t i o n e d "

research design

cognition

ability

" i f the d i s t i n c t i o n

empirically,

distinction

links:

their

b e t we e n c o g n i t i o n

ca n be made,

that

and

two

student
( 1986)
science

variations

and

learning

mistakes

when t h e y

did

in
not

Low c o r r e l a t i o n s

b e t we e n a t t i t u d e and a c h i e v e m e n t may be a t t r i b u t e d t o t h i s f a i l u r e .
To g a i n
researcher
measurement.

a better

turned
In

to

understanding
the

reviewing

literature
the

of

this
on

problem,

attitudes

literature

on

this

the
and

present
attitude

subject,

d i s c o v e r e d t h a t t h e r e i s no s p e c i f i c d e f i n i t i o n o f a t t i t u d e .

he

Likert

35

( 1932) n o t e d t h a t h i s
first,
that

t h e y we r e v e r b a l

method

signified

and

researchers
attitude,
attitude
through

substitutes

declarations

indirect

it

of

me as ur i ng

expressed

ha ve

is

a

in

with

me n t a l

experience,

is related"
Research

on

p s y c h o l o g y and
Eiser

( 1984)

discussing

an
g a ve

and

learning,
values

examining

( p.

9).

of

elements

in

1935:

readiness,

and s i t u a t i o n s

objects

dyn a mi c

of
"An

organized

influence
with

upon
whi c h

1971, p. 2 ) .

followed

both

orientation

behaviorist

toward

perspective

on c o mmu n i c a t i o n
the

easily

Subsequently,

conceptual

interpretation
state

mos t

massive

alternatives,
premise

on

theory

social

psychology.

social

psychology,

and p e r s u a s i o n

literature

on

during

cognitive

t h e n b a c k 30 t o 40 y e a r s

that

in

perception,

to

cognition,
motives,

and

vii).
identified

into

various

"attitude,"

defined

elements:

are

and memory c o u l d be i n f l u e n c e d by a t t i t u d e s ,

attitude

term

the

a r e r e g a r d e d a s an

all

historical

by

on

He o b s e r v e d ,

or

increasing

followed

Theorists
of

to

(p.

and s e c o n d ,

a directive

in T r i a n d i s ,

d i s s o n a n c e t h e o r y and i t s
positions

consensus

neural

attitudes

a

action.

whi c h

form"

A llp o rt’s

t h e Ya l e s t u d i e s

1950s,

verbal

exerting

(cited

overt

dispositions

demonstrated

agreeing

for

o f o p i n i o n and a t t i t u d e

i n d iv id u a l’s response

the

f a v o r e d t wo c h i e f c o n c e p t i o n s :

t h a t a t t i t u d e s we r e d i s p o s i t i o n s t o o v e r t a c t i o n ,

"The v e r b a l

the

contemporaries

affect,

discrim inated

an e m e r g i n g t r e n d t o c l a s s i f y
constructs
for

cognition,

between

for

research
and

behavioral

empirical
purposes,

behavior.
intention

the

purposes.
contained

Some e x p e r t s
and

concept

overt

The
three

further
behavior

36

(Fishbein

& Ajzen,

1975).

T h e r e was c o n s e n s u s on a f f e c t

as a measure o f a t t i t u d e ,
belief.

and c o g n i t i o n

( k n o wl e d g e )

the affect e lic ite d
e lic ite d object"

in n a t u r e .

1970,

Fishbein

operations
standard

by t h e a t t i t u d e o b j e c t

of

attitudes
In

and Aj z e n

designed

attitude

single

intentions;
physiological

e mpl oyed

a review of

to

and t h e

(e.g.,

scales);

indirect

research

( 1972)

measure

scales

semantic d i f f e r e n t i a l
items;

the d ire c tio n or valence of
i n t e n s i t y of the

(p. 65 ) .

Most s t u d i e s

and

as a measure o f

J u d d and J o h n s o n ( 1984) n o t e d t h a t " t h e a f f e c t i v e c omponent

i s t h o u g h t t o c o n s i s t o f two v a r i a b l e s :

verbal

(feeling)

Likert,

other

of

feelings,

observations

of

one

or

than

Gut t ma n,
across

opinions,

more

overt

and we r e

b e t we e n

1968

500 d i f f e r e n t

Operations

indices

statem ents

measures.

published

f ound more

attitude.

measures

included

Thurstone,
various

and

verbal

knowledge,
behaviors;

or
a nd

They n o t e d :

S i n g l e - r e s p o n s e m e a s u r e s i l l u s t r a t e mos t c l e a r l y t h e wi de r a n g e
o f o p e r a t i o n s t h a t h a ve been e mp l o y e d .
In a l l t h e s e m e a s u r e s ,
a t t i t u d e s , opinio ns, values, i n t e n t i o n s , or o t h e r " a t t i t u d i n a l "
c o n c e p t s a r e i n f e r r e d f rom o b s e r v a t i o n o f a s i n g l e r e s p o n s e ,
w h e t h e r i t i s a v e r b a l f orm ( e . g . , a q u e s t i o n n a i r e r e s p o n s e ) o r
an o v e r t a c t .
Most s i n g l e - r e s p o n s e m e a s u r e s a r e v e r b a l i n
n a t u r e ; t h e s u b j e c t i s a s k e d t o make a j u d g m e n t e i t h e r a b o u t
h i m s e l f o r a b o u t some o t h e r p e r s o n , o b j e c t , o r e v e n t , ( p . 2)
F i s h b e i n and Aj z e n ( 1975) l a t e r a s s e r t e d t h a t :
An e x p l i c i t d e f i n i t i o n o f a t t i t u d e a p p e a r s t o be a mi ni mal
prerequisite
for
the development of v a li d
measurement
p r o c e d u r e s . . . . Most i n v e s t i g a t o r s woul d p r o b a b l y a g r e e t h a t
a t t i t u d e c a n be d e s c r i b e d as a l e a r n e d p r e d i s p o s i t i o n t o

r es pond in a c o n s i s t e n t l y f a v o r a b l e o r u n f a v o r a b l e manner w i t h
r e s p e c t t o a g i v e n o b j e c t , ( pp. 8 - 9 )

37

The

authors

warned

that

failure

to

i n v e s t i g a t o r chose t o m e a s u r e - - a f f e c t ,
account f o r the

fact

that

about

specify

clearly

cognition,

what

the

or behavior--could

70% o f r e s e a r c h e r s

u s i n g more t h a n

one a t t i t u d e m e a s u r e f o u n d d i f f e r e n t r e s u l t s .
Researchers
attitude
uses.

noted

me a s u r e me n t

the

due

to

Whi t e and T i s h e r

progress
Likert
scales"

[in

science

widespread
their

( 1986)

use

simplicity

observed

other

potentially

( p.

892).

However ,

in

multidimensional

attitudes]

noted

scales

"The mai n met hod o f

multidimensional
they

Likert

and

that:

education/student

and

of

that

is

tests
the

analysis
into

basis

of

separate

of

choosing

t h e m e a s u r e s e mpl oyed i n s t u d i e s was r a r e l y s t a t e d .
Kerlinger
with

studies

structure
e xa mi n e
that

( 1956)
of

of the

the

observed

group

scores

individual.

consistency

of

attitude
and

researchers’

failure

He p r o p o s e d
individual

to

study

using

the

attitude

preoccupation
the

attitude

Q-technique

structures,

"we can c o r r e l a t e t h e r e s p o n s e s o f an i n d i v i d u a l

to

noting

with those of

o t h e r i n d i v i d u a l s and t h u s g e t a t t h e r e l a t i o n s h i p s e x i s t i n g b e t we e n
similar
scale

or

dissimilar

individuals"

a p p r o a c h had c o n t r i b u t e d

( p.

289).

much t o

He

attitude

noted

research,

that
but

the
said

t h a t i t lacked depth.
Fishbein
procedures

and

Ajzen

frequently

do

important determinants
noted t h a t
belief

the

not

of the

item-selection

statements.

independent

(1975)

measures

argued

that

standard

include

belief

attitude

in q u e s t i o n .

procedures

This

problem

could

of

evaluations

items

could
be

with

could

In f a c t ,

eliminate

o v e r c o me

associated

that

scaling

by
a

just

be
they
s uc h

obtaining
belief,

as

38

well as b e l i e f s t r e n g t h .
procedure

should

evaluative
measuring
subject

"locate

dimension
belief

along

They s t a t e d t h a t ,

or

a

subject

vis-a-vis
cognition,

a di mension

of

in measuring a f f e c t ,

on

a

a given
the

procedure

( p.

affective

object"

subjective

o b j e c t and some r e l a t e d a t t r i b u t e "

bipolar

the

(p.

should

probability

or

11).

In

place

"the

involving

an

12).

C h a p t e r Summary
In r e v i e w i n g
several

the

important

literature,

elements

of

the

importance of g l o b a l / i n t e r n a t i o n a l
level.

Several

in developing
reported

attitudes
social

a more g l o b a l

problem

of

The

education.

appearing

researcher

consensus

Experts

for

of

among

agreed

the

as

for

on

the

f ound

of

inquiry

studies

science

on

selecting,

and

education,

evaluating

education
and

a vital

efforts

is

a

ha s
and

Ame r i c a n e d u c a t i o n .

A crucial

area of disagreement

global/international

education

efforts--whether
used

in

revealed

businesspersons

is

be

use

and

c u r r i c u l a and m a t e r i a l s .

politicians,

should

the

in

student

Ethnocentrism

education

approach

Researchers

a point

literature.

global/international
educators,

students.

global/international

state-centric

support

Experts rep o rted t h a t ethnocentr ism

throughout
designing,

in

education,

effectiveness of glo b al/in tern atio n al
A review

f ound

e d u c a t i o n a t t h e s econdar y school

attitudes

in g l o b a l / i n t e r n a t i o n a l

implications

study.

perspective

student

research.

studies

researcher

m e n t i o n e d t h e i m p o r t a n c e o f a g r i c u l t u r e and s c i e n c e

acceptance

educational

the

issue

at

all

levels

that
of

is the focus of

a transnational

curriculum

and

or

program

39

development.

Additional

global/international

areas of disagreement a re whether secondary

education

e f f o r t across c u rric u la ,
to

gain

should

or whether

greater

remain

an

interdisciplinary

i t s h o u l d h a ve a more d e f i n i t e ,

narrow

focus

Several

r e s e a r c h e r s in t h e a r e a s p e c i f i c a l l y n ot ed t h a t t h e t o p i c o f

agriculture

is

international

curricula.

agricultural

examples

understanding
me nt a l

c o mmo n l y

of

and

acceptance

ignored

in

They n o t e d ,
in

secondary

secondary

h o we v e r ,

helping

perspective

in

on

and

global/

t h e w i d e s p re a d use o f

students
global

curricula.

gain

e c o n o mi c

a
and

better
environ­

issues.

A review
revealed

an

of

issues

emerging

agricultural

in

international

emphasis

education

on

agricultural

education

internationalizing

secondary

programs.

A gricultural

educators

f o c u s e d on two p r i m a r y a r e a s i n r e g a r d t o i n t e r n a t i o n a l
education;

one i s

the

is

other

p r o g r a ms
educators

in

international

development

internationalizing
Ame r i c an

have

international

public

paralleled
educators

schools.
the

In

agricultural
addition,

discussion

concerning

agricultural

in o t h e r c o u n t r i e s ,

secondary

by

whether

have

and

education

agricultural

general
curricula

global/
should

c o n c e n t r a t e on i n f u s i n g c o n c e p t s i n t o e x i s t i n g c o u r s e s o r d e v e l o p i n g
separate
secondary

stand-alone
p r o g r a ms

whether or not
attitudes.

the

courses.
ha s

focus

centered

The d i a l o g u e
on

the

on

issue

internationalizing
of

objectives,

s h o u l d r e ma i n on c o g n i t i o n ,

or

affect

and
and

40

The r e v i e w o f
increasing

literature

emphasis

measuring c o g n itiv e
difficulty

because

on

teacher

have

of the

identified

appropriate

unit

t h a t one r e c e n t
teacher

and

growing

subject

for

absence

the

trend

ha ve

the

affect
was

defined

consensus

commonly
Likert,

an

in

and

widespread

science

on

trend

constructs

for research

cognition
affect

( k n o wl e d g e )
ha ve

theory
and

on a t t i t u d e s

instrumentation.

dyad

ha s

as

the

most

(1986a)

noted

be e n t o

Student

focus

attitudes

education

on a t t i t u d e s

e me r g i n g

various

(feeling),

cognition

research

beyond

have e x p e r i e n c e d

Wittrock

and

and a t t i t u d e

lack of a concrete d e f i n i ti o n

into

"attitude,"

analysis.

an

in

are

on
a

global/

education.

identified

attitude

a mature

processes.

The r e v i e w o f l i t e r a t u r e
revealed

of

revealed

attitudes

Researchers

in e d uc at io n a l

research

teaching

student

teacher-student

thought

of

on

in r e s e a r c h design

statistical

student

international

and

achievement.

and c o n s e n s u s on c o n s t r u c t s
They

on r e s e a r c h

of a t t i t u d e .

classify

for empirical
purposes,

(belief),

(feeling)

four

scaling

differential.

use o f L i k e r t

scales

a me a s u r e

t h e i r s i m p l i c i t y and m u l t i d i m e n s i o n a l

of

elements:
There

attitude,

h a ve

measurement

of

The t e r m

(action).

Attitude

Researchers

uses.

concept

three

measures--Guttman,

in a t t i t u d e

Theorists

purposes.

and b e h a v i o r
as

the

contains

as a m e a s u r e o f b e l i e f .

e mpl oyed
semantic

to

m e a s u r e me n t

and

researchers
Thurstone,
noted
because

the
of

CHAPTER I I I

DESIGN AND METHODOLOGY

The r e s e a r c h e r ’ s p r i m a r y p u r p o s e
the a tt i t u d e s of selected a g ric u ltu ra l
school

juniors

and

toward

The l i t e r a t u r e

p r o g r a ms

( I AEP) .

supported

the

that

s t u d y was

internationalizing

knowi ng more

to

education students

seniors)

education

idea

in t h i s

(secondary

agricultural

on e d u c a t i o n a l

about

analyze

research

s tu d e n ts ’ thoughts

and

a t t i t u d e s t o w a r d l e a r n i n g a b o u t IAEP c o n c e p t s and i s s u e s c o u l d be a s
important
learned

as

determining,

(Atkin,

1986; W i t t r o c k ,

1990;

through

McCraken

testing,

& Ma g i s o s ,

been

tabulated

IAEP i n

s t u d y we r e t h e p r e t e s t
at

development/inservice

the

time

project

of

they

Whi t e

have

& Tischer,

the

Michigan
et

a l .,

scores th a t

IAEP

1991).

However ,

about p o s s i b l e

before

conducting

the

r e s e a r c h e r i d e n t i f i e d t wo p o s s i b l e f a c t o r s t h a t c o u l d
results.

The

first

was

the

teachers

had

participated

development/inservice project,

fact
in

that
the

some

41

had

In

to

the

generate

variations
study,
influence

in
the
the

students’ agriscience

Michigan

whereas o t h e r s

at

curriculum-

the researcher declined

s p e c i f i c c au sal/co m p ar ativ e hypotheses
responses.

Mi c h i g a n e x i s t i n g

and p o s t t e s t

(Williams

a b s e n c e o f more c o m p l e t e d a t a ,

student

1989;

what

1986b).

The o n l y s t u d e n t d a t a r e l a t e d t o
the time o f the

simply

IAEP

had n o t .

curriculumThe

second

42

was

that

certain

demographic

variables

might

affect

the

results.

S t u d e n t d e m o g r a p h i c v a r i a b l e s commonly u s e d i n o t h e r s t u d i e s
gender,

type

or

place

classes

completed,

of

residence,

GPA,

FFA me mb e r s h i p and

years

of

include

agricultural

SAE p a r t i c i p a t i o n

(Wittrock,

1986a).

R e s e a r c h De s i g n
The r e s e a r c h e r f o l l o w e d a s u r v e y r e s e a r c h d e s i g n
standard to t h a t
1990).

to

( Bor g & G a l l ,

"document

thoroughly
research
cited

research

( Ar y,

Jacobs,

& Razavieh,

D e s c ri p t iv e res e a rc h is concerned p r i m a r i l y with determining

" what i s "
is

of d escrip tiv e

and p r o c e d u r e

that

p. 3 5 4 ) .

processes,
it

questions]

in Shaink,

1983,

will

be

about

The p u r p o s e o f s u c h r e s e a r c h

relationships
possible

the

to

and/or

formulate

phenomena

being

outcomes
hypotheses

d o c u me n t e d "

so
[or

(Ward,

1985).

Descrip tiv e research s tu d ie s are designed to o b tain information
concerning

the

current

status

of

particular

phe nome na .

d i r e c t e d toward d e t e r m i n i n g t h e n a t u r e o f a s i t u a t i o n
a t t h e time o f t h e study.

They

as i t

are

existed

The aim i s t o d e s c r i b e " what e x i s t s " w i t h

r e s p e c t t o v a r i a b l e s or c o n d i t i o n s in a s i t u a t i o n

( Ar y e t a l . ,

1990,

p. 3 8 1 ) .
Wit h r e s p e c t

to the

present

study,

the

researcher

ascertain the nature of stu d e n ts’ a ttitu d e s

toward

ing

programs.

their

secondary a g r i c u l t u r a l

( 19 8 3 ) n o t e d :

education

intended

to

internationaliz­
Tye

and

Tye

43

D e s c r i p t i v e r e s e a r c h i s we l l s u i t e d t o t h e n e e d s o f g l o b a l
education at t h i s time.
The g e n e r a t i o n o f h y p o t h e s e s whi c h
e me r g e f r om d e s c r i p t i v e d a t a s h o u l d be t h e p r i me go a l o f g l o b a l
e d u c a t i o n r e s e a r c h f o r some t i m e t o come.
At t h i s t i m e , g l o b a l
e d u c a t o r s s h o u l d be much more i n t e r e s t e d i n u n d e r s t a n d i n g t h a n
prediction.
Un d e r s t a n d i n g has g r e a t v a l u e f o r e d u c a t o r s ; i t
makes i n t e r p r e t a t i o n and j u d g m e n t more a c u t e w i t h i n t h e
c o n s t a n t l y changing environment o f the classroom.
Bot h q u a n t i t a t i v e and q u a l i t a t i v e d a t a a r e a p p r o p r i a t e ; i t
i s t h e d i f f e r e n c e i n i n t e n t whi c h i s c r i t i c a l .
The i n t e n t i s
not t o prove or d i s p r o v e a h y po th es is but t o d e s c r i b e th e
f i n d i n g s and a l l o w e m e r g e n t p a t t e r n s whi c h s u r f a c e i n t h e
d e s c r i p t i o n to suggest p o ssib le hypotheses or ideas fo r f u r t h e r
e x p l o r a t i o n , ( p . 48)

Research O b j e c ti v es
The r e s e a r c h e r had t h e f o l l o w i n g o b j e c t i v e s

in c o nd u c t i n g

this

study:
1.

To

d e t e r m i n e wh a t d i f f e r e n c e s ,

if

any, e x i s t

a t t i t u d e s toward i n t e r n a t i o n a l i z i n g a g r i c u l t u r a l
b a s e d on t h e i r g e n d e r ,

type of residence,

in

students’

ed u c at io n programs,

g r a d e p o i n t a v e r a g e (GPA),

y e a r s c o m p l e t e d i n a g r i s c i e n c e c l a s s e s , me mbe r s hi p i n F u t u r e F a r me r s
of

Ame r i c a

experience
2.

To

( FFA) ,

and

participation

in

importance

and/or

supervised

assess

the

To d e t e r m i n e

students’

value students

To

preferences

attitudes
agricultural

d e t e r m i n e wha t d i f f e r e n c e s ,
and

beliefs

teachers

regarding

had o r

I AEP,

had n o t

place

on

ed uc ati on programs.

me t h o d s o f l e a r n i n g a b o u t g l o b a l / i n t e r n a t i o n a l
4.

agricultural

(SAE).

i n t e r n a t i o n a l i z i n g secondary a g r i c u l t u r a l
3.

a

if

concerning

and

agriculture.
any, e x i s t

b a s e d on

participated

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e p r o j e c t .

issues

in

students’

whether
in

the

their

Mi c h i g a n

44

P o p u l a t i o n and Sa mpl i ng
The t o t a l
tural

populatio n of secondary s tu d e n ts e n r o l l e d

p r o g r a ms i n Mi c h i g a n d u r i n g t h e

students.
graders)

The
and

grams.

researcher

seniors

1991- 92 s c h o o l

delimited

(12th

study

y e a r was 7 , 6 0 1

to

juniors

(11th

enrolled

in

agricultural

This subgroup i n cl u d e d 4,002 s t u d e n t s

(R.

Karelse,

Department o f Edu c at io n ,

graders)

the

in a g r i c u l ­

personal

communication,

pro­

Mi c h i g a n

J a n u a r y 24,

1992).

J u n i o r s and s e n i o r s we r e c h o s e n b e c a u s e t h e y c o m p r i s e d a m a j o r i t y o f
the

population,

had more

exposure

to

agriscience

instruction,

had more o p p o r t u n i t y t o l e a r n a b o u t g l o b a l / i n t e r n a t i o n a l
their

programs.

researcher

Us i ng K r e j c i e

determined t h a t

a

and Mor ga n’ s
s a mpl e

of

( 1970)

and

c o n c e p t s in

guidelines,

351 s t u d e n t s

woul d

the
be

r e p r e s e n t a t i v e f o r the purposes of t h i s study.
The r e s e a r c h e r
who

had

participated

Agricultural
Chapter

II

the

researcher
teachers

in

92 o f

the

Michigan’ s

for

a

description

e d u c a t o r s had n o t
s a mpl e

o f 351

determined t h a t
who

had

of

the

135 a g r i s c i e n c e

(Moore e t a l . ,
project.

participated

students
surveying

participated

educators

Internationalizing

E d u c a t i o n Pr ogr a ms p r o j e c t

agriscience
obtain

identified

in

The
the

necessary for

the

1989).
remaining

project.
the

s t u d e n t s f r om
in

Secondary

IAEP

12

43
To

study,
of

( See

the

the
92

curriculum-

d e v e l o p m e n t / i n s e r v i c e p r o j e c t and s t u d e n t s f r om 5 o f t h e 43 t e a c h e r s
who had n o t p a r t i c i p a t e d woul d be n e c e s s a r y t o o b t a i n a p r o p o r t i o n a l
sample.

