FIELD DEPENDENCE-INDEPENDENCE OF AMERICAN INDIAN STUDENTS ENROLLED IN SECONDARY AGRICULTURAL EDUCATION

Abstract

With a growing American Indian population, agriculture teachers must be poised to provide effective education. This study sought to determine the learning styles and traditionalism of Navajo students enrolled in a secondary agricultural education program. The Group Embedded Figures Test and a researcher developed instrument were used to gather the data. The results revealed that students, in general, prefer a fieId independent style of learning. The style of learning, however, varied by students’ gender and degree of traditionalism. Based on the findings, recommendations are offered for teaching American Indian learners.