Agricultural Education Laboratory Facilities: Availability and Perceptions of Use Among Agriculture Teachers in the United States

Abstract

Laboratory facilities are essential to effective Agricultural Education programs; however, there is a lack of current research on how agriculture teachers access, use, and experience these instructional spaces. Because laboratory instruction carries implications for student learning and program quality, updated national data are needed to inform teacher preparation, professional development, and facility planning within agricultural education. Our descriptive study examined the use of agricultural laboratory facilities by agriculture teachers across the United States. Using an electronic instrument, we collected data from 203 agriculture teachers nationwide. We used descriptive statistics to analyze laboratory availability, frequency of use, perceived needs for facility expansion or addition, and perceived student learning, required preparation, and barriers to laboratory instruction. Findings indicated that greenhouses were the most widely available laboratory facilities, while agricultural mechanics laboratories were the most frequently used, often multiple times per day. Over half of the respondents reported a need to add or expand laboratory facilities. Nearly all respondents indicated that integrating agricultural laboratories can positively impact student learning and that there is a strong need to prepare pre-service teachers to teach in such environments. The most significant barriers to laboratory use we identified were large class sizes, safety concerns, limited equipment availability, and lack of space. Our recommendations include strengthening laboratory management and safety preparation in pre-service programs, providing targeted support for facility planning, and addressing classroom enrollment and infrastructure challenges to maximize the instructional potential of agricultural laboratories.