High school technology teacher’s perceptions of agriculture and careers: an Australian perspective

Cosby, Amy; Manning, Jaime; Fogarty, Eloise S.; McDonald, Nicole; Harreveld, Bobby

doi:10.1080/1389224x.2022.2153887

Cited by 5 publications

(5 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This law stipulates that the Technical Education Skills Development Authority shall recognize and accredit the training modules developed under the program for its trainees to be eligible for TESDA Scholarship Grant, which shall also act as a core support to the RCEF and the PRIR 2030. Additionally, Section 13 of this act specifies that a fund shall be allocated and disbursed for Rice Extension Services for TESDA in the amount of PhP700 Million for teaching skills on rice production, modern rice farming techniques, seed production, farm mechanization, and knowledge/ technology transfer through farm field schools and TESDA Schools nationwide for the next six (6) years commencing year 2019.…”

Section: Introductionmentioning

confidence: 99%

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

H. de Pedro,

Quirap

2024

IJMRA

View full text Add to dashboard Cite

This study evaluated the Technical Education and Skills Development Authority Rice Extension Service Program (TESDA RESP) training program's effectiveness in enhancing agricultural competence among farm field student farmers. It examines the level of support provided by the program in terms of resources and training, explores its relationship with agricultural competence, and analyzes differences in program support and rice farmers’ competence across demographic profiles. Data was gathered via quantitative correlational research, assessing student farmers' demographic profile in terms of age, educational background years of farming experience, participation in other TESDA training programs; perception of training delivery support; and level of agricultural competence in rice farming. The study was focused on the province of Misamis Oriental and conducted among farm field schools and training institutions that are recipients of the scholarship program under RESP. Statistical analysis indicates that Resource and Training Support significantly influences the agricultural competence of the student farmer respondents. Demographic profiles, however, show that it does not statistically affect student farmer's level of competence upon having completed the training program in the Production of High-Quality Inbred Rice, Seed Certification, and Farm Mechanization. The findings suggest that the TESDA RESP program effectively enhances agricultural skills, hence advocating for its sustainability to foster skilled rice farmers and agricultural workforce in Misamis Oriental.

show abstract

Section: Introductionmentioning

confidence: 99%

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

H. de Pedro,

Quirap

2024

IJMRA

View full text Add to dashboard Cite

show abstract

“…However, data showed that among all STEM majors, the proportion of students majoring in agriculture and forestry who are engaged in majors-related occupations after graduation is the smallest (Kim et al, 2022, World Bank, 2019. Parents and students generally perceive agriculture and forestry majors to be difficult to employ and of little value (Cosby et al, 2022). Therefore, studying the influence of this group's STEM value perception on their STEM career tendency can help relevant professional teachers, schools and the state to analyze the academic situation, improve career education in agricultural and forestry colleges and universities, and cultivate urgently needed and scarce reserve agricultural and forestry science and technology talents.…”

Section: Introductionmentioning

confidence: 99%

Influence of Stem Value Perception on Stem Career Preferences Among Agricultural and Forestry Undergraduates

Sheng,

Tian,

Sun

et al. 2023

JBSE

View full text Add to dashboard Cite

Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students’ STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students' professional awareness and identity, by addressing gaps in students' value perceptions of STEM education. Furthermore, efforts to improve students' interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students' STEM career preference. Keywords: STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving, Agroforestry undergraduates

show abstract

“…Torres-Molina et al, (2019) explain that learning and understanding mathematics is difficult, complex, and intimidating because it requires students to think logically, meticulously, perseveringly, systematically, and must make a genuine effort to learn it, leading students to describe their identity towards mathematics as 'math haters.' It is generally perceived as a subject that is difficult to understand or makes students uninterested, resulting in negative perceptions about the subject (Cosby et al, 2022). This is due to the fact that many students still face obstacles when dealing with mathematical problems (Akhter & Akhter, 2018).…”

mentioning

confidence: 99%

“…Student learning barriers include low precision, skills, and slow thinking speed, which cause students to have difficulty understanding, lack focus, and are unable to arrange appropriate tasks, greatly affecting the learning process (Grey et al, 2018). Furthermore, parents and peers are the main influences in the student learning process, and adequate teacher understanding is an important role in ensuring students can pass with satisfactory results (Cosby et al, 2022). However, some teachers consider these difficulties related to the student's inherent nature, while others consider them related to learning abilities in the classroom (Kaufmann & Ryve, 2022).…”

mentioning

confidence: 99%

“…Education at various levels has shown that obstacles for teachers impact the learning process, such as low student motivation, lack of support from fellow teachers or colleagues, and ineffective classroom conditions (Obrad, 2020). Quality Sekar Ananda Nata Tiara Ilmi, Denni Ismunandar, Sudirman teachers are crucial for the education system, including improving various skills and reflecting to meet needs, thus being able to maintain teacher workforce innovation and proving to influence student learning achievement (Cosby et al, 2022). Therefore, teachers as sources for selecting certain teaching materials, teaching methods, confidence, fostering student interest in learning, and being able to apply the curriculum effectively (Tuithof et al, 2021).…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study

Ilmi,

Ismunandar,

Sudirman

2024

Mathline

View full text Add to dashboard Cite

This research aims to examine and describe the obstacles faced by students in implementing the 2013 revised curriculum in 2018 in mathematics learning, as well as to examine and describe the obstacles faced by teachers in implementing the 2013 revised curriculum in 2018 in mathematics learning. The research instruments used in this study include data collection methods such as observation, in-depth interviews, and documentation. During the observation process, the researcher observes students and teachers during mathematics learning activities, while in-depth interviews are conducted to obtain interview results that will be analyzed using the ATLAS.ti 8 application, and documentation is carried out to capture images such as photos or videos during the observation and interview processes. Obstacles faced by students in implementing the 2013 revised curriculum in 2018 in mathematics learning include: students feeling less focused and concentrated during mathematics learning; students experiencing difficulties in understanding material, calculating, and memorizing mathematical formulas; incomplete and undetailed textbook content; the use of language in textbooks being too advanced; students often feeling sleepy during mathematics learning; students' mood affecting their learning activities; teachers not delivering the material in detail, too quickly, or too elaborately; classrooms being noisy; and inadequate facilities and infrastructure. Meanwhile, obstacles faced by teachers in implementing the 2013 revised curriculum in 2018 in mathematics learning include: language used by teachers being difficult for students to understand; low basic skills of students; students having different characteristics; students having low motivation and varying abilities.

show abstract

High school technology teacher’s perceptions of agriculture and careers: an Australian perspective

Cited by 5 publications

References 24 publications

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

Influence of Stem Value Perception on Stem Career Preferences Among Agricultural and Forestry Undergraduates

The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study

Contact Info

Product

Resources

About