45

During
project,

the

the

Michigan

92

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e

teacher

curriculum

and

support

program.

Project

participants

materials

staff

and

explained

received

a

copy

participated

in

an

how t o

use

the

materials,

teachers

did

not

receive

nor did they p a r t i c i p a t e

the

the

inservice

curriculum

s u g g e s t e d ways i n whi c h t o u s e t h e s u p p o r t m a t e r i a l s .
agriscience

of

and

The o t h e r 43

curriculum

or

support

i n t h e i n s e r v i c e p r o g r a m.

De v e l o p me n t o f t h e I n s t r u m e n t
The

review

instruments

in

of
the

area

had be e n d e v e l o p e d ,
for this

study.

Hossain

some

survey t a r g e t e d

items

toward

although

for

student

several
attitudes

i n s t r u m e n t c o u l d be u s e d c o m p l e t e l y

( 1992)

assessed te a c h e rs ’ a ttitu d e s
education

that

study

p r o g r a ms

study.

f r om H o s s a i n ’ s
the

that,

global/international

agricultural

specifically

incorporated

of

revealed

no e x i s t i n g

internationalizing
instrument

literature

The

population

of

by d e v e l o p i n g

present

instrument

toward

and

an

researcher
developed

secondary

a

students

( s e e Ap p e n d i x A ) .
The

survey

objectives.

consisted

Part

I

of

(related

three

to the

parts,

following

second o b j e c t i v e )

the

study

was a L i k e r t

s c a l e o f i tems i n t e n d e d t o measure t h e v a l ue o r i mp or t a nc e

(affect)

students

Part

II

scale

of

placed

( re la te d to the

on

international

s e c o n d and t h i r d

agricultural
objectives)

concepts.

was a L i k e r t

i tems d e s i g n e d t o measure s t u d e n t s ’ b e l i e f s about i n t e r n a t i o n a l i z i n g
secondary

agricultural

opportunity

to

indicate

education
their

programs.

preferences

Students
for

methods

also
of

had

the

learning

46

about g l o b a l / i n t e r n a t i o n a l
first

objective)

characteristics

agriculture.

consisted
of

the

of

Part

items

students,

III

(related

pertaining

for

use

in

to

the

to

demographic

the

statistical

analyses.
The r e s e a r c h e r a s k e d e x p e r t s
Michigan

agricultural

establish

content

secondary

students

at

educators

validity
(see

and

Mi c h i g a n

to

review

the

suitability

Appe ndi x

r e v i e w e d by a r e a d i n g c o n s u l t a n t

State

A) .

of

The

University
survey

the

to

help

language

survey

and s u b j e c t e d

to

and

was

for

further

t h e Gr a mma t i k IV

c o m p u t e r p r o g r a m f o r r e a d i n g l e v e l s and l i n g u i s t i c s t a t i s t i c s .
The r e s e a r c h e r r e v i s e d t h e s u r v e y b a s e d on r e v i e w o f t h e p a n e l
of experts,

suggestions

f r om

agricultural

major

professor,

included
f r om

before

the

4th

f r om t h e

educators.
15

items

the p i l o t

to

11th

reading

consultant,

At

the

request of

f r om

the

Hossain

test.

The s e

gradel e v e l ,

the

raised

they

we r e

comments

researcher’s

( 1992)

items

but

and

survey

reading
left

we r e
levels

intact

to

m ai n ta in c o n s i s t e n c y in t h e general d a ta c o l l e c t i o n .
The r e s e a r c h e r p i l o t
high

school

inclusion
suitable
been

in

the

and

revealed

during

during

testing

appropriateness

the

to

the
pilot

in

survey with
a

problems

experts’
test.
an

practicality

in

review
Ary

et

opportunity
of

a s ma l l

program

determine whether

Several

provides
and

the

seniors

study,

and r e l i a b l e .

identified
pilot

juniors

tested

not
the

selected

for

instrument

was

semantics
of
al.
to

s a mp l e o f

the

that

had n o t

survey

were

noted

that

determine

the

( 1990)

data-collection

instruments.

The p r o b l e m s e n c o u n t e r e d s h o u l d be o f i n t e r e s t t o o t h e r r e s e a r c h e r s

47

working wi th
they

we r e

agriscience

not

students.

comfortable

agriculture"

and "IAEP. "

term

agriculture"

" wo r l d

s i m p l e r way.

First,

with

the

students

terms

indicated

that

"global/international

Discussion with students revealed t h a t the
indicated

the

same

T h e r e f o r e , wh e r e p o s s i b l e ,

things

to

t hem

in

a

t h a t t e r m was s u b s t i t u t e d .

Wher eas t h e b r o a d e r c o n c e p t o f a g r i s c i e n c e was a c c e p t e d by t h e
panel

of

experts,

students

b e t we e n

different

guished

between

received

actual

receive
as

science

only

those

possible,

applied

the

classes.

the
we r e

a distinction

classes

in

they

c r e d i t and

those

in

Students

thought

of

credit.
in

which

they received

the

term

survey

items

of

pilot

test

data,

of

. 96 f o r

The

suggestions

into

the

Part

made

survey,

education

the

and t h e

Whe r e
classes"
students
education

researcher established

I and

by

not

classes"

credit.

agricultural

the

they

could

to ensure th a t

their

distin­

which

"agriscience

science

was u s e d ,

all

coefficients

to

They

whi c h

"agricultural

"agriscience classes"

incorporated

made

a g ric u ltu ra l education
science

instrument.

they

classes.

Based on t h e

reliability

that

a g ric u ltu ra leducation

therefore,

r a t h e r than

indicated

. 83

for

Part

pilot-test

final

II

of

students

f or m was p r e p a r e d

for data collection.

Human S u b j e c t s Appr ova l
Bef or e i n i t i a t i n g t h e s t u d y , t h e r e s e a r c h e r s u b mi t t e d a copy o f
the final
to

the

d r a f t of the

University

(UCRIHS) f o r i t s

s u r v e y and a s t a t e m e n t

Commi t t e e

approval.

on

Al l

Research

of the

Involving

study purpose
Human

Subjects

rese a rc h conducted at the u n i v e r s i t y

48

involving
Ap p r o v a l
the

human

to

subjects

conduct th e

researcher

must

be

approved

r e s e a r c h was g r a n t e d

proceeded

to

initiate

the

by

this

committee.

( s e e App e n d i x A) ,

procedures

and

involved

in

c o lle c tin g the data for the study.

Da t a C o l l e c t i o n
In e a r l y May 1992, t h e r e s e a r c h e r s e l e c t e d i n s t r u c t o r s r a n d o ml y
f r om t h e
the

t wo s u b g r o u p s

Mi c h i g a n

IAEP

(those

who had

and had n o t

participated

curriculum-development/inservice

c o n t a c t e d t hem by l e t t e r .

project)

they

outlined

participate

study rep o rted

in

to

purpose of the r e s e a rc h ,

the

the

who we r e e n r o l l e d
Wi t hi n

the

study.

The

for

proposed

juniors

by

of

receiving

administered

the

another

survey.

Dillman
a

directly

and

the

participants

17 t e a c h e r s

this

selected

for

that
the

and s e n i o r s

post

surveys,

the

for

(1978),

return

information,

the

researcher

a packet of color-coded surveys
seniors),

Following

reminder

into

and r e q u e s t e d

in t h e i r c l a s s e s .

5 days

administering

e d u c a t o r s in

r e s e a r c h e r t h e number o f j u n i o r s

sent the i n s t r u c t o r s a cover l e t t e r ,
( one

and

The r e s e a r c h e r i n f o r me d t h e s e i n s t r u c t o r s

t h a t t h e y had be e n s e l e c t e d f r om among t h e a g r i c u l t u r a l
Mi chi gan,

in

the

a

and

process

researcher

card.

students
envelope,

The
placed
and

instructions
similar
sent

all

the

that

teacher

agricultural
the

to

for

educators

completed

surveys

surveys

f r om

from

students

each

l o c a t i o n were m a i l e d back t o t h e r e s e a r c h e r .
In

a ll,

instructors

306
who

su rvey s

had

were

participated

returned,
(Group

162

1--P articip ated )

and

of
144

49

f r om s t u d e n t s

of

instructors

who had n o t

curriculum-development/inservice

project

pate).

78%.

The

response

rate

was

participated

in t he

IAEP

( Gr oup 2 - - Di d Not P a r t i c i ­
Borg

( 1981)

stated

that

a

minimum r e s p o n s e r a t e o f 70% i s r e q u i r e d i n o r d e r t o ha ve c o n f i d e n c e
in the d a t a ,

w h e r e a s Ba b b i e ( 1986) b e l i e v e d t h a t

70% o r more was v e r y go o d .

A br e akdown o f t h e

t h e two g r o u p s s u r v e y e d i s shown i n T a b l e 1.

a response r a te of
response ra te s

f rom

As shown i n t h e t a b l e ,

b o t h g r o u p s o f s t u d e n t s d e m o n s t r a t e d t h e same d e g r e e o f w i l l i n g n e s s
to

participate

in

the

study

(79%

and

77%

for

Gr oups

1

and

2,

respectively).

T a b l e 1 . - - R e s p o n s e r a t e s f o r Group 1 and Group 2.

Teachers

No. o f S u r v e y s
Returned

Percent

162
144

79%
77%

306

78%

P a r t i c i p a t e d ( Gr oup 1)
Did n o t p a r t i c i p a t e ( Gr oup 2)
Total

Newman
similar

to

( 1962)

pointed

nonrespondents.

out

that

Therefore,

late
to

respondents
determine

the

often

are

possible

r e p l i e s o f n o n r e s p o n d e n t s , t h e r e s e a r c h e r s t a t i s t i c a l l y c ompa r e d t h e
overall

mean

respondents.

scores

of

early

respondents

to

those

of

late

No s i g n i f i c a n t d i f f e r e n c e s we r e f o u n d i n t h e r e s p o n s e s

o f t h e two g r o u p s .
study population.

Therefore,

results

c o u l d be g e n e r a l i z e d

to the

50

Da t a A n a l y s i s
The r e s e a r c h e r
program.

Descriptive

establishing
the

analyzed

survey

the

data

using

statistics

we r e

run

g r o u p mean s c o r e s

and f r e q u e n c i e s

f o r each

the

on a l l

item

in

SPSS/PC+

computer

85 s u r v e y
Parts

I

f o r s tu d e n t demographics.

items,

and

In

II

of

addition,

combi ne d d e s c r i p t i v e a n a l y s e s we r e r u n on i t e m s g r o u p e d a c c o r d i n g t o
t o p i c o r t h e me , e s t a b l i s h i n g mean s c o r e s f o r e a c h t o p i c / t h e m e .
T-tests

we r e

run

to

s t u d e n t s whose i n s t r u c t o r s

determine

had o r had n o t

curriculum-development/inservice
regressions

we r e

run

to

possible

participated

project.

determine

possible

s t u d e n t d e m o g r a p h i c s and s u r v e y r e s p o n s e s .
a n a l y s e s a r e r e p o r t e d i n C h a p t e r IV.

differences

I-tests

b e t we e n

in the
and

relationships
The r e s u l t s

IAEP

multiple
b e t we e n

of the data

CHAPTER IV

FINDINGS AND DISCUSSION

The f i n d i n g s o f t h e
demographic
instrument

study are

characteristics
are presented

of

presented

students

in the

first

in t h i s

who

chapter.

completed

section.

the

The s e c o n d

includes

information regarding the

importance

and/or value

students

placed

agricultural

education

The

third

and

students’
p r o g r a ms

on

fourth

beliefs
and

international
sections

about

their

contain

findings

internationalizing

preferences

about g l o b a l / i n t e r n a t i o n a l

on

issues

section
(affect)

relative

me t h o d s

survey

concepts.

agricultural
and

The

to

the

education

of

learning

agriculture.

Demogr a phi c C h a r a c t e r i s t i c s o f t h e R e s p o n d e n t s
Researchers
ascertain
Whi t e

the

and

education

conducting
demographic

Tisher
and

( 1986)

educational

descriptive

inquiries

characteristics
noted

that

of

their

"social

research.

Ary

et

often

to

populations.

context"
al.

seek

( 1990)

influences
said

that

demographic v a r i a b l e s used in survey r e s e a r c h o f t e n p r o v i d e t a n g i b l e
information
tion,

about pop u latio n s

researchers

(Harbstreit

h a ve

& We l t o n ,

r e s e a r c h on s t u d e n t s .

used

1992;

under study.
a

variety

Rollins

In
of

demographic

& Miller,

The d e m o g r a p h i c v a r i a b l e s

51

agricultural

1989)

in

educa­

variables
conducting

deemed a p p r o p r i a t e

52

for th is
in

s t u d y we r e g e n d e r ,

agriscience

Information

classes,

on

the

type of resid en ce,

FFA

me mb e r s h i p ,

demographic

GPA, y e a r s c o m p l e t e d

and

SAE

characteristics

of

participation.
the

respondents

was u s e d i n a n a l y z i n g t h e d a t a f o r O b j e c t i v e 1.
O b j e c t i v e 1 : To d e t e r m i n e wha t d i f f e r e n c e s , i f a n y , e x i s t i n
students’
attitudes
toward
internationalizing
agricultural
e d u c a t i o n p r o g r a m s , b a s e d on t h e i r g e n d e r , t y p e o f r e s i d e n c e ,
g r a d e p o i n t a v e r a g e (GPA), y e a r s c o m p l e t e d i n a g r i s c i e n c e
c l a s s e s , me mb e r s h i p i n F u t u r e F a r me r s o f Ame r i c a (FFA) , and
p a r t i c i p a t i o n i n a s u p e r v i s e d a g r i c u l t u r a l e x p e r i e n c e (SAE).
A ttitudinal

research

F i s h b e i n and Aj z e n
believe

that

(1975)

attitudes

a

number

and H o s s a i n
of

demographic c h a r a c t e r i s t i c s .
characteristics

by

students

scholars,

(1992),
may

Shown i n

o f t h e two g r o u p s

of

including

led the researcher to

be

influenced

by

their

Table 2 a r e t h e demographic

studied.

Part

III

of the

survey

c o n t a i n e d items d e s i g n e d t o e l i c i t demographic i n f o r m a t i o n a b o u t t h e
respondents.

S t u d e n t s d e c l i n e d t o a n s we r more i t e m s i n t h i s

section

t h a n i n any o t h e r ( s e e n o t e t o T a b l e 2 ) .
A total

o f 73 f e m a l e s and 218 ma l e s p a r t i c i p a t e d

15 s t u d e n t s

did

respondents

characterized

rural

nonfarm,

village,

not

indicate

their

their

gender.

place

of

More

in the study ;

than

residence

as

65% o f
rural

the

farm/

and n e a r l y 35% i n d i c a t e d t h e i r p l a c e o f r e s i d e n c e a s
GPA o f

2.9;

more t h a n h a l f o f t h e s t u d e n t s r e p o r t e d GPA’ s o f 3 . 0 o r h i g h e r .

The

number

suburban,

of

years

or urban.

of

Respondents

agricultural

classes

had

a mean

students

r a n g e d f r om l e s s t h a n 1 y e a r t o more t h a n 4 y e a r s ;
years.
they

Slightly
were

more

FFA member s ,

than
and

84% o f

the

64% s a i d

had

completed

t h e mean was 3 . 7

respondents
they

had

indicated

participated

that
in

a

53

Tabl e 2 . --Comparison o f demographic c h a r a c t e r i s t i c s o f s t u d e n t s in
Group 1 and Gr oup 2.

Gr oup 1
Characteristic
(Participated)

Ge nde r
Male
Femal e

106 (69%)
47 (31%)

Group 2
( Di d Not
Participate)

112 (81%)
26 (19%)

Residence
Ru r a l f a r m
Ru r a l n o n f a r m
V i l l a g e o r town
Su b u r b o f c i t y
Urban

44
48
43
5
10

(29%)
(32%)
(29%)
( 3%)
( 7%)

50
45
38
3
1

(37%)
(33%)
(28%)
( 1. 5%)
( 0. 5%)

Gr a de p o i n t a v e r a g e
Le s s t h a n 2 . 0 0
2.0-2.49
2.5-2.99
3.0-3.49
3.5-4.00

3
19
45
47
27

( 2%)
(13%)
(32%)
(33%)
(20%)

10
15
35
39
22

( 9%)
(12%)
(28%)
(33%)
(18%)

Ye a r s o f a g r i c u l t u r e c l a s s e s
< 1 year
1 year
2 years
3 years
4 years
> 4 years

15
25
25
50
30
7

(10%)
(16%)
(16%)
(33%)
(20%)
( 5%)

4
19
20
48
41
6

( 3%)
(14%)
(14%)
(35%)
(30%)
( 4%)

FFA membe r s hi p
Yes
No
SAE p a r t i c i p a t i o n
Yes
No

Note.

126 (82%)
27 (18%)

118 (86%)
19 (14%)

95 (63%)
56 (37%)

91 (66%)
47 (34%)

Some s t u d e n t s f a i l e d t o a n s we r c e r t a i n d e m o g r a p h i c i t e m s .
Thus , t h e t o t a l r e s p o n s e s f o r v a r i o u s i t e m s d i f f e r .

54

supervised
project,

agricultural
or

school

criticism

that

activity.

it

is

agricultural

education

students

this

in

agricultural
To

experience
It

mainly

is

reported

1992),
3

a

or

job,

despite
who

take

majority

more

years

of
of

GPA’ s o f 3 . 0 o r h i g h e r .
survey

r e s p o n s e s i n t o a c o m p u t e r u s i n g SPSS/PC+.

Responses t o t h e

5-point

Likert

scale

Strongly

1.49),

Disagree

we r e

Strongly

disagreement

1,

that,

students

completing

a

all

and

Objective

through

interesting

(Peterson,

c l a s s e s and had o v e r a l l

fulfill

program

low -ability

classes

study

(SAE)

weighted

as

(1.5-2.49),
Agree

with

the

researcher

follows:

Und e c i d e d

(4.5-5.0).

the

survey

(2.5-3.49),

Lowe r

items,

entered

Ag r e e

scores

and h i g h e r

Disagree

(1.0-

(3.5-4.49),

indicated

scores

more

showed

more

agreement.
The r e s e a r c h e r
two

wa y s ,

analyzed

calculating

demographic

variables

regression

proved

the

data

multiple regressions
in

Part

III

variables

in

calculations

calculated

on

Part

III

survey.

of

shown

the

in

each

Table

and SAE p a r t i c i p a t i o n )

t o O b j e c t i v e 1 in

and

the

t-tests

survey.

less

grouped

of
as

residence

statistical
follows:

3.

than

5% o f

of

the

The
Three

six

(rural

( 3 . 0 and

farm/nonfarm,

the

demographic

findings
items

f r om

those
above,

response
be l ow

suburban/urban),

these

(gender,

had o n l y two p o s s i b l e

analysis,
GPA

the

M ultiple

For t h e

options
2.9),
and

FFA

responses.

The o t h e r t h r e e i t e m s had more t h a n two p o s s i b l e r e s p o n s e s .
purposes

on

(student a ttitu d e s ).

were

are

me m b e r s h i p ,

of

inconclusive, explaining

v a r i a n c e in t h e d epe ndent v a r i a b l e
T -tests

pertaining

were

place of
years

of

55

Tabl e 3 . - - R e s u l t s o f demographic t - t e s t

for Part

Part

I and P a r t I I .

Part

I

II

Group

Participated
Femal e
Male
Did n o t p a r t i c i p a t e
Femal e
Male
Participated
Rur a l f a r m / n o n f a r m
Suburban/urban
Did n o t p a r t i c i p a t e
Rur a l f a r m / n o n f a r m
Suburban/urban
Participated
GPA < 2 . 9 9
GPA > 3 . 0
Did n o t p a r t i c i p a t e
GPA < 2 . 9 9
GPA > 3 . 0
Participated
< 2 y r s . ag. c l a s s e s
> 3 y r s . ag. c l a s s e s
Did n o t p a r t i c i p a t e
< 2 y r s . ag. c l a s s e s
> 3 y r s . ag. c l a s s e s
Participated
FFA member
Non-FFA member
Did n o t p a r t i c i p a t e
FFA member
Non-FFA member
Participated
SAE p a r t i c i p a t i o n
No SAE p a r t i c i p a t i o n
Di d n o t p a r t i c i p a t e
SAE p a r t i c i p a t i o n
No SAE p a r t i c i p a t i o n

* £ < .05.

Mean

SD

Mean

SD

3.87
3.78

. 27
. 42

3.87
3.79

. 35
. 45

3.71
3.77

. 69
. 54

3.60
3.77

. 96
. 53

3.83
3.76

. 35
. 43

3.83
3.72

. 44
. 33

3.86
3.50

. 44
. 53

3.82
3.29

. 56
. 93

3.75
3.86

. 38
. 38

3.78
3.88

. 38
. 44

3.76
3.84

. 52
.51

3.78
3.82

. 50
. 58

3.75
3.83

. 38
. 38

3.81
3.81

. 39
. 43

3.60
3.77

.71
. 56

3.57
3.77

. 67
. 62

3.82
3.72

. 36
. 46

3.82
3.78

. 40
. 49

3.82*
3.27*

.51
. 78

3.18*
3.82*

. 79
. 56

3.88*
3.70*

. 34
. 42

3.88*
3.73*

. 40
. 40

3.87*
3.51*

.51
. 65

3.88*
3.44*

. 48
. 78

56

a g r i c u l t u r e c l a s s e s c o m p l e t e d (more t h a n 3 y e a r s ,

2 y e a r s and l e s s ) .

The r e s e a r c h e r d i s t i n g u i s h e d b e t we e n Group 1 and Group 2 w i t h r e g a r d
t o demographic c h a r a c t e r i s t i c s ,
Ba s e d
found

on

to

t-tests,

be

t wo

as w e l l .

of

statistically

the

experience

alpha

both

involving

participated

in

and

(students

Group

2

project).

