Attitudes toward and utilization of cognitive skill development among agricultural education faculty in the United States

dc.contributor.author Jones, Rose
dc.contributor.department Agricultural Education and Studies
dc.date 2018-08-22T21:26:23.000
dc.date.accessioned 2020-06-30T07:18:07Z
dc.date.available 2020-06-30T07:18:07Z
dc.date.copyright Tue Jan 01 00:00:00 UTC 1985
dc.date.issued 1985
dc.description.abstract <p>The study's objectives were to determine the attitudes of agricultural education professors toward cognitive skill development and the frequency in which they use cognitive skill development techniques within their college classes. Sources of course goals were also prioritized and demographic data were collected;The study's population was 319 agricultural education faculty from which a random sample of 176 was drawn. There was a 78.9 percent response rate;A four-part questionnaire was used with validity established through the literature and a faculty review panel. The "Certainty Method of Response" was used to measure both attitude and utilization with reliabilities of 0.73 and 0.78, respectively. Five goal sources were prioritized. Demographic variables included: responsibility areas, level of teaching responsibility, percentage of budgeted time for teaching, research administration, and other, professional rank, courses taught, specialization areas, average class size, class homogeneity, years of college and high school teaching. A composite score was computed for both the attitude and utilization responses with item analysis also included. Descriptive and inferential statistics were used in data analysis;Major findings were: (1) Agricultural education professors held a positive attitude toward cognitive skill development with those teaching primarily at the graduate level having a higher attitude score than those primarily teaching at the undergraduate level. (2) Agricultural education professors were also frequently using cognitive skill development techniques within their classes, with professors teaching mainly at the graduate level using the techniques more frequently than those mainly teaching at the undergraduate level. (3) Higher attitude and use scores existed among professors who specialized and/or taught in the following areas as opposed to those who did not: supervision and administration, teaching methods, guidance, program planning, and curriculum. (4) When setting course goals, professors gave prime consideration to technical competencies and skills. They were least concerned about societal needs.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/12079/
dc.identifier.articleid 13078
dc.identifier.contextkey 6761754
dc.identifier.doi https://doi.org/10.31274/rtd-180813-13357
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/12079
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/65407
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/12079/r_8524669.pdf|||Fri Jan 14 19:12:03 UTC 2022
dc.subject.disciplines Agricultural Education
dc.subject.disciplines Other Education
dc.subject.keywords Agricultural education
dc.title Attitudes toward and utilization of cognitive skill development among agricultural education faculty in the United States
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication 63e3ba64-a7a5-422b-97a2-decb3486fb95
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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