Factors Influencing Agriscience Students 
Membership Choice in the Alabama FFA Association 
 
by 
 
Terry J. Holder 
 
 
 
 
A dissertation submitted to the Graduate Faculty of 
Auburn University 
in partial fulfillment of the 
requirements for the Degree of 
Doctor of Philosophy 
 
Auburn, Alabama 
August 3, 2013 
 
 
 
 
Keywords:  FFA, Agriscience, Education, Alabama, Association, Students 
 
 
Copyright 2013 by Terry J. Holder 
 
 
Approved by 
 
Brian A. Parr, Chair, Associate Professor of Curriculum and Teaching 
Gordon D. Patterson, Assistant Professor of Curriculum and Teaching 
David M. Shannon, Humana-Germany-Sherman Distinguished 
Professor of Educational Research and Evaluation 
Donald R. Mulvaney, Associate Professor of Leadership Development, Growth and  
Development of Farm Animals 
ii 
 
Abstract 
 
The agricultural education youth organization, FFA, has always been considered 
an integral part of high school agriscience courses.  However, there are many students 
who enroll in agricultural education courses and do not participate in FFA activities.  In 
1981-82 Alabama had nearly 25,000 FFA members out of over 32,000 Agriscience 
Education students and today there are a little less than 14,000 FFA members out of 
nearly 28,000 Agriscience Education students (Appendix B).  So what happened? 
The findings from this study showed that the typical student respondent enrolled 
in an agriscience education course in Alabama during the 2013 school year was from the 
North FFA District of Alabama (See Appendix H), he was a 15 year old male with a 
Caucasian-American (White) background.  One third of his classmates were female; 
nearly one fourth of his classmates were a year older, and approximately 18.1% were 
African-America (Black).  He had very few Hispanic-Americans, Asian-American and 
students that were classified as other in his agriscience education classes. 
The typical agriscience education student was a ninth grader who lived in a small 
town of 5,000 or fewer people.  A little over a third of his agriscience classmates also 
lived in a rural area although not on a farm or ranch.  Less than 0.8% of his classmates 
lived in a city with a population of 50,000 or more.  He had self-reported grades of 
mostly B's and had not been a member of 4-H organization, although nearly one-third of 
his friends belonged to that 4-H organization.  He, along with nearly half of his 
classmates was a member of the FFA. 
iii 
 
This study will hopefully serve as a supplement for agriscience teachers, the 
Alabama FFA Association and others who are interested in the progress of the FFA.  This 
study will hopefully identify both the reasons why students join the FFA and why they do 
not.  Information pertaining to barriers that prevent agriscience students in Alabama from 
joining the FFA was obtained.  Such information will be of utmost importance to 
agriscience educational personnel in designing FFA programs and activities which meet 
agriscience student needs in the future. 
iv 
 
 
 
 
Acknowledgments 
 
I would like to express sincere appreciation to Dr. Brian Parr, committee chair and 
major professor, for his time, encouragement, and enthusiasm during this process.  His 
expertise in the area of career technical education and agriscience education was invaluable.  
Special thanks go to Dr. Gordon Patterson and Dr. Don Mulvaney for wisdom and 
encouragement throughout my entire doctoral degree program.  Also, appreciation and 
thanks are expressed to Dr. David Shannon.  His patience and guidance during the data 
analysis will not be forgotten.  The time invested by each member of this committee to 
ensure a successful research project is greatly appreciated. 
I would like to thank God for giving me the motivation, strength, and 
perseverance to see this dissertation to completion and for continually reminding me of 
Philippians 4:13 which states, ?I can do all things through Christ who strengthens me?. 
I would like to thank Mr. George Cargile, my agriscience teacher and FFA 
Advisor at West Blocton High School who completely changed my life by getting me 
involved in the FFA, which eventually led to me becoming a state FFA officer, obtaining 
my American FFA degree, and helping me to decide my future by following in his 
footsteps and becoming an agriscience teacher and FFA Advisor, the greatest profession 
in the world. 
I would like to thank my mother in law, Mrs. Betty Jo Price for her continuous 
encouragement and support throughout mine and my wife?s educational endeavors and 
for always being there to lend a helping hand.  I also would like to recognize and dedicate 
v 
 
this dissertation to my parents; the late Mr. and Mrs. William E. Holder for teaching me 
the value of hard work and always encouraging me to get the most out of the life God has 
given me. 
Most importantly, I wish to express my love and gratitude to my wife, Pat, for her 
continued love and commitment to our educational goals, our 22 wonderful years of 
marriage together, and our family.  She has been a blessing to have as a marriage partner 
and as a help mate in my educational career.  She and has always encouraged me to go a 
few steps further than anyone ever expected me to go.  Without you, none of this would 
have been possible. 
I would like to also acknowledge my son, Andrew, and my daughters, Anniston 
and Mary Pat.  Thank you for your love, understanding, encouragement, patience, and 
support during this long arduous endeavor.  As you are in the beginning stages of your 
educational career, please always remember to shoot for the stars and never stop learning 
as much as you can.  I truly believe each of you can do whatever you set your mind to do. 
iv 
 
Table of Contents 
 
Abstract ............................................................................................................................... ii 
Acknowledgments.............................................................................................................. iv 
List of Tables ..................................................................................................................... xi 
List of Illustrations .......................................................................................................... xvii 
List of Abbreviations ..................................................................................................... xviii 
Chapter 1   ............................................................................................................................1 
 Introduction and Background  .................................................................................1 
 Statement of the Problem  ........................................................................................3 
 Purpose of the Study  ...............................................................................................3 
 Statement of Significance  .......................................................................................4 
 Research Questions  .................................................................................................4 
 Definition of Terms .................................................................................................5 
 Limitations  ..............................................................................................................7 
 Assumptions  ............................................................................................................7 
 Delimitations  ...........................................................................................................8 
Chapter 2   ............................................................................................................................9 
 History of the FFA  ..................................................................................................9 
 Brief History of the Alabama FFA Association  ...................................................11 
 The FFA as a Recruiting Tool  ..............................................................................13 
vii 
 
 FFA as an Incentive for Enrollment ......................................................................15 
 Minority Students and Enrollment in Agricultural Education  ..............................17 
 Agricultural Education, FFA, and Achievement  ..................................................19 
 Factors Related to FFA Membership and Enrollment in Agriscience Education ..21 
 Differences between Urban and Rural Students in Agriscience Education ...........22 
 Summary  ...............................................................................................................22 
Chapter 3   ..........................................................................................................................23 
 Research Design ....................................................................................................24 
 Population  .............................................................................................................24 
 Instrumentation  .....................................................................................................24 
 Data Collection Procedures  ...................................................................................27 
 Data Analysis  ........................................................................................................27 
Chapter 4   ..........................................................................................................................29 
 Descriptive Data Analysis & Results  ....................................................................30 
 Characteristics of Students Enrolled in Agriscience Courses ................................31 
 FFA Membership .......................................................................................31 
 District .......................................................................................................32 
 Age .............................................................................................................33 
 Gender ........................................................................................................34 
 Ethnicity .....................................................................................................35 
 Grade Level  ...............................................................................................36 
 Residence ...................................................................................................37 
 Grades ........................................................................................................38 
viii 
 
 4-H Membership ........................................................................................40 
 Enrollment Information-Why Students Enrolled in Agriscience Classes .............40 
 FFA Members ............................................................................................40 
 Non-FFA Members ....................................................................................42 
 Membership in the FFA  ........................................................................................45 
 Reasons for Joining the FFA......................................................................45 
 Barriers to Membership in the FFA ...........................................................47 
 Relationship between Demographics Variables and Membership in the FFA  .....49 
 Relationship between Enrollment Variables and Membership in the FFA ...........56 
 District Comparisons .................................................................................56 
 Age Comparisons .......................................................................................57 
 Grade Level Comparisons..........................................................................58 
 4-H Membership Comparisons  .................................................................59 
 Gender Comparisons ..................................................................................60 
 Ethnicity Comparisons ...............................................................................61 
 Residence Comparisons .............................................................................63 
 Grades Comparisons ..................................................................................65 
 Characteristics of Agriscience Education Teachers in Alabama ...........................66 
 District .......................................................................................................66 
 Length of Contract .....................................................................................66 
 Years of Service .........................................................................................67 
 Agriscience Teachers Attitudes towards FFA Membership  .................................68 
 Alabama State Staff Attitudes towards FFA Membership  ...................................72 
ix 
 
Chapter 5   ..........................................................................................................................80 
 Purpose ...................................................................................................................80 
 Procedure ...............................................................................................................80 
 Summary of Findings .............................................................................................82 
 Characteristics of Students Enrolled in Agriscience Courses ....................82 
 Why FFA Students Enrolled in Agriscience Classes .................................83 
 Why Non-FFA Students Enrolled in Agriscience Classes ........................83 
 Differences among FFA and Non-FFA Members on Demographics and 
Enrollment Variables .....................................................................84 
 
 Agriscience Teachers Attitudes towards FFA Membership ......................85 
 Alabama State Staff Attitudes towards FFA Membership ........................86 
 Conclusions  ...........................................................................................................88 
 Recommendations ..................................................................................................90 
References ..........................................................................................................................93 
Appendices .........................................................................................................................96 
Appendix A-Permission to use the Alabama FFA Membership Data ...............................97 
Appendix B-Alabama FFA Membership Data ..................................................................99 
Appendix C-Institutional Review Board Approval Letter ...............................................100 
Appendix D-Information Letter .......................................................................................102 
Appendix E-Minor Assent Letter.....................................................................................105 
Appendix F-Parental Information Letter .........................................................................107 
Appendix G-Agriscience Education Three Circle Model ................................................111 
Appendix H-Alabama FFA District Map ........................................................................113 
Appendix I-Alabama FFA District Statistics ...................................................................115 
x 
 