The

me mb e r s h i p ;
whose

the

variables

Participation

(SAE) was s i g n i f i c a n t

Group

1

(students

whose

at

whos e

other
it

had

item

teachers
that

had

showed

was s i g n i f i c a n t

not

in

the

had

those
IAEP

a

teachers

project)

participated

for

in

. 05

significance

only

participated

development/inservice project

not

we r e

the

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e

h o we v e r ,

teachers

demographic

significant.

supervised agricultural
level,

six

in

the

was

FFA

respondents
curriculum-

( Group 2 ) .

The I m p o r t a n c e a n d / o r Va l ue S t u d e n t s P l a c e d on
I n t e r n a t i o n a l A g r i c u l t u r a l Educ a t i on Concepts
Objective
p l a c e on
programs.

2 : To a s s e s s t h e
internationalizing

The q u e s t i o n n a i r e c o n t a i n e d

importance an d/or value s tu d e n ts
secondary a g r i c u l t u r a l education

concerning

students’

a t t i t u d e s toward i n t e r n a t i o n a l i z i n g seconda ry a g r i c u l t u r a l

education

programs.

Means and

standard

60 s t a t e m e n t s

deviations

The 10 s t a t e m e n t s r e c e i v i n g t h e h i g h e s t means a r e shown i n

Table

whereas

the

shown i n T a b l e 6.

It

receiving

the

are

each

Ta bl e 4.

is

results

for

using the

10 s t a t e m e n t s

the

calculated

statement

5,

SPSS/PC+ p r o g r a m;

we r e

presented

l o w e s t means

in

are

i n t e r e s t i n g t h a t t h e l o w e s t mean s c o r e f o r

a ny i t e m was 3 . 4 3 ( b e t w e e n Un d e c i d e d and A g r e e ) .

57

T a b l e 4 . - - Me a ns and s t a n d a r d d e v i a t i o n s on s t a t e m e n t s c o n c e r n i n g
s t u d e n t s ’ a t t i t u d e s toward i n t e r n a t i o n a l i z i n g s econda ry
a g r i c u l t u r a l e d u c a t i o n programs.

Statement

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Mean

SD

I s h o u l d u n d e r s t a n d more a b o u t a g r i c u l t u r e
and i t s i m p o r t a n c e t o t h e w o r l d economy.

4.03

. 79

I s h o u l d u n d e r s t a n d more a b o u t d i f f e r e n c e s
be t we e n d e v e l o p i n g and d e v e l o p e d c o u n t r i e s .

3.62

. 93

I s h o u l d know more a b o u t o t h e r c o u n t r i e s
as m a r k e t s f o r U. S. a g r i c u l t u r a l p r o d u c t s .

3.75

.92

I s h o u l d ha ve a b e t t e r u n d e r s t a n d i n g a b o u t
how p o l i t i c s a f f e c t s w o r l d a g r i c u l t u r e .

3.79

. 92

I s h o u l d know more a b o u t t h e c u l t u r e s o f
other countries.

3.43

1.08

I s h o u l d u n d e r s t a n d how t h e c u l t u r e s o f
o t h e r c o u n t r i e s i mp a c t a g r i c u l t u r e i n
those c ountries.

3.57

. 95

I s h o u l d know more a b o u t M i c h i g a n ’ s
a g r i c u l t u r e and i t s c o n n e c t i o n t o w o r l d
trade.

3.98

. 88

I s h o u l d know more a b o u t a g r i c u l t u r a l
p r o d u c t s t h a t Mi c h i g a n s e l l s t o o t h e r
countries.

3.96

. 83

I s h o u l d l e a r n more a b o u t a g r i c u l t u r a l
p r o d u c t s t h a t Mi c h i g a n p r o d u c e r s s e l l
to other s ta t e s .

3.86

. 90

I s h o u l d l e a r n more a b o u t a g r i c u l t u r a l
p r o d u c t s f r om o t h e r s t a t e s t h a t a r e
consumed i n M i c h i g a n .

3.84

. 82

I s h o u l d l e a r n more a b o u t a g r i c u l t u r a l
p r o d u c t s f r om o t h e r c o u n t r i e s t h a t a r e
consumed i n M i c h i g a n .

3.85

. 84

L e a r n i n g more a b o u t a g r i c u l t u r e i n o t h e r
c o u n t r i e s w i l l h e l p me u n d e r s t a n d f u t u r e
changes in world a g r i c u l t u r e .

3.67

.91

58

Table 4 . --C ontinued.

Statement

Mean

SD

13.

I n e e d t o know more a b o u t w o r l d a g r i c u l t u r e .

3.54

. 97

14.

I s h o u l d know more a b o u t t h e w o r l d economy
and i t s r e l a t i o n s h i p t o Mi c h i g a n a g r i ­
culture.

3.72

. 84

I s h o u l d know more a b o u t M i c h i g a n ’ s
a g r i c u l t u r e and i t s i mp a c t on M i c h i g a n ’ s
economy.

3.93

. 90

I s h o u l d know more a b o u t how w o r l d e v e n t s
a f f e c t l o c a l a g r i c u l t u r e i n my c ommuni t y.

3.77

.91

I s h o u l d know more a b o u t how w o r l d a g r i ­
c u l t u r e a f f e c t s food p r i c e s in t h e l o c a l
grocery sto re .

3.76

. 90

M a r k e t i n g Mi c h i g a n a g r i c u l t u r a l p r o d u c t s
t o o t h e r c o u n t r i e s w i l l h e l p t h e U. S.
economy.

3.84

. 90

M a r k e t i n g U. S. a g r i c u l t u r a l p r o d u c t s t o
o t h e r c o u n t r i e s w i l l h e l p t h e U. S. economy.

3.89

. 86

P o l i t i c s h a s a m a j o r e f f e c t on w o r l d
agriculture.

3.71

. 98

C u l t u r e h a s some i m p a c t on a g r i c u l t u r e i n
other countries.

3.79

.93

22.

Worl d t r a d e h e l p s Mi c h i g a n a g r i c u l t u r e .

3.75

. 92

23.

Coming c h a n g e s i n w o r l d a g r i c u l t u r e w i l l
h a ve some i mp a c t on me i n t h e f u t u r e .

3.93

. 88

Worl d e v e n t s ha ve some i m p a c t on a g r i ­
c u l t u r e i n my c ommuni t y.

3.73

. 82

Worl d a g r i c u l t u r e h a s some e f f e c t on f ood
p r i c e s i n my l o c a l g r o c e r y s t o r e .

3.93

.81

15.

16.

17.

18.

19.

20.

21.

24.

25.

59

Table 4 . --Continued.

Statement

26.

a.

L o c a t i o n o f whe r e I r e s i d e on a c o u n t y map.

3.90

. 95

b.

L o c a t i o n o f my c o u n t y on a s t a t e map.

3.87

. 97

c.

I d e n t i f i c a t i o n o f major c i t i e s in t h e
s t a t e whe r e l a r g e q u a n t i t i e s o f a g r i c u l ­
t u r a l p r o d u c t s a r e cons umed.

3.93

.81

Location of major p o r t s f o r shipping
a g ric u ltu ra l products.

3.83

. 95

3.89

.83

3.86

. 86

To h e l p me u n d e r s t a n d a g r i c u l t u r e f r om a
g l o b a l p e r s p e c t i v e , I s h o u l d have a b a s i c
u n d e r s t a n d i n g o f U . S . / w o r l d geography such as:
a.

Ma j o r r e g i o n s

b.

Location of s t a t e s
t he United S t a t e s .

in t h e Uni t ed S t a t e s .
in major r e g i o n s in

c.

The s e v e n c o n t i n e n t s i n t h e w o r l d .

3.79

.92

d.

Locati on o f c o u n t r i e s in t h e wor ld.

3.74

. 89

e . Ma j o r wa t e r w a y s u s e d i n s h i p p i n g a g r i ­
c ultural products.

3.75

. 89

3.64

1. 01

f.

2 8.

SD

F o r me t o u n d e r s t a n d g l o b a l a g r i c u l t u r e ,
I s h o u l d f i r s t ha ve a b a s i c u n d e r s t a n d i n g o f
g e o g r a p h y a s i t r e l a t e s t o my s t a t e s u c h a s :

d.

2 7.

Mean

C o u n t r i e s t h a t a r e t h e mos t d e n s e l y
populated.

I n t e r n a t i o n a l a g r i c u l t u r a l e d u c a t i o n p r o g r a ms
(IAEP) w i l l i n c r e a s e my a w a r e n e s s o f t h e ne e d
f o r t h e U n i t e d S t a t e s t o wor k c l o s e l y w i t h
c o u n t r i e s around t h e world f o r :
a.

Economi c b e n e f i t s .

3.76

. 89

b.

Political

3.56

. 95

c.

Humanitarian b e n e f i t s .

3.81

. 93

benefits.

60

Table 4 . --C ontinued.

Statement

29.

a . Ma j or a g r i c u l t u r a l p r o d u c t s t h a t a r e
p r o d u c e d i n my c o u n t r y .

3.81

.81

b. What ha p p e n s t o l o c a l p r o d u c t s onc e
t h e y l e a v e t h e c ommuni t y.

3.77

. 85

c . Ma j o r a g r i c u l t u r a l p r o d u c t s t h a t a r e
produced in Michi gan.

3.87

. 82

d . Ma j o r e x p o r t m a r k e t s f o r Mi c h i g a n a g r i ­
c ultural products.

3.93

. 82

3.83

. 84

3.78

. 83

g . C o u n t r i e s t h a t ne e d and a r e c a p a b l e o f
p u r c h a s i n g M ic h ig a n’ s major a g r i c u l t u r a l
products.

3.85

. 85

IAEP w i l l i n c r e a s e my a w a r e n e s s o f g l o b a l
a g r i c u l t u r e and i t s e f f e c t on Ame r i c an
agriculture.

3.73

. 86

Wi t h p r o p e r i n s t r u c t i o n and m a t e r i a l s , I
w i l l be a b l e t o u n d e r s t a n d i n t e r n a t i o n a l
a g ric u ltu ra l concepts.

3.80

. 85

f.

31.

32 .

SD

I am more l i k e l y t o u n d e r s t a n d g l o b a l
a g r i c u l t u r e i f given i n s t r u c t i o n about:

e.

30.

Mean

S t a t e s i n t h e U. S. t h a t a r e c o mp e t i n g
with Michigan’ s major a g r i c u l t u r a l
products.
O t h e r c o u n t r i e s t h a t a r e c o mp e t i n g w i t h
M i c h i g a n ’ s major a g r i c u l t u r a l p r o d u c t s .

Considering the c o u n tr ie s t h a t are projected
t o be t h e b e s t m a r k e t s f o r M i c h i g a n ’ s m a j o r
p r o d u c t s , I s h o u l d be i n s t r u c t e d on t h o s e
countries’ :
a.

Culture.

3.73

. 92

b.

Infrastructure.

3.74

. 86

61

Table 4 . --C ontinued.

Statement

32.

33.

34.

35.

36.

37.

3 8.

3 9.

4 0.

Note.

Mean

SD

(Continued)
c.

Standard of liv in g .

3.83

. 88

d.

Natural

4.00

. 75

e.

Agriculture.

4.09

.82

IAEP w i l l p r o v i d e me w i t h a g l o b a l p e r ­
s p e c tiv e with r e s p e c t to c a re e r oppor­
tunities.

3.74

. 94

I s h o u l d be e n c o u r a g e d t o p a r t i c i p a t e
i n t h e v a r i o u s FFA i n t e r n a t i o n a l p r o g r a ms
(WASS/WEA).

3.83

1. 01

B a s i c IAEP c o n c e p t s a r e n o t t o o compl ex
f o r me.

3.53

. 98

IAEP w i l l p r o v i d e me w i t h an a p p r e c i a t i o n
o f t h e i n t e r d e p e n d e n c y o f n a t i o n s around
the world.

3.56

. 84

IAEP w i l l
in gl obal

3.64

. 87

Thr ough IAEP, I w i l l ha ve an o p p o r t u n i t y
t o i n t e r a c t wi t h pe opl e in o t h e r p a r t s o f
the world.

3.62

. 80

IAEP w i l l h e l p me u n d e r s t a n d g l o b a l
c u l t u r a l marketing systems.

3.69

. 80

3.61

.91

resources.

p r e p a r e me f o r f u t u r e c h a n g e s
agriculture.

agri­

IAEP w i l l h e l p me f u n c t i o n b e t t e r as a
c i t i z e n in a global s o c i e t y .

Means were c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t
L ik e r t scale:
1 = Strongly Disagree, 2 = Disagree, 3 =
Und ec id ed , 4 = A g ree , 5 = S t r o n g l y Agr ee.

62

Table 5 . --S tu d e n t a t t i t u d i n a l
scores.

s t a t e m e n t s w i t h t h e h i g h e s t mean

Statement

32 e .

1.
32d.

7.

8.

15.

23.

25.

26.

Mean

Considering the c o u n tr i e s t h a t are projected
t o be t h e b e s t m a r k e t s f o r M i c h i g a n ’ s m a j o r
p r o d u c t s , I s h o u l d be i n s t r u c t e d on t h o s e
countries’ agriculture.

1

4.09

I s h o u l d u n d e r s t a n d more a b o u t a g r i c u l t u r e
and i t s i m p o r t a n c e t o t h e w o r l d economy.

2

4.03

Considering the c o u n tr i e s t h a t are p ro je c te d
t o be t h e b e s t m a r k e t s f o r M i c h i g a n ’ s m a j o r
p r o d u c t s , I s h o u l d be i n s t r u c t e d on t h o s e
c o u n tr ie s ’ natural resources.

3

4.00

I s h o u l d know more a b o u t M i c h i g a n ’ s a g r i ­
c u l t u r e and i t s c o n n e c t i o n s t o wo r l d t r a d e .

4

3.98

I s h o u l d know more a b o u t a g r i c u l t u r a l
p r o d u c t s t h a t Mi c h i g a n s e l l s t o o t h e r
countries.

5

3.96

I s h o u l d know more a b o u t M i c h i g a n ’ s a g r i ­
c u l t u r e and i t s i m p a c t on Mi c h i g a n economy.

6

3.93

Coming c h a n g e s i n w o r l d a g r i c u l t u r e w i l l
ha ve some i mp a c t on me i n t h e f u t u r e .

6

3.93

World a g r i c u l t u r e h a s some e f f e c t on
f ood p r i c e s i n my l o c a l g r o c e r y s t o r e .

6

3.93

6

3.93

10

3.90

For me t o u n d e r s t a n d g l o b a l a g r i c u l t u r e , I
s h o u l d f i r s t ha ve a b a s i c u n d e r s t a n d i n g o f
a e o a r a p h v as i t r e l a t e s t o mv s t a t e s uc h a s :
c.

I d e n t i f i c a t i o n of major c i t i e s in the
s t a t e whe r e l a r g e q u a n t i t i e s o f a g r i ­
c u l t u r a l p r o d u c t s a r e cons umed.

a . L o c a t i o n o f wh e r e I r e s i d e on a c o u n t y
map.

Note.

Rank

Means were c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t
L ik e r t scale:
1 = Strongly Disagree, 2 = Disagree, 3 =
Und eci ded , 4 = A g r e e , 5 = S t r o n g l y A gr ee.

63

Table 6 . --S tu d en t a t t i t u d i n a l

s t a t e m e n t s w i t h t h e l o w e s t mean s c o r e s .

Statement

5.

I s h o u l d know more a b o u t t h e c u l t u r e s o f
other countries.

Rank

Mean

10

3.43

35.

B a s i c IAEP c o n c e p t s a r e n o t t o o c o mp l e x f o r me.

9

3.53

13.

I ne e d t o know more a b o u t w o r l d a g r i c u l t u r e .

8

3.54

28b.

International a g ric u ltu ra l education pro­
gr ams (IAEP) w i l l i n c r e a s e my a w a r e n e s s o f
t h e ne e d f o r t h e U n i t e d S t a t e s t o work
c l o s e l y wi t h c o u n t r i e s around t h e worl d f o r
political benefits.

7

3.56

IAEP w i l l p r o v i d e me w i t h an a p p r e c i a t i o n o f
t h e i n te r d e p e n d e n c y o f n a t i o n s around t h e worl d.

7

3.56

I s h o u l d u n d e r s t a n d how t h e c u l t u r e s o f
o t h e r c o u n t r i e s i mp a c t a g r i c u l t u r e i n
those countries.

5

3.57

IAEP w i l l h e l p me f u n c t i o n b e t t e r as
c i t i z e n s in a gl obal s o c i e t y .

4

3. 61

Thr ough IAEP, I w i l l h a ve an o p p o r t u n i t y
t o i n t e r a c t wi th pe op le in o t h e r p a r t s
of the world.

3

3.62

I s h o u l d u n d e r s t a n d more a b o u t d i f f e r e n c e s
b e t we e n d e v e l o p i n g and d e v e l o p e d c o u n t r i e s .

3

3.62

2 7 f . To h e l p me u n d e r s t a n d a g r i c u l t u r a l f r om a
g l o b a l p e r s p e c t i v e , I s h o u l d ha ve a b a s i c
u n d e r s t a n d i n g o f U . S . / w o r l d g e o g r a p h y s uc h
a s c o u n t r i e s t h a t a r e t h e mos t d e n s e l y
populated.

1

3.64

IAEP w i l l p r e p a r e me f o r f u t u r e c h a n g e s i n
global a g ric u ltu re .

1

3.64

36.

6.

40.

38.

2.

37.

Note.

Means were c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t
L ik e r t scale:
1 = Strongly Disagree, 2 = Disagree, 3 =
U ndec id ed , 4 = A g r e e , 5 = S t r o n g l y A gr ee.

64

R e s p o n s e s t o t h e 5 - p o i n t L i k e r t s c a l e we r e w e i g h t e d a s f o l l o w s :
Strongly

Disagree

(1.0-1.49),

3 . 4 9 ) , Agr e e ( 3 . 5 - 4 . 4 9 ) ,

Disagree

(1.5-2.49),

and S t r o n g l y Agr e e ( 4 . 5 - 5 . 0 ) .

i n d i c a t e d more d i s a g r e e m e n t w i t h t h e s u r v e y i t e m s ,
showed more a g r e e m e n t w i t h t h e s u r v e y i t e m s .
we r e

written

subject,

in

a

Un d e c i d e d

positive

or

neutral

(2.5-

Lower s c o r e s

and h i g h e r s c o r e s

Because t h e s t a t e m e n t s

ma n n e r ,

depending

on

the

i t was n o t s u r p r i s i n g t h a t s t u d e n t s r e s p o n d e d p o s i t i v e l y o r

a g r e e d w i t h t he m.

What was

remained a t

the

group

score

mean

interesting

low end o f t h e Agr e e
a bove

4.5

or

was t h a t

range;

Strongly

no

responses
items

Agree.

overall

engendered

Examination

a
of

f r e q u e n c i e s d u r i n g t h e d e s c r i p t i v e a n a l y s i s r e v e a l e d t h a t t h e middle
response category,

o r Undecided,

seemed t o d e t e r m i n e t h e g r o u p mean

scor es f o r t h e s e items.

S t u d e n t s ’ B e l i e f s About I n t e r n a t i o n a l i z i n g
A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms
The
beliefs

researcher
about

highest

was

interested

internationalizing

These f i n d i n g s
the

also

are
mean

shown

in Table

scores

are

score

Un d e c i d e d

for

any

belief

7.

category.

Group

The

s hown

item
mean

in

students’

education

programs.

10 s t a t e m e n t s

receiving

Table

8,

whereas

shown i n T a b l e 9.

was

3.42,

scores

s ta t e m e n ts in P a r t II i n d i c a t e d o v e r a l l
o r i e n t a t i o n t o w a r d IAEP.

determining

agricultural

r e c e i v i n g t h e l o w e s t mean s c o r e s a r e
mean

in

whi c h
on

the

was

those

The l o w e s t
within

student

the

belief

agreement wi t h o r a p o s i t i v e

65

T a b l e 7 . - - Me a ns and s t a n d a r d d e v i a t i o n s on s t a t e m e n t s c o n c e r n i n g
s t u d e n t s ’ b e l i e f s with regard to i n t e r n a t i o n a l i z i n g
secondary a g r i c u l t u r a l e d u c a t io n programs.

St a t e me nt ,

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Mean

SD

I b e l i e v e a g r i c u l t u r e i n v o l v e s more t h a n
farming.

4.27

. 98

I b e l i e v e world a g r i c u l t u r e i s d i f f e r e n t
f r om c o u n t r y t o c o u n t r y .

4.05

. 86

I b e l i e v e w o r l d a g r i c u l t u r e a l l o w s me t o
e a t a v a r i e t y o f food p r o d u c t s y e a r round.

4.13

.87

I b e l i e v e world a g r i c u l t u r e h e l p s p r o v id e
me w i t h a q u a l i t y s u p p l y o f f o o d .

4.07

. 94

I believe natural d i s a s t e r s a ffe c t the
p r i c e o f f o o d i n my l o c a l g r o c e r y s t o r e .

4.00

. 94

I b e l i e v e t h e U. S. s h o u l d h e l p o t h e r
c o u n t r i e s w i t h f ood a i d i n t i m e s o f f a m i n e .

3.59

1.12

I b e l i e v e U. S. t r a d i n g p a r t n e r s
h e l p U. S. a g r i c u l t u r e .

3.88

. 87

I b e l i e v e co mp et iti o n with o t h e r pr oducers wo r l d ­
wi de h e l p s t o keep f ood p r i c e s r a t h e r r e a s o n a b l e .

3.73

. 94

I b e l i e v e an u n d e r s t a n d i n g o f o t h e r c u l t u r e s w i l l
h e l p U. S. p r o d u c e r s m a r k e t t h e i r p r o d u c t s a b r o a d .

3.84

.82

I b e l i e v e an u n d e r s t a n d i n g o f i n t e r n a t i o n a l
p o l i t i c a l i s s u e s w i l l h e l p U. S. p r o d u c e r s
market t h e i r products abroad.

