SCIENCE CREDIT FOR AGRICULTURE: RELATIONSHIP BETWEEN PERCEIVED EFFECTS AND TEACHER SUPPORT

Abstract

This study was conducted to determine the relationship between Arkansas agriculture teachers’ perceptions of the effects of offering science credit for agriculture and their support for offering science credit for agriculture. Vroom’s (1964) expectancy theory of human motivation formed the theoretical framework for the study. The results indicated that: (a) Arkansas agriculture teachers strongly support granting science credit for agriculture, and (b) that a practically significant portion of the variance in support for science credit could be explained by a linear combination of five perceived effect components. Teachers’ perceptions of the Student Benefits effect component was the most powerful predictor of support for science credit, followed (in descending order) by the Negative Impact, Program Benefits, Enrollment, and Science Content effect components. The results of the study support the efficacy of Vroom’s (1964) expectancy theory of human motivation. Recommendations are made for professional practice and for further research.