Appendix J-Agriscience Teacher Survey Instrument ......................................................117 
Appendix K-Alabama FFA Member Survey Instrument.................................................122 
Appendix L-Alabama Non FFA Member Survey Instrument .........................................132 
Appendix M-Alabama State FFA Staff Survey Instrument .............................................141 
Appendix N-Survey Request #1 Email ............................................................................146 
Appendix O-Survey Request #2 Email ............................................................................148 
Appendix P-Survey Request #3 Email ............................................................................151 
Appendix Q-Survey Request #4 Email ............................................................................154 
Appendix R-Frequencies and Percentage Tables for Student Responses to Questions 
about Enrollment Information..............................................................................157 
 
Appendix S-Frequencies and Percentage Tables for FFA Member Responses to 
Questions about Membership in the FFA ........................................................................168 
Appendix T-Frequencies and Percentage Tables for Non-FFA Member Responses to 
Questions about Barriers to Membership in the FFA ..........................................179 
 
Appendix U-Frequencies and Percentage Tables for Agriscience Teacher Responses to 
Questions Regarding FFA Membership ..............................................................189 
 
Appendix V-Frequencies and Percentage Tables for State FFA Staff Responses to 
Questions Regarding FFA Membership ..............................................................200 
xi 
 
List of Tables 
 
Table 1-FFA Membership..................................................................................................31 
Table 2-FFA District of Respondents ................................................................................32 
Table 3-Age of Respondents ..............................................................................................33 
Table 4-Gender of Respondents.........................................................................................34 
Table 5-Ethnicity of Respondents  .....................................................................................35 
Table 6-Grade Level of Respondents  ...............................................................................36 
Table 7-Residence of Respondents  ...................................................................................37 
Table 8-Self Reported Grades of Respondents  .................................................................38 
Table 9-4-H Membership ...................................................................................................39 
Table 10-Why Students Who Were FFA Members Enrolled in an AgEd Class? .............40 
Table 11-Why Students Who Were Non-FFA Members Enrolled in an AgEd Class?  ....43 
Table 12-Why FFA Members Join the FFA?  ...................................................................45 
Table 13- Why Non-FFA Members Did Not Join the FFA? .............................................48 
Table 14-Independent Samples T Test Comparing FFA Members to Non-FFA Members 
Related to Enrollment ............................................................................................52 
 
Table 15-FFA District Comparison ...................................................................................57 
Table 16-Age Comparison .................................................................................................58 
Table 17-Grade Level Comparison  ...................................................................................59 
Table 18-4-H Membership Comparison  ...........................................................................60 
Table 19-Gender Comparison  ...........................................................................................60 
xii 
 
Table 20-Ethnicity Comparison  ........................................................................................62 
Table 21-Residence Comparison .......................................................................................64 
Table 22-Grade Comparison ..............................................................................................65 
Table 23-FFA District of Agriscience Teacher Respondents  ...........................................66 
Table 24-Length of Agriscience Teachers Contract of Respondents ................................67 
Table 25-Years of Agriscience Teaching Experience of Respondents  .............................68 
Table 26-Agriscience Teachers Attitudes towards FFA Membership  ..............................70 
Table 27-State Staff Attitudes towards FFA Membership  ...............................................75 
Table 28-I thought I would like this class ........................................................................158 
Table 29-The teacher was a role model in the community ..............................................158 
Table 30-I thought I would like the teacher .....................................................................159 
Table 31-I can be a member of the FFA ..........................................................................159 
Table 32-I wanted to work in the shop ............................................................................160 
 
Table 33-Agriscience classes are fun ...............................................................................160 
Table 34-This course fit into my class schedule ..............................................................161 
Table 35- My involvement in agriculture at home got me interested ..............................161 
Table 36-A family member suggested I take this class ...................................................162 
Table 37-My friends suggested I take this class ..............................................................162 
 
Table 38-My counselor or principal suggested I take this class ......................................163 
Table 39-Being in this class gives me a sense of acceptance and belonging ..................163 
Table 40-My involvement in 4-H got me interested in this class ....................................164 
Table 41-My friends are in this class ...............................................................................164 
Table 42-This class will benefit me later in life ..............................................................165 
 
xiii 
 
Table 43-This class will prepare me for a career in agriculture ......................................165 
Table 44-I needed an elective class .................................................................................166 
Table 45-I was put in this class by the counselor without ever registering for it ............166 
Table 46-The Ag program in the school is well respected ..............................................167 
Table 47-I heard it was an easy "A? ................................................................................167 
 
Table 48-I enjoy working with animals ...........................................................................169 
Table 49-I wanted to participate in fairs and livestock shows .........................................169 
Table 50-I enjoy the variety of contests the FFA offers ..................................................170 
Table 51-I wanted to earn my State FFA Degree ............................................................170 
Table 52-I wanted to earn my American FFA Degree ....................................................171 
 
Table 53-The membership was required for this class ....................................................171 
Table 54-My friends were in the FFA .............................................................................172 
Table 55-I was strongly influenced by my family to become an FFA member ..............172 
Table 56-Help me acquire a good job later in life ...........................................................173 
Table 57-I want to become or presently am an FFA Officer ...........................................173 
 
Table 58-I wanted to meet other FFA members for other chapters and towns ................174 
Table 59- I thought that being a member would give me a sense of acceptance and 
belonging..............................................................................................................174 
 
Table 60-I believed it would benefit me later in life .......................................................175 
Table 61-The advisor(s) is/are well respected in the community ....................................175 
Table 62-The advisor recruited me ..................................................................................176 
 
Table 63-The counselor or principal recruited me to be a member .................................176 
Table 64-I wanted to be a member ..................................................................................177 
Table 65-My friends recruited me to be in the FFA ........................................................177 
xiv 
 
Table 66-I thought there was a career in agriculture .......................................................178 
Table 67-I liked the FFA Jacket.......................................................................................178 
 
Table 68-The students in the FFA were not like me ........................................................180 
Table 69-The ceremonies, contests, awards, and activities did not interest me ..............180 
Table 70-I had negative experiences in my contacts with FFA members .......................181 
Table 71-My friends were not in the FFA .......................................................................181 
Table 72-My family did not approve of the FFA program ..............................................182 
 
Table 73-I felt like I was discriminated by the FFA Advisor(s) and members ...............182 
Table 74-The FFA will not help me with my future career goals ...................................183 
Table 75-The FFA did not offer scholarships for college................................................183 
Table 76-The FFA was for people who live on farms and ranches .................................184 
Table 77-Members of the FFA are looked upon as "Nerds."...........................................184 
 
Table 78-I did not have the money to join the FFA .........................................................185 
Table 79-The FFA?s uniforms are not cool .....................................................................185 
Table 80-I did not feel like I belonged in the FFA ..........................................................186 
Table 81-I did not have time for extracurricular activities ..............................................186 
Table 82-Agriculture is a low paying occupation ............................................................187 
 
Table 83-I had too many other activities .........................................................................187 
Table 84-The FFA was discouraged by sponsors of other activities ...............................188 
Table 85-To recruit and encourage students to become members of the FFA. ...............190 
Table 86-Students are more interested in video games and social networking than 
becoming FFA members ......................................................................................190 
 
Table 87- FFA membership has dropped is due to the majority of New Agriscience 
Teachers not being placed on 12 month contracts ...............................................191 
 
xv 
 
Table 88-Students being involved in school sports is a contributing factor for students not 
joining the FFA ....................................................................................................191 
 
Table 89-Because the dues are too high for state and national membership ...................192 
Table 90-Due to it not being relevant to their current interests .......................................192 
Table 91-Being removed from the farm for several generations .....................................193 
Table 92-Decrease in State Staff positions for AgEd in Alabama has contributed to the 
decrease in FFA membership...............................................................................193 
 
Table 93-"No Child Left Behind Act" has had a negative impact on FFA membership .194 
Table 94-Being placed in Agriscience classes by counselors or administrators .............194 
Table 95-Best teaching tool I have as an Agriscience Teacher .......................................195 
Table 96-Process of enrolling students in the FFA has gotten too complicated ..............195 
Table 97-Negative image towards farming ......................................................................196 
 
Table 98-Students do not want to join the FFA due to their dislike of the FFA jacket ...196 
Table 99-Limited resources for Supervised Agricultural Experience Programs .............197 
Table 100-My lack of motivation as the FFA Advisor ....................................................197 
Table 101-Chapter Officers in recruiting students to join the FFA .................................198 
Table 102-Not having transportation to and from FFA events ........................................198 
 
Table 103-Student?s low socio-economic condition at home is a big reason they do not 
join the FFA .........................................................................................................199 
 
Table 104- I feel it is important for my FFA Chapter to have 100% membership ..........199 
Table 105-New Agriscience teachers are not being placed on 12 month contracts ........201 
Table 106-Removed from the farm for several generations ............................................201 
Table 107-Decrease in State Staff positions for AgEd ....................................................201 
 
Table 108-?No Child Left Behind Act? has had a negative impact on FFA ...................202 
Table 109-Negative image towards farming....................................................................202 
xvi 
 
Table 110-Dislike of the FFA jacket ...............................................................................202 
Table 111-Having limited resources for SAEP?s.............................................................203 
Table 112-FFA Advisors do not encourage their students to join the FFA .....................203 
 
Table 113-By not hiring certified Ag teachers to fill open positions ..............................203 
Table 114-Shutting down Agriscience programs to replace it .........................................204 
Table 115-State and District FFA Officers should play more of an active role recruiting 
potential FFA members across the state ..............................................................204 
 
Table 116-Career Tech Initiative money used for extended contracts should require 
Agriscience teachers to have above 50% membership to qualify ........................204 
 
Table 117-Spend the majority of my time doing things that do not relate to AgEd ........205 
 
Table 118-FFA contests and Awards are not very appealing to student interests ...........205 
Table 119- AgEd and the FFA will flourish under the new directives coming from the 
State Department of Education ............................................................................205 
Table 120-State AgEd staff needs to be increased to 5 ...................................................206 
Table 121-State staff needs more secretaries to be more effective at doing our jobs ......206 
Table 122-FFA is still the best youth organization ..........................................................206 
 