3.72

. 83

I b e l i e v e M i c h i g a n ’ s c i t i z e n s e a t f ood
p r o d u c t s t h a t a r e produced around t h e wo rl d.

3.93

. 83

I b e lie v e t h a t Michigan’s a g r i c u l t u r a l products
a r e s u p e r i o r i n q u a l i t y t o p r o d u c t s f r om o t h e r
states.

4.05

. 86

I b e li e v e t h a t Michigan’ s a g r i c u l t u r a l products
a r e s u p e r i o r t o p r o d u c t s f r om o t h e r c o u n t r i e s .

4.13

. 87

I b e l i e v e world a g r i c u l t u r e i s covered
e x t e n s i v e l y i n my a g r i c u l t u r a l c l a s s e s .

3.42

1. 01

(customers)

66

Table 7 . --C ontinued.

Mean

SD

I b e l i e v e t h a t my a g r i c u l t u r a l t e a c h e r
s h o u l d c o v e r w o r l d a g r i c u l t u r e wh e n e v e r
i t r e l a t e s t o wha t we a r e s t u d y i n g .

3.70

. 93

I b e l i e v e t h a t my a g r i c u l t u r a l t e a c h e r
s h o u l d u s e maps t o h e l p me l e a r n more
about world a g r i c u l t u r e .

3.62

1. 01

I b e l i e v e t h a t g u e s t s p e a k e r s who a r e k n o wl ­
e d g e a b l e r e g a r d i n g i n t e r n a t i o n a l e v e n t s woul d
h e l p me l e a r n more a b o u t w o r l d a g r i c u l t u r e .

3.66

. 94

I believe t h a t a v a rie ty of audio-visual
m aterials ( s lid e s , videos, films, e tc .)
woul d h e l p me l e a r n a b o u t w o r l d a g r i c u l t u r e .

3.80

. 96

I b e l i e v e t h a t c o m p u t e r p r o g r a ms t h a t a r e
i n t e r n a t i o n a l l y o r i e n t e d woul d h e l p me
l e a r n more a b o u t w o r l d a g r i c u l t u r e .

3.79

. 87

I b e l i e v e t h a t h o s t i n g an a g r i c u l t u r a l e x c h a n g e
s t u d e n t f r om a n o t h e r c o u n t r y i n my communi t y
woul d h e l p me l e a r n more a b o u t w o r l d a g r i c u l t u r e .

3.72

. 98

I b e l i e v e I s h o u l d be a b l e t o l e a r n a b o u t w o r l d
a g r i c u l t u r e in o t h e r c l a s s e s in t h e s c h o ol .

3.65

. 94

I b e l i e v e t h a t o t h e r c l a s s e s in t h e school s hould
i n c l u d e i n f o r m a t i o n about world a g r i c u l t u r e .

3.59

. 95

I b e l i e v e t h a t I ca n l e a r n a b o u t w o r l d a g r i c u l c u l t u r e f r om w a t c h i n g s e l e c t e d t e l e v i s i o n
programs.

3.74

.88

I b e l i e v e t h a t I can l e a r n about world a g r i c u l ­
t u r e f r om l i s t e n i n g t o s e l e c t e d r a d i o p r o g r a m s ,
r a d i o programs.

3.49

. 99

I b e l i e v e t h a t I can l e a r n about world a g r i ­
c u l t u r e f r om a t t e n d i n g e v e n t s s uc h a s f a i r s
o r shows .

3.74

. 95

Statement

15.

16.

17.

18.

19.

20.

21.

22.

23.

2 4.

25.

Note.

Means were c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t
L ik e r t scale:
1 = Strongly Disagree, 2 = Disagree, 3 =
Unde ci d ed , 4 = A g ree , 5 = S t r o n g l y Agr ee.

67

T a b l e 8 . - - S t u d e n t b e l i e f s t a t e m e n t s w i t h t h e h i g h e s t mean s c o r e s .

Statement

1.
3.

4.

2.

5.

11.

7.

9.

18.

19.

Note.

Rank

Mean

I b e l i e v e t h a t a g r i c u l t u r e i n v o l v e s more
than farming.

1

4.26

I b e l i e v e w o r l d a g r i c u l t u r e a l l o w s me t o
e a t a v a r i e t y of pro duc ts y e a r round.

2

4.13

I b e l i e v e world a g r i c u l t u r e h e l p s p r o v id e
me w i t h a q u a l i t y s u p p l y o f f o o d .

3

4.07

I b e l i e v e world a g r i c u l t u r e i s d i f f e r e n t
f r om c o u n t r y t o c o u n t r y .

4

4.05

I believe natural d i s a s t e r s a ffe c t the price
o f f ood i n my l o c a l g r o c e r y s t o r e .

5

4.00

I b e l i e v e M i c h i g a n ’ s c i t i z e n s e a t f ood p r o d ­
u c t s t h a t a r e produced around t h e wor l d.

6

3.93

I b e l i e v e U. S. t r a d i n g p a r t n e r s
h e l p U. S. a g r i c u l t u r e .

7

3.88

I b e l i e v e an u n d e r s t a n d i n g o f o t h e r c u l t u r e s
w i l l h e l p U. S. f ood p r o d u c e r s m a r k e t t h e i r
pr oducts abroad.

8

3.84

I believe th a t a va rie ty of audio-visual mate­
r i a l s ( s l i d e s , v i d e o s , f i l m s , e t c . ) woul d h e l p
me l e a r n more a b o u t w o r l d a g r i c u l t u r e .

9

3.80

10

3.79

(customers)

I b e l i e v e t h a t c o m p u t e r p r o g r a ms t h a t a r e
i n t e r n a t i o n a l l y o r i e n t e d woul d h e l p me l e a r n
more a b o u t w o r l d a g r i c u l t u r e .

Means were c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t
L ik e rt scale:
1 = Strongly Disagree, 2 = Disagree, 3 =
Undecided, 4 = A g ree , 5 = S t r o n g l y A g re e.

68

T a b l e 9 . - - S t u d e n t b e l i e f s ta t e m e n t s w i t h t h e l o w e s t mean s c o r e s .

Rank

Mean

I b e l i e v e world a g r i c u l t u r e i s co v e re d e x t e n ­
s i v e l y i n my a g r i c u l t u r a l c l a s s e s .

10

3.42

I b e l i e v e t h a t I ca n l e a r n a b o u t w o r l d a g r i ­
c u l t u r e f r om l i s t e n i n g t o s e l e c t e d r a d i o
programs.

10

3.42

I b e l i e v e t h a t o t h e r c l a s s e s in t h e school
s h o u l d i n c l u d e i n f o r m a t i o n about world
agriculture.

8

3.59

I b e l i e v e t h e U. S. s h o u l d h e l p o t h e r c o u n t r i e s
w i t h f ood a i d i n t i m e s o f f a m i n e .

8

3.59

I b e l i e v e t h a t my a g r i c u l t u r a l t e a c h e r s h o u l d
u s e maps t o h e l p me l e a r n more a b o u t w o r l d
agriculture.

6

3.62

I believe t h a t Michigan’s a g r i c u l t u r a l prod­
u c t s a r e s u p e r i o r in q u a l i t y t o p r od u c t s
f r om o t h e r s t a t e s .

6

3.62

I b e l i e v e I s h o u l d be a b l e t o l e a r n a b o u t
world a g r i c u l t u r e in o t h e r c l a s s e s in t h e
school.

4

3.65

I b e l i e v e t h a t g u e s t s p e a k e r s who a r e k n o wl ­
e d g e a b l e r e g a r d i n g i n t e r n a t i o n a l e v e n t s woul d
h e l p me l e a r n more a b o u t w o r l d a g r i c u l t u r e .

3

3.66

I b e li e v e t h a t Michigan’ s a g r i c u l t u r a l products
a r e s u p e r i o r t o p r o d u c t s f r om o t h e r c o u n t r i e s .

2

3.68

I b e l i e v e t h a t my a g r i c u l t u r a l t e a c h e r s h o u l d
c o v e r w o r l d a g r i c u l t u r e wh e n e v e r i t r e l a t e s t o
wha t we a r e s t u d y i n g .

1

3.70

Statement

14.

24.

22.

6.

16.

12.

21.

17.

13.

15.

Note.

Means were c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t
L ik e r t scale:
1 = Strongly Disagree, 2 = D isagree, 3 =
Undecide d, 4 = A g r e e , 5 = S t r o n g l y A gr ee.

69

S t u d e n t s ’ P r e f e r e n c e s on I s s u e s and Met hods o f L e a r n i n g
About G l o b a l / I n t e r n a t i o n a l A g r i c u l t u r e
O b j e c t i v e 3 : To d e t e r m i n e s t u d e n t s ’ p r e f e r e n c e s c o n c e r n i n g
i s s u e s and m eth o d s o f l e a r n i n g a b o u t g l o b a l / i n t e r n a t i o n a l
agriculture.
To f u l f i l l

O b j e c t i v e 3 , t h e r e s e a r c h e r r a n c ombi ne d d e s c r i p t i v e

analyses

of

themes.

Combi ned a n a l y s e s

agriculture,
Michigan,

each

items

politics,

grouped

according

included

trade,

into other classes

issue,

T a b l e 10.

ranked

f r om

Al l mean s c o r e s f e l l

T a b l e 1 0 . - - Combi ne d a n a l y s i s :

Subject

items

economics,

and l o c a l / i n d i v i d u a l - r e l a t e d

IAEP c o n c e p t s
for

survey

to

on

culture,

competition,

items,

as well

in t h e s c h oo l .

highest

to

issues

lowest,

or

common

IAEP,

world

marketing,

as i n f u s i o n o f

The c ombi ne d means
are

presented

i n t h e Agr e e r a n g e ( 3 . 5 - 4 . 4 9 ) .

Mean s c o r e s by i s s u e .

Mean

SD

Trade
Economi cs
Mi c h i g a n
Marketing

3.86
3.86
3.85
3.84

. 74
. 52
.51
.51

Competition
Other c l a s s e s
Local/personal
Worl d a g r i c u l t u r e
Politics

3.78
3.77
3.76
3.75
3.70

. 65
. 75
. 50
.51
. 65

Culture
IAEP

3.68
3.64

. 60
. 60

in

70

The
learning

survey
about

contained

several

items

global/international

related

to

agriculture.

Group

l e a r n i n g me t h o d s (WEA/WASS, i n f u s i o n , maps , s p e a k e r s ,
computers,

exchange

c ompa r e d t o

students,

determine

possible

or learning o p p o rtu n itie s.
f r om h i g h e s t
concerning
Worl d

to

lowest,

FFA p r o g r a m s

Agriculture

s t u d e n t agreement.

television,

s uc h

shown
as

(WASS)

in

Work
had

11.

Experience
the

highest

for

instruction

items,

The

we r e

ranked

survey

item

Abr oa d

(WEA)

and

mean

score

for

The l o w e s t a g r e e m e n t was e x p r e s s e d f o r r a d i o

a met hod o f l e a r n i n g a b o u t g l o b a l / i n t e r n a t i o n a l

agriculture.

T a b l e 1 1 . - - G r o u p mean s c o r e s f o r l e a r n i n g - m e t h o d i t e m s .

Method

on

audio-visuals,

for these

Table

of

means

fairs/shows)

preferences

The mean s c o r e s
are

Studies

student

radio,

me t h o d s

Mean

SD

WEA/WASS

3.83

1. 01

Audio-visuals
Comput e r s
Television
Fairs/shows
Exc ha nge s t u d e n t s

3.80
3.79
3.74
3.74
3.72

. 96
. 87
.88
. 95
. 98

Infusion
Speakers
Maps

3.70
3.66
3.62

. 93
. 94
1 . 01

Ra di o

3.49

. 99

as

71

O b j e c t i v e 4 : To d e t e r m i n e wha t d i f f e r e n c e s , i f a n y , e x i s t i n
s t u d e n t s ’ a t t i t u d e s a n d b e l i e f s r e g a r d i n g I AEP, b a s e d on
w h e t h e r t h e i r a g r i c u l t u r a l t e a c h e r s had o r had n o t p a r t i c i p a t e d
i n t h e Mi c h i g a n IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e p r o g r a m.
I - t e s t s we r e c o n d u c t e d t o d e t e r m i n e p o s s i b l e d i f f e r e n c e s
responses
had

to

attitudinal

participated

project
( Gr oup

( Gr oup
2).

in

1)

The

statements

the

by

students

instructors

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e

and t h o s e whose i n s t r u c t o r s
results

whose

in the

are

significant

differences

we r e

attitudinal

statements

(Item

c u ltu re s of other countries";

shown
f ound

in

Table

b e t we e n

5:

"I

had n o t
12.

the

should

and I t e m 7:

participated
Statistically

two

groups

know more

on

two

about

the

"I s h o u l d know more a b o u t

M i c h i g a n ’ s a g r i c u l t u r e and i t s c o n n e c t i o n t o w o r l d t r a d e " ) .
Shown i n T a b l e
The

two

groups

statements
farming";

13 a r e t h e

differed

(Item

1:

I t e m 3:

"I

"I

findings

for

significantly

on

believe

the

belief

three

agriculture

the

involves

b e l i e v e world a g r i c u l t u r e

v a r i e t y o f food p r o d u c t s y e a r r ound";

of

statements.
belief

more

than

a l l o w s me t o e a t

and I t e m 4:

a

"I b e l i e v e w o r l d

a g r i c u l t u r e h e l p s p r o v i d e me w i t h a q u a l i t y s u p p l y o f f o o d " ) .

Open- Ended Re s p o n s e s
Thirty-one respondents replied to the l a s t
providing

comment s a b o u t

analysis

of

positive.

these

IAEP.

responses

The r e s e a r c h e r c o n d u c t e d
and

One s t u d e n t comment ed,

to learn

a lot

comment s

were,

"I

found

that

think

it

more a b o u t w o r l d a g r i c u l t u r e . "
" [ I AEP]

i t e m on t h e

i s a g r e a t program

70% o f

survey,

a content
them

were

woul d be good f o r us
Additional
that

should

positive
be

made

T a b l e 1 2 . - - Me a n s , s t a n d a r d d e v i a t i o n s ,
statements.

and t - v a l u e s f o r Group 1 and Group 2 on t h e a t t i t u d e

Group 1

Group 2

Statement

1.

2.

3.

4.

5.

6.

7.

8.

I-Value
Mean

SD

Mean

SD

I s h o u l d u n d e r s t a n d more a b o u t a g r i c u l t u r e and i t s
i m p o r t a n c e t o t h e w o r l d economy.

4.07

.71

3.99

.87

- .90

I s h o u l d u n d e r s t a n d more a b o u t d i f f e r e n c e s be t we en
d e v e l o p i n g and d e v e l o p e d c o u n t r i e s .

3.69

. 89

3.56

. 98

-1.21

I s h o u l d know more a b o u t o t h e r c o u n t r i e s as m a r k e t s
f o r U. S. a g r i c u l t u r a l p r o d u c t s .

3.80

. 85

3.69

. 99

-1.08

I s h o u l d ha ve a b e t t e r u n d e r s t a n d i n g a b o u t how
p o l i t i c s a f f e c t s world a g r i c u l t u r e .

3.83

. 79

3.74

1. 02

- .80

I s h o u l d know more a b o u t t h e c u l t u r e s o f o t h e r
countries.

3 . 5 6 * 1. 01

3 . 2 8 * 1. 13

-2.26

I s h o u l d u n d e r s t a n d how t h e c u l t u r e s o f o t h e r
c o u n t r i e s i mp a c t a g r i c u l t u r e i n t h o s e c o u n t r i e s .

3.65

. 90

3.47

1. 01

-1.60

I s h o u l d know more a b o u t M i c h i g a n ’ s a g r i c u l t u r e
and i t s c o n n e c t i o n t o w o r l d t r a d e .

4.07*

.82

3.88*

.94

-1.97

I s h o u l d know more a b o u t a g r i c u l t u r a l p r o d u c t s
t h a t Mi c h i g a n s e l l s t o o t h e r c o u n t r i e s .

3.98

.72

3.94

.94

- .39

Table 1 2 . --C ontinued.

Group 1

Group 2

Statement

T- Val ue
Mean

SD

Mean

SD

I s h o u l d l e a r n more a b o u t a g r i c u l t u r a l p r o d u c t s
t h a t Mi c h i g a n p r o d u c e r s s e l l t o o t h e r s t a t e s .

3.86

. 82

3.85

. 99

- .04

I s h o u l d l e a r n more a b o u t a g r i c u l t u r a l p r o d u c t s
f r om o t h e r s t a t e s t h a t a r e consumed i n Mi c h i g a n .

3.85

. 77

3.82

. 88

.34

I s h o u l d l e a r n more a b o u t a g r i c u l t u r a l p r o d u c t s
f rom o t h e r c o u n t r i e s t h a t a r e consumed i n Mi c hi ga n

3.90

. 79

3.80

. 90

-1.07

12. L e a r n i n g more a b o u t a g r i c u l t u r e i n o t h e r c o u n t r i e s
w i l l h e l p me u n d e r s t a n d f u t u r e c h a n g e s i n wo r l d
agriculture.

3.69

. 89

3.64

. 94

- .50

13.

I ne e d t o know more a b o u t w o r l d a g r i c u l t u r e .

3.56

. 95

3.52

. 98

- .37

14.

I s h o u l d know more a b o u t t h e w o r l d economy and
i t s r e l a t i o n s h i p t o Mi c h i g a n a g r i c u l t u r e .

3.75

. 80

3.68

. 88

- .75

I s h o u l d know more a b o u t M i c h i g a n ’ s a g r i c u l t u r e
and i t s i mp a c t on M i c h i g a n ’ s economy.

3.96

. 88

3.89

. 93

- .66

I s h o u l d know more a b o u t how w o r l d e v e n t s a f f e c t
l o c a l a g r i c u l t u r e i n my communi t y.

3.77

9.

10.

11.

15.

16.

.89

3.76

.93

- .07

Table 1 2 . --C ontinued.

Group 1

Group 2

Statement

T- Va l ue
Mean

SD

Mean

SD

3.85

. 79

3.67

1.00

1. 72

18. M a r k e t i n g Mi c h i g a n a g r i c u l t u r a l p r o d u c t s t o
o t h e r c o u n t r i e s w i l l h e l p t h e U. S. economy.

3.89

. 82

3.79

. 97

- .94

19. M a r k e t i n g U. S. a g r i c u l t u r a l p r o d u c t s t o o t h e r
c o u n t r i e s w i l l h e l p t h e U. S. economy.

3.91

. 86

3.88

. 88

- .33

20. P o l i t i c s h a s a m a j o r e f f e c t on w o r l d a g r i c u l t u r e .

3.77

. 90

3.64

1. 0 6

21. C u l t u r e ha s some i mp a c t on a g r i c u l t u r e i n o t h e r
countries.

3.89

. 89

3.69

. 96

-1.89

22. World t r a d e h e l p s Mi c h i g a n a g r i c u l t u r e .

3.77

. 84

3.72

1.00

- .41

3.93

. 85

3.92

.92

.02

24. World e v e n t s ha ve some i mp a c t on a g r i c u l t u r e i n
my communi t y.

3.78

.71

3.67

. 92

-1.17

25. World a g r i c u l t u r e ha s some e f f e c t on f ood p r i c e s
in my l o c a l g r o c e r y s t o r e .

3.99

.73

3.87

.88

-1 .2 9

17.

I s h o u l d know more a b o u t how w o r l d a g r i c u l t u r e
a f f e c t s f ood p r i c e s i n t h e l o c a l g r o c e r y s t o r e .

23. Coming c h a n g e s i n w o r l d a g r i c u l t u r e w i l l
some i mp a c t on me i n t h e f u t u r e .

-

1. 12

have

*-*4

Tab le 1 2 . - - C o n t i n u e d .

Statement

Group 1
-----------------Mean
SD

Group 2
I-Value
Mean

SD

26. For me t o u n d e r s t a n d g l o b a l a g r i c u l t u r e , I s h o u l d
f i r s t have a b a s i c u n d e r s t a n d i n g o f g e o g r a p h y as
i t r e l a t e s t o my s t a t e s uc h a s :
a.

Location of

whe r e I r e s i d e on a c o u n t y map.

3.96

. 85

3.83

1.04

-1.12

b.

Location of

my c o u n t y on a s t a t e map.

3.95

. 90

3.78

1.03

-1.49

c.

I d e n t i f i c a t i o n o f major c i t i e s in t h e s t a t e
whe r e l a r g e q u a n t i t i e s o f a g r i c u l t u r a l
p r o d u c t s a r e consumed.

d. L o c a t i o n o f m a j o r p o r t s f o r s h i p p i n g a g r i ­
cultural products.

cn

3.90

. 78

3.97

. 84

.69

3.85

. 90

3.82

1. 01

.24

3.95

. 74

3.83

.91

1. 30

3.88

. 83

3.84

. 90

- .36

3.78

.8 9

3.81

.96

.20

27. To h e l p me u n d e r s t a n d a g r i c u l t u r e f rom a g l o b a l
p e r s p e c t i v e , I s h o u l d have a b a s i c u n d e r s t a n d i n g
o f U . S . / w o r l d g e o g r a p h y s uc h a s :
a.
b.

Ma j or r e g i o n s i n t h e U n i t e d S t a t e s .
Location of s t a t e s
United S t a t e s .

in major r e g i o n s in t h e

c . The s e v e n c o n t i n e n t s i n t h e w o r l d .

T ab le 1 2 . - - C o n t i n u e d .

Group 1
-----------------Mean
SD

Mean

SD

d. L o c a t i o n o f c o u n t r i e s i n t h e w o r l d .

3.75

.82

3.72

. 96

- .24

e . Ma j or wa t e r wa y s u s e d i n s h i p p i n g a g r i c u l ­
tural products.

3.79

.77

3.71

1. 02

- .79

f . C o u n t r i e s t h a t a r e t h e most d e n s e l y p o p u l a t e d .

3.67

.92

3.60

1. 01

- .65

Statement

27.

Group 2
I-Value

(Continued)

or

28.

