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|Title:||The use of school land laboratories among agriculture teachers in secondary schools in west Malaysia|
|Doctoral Committee Chair(s):||Osborne, Edward W.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The primary purpose of this study was to examine the use of the school land laboratory as an instructional resource in the secondary and secondary vocational agriculture schools in west Malaysia.
This study employed a descriptive-comparative survey method. The population consisted of lower secondary school agricultural science teachers (N = 489), upper secondary school agricultural science teachers (N = 65), and vocational agriculture teachers (N = 27). The sample size were determined by a formula proposed by Krejcie and Morgan (1970). Data were collected through a mail questionnaire which consisted of four parts: Part I comprised statements to indicate the extent to which teachers used land laboratory, Part II consisted of statements that determined teachers' attitudes toward the land laboratories, Part III contained statement indicating competencies teachers needed in using land laboratory, and Part IV consisted statement concerning problems teachers faced in operating land laboratories.
The findings showed that lower and upper secondary school agricultural science teachers usually supervised their student, provide task assignments, provided classroom instruction prior to task performance, and required students to apply approved practices when working on the land laboratory. Vocational agriculture teachers reported that they required students to apply approved practices and supervised them when working on land laboratory. In general all teachers use land laboratories in very similar ways, but vocational agricultural teachers tend to use more diverse activities, present more demonstrations, and provide less structured assignments to students while working in the land laboratory. Teachers in this study have a favorable attitude toward land laboratory. There was a significant relationship between teachers' use of land laboratories and teachers' attitudes toward land laboratories for all group of teachers.
Managing discipline as students work in the land laboratory and connecting land laboratory activities to classroom instruction were considered a very important competencies for teachers in using land laboratories. Maintaining land laboratories during vacation, too many students with low ability, vandalism, and lack of labor was judged as considerable problem by all teachers. The size of school land laboratories is small. Teachers suggested that horticultural businesses, government agencies/offices, city parks, and agribusinesses may be alternatives to land laboratories.
|Rights Information:||Copyright 1990 Hamzah, Ramlah|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9026201|