Table 123- Ag teachers should take a more active role in raising money for the Alabama 
FFA Foundation ...................................................................................................207 
 
Table 124-Ag Teachers should be held more accountable for not encouraging students to 
join the FFA .........................................................................................................207 
 
Table 125- Business and Industry Certification requirements .........................................207 
xvii 
 
List of Illustrations 
 
Illustration 1- Agriscience Education 3 Circle Model  ....................................................111 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
xviii 
 
List of Abbreviations 
 
ALSDE Alabama State Department of Education 
CDE Career Development Event 
4-H Four H Club of America 
FFA Future Farmers of America 
GPA Grade Point Average    
SAEP Supervised Agricultural Experience Program 
NFA New Farmers of America 
NCLB No Child Left Behind 
1 
 
 
 
 
Chapter 1 
Introduction 
Introduction and Background 
The National FFA Organization is an American youth organization, specifically 
a career and technical student organization, based on middle and high school classes that 
promote and support agricultural education.  The organization was founded in 1928 as the 
Future Farmers of America, but in 1988 the name was changed to the National FFA 
Organization, now commonly referred to as simply FFA, to recognize that the 
organization is for those with diverse interests in the food, fiber and natural resource 
industries, encompassing science, business and technology in addition to production 
agriculture.  Today FFA is one of the largest youth organizations in the United States, 
with over 557,318 FFA members, ages 12?21, in 7,498 chapters in all 50 states, Puerto 
Rico, and the Virgin Islands (The National FFA Organization, 2013). 
The National FFA Organization is a youth leadership organization that strives to 
make a positive difference in the lives of young people by developing their potential for 
premier leadership, personal growth and career success through agriculture education.  
High school students compete in various events called Career Development Events 
(CDEs) and Leadership Development Events (FFA Mission, 2013).  Public Law 740 was 
passed by the United States Congress in 1950 and it states that the FFA is a vital 
component of the agriscience curriculum.  A three circle model illustration of a total 
agriscience education program is made up of three integrated parts (Appendix G): 
2 
 
Classroom/laboratory instruction or contextual learning, FFA or leadership development 
and Supervised Agricultural Experience Program (SAEP) or work-based learning (The 
National FFA Organization, 2013).  Also, emblazed in the FFA emblem are the words 
"Agricultural Education" and "FFA" signifying how the FFA is an integral part of an 
agriscience education program (The National FFA Organization, 2013). 
Vocational Agricultural Educational Programs and youth organizations have 
educated students since the 1920s.  Dr. Walter Newman, one of the founders of the first 
youth organization in agricultural education, which became the FFA, credited student 
organizations with saving the agricultural education programs in secondary schools 
today.  During a period when people looked down on anyone who stayed on the farm, 
many questioned the usefulness of an agricultural program.  Therefore, an extracurricular 
youth organization was a "godsend" to the program and the national regional staff of the 
Agricultural Education Service.  There was a wide acceptance of the youth organization 
by youth, parents, educators and administrators.  In return for a student organization, 
agricultural education was kept in high school programs (Vaughn, Fraze, & Lockaby, 
1995). 
In 1993, Synergy Research conducted a nationwide study for the National FFA 
Organization titled, "Understanding the Values of Contests and Awards".  Student groups 
were studied to help the National FFA understand the attitudes of students, parents, and 
administrators concerning the value of participation in contests and the FFA program.  
Through a survey, attitudes of agricultural education students were determined.  The 
study indicated the number one reason students enrolled in agricultural classes was to 
participate in FFA activities.  Secondly, the students-enjoyed working outside; and the 
3 
 
third highest reason was students wanted a career in agriculture.  However, when the 
question, "How do you feel about your FFA Chapter?" was asked, all of the non-FFA 
members who were enrolled in an Agriscience class said that the chapter was like a 
"group of strangers," and the class was "just another class"  (Blakely, et al., 1993).  
Students enrolled in Agriscience classes who were members of FFA were more likely to 
say that the FFA chapter felt like "a group of friends or a family" (Blakely, et al., 1993).  
If the organization was founded on the basis of enhancing agriscience education, why are 
nearly 14,000 students in Alabama not participating in the FFA today? 
Statement of the Problem 
The agricultural youth organization, FFA, has always been considered an integral 
part of high school agriscience courses.  However, there are many students who enroll in 
agricultural education courses and do not participate in FFA activities.  In 1981-82 
Alabama had nearly 25,000 FFA members out of over 32,000 Agriscience students and 
today we have a little less than 14,000 FFA members out of nearly 28,000 Agriscience 
students (Appendix B).  So what happened? 
Purpose of the Study 
This study was designed to investigate some of the reasons for the reduction in the 
Alabama FFA membership over the last 30 years, by surveying current FFA advisors to 
see what their perceptions were about the factors that have contributed to the decline in 
membership in the Alabama FFA Association, the Alabama State FFA Staff to see what 
their perceptions were about the factors that have contributed to the decline in 
membership in the Alabama FFA Association, and the FFA members, and non-FFA 
members to find out what their perceptions were about the factors that have contributed 
4 
 
to the decline in membership in the Alabama FFA Association?  Some of the reasons 
could be the student?s lack of interest or they could be due to the lack of federal funding 
to keep agriscience teachers on twelve month contacts or the amount of money the state 
gets to hire the state staff necessary to keep the FFA functioning properly, just to name a 
few.  In 1982, nearly all the agriscience teachers in Alabama were on twelve month 
contracts to keep their FFA chapters active during the summer months, but today 28% of 
the agriscience teachers are not on twelve month contacts and the Alabama state FFA 
staff has been reduced from 11 down to only 3. (Davis, 2013) 
Statement of Significance 
This study will hopefully serve as a supplement for agriscience teachers, the 
Alabama FFA Association and others who are interested in the progress of the FFA.  This 
study will hopefully identify both the reasons why students join the FFA and why they do 
not.  Information pertaining to barriers that prevent agriscience students in Alabama from 
joining the FFA was obtained.  Such information will be of utmost importance to 
educational personnel in designing FFA programs and activities which meet student 
needs in the future. 
Research Questions 
The following research questions were designed to address the statement of the 
problem. 
1. What are the perceptions of Agriscience students about the factors that 
have contributed to the decline in membership in the Alabama FFA 
Association? 
5 
 
2. What are the perceptions of Agriscience Teachers/FFA Advisors about the 
factors that have contributed to the decline in membership in the Alabama 
FFA Association? 
3. What are the perceptions of the State Staff for Agriscience Education for 
the Alabama State Department of Education about the factors that have 
contributed to the decline in membership in the Alabama FFA 
Association? 
Definition of Terms 
 The following definitions are provided for the purpose of the present study. 
Agriscience.  Formerly known as agriculture education, is the real-world 
application of science and math in an agricultural setting.  It is a subject 
that is taught in public schools.  A complete program contains 
classroom/laboratory instruction, the National FFA Organization 
(formerly known as Future Farmers of America), and supervised 
agricultural experiences (Kirby, 2002). 
Career and technical education.  Trains students to enter the workforce or 
pursue further education in a specified skill after high school.  The term 
replaced vocational education after many trained skills began requiring 
college education (Carter, 2001). 
Experiential learning.  Students learning from their experiences.  This includes 
biology laboratory exercises and technical skills.  The term is often 
interchangeable with hands-on learning (Hyslop, 2007). 
 
6 
 
4-H.  A youth organization sponsored by the Department of Agriculture and 
offering instruction in agriculture and home economics. 
FFA Members.  Any secondary education student enrolled in agriscience 
education that has paid the local, state, and national dues required to be a 
member of the National FFA Organization (The National FFA 
Organization, 2013). 
Hands-on learning.  When students learn from experiences they perform.  
Students work to solve problems and accomplish tasks.  Teachers simply 
act as a facilitator.  The term is often interchangeable with experiential 
learning (Hyslop, 2007). 
National FFA Organization.  Formerly known as the Future Farmers of 
America, is a student organization of, by and for students enrolled in an 
Agriscience Education course (The National FFA Organization, 2013). 
Non-FFA Members.  Any secondary education student enrolled in agriscience 
education that has not joined the National FFA organization (Marshall, 
Herring, & Briers, 1992). 
Supervised Agriculture Experience (SAE).  An integral part of an Agriscience 
program.  SAEs are activities done by students outside of class time that 
enhance the Agriscience curriculum.  These activities may include a job 
related to agriculture, small projects around the home or school, or service 
projects (Roegge & Ferej, 1995). 
Vocational Agriculture.  The former name for programs of agriscience education 
at the secondary level.  It is still used in some literature today. 
7 
 
Vocational Education.  The former name for career technical education 
programs at the secondary and post secondary level.  It is still used in 
some literature today. 
Limitations 
The limitations of the present study are the conditions beyond the control of the 
researcher that may place restrictions on the conclusions of the study and applications to 
other situations.  Limitations of this study include (a) survey response rate, (b) a self 
reporting survey instrument, and (c) differences among the samples from each of the 
three FFA districts in Alabama. 
The FFA districts in Alabama are proportional in the amount of land that they 
cover from the North District, the Central District, and the South District (See Appendix 
H), but the North District is the largest in FFA membership of the three districts with 
approximately 6,468 (46.8%) FFA members, the South District is the second largest with 
approximately 3,914 (28.3%) FFA members, and the Central District is the smallest with 
only 3,436 (24.9%) FFA members (See Appendix I) (Davis, 2013). 
This study was limited to agriscience teachers and agriscience students from all of 
the schools from each of the three FFA Districts in Alabama during the spring semester 
of the 2013 school year.  Three state FFA staff members from the Alabama State 
Department of Education were also surveyed. 
Assumptions 
The following assumptions were made in regard to this study: 
1. Respondents to the survey provided honest and accurate answers to the 
Alabama FFA membership questionnaires. 
8 
 
2. Respondents understood the questionnaires. 
3. The Alabama FFA membership questionnaires were the appropriate tools 
for this study. 
4. Only scores collected from the participants described in this study were 
used in the analysis. 
5. Sufficient data was provided by the 1,100 Agriscience student survey 
respondents, the 226 Agriscience teacher/FFA Advisor survey respondents 
and the 3 State FFA Staff survey respondents. 
Delimitations 
 Delimitations are the boundaries within which the study is concerned.  This study 
only involved the Agriscience students, the Agriscience teachers/FFA Advisors, and the 
State FFA staff in the State of Alabama.  Findings of this study may be useful in guiding 
inquiry into similar research topics in other geographic locations.  No generalizations 
may be made other than that of the population described in this study. 
 