I n t e r n a t i o n a l a g r i c u l t u r a l e d u c a t i o n pr ogr a ms
(IAEP) w i l l i n c r e a s e my a w a r e n e s s o f t h e ne e d f o r
t h e U n i t e d S t a t e s t o wor k c l o s e l y w i t h c o u n t r i e s
around t h e worl d f o r :
a . Economic b e n e f i t s .

3.74

. 83

3.77

. 96

.29

b. P o l i t i c a l

3.48

.91

3.65

1.00

1. 62

3.87

.85

3.75

1. 01

-1.12

3.84

.71

3.77

.90

- .73

benefits.

c. Humanitarian b e n e f i t s .
29.

I am more l i k e l y t o u n d e r s t a n d g l o b a l
i f given i n s t r u c t i o n about:
a.

Ma j or a g r i c u l t u r a l
i n my c o u n t r y .

agriculture

p r o d u c t s t h a t a r e produced

Table 1 2 . --C ontinued.

Group 1

Group 2

Statement

29.

SD

Mean

SD

3.84

. 72

3.69

. 96

■1.48

3.92

. 69

3.82

. 95

1. 05

d. Ma j or e x p o r t m a r k e t s f o r Mi c h i g a n a g r i c u l t u r a l
products.

3.96

. 72

3.89

. 89

- .72

e . S t a t e s i n t h e U. S. t h a t a r e c o mp e t i n g w i t h
Michi gan’ s major a g r i c u l t u r a l p r o d u c t s .

3.85

. 75

3.81

. 94

.34

f . O t h e r c o u n t r i e s t h a t a r e c o mp e t i n g w i t h
Mi c h i ga n ’ s major a g r i c u l t u r a l p r o d u c t s .

3.82

. 76

3.74

.91

- .81

g . C o u n t r i e s t h a t ne e d and a r e c a p a b l e o f p u r ­
c ha s i n g Mic h i ga n ’ s major a g r i c u l t u r a l p r o d u c t s .

3.88

.71

3.82

. 98

.64

IAEP w i l l i n c r e a s e my a w a r e n e s s o f g l o b a l a g r i ­
c u l t u r e and i t s e f f e c t on Ame r i c an a g r i c u l t u r e .

3.67

.81

3.78

.91

1. 13

3.85

.74

3.74

.96

-1.04

(Continued)
b. What h a p p e n s t o l o c a l
l e a v e t h e communi t y.
c . Ma j or a g r i c u l t u r a l
i n Mi c h i g a n .

30.

T- Va l ue
Mean

p r o d u c t s once t h e y

p r od u c t s t h a t a re produced

31. Wit h p r o p e r i n s t r u c t i o n and m a t e r i a l s , I w i l l
able to understand in te r n a t io n a l a g r i c u lt u r a l
concepts.

be

Group 1
-----------------Mean
SD

Group 2
-----------------Mean
SD

a. C u l t u r e .

3. 7 1

.86

3.76

. 99

.44

b.

Infrastructure.

3.71

.81

3.77

.92

.55

c. Standard o f l i v i n g .

3.88

. 76

3.76

1.00

-1.16

d. N a t u r a l

4.06

.63

3.92

00

-1.58

e. A g r i c u l t u r e .

4.09

. 79

4.08

00

Table 1 2 . --C ontinued.

- .10

IAEP w i l l p r o v i d e me w i t h a g l o b a l p e r s p e c t i v e
with r e s p e c t to c a r e e r o p p o r t u n i t i e s .

3. 7 1

. 85

3.78

1. 03

.62

I s h o u l d be e n c o u r a g e d t o p a r t i c i p a t e i n t h e
v a r i o u s FFA i n t e r n a t i o n a l p r ogr a ms (WASS/WEA).

3.86

1.03

3.80

. 99

- .51

3.57

. 96

3.47

. 99

-1.08

3.55

00

3.58

.91

Statement

I-Value

34.

35. B a s i c IAEP c o n c e p t s a r e n o t t o o compl ex f o r me.
36.

IAEP w i l l p r o v i d e me w i t h an a p p r e c i a t i o n o f t h e
i nt e rd ep e nd e nc y o f n a t i o n s around t h e world.

ro

33.

resources.

00

32. C o n s i d e r i n g t h e c o u n t r i e s t h a t a r e p r o j e c t e d t o
be t h e b e s t m a r k e t s f o r M i c h i g a n ’ s m a j o r p r o d u c t s ,
I s h o u l d be i n s t r u c t e d on t h o s e c o u n t r i e s ’ :

T ab le 1 2 . - - C o n t i n u e d .

Group 1

Group 2

Statement

37.

I-Value

IAEP w i l l p r e p a r e me f o r f u t u r e c h a n g e s i n
global a g r i c u l t u r e .

38. Thr ough IAEP, I w i l l have an o p p o r t u n i t y t o i n t e r ­
ac t with people in o t h e r p a r t s of the world.
39.

40.

IAEP w i l l h e l p me u n d e r s t a n d g l o b a l
marketing systems.

SD

Mean

SD

3.62

. 86

3.65

. 89

.29

3.60

.77

3.65

. 84

.51

3.67

. 74

3.72

.86

. 46

3.59

. 90

3.62

.92

.24

agricultural

IAEP w i l l h e l p me f u n c t i o n b e t t e r as a c i t i z e n
in a global s o c i e t y .

Note.

Mean

Means we r e c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t L i k e r t s c a l e :
D i s a g r e e , 2 = D i s a g r e e , 3 = Un d e c i d e d , 4 = Ag r e e , 5 = S t r o n g l y Ag r e e .
*Means d i f f e r s i g n i f i c a n t l y a t t h e

jd

< . 05 l e v e l .

1 = Strongly

T a b l e 1 3 . - - Me a n s , s t a n d a r d d e v i a t i o n s ,
statements.

and t - v a l u e s f o r Group 1 and Group 2 on b e l i e f

Group 1

Group 2

Statement

I-Value
Mean

3.

4.

5.

6.

7.

8.

Mean

SD

4.39*

. 78

4 . 1 3 * 1. 1 5

-2.22

I b e l i e v e w o r l d a g r i c u l t u r e i s d i f f e r e n t f rom
country to country.

4.13

. 69

3.97

1. 01

-1.65

I b e l i e v e w o r l d a g r i c u l t u r e a l l o w s me t o e a t a
v a r i e t y o f f ood p r o d u c t s y e a r r o u n d .

4.26*

.72

3.99*

. 99

-2.75

I b e l i e v e w o r l d a g r i c u l t u r e h e l p s p r o v i d e me
with a q u a l i t y supply o f food.

4.25*

.74

3 . 8 7 * 1. 01

-3.80

I believe natu ral d i s a s t e r s a f f e c t the pric e of
f ood i n my l o c a l g r o c e r y s t o r e .

4.05

. 89

3.95

. 99

- .91

I b e l i e v e t h e U. S. s h o u l d h e l p o t h e r c o u n t r i e s
w i t h f ood a i d i n t i m e s o f f a m i n e .

3.69

1. 02

3.95

1. 21

-1.58

I b e l i e v e U. S. t r a d i n g p a r t n e r s ( c u s t o m e r s )
h e l p U. S. a g r i c u l t u r e .

3. 9 1

. 76

3.84

. 98

- .66

I b e li e v e competition with o t h e r producers world­
wi de h e l p s t o keep f ood p r i c e s r a t h e r r e a s o n a b l e .

3.83

.77

3.63

1.10

-1.89

1. I b e l i e v e a g r i c u l t u r e i n v o l v e s more t h a n f a r m i n g .
2.

SD

T ab le 1 3 . - - C o n t i n u e d .

Group 1

Group 2
T- Va l ue

Statement
Mean

SD

Mean

SD

I b e l i e v e an u n d e r s t a n d i n g o f o t h e r c u l t u r e s w i l l
h e l p U. S. p r o d u c e r s m a r k e t t h e i r p r o d u c t s a b r o a d .

3.85

. 76

3.84

. 89

.12

I b e l i e v e an u n d e r s t a n d i n g o f i n t e r n a t i o n a l
p o l i t i c a l i s s u e s w i l l h e l p U. S. p r o d u c e r s
market t h e i r p r o d u ct s abroad.

3.75

. 77

3.69

. 89

.62

I b e l i e v e M i c h i g a n ’ s c i t i z e n s e a t f ood p r o d u c t s
t h a t a re produced around t h e world.

4.03

. 73

3.81

. 92

-2.29

12. I b e l i e v e t h a t M i c h i g a n ’ s a g r i c u l t u r a l p r o d u c t s
a r e s u p e r i o r i n q u a l i t y t o p r o d u c t s f r om o t h e r
states.

3.69

. 79

3.56

1.03

-1.23

13. I b e l i e v e t h a t M i c h i g a n ’ s a g r i c u l t u r a l p r o d u c t s
a r e s u p e r i o r t o p r o d u c t s f r om o t h e r c o u n t r i e s .

3.76

. 78

3.58

. 99

-1.66

3.40

. 99

3.44

1.04

.31

3.69

.92

3.70

.95

.03

9.

10.

11.

14.

I b e l i e v e world a g r i c u l t u r e i s covered e x t e n ­
s i v e l y i n my a g r i c u l t u r a l c l a s s e s .

15. I b e l i e v e t h a t my a g r i c u l t u r a l t e a c h e r s h o u l d
c o v e r w o r l d a g r i c u l t u r e whe ne ve r i t r e l a t e s t o
wha t we a r e s t u d y i n g .

00

Tab le 1 3 . - - C o n t i n u e d .

Group 1

Group 2

Statement

T- Va l ue
Mean

SD

Mean

SD

I b e l i e v e t h a t my a g r i c u l t u r a l t e a c h e r s h o u l d
u s e maps t o h e l p me l e a r n more a b o u t wo r l d
agriculture.

3.62

. 95

3.63

1.06

.07

I b e l i e v e t h a t g u e s t s p e a k e r s who a r e k n o wl e d g e ­
a b l e r e g a r d i n g i n t e r n a t i o n a l e v e n t s woul d h e l p
me l e a r n more a b o u t w o r l d a g r i c u l t u r e .

3.66

. 89

3.66

1.00

. 05

I b eli eve t h a t a v a r i e t y of audio-visual mate­
r i a l s ( s l i d e s , v i d e o s , f i l m s , e t c . ) woul d h e l p
me l e a r n a b o u t w o r l d a g r i c u l t u r e .

3.88

.88

3.70

1.03

-1.54

I b e l i e v e t h a t c o mp u t e r p r o g r a ms t h a t a r e
i n t e r n a t i o n a l l y o r i e n t e d woul d h e l p me l e a r n
more a b o u t w o r l d a g r i c u l t u r e .

3.77

. 83

3.82

. 92

.48

20. I b e l i e v e t h a t h o s t i n g an a g r i c u l t u r a l e x c h a n g e
s t u d e n t f r om a n o t h e r c o u n t r y i n my communit y
woul d h e l p me l e a r n more a b o u t wo r l d a g r i c u l t u r e .

3.69

.98

3.75

. 98

.52

3.57

.91

3.75

. 96

1. 64

16.

17.

18.

19.

21.

I b e l i e v e I s h o u l d be a b l e t o l e a r n a b o u t w o r l d
a g r i c u l t u r e in o t h e r c l a s s e s in the school.

CO

no

Table 1 3 . --C ontinued.

Group 1

Group 2

Statement

I-Value
Mean

SD

Mean

SD

3.59

. 95

3.58

. 95

- . 08

3.77

. 86

3.71

. 90

- .57

I b e l i e v e t h a t I ca n l e a r n a b o u t w o r l d a g r i c u l ­
t u r e f r om l i s t e n i n g t o s e l e c t e d r a d i o p r o g r a m s .

3.42

. 96

3.57

1. 01

1. 33

25. I b e l i e v e t h a t I can l e a r n a b o u t w o r l d a g r i c u l ­
t u r e f r om a t t e n d i n g e v e n t s s uch as f a i r s o r
shows.

3.70

.92

3.77

. 98

. 68

22.

I b e l i e v e t h a t o t h e r c l a s s e s in t h e school should
i n cl u d e i n f o r m a t i o n about world a g r i c u l t u r e .

23. I b e l i e v e t h a t I can l e a r n a b o u t w o r l d a g r i c u l ­
t u r e f r om w a t c h i n g s e l e c t e d t e l e v i s i o n p r o g r a ms .
24.

Note.

Means we r e c a l c u l a t e d on t h e b a s i s o f t h e f o l l o w i n g 5 - p o i n t L i k e r t s c a l e :
D i s a g r e e , 2 = D i s a g r e e , 3 = Un d e c i d e d , 4 = Ag r e e , 5 = S t r o n g l y Ag r e e .
*Means d i f f e r s i g n i f i c a n t l y a t t h e £ < . 05 l e v e l .

1 = Strongly

84

worldwide,"

and "I

believe this

survey will

help

people

understand

a g r i c u l t u r e b e t t e r s o i t ca n be i n f l u e n c e d a r o u n d t h e w o r l d . "
A p p r o x i m a t e l y 30% o f t h e o p e n - e n d e d comments we r e n e g a t i v e ;
c o u l d be c h a r a c t e r i z e d a s f r i v o l o u s .
"I

don’t

understand

important

issues

in

[IAEP]."

Most o f t h e

case

helping

for

the

importance

the

world,"

negative

students

Most we r e t h o u g h t f u l ,
of

and

IAEP

" I ’m not

statements

truly

when

s uc h a s

there

are

familiar

more

with

c o u l d be u s e d t o

understand

few

build

it
a

global/international

agriculture.
The

open-ended

attitudes

toward

responses

seemed

to

IAEP f ound u n d e r O b j e c t i v e

support
2.

the

positive

A complete

list

of

t h e o p e n - e n d e d r e s p o n s e s i s i n c l u d e d i n Appe ndi x B.

L i m i t a t i o n s and T h e i r P o s s i b l e E f f e c t on t h e R e s u l t s
The r e s e a r c h e r d e l i m i t e d t h e s t u d y t o s e c o n d a r y s c h o o l
and

seniors.

influenced
geneous
that

the

Including
results.

in terms

resulted

in

freshmen

and

In a d d i t i o n ,

the

sophomores

might

have

s a mpl e was

highly

homo­

o f demographic c h a r a c t e r i s t i c s .
more

students

f r om

a

juniors

Random s e l e c t i o n

suburban/urban

r a t h e r t h a n r u r a l , m i g h t a l s o have a f f e c t e d t h e r e s u l t s .

background,

CHAPTER V

SUMMARY, MAJOR FINDINGS, CONCLUSIONS, RECOMMENDATIONS,
IMPLICATIONS, AND REFLECTIONS

Summary
In

1988,

the

National

Council

for

Agricultural

decided to give the i n t e r n a t i o n a l i z a t i o n of a g r i c u l t u r a l

Education
education a

h i g h e r p r i o r i t y t h a n i t had been g i v e n i n p r e v i o u s y e a r s .
g r a n t f r om t h e U n i t e d S t a t e s - J a p a n F o u n d a t i o n ,
t o i n i t i a t e a number o f i n t e r n a t i o n a l
in the United S t a t e s
selected

during the

Mi c h i g a n and C a l i f o r n i a

to

t h e Council

agricultural

late

1980s.
provide

by t h e s e

states

identification

was

the

development

of support m aterials,

of

and t h e

s e s s i o n s f o r p r o f e s s i o n a l s in a g r i c u l t u r a l

1989,

national

One o f t h e m a j o r o u t c o me s o f t h e

was a b l e

education e f f o r t s

In

this effort.
two

Th r o u g h a

the

Council

leadership

leadership

curriculum
offering

provided

materials,

of

inservice

education.

C o n s i d e r i n g t h a t more t h a n h a l f o f t h e a g r i s c i e n c e t e a c h e r s
Mi c h i g a n had u s e d t h e i n s t r u c t i o n a l
ina Secondary A g r i c u l t u r a l
Hossain

( 1992)

conducted

who had r e c e i v e d
making

their

instructors

the

curriculum

who

had

not

manual e n t i t l e d

E d u c a t i o n Pr o g r a ms

(Moore e t

more

had d i f f e r e n t

internationally

received

the

85

a l .,
the

focused

1989),

teachers

attitudes

materials.

in

Internationaliz-

a study to determine whether

IAEP m a t e r i a l s

in

toward

than

Shortly

did
after

86

Hossain
their

decided

to

curriculum

discussion

study
more

about

internationalizing

the

attitudes

of

internationally

studying

the

agricultural

teachers

focused,

attitudes

education

of

toward

there

wa s

students

programs.

maki ng
some

toward

The r e s e a r c h e r

undertook t h e p r e s e n t study to address t h a t concern.
In

this

attitudes
school

study,

of

the

selected

juniors

agricultural

and s e n i o r s )

ed u cat io n programs.
1.

researcher’s

purpose

was

education

t o wa r d

to

analyze

students

internationalizing

the

(secondary
agricultural

The s p e c i f i c o b j e c t i v e s w e r e :

To d e t e r m i n e wh a t d i f f e r e n c e s ,

if

any,

a t t i t u d e s toward i n t e r n a t i o n a l i z i n g a g r i c u l t u r a l
b a s e d on t h e i r g e n d e r ,

type of residence,

exist

in

students’

e d u c at io n programs,

g r a d e p o i n t a v e r a g e (GPA),

y e a r s c o m p l e t e d i n a g r i s c i e n c e c l a s s e s , me mb e r s h i p i n F u t u r e F a r me r s
of

Ame r i c a

experience
2.

( FFA),

and

participation

in

a

To a s s e s s

the

importance

and/or

To d e t e r m i n e

students’

value stu d en ts

preferences

To d e t e r m i n e wh a t d i f f e r e n c e s ,

attitudes

and

agricultural

beliefs

teachers

regarding

ha d o r

if

IAEP,

had n o t

place

on

ed u cat io n programs.
concerning

me t h o d s o f l e a r n i n g a b o u t g l o b a l / i n t e r n a t i o n a l
4.

agricultural

(SAE).

i n t e r n a t i o n a l i z i n g secondary a g r i c u l t u r a l
3.

supervised

issues

and

agriculture.

any,

exist

b a s e d on

participated

in

students’

whether
in

the

their

Mi c h i g a n

IAEP c u r r i c u l u r n - d e v e l o p m e n t / i n s e r v i c e p r o g r a m.
The d e s i g n o f t h e s t u d y was d e s c r i p t i v e i n n a t u r e .
agriscience

teachers

development/inservice

who

had

participated

in

the

project

and s t u d e n t s

of

teachers

Students of

IAEP c u r r i c u l u m who had

not

87

participated

we r e

r a n d o ml y

selected

for

the

study.

j u n i o r s and s e n i o r s we r e e n r o l l e d i n a g r i c u l t u r a l
i n Mi c h i g a n d u r i n g t h e
random-selection
students.

process

to

secure

year.

4,000

e d u c a t i o n p r o g r a ms

The r e s e a r c h e r

a representative

used a

s a mp l e

of

393

Da t a we r e c o l l e c t e d by means o f a q u e s t i o n n a i r e t h a t was

sent

to

we r e

asked

return

1 991- 92 s c h o o l

About

17 r a n d o ml y s e l e c t e d
to

administer

t hem t o t h e

agriscience

the

teachers.

questionnaire

researcher.

to

The o v e r a l l

These

their

response

teachers

students

and

rate

78%

was

(N = 3 0 6 ) .
The i n s t r u m e n t u s e d t o c o l l e c t d a t a f o r t h e s t u d y c o n s i s t e d
three sections.
regarding

the

The f i r s t

internationalization

programs.

The

students’

beliefs

education

programs.

indicate
belief

their

section contained

second

section

about

the

In

statement,

using

or
a

included

attitudinal

statements

agricultural

education

statements

internationalization

each

agreement

of

section,

5-point

with

Likert

(Stron gl y Disagree) t o 5 (Stro ngly Agree).

of

students

disagreement

of

to

agricultural

we r e

each

scale

relative

asked

to

attitude

or

ranging

f r om

1

The t h i r d s e c t i o n o f t h e

i n s t r u m e n t c o n t a i n e d i tems p e r t a i n i n g t o demographic c h a r a c t e r i s t i c s
of

the

students.

researcher

used

Before

a panel

of

administering
experts

for

the

validation

s a mp l e o f j u n i o r and s e n i o r s t u d e n t s t o a s s i s t
a r e l i a b l e instrument.

questionnaire,
purposes

the
and

in t h e development o f

The r e s e a r c h e r e s t a b l i s h e d r e l i a b i l i t i e s

P a r t I and P a r t I I o f . 9 6 and . 8 3 ,

a

respectively.

for

88

Us i ng

SPSS/PC+,

the

researcher

(frequencies,

percentages,

pertaining

demographic

to

and

used

means)

descriptive
to

statistics

summarize

characteristics

of

the

the

data

respondents.

Combi ned d e s c r i p t i v e a n a l y s e s we r e r u n on i t e m s g r o u p e d a c c o r d i n g t o
issues
t h e me .

or

common t h e m e s ,

Multiple

establishing

regression

determine possible

differences

participated

in

project

students

whose

compared

early

and

researcher
difference;

analyses

the

thus,

mean

and t - t e s t s

b e t we e n

Mi c h i g a n

students

for

each

topic/

we r e p e r f o r m e d
whose t e a c h e r s

to
had

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e
teachers
to

results

scores

had

late

could

not

participated.

respondents

be

and

generalized

The

found

to

the

no

study

population.

Ma j or F i n d i n g s
The m a j o r f i n d i n g s

following

subsections,

according to the objectives established for the study.

In g e n e r a l ,

t h e r e was an o v e r a l l

are discussed

positive

student

in t h e

r es p on s e toward a l l

items

in

t h e f i r s t two p a r t s o f t h e s u r v e y .

De mogr a phi c C h a r a c t e r i s t i c s
o f t h e Respondents
Descriptive
calculated
study

statistics

on t h e

sample

questionnaire

wa s

personal

(frequencies,
data

relatively

had t h e mo s t

of the

percentages,

students

homogeneous.

i tems t h a t

and

revealed
Part

III

students declined

to

r a n g i n g f r om 15 t o 19 m i s s i n g c a s e s d e p e n d i n g on t h e i t e m .
major d i s t i n c t i o n

b e t we e n

subjects

appeared

to

be

gender,

means )

that

the

of

the

answer,
The o n l y
with

73

89

f e m a l e and 218 ma l e

subjects

subjects reported a rural

( 15 m i s s i n g

farm/rural

cases).

