Implications of Science Illumination on Student Motivation to Learn Science in Agriculture

Abstract

Public perception of agriculture represents a significant barrier in preparing people to enter the agricultural sector because careers in agriculture are outdated, low paying, or less desirable. However, emphasis on science has been shown to attract students to school-based agricultural education (SBAE) programs. Research has shown that offering science credit for SBAE courses can be a motivational factor. Science illumination with SBAE can make scientific core ideas meaningful by providing opportunities to apply concepts to real-world scenarios. Using convenience sampling, the population for this study consisted of students of agriscience teachers who applied to be part of the [name] program. Students’ motivation to learn science was evaluated using a modified version of the Student Motivation Questionnaire-II (SMQ-II). The SMQ-II measured: 1) self-determination, 2) self-efficacy, 3) career motivation, 4) grade motivation, and 5) intrinsic motivation. Students from three groups displayed similar levels of self-efficacy throughout the study. As self-efficacy is positively correlated with academic success, observing students’ beliefs in themselves is encouraging. Overall, the students in this study were generally motivated to learn the science in agriculture. This study should be replicated with a larger sample size. To assist with potentially increasing student motivation, we recommend that agriscience teachers focus curricula on making content relevant to students to support students’ interests and align content with career opportunities in agriculture.