9 
 
 
 
 
Chapter 2 
Review of Related Literature 
The review of related literature comprises the following major topics: 
1. History of the FFA; 
2. Brief History of the Alabama FFA Association; 
3. The FFA as a Recruitment Tool; 
4. FFA as an Incentive for Enrollment; 
5. Minority Students and Enrollment in Agriscience Education; 
6. Agriscience Education, FFA, and Achievement; 
7. Factors Related to FFA Membership and Enrollment in Agriscience 
Education; 
8. Differences between Urban and Rural Students in Agriscience Education. 
9. Summary 
History of the FFA 
The FFA organization started as a result of a state organization?The Future 
Farmers of Virginia.  In 1926, the Future Farmers of Virginia began because of the 
dedication of four men.  One of them was Dr. Walter Newman who later was labeled the 
"Founder of FFA." The rationale for starting the Future Farmers of Virginia can be found 
in the following statement by Newman (Vaughn, Fraze, & Lockaby, 1995): 
In my opinion, the farm boys of Virginia who are enrolled in vocational 
agriculture are equal to any other group of boys in the state.  But somehow the 
10 
 
boys themselves seem to have a feeling of inferiority.  Especially this is true when 
the farm boy goes to the city and has to compete with his city cousin, this 
condition should not exist.  I believe that a strong organization of our boys in 
agriculture would help them to overcome this handicap.  Let's strive for an 
organization that will give them a greater opportunity for self-expression and for 
the development of leadership.  In this way, they will develop confidence in their 
ability and pride in the fact that they are farm boys. (p. 5) 
In the late 1920s, there were many concerns about the usefulness of the 
agricultural education programs in the United States.  Enrollment at that time in 
vocational agriculture courses was not as high, and many educators proposed that it be 
eliminated as a course in the high school curriculum.  The time period was one in which 
people looked down upon those who remained in production agriculture instead of 
moving to the cities and taking business and industry type jobs.  State and national 
officials for vocational agriculture were looking to embrace an idea of a youth 
organization as a way to attract and keep students in vocational agriculture courses.  In 
Virginia, the wide acceptance by students, parents, and school administrators of the 
Future Farmers of Virginia, made it a godsend.  All that were involved perceived that 
such an organization would help retain vocational agriculture in the schools.  It is safe to 
say that the FFA and a subsequent offspring, the New Farmers of America (NFA), 
contributed greatly to the establishment and continuation of today's agricultural education 
programs.  The official start of the FFA was at the Baltimore Hotel in Kansas City, 
Missouri on November 20, 1928.  At this meeting the proposed constitution for the 
11 
 
Future Farmers of America was adopted with few changes (Vaughn, Fraze, & Lockaby, 
1995). 
Competition was the motivating force for the development of the national 
organization for students in vocational agriculture.  Judging contests and athletic 
competitions brought many students together for annual rallies.  Rallies were an idea 
which was started by the Future Farmers of Virginia.  Judging competitions and livestock 
shows were the primary reason most students were in attendance at the first meeting in 
Kansas City, Missouri where the National FFA Organization officially started (Vaughn, 
Fraze, & Lockaby, 1995). 
The FFA expanded its membership in 1965 when it merged with the NFA.  The 
NFA had been developed for black students in high school agriculture programs who 
attended segregated schools.  Four years later, in 1969, girls were also admitted to the 
organization (Vaughn, Fraze, & Lockaby, 1995). 
Brief History of the Alabama FFA Association 
The Alabama Association of the Future Farmers of America was the 36th state to 
receive a charter in 1929.  The first State FFA President was Earl Soloman from the 
Uriah chapter (Alabama FFA Association, 2013).  The goal of the Alabama Association 
of the Future Farmers of America was to produce an organization where young 
agriculturists could unite to exchange experiences, meet others, market their products, 
and further the interests of agriculture. 
FFA districts in Alabama date back to 1934, when several chapters organized 
themselves into three districts, simply called districts 1, 2, and 3.  Although membership 
in districts was voluntary, most chapters chose to affiliate themselves with a district to 
12 
 
take advantage of the member opportunities available at that level.  By 1936, Alabama 
had twenty-two districts that included 114 of the state?s 138 FFA chapters.  Most of these 
districts were named for a nearby city, although a few were named for a county or 
geographic location.  Some of these districts were Andalusia, DeKalb County, Gadsden, 
East Alabama, Montgomery, and Muscle Shoals. (Alabama FFA Association, 2013) 
The number and size of districts has varied a great deal over the years, as districts 
often were reorganized every few years based upon membership trends and the number 
of state staff members.  In the 1950s and early 1960s, Alabama was divided into the 
Northeast, Northwest, Central, Southeast, and Southwest districts.  In the mid 1960s, the 
state was reorganized into the North, North Central, South, and South Central districts. 
Several years later, Alabama had six districts: North, Northeast, Southeast, Southwest, 
East Central, and West Central.  The Southwest Central and Southeast Central districts 
were organized in the mid 1970s, bringing the total number of districts to eight.  In 1991, 
Alabama was reorganized into four districts, North, Central, Southeast, and Southwest. 
The Southeast and Southwest districts were consolidated into the South district in 2000. 
Today, the district organization continues to be a vital component of the Alabama FFA, 
as it provides opportunities for leadership and friendly competition among chapters. 
(Alabama FFA Association, 2013) 
Participation in judging contests became a popular and useful teaching method as 
it enabled agricultural teachers to fulfill the "learning by doing" philosophy.  Contests of 
leadership abilities have been pointed to as an immeasurable benefit of extracurricular 
activities which contributed significant towards their young people's future careers. 
(Alabama FFA Association, 2013) 
13 
 
The FFA as a Recruiting Tool 
Since its inception, the FFA has often been cited in research articles as a 
recruiting tool, and several researchers have confirmed its effectiveness.  Recruitment 
Practices - A National Survey of Agricultural Educators was a study conducted by 
Hoover and Scanlon (1991), which pointed to the FFA as a strong recruiting tool.  The 
study wanted to answer two questions: (1) How do secondary agricultural educators 
recruit students into their program, and (2) Do teachers use different recruitment tactics 
based on past experiences in the FFA and agricultural education?  The sample population 
consisted of eighty-five teachers identified by state supervisors and teacher educators.  
The study concluded that the most frequently used recruitment practices and most 
effective practices were FFA organizational related activities.  Teachers recruited 
potential members with examples of opportunities available to them through the FFA.  
Another effective, yet not frequently used, practice involved visiting prospective students 
and integrating new technology and practices into the curriculum.  The study also found 
that teachers who had a direct, valuable and positive FFA experience were more likely to 
"sell" the FFA and related activities.   
Rossetti, Padilla, and McCaslin (1994) conducted an examination of middle 
school enrollment in agricultural education and membership in the FFA organization in 
the United States.  The study gathered demographic information of the students' opinions 
regarding their reasons for enrollment in agricultural education.  It also asked for an 
evaluation of their program and teachers.  Fifty-three percent of the students said they 
planned to enroll in agricultural classes in high school, 30% were undecided, and 17% 
said they would not enroll.  The top reason for not enrolling was lack of interest in 
14 
 
agriculture.  For the students planning to enroll, 84% also planned to be a member of the 
FFA.  Thirteen percent were undecided, and 3% said they did not plan to join the FFA.  
Most reports found the agriculture teacher was the most influential for recruiting.  
Students' parents encouraged students to enroll, and friends were the ones to encourage 
them from enrolling.  The study noted that middle and junior high school programs serve 
to recruit students into high school programs.  It found that students look forward to 
having hands on activities, having fun, and learning about agriculture. 
Secondary agricultural education students were surveyed in Iowa (Reis & Kahler, 
1997) to determine factors that influence their enrollment in agricultural education 
programs.  It found that the people who most influenced the respondents to enroll were 
parents, the agricultural science teacher, friends, and former agricultural education 
students.  Other personal and organizational factors that influenced which most 
influenced the students to enroll in the program were personal interests, a farming 
background, and fun of participating in an agricultural course.  Most enjoyable for the 
agriculture students was FFA activities, contest activities and the Supervised Agricultural 
Experience Program.  The least enjoyable for students was for classroom facilities, 
agriculture mechanics course work, and leadership activities.  The study recommended 
that agricultural instructors should have active recruitment programs and should disperse 
program's information to potential students, parents, school administrators and the public.   
It also suggested that teachers should share information with counselors to use in their 
work advising students (Reis & Kahler, 1997). 
  