The m a j o r i t y

nonfarm p l a c e o f r e s i d e n c e

of
and

a GPA o f 3 . 0 o r h i g h e r .

The m a j o r i t y had c o m p l e t e d 3 o r more y e a r s

of agriculture

we r e

classes,

supervised a g ric u ltu ra l

FFA member s,

experiences

and

had

participated

in

(SAE).

S i g n i f i c a n t Differences in A t t i t u d e s ,
Bas ed on De mogr a phi c C h a r a c t e r i s t i c s
I-tests
.05)

revealed

that

t h e r e we r e

in r e s p o n d e n t s ’ a t t i t u d e s

demographic

variables:

toward

significant

not

appear

FFA m e m b e r s h i p

internationalizing

to

influence

secondary

(f> <

IAEP, b a s e d on two o f t h e s i x
and

SAE p a r t i c i p a t i o n .

Ge n d e r , p l a c e o f r e s i d e n c e , y e a r s o f a g r i c u l t u r a l
and GPA d i d

differences

c l a s s e s completed,

respondents’

agricultural

attitudes

education

toward

p r o g r a ms

(see

Table 3).

Group Mean S c o r e s R e f l e c t i n g S t u d e n t s ’
A t t i t u d e s Toward IAEP
In g e n e r a l ,

all

v a l u e on a t t i t u d i n a l
Da t a

analysis

homogeneity

respondents

s t a t e m e n ts about

revealed

in t h e i r

agreed with

that

subjects

responses.

r e v e a l e d t h a t no i t e m i n P a r t

or

placed

a positive

IAEP i n P a r t

I of the survey.

evidenced

large

a

degree

of

A c o m p a r i s o n o f g r o u p mean s c o r e s

I had a mean s c o r e b e l ow 3 . 4 3

(within

t h e U n d e c i d e d r a n g e ) and no i t e m had a mean s c o r e a bove 4 . 0 9 ( w i t h i n
t h e Agr e e r a n g e ) .

Onl y one s t a t e m e n t had a g r o u p mean s c o r e w i t h i n

t h e Undecided r ange ( 2 . 5 t o 3 . 4 9 )
more

about

the

cultures

of

other

(Part

I,

I t e m 5:

countries"),

and

"I

should

no

item

g r o u p mean s c o r e i n t h e r a n g e f o r S t r o n g l y Agr e e ( 4 . 5 t o 5 . 0 ) .

know
had

a

See

90

T a b l e 4 f o r g r o u p mean s c o r e s on t h e a t t i t u d e i t e m s , T a b l e 5 f o r t h e
i t e m s w i t h t h e h i g h e s t mean s c o r e s ,

and T a b l e 6 f o r t h e

items wi th

t h e l o w e s t mean s c o r e s .

Group Mean S c o r e s R e f l e c t i n g S t u d e n t s ’
B e l i e f s R e g a r d i n g IAEP
The b e l i e f s t a t e m e n t s i n P a r t I I o f t h e i n s t r u m e n t i n c l u d e d t h e
i t e m s w i t h t h e s i n g l e h i g h e s t g r o u p mean s c o r e and t h e s i n g l e l o w e s t
g r o u p mean s c o r e .

A c o m p a r i s o n o f g r o u p mean s c o r e s i n t h i s p a r t o f

the survey revealed t h a t
o r lower t han 3 . 42 .
this

section

fell

The m a j o r i t y o f g r o u p mean s c o r e s

within

h a v i n g g r o u p mean s c o r e s
"I

believe

world

classes";

learn

world

programs").

the

range

for

Agree,

with

i n t h e Un d e c i d e d r a n g e

agriculture

agricultural
about

no i t e m had a mean s c o r e h i g h e r

and P a r t

agriculture

is
II,

covered
I t e m 24:

f r om

on i t e m s

only

(Part

than 4.26

two

II,

items

I t e m 14:

extensively

in

"I b e l i e v e t h a t

listening

to

in

my

I can

selected

radio

See T a b l e 7 f o r g r o u p mean s c o r e s on t h e b e l i e f

items,

T a b l e 8 f o r t h e i t e m s w i t h t h e h i g h e s t mean s c o r e s ,

and T a b l e 9 f o r

t h e i t e m s w i t h t h e l o w e s t mean s c o r e s .

S t u d e n t s ’ P r e f e r e n c e s on I s s u e s
and Met hods f o r L e a r n i n g About
International Agriculture
Based on g r o u p mean s c o r e s on i t e m s g r o u p e d by i s s u e o r t h e me ,
students

ranked

items

marketing highest.
classes,

related

to

Items r e l a t e d

local/personal

concerns,

trade,

economics,

t o competence,
world

Michigan,

learning

agriculture,

and

in

and
other

politics

91

had a v e r a g e mean s c o r e s f o r i s s u e s .

C u l t u r e - and I A E P - r e l a t e d i t e m s

had t h e l o w e s t mean s c o r e s .
Bas ed on g r o u p mean s c o r e s r e l a t e d t o me t h o d s o f l e a r n i n g a b o u t
world a g r i c u l t u r e ,
audio-visuals,
one

me t h o d ,

students

ranked

computer programs,

radio,

had

a

group

FFA i n t e r n a t i o n a l

and t e l e v i s i o n
mean

score

programs,

the highest.

within

the

Onl y

Un d e c i d e d

range.

S i g n i f i c a n t D i f f e r e n c e s in S t u d e n t s ’
A t t i t u d e s Based on Wh e t h e r T h e i r
T e a c h e r s Had o r Had Not P a r t i c i ­
p a t e d i n t h e IAEP C u r r i c u l u m D e ve lo pm e n t/l ns e r vi c e Pro.iect
Statistically

significant differences

we r e f ound b e t we e n Group

1 ( s t u d e n t s whose t e a c h e r s had p a r t i c i p a t e d
development/inservice project)
not p a r t i c i p a t e d

in t h e

in Pa r t

Instrument

I of the

IAEP c u r r i c u l u m -

and Group 2 ( t h o s e whose t e a c h e r s had

project)

c u ltu re of other c ountries";

in the

on t wo o f t h e

( I t e m 5:

attitude

statements

"I

s h o u l d know more a b o u t t h e

and I t e m 7:

" I s h o u l d know more a b o u t

M i c h i g a n ’ s a g r i c u l t u r e and i t s c o n n e c t i o n s t o w o r l d t r a d e " ) .

S i g n i f i c a n t D i f f e r e n c e s in S t u d e n t s ’
B e l i e f s Bas ed on Wh e t h e r T h e i r
T e a c h e r s Had o r Had Not P a r t i c i ­
p a t e d i n t h e IAEP C u r r i c u l u m Development/Inservice Project
Statistically

significant differences

1 ( s t u d e n t s whose t e a c h e r s had p a r t i c i p a t e d
development/inservice project)
not p a r t i c i p a t e d
in

Part

II

of

instrument

in the

IAEP c u r r i c u l u m -

and Gr oup 2 ( t h o s e whose t e a c h e r s had

in t h e p r o j e c t )
the

we r e f o u n d b e t we e n Group

on t h r e e
(Item

1:

of the
"I

belief

believe

statements
agriculture

92

i n v o l v e s more t h a n

farming";

I t e m 3:

"I

b e l i e v e world a g r i c u l t u r e

a l l o w s me t o e a t a v a r i e t y o f p r o d u c t s y e a r r o u n d " ;

and I t e m 4:

b e l i e v e w o r l d a g r i c u l t u r e h e l p s t o p r o v i d e me w i t h a q u a l i t y
of food").

Statistically

demographic

variables,

participation
Gr oup 2.
Group 2,

was

FFA me mb e r s h i p

statistically

students

supply

s i g n i f i c a n t d i f f e r e n c e s we r e f o u n d on two

FFA p a r t i c i p a t i o n
those

"I

and

SAE p a r t i c i p a t i o n .

significant

for

was s t a t i s t i c a l l y

whose t e a c h e r s

both

SAE

Group

significant

1 and

only

had n o t p a r t i c i p a t e d

for

in the

IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e p r o j e c t .

Conclusions
The r e s e a r c h e r dr ew t h e f o l l o w i n g c o n c l u s i o n s f r om t h e
of the data analysis.
restated,

Each o f t h e o b j e c t i v e s

set

for the

results
study

is

f o l l o w e d by t h e c o n c l u s i o n s p e r t a i n i n g t o t h a t o b j e c t i v e .

O b j e c t i v e 1 : To d e t e r m i n e what d i f f e r e n c e s , i f a n y , e x i s t i n
students’ attitudes
toward
internationalizing
agricultural
e d u c a t i o n p r o g r a m s , b a s e d on t h e i r g e n d e r , t y p e o f r e s i d e n c e ,
g r a d e p o i n t a v e r a g e (GPA), y e a r s c o m p l e t e d i n a g r i s c i e n c e
c l a s s e s , me mb e r s h i p i n F u t u r e Fa r me r s o f Ame r i c a ( FFA), and
p a r t i c i p a t i o n i n a s u p e r v i s e d a g r i c u l t u r a l e x p e r i e n c e (SAE).
A multiple
potential

regression

relationships

s tu d e n ts ’ responses;
variance

in

homogeneity;

b e t we e n

h o we v e r ,

responses.
thus,

procedure

The

was

conducted

d e mo g r a p h i c

this
study

analysis
s a mpl e

to

determine

characteristics
failed

showed

to
a

explain

great

deal

and
any
of

t h e r e s e a r c h e r c o n c l u d e d t h a t t h e p o p u l a t i o n may

h a v e had t o o few d i f f e r e n c e s t o d e t e r m i n e v a r i a n c e .
However ,
of

t-tests

SAE p a r t i c i p a t i o n

did

indicate

(both

groups)

significant
and

differences

FFA me mbe r s hi p

in terms
( Gr oup

2,

93

s t u d e n t s whose t e a c h e r s had n o t p a r t i c i p a t e d i n t h e IAEP c u r r i c u l u m developm ent/inservice p ro je c t).
participating

concluded

that

i n SAE may h e l p s t u d e n t s d e v e l o p a b r o a d e r p e r s p e c t i v e

toward g l o b a l / i n t e r n a t i o n a l
preneurship

in a g r i c u l t u r e

may

students

expose

The r e s e a r c h e r

to

agriculture.

Pursuing

and d e v e l o p i n g

real

career

applications

of

a job

goals

or

entre­

through

SAE

global/international

agriculture.

FFA p a r t i c i p a t i o n may ha ve h e l p e d t h o s e s t u d e n t s whose

teachers

not

had

participated

development/inservice project

in

the

develop

t h e FFA’ s e mp h a s i s on i n t e r n a t i o n a l
Objective
p l a c e on
programs.

2 : To a s s e s s t h e
internationalizing

Group mean
indicated

agricultural

in

trend

the

Und e c i d e d

presented

global/international
the

a broader

Implications

in

Parts

positive

conclusions

concerning

The

t h e open-ended res ponses

II

to

of

due

to

the

survey

IAEP and g l o b a l /

of

and t h r e e

students’

whi ch w i l l

importance

indicated

and

researcher

The s t a t i s t i c a l

the

perspective

However, t h e g r o u p mean s c o r e s

category.

some e v i d e n c e

I

responses

concepts.

section.

curriculum-

i mportance a n d / o r v a l u e s t u d e n t s
secondary a g r i c u l t u r a l educ ation

items

agriculture,

IAEP

programs.

a t t h e low end o f t h e Agr e e c a t e g o r y ,

placed
this

for

students’ overall

international
fell

scores

Mi c h i g a n

concluded

uncertainty

that
about

be d i s c u s s e d f u r t h e r i n
d a t a d i d n o t s u p p o r t any

students

that

items a c t u a l l y

placed

students

v a l u e on l e a r n i n g more a b o u t w o r l d a g r i c u l t u r e .

on

placed

IAEP,

but

a positive

94

O b j e c t i v e 3 : To d e t e r m i n e s t u d e n t s ’ p r e f e r e n c e s c o n c e r n i n g
i s s u e s and m e t h o d s o f l e a r n i n g a b o u t g l o b a l / i n t e r n a t i o n a l
agriculture.
Students

i n d i c a t e d s u p p o r t f o r a v a r i e t y o f me t hods o f l e a r n i n g

about g l o b a l / i n t e r n a t i o n a l
to

FFA

international

concepts.

programs,

ratings

audio-visuals,

computer

Wi t h r e g a r d t o t o p i c s r e l a t e d t o g l o b a l / i n t e r n a t i o n a l

concepts,

programs,

exchange

They g a v e t h e h i g h e s t

and t e l e v i s i o n p r o g r a m s .

c ombi ne d a n a l y s e s p r o d u c e d mean s c o r e s t h a t i n d i c a t e d :
1.

Students

appeared

to

resist

the

relationships

c u l t u r e and p o l i t i c s and g l o b a l / i n t e r n a t i o n a l
2.
did

agriculture.

M i c h i g a n - r e l a t e d q u e s t i o n s r e c e i v e d h i g h e r mean s c o r e s t h a n

local/personal-

or

world-agriculture-related

questions.

may i n d i c a t e t h a t s t u d e n t s

s t r o n g l y i d e n t i f i e d with t h e i r

had

understanding

less

certainty

about

r o l e l o c a l l y and a t a p e r s o n a l
3.

whether

competition

exhibited
of

" We l l ,

a personal

the

was

i t ’ s [IAEP]

okay,

responses
b u t U. S.

or

they

better

understand

the

role

global

economy.

Students

and

its

t o wa r d

negative.

The

students

marketing

their

products.

indicated
products

a

could
that

indicate
trade

should

to

p i t f a l l s and t h e b e n e f i t s o f an open economy.

bias:

in t h e

U. S.

Th e s e f i n d i n g s

are

ane e d t o

plays

come

protectionist

should sta y

and w o r l d p r o d u c t s s h o u l d s t a y o u t o f t h e U . S . "
conclusive, yet

but

b u t s t u d e n t s seemed l e s s c e r t a i n a b o u t

positive

hardly

agriculture

state

e c o n o m i c s , and m a r k e t i n g r e f l e c t e d a

orientation

open-ended

world

This

level.

Mean s c o r e s f o r t r a d e ,

p o s itiv e student o rie n ta tio n ,

One

between

in

help

the

students

n a t i o n a l and

understand

both t h e

95

O b j e c t i v e 4 : To d e t e r m i n e wha t d i f f e r e n c e s , i f a n y , e x i s t i n
s t u d e n t s ’ a t t i t u d e s a n d b e l i e f s r e g a r d i n g I AEP, b a s e d on
w h e t h e r t h e i r a g r i c u l t u r a l t e a c h e r s had o r had n o t p a r t i c i p a t e d
i n t h e Mi c h i g a n IAEP c u r r i c u l u m - d e v e l o p m e n t / i n s e r v i c e p r o g r a m.
The r e s e a r c h e r f o u n d few s t a t i s t i c a l l y
in

the

responses

participated
project.

in

of

the

students
Mi c h i g a n

A t-test

statistically

whose

significant

instructors

differences

had

or

had

IAEP c u r r i c u l u r n - d e v e l o p m e n t / i n s e r v i c e

revealed

five

items

on

which

there

s i g n i f i c a n t d i f f e r e n c e s between t h e g r o u p s .

were

Bas ed on

t h e low p o s i t i v e o r i e n t a t i o n o f t h e g r o u p mean s c o r e s on P a r t s
II

of

the

survey

significant

differences

concluded t h a t ,
toward

and
f or ma l

might

not

the

students
learn

o f more c o m p e l l i n g
t wo

groups,

indicated

about

in

all

students

agricultural

learn

enough

the

researcher

a positive

orientation

global/international

education

about

I and

statistically

i n s t r u c t i o n concerning g l o b a l / i n t e r n a t i o n a l

occur

that

to

absence
b e t we e n

although

readiness

ture,

extent

and t h e

not

agricul­

agriculture

classes,

or

to

global/international

the
con­

ce pt s in s c h o o l .

Recomme nda t i ons
S t u d e n t s and I n t e r n a t i o n a l i z i n g
A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms
Students
learning

indicated

mo r e

international

about
p r o g r a ms

Worl d A g r i s c i e n c e
score

among

increased

support

f o r and a p o s i t i v e

global/international
such

as

Work

Student Studies

student

attention

learning
should

be

toward

agriculture.

FFA

Experience

(WASS)

options.
paid

attitude

to

Abr oa d

received
Th u s ,
student

the
in

(WEA)

highest
IAEP

exchange

and
mean

efforts,
programs.

96

Mor e

information

about

FFA

international

available d ire c tly to students.
should

be e x p l o r e d ,

fo r Understanding,
f r om o t h e r
learning

s uc h

ranked

efforts

should

be

Ot her avenues f o r s t u d e n t exchanges

People

and s o on.

countries

options,

as

programs

to

People

International,

Yout h

Even t h o u g h h o s t i n g e x c h a n g e s t u d e n t s
sixth

could

among M i c h i g a n ’ s a g r i c u l t u r a l

among

combi ne d

be made t o

education

mean

identify

students

to

scores

host

for

families

supplement

the

exchange e f f o r t .

T e a c h e r s and I n t e r n a t i o n a l i z i n g
A g r i c u l t u r a l E d u c a t i o n Pr ogr a ms
Sustained
original

attention

initiative

in

inservice project.

the

be

paid

Mi c h i g a n

The f a c t t h a t

nificant differences
participated

should

to

IAEP,

IAEP

d o e s n o t mean t h a t

t h e r e we r e few s t a t i s t i c a l l y

additional

will

the

sig­

efforts

are

not

needed.

e d u c a t i o n p r o g r a ms

e d u c a t i o n h a s i n d i c a t e d t h a t more a t t e n t i o n

be n e e d e d as t h e g l o b a l i z a t i o n
educators

on

b e t we e n s t u d e n t s whose t e a c h e r s had o r had n o t

and g l o b a l / i n t e r n a t i o n a l

tural

build

curriculum-development/

The l i t e r a t u r e on i n t e r n a t i o n a l i z i n g a g r i c u l t u r a l

will

to

need

a

of society continues.

variety

of

pr ogr a mmi ng

Agricul­
support

to

c o n ti n u e e f f o r t s to i n t e r n a t i o n a l i z e t h e i r programs.
Programming

should

s i g n i f i c a n t program t h r u s t ,
Bot h

efforts

linkages

with

aid

in

other

enables a g ric u ltu ra l

the

be

developed

to

position

IAEP

as

a

c o mp l e me n t i n g t h e s w i t c h t o a g r i s c i e n c e .
quest

secondary

to

broaden

educators.

programs
The

and

agriscience

e d u c ato rs to develop p a r t n e r s h i p s

with

develop
thrust
science

97

staff.

The

IAEP

thrust

develop p a r t n e r s h i p s

with

couldenable

social

agricultural

studies

educators

and b u s i n e s s

staff

to

within

secondary schools.
In

addition

m aterials,

to

student

exchange

computer programs,

s u p p o r t f r om s t u d e n t s .
identify,

review,

programs,

He nc e ,

and t e l e v i s i o n
additional

a n d ma ke q u a l i t y

efforts

audio-visual

programs

s h o u l d be made t o

audio-visuals

p r o g r a m s a v a i l a b l e f o r u s e by t e a c h e r s .

received

and

computer

Q u a l i t y t e l e v i s i o n p r o g r a ms

c o u l d be i d e n t i f i e d and t a p e d t o a s s i s t i n t h e IAEP e f f o r t .
The

first

teachers

and

IAEP

initiative

university

include international

staff.

travel

included

a travel

c omponent

Subsequent e f f o r t s

also

for

should

f o r t e a c h e r s and s t u d e n t s .

F u r t h e r Study
The r e s e a r c h e r c o n c u r s w i t h H o s s a i n ’ s
replicate
effort

these

studies

in Michigan,

in o t h e r

states,

( 1992)

r e c o mme n d a t i o n t o

further evaluate

the

IAEP

and a s s e s s t h e i n s e r v i c e t r a i n i n g o f a g r i s c i e n c e

t e a c h e r s w i t h r e g a r d t o IAEP.
In

addition,

nonagricultural
orientation
Further

this

study

should

replicated

with

e d u c a t i o n s t u d e n t s t o p r o v i d e b a s e l i n e d a t a on t h e i r

toward g l o b a l / i n t e r n a t i o n a l

wor k

be

should

be

done

to

develop

agricultural

and

refine

concepts.

instruments

to

m e a s u r e b o t h s t u d e n t a t t i t u d e s and c o g n i t i o n i n g l o b a l / i n t e r n a t i o n a l
education.
attitudes

Examining

toward l e a r n i n g

issues that

ethnocentrism

as

a

factor

IAEP c o n c e p t s woul d a s s i s t

in
in

i n f l u e n c e s t u d e n t s ’ a t t i t u d e s and l e a r n i n g .

students’
identifying

98

Subsequent
correlations
The

means

researchers

should

focus

on

investigating

b e t we e n t e a c h e r s ’ and s t u d e n t s ’ a t t i t u d e s
by

which

teachers

use

or

infuse

IAEP

possible

toward

IAEP.

concepts

and

m a t e r i a l s i n t h e i r p r o g r a ms a l s o s h o u l d be e x a mi n e d .

Implications
The

researcher

decided

c a te g o ry in t he survey,
responses.

to

include

to provide all

Including the
reflection

of

student

negative,

and u n c e r t a i n t y .

either

positive

or

option

in d e s i g n i n g
more

whether th os e
(Likert,

negative

results

responses.

scores,

woul d

positive

or

survey

Failure

ha ve

yet

accurately

items
to

resulted

the

did

provide

this

higher

mean

in

researcher

reflect

than

questioned

students’ attitudes

1932).

