1. An Analysis of High School
Students’ Attitudes and Beliefs
Toward International
Agricultural Concepts
Seth Heinert Donna A. Lavery T. Grady Roberts

2. Introduction
OGlobal context is important
OSBAE programs can help
OUnderstanding attitudes and beliefs
OPrevious studies conducted

3. Theoretical Framework
O Constructivism
O Individuals form or construct much of what they learn and
understand (Schunk, 2012)
O Theory of Planned Behavior
O An individual’s actions depend on both motivation and ability
(Ajzen, 1985)

4. Relevant Literature
O University Students Toward International Concepts
O Harbstreit & Welton (1992)
O Redmann, Schupp, & Richardson (1998)
O Wingenbach, Boyd, Lindner, Dick, Arispe, & Haba (2003)
O High School Students Toward International Concepts
O Elliot and Yanik (2002)
O Radhakrishna, Leite, and Domer (2003)

5. Purpose and Objectives
O Purpose
O To determine the attitudes and beliefs of high school students studying
agriculture toward international agricultural concepts.
O Specific objectives
O Determine the attitudes and beliefs of students toward international
agricultural concepts.
O Determine student’s views of the importance of concepts to be included
in curricula design for a better understanding of international
agriculture.

6. Methodology
O Target Population
O Students studying agriculture in the United States
O Data Collection (Non-probabilistic)
Sampl
e
Source Authors Regio
n
Year N
1 Primary Heinert, Lavery & Roberts SE 2013 69
2 Secondary Elliot & Yanik SW 2004 98
3 Secondary Radhakrishna et al. NE 2003 62

7. Methodology
O Instrumentation for Primary Data Collection
O Radhakrishna et al. (2003); Elliot and Yanik (2002)
O 44 items; two sections
O Five-point rating scale
O 1 = strongly disagree to 5 = strongly agree
O 11 demographic and background questions
O Post hoc reliability analysis
O Attitudes (13 items, α = .85)
O Beliefs (13 items, α = .72)
O Understanding (6 items, α = .79)
O Attitudes towards instruction (12 items, α = .78)

8. Results
Construct Southwest
U.S.
2002-2004
(n=98)
Northeast U.S.
2002
(n=62)
Southeast
U.S.
2013
(n=69)
Mean S.D. Mean S.D. Mean S.D.
Attitude 3.51 * 4.00 .84 3.79 .52
Beliefs 3.55 * 3.80 .91 3.77 .40
Understandin
g
3.66 * 4.17 .73 3.84 .58
Instruction 3.56 * 3.94 .84 3.76 .44

9. Results
Construct Southwest
U.S.
2002-2004
(n=98)
Northeast U.S.
2002
(n=62)
Southeast
U.S.
2013
(n=69)
Mean S.D. Mean S.D. Mean S.D.
Attitude 3.51 * 4.00 .84 3.79 .52
Beliefs 3.55 * 3.80 .91 3.77 .40
Understandin
g
3.66 * 4.17 .73 3.84 .58
Instruction 3.56 * 3.94 .84 3.76 .44

10. Results
Construct Southwest
U.S.
2002-2004
(n=98)
Northeast U.S.
2002
(n=62)
Southeast
U.S.
2013
(n=69)
Mean S.D. Mean S.D. Mean S.D.
Attitude 3.51 * 4.00 .84 3.79 .52
Beliefs 3.55 * 3.80 .91 3.77 .40
Understandin
g
3.66 * 4.17 .73 3.84 .58
Instruction 3.56 * 3.94 .84 3.76 .44

11. Results
Construct Southwest
U.S.
2002-2004
(n=98)
Northeast U.S.
2002
(n=62)
Southeast
U.S.
2013
(n=69)
Mean S.D. Mean S.D. Mean S.D.
Attitude 3.51 * 4.00 .84 3.79 .52
Beliefs 3.55 * 3.80 .91 3.77 .40
Understandin
g
3.66 * 4.17 .73 3.84 .58
Instruction 3.56 * 3.94 .84 3.76 .44

12. Conclusions and
Recommendations
Conclusion Recommendation
Students generally
had positive attitudes
and beliefs toward
international
agricultural concepts
• Develop curricula
and courses
focused on
international
agriculture
concepts
• Allocate resources

13. Conclusions and
Recommendations
Conclusion Recommendation
Findings were
consistent across all
three studies
• Spanning over 10
years
• Spanning multiple
geographic regions
• Repeat the study in
central plains and
the northwest
• Determine why
students have
positive attitudes
and beliefs

14. Thank you!