15 
 
FFA as an Incentive for Enrollment 
Blakely, Holschuh, Seedfeldt, Shinn, Smith, and Vaughn (1993) researched and 
identified the value of FFA contests and awards and compared those values to those held 
by adults.  Some of the specific objectives of their study were to determine: (1) variables 
which affect decisions to enroll in agricultural education classes; (2) connections between 
enrollment and participation in contests and awards; and (3) barriers to participation in 
the contests and awards programs.  The research was mixed methods.   Qualitative 
research was conducted with conference calls and focus groups, while quantitative 
research was conducted by mail and telephone interviews.  The survey was mailed to a 
national stratified random sample of 1,680 FFA members, advisors, parents, 
administrators, and state staff.  While significant differences occurred among students 
and adults, all groups generally valued the contributions of contests and awards as a tool 
to enhance achievement and encourage participation in the Future Farmers of America.   
Students enrolled in agricultural education because they valued cooperative learning 
about broad careers and recognized the relationships between enrollment and 
participation in FFA contests and awards.  Teamwork and cooperation were valued by 
students.  Barriers to enrollment and participation included scheduling, parental support, 
and negative stereotypes. 
Cheek, Arrington, Carter, and Randell's (1994) study was to investigated the 
relationship between supervised agricultural experience program scope and student 
achievement in agriscience, which included agricultural education courses from tenth to 
twelfth grade.  The sample population consisted of public high schools in Florida which 
taught agricultural education classes.  The schools were situated in counties containing 
16 
 
both rural and urban areas.  The major conclusion of this research was that supervised 
agricultural experience program participation is positively related to student achievement 
in agriscience.  FFA involvement was also shown to be significantly related to student 
achievement in agriscience and explained over 17 percent of the variance in student 
achievement. 
Factors associated with enrollment in agricultural science and membership in the 
FFA in Texas was the focus of a study done by Marshall, Herring, and Briers (1992).  
The specific purpose of the research was to analyze the underlying constructs that exist in 
students' responses to statements about their reason for joining or not joining the FFA, 
and their perceptions of the requirements for SAEP in Texas.  It also wanted to determine 
if differences existed among students for enrolling in agricultural science and reasons for 
joining or not joining the FFA.  Cluster sampling was used with agricultural science 
program as the cluster.  Thirty-five schools were selected to participate in a random 
sample which consisted of 2,380 agriscience students.  The instrument consisted of five 
parts: (1) Demographics, (2) Reasons for enrollment, (3) Perceptions of SAEP, (4) 
Reasons for joining FFA, and (5) Reasons for not joining FFA.  The parts consisted of 
statements in which the students responded to a five point Likert Scale.  The study found 
that students enroll in agricultural science classes in Texas because of characteristics of 
the class and because students feel that it enhances their identity.  The reason for joining 
the FFA is because it too enhanced the identity of student members.  On a lesser note the 
students joined the organization to become involved in its activities. 
Hoover and Scanlon (1991) identified factors that influenced a student's decision 
to enroll in agricultural education and the FFA.  The objectives in the study were to 
17 
 
identify and describe sociodemographics of the students involved and to identify 
participation and enrollment factors that impact on a student?s decision to enroll in 
agricultural education and join the FFA.  The study found that the typical agricultural 
education student is most likely white, male and currently living on a farm.  The students 
enrolled were more interested in agricultural related careers, and the parents are more 
likely to be involved in "an agricultural related occupation than those not enrolled in 
agricultural education.  Student?s who planned on enrolling in agricultural education were 
more likely to lower grade point averages than non-enrollees and more interested in an 
agriculture related occupation.  The study also found that students' perceptions of 
agricultural education were formed prior to ninth grade.  Additionally, the researchers 
found that the overriding barrier to enrollment was image.  They also found that the 
perceived future value of agricultural education strongly influenced a student's 
enrollment decision, and perceptions about agricultural education and the FFA remains 
constant once they are formed.  The researchers indicated these concerns sparked a 
concern for creative recruitment efforts and programs that address the needs of students 
at all levels.  They also contended that a cross section of all students of the high school 
population was not being reached. 
Minority Students and Enrollment in Agricultural Education 
Talbert and Larke (1995) studied the factors that influenced minority and non-
minority students to enroll in an introductory Agriscience course in Texas.  The authors 
studied attitudes of minority and non-minority towards agriculture to identify reasons for 
enrolling and perceived enrollment barriers.  The researchers found that minority students 
were underrepresented in introductory Agriscience courses.  Fewer Black and Hispanic 
18 
 
students had a rural background than White students.  Minority students had more 
negative personal opinions towards the traditional parts of agriculture.  It also noted that 
minority students need to viewed agricultural education as a desirable course rather than 
one they were "dumped" into.  The study recommended that educators need to discourage 
the practice of forcing students into Agriscience courses.  It also recommended that 
efforts should be made to change possible negative perceptions of agriculture held by 
guidance counselors and others influencing students in classes.  A final recommendation 
of the study was that awareness of agriculture programs should be increased towards 
adolescents. 
One study examined factors that influenced the perceptions of female students 
about agriculture (1994).  One hundred thirty, seventh and eighth grade females from 
nine schools in Pennsylvania that were in rural, urban, and suburban schools were 
surveyed.  The students did not have an extensive knowledge of agriculture other than "it 
is farming or has something to do with farming" (Hoover & Yoder, 1994).  When 
students were asked what would entice them to enroll in high school agricultural 
programs, their responses were that "they did not know much about the program content 
currently, but they have the impression they probably would not like what they offer in 
agriculture at the high school? (Hoover & Yoder, 1994).  The study emphasized that the 
recruitment efforts of local agricultural educators must increase, and how important it is 
for agricultural literacy to be addressed in school systems across the United States. 
Luft (1996) conducted a study to determine the extent to which cultural diversity 
was addressed in secondary agricultural education.  The research was called out during 
the 1991-92 school year and included 21 of Nevada's Vocational Agricultural Instructors.   
19 
 
The study found that the percentage of minority students enrolled in agricultural 
education was lower than that of school age population.  Very few minority students were 
non-English speaking, and one-third spoke English but was not their native tongue.   
Agriculture teachers were not making a strong effort to recruit ethnic minority students 
and the extent to which Agriscience teachers carried out cultural diversity teaching 
practices was limited because regular classroom activities did not focus on diversity.   
However, practices rating lowest were those dealing specifically with minorities or 
cultural differences.  The study recommended that (1) agriculture teachers should make a 
greater effort to specifically recruit minority students, (2) agriculture teachers need 
additional improvement in serving the culturally diverse, and (3) pre-service programs on 
cultured diversity are needed for agricultural education students. 
Agricultural Education, FFA, and Achievement 
Bakar and McCracken's (1994) study was designed to examine relationships 
between career maturity and participation in agricultural education supervised 
agricultural experience programs (SAEP).  The researchers found that career maturity 
was closely associated with participation in extracurricular activities, participation in 
career development, grade point average, occupational aspiration and number of years in 
agricultural education.  Participation in SAE was not associated with career maturity, 
employment experience, type of school or grade level. 
Conors and Elliot (1995) studied the influence of Agriscience and natural 
resources curriculum on students' science achievement scores.  The results showed that 
there was no difference in the science test scores between students who were or students 
who were not enrolled in agriscience programs.  Variables that explains the most variance 
20 
 
were the number of science credits completed and the students overall grade point 
average.  Population for the study consisted for seniors in four Michigan highs schools 
that offered agriscience classes.  The study recommended that local school boards should 
offer science credit for Agriscience and natural resource classes and state supervisors 
should lobby for agricultural education in higher education to recognize Agriscience and 
natural resources as a science credit when a student applies for admission. 
Dormody and Seevers' (1994) study was to determine predictors of youth 
leadership life skill development among 1992-93 FFA members in Arizona, Colorado, 
and New Mexico.  The population consisted of 9,549 FFA members in the United States.   
A random sample of FFA members, stratified proportionally by state, was selected to 
ensure representation.  The study concluded that achievement expectancy, the level of 
performance that FFA members expect from others and themselves in FFA activities and 
projects, had a positive relationship with youth leadership life skills.  Achievement 
expectancy explained close to 14% of the variance in youth leadership life skill 
development scores.  The researchers also found that participation in FFA leadership 
activities had a weak positive relationship with youth leadership life skill development 
and explained 2.3 % of the variance in youth leadership life skill development scores.  
Female FFA members had higher youth leadership life skills development than male 
members, and gender explained 0.9% of the variance in youth leadership life skill 
development scores.  Leadership life skills development was not related to self esteem, 
years in FFA, age, ethnicity, or place of residence. 
  
21 
 
Factors Related to FFA Membership and Enrollment in Agriscience Education 
The purpose for Garton, Thompson, and Cano's (1997) study was to describe the 
learning preference for secondary students of agricultural education.  They found that the 
students (N=1507) preferred the introversion, sensation, feeling, and judgment learning 
preferences compared to the teacher who leaned towards the extroversion, intuition, 
thinking and judgment learning preferences.  Garton and his fellow researchers claim this 
indicates the need for teachers to be cognizant of the learning differences between 
teachers and students.  The students prefer to learn in a quiet learning environment, prefer 
a need for organization and structure to the learning activities and "real life" illustrations 
to better grasp concepts.  Furthermore students need constant praise and encouragement, 
such as that which is offered through the FFA. 
A study by Smith and Kahler (1987) generated educational objectives and 
administrative criteria for the national FFA contests.  A panel that consisted of National 
FFA Board of Directors members, contest superintendents, and special advisory 
committee for the national contests members and industry representatives identified 19 
educational objectives and criteria for the National FFA contests that dealt with cognitive 
and/or psychomotor domains.  In addition to the objectives, the panel felt it was essential 
that contests help develop positive attitudes toward extended educational learning and 
being successful in an agricultural profession.  Honesty, respect, consideration, service to 
others, and developing leadership potential and goal setting were identified as other 
affective educational objectives for FFA contests. 
  