Although not c o n c l u s i v e ,

it

t h e l o w e s t mean s c o r e was c e n t r a l
believe

on t h e

s u r v e y might

polarized

either

a more

I t a p p e a r e d t h a t t h e Un d e c i d e d r e s p o n s e s

on g r o u p mean s c o r e s

or

response

allowed f o r

certainty,

had more e f f e c t

scores,

Undecided

possible options for student

Und e c i d e d c a t e g o r y

accurate

the

an

that

agriculture

world

classes."

is

that

the

to the purpose of the

agriculture
The

interesting

mean

is

covered

score

for

item with
study:

extensively
this

item

was

"I

in

my

3.42,

p l a c i n g i t w i t h i n t h e Undecided c a t e g o r y .
The r e s e a r c h e r a l s o d e c i d e d t o

include

some b e l i e f

statements

in th e survey t o d i s c o v e r s t u d e n t s ’ ideas about g l o b a l / i n t e r n a t i o n a l
concepts

(Fishbein

& Ajzen,

1975).

The

item

scoring

the

highest

d e m o n s t r a t e d t h a t most s t u d e n t s had a b r o a d p i c t u r e o f a g r i c u l t u r e .

99

That item,

"I b e l i e v e t h a t a g r i c u l t u r e

had a mean s c o r e o f 4 . 2 7

and had t h e

i n v o l v e s more t h a n
fewest negative

farming,"

and u n d e c i d e d

responses.
Experience
carefully
strategy

conducting

constructing
in

questions

in

future

and

studies

t h a t woul d f o r c e

1 t o 5.

the

study

showed

selecting
might

be

students

items.

design

some

rank t h e i r

R e s p o n s e s c o u l d t h e n be w e i g h t e d

Likert scale,

for s ta tis tic a l

importance

survey

to
to

the

of

A better

multiple-part

preferences

i n a ma nne r s i m i l a r

f r om
to

a

analysis.

Reflections
The

researcher

found

no

f o c u s e d on s t u d e n t s ’ a t t i t u d e s
Most

research

e mp h a s i s
include

focused

on

in e d u c at io n a l
a focus

research

on t o t a l

student

Research

on

begun

show

teaching

that

published

before

1992

and g l o b a l / i n t e r n a t i o n a l

testing

testing.
to

study

and
at

cognitive

learning

s t u d e n t and
and

The

s t u d y b e ga n t o

beyond j u s t

teacher thought
student

agriculture.

achievement.

t h e time o f t h e

that

teaching

and

processes

has

learning

are

c ompl e x

p r o c e s s e s and t h a t s t u d e n t s ’ a t t i t u d e s a f f e c t t h e i r l e a r n i n g .
Awa r e n e s s and knowl e dge o f g l o b a l / i n t e r n a t i o n a l
be a f u n c t i o n o f i n d i v i d u a l
instruction)

and s t u d e n t s

agricultural

educators

initiative

on t h e p a r t o f t e a c h e r s

(for learning).
participated

developm ent/inservice project
Sampling),

either

through

the

inservice.

Yet no

statistically

(for

The m a j o r i t y o f Mi c h i g a n
in

the

(see Chapter
pilot

a g r i c u l t u r e may

test

significant

IAEP

III,
or

curriculum-

Population

and

dissemination

and

differences

we r e f o u n d

100

b e t we e n s t u d e n t s whose t e a c h e r s h a d , o r had n o t ,

participated

p r o j e c t o r had a c c e s s t o t h e c u r r i c u l u m m a t e r i a l s .
t h e more t h o u g h t f u l ,

open-ended resp ons es

whose i n s t r u c t o r s had n o t p a r t i c i p a t e d
As an e x e r c i s e
Table

teachers

we r e w r i t t e n

responses

f r om t h e H o s s a i n

( 1992)

of

the

students

f r om t h i s
items

study

and

f r om t h e

Group mean s c o r e s and s t a n d a r d

d e v i a t i o n s we r e a v a i l a b l e f r om b o t h s t u d i e s .
be made b e t we e n t h e two s e t s

by s t u d e n t s

researcher created

s t u d y on i d e n t i c a l

i n s t r u m e n t s u s e d i n t h e t wo s t u d i e s .

some o f

in t h e c u rri cu lu m p r o j e c t .

in comparative a n a l y s i s ,

14 t o c ompa r e t h e

In f a c t ,

in the

of data,

but

No c o r r e l a t i o n s

trends

could

c o u l d be o b s e r v e d

f o r r e f e r e n c e in f u t u r e r e s e a r c h .
As a g e n e r a l

observation,

t e a c h e r s ’ mean

f ew i t e m s we r e h i g h e r t h a n t h o s e o f s t u d e n t s .
d r a wn ,
older

other
and

than

better

the

common- s e ns e

educated

e x p e r i e n c e and i n t e r e s t
If
an

future

students

encountered

agricultural
development
help

t hem

concepts
for

and

teachers

incorporate

among

learned

throughout
should

with

that
more

is

to

c ompone nt

of

educators
about

their

a

extensive

are
life

include

professional

woul d

learning,

ensure

that

global/international

schooling.

Professional

investigation

of

global/international

well as f o r s t u d e n t l e a r n i n g .

teachers

be on s t u d e n t

agricultural

and c o n c e p t s i n t h e i r e x i s t i n g t e a c h i n g e f f o r t s .
important

but

affairs.

in ed uc ati on

approach

on a l l

No c o n c l u s i o n s may be

assumptions

students,

in global

emphasis

interdisciplinary

than

scores

development

means

to

materials

T r a v e l woul d be an
for

teachers,

as

T a b l e 1 4 . - - Means and s t a n d a r d d e v i a t i o n s f o r a g r i s c i e n c e t e a c h e r s ’ and s t u d e n t s ’ a t t i t u d e s
toward s t u d e n t - r e l a t e d a s p e c t s o f i n t e r n a t i o n a l i z i n g a g r i c u l t u r a l e d u c a t i o n
programs.

Students
(n = 306)

Teachers
(n = 141)

Statement

26.

Mean

SD

Mean

SD

a. L o c a t i o n o f whe r e I r e s i d e on a c o u n t y map.

3.90

. 95

4.45

.73

b. L o c a t i o n o f my c o u n t y on a s t a t e map.

3.90

.97

4.55

.61

3.93

.81

4.43

.64

3.83

. 95

4.32

.67

a . Ma j or r e g i o n s i n t h e U n i t e d S t a t e s .

3.90

.83

4.48

.58

b. L o c a t i o n o f s t a t e s
States.

3.86

.87

4.39

.57

For me t o u n d e r s t a n d g l o b a l a g r i c u l t u r e , I s h o u l d f i r s t
have a b a s i c u n d e r s t a n d i n g o f g e o g r a p h y as i t r e l a t e s
t o mv s t a t e s uc h a s :

c.

I d e n t i f i c a t i o n o f m a j o r c i t i e s i n t h e s t a t e wher e
l a r g e q u a n t i t i e s o f a g r i c u l t u r a l p r o d u c t s a r e cons umed.

d. Location o f major p o r t s f o r s h ip p i ng a g r i c u l t u r a l
products.
27.

To h e l p me u n d e r s t a n d a g r i c u l t u r e f rom a g l o b a l p e r s p e c ­
t i v e , I s h o u l d have a b a s i c u n d e r s t a n d i n g o f U . S . / w o r l d
g e o g r a p h y s uc h a s :

in major r e g i o n s in t h e United

T a b le 1 4 . - - C o n t in u e d .

Students
( n = 306)
-----------------SD
Mean

Teachers
( n = 141)
----------------Mean
SD

c . The s e v e n c o n t i n e n t s i n t h e w o r l d .

3.79

.92

4.34

.63

d.

3.74

.87

4.22

.72

3.75

. 90

4.25

.61

3.63

1.00

4.31

.63

a . Economic b e n e f i t s .

3.76

. 89

4.18

.69

b. P o l i t i c a l

3.56

. 95

3.88

.76

3.81

.93

4.10

.71

3. 8 1

.81

4.23

.74

Statement

(Continued)

Location o f c o u n t r i e s in t h e world.

e . Ma j or wa t e r w a y s us e d i n s h i p p i n g a g r i c u l t u r a l

products.

f . C o u n t r i e s t h a t a r e t h e most d e n s e l y p o p u l a t e d .
I n t e r n a t i o n a l a g r i c u l t u r a l e d u c a t i o n p r o g r a ms (IAEP) w i l l
i n c r e a s e my a w a r e n e s s o f t h e ne e d f o r t h e U n i t e d S t a t e s
t o wor k c l o s e l y w i t h c o u n t r i e s a r o u n d t h e w o r l d f o r :

benefits.

c. Humanitarian b e n e f i t s .
I am more l i k e l y t o u n d e r s t a n d g l o b a l
i n s t r u c t i o n about:
a . Ma j or a g r i c u l t u r a l
country.

a g r i c u l t u r e i f given

p r o d u c t s t h a t a r e p r o d u c e d i n my

T a b le 1 4 . - - C o n t in u e d .

Students
(n = 306)

Teachers
(n = 141)

Statement

29.

Mean

SD

Mean

SD

3.80

.85

4.32

.64

3.87

.82

4.33

.63

d . Ma j or e x p o r t m a r k e t s f o r Mi c hi ga n a g r i c u l t u r a l
products.

3.93

.82

4.23

.60

e . S t a t e s i n t h e U. S. t h a t a r e c o mp e t i n g w i t h M i c h i g a n ’ s
major a g r i c u l t u r a l p r o d u c t s .

3.83

.84

4.20

.72

f . O t h e r c o u n t r i e s t h a t a r e c o mp e t i n g w i t h M i c h i g a n ’ s
major a g r i c u l t u r a l p r o d u c t s .

3.85

. 85

4.31

.66

IAEP w i l l i n c r e a s e my a w a r e n e s s o f g l o b a l
and i t s e f f e c t on Ame r i c an a g r i c u l t u r e .

3.73

. 85

4.07

.72

3.80

. 85

4. 1 1

.64

(Continued)
b. What h a p p e n s t o l o c a l
communi t y.
c . Ma j or a g r i c u l t u r a l
Michi gan.

30.

31.

p r o d u c t s o nc e t h e y l e a v e t h e

p r o d u c t s t h a t a r e produced in

agriculture

Wit h p r o p e r i n s t r u c t i o n and m a t e r i a l s , I w i l l be a b l e
to understand i n t e r n a t i o n a l a g r i c u l t u r a l concepts.

T a b le 1 4 . - - C o n t in u e d .

Students
(n = 306)

Teachers
(n = 141)

Statement
Mean

SD

Mean

SD

a. C u lt u re .

3.73

. 92

3.72

. 85

b.

Infrastructure.

3.74

. 86

3.65

.83

c. Standard of l i v i n g .

3.83

. 88

3.79

d. Nat ural r e s o u r c e s .

4.00

. 75

3.99

. 68

3.74

. 94

3. 8 1

. 64

I s h o u l d be e n c o u r a g e d t o p a r t i c i p a t e i n t h e v a r i o u s
FFA i n t e r n a t i o n a l p r o g r a ms (WASS/WEA).

3.83

1.00

3.88

.79

35.

B a s i c IAEP c o n c e p t s a r e n o t t o o compl ex f o r me.

3.53

00

3.74

LO
00

36.

IAEP w i l l p r o v i d e me w i t h an a p p r e c i a t i o n o f t h e
i n t e r d e p e n d e n c y o f n a t i o n s around t h e wor l d.

3.56

00

3.77

.74

IAEP w i l l p r e p a r e me f o r f u t u r e c h a n g e s i n g l o b a l
agriculture.

3.64

00

3.75

.75

33.

34.

37.

C o n s i d e r i n g t h e c o u n t r i e s t h a t a r e p r o j e c t e d t o be t h e
b e s t markets f o r Michi gan’ s major p r o d u c t s , I should
be i n s t r u c t e d on t h o s e c o u n t r i e s ’ :

IAEP w i l l p r o v i d e me w i t h a g l o b a l
respect to career opportunities.

00

32.

p e r s p e c t i v e with

T a b le 1 4 . - - C o n t in u e d .

Students
( n = 306)

Teachers
( n = 141)

Statement

38.

39.

40.

Mean

SD

Mean

SD

Thr ough IAEP, I w i l l have an o p p o r t u n i t y t o i n t e r a c t
with people in o t h e r p a r t s of the world.

3.62

. 80

3.44

.83

IAEP w i l l h e l p me u n d e r s t a n d g l o b a l
marketing systems.

3.70

. 80

3.87

.71

3.60

. 90

3.84

.72

IAEP w i l l h e l p me f u n c t i o n b e t t e r as a c i t i z e n
global s o c ie t y .

Source:

Note.

agricultural

in a

T e a c h e r d a t a a r e f r om A t t i t u d e s o f A o r i s c i e n c e T e a c h e r s i n Mi c h i g a n Toward I n t e r ­
n a t i o n a l i z i n g A g r i c u l t u r a l E d u c a t i o n Pr ogr ams by D. H o s s a i n , 1992, U n p u b l i s h e d
d o c t o r a l d i s s e r t a t i o n , Mi c h i g a n S t a t e U n i v e r s i t y , E a s t L a n s i n g .
Means i n b o t h s t u d i e s we r e c a l c u l a t e d on t h e b a s i s o f s i m i l a r 5 - p o i n t L i k e r t
Re s p o n s e s we r e w e i g h t e d i d e n t i c a l l y i n b o t h s t u d i e s :
1 = Strongly Disagree,
a g r e e , 3 = U n d e c i d e d / N e u t r a l , 4 = Ag r e e , and 5 = S t r o n g l y Ag r e e .
I t mus t be
t h a t f o r t h i s s t u d y t h e m i d d l e c a t e g o r y was t e r me d Un d e c i d e d , w h e r e a s i n t h e
s t u d y t h e m i d d l e c a t e g o r y was t e r me d N e u t r a l .

scales.
2 = Dis­
noted
Ho s s a i n

106

In a d d i t i o n ,
be

directed

toward

e d u c a t o r t e a ms
educators

language
school
b e t we e n

extending

inservice

f r om i n d i v i d u a l

i n an

partnerships

professional-development

with

arts,

their

curriculum.
teachers

and

other

Educational
and

students

become e f f e c t i v e c i t i z e n s

in

partnerships

are

in a global

vital

if

society.

IAEP s h o u l d
materials

to

of

agricultural

help

t hem d e v e l o p

science,
areas

in

and

Inclusion

a p p r o a c h woul d

colleagues

counseling,

programs

schools.

interdisciplinary

p r o g r a ms

social

across
among
young

the

studies,
secondary

teachers
people

are

and
to

APPENDICES

APPENDIX A

DOCUMENTATION AND INSTRUMENTATION

107

M IC H IG A N

OtIK.I

III

M ( I

A N I) D l. A N O l

April

ST A T 1-: U N l V l i K S I T Y

I’K L S I D I N I
Till

20,

H lk

(.KA H U A TI

K l M A K C il I

2.A ST L A N S lN C i • M I C H I G A N

• 4 IW 2 4 I0 4 (.

M 11(101

1992

Edward E. W i l l i a m s
41 0 A g r i c u l t u r e Ha l l

RE:

ATTITUDES OF AGRISCIENCE STUDENTS IN MICHIGAN TOWARD INTERNATIONALIZING
AGRICULTURAL EDUCATION PROGRAMS, IRB # 9 2 - 1 4 9

De ar Mr. W i l l i a m s :
The a b o v e p r o j e c t i s e x e mp t f rom f u l l UCRIHS r e v i e w .
The p r o p o s e d r e s e a r c h
p r o t o c o l h a s b e e n r e v i e w e d by a member o f t h e UCRIHS c o m m i t t e e .
The r i g h t s and
w e l f a r e o f human s u b j e c t s a p p e a r t o be p r o t e c t e d and y o u h a v e a p p r o v a l t o c o n d u c t
the research.
You a r e r e m i n d e d t h a t UCRIHS a p p r o v a l i s v a l i d f o r o n e c a l e n d a r y e a r .
I f you
p l a n t o c o n t i n u e t h i s p r o j e c t b e y o n d o n e y e a r , p l e a s e make p r o v i s i o n s f o r
o b t a i n i n g a p p r o p r i a t e UCRIHS a p p r o v a l o n e mont h p r i o r t o A p r i l 1 5 , 1 9 9 3 .
Any c h a n g e s i n p r o c e d u r e s i n v o l v i n g human s u b j e c t s m u s t be r e v i e w e d by UCRIHS
p r i o r t o i n i t i a t i o n o f t h e change.
UCRIHS m u s t a l s o be n o t i f e d p r o m p t l y o f any
p r o b l e m s ( u n e x p e c t e d s i d e e f f e c t s , c o m p l a i n t s , e t c . ) i n v o l v i n g human s u b j e c t s
d u r i n g t h e c o u r s e o f t h e wor k .
Thank y o u f o r b r i n g i n g t h i s p r o j e c t t o my a t t e n t i o n .
h e l p , p l e a s e do n o t h e s i t a t e t o l e t me know.

I f I c a n be o f any f u t u r e

Sincerely

D a v i d E. W r i g h t , R
t u D . \ CChhaaii r
RtuD
U n i v e r s i t y Co
mr n ti t tee"!
e e " mr Tl
' Re
e sseeaa r c h
Commi
Human S u b j e c t s (UCRIHS)

Involving

DEW/pjm
cc:

Dr.

E d d i e Moore

AfS U it am A ffirm a tit* A c tio n /tiy mil O pp o rtu n ity Institution

108

Pa nel o f E x p e r t s

Dr . E d d i e A. Moore
Professor
Department o f A g r i c u l t u r a l

and E x t e n s i o n Educ a t i on- - MSU

Dr . 0 . Don Meader s
P r o f e s s o r Emeritus
Department o f A g r i c u l t u r a l

and E x t e n s i o n Educ a t i on- - MSU

Dr . J a c k E l l i o t
A ssistant Professor
Department o f A g r i c u l t u r a l

and E x t e n s i o n Educ a t i on- - MSU

Dr . F r a n k B o b b i t t
Professor
Department o f A g r i c u l t u r a l

and E x t e n s i o n Educ a t i on- - MSU

Dr . K i r k He i n z e
Associate Professor
Department o f A g r i c u l t u r a l

and E x t e n s i o n Educ a t i on- - MSU

Ms. Gwen Dado
A g r i c u l t u r a l E d u c a t i o n S p e c i a l i s t ( p a s t WEA p a r t i c i p a n t )
D e p a r t m e n t o f A g r i c u l t u r a l and E x t e n s i o n Educ a t i on- - MSU
Mr. Ca r y T r e x l e r
A g r i c u l t u r a l Education S p e c i a l i s t
D e p a r t m e n t o f A g r i c u l t u r a l and E x t e n s i o n Educ a t i on- - MSU
Mr. C h a r l e s Snyde r
M i c h i g a n ’ s FFA P r o j e c t C o n s u l t a n t
Mr. Al a n S t e e b y
A g r i s c i e n c e E d u c a t o r (IAEP p i l o t t e s t p a r t i c i p a n t )
Mr. W i l l i a m Bar t ow
A g r i s c i e n c e E d u c a t o r (IAEP p i l o t t e s t p a r t i c i p a n t )
Mr. Kar l Me r c h a n t
A g r i sc i e n ce Educator
Ms. J a c q u e l i n e S t e e b y
Re a d i n g C o n s u l t a n t

109

/m

A g ric u lt u ra l & Extension Education
M ic h ig a n S t a t e U n iv e r s ity
4 1 0 A g r ic u ltu r e H a ll

FAX (517) 3 5 3 - 4 9 8 1

East Lansing. M ich ig an 4 8 8 2 4 - 1 039
(5 1 7 ) 3 5 5 - 6 5 8 0

May 1, 1992

Educator
Agricultural High School
Blank Road
Anytown, MI 41234
Dear Educator:
With global awareness a topic of extreme importance in today's society,
it iB becoming vital that international integration of programs begin at
an early age.
However, limited research is available regarding
secondary students' attitudes towards international education.
You have been randomly selected from a listing of Michigan agriscience
teachers who are being asked to administer a short survey to secondary
students.
This survey will focus on student attitudes related to
international agricultural education. The surveys will take
approximately 20 minutes to complete.
The students may choose to answer
all, part or none of the questions in the survey.
You and your students
indicate your voluntary agreement to participate by completing and
returning the surveys.
Early next week we will be sending surveys and instructions to you for
administering in classes.
In order that the results will truly
represent the attitudes and perceptions of secondary students, it is
important that each survey be completed and returned by May 15, 1992.
It is requested that the students do not sign or in any other way
personally identify themselves on the survey - all individual results
will be treated with strict confidence and they will remain anonymous.
Once administered and collected, the surveys should be returned to us in
the self addressed and stamped envelop.
You may receive a summary of
the results by sending your request to the address above.
If you have
any questions or concerns regarding this study, please feel free to
contact Edward Williams at (517) 355-6580.
We hope that the information from this survey will provide additional
directions for internationalizing agricultural education programs in
Michigan.
Your participation is greatly appreciated.
Sincerely,

Edward E. Williams,
Graduate Researcher

Eddie A. Moore,
Professor

M SU is an Affirmative Action/Equal Opportunity institution

110

SURVEY PROCEDURES
1.

Please adm inister this survey to all of th e juniors and seniors within
your program.

2.

Before s tu d e n ts begin, read th e instructions (within th e survey) to
them , and ask if th ere are any questions.

3.

The qu estion s will tak e approxim ately 2 0 m inutes to com plete. The
s tu d e n ts may c h o o s e to a n sw er all, part or none of th e qu estion s in
th e survey. You and your s tu d e n ts indicate your voluntary ag re e m e n t
to participate by completing and returning th e su rv ey s.

4.

Have th e selected participants (juniors and seniors) co m plete th e
survey.

5.

It is req u ested th a t th e s tu d e n ts do not sign or in any o th er w ay
personally identify them selves on the survey - all individual results will
be tre ated with strict confidence and th ey will remain an o n y m o u s.

6.

Have s tu d e n ts place com pleted surveys directly in th e enclosed
stam p ed and self-addressed envelope provided. P lease mail th em
back to th e research er by May 15, 1 9 9 2.

7.

If you have any questions, please c o n ta c t th e research er at:
Edward E. Williams
D epartm ent of Agricultural & Extension Education
4 1 0 Agriculture Hall
Michigan S tate University
East Lansing, Ml 4 8 8 2 4 - 1 0 3 9
5 1 7 - 3 5 5 -6 5 8 0

8.

