The Influence Of Learning Communities And 4-H/FFA Participation On College Of Agriculture Students' Academic Performance And Retention

Abstract

One of the most important challenges facing colleges of agriculture today involves recruiting, retaining, and educating high caliber individuals who are academically prepared to function in a rapidly changing food, fiber, and natural resource industry. This study compared the influence of participation in a learning community called a Freshman Interest Group (FIG) and participation in agricultural youth organizations (4-H/FFA) on academic performance and retention of freshmen in the College of Agriculture, Food and Natural Resources at the University of Missouri. Freshmen enrolled in a college-wide learning and development course in the Fall of 1997 and 1998 (n = 442) participated. Involvement in a FIG and participation in an agricultural youth organization (4-H and/or FFA) were investigated as variables that could possibly influence academic performance and retention. Analysis of Covariance (ANCOVA) procedures were utilized to determine the influence of participation in FIGs and agricultural youth organizations on academic performance. The Chi square test for association was utilized to determine the influence of participation in FIGs and agricultural youth organizations on retention. Participation in a Freshman Interest Group was not found to be a significant variable influencing students' academic performance or retention for the sophomore year. However, prior involvement in agricultural youth organizations was found to have a significant association with students' academic performance as well as retention. The study raises important implications for the recruitment of individuals with prior experience in agricultural youth organizations.

Beyond Mere Enrollment: Level of Youth Organization Participation as a Predictor of Collegiate Academic Success and Retention

“…Additionally, it was reported by Dyer et al (1999) that rural students who had experience in agriculture, participated in secondary agriculture courses, and had been involved in agriculture youth organizations were more likely to successfully complete a degree in agriculture. This finding was substantiated by other researchers (Ball et al, 2001;Cole & Bokor, 1989;Dyer et al, 1996). In a study of entering college freshmen, Garton et al (2005), found a significant, positive association with enrollment in FFA and/or 4-H and attainment of a baccalaureate degree.…”

“…Each of these characteristics can have "powerful influences on students' subsequent college experiences, learning, development, change, and persistence" (Terenzini & Reason, 2005, p. 6). With specific regard to this study, participation in a secondary agriculture program and the FFA prior to college could constitute a pre-college experience that influences student outcomes, as supported by prior research on youth organization involvement (Ball, Garton, & Dyer, 2001;Cole & Bokor, 1989;Dyer, Breja, & Andreasen, 1999;Dyer, Lacey, & Osborne, 1996;Garton, Kitchel, & Ball, 2005).…”

Variables that Influence Student Performance in an Introductory Soils Class

“…Suggested variables include learning style (field‐independent, field‐dependent, field‐neutral), critical thinking disposition, class attendance (Fidanza, 2006), work ethic, study habits, emotional state, socioeconomic status, extracurricular activities, and classification. Participation in 4‐H/FFA activities should also be included in product variable inquiry of post‐secondary agricultural education settings (Ball et al, 2001; Dyer et al, 1996; Dyer and Breja, 1999). These variables could potentially be used by instructors to identify potential unsatisfactory and satisfactory outcomes in agricultural courses.…”

“…Simply put, the agricultural profession is experiencing a shortage of qualified personnel for employment opportunities. To remain a viable component of satisfying this need, colleges of agriculture must meet these challenges by discovering ways to predict success, and ultimately enhance learning outcomes of its students (Ball et al, 2001). Barrick (1989) concluded that principles of teaching and learning in agriculture are the same, only settings differ.…”

Identifying the relationships among precollegiate characteristics, college experiences, and leadership outcomes

“…Serving as an officer in these organizations had an additional relationship with leadership development (Patterson, 2011). Participation in 4-H and FFA has also been associated with higher college academic performance and persistence (Ball, Garton, & Dyer, 2001). Extejt & Smith (2009) studied the impact of athletic participation on leadership development.…”