22 
 
Differences between Urban and Rural Students in Agriscience Education 
Another study (Frick, Birkenholz, Gardner, & Machtmes, 1995) was conducted to 
assess the knowledge and perception of rural and urban inner city students in two 
Midwestern states regarding agriculture, food and natural resources.  An instrument was 
organized in three sections which included knowledge, perception, and demographics.  
The instrument found 65% of the Knowledge Section was answered correctly by Rural 
High School students and only 47.9% of the Urban Inner City High School Student 
respondents.  However both groups have relatively positive perceptions of agriculture.  
The study recommended that there is a need to further educate the general public 
regarding the agricultural industry. 
Summary 
The review of related literature sought to provide insight into the following major 
topics: history of the FFA, brief history of the Alabama FFA Association, the FFA as a 
recruitment tool, FFA as an incentive for enrollment, minority students and enrollment in 
agriscience education, agriscience education, FFA, and achievement, factors related to 
FFA membership and enrollment in agriscience education, and differences between urban 
and rural students in agriscience education.  Common threads exist between each of these 
topics to show that the FFA is a vital part of agriscience education and it has been since 
its inception in 1928.  Public Law 740 confirmed this in 1950 by congress passing a law 
that says that the FFA should be an integral part of an agriscience education program and 
is the only youth organization in the united states that hold this distinction.  The Alabama 
FFA Association is no exception and has been and will continue to be a major part of the 
National FFA Organization.  
23 
 
Chapter 3 
Methods and Procedure 
The objective of this study was to identify the factors that FFA Members, Non 
FFA Members, Agriscience Teachers/FFA Advisors, and State Staff for Agriscience 
Education with the Alabama State Department of Education felt prevented Agriscience 
students in Alabama from participating in the FFA.  The researcher at Auburn University, 
where the study was conducted, obtained permission from the Institutional Review Board 
(IRB) to use the responses of human subjects.  The protocol, a request for exempt status, 
an information letter, and a copy of the survey instruments were forwarded to the IRB for 
approval prior to continuation of the study.  The board reviewed the protocol and granted 
the necessary permission on April 8, 2013 (Appendix C).  As a means of accomplishing 
this objective, answers to the following questions will be sought: 
1. What are the perceptions of Agriscience students about the factors that have 
contributed to the decline in membership in the Alabama FFA Association? 
2. What are the perceptions of Agriscience Teachers/FFA Advisors about the factors 
that have contributed to the decline in membership in the Alabama FFA 
Association? 
3. What are the perceptions of the State Staff for Agriscience Education for the 
Alabama State Department of Education about the factors that have contributed to 
the decline in membership in the Alabama FFA Association? 
24 
 
Research Design 
 To complete this study a quantitative research design was used.  The design for 
this study was a descriptive survey research study, which describes data and 
characteristics about the population being studied. 
Population 
The population for this study included the 305 Agriscience teachers/FFA 
Advisors in Alabama, the 3 Alabama FFA State Staff members, as well as one class of 
agriscience students that each agriscience teacher will be asked to administer the survey. 
The state of Alabama is divided into 3 FFA districts, those being the North, 
Central, and South (See Appendix H).  The researcher develop a Qualtrics generated 
survey for each of the different populations in the study (See Appendix J, K, L, & M) and 
emailed all 305 Agriscience teachers in the state and first asked for each of them to take 
the Agriscience Teacher Survey related to FFA membership, but the researcher also 
asked them to choose a class of their students and get them to take the FFA member and 
non FFA member surveys depending on if the agriscience students are an FFA member 
or not.  The researcher also surveyed the three state staff members by emailing them a 
Qualtrics generated survey as well.  The entire populations of all groups were surveyed in 
an effort to maximize the number of surveys returned. 
Instrumentation 
The first data that the researcher utilized as a basis for knowing how much the 
FFA membership has dropped over the last 30 years was the existing data from the 
Alabama FFA Association.  This data contained how many Agriscience students there 
25 
 
have been per year and how many FFA members there have been for each of those years 
and how the numbers have dropped drastically over those 30 years. (See Appendix B) 
Data was also collected through some researcher designed surveys (Appendix J, 
K, L, and M) involving FFA membership in Alabama.  The surveys were Likert scale 
survey instruments to gather the necessary data used in the study.  A Likert Scale survey 
instrument is a great tool to use because it is very useful when a behavior, attitude, or 
other phenomenon of interest needs to be evaluated on a continuum of ?strongly agree? to 
?strongly disagree?.  The Likert scale was developed in the 1930?s to assess people?s 
attitudes towards a certain subject (Leedy, P., & Ormond, J., 2005).  Questions on the 
survey was asked in such a way that students, FFA Advisors, and State FFA Staff could 
choose the proper responses of Strongly Agree, Agree, Neutral, Disagree, and Strongly 
Disagree.  Within the student survey instruments there will be a common section for all 
participants to gather demographic information and question pertaining to why they 
enrolled in an Agriscience class, and then there will be additional questions that were 
appropriate for whether they are FFA members or non FFA members. 
An electronic survey mode using Qualtrics was selected because of the ability to 
access e-mail addresses of the target population of Agriscience teachers/ FFA Advisors 
and the State FFA Staff.  Both of these groups had access to at least one work computer 
during the day and also computer labs for students to utilize.  The electronic survey 
method was selected in an effort to increase the response rate.  The purpose and 
importance of the survey were explained in an informational e-mail sent to the population 
and appropriate procedures to use in selecting a class of agriscience students for them to 
survey (See Appendix N).  The survey was constructed using a readable font style and 
26 
 
format.  The directions for responding and submitting answers to the survey were clear 
and concise. 
As required by the Auburn University Institutional Review Board (IRB), an 
informational letter (Appendix D) was sent via e-mail that described the study to the 
target population and outlined the procedures for completing the survey.  Other 
documents were also attached for the agriscience teacher to print and send home by the 
students to obtain parental permission (See Appendix E & F).  The informational e-mail 
contained a link to the survey located at Qualtrics.com?. 
To ensure confidentiality of participants? responses, data were collected 
anonymously.  E-mail addresses were not collected during the submission of the survey 
instrument.  Responses were collected and maintained by Qualtrics.com? on a secure 
database. 
Permission to conduct the study was granted from the Auburn University 
Institutional Review Board (Appendix C).  Permission was granted from participants by 
submission of their completed survey. 
The validity of the instrument was determined by asking a group of experts, such 
as Agriscience teachers/FFA Advisors and State FFA Staff members, to assess the 
instruments to determine the content validity.  It was asked of them to determine if the 
information requesting was appropriate for the study based on the review of literature that 
was conducted.  The committee indicated that the directions were clear and easy to read.  
The final versions of the instruments can be found in Appendix J, K, L, & M. 
  
27 
 
Data Collection Procedures 
After obtaining permission from Auburn University?s Institutional Review Board 
(Appendix C), the researcher began the data collection process.  Each member of the 
Agriscience teacher/FFA Advisor and the State FFA Staff population was asked to take 
part in a research study to investigate the FFA membership in Alabama.  Each member of 
the population received an e-mail containing an information letter (Appendix D) about 
the study with a link to the survey (Appendix J, K, L, & M).  Data was collected via 
Qualtrics.com?.  Follow up e-mails were sent to the entire population because 
submissions were anonymous.  Participants received three follow-up e-mails spaced one 
week apart.  The survey was closed after five weeks.   
Data Analysis 
The quantitative data gathered through the surveys were compiled and analyzed 
utilizing the Statistical Package for Social Sciences (SPSS) created by IBM.  Descriptive 
statistics was used to primarily analyze, organize, summarize, and describe the collected 
data.  Chi Square Crosstabs and T Tests were used to determine significant differences 
between FFA members and non-FFA members on selected variables. 
Research Question 1, ?What are the perceptions of Agriscience students about the 
factors that have contributed to the decline in membership in the Alabama FFA 
Association??  Data collected was analyzed using descriptive statistics to calculate 
means, frequencies, and percentages.  A Chi Square Crosstabs Analysis was performed 
upon membership status in the FFA using demographic information collected in the study 
as independent variables and question 9 from their survey, ?Are you an FFA member?? 
as the dependent variable.  A Independent T Test was also performed upon membership 
28 
 
status in the FFA using enrollment information gathered in the study as the independent 
variables and question 9 from their survey, ?Are you an FFA member?? as the dependent 
variable. 
 Research Question 2, ?What are the perceptions of Agriscience Teachers/FFA 
Advisors about the factors that have contributed to the decline in membership in the 
Alabama FFA Association??  Data collected were analyzed using descriptive statistics to 
calculate means, frequencies, and percentages. 
Research Question 3, ?What are the perceptions of the State Staff for Agriscience 
Education for the Alabama State Department of Education about the factors that have 
contributed to the decline in membership in the Alabama FFA Association??  Data 
collected was analyzed using descriptive statistics to calculate means, frequencies, and 
percentages. 
The researcher used descriptive statistics to summarize the data pertaining to the 
demographic background of the FFA Advisors and students, and their attitudes toward 
the FFA.  The researcher will also utilize a Chi Square Crosstabs Analysis upon 
membership status in the FFA using demographic information collected in the study as 
independent variables and question 9 from their survey, ?Are you an FFA member?? as 
the dependent variable.  An Independent T Test will also be performed upon membership 
status in the FFA using enrollment information gathered in the study as the independent 
variables and question 9 from their survey, ?Are you an FFA member?? as the dependent 
variable. 
 
29 
 
 
 
 
Chapter 4 
Statistical Analysis and Results 
Introduction and Restatement of the Problem 
The agricultural youth organization, FFA, has always been considered an integral 
part of high school agriscience courses.  However, there are many students who enroll in 
agricultural education courses and do not participate in FFA activities.  In 1981-82 
Alabama had nearly 25,000 FFA members out of over 32,000 Agriscience students and 
today we have a little less than 14,000 FFA members out of nearly 28,000 Agriscience 
students (Appendix B).  So what happened? 
This study was designed to provide information regarding why Agriscience 
students choose or not to choose to become FFA members in Alabama.  The reviewed 
literature in chapter 2 revealed that many of the important facets that the FFA has to offer 
students that are enrolled in an agriscience education class such as using the FFA as a 
recruitment tool, or using the FFA as an incentive for enrollment, minority students and 
enrollment in agriscience education, how agriscience education and the FFA help student 
achievement, some of the factors related to FFA membership and enrollment in 
agriscience education, and some of the differences between urban and rural students in 
agriscience education. 
This chapter presents the analysis of the data collected from current Alabama 
agriscience students that were either FFA members or non FFA members during the 
30 
 
spring semester of the 2012-2013 school year, the Alabama agriscience education 
teachers, and the state FFA staff. 
Descriptive Data Analysis and Results 
Descriptive statistics, including frequencies and percentages, were conducted in 
SPSS to organize, summarize, and describe the data and to provide an indication of the 
relationships between variables.  A total of 226 Agriscience teachers/FFA Advisors and 3 
State FFA Staff completed the surveys retained for analysis, yielding a 74% return rate 
for Agriscience teachers/FFA Advisors and a 100% return rate for the State FFA Staff. 
Due to each Agriscience teacher being asked to select one of their classes to 
administer either the FFA member of the non FFA member Qualtrics Survey?s to, the 
return rate for the Agriscience students are hard to pin point due to varying class sizes, 
but 572 FFA member surveys and 528 non FFA member surveys for a total of 1,100 
surveys were completed. 
  
