Effectiveness of Utilizing an Evidence Based Safety Curriculum to Increase Student Knowledge

Date
2020-01-01
Authors
Perry, Dustin
Smalley, Scott
Smalley, Scott
Pate, Michael
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Abstract

The purpose of this study was to determine the effectiveness of utilizing an evidence based, “Train the Trainer” approach to increase the safety knowledge and awareness of secondary students. Participating teachers attended a 10-hour, inquiry-based summer training workshop utilizing National Safe Tractor and Machinery Operations Program (NSTMOP) materials focusing on roll-over protection structures, mini-tilt table construction, and on-farm tractor risk assessments. Teachers incorporated workshop lessons into existing curricula. Students completed pretests prior to instruction and posttests after instructional units were delivered. A total of 118 students provided completed preand posttests, with most students identifying as male and more than half enrolled in ninth grade. Wilcoxon Sign-Rank test showed students’ posttests were statistically significantly (Z =-5.22, p < .001) higher than pre-tests. Student performance in this study suggests the Fair Labor Standards Act exemption provided for youth between the ages of 14 and 15 years old who have completed specific safety training needs to be revisited. Additionally, increasing the age restriction for hazardous occupations in agriculture would be consistent with other industries. In order for students to learn agricultural safety in the classroom setting, teachers participating in this study may consider preparation and continuing education programs that incorporate more production-based experiences focused on safety.

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<p>This article is published as Perry, D., Smalley, S., and Pate, M. (2020). Effectiveness of utilizing an evidence based safety curriculum to increase student knowledge. <em>Journal of Agricultural Education, 61</em>(3), 294-307. doi: <a href="https://doi.org/10.5032/jae.2020.0300294">10.5032/jae.2020.0300294</a>. Posted with permission.</p>
Keywords
safety curriculum, student knowledge, inquiry-based, professional development
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