A comparison of experiential learning activities available to juniors and seniors in secondary agriscience education and science education courses

The purpose of this study was to determine if secondary agricultural education courses provide students with more experiential learning opportunities than other science-based courses in the high school curriculum. An ex post facto research design was employed for the study. A researcher created instrument was distributed to a sample of Alabama agriscience teachers (23), science teachers (35), and agriscience students (909). Based on the responses of 8 agriscience teachers, 12 science teachers, and 103 students, there was a statistically significant difference in the percentage of class time students spent participating in experiential learning activities. Teachers and students indicated that agriscience classes allowed students to spend a greater percentage of class time participating in service learning projects, and a lesser percentage of class time participating in teacher-centered activities and standardized test preparation and completion. Teachers and students also indicated that agriscience classes presented more opportunities for participation in service learning projects.