Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1977 An Analysis of Selected Aspects of the Agricultural Education Program in Guyana With Implications for Program Development. Albert Llewelyn Agard Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Agard, Albert Llewelyn Jr, "An Analysis of Selected Aspects of the Agricultural Education Program in Guyana With Implications for Program Development." (1977). LSU Historical Dissertations and Theses. 3146. https://digitalcommons.lsu.edu/gradschool_disstheses/3146 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John's Road, Tyler's Green High Wycombe, Bucks, England HP10 8HR 78-7537 AGARD, Albert Llewelyn, Jr., 1946- AN ANALYSIS OF SELECTED ASPECTS OF THE AGRICULTURAL EDUCATION PROGRAM IN GUYANA WITH IMPLICATIONS FOR PROGRAM DEVELOPMENT. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1977 Education, agricultural University Microfilms international,Ann Arbor, Michigan 48106 AN ANALYSIS OF SELECTED ASPECTS OF THE AGRICULTURAL EDUCATION PROGRAM IN GUYANA WITH IMPLICATIONS FOR PROGRAM DEVELOPMENT A DISSERTATION Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Vocational Agricultural Education by Albert L. Agard, Jr. B.S., Louisiana State University, 1972 M.S., Prairie View A & M University, 1974 December, 1977 ACKNOWLEDGMENTS The writer would like to extend his deepest appreciation to all those who were involved in the planning and execution of this study. For their contributions and constructive criticisms, the writer thanks the individual members of his doctoral committee: Doctors Charlie M. Curtis, Charles W. Smith, James C. Atherton, Satish Verma, Edward W. Gassie and James H. Hutchinson. The writer is especially appreciative of the guidance provided during the course of study by his major professor, Dr. Charles W. Smith. Special thanks are also expressed to Dr. David W. Smith for his assistance with the statistical analyses of data and to Mrs. June Musso for typing the final dissertation copy. Deepest gratitude is expressed to the Government and people of the Republic of Guyana, who provided the funds which financed the research. Special thanks to the officials of the Ministries of Educa­ tion and Agriculture for their assistance in the accumulation of raw data. Permission to conduct this study in the school system by the Ministry of Education is greatly acknowledged. These acknowledgements would not be complete if the writer's wife Beverlye and parents were not thanked for patience, encouragement, interest and understanding during the period of graduate study. And ii finally/ thanks to all the friends, too numerous to mention by name who in some way assisted the writer. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................. ii LIST OF TABLES................................................... vi ABSTRACT......................................................... ix CHAPTER I. INTRODUCTION............................................ 1 Statement of the Problem......................... 7 Specific Objectives of the Study .................... 7 Significance of Study........................... 7 Limitations of the S t u d y ............................ 8 Hypotheses.......................................... 8 Research Methodology ................................ 10 Analysis of D a t a .................................... 12 Definitions.......................................... 13 II. REVIEW OF RELATED LITERATURE............................ 14 Introduction........................................ 14 Agricultural Education in Guyana .................... 14 Related Research Studies ............................ 21 III. PRESENTATION AND INTERPRETATION OF DA T A ................. 31 Teacher D a t a ........................................ 31 Student D a t a ........... 58 IV. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................ 98 Purpose.............................................. 98 Methodology.......................................... 98 Summary and Findings................... 99 Conclusions.......................................... 106 Recommendations...................................... 108 BIBLIOGRAPHY..................................................... 112 APPENDICES....................................................... 115 APPENDIX A . ................................................ 116 APPENDIX B .................................................. 123 APPENDIX C .................................................. 133 APPENDIX D .................................................. 135 APPENDIX E .................................................. 137 iv TABLE OF CONTENTS (Continued) Page VITA ......................................................... 139 V LIST OF TABLES TABLE Page I. LEVEL FOR WHICH TEACHERS ARE TRAINED ................. 33 II. TEACHER RATINGS OF THEIR TRAINING..................... 34 III. TEACHING QUALIFICATIONS OF TEACHERS OF AGRICULTURAL SCIENCE................................ 37 IV. TEACHERS' INTEREST IN ENROLLING IN AGRICULTURAL EDUCATION PROGRAM AT U. G .................. 37 V. TYPE OF SCHOOL IN WHICH TEACHERS ARE EMPLOYED....... 38 VI. TEACHING EXPERIENCE IN AGRICULTURAL SCIENCE........... 40 VII. MONTHS OF EMPLOYMENT PER YEAR OF TEACHERS............. 41 VIII. TEACHERS' PREVIOUS EXPERIENCE IN AGRICULTURE PRIOR TO TEACHING.................................. 41 IX. STUDENT ENROLLMENT IN CLASSES.......................... 42 X. OPTIMUM CLASS SIZE AS EXPRESSED BY TEACHERS............ 44 ' XI. METHODS OF STUDENT ENROLLMENT IN AGRICULTURE .......... 45 XII. PROGRAM OBJECTIVES AS INDICATED BY TEACHERS............ 47 XIII. TEACHER OPINIONS OF SELECTED INDIVIDUALS' ATTITUDE TOWARD AGRICULTURAL SCIENCE ........................ 48 XIV. ACTIVITIES CONDUCTED IN THE COMMUNITY BY TEACHERS. 50 XV. NUMBER OF HOME VISITS BY TEACHERS..................... 51 XVI. METHODS USED BY TEACHERS IN HELPING PUPILS BECOME AWARE OF CAREERS IN AGRICULTURE.................... 52 XVII. PROBLEMS ENCOUNTERED IN THE AGRICULTURAL SCIENCE PROGRAM.................................... 55 XVIII. TEACHERS' PRIORITY FOR IN-SERVICE TRAINING ........... 57 XIX. DOLLARS ALLOCATED PER TERM FOR AGRICULTURAL SCIENCE PROGRAM .................................... 59 vi LIST OF TABLES (Continued) SIZE OF SCHOOL FARMS .................................. 59 ESTIMATED NUMBER OF ACRES OF FARM LAND NEEDED TO MEET INSTRUCTIONAL NEEDS ........................ 60 YEARS ENROLLED IN AGRICULTURAL SCIENCE ................ 62 AGRICULTURAL EXPERIENCE OF STUDENTS PRIOR TO ENROLLING IN AGRICULTURAL SCIENCE .................. 64 REASON FOR ENROLLING IN AGRICULTURAL SCIENCE BY SEX . 64 REASON FOR ENROLLING IN AGRICULTURAL SCIENCE BY ETHNIC GROUP .................................... 66 STUDENT OPINIONS REGARDING ENROLLMENT IN AGRICULTURAL SCIENCE................................ 67 STUDENT OPINIONS OF USEFULNESS OF AGRICULTURAL SCIENCE BY SEX...................................... 69 STUDENT OPINIONS OF THE USEFULNESS