Thesis - Open Access
Master of Science (MS)
Teaching, Training and Leadership
Peter Troy White
Supervised Agriculture Experience, project-based learning, agriculture education
Agricultural education in the United States after the Smith Hughes Act has always included a component of the home-based project method, which now is known as a supervised agricultural experience program (SAEP). This method of instruction teaches and provides students with a hands-on learning experience inside and outside of the classroom. The benefits that students receive with this form of the curriculum are second to none. Agriculture educators realize the benefits of SAE programs and how their students expand and grow in their education and skills from having an SAE. Due to changes in student and teacher culture, it is becoming harder to get students involved in an SAE program with their interests and the time commitment it takes. The number of students involved with an SAE has been declining over the years, and many new agriculture teachers have a difficult time in implementing SAE programs to their students. This research focuses on SAE benefits and limitations. Constructs measured were program interest, financial skills, leadership skills, time management skills, career goals, SAE limitations in the areas of financial means, SAE interest, parental support, community support, and peer support. A questionnaire using a 7 point likert scale was used to collect data. Respondents included 36 Wyoming agriculture educators. Years of teaching experience of the population was studied to see if it had an effect on the responses to the constructs. Results showed high means of agreeance with SAE benefit perceptions in all constructs. SAE limitation means were high in relation to financial and parental support.
Number of Pages
South Dakota State University
In Copyright - Educational Use Permitted
Styvar, Casey, "Perceptions of Wyoming Agriculture Teachers about the Importance of SAE’s" (2019). Electronic Theses and Dissertations. 3628.