31 
 
Characteristics of Students Enrolled In Agriscience Courses According to 
Demographic Information 
FFA Membership 
Table 1 Illustrates the number of Agriscience students that responded revealed 
that they were not FFA members by a 0.2% margin. Agriscience students that are not 
FFA members were 49.7% and the Agriscience students that are FFA members were 
49.5%.  Pretty close to a 50/50 margin for the membership in the Alabama FFA 
Association just as the table shows in Appendix B for the 2012-2013 school year. 
 
 
Table 1 
FFA Membership 
                             Member of FFA Frequency Percent 
Valid 
No 547 49.7 
Yes 544 49.5 
Total 1091 99.2 
Missing System  9 0.8 
TOTAL 1100 100.0 
 
  
32 
 
District 
Table 2 Illustrates the FFA Districts the respondents in the study are located 
within (See Appendix H).  The largest district had 43.1% of the Agriscience student 
respondents and they were from the North District which comprises of 20 counties in the 
northern third of Alabama.  The second highest was 32.7% of the Agriscience student 
respondents and they were from the South District which comprises of 20 counties in the 
southern third of Alabama.  Then the lowest had 23.3% of the Agriscience student 
respondents and they hailed from the Central District, which has the largest number of 
counties within a district with 27 counties spreading from Mississippi to Georgia across 
the middle of Alabama. 
 
Table 2 
FFA Districts of Respondents 
                      FFA District Frequency Percent 
Valid 
North 474 43.1 
South  360 32.7 
Central 256 23.3 
Total 1090 99.1 
Missing System  10 0.9 
TOTAL 1100 100.0 
 
  
33 
 
Age 
Table 3 Illustrates the age of the respondents in the study.  Nearly one-third of the 
students (31.5%) were 15 years old.  Slightly under one-fourth (23.1%) were 16 years of 
age while slightly over one-sixth (18.2%) were 14 years or younger.  Only 13.2% of the 
students in the study were 17 years of age and 13.4% were 18 years old or older. 
 
Table 3 
Age Of Respondents 
 Age         Frequency        Percent 
Valid 
14 YEARS OLD OR 
YOUNGER 200 18.2 
15 YEARS OLD 347 31.5 
16 YEARS OLD 254 23.1 
17 YEARS OLD 145 13.2 
18 YEARS OLD OR OLDER 147 13.4 
Total 1093 99.4 
Missing System  7 0.6 
TOTAL 1100 100.0 
 
  
34 
 
Gender 
 Table 4 illustrates nearly two-thirds (63.0%) of the students that responded to the 
study were male while a little over one-third (32.6%) were female. 
 
Table 4 
Gender of Respondents 
            Gender Frequency Percent 
Valid 
Male 693 63.0 
Female 396 36.0 
Total 1089 99.0 
Missing System  11 1.0 
TOTAL 1100 100.0 
 
  
35 
 
Ethnicity 
Table 5 illustrates the ethnic background of the participants in the study.  The vast 
majority (75.6%) of the students were Caucasian-American (White, Non-Hispanic).  A 
little over one-sixth (18.1%) reported that they were African American (Black), and 2.2% 
indicated that they were Hispanic-American and that includes people of Mexican, Puerto 
Rican, Cuban or Central American Descent.  Only 0.4% said they were of the Asian-
American or Pacific Islander Descent and 2.8% indicated the selection of other. 
 
Table 5 
Ethnicity of Respondents 
 Background Frequency Percent 
Valid 
Caucasian-American (White, 
Non-Hispanic) 832 75.6 
African-American (Black) 199 18.1 
Other 31 2.8 
Hispanic-American (Includes 
people of Mexican, Puerto 
Rican, Cuban Central or 
American Descent) 
24 2.2 
Asian-American or Pacific 
Islander 4 0.4 
Total 1090 99.1 
Missing System  10 0.9 
TOTAL 1100 100.0 
 
 
  
36 
 
Grade Level 
 Table 6 shows the grade level of the respondents in the study.  Most of the 
students (34.4%) were 9th graders.  Nearly one-forth (23.5%) were 10th graders, and 
15.9% were in the 8th grade or below.  A little over one-eighth (13.1%) are juniors and 
approximately one-ninth (11.8%) were seniors. 
 
Table 6 
Grade Level of Respondents 
  Grade Level Frequency Percent 
Valid 
8th or Below 175 15.9 
9th 378 34.4 
10th 259 23.5 
11th 144 13.1 
12th 130 11.8 
Total 1086 98.7 
Missing System  14 1.3 
TOTAL 1100 100.0 
 
  
37 
 
Residence 
Table 7 indicates that most of the respondents lived in a small town with 5,000 
people or fewer (42.4%), with over a third living in a rural area, but not on a farm or 
ranch (35.5%).  The smallest percentages were students that lived on a small farm or 
ranch that parents/guardians own, manage, or work with 10.9%, and 9.4% of the 
agriscience students lived in a small city or suburb with a population greater than 5,000 
but fewer than 50,000 residence, and the smallest percent of students hailed from areas 
that are considered to be an urban area or large city of more than 50,000 people with 
0.8%. 
Table 7 
Residence of Respondents 
 Residence Frequency Percent 
Valid 
In a small town of 5,000 people 
or fewer. 466 42.4 
In a rural area, but not on a 
farm or ranch. 391 35.5 
On a small farm or ranch that 
parents/guardians own, 
manage, or work. 
120 10.9 
In a small city or suburb with a 
population greater than 5,000 
but fewer than 50,000. 
103 9.4 
In an urban area, a large city of 
more than 50,000. 9 0.8 
Total 1089 99.0 
Missing System  11 1.0 
TOTAL 1100 100.0 
38 
 
Grades 
 Table 8 describes self reported grades of the respondents were high with over half 
of the students indicating they earned mostly A?s (27.8%) or mostly B?s (37.7%).  28.5% 
reported that their grades were in the B?s and C?s range and only 5.4% said that their 
grades were mostly C?s and below. 
 
Table 8 
Self Reported Grades of Respondents 
                              Estimated Grades Frequency Percent 
Valid 
Mostly A's 306 27.8 
Mostly B's 415 37.7 
B's and C's 314 28.5 
Mostly C's and below 59 5.4 
Total 1094 99.5 
Missing System  6 0.5 
TOTAL 1100 100.0 
 
  
39 
 
4-H Membership 
 Table 9 illustrates 4-H membership of respondents.  Two thirds of the respondents 
(66.8%) said that they were never 4-H members.  Nearly one third of the students 
(32.3%) were members of 4-H. 
 
Table 9 
4-H Membership 
                           Member of 4-H Frequency Percent 
Valid 
No 735 66.8 
Yes 355 32.3 
Total 1090 99.1 
Missing System  10 0.9 
TOTAL 1100 100.0 
 
  
40 
 
Enrollment Information 
Why Students Enrolled in Agriscience Classes 
FFA members 
Table 10 illustrates the reasons why FFA Members enrolled in agriscience 
classes.  The top ten reasons listed in order of importance were:  (1) ?I thought I would 
like this class?, (2) ?Agriscience classes are fun?, (3) ?This class will benefit me later in 
life?, (4) ?I thought I would like the teacher?, (5) ?I wanted to work in the shop?,  (6) ?I 
can be a member of the FFA?, (7) ?The Ag program in the school is well respected?, (8) 
?This class will prepare me for a career in agriculture?, (9) ?This course fit into my class 
schedule?, and (10) ?The teacher was a role model in the community?. 
Other reasons listed in order of importance were: (11) ?My involvement in Ag at 
home got me interested?, (12) ?Being in this class gives me a sense of acceptance and 
belonging?, (13) ?I needed an elective?, (14) ?My friends are in the class?, and (15) ?A 
family member suggested I take this class?. 
The least five important reasons given by FFA members for enrolling in 
agriscience courses were: (16) ?My friends suggested I take this class?, (17) ?I heard it 
was an easy A?, (18) ?My counselor of principal suggested I take this class?, (19) ?I was 
put in this class by the counselor without ever registering for it?, and (20) ?My 
involvement in 4-H got me interested in this class?. 
Table 10 
Why Students Who Were FFA Members Enrolled in an Agriscience Education Class? 
Enrollment Reasons N Mean Std. Deviation Rank 
I thought I would like this 
class. 562 1.69 .796 1 
Agriscience classes are fun. 561 1.90 .863 2 
41 
 
This class will benefit me later 
in life. 561 1.91 .849 3 
I thought I would like the 
teacher. 564 2.00 .929 4 
I wanted to work in the shop. 564 2.04 .957 5 
I can be a member of the FFA. 561 2.10 .962 6 
The Ag program in the school 
is well respected. 560 2.17 .893 7 
This class will prepare me for 
a career in agriculture. 562 2.23 .983 8 
This course fit into my class 
schedule. 563 2.29 .949 9 
The teacher was a role model 
in the community. 564 2.33 .956 10 
My involvement in Ag at 
home got me interested. 564 2.39 1.036 11 
Being in this class gives me a 
sense of acceptance and 
belonging. 
559 2.48 1.001 12 
I needed an elective class. 563 2.65 1.066 13 
My friends are in this class. 558 2.69 1.051 14 
A family member suggested I 
take this class. 561 2.80 1.106 15 
My friends suggested I take 
this class. 561 2.84 1.086 16 
I heard it was an easy "A?. 557 3.10 1.172 17 
My counselor or principal 
suggested I take this class. 558 3.14 1.055 18 
42 
 
I was put in this class by the 
counselor without ever 
registering for it. 561 3.38 1.244 19 
My involvement in 4-H got 
me interested in this class. 557 3.38 1.107 20 
Note: Tables showing frequencies and percentages for each of the responses can be 
found in Appendix S. 
 
