Self-esteem of agriculture students at the University of Ibadan and the Federal University of Agriculture Abeokuta, Nigeria

The study investigated self-esteem of agriculture students of the University of Ibadan and the Federal University of Agriculture Abeokuta in Southwestern, Nigeria. Multi-stage sampling procedure was used to select 117 and 124 students from the conventional university and agriculture-based university respectively. A structured questionnaire was used in data collection and analysed with percentages, Chi-square, PPMC and independent t-test. The students from the University of Ibadan (UI) preferred medicine (x̄ = 1.14), had unfavourable perception (87.2%) about agriculture and low self-esteem (85.5%) while students from the Federal University of Agriculture Abeokuta (FUNAAB) preferred agriculture (x̄ = 1.48), had favourable perception (82.7%) about agriculture and high self-esteem (89.5%). Self-esteem was significantly related to family structure and preferred course of study in UI while sex and perception towards agriculture is significantly related to self-esteem of students in FUNAAB. There were significant differences in self-esteem of students in UI and FUNAAB and that of 100 level and 500 level students in UI. School counsellors should promote careers and opportunities in agriculture to make it popular and attractive to the students.

Assessment of the Level of Knowledge of Climate Change of Undergraduate Science and Agriculture Students

Introduction of climate change (CC) courses in universities is critical for helping future generations and leaders in recognizing the global challenges of CC and finding ways for adapting with it. People's knowledge of CC can influence success of any planned CC mitigation and adaptation programs and activities. Thereupon, it is vital for environmental planners and researchers to conduct regular assessments of this knowledge to determine need for curriculum reform, if any. This study was conducted to assess the level of CC knowledge of undergraduate physical science and agricultural science students in Jarash University, Jordan. The study used specifically-designed Climate Change Knowledge Test (CCKT) as the data collection tool. Population of the study was undergraduate science and agriculture students enrolled in the Faculty of Agriculture and Science. The study sample consisted of 285 students, comprising 103 science students and 182 agriculture students. The results indicate that the sample students have high levels of knowledge of the nature, causes, and effects of CC. However, on the average, a higher number of the sample students posses knowledge of effects of CC (n = 223, % = 79.3%) than its nature (209, 73.5%) and causes (190, 66.9%). Additionally, it was found that the female students have higher levels of overall CC knowledge than their male peers and that the agriculture students possess higher levels of CC knowledge than their science peers. These results emphasize the need for curriculum review and reform to ensure equipping the university graduates with comprehensive knowledge of CC.

Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S. Keywords: agricultural education, study abroad, phenomenology, retrospective long-term change

192 Meeting Industry Needs and Changing Dynamics of Equine Students

Over the past twenty years, the “typical” equine student has drastically changed. Today’s equine and agriculture students now come from a more urban, rather than rural background, which presents a challenge to the traditional equine programs where research and horse husbandry were the norm. Equine programs at colleges and universities have had to change in order to accommodate these non-traditional students; however, industry needs, especially as it relates to the horse as a production animal have not changed. The challenge therefore is to bring together what the industry needs with the available talent “the students” and what colleges and universities can offer with ever increasing limited budgets. Using data from twenty years of applicants (>1000) to the Kentucky Equine Management Internship program, we compared today’s equine student to those of five, ten and twenty years ago to demonstrate the changing dynamics and evolution of today’s equine undergraduate student. We also examined transcripts of these equine interns to assess what courses the students are actually taking. The needs of the modern equine production farm were also analyzed in so that recommendations can be made as to the sustainability of equine programs to meet the needs of the equine industry going forward.

Development of Scale to Examine the Entrepreneurial Behaviour among the Agriculture Students of Farm Universities in Karnataka

An effort is made in the present investigation to develop a scale to examine the entrepreneurial behaviour among the students who were in the final year of their basic degree in different farm universities of Karnataka state. The developed scale consists of 35 statements categorised under seven important dimensions. The total final year agriculture students in farm universities in Karnataka during 2019-20 were around 1200, but the scale was administrated to 50 final year students in the College of Agriculture, University of Agricultural Sciences, GKVK, Bangalore (UAS(B)) during 2019-20. The developed entrepreneurial behaviour scale was found to be highly reliable and valid. It was found that around two –fifth of students (38.00 %) were having medium entrepreneurial behaviour.

Improving Knowledge Gain in Secondary School Agricultural Education through Supervised Agricultural Experience Programme (SAEP) in Migori County, Kenya

This study focused on determining the influence of SAEP on knowledge gain in secondary school agricultural education among Form Three students in Migori County, Kenya. It zeroed on analysing the differences in knowledge gained in agriculture between two groups, one taking part in SAEP and the other not taking part. It utilised quasi-experimental design, particularly the pre-test and post-test none-equivalent control group design incorporating a sample of 384 forms three agriculture students in Migori County. A test for measuring learning outcomes was used to collect data before and after the programme. Analysis of data was done using SPSS (Version 22). Descriptive statistics were used to present and describe data while inferential statistics were used test hypotheses at α = 0.05. The study established that there was a statistically significant difference in the acquisition of knowledge of specific agriculture content between secondary school agriculture students exposed to SAEP as opposed to the control group.

A Typology of University Agriculture Students’ Projected Motivations to Study Abroad: An Application of Q Methodology

The study’s purpose was to understand Louisiana State University freshman agriculture students’ projected motivations to study abroad. To achieve this, we used a Q methodological approach. When viewed through the lens of the expectancy-value model of achievement motivation, findings suggested students’ motivations could be interpreted through three typologies: (1) Goal-Oriented Students, (2) Social-Oriented Students, and (3) Learning-Oriented Students. In particular, the Goal-Oriented Students expressed they were motivated to enroll in a study abroad course because they perceived it could enhance their educational and careerrelated ambitions through personal growth. Meanwhile, Social-Oriented Students articulated that the social dimensions of study abroad courses, i.e., networking, relationship building, and opportunities to experience a new culture, served as their primary motivation. Finally, the Learning-Oriented Students reported their desire to gain more agricultural knowledge, experience an alternative method of instruction, and learn to work with diverse populations provided intrinsic value and encouraged them to study abroad in the future. As a consequence, this study’s findings not only broaden the study abroad literature but also provide implications for university administrators and faculty to better accommodate students through recruitment and programming tailored to their motivational needs. Keywords: motivation; Q methodology; study abroad; university agriculture students