Investigating Factors Affecting the Attitude of Agriscienc's Students from University of Tehran towards Agricultural Practical Educations

Document Type : Original Article

Authors

Abstract

The present research was carried out to investigate factors affecting the attitude of agriscience students of the University Colleges of Agriculture and Natural Resources, University of Tehran towards agricultural practical education. The sample of the study consisted of 335 agriscience students using proportionate stratified random sampling technique. The total statistical population comprised of 2032 junior and senior BSc students of agriculture. The instrument of the research was a researchers-made questionnaire. The validity was approved using expert opinion of the faculty members the Department of Agricultural Extension & Education, University of Tehran. The reliability of the questionnaire was calculated by Cronbach's Alfa coefficient that was equal to 0. 72. Data analysis was done through a multiple regression analysis. The findings indicated that there were nine variables affecting the attitude of students towards agricultural practical education. These variables were as follows: (1) the level of interest to their major subject, (2) out-datedness of equipment, laboratory devices and materials, (3) Reducing the size of practical education team, (4) Participation in education programs for food processing, (5) Inappropriate outlines of practical courses, (6) doing agricultural practices in the indoor environment, (7) Lack of standard workplace for practical courses, (8) Lack of interest in field-based education courses, (9) Lack of practical education available for some courses. They totally explained about 40.4 percent of the total variance of the attitude of students towards agricultural practical education

Keywords

References

برادران، مسعود (1385). شناسایی مؤلفه‌های اصلی مؤثر در کیفیت تدریس اعضای هیئت علمی در آموزش عالی کشاورزی و طراحی سازوکار مناسب ارزشیابی آن. پایان‌نامه دکتری دانشکده اقتصاد و توسعة کشاورزی دانشگاه تهران.
پزشکی‌راد، غلام‌رضا و محتشم، حمیدرضا (1382). ارزیابی درونی رهیافت مناسب برای بهبود کیفیت آموزش عالی کشاورزی. فصلنامة پژوهش و برنامه‌ریزی در آموزش عالی. شماره 29، (45-27).
حجازی، یوسف و سعدی، حشمت‌اللّه (1376). سنجش گرایش دانشجویان دانشکدة کشاورزی دانشگاه تهران به کار در مناطق روستایی، 1375.
زمانی‌پور، اسدالله (1385). معضل بیکاری فارغ‌التحصیلان رشته‌های کشاورزی و واکاوی ریشه‌های آن، مجموعه مقالات همایش علمی آموزش کشاورزی کشور. تهران: دانشگاه تربیت مدرس. نسخه دیجیتال (CD).
شعبانعلی فمی، حسین و شفیعی، فاطمه (1387). تحلیل نگرش دانشجویان دختر و پسر نسبت به رشتة کشاورزی (مطالعة موردی پردیس کشاورزی و منابع طبیعی دانشگاه تهران)، مجله کشاورزی، نشریه علمی-پژوهشی پردیس ابوریحان، دورة 10، شمارة 1.
شمس، علی (1382). بررسی کیفیت آموزشی دوره‌های کارشناسی ارشد از دیدگاه دانشجویان کارشناسی ارشد دانشکده‌های کشاورزی دانشگاه تهران.
صفا، لیلا و شعبانعلی فمی، حسین (1387). بررسی کیفیت آموزش‌های عملی کشاورزی از نظر دانشجویان پردیس کشاورزی و منابع طبیعی دانشگاه تهران. مجله کشاورزی، نشریه علمی- پژوهشی پردیس ابوریحان، دورة 10، شمارة 1، 1387 (87-100).
Arnold, S., and Warner, W. J. and Osborne, E. W (2006). Experiential Learning Secondary Agricultural Education Classrooms. Journal of Southern Agricultural Education Research 30, Volume 56, Number 1. 30-39.
Cheek, J. G. & Arrington, L. R. & Carter, S. & Randell, R. S (2000). Relationship of Supervised Agricultural Experience Program Participation and Student Achievement in Agricultural Education1, Vol. 35, No. 2. Available on: http://pubs. aged. tamu. edu/jae/pdf/Vol35/35-02-01. pdf
Degiacomo, J. A (2002). Experiential learning in higher education. The Forestry Chronicle. Vol. 78, NO. 2, 245-247.
Dyer, J. E. & Osborne, E. W (1995). Participation in Supervised Agricultural Experience Programs: A Synthesis of Research. Journal of Agricultural Education. Vol. 36, No. 1.
Dyer, J. E., & Osborne, E. W (1996). Developing a model for supervised agricultural experience program quality: A synthesis of research. Journal of AgriculturalEducation, 37 (2), 24-33.
Fitzpatrick, C. N (1968). Philosophy and goals for outdoor education. Unpublished doctoral thesis. Colorado State College, CO.
Fowler, J (2008). Experiential learning and its facilitation. Elsevier, Nurse Education Today. 28, 427–433.
Krejcie, R. V. and Morgan, D. W (1970). Determining Sample Size for Research Activitiea. Educatinal and Pychological Measurement, Vol. 30, p. 608.
Lee, A (2007). How Can a Mentor Support Experiential Learning? Clinical Child Psychology and Psychiatry, Vol 12 (3): 333-340 SAGE.
Martin, A. J (2001). Towards The Next Generation of Experiential Education Programmes: A Case Study of Outward Bound. A thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management At Massey University, Palmerston North: New Zealand. P 8.
Neill, J (2005). Scale of Experientiality Gibbons & Hopkins (1980). Last updated: 1oct 2005. Available on: http://wilderdom. com/theory/ScaleOfExperientiality. html.
Oloruntoba, A (2008). Agricultural Students’ Perceptions of Farm Practical Year Programme at University of Agriculture, Abeokuta, Nigeria. Agriculturae Conspectus Scientifi cus. Vol. 73. No. 4 (245-252).
Prasad, C (1994). Training for agricultural development a basic functional area. Journal of Rural Reconstruction.
 

Files

Share

How to cite

Statistics