جستجوی مقالات مرتبط با کلیدواژه « دانشجویان کشاورزی » در نشریات گروه « علوم تربیتی »

The aim of this study was to identify the prerequisites, facilitators and barriers to academic engagement of students in Iranian agricultural higher education.

This research has a qualitative approach that was carried out by phenomenological method. Participants in this study included 16 university administrators and faculty members and 22 third and fourth undergraduate students from the Campus of Agriculture and Natural Resources at the University of Tehran, Gorgan University of Agricultural Sciences and Natural Resources, Khuzestan University of Agricultural Sciences and Natural Resources and the College of Agriculture and Natural Resources of Gonbad Kavous University which have been selected based on purposive sampling with maximum diversity. The data collection tool was a semi-structured in-depth interview and the data analysis was performed based on Colaizzi’s seven-step method.

By analyzing the interview notes, 182 conceptual propositions were identified. Findings include six main themes related to the prerequisites for student engagement, including student-centered policy-making equipments, efficient supervision and management, personal characteristics, active citizenship, and culture- promotion; Six main themes related to facilitators including financial system, dynamic executive system, cognitive factors, evaluation system, information system and communication; And five main themes related to barriers, including individual, structural / educational, cultural, social, and economic barriers, were categorized.

According to the results the model based on prerequisites, facilitators and barriers for student engagement in the university can pave the way for university planners to take the right, fast, systematic and also without haste steps to in order to provide prerequisites, increase of facilitators and remove existing obstacles.

Education at all levels, especially higher education, requires the use of information technology, and actually is considered an integral part of the curriculum. The purpose of this study was the assessment of advancement barriers of information technology in higher education from the perspective of undergraduate students at Agriculture Faculty of Zanjan University. The statistical sample of this research was 120 students of undergraduate students at Agriculture Faculty of Zanjan University in 2017. The research instrument was a questionnaire whose validity was confirmed by academic experts and Cronbach's alpha (0.89) was used to measure its reliability. The results showed that, advancement barriers of information technology in higher education among students were summarized in 5 factors, human-professional, equipment-technical, economic-financial, individual values and national-religious. Which collectively explain 50% of the total changes related to advancement barriers of information technology in higher education.

The purpose of this research was to investigate the students’ motivations to choose the agricultural applied-practical fields. The statistical population of the research included 1020 Associate students studying in Agricultural Research and Education Centers who enrolled in the Academic Year 2015-2016. Given the Krejcie and Morgan Table, a sample of 346 students was selected using the random sampling method. The questionnaire was determined as the research data collection tool whose validity was confirmed by a panel of experts and its reliability was confirmed by pretest and Sequential Theta Coefficient (Ө= 0.92). The results of factor analysis showed that five factors, namely the appropriateness of the field of study with internal and external factors, intrinsic motivational factors, the relationship between the field of study and the job and family background, the relationship between the field of study and job desires and tasks, family sponsorship and the nature of the field of study, could explain about 63.94% of the variance in students’ motivations. The results of comparing the means indicated that there was a significance difference between student's sex and job status and some of motivational factors. Based on the findings, there were significance positive relationships among age and appropriateness of the field of study and internal and external factors, intrinsic motivational factors, family sponsorship and the nature of the field of study

lassroom assessment can influence learner's motivation and achievement. Today, the field of classroom assessment faces different challenges. One way of dealing with these challenges is improving student's perceptions of classroom assessment system. The present study aimed to investigate perceptions of classroom assessment environment and its relationship with agricultural students’ academic achievement. The study was a descriptive-correlation survey. Statistical population consisted of all master and doctoral degree students of public universities in Iran (N=87820). Using Krejcie and Morgan’s table and stratified random sampling method 384 students were selected. The main tool for data collection was a researcher made questionnaire. Its face and content validity were confirmed by a panel of agricultural extension and education experts. In order to assess the reliability of the questionnaire Cronbach’s alpha coefficient was calculated for different parts (0.75 - 0.82). According to the results, there were a positive and significant relation between students’ perceptions of learning-oriented assessment environment and self-directed learning. According to the path analysis results, the students’ perceptions of performance-oriented structural assessment had the most causal negative impact on academic achievement. It is recommended that the educational officials adopt one of their crucial programs on changing from performance-oriented evaluation methods to learning-oriented

Nowadays, the importance of creativity and risk-taking entrepreneurship is crystal bright. Given the importance of higher education and the role of agriculture on the national independence, reviewing the indicators of these concepts is considered to be rather important for planning. This study is designed to review the degree of creativity and risk-taking in students of agriculture fields. The study population consisted of all undergraduate students of Sari University of Agricultural Sciences and Natural Resources (2340 = N), of whom 379 were randomly selected. The research instrument was a questionnaire prepared by A. Korrdnaij. et al, while its validity and reliability of questionnaire design by using Cronbach's alpha coefficient (α = 0/92) was confirmed. Data analysis was carried out in two parts: a description and analysis was performed using the SPSS software. Students have notable weaknesses in risk-taking and creativity. Between boys and girls, there is no significant difference on student's creativity. But risk-taking characteristics in girls is higher than boys, and there are significant differences between them. Between students in terms of features, there is no significant difference in, risk-taking. But in creativity feature, Rangeland students except Agronomy s student have significant differences comparing to the other fields. Further, there are no differences between agronomy students, Rangeland science students, soil science students, and food science and technology students. But there is difference between agronomy students and the other fields. According to research findings students have low levels of entrepreneurial characteristics with differences among some fields, while studying the effects of education on entrepreneurial character's strength and proper planning and employing new training methods is found to be necessary.

This research aimed to identify learning styles and entrepreneurial traits and relations among agriculture students by using a survey method. The statistical population of consisted of all agriculture students of the Gorgan University of Agricultural Sciences and Natural Resources (N=1618). The sample size (n=180) was determined by Cochran's formula and respondents were selected by stratified sampling technique. Data was gathered by an instrument consisting of Index of Learning Styles Questionnaire and Measurement Instrument of Personality Characteristics of Iranian's Entrepreneurs. Research results showed that most students had active learning style (in processing dimension), sensing (in perception dimension), visual (in presentation dimension) and global (in perspective/understanding dimension). Calculated correlation coefficients revealed a significance positive relationships between learning styles of students and some personal and academic variables such as age, taking course in entrepreneurship and self-employment, hopeful of receiving skills and occupational preparation, grade point average, scientific field trips, doing scientific projects and preparing articles. The results also showed that most of students were weak and very weak in terms of entrepreneurial traits. According to correlation coefficients, there was a significance positive relationship between age, experience of part-time job, hopeful of skill and occupational preparation, grade point average and doing scientific projects with entrepreneurial traits.

Nowadays, training creative and innovative students in universities and educational institutions is very important and identifying the thinking styles of people is one of the key factors to making creativity and recognizing creative people. The main purpose of this research was studying the role of thinking styles in creativity of agricultural students. Statistical population consisted of all final year agricultural students in bachelor degree of Razi university of Kermanshah province (N=275). Using Stratified random sampling 147 students was chosen. The main instrument in this study was questionnaire which its validity was confirmed by the panel of experts and its reliability was confirmed by Cronbach's Alpha coefficient (α>0.7). Data was analyzed in two parts: descriptive and inferential statistics by SPSSwin18 software. Results of means comparison showed that significant difference between thinking styles of students based on gender. Results of correlation analysis showed that positive and significant relationship between thinking styles with creativity. Also, results of multiple regression analysis using Enter method indicate that 66/3 percent of the variance of the creativity is explained by their thinking styles. These results have some implications in creativity which will be discussed fully in this paper.