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You searched for +publisher:"Mississippi State University" +contributor:("Laura L. Lemons"). Showing records 1 – 2 of 2 total matches.

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Mississippi State University

1. Barrett, Alyssa Marie. Investigating knowledge and behavior intention among Ghanaian smallholder farmers.

Degree: MS, Human Sciences, School of, 2014, Mississippi State University

Rural farmers in developing countries lack knowledge, access to educational resources, and capacity to stay informed of and implement current farming and health practices. The purpose of this research was to determine the effect of an educational program on the utilization of native plants in farming and health practices among rural farmers in Ghana. The research objectives were to describe the population, assess farmers knowledge of farming and health practices, describe participants current and planned behavior, and observe the implementation of the practices taught. Results indicated participants knowledge of farming and health practices increased after the workshops. Results also indicated participants of both workshops intended to use all of the practices more often in their farming practices. Future research should include focus group interviews with farmers to gain a deeper understanding of the issues farmers are facing. Future trainings should incorporate experiential learning opportunities for farmers. Advisors/Committee Members: Laura L. Lemons (chair), Susan D. Seal (committee member), Gaea A. Hock (committee member).

Subjects/Keywords: Farming; Ghana; International; Education; Agriculture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Barrett, A. M. (2014). Investigating knowledge and behavior intention among Ghanaian smallholder farmers. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-122519/ ;

Chicago Manual of Style (16th Edition):

Barrett, Alyssa Marie. “Investigating knowledge and behavior intention among Ghanaian smallholder farmers.” 2014. Masters Thesis, Mississippi State University. Accessed August 24, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-122519/ ;.

MLA Handbook (7th Edition):

Barrett, Alyssa Marie. “Investigating knowledge and behavior intention among Ghanaian smallholder farmers.” 2014. Web. 24 Aug 2019.

Vancouver:

Barrett AM. Investigating knowledge and behavior intention among Ghanaian smallholder farmers. [Internet] [Masters thesis]. Mississippi State University; 2014. [cited 2019 Aug 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-122519/ ;.

Council of Science Editors:

Barrett AM. Investigating knowledge and behavior intention among Ghanaian smallholder farmers. [Masters Thesis]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10292014-122519/ ;


Mississippi State University

2. Bradford Jr., Timothy. A comparison of direct instruction and experiential learning techniques to assess agricultural knowledge and agricultural literacy gains in private school students.

Degree: PhD, School of Human Sciences, 2016, Mississippi State University

The United States has shifted from a once agrarian, to a predominantly urban society (Riedel, 2006). Currently, less than 2% of the U.S. population live on farms. Coupled with urbanization, this has contributed to the decline of an agriculturally literate population (EPA, 2013; Kovar & Ball, 2013). One strategy to alter the publics perception of agriculture and increase agricultural literacy is implementing an educational environment that promotes agricultural activities via experience (Blair, 2009). Experiential learning has been championed by prominent educational theorists John Dewey and David Kolb. Experiential learning is conceptualized as a process where relevant experiences are the foundation of learning and which allow for deeper connections between the learner and the subject. This study was a mixed methods design conducted at three private schools in Northeast Mississippi during the Spring of 2015. Tenth grade biology students were taught six (6) lessons contextualized in agriculture, with one group serving as a control group (no teaching), one group receiving direct instruction, and one group being provided with relevant experiences to agricultural topics. Results showed that distribution of post-test knowledge scores changed drastically by intervention groups. There were significant differences in post-test scores based on students involvement with experiential learning (p < .001). Further analysis of the data displayed that 67% of the variance in scores can be attributed to method of instruction received. In addition, focus groups were conducted to assess student knowledge gain and perceptions of agricultural production. Focus group responses were analyzed and grouped into the following themes: 1. The interesting and dynamic nature of agriculture and the lessons 2. Stereotypical preconceived notions of agriculture 3. Desire to learn more about agricultural topics 4. The role of experiential learning (and lack thereof) 5. Increase in knowledge, awareness, and appreciation of agriculture Results revealed that the participants who experienced the hands-on approach to the lessons had a more lasting and richer learning experience than those who did not participate in a hands-on approach. The results also indicated not only an increase in knowledge among students, but a willingness for future agricultural education opportunities and a deeper appreciation for agriculture. Advisors/Committee Members: Gaea A. Hock (chair), Christopher Ryan Akers (committee member), Marina D'Abreau Denny (committee member), Laura L. Lemons (committee member), William L. Kingery (committee member).

Subjects/Keywords: direct instruction; Experiential learning; agriculture; systematic agricultural instruction; school gardens; agricultural knowledge gain; agricultural education; private school; high tunnel; agricultural literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bradford Jr., T. (2016). A comparison of direct instruction and experiential learning techniques to assess agricultural knowledge and agricultural literacy gains in private school students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03152016-114727/ ;

Chicago Manual of Style (16th Edition):

Bradford Jr., Timothy. “A comparison of direct instruction and experiential learning techniques to assess agricultural knowledge and agricultural literacy gains in private school students.” 2016. Doctoral Dissertation, Mississippi State University. Accessed August 24, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03152016-114727/ ;.

MLA Handbook (7th Edition):

Bradford Jr., Timothy. “A comparison of direct instruction and experiential learning techniques to assess agricultural knowledge and agricultural literacy gains in private school students.” 2016. Web. 24 Aug 2019.

Vancouver:

Bradford Jr. T. A comparison of direct instruction and experiential learning techniques to assess agricultural knowledge and agricultural literacy gains in private school students. [Internet] [Doctoral dissertation]. Mississippi State University; 2016. [cited 2019 Aug 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03152016-114727/ ;.

Council of Science Editors:

Bradford Jr. T. A comparison of direct instruction and experiential learning techniques to assess agricultural knowledge and agricultural literacy gains in private school students. [Doctoral Dissertation]. Mississippi State University; 2016. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03152016-114727/ ;

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