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Supervised Occupational Experience and Achievement of Students Mainstreamed in Ohio Vocational Agriculture Programs. Summary of Research 41.

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Bibliographic Details
Title: Supervised Occupational Experience and Achievement of Students Mainstreamed in Ohio Vocational Agriculture Programs. Summary of Research 41.
Language: English
Authors: Potter, Oscar B., McCracken, J. David, Ohio State Univ., Columbus. Dept. of Agricultural Education.
Peer Reviewed: N
Page Count: 19
Publication Date: 1985
Intended Audience: Practitioners
Document Type: Reports - Research
Descriptors: Academic Achievement, Agricultural Education, Disabilities, High Schools, Mainstreaming, Outcomes of Education, Program Effectiveness, Student Characteristics, Supervised Farm Practice, Vocational Education
Geographic Terms: Ohio
Abstract: The purpose of this study was to examine the type and scope of supervised occupational experience programs (SOEPs) and the achievement of students mainstreamed in vocational agriculture in Ohio. Achievement was measured by the grade students received in vocational agriculture during the first semester of the 1983-84 school year. The sample for the study was 300 randomly selected handicapped vocational agriculture students from comprehensive high schools, joint vocational schools, and city vocational schools. Data were gathered by means of a questionnaire administered to the students by their 82 vocational agriculture teachers. The study found that students with more hours of in-school laboratory SOEPs had greater achievement than students with fewer hours. However, there was no relationship between the scope of out-of-school SOEPs and student achievement and no relationship between the level of student achievement and type of school, type of handicap, length of students' enrollment in vocational agriculture, or number of siblings enrolled in vocational agriculture. The study found a positive relationship between the level of student achievement and Future Farmers of America involvement, and between achievement and student opportunity variable (living in a town or city, encouragement, living with one parent, and occupational status of parents). The study also found a negative relationship between the level of student achievement and some student opportunity variables (living with a guardian, money provided by parents, participation in free or reduced-price lunch program, and living in a nonfarm rural residence). The study recommended increased use of in-school laboratory projects for handicapped students. (KC)
Entry Date: 1987
Accession Number: ED274820
Database: ERIC
Description
Abstract:The purpose of this study was to examine the type and scope of supervised occupational experience programs (SOEPs) and the achievement of students mainstreamed in vocational agriculture in Ohio. Achievement was measured by the grade students received in vocational agriculture during the first semester of the 1983-84 school year. The sample for the study was 300 randomly selected handicapped vocational agriculture students from comprehensive high schools, joint vocational schools, and city vocational schools. Data were gathered by means of a questionnaire administered to the students by their 82 vocational agriculture teachers. The study found that students with more hours of in-school laboratory SOEPs had greater achievement than students with fewer hours. However, there was no relationship between the scope of out-of-school SOEPs and student achievement and no relationship between the level of student achievement and type of school, type of handicap, length of students' enrollment in vocational agriculture, or number of siblings enrolled in vocational agriculture. The study found a positive relationship between the level of student achievement and Future Farmers of America involvement, and between achievement and student opportunity variable (living in a town or city, encouragement, living with one parent, and occupational status of parents). The study also found a negative relationship between the level of student achievement and some student opportunity variables (living with a guardian, money provided by parents, participation in free or reduced-price lunch program, and living in a nonfarm rural residence). The study recommended increased use of in-school laboratory projects for handicapped students. (KC)