Abstract:
While considerable research has examined the academic and cognitive value of assessments, little has been reported within the discipline of Crop Science and its impact of college students’ performance. The purpose of this descriptive-correlational study was to assess the strength of self-efficacy of students taking an introductory crop science. Students in two academic settings (land-grant university and a community college, N=112) taking an entry-level agriculture course participated in an assessment and a diagnostic test, where self-efficacy was assessed in five agriculture subject areas (crops, soils, plant identification, technical applications/equipment, plant physiology) before and after the course. Results revealed a consistent predictor of academic performance was based on the diagnostic test. Although the mean scores were higher on the postevaluation than on the pre-evaluation, self-efficacy was more consistently correlated with evaluation scores on the pre-assessment. This study presents a viable method for developing an evaluation tool to identify students that may require extra attention and course units, which may involve more class time or explanation.
Key words: Self-efficacy and student perceptions, entry level agronomy, crop science, strength of selfefficacy
 11 Sondgerath March 2013.pdf | [ ] | 678 kB |