You m ay receive a sum m ary of th e results by sending your req u est to
th e a d d re ss above.

Ill

SURVEY OF SECONDARY
AGRICULTURAL STUDENTS'
ATTITUDE ON
INTERNATIONALIZING
AGRICULTURAL EDUCATION
PROGRAMS (IAEP)

(Juniors onfy)

DEPARTMENT OF
AGRICULTURAL & EXTENSION EDUCATION
MICHIGAN STATE UNIVERSITY
EAST LANSING, MICHIGAN

112

SURVEY O F SECONDARY AG RICULTURAL STUDENTS' PERCEPTIO NS ON
IN TERN ATION ALIZING AG R IC U LT U R A L EDUCATIO N PROGRAM S
(IAEP)

W c arc in te re sted in u n d erstan d in g how students feel and w hat they think ab o u t stud y in g w orld
ag ric u ltu re in th e ir ag ricu ltu ral c lasses, and h e lp im prove w ays in w hich stu d en ts lc a m ab o u t w orld
ag ricu ltu re.
T h ere arc n o right o r w rong answ ers. W c arc interested in y o u r p e rs o n a l o p in io n . P lease c irc le the
resp o n se th at in d icates y o u r d e g re e of a greem ent o r d isag ree m e n t to the statem ents by u sin g the
fo llo w in g scale:

If
If
If
If
If

you
you
you
you
you

S T R O N G L Y D IS A G R E E , c i r c l e .................S D
D1SAGRE.E, c i r c l e ...............................................D
arc U N D E C ID E D , circle ................................ ?
A G R E E , c irc le .........................................................A
S T R O N G L Y A G R E E , c i r c l e ......................... SA

E X A M P L E 1:
T h e U .S. is the sole p ro d u c e r o f c o m .

(S l5 )D 7 A SA

B y circlin g "SD ," th e student ind icated stro n g d isag ree m e n t w ith th e statem ent.

O th e r item s in this survey will ask you to check the ap p ro p ria te answ er.
S im p ly p lace an "X " in the space p ro v id e d
E X A M P L E 2:
1.

You h av e been to a n o th e r country.
X_No
Yes

B y m a rk in g "N o," th e student ind icated no t hav in g traveled to a n o th e r country.

S T A T E M E N T S R E G A R D IN G IN T E R N A T IO N A L IZ IN G
A G R IC U L T U R A L E D U C A T IO N P R O G R A M S (IA E P )
In te rn a tio n a l A g ricu ltu ral E ducation is a broad in stru c tio n a l are a o f g lobal a g ric u ltu re thro u g h
w hich stu d en ts g ain an u n d erstan d ing o f g e o g ra p h ic al, political, and eco n o m ic factors influ en cin g
ag ricu ltu re; g lo b al ag ricu ltu ral pro duction and c o n su m p tio n ; trends in th e p ro d u c tio n and co n su m p tio n s
o f fo o d and fib er, ag ricu ltu ral p ractices in d ifferen t countries; agricu ltu ral tra d e and b an k in g p ractices;
c o m m u n ic atio n , tra n sp o rta tio n , and te c h n o lo g ica l d e v elo p m en ts in flu en c in g a g ric u ltu re ; and cultural
an d re lig io u s d ifferen c e s w ith im p licatio n s for agriculture.

113

P A R T 1 - Y O U R A T T IT U D E S A B O U T IA E P
If
If
If
If
If
1.

you
you
you
you
you

S T R O N G L Y D IS A G R E E , circle ...............S D
D IS A G R E E , c i r c l e ........................... ............... D
7
are U N D E C ID E D , circle ............
A G R E E , c irc le .................................. ..................A
S T R O N G L Y A G R E E , circle . . . .................. SA

I sh o u ld u n d e rstan d m o re ab o u t ag riculture and its im portance to the w orld
eco n o m y .

SD

D

?

A

SA

I sh o u ld u n d e rstan d m o re ab o u t the differences betw een d e v elo p in g and
d e v elo p ed co u n trie s.

SD

D

?

A

SA

SD

D

? A

SA

4. I sh o u ld h av e a b e tte r u n d e rstan d in g about how p o litics affccl w orld
agricu ltu re.

SD

D

?

A

SA

5.

I sh o u ld kn o w m o re ab o u t the cu ltu re o f o th e r countries.

SD

D

?

A

SA

6.

I sh o u ld u n d e rstan d h o w llte c u ltu re o f o ther countries im pact agriculture
in th o se c o u n tries.

SD

D

?

A

SA

2.

3.

1 sh o u ld kn o w m o re ab o u t o th e r co untries as m arkets for U.S. agricultural
p ro d u cts.

7.

I sh o u ld kn o w m o re ab o u t M ich ig an 's ag ricu ltu re and its c o nnections to
w orld trad e.

8.

9.

SD

D?

A SA

co u n tries.

SD

D?

A SA

I sh o u ld lc a m m o re a b o u t ag ricu ltu ral products that M ichigan p ro d u c e rs
sell to o th e r stales.

SD

D?

A SA

SD

D7

A SA

SD

D?

A SA

SD

D?

A SA

SD

D?

A SA

SD

D?

A SA

SD

D?

A SA

SD

I) ?

A SA

I sh o u ld k n o w m o re ab o u t ag ricu ltu ral products th at M ichigan sells to o th e r

10. 1 should learn m o re ab o u t the ag ricultural products from other states that
arc c o n su m e d in M ich ig an .
11. I sh o u ld lcam m o re ab o u t the ag ricu ltu ral products from other c o untries
that are c o n su m e d in M ich ig an .
12. L e arn in g m o re a b o u t a g ric u ltu re in o th e r countries w ill help m e
u n d e rstan d fu tu re c h an g es in w o rld agriculture.
13. I n e ed to k n o w m o re ab o u t w o rld agriculture.
14. I sh o u ld k n o w m o re ab o u t th e w orld econom y and its relatio n sh ip to
M ich ig an 's ag ric u ltu re .
15. I sh o u ld k n o w m o re a b o u t M ich ig an's agriculture and its im pact on
M ich ig an 's e co n o m y ,.
16. I sh o u ld k n o w m o re a b o u t h o w w orld events affccl local a g ric u ltu re in
m y co m m u n ity .

114

P A R T I - Y O U R A T T IT U D E S A B O U T I A E P C O N T .

17. I should kn o w m o re ab o u t h o w w orld a g ric u ltu re a ffe c ts fo o d p ric e s in the
lo cal g ro cery store.

SD

SA

18. M ark etin g M ichigan ag ricu ltu ral pro d u cts to o th e r c o u n trie s w ill help
M ich ig an 's eco n o m y .

SD

SA

SD

SA

20. Politics has a m ajo r effect on w o rld agriculture.

SD

SA

21. C u ltu re has som e im pact on a g ric u ltu re in oilier c ountries.

SD

SA

22. W o rld trade helps M ich ig an ag ricu ltu re.

SD

SA

SD

SA

SD

SA

SD

SA

19. M ark etin g U.S. ag ricu ltu ral p ro d u c ts to o th e r c o u n trie s w ill h e lp the U .S.
econom y.

23. C om ing changes in w orld a g ric u ltu re w ill have som e im p a c t o n m e
in the future.
24. W o rld events have som e im p a c t on a g ric u ltu re in m y c o m m u n ity .
25. W orld ag ricu ltu re has som e effe c t on food prices in m y local
g ro cery store.

26. F o r m e to u n d erstan d global a g ric u ltu re , I should first h av e a b asic u n d e rstan d in g of geography
as related to m y stale such as:
a. lo c a tio n o f w here i reside on a c o unty m ap.

SD

A

SA

b. L ocation o f m y c o u n ty on a state m ap.

SD

A

SA

c. Id en tificatio n o f m a jo r cities in the state w here large
q u a n tities o f a g ric u ltu ra l pro d u cts are co n su m ed .

SD

A

SA

d. L ocation o f m a jo r p o rts for shipping agricu ltu ral pro d u cts.

SD

A

SA

27. T o help m e u n d erstan d a g ric u ltu re from a global p e rsp ec tiv e , I sh ould h a v e a b a sic und erstanding
o f the U nited S tates and w o rld g e o g ra p h y , such as:
a. M ajo r regions in th e U nited Stales.

SD

SA

b. lo c a tio n o f slates in m a jo r regions in the U nited S tales.

SD

SA

c. T he seven c o n tin e n ts in the w orld.

SD

SA

d. L ocation o f c o u n trie s in the w orld.

SD

SA

c. M ajo r w a ter w ays used in ship p in g agricu ltu ral products.

SD

SA

f.

SD

SA

C o u n tries th at arc th e m ost den sely p opulated.

115

28.

P A R T I - Y O U R A T T IT U D E S A B O U T IA E P C O N T .
In te rn a tio n a l A g ricu ltu ral E d u c a tio n a l P ro g ram (IA E P ) will inc re a se m y a w aren e ss o f the
n e ed fo r th e U nited States to w ork clo sely w ith c o u n trie s aro u n d the w orld for:
a. E co n o m ic benefits

SD

D

?

A

SA

b. P o litica l b en efits

SD

D

?

A

SA

c. H u m an itarian benefits

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

29. I am m o re lik ely to u n d e rstan d glo b al a g ric u ltu re if given in struclioi about:
a. M a jo r ag ricu ltu ral products that arc p ro d u c e d in m y
co u n try .
b. W h at h ap p en s to lo cal pro d u cts o n ce they leave the
co m m u n ity .
c. M ajo r a g ric u ltu ra l products that are pro d u ced in M ichigan
d. M ajo r e x p o rt m ark ets fo r M ich ig an agricu ltu ral p roducts.
SD

D

?

A

SA

e. Stales in the U .S. that are co m p etin g w ith M ichigan's
m a jo r a g ric u ltu ra l products.

SD

D

?

A

SA

f. O th e r c o u n trie s th a t are co m p e tin g w ith M ich ig an 's m a jo r
ag ricu ltu ral products.

SD

D

?

A

SA

g. C o u n tries that n e ed and are capable o f p urchasing
M ich ig an 's majoT ag ricu ltu ral products.

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

30. IA E P w ill in crease m y aw aren e ss o f global a g ric u ltu re and the
e ffe c ts on A m erican agricu ltu re.
31. W ith p ro p e r in stru ctio n and m a te ria ls, I w ill be able to u n d e rstan d
b a sic in te rn a tio n a l a g ric u ltu re concepts.

32. C o n sid e rin g th e c o u n tries th a t arc p ro je c te d to b e the best m a rk e ts fo r M ich ig an 's m a jo r
p ro d u c ts, I should be in stru cted on th o se countries:

33.

a. C u ltu re

SD

D

?

A

SA

b. In fra stru ctu re (ed u catio n al sy stem , tra n sp o rta tio n sy ste m ,
m a jo r in d u strie s, etc.)

SD

D

7

A

SA

c. S ta n d a rd o f living

SD

D

7

A

SA

d. N atu ral reso u rces

SD

D

?

A

SA

e. A g ric u ltu re

SD

D

?

A

SA

SD

D

7

A

SA

IA E P w ill p ro v id e m e w ith a global p e rsp ec tiv e w ith resp ect to
c a re e r o p p o rtu n ities.

116

PART I - YOUR ATTITUDES ABO UT IA EP CONT.

34. I sh o u ld be en co u rag e d to p a rtic ip a te in the v arious IT A in te rn a tio n a l p ro g ram s
(W o rld A g riscicn cc S tu d ies, W o rk E xperience A broad, T ravel S e m in a rs, etc.).

SD

D

? A

SA

35. B asic IA E P co n cep ts arc not to o co m plex for m e.

SD

D

? A

SA

SD

D

? A

SA

SD

D

? A

SA

SD

D

? A

SA

39. IA E P will h e lp m e u n d erstan d g lo b al agricultural m a rk e tin g system s.

SD

D

?

A

SA

40. IA E P w ill h elp m e fu n ctio n b e tte r as citizen s in a global society.

SD

D

?

A

SA

36. IA E P w ill p ro v id e m e w ith an ap p re ciatio n of the in terd ep en d en cy o f nations
aro u n d th e w orld.
37. IA E P w ill p rep are m e for fu tu re c h an g es in global agriculture.
38. T h ro u g h IA E P , I w ill h ave an o p p o rtu n ity to in teract w ith p e o p le in other
p arts of the w orld.

PART II - YOUR BELIEFS ABOUT IAEP
If you S T R O N G L Y D IS A G R E E , c i r c l e .................S D
If you D IS A G R E E , c i r c l e ............................................... D
If you arc U N D E C ID E D , circle ...................................?
If you A G R E E , c irc le ......................................................... A
If you S T R O N G L Y A G R E E , c ir c le ..........................SA

1.

I b eliev e ag ricu ltu re in v o lv es m o re than farm ing.

SD

SA

2.

I b eliev e w orld a g ric u ltu re is d ifferen t from cou n try to country.

SD

SA

3.

I b e lie v e w orld a g ric u ltu re allo w s m e to cat a v ariety o f p ro d u c ts y e a r round.

SD

SA

4.

I b e lie v e w orld a g ric u ltu re h elp s to pro v id e m e w ith a q u a lity supply o f food.

SD

SA

5.

I b eliev e natural d isasters affect the price o f food in m y local g ro c e ry store.

SD

SA

6.

I b eliev e the U.S. should h e lp o th e r c o untries w ith food aid in tim es o f fam ine.

SD

SA

7.

I b e lie v e U.S. trading p artn ers (cu sto m ers), help U .S. ag ricu ltu re.

SD

SA

8.

I b e lie v e c o m p etitio n w ith o th e r p ro d u c e rs w orld w id e h e lp to k e ep food
SD

SA

p rices rath er reaso n ab le.

117

PART II - YOUR BELIEFS ABOUT IAEP CO NT.
9.

I believ e an u n d e m a n d in g o f o th e r cu ltu res w ill h e lp U .S. food
p ro d u c e rs to m a rk e t th e ir p ro d u c ts abroad.

SD

D

?

A

SA

10. I b eliev e an u n d e rstan d in g o f in ternational p o litical issues w ill h e lp U. S.
p ro d u c e rs m ark et th e ir p ro d u c ts abroad.

SD

D

?

A

SA

11. I b eliev e M ich ig an 's citizen s cat food p ro d u c ts th a t arc p ro d u c e d around
th e w orld.

SD

D?

A SA

SD

D?

A SA

13. I b eliev e th at M ich ig an 's ag ricu ltural p ro d u c ts are su p erio r in quality to
p ro d u c ts fro m o th e r c o u n tries.

SD

D?

A SA

14. I believ e w orld a g ric u ltu re is covered ex te n siv e ly in m y agricultural
c lasses.

SD

D?

A SA

SD

D?

A SA

16. I b eliev e th at m y a g ric u ltu ra l te a ch e r sh ould use m aps to h e lp m e learn
m o re ab o u t w orld ag ricu ltu re.

SD

I) ?

A SA

17. I b eliev e that g uest sp eak ers w ho are k n o w le d g ea b le regarding
in te rn a tio n a l ev en ts w ould h e lp m e lc a m m o re a b o u t w orld agriculture.

SD

D?

A SA

18. 1 b eliev e that a v ariety o f au d io -v isu a l m a te ria ls (slides, vid eo s, film s,
and e tc .) w ould h e lp m e learn m ore ab o u t w orld agriculture.

SD

D

?

A

SA

19. I b eliev e th at c o m p u te r p ro g ram s that arc inte rn a tio n a lly orie n te d w ould
h e lp m e learn m o re ab o u t w o rld ag ric u ltu re .

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

SD

D

?

A

SA

12. I b eliev e that M ich ig an 's ag ricu ltural pro d u cts are su p erio r in quality to
p ro d u c ts fro m o th e r slates.

15. I b eliev e that m y a g ric u ltu ra l te a ch e r should c o v er w orld agricu ltu re
w h e n ev e r it relates to w hat w e are studying.

20. 1 b eliev e th at h o stin g an ag ricu ltu ral e x ch a n g e stu d en t from an o th er
co u n try in m y co m m u n ity w o u ld h e lp m e lc a m m o re ab o u t w orld
ag ricu ltu re.
21. I b eliev e 1 should b e ab le to lcam ab o u t w o rld ag ricu ltu re in other
classes in the school.
22. I b eliev e th at o th e r classes in the school should in c lu d e in fo rm atio n
ab o u t w o rld agricu ltu re.
23. I b eliev e th a t I can learn ab o u t w orld a g ric u ltu re fro m w a tch in g selected
te le v isio n p ro g ram s.
24. I b eliev e th at I can lc a m ab o u t w orld a g ric u ltu re from listen in g to
selected ra d io p ro g ram s.
25. 1 b eliev e th a t I c an learn a b o u t w orld a g ric u ltu re from a tte n d in g events
su ch as fairs o r show s.

118

PART 111 - PERSO NAL INFORMATION
PL E A S E C H E C K O N E O F T H E F O L L O W IN G A S IT A P P L IE S T O Y O U :
1

2.

1 am:

___ fem ale
m ale

In d icate y o u r place o f resid en ce, (ch eck one)
rural - farm
ru ral n o n -farm
v illa g e o r tow n
su b u rb o f large city
urban

3

4.

W h at is y o u r high school g ra d e p o in t average (G .P.A .)?

Please c h ec k the n u m b e r o f years o f agricultural classes you w ill have
c o m p le ted by the en d o f litis sch o o l year.
less than 1 year

1
2
3
4
M ore than 4 years
5.

A rc y o u an FFA m em ber?
No
Yes

6.

D o you p a rticip ate in a su p erv ise d agricultural experience (S A E ) th ro u g h a jo b ,
p ro je c t, o r school related activity.
No
Yes

7.

P le a se w rite any c o m m ents th at y ou m a y h av e about IA E P here:

TH ANK Y O U FOR TAKING TH E T IM E T O COM PLETE TH IS SURVEY!

APPENDIX B

OPEN-ENDED RESPONSES

119

Open- Ende d Re s p o n s e s

PART 111 - 7.

P l e a s e w r i t e any comments you may h a v e a b o u t IAEP h e r e :

1.

A v e r y good p r o g r a m .

2.

International organizing agriculture will
o f pro duc ts in t he f u t u r e .

3.

help the production

I t h i n k i t woul d be good f o r us t o l e a r n a l o t more a b o u t w o r l d
agriculture.

4.

IAEP s o u n d s i n t e r e s t i n g .
h o we v e r .

I am n o t e x t r e m e l y f a m i l i a r w i t h i t

5.

I d o n ’ t know wha t IAEP i s o r wha t i t d o e s .

6.

I we nt t o a f a r m i n g c o n v e n t i o n p u t on by my l o c a l ba nk a t
school.
I we nt t o a c l a s s on i n t e r n a t i o n a l t r a d e - - i t was
interesting.

7.

I t h i n k h e l p i n g o t h e r s i s a good i d e a .

8.

I f e e l t h r o u g h t h e h o l e [ s i c ] w o r l d a g r i c u l t u r e s h o u l d be
shared.

9.

I b e l i e v e t h i s survey will help people understand a g r i c u l t u r e
b e t t e r s o i t ca n be i n f l u e n c e d a r o u n d t h e w o r l d .

10.

I d o n ’ t u n d e r s t a n d t h e i m p o r t a n c e o f IAEP when t h e r e a r e more
i m p o r t a n t i s s u e s in t h e world.

11.

I t h i n k e v e r y o n e n e e d s t o known [ s i c ] more a b o u t a g r i c u l t u r e .

12.

T h i s s u r v e y d i d n ’ t r e a l l y a p p l y t o me.
The ag c l a s s t h a t I am
c u r r e n t l y in i s n a t u r a l r e s o u r c e s .
This c l a s s d o e s n ’t study
agriculture.
I had a h a r d t i m e a n s w e r i n g t h e s e q u e s t i o n s
b e c a u s e I ’ m n o t t a k i n g , o r p l a n n i n g t o t a k e , a n o t h e r ag c o u r s e .

13.

I t h i n k i t [IAEP] n e e d s t o be e x p l a i n e d more t h o r o u g h l y b e f o r e
p e o p l e c a n a n s we r t h e s e q u e s t i o n s .

14.

Well i t ’ s OK b u t U. S. p r o d u c t s s h o u l d s t a y i n t h e U. S. b u t
world p r o d u c t s should s t a y out o f t h e U . S . !

15.

T h a t we c o u l d l e a r n a l o t [ s i c ] more a b o u t a g r i c u l t u r e and t h e
economy a f f e c t i n g a g r i c u l t u r e .

16.

I t was i n t e r e s t i n g .

120

17.
18.

I t i s s t u p i d and dumb.
I f e e l t h a t I ha ve l e a r n e d a l o t t h r o u g h t h e IAEP s y s t e m a b o u t
a g r i c u l t u r e i n t h e U. S. as we l l a s i n t h e w o r l d .

19.

I ’m n o t f a m i l i a r w i t h i t .

2 0.

I t h a s a l l o w e d me t o u n d e r s t a n d what can h a ppe n t o my p r o d u c t s
when i t [ s i c ] l e a v e s my f a r m.

21.

I t ’ s a g r e a t p r o g r a m t h a t s h o u l d be made w o r l d w i d e .

22.

I feel people thin k a g r i c u l t u r e
farming.

23.

T h i s t e s t i s n o t a v e r y we l l
yout h in a g r i c u l t u r e .

24.

I t i s a good p r o g r a m and I hope

25.

I feel
f r o m.

i s t h o u g h t o f as n o t h i n g b u t

formatted tool

for testing today’s

to continue helping.

e v e r y o n e s h o u l d l e a r n more a b o u t whe r e t h e i r f ood comes

26.

I f e e l we s h o u l d l e a r n a l i t t l e

27.

Good i d e a .

28.

AG = NOT.

29.

T h i s i s an oka y s u r v e y .
Al t h o u g h I d i d f i n d i t d i f f i c u l t t o
i n t e r p r e t and u n d e r s t a n d i n t h e f i r s t c o u p l e o f p a g e s .

30.

I love i t .

31.

I t i s good t o h a v e .

more a b o u t t h i s .

I t h e l p s you l e a r n mor e a b o u t a g r i c u l t u r e .

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