The CROPS Curriculum Experiment: Evaluating the Farm Safety Knowledge Gained Among Secondary Appalachia Youth

Abstract

Rural youth in poverty stricken Appalachian communities are the highest at-risk population for tractor rollover accidents (Cole, 2007). The Apprenticeship of Observation theory (Lortie, 1975) concludes that the “apprentice” learns from watching those perceived to be the teacher and their work and so mimic their actions. Thus, farm youth who often overlook safety precautions believe farm accidents are simply a way of life. This project was partially funded through the Southeast Center for Agricultural Health and Injury Prevention. The funds assisted in the development of a Cost-effective Rollover Protective Structure (CROPS) curriculum. A total of 54 (N = 54) secondary agriculture mechanics students, served as the treatment group (n = 31) and control group (n = 23). The treatment group received farm safety instruction from their secondary agriculture teacher through the use of the CROPS curriculum while the control group received their farm safety instruction from their secondary agriculture teacher who taught, only, to reach the required state standards. Results from the quasi-experimental design study revealed a statistically significant gain in farm safety practices from the treatment group as compared to the control group. Recommendations to the participants, future participants, and research are also included.