Why Students Enrolled in Agriscience Classes 
Non-FFA Members 
The reasons non-FFA Members gave for enrolling in agriscience classes are shown in 
Table 11.  The top ten reasons listed in order of importance were:  (1) ?This course fit 
into my class schedule?, (2) ?Agriscience classes are fun?, (3)?I wanted to work in the 
shop?, (4) ?I thought I would like this class?, (5) ?I thought I would like the teacher?, (6) 
?I needed an elective class?, (7) ?I was put in this class by my counselor without ever 
registering for it?, (8) ?The teacher was a role model in the community?, (9) ?I heard it 
was an easy A?, and (10) ?My friends are in the class?. 
Other listed in order of importance were:  (11) ?The Ag program in the high 
school is well respected?, (12) ?My counselor or principal suggested I take this class?, 
(13) ?This class will benefit me later in life?, (14) ?My friends suggested I take this 
class?, and (15) ?Being in this class gives me a sense of acceptance and belonging?. 
The five least important reasons given by FFA members for enrolling in 
agriscience courses were; (16) ?This class will prepare me for a career in agriculture?, 
(17) ?My involvement in Agriculture at home got me interested?, (18) ?A family member 
suggested I take this class?, (19) ?I can be a member of the FFA?, and (20) ?My 
involvement in 4-H got me interested in this class?. 
43 
 
Table 11 
Why Students Who Were Non-FFA Members Enrolled in Agriscience Education 
Classes? 
Enrollment Reasons N Mean Std. Deviation Rank 
This course fit into my class 
schedule. 527 2.27 .871 1 
Agriscience classes are fun. 523 2.28 .910 2 
I wanted to work in the shop. 526 2.29 1.003 3 
I thought I would like this 
class. 524 2.30 .870 4 
I thought I would like the 
teacher. 526 2.35 .913 5 
I needed an elective class. 523 2.36 .897 6 
I was put in this class by the 
counselor without ever 
registering for it. 
524 2.40 1.189 7 
The teacher was a role model 
in the community. 525 2.52 .905 8 
I heard it was an easy "A?. 524 2.53 1.077 9 
My friends are in this class. 525 2.57 .995 10 
The Ag program in the school 
is well respected. 523 2.68 1.017 11 
My counselor or principal 
suggested I take this class. 524 2.84 1.064 12 
This class will benefit me later 
in life. 522 2.89 1.155 13 
My friends suggested I take 
this class. 524 3.07 1.062 14 
44 
 
Being in this class gives me a 
sense of acceptance and 
belonging. 524 3.12 1.050 15 
This class will prepare me for 
a career in agriculture. 524 3.14 1.102 16 
My involvement in agriculture 
at home got me interested. 519 3.25 1.108 17 
A family member suggested I 
take this class. 526 3.40 1.047 18 
I can be a member of the FFA. 522 3.77 1.097 19 
My involvement in 4-H got me 
interested in this class. 523 4.06 1.061 20 
Note:  Tables showing frequencies and percentages for each of the responses can be 
found in Appendix T. 
  
45 
 
Membership in the FFA 
Reasons for Joining the FFA 
Table 12 illustrates the reasons members join the FFA.  The top ten reasons for 
deciding to join listed in order of importance were: (1) ?I wanted to be a member?, (2) ?I 
believed it would benefit me later in life?, (3) ?Help me acquire a job later in life?, (4) ?I 
enjoy working with animals?, (5) ?I enjoy the variety of contests the FFA offers?, (6) 
?The advisor(s) is/are well respected in the community?, (7) ?I thought there was a career 
in agriculture?, (8) ?I wanted to meet other FFA members for other chapters and towns?, 
(9) ?I want to become or presently am an FFA Officer?, and (10) ?I wanted to earn my 
State FFA Degree?. 
The last half of table 12 describes other reasons for joining the FFA.  In order of 
importance, they were:  (11) ?I thought that being a member would give me a sense of 
acceptance and belonging?, (12) ?I wanted to participate in fairs and livestock shows?, 
(13) ?I wanted to earn my American FFA Degree?, (14) ?I was strongly influenced by my 
family to become an FFA member?, (15) ?My friends were in the FFA?, (16) ?The 
advisor recruited me?, (17) ?My friends recruited me to be in the FFA?, (18) ?The 
membership was required for this class?, (19) ?I liked the FFA Jacket?, and (20) ?The 
counselor or principal recruited me to be a member?. 
Table 12 
Why FFA Members Join the FFA? 
Reasons for Joining N Mean Std. Deviation Rank 
I wanted to be a member. 555 1.99 .945 1 
I believed it would benefit me 
later in life. 559 2.13 .984 2 
46 
 
Help me acquire a job later in 
life. 556 2.23 1.002 3 
I enjoy working with animals. 564 2.27 1.007 4 
I enjoy the variety of contests 
the FFA offers. 559 2.30 1.013 5 
The advisor(s) is/are well 
respected in the community. 560 2.30 1.044 6 
I thought there was a career in 
agriculture. 563 2.42 1.041 7 
I wanted to meet other FFA 
members for other chapters and 
towns. 
557 2.55 1.047 8 
I want to become or presently 
am an FFA Officer. 560 2.62 1.075 9 
I wanted to earn my State FFA 
Degree. 560 2.62 1.038 10 
I thought that being a member 
would give me a sense of 
acceptance and belonging. 
559 2.62 1.040 11 
I wanted to participate in fairs 
and livestock shows. 557 2.62 1.064 12 
I wanted to earn my American 
FFA Degree. 556 2.73 1.030 13 
I was strongly influenced by my 
family to become an FFA 
member. 
559 2.83 1.105 14 
My friends were in the FFA. 559 2.85 1.064 15 
The advisor recruited me. 559 2.87 1.109 16 
  
47 
 
My friends recruited me to be in 
the FFA. 559 3.01 1.058 17 
The membership was required 
for this class. 558 3.03 1.108 18 
I liked the FFA Jacket. 561 3.11 1.269 19 
The counselor or principal 
recruited me to be a member. 557 3.34 .977 20 
Note:  Tables showing frequencies and percentages for each of the responses can be 
found in Appendix S. 
 
Barriers to Membership in the FFA 
 Reasons students who enroll in agriscience education courses in Alabama 
High/Middle Schools but do not join the FFA are listed in Table 13.  The top ten barriers 
were as follows:  (1) ?The ceremonies, contests, awards, and activities did not interest 
me?, (2) ?I had too many other activities?, (3) ?I did not feel like I belonged in the FFA?, 
(4) ?I did not have time for extracurricular activities?, (5) ?The FFA will not help me 
with my future career goals?, (6) ?The FFA was for people who lives on farms and 
ranches?, (7) ?The FFA?s uniforms are not cool?, (8) ?Agriculture is a low paying 
occupation?, (9) ?My friends were not in the FFA?, and (10) ?The students in the FFA 
were not like me?. 
 Other reasons for students not joining the FFA are:  (11) ?I had negative 
experiences in my contact with FFA members?, (12) ?The FFA was discouraged by 
sponsors of other activities?, (13) ?Members of the FFA are looked upon as ?Nerds??, 
(14) ?The FFA did not offer scholarships for college?, (15) ?My family did not approve 
of the FFA program?, (16) ?I felt like I was discriminated by the FFA Advisor(s) and 
members?, and (17) " I did not have the money to join the FFA?. 
48 
 
Table 13 
Why Non-FFA Members Did Not Join the FFA? 
Barriers to Joining N Mean Std. Deviation Rank 
The ceremonies, contests, 
awards, and activities did not 
interest me. 521 2.57 1.019 1 
I had too many other activities. 522 2.60 .998 2 
I did not feel like I belonged in 
the FFA. 525 2.62 .997 3 
I did not have time for 
extracurricular activities. 521 2.67 1.026 4 
The FFA will not help me with 
my future career goals. 522 2.71 1.074 5 
The FFA was for people who 
live on farms and ranches. 526 2.74 1.123 6 
The FFA?s uniforms are not 
cool. 524 2.77 1.134 7 
Agriculture is a low paying 
occupation. 524 2.82 1.057 8 
My friends were not in the 
FFA. 523 2.84 1.097 9 
The students in the FFA were 
not like me. 523 2.84 1.082 10 
I had negative experiences in 
my contacts with FFA 
members. 
525 2.85 1.075 11 
The FFA was discouraged by 
sponsors of other activities. 523 2.92 1.035 12 
Members of the FFA are looked 
upon as "Nerds." 526 3.06 1.066 13 
49 
 
The FFA did not offer 
scholarships for college. 524 3.11 .938 14 
My family did not approve of 
the FFA program. 521 3.14 1.003 15 
I felt like I was discriminated 
by the FFA Advisor(s) and 
members. 
523 3.16 1.013 16 
I did not have the money to join 
the FFA. 523 3.36 1.027 17 
Note:  Tables showing frequencies and percentages for each of the responses can be 
found in Appendix T. 
Relationship Between Demographic 
Variables and Membership in the FFA 
 
 One of the major objectives of the study was to determine if significant 
differences exist between agriscience students who are members of the FFA and 
Agriscience students who are not members of the FFA based on enrollment information. 
 In order to determine if there is a difference between FFA and non-FFA members 
an Independent Samples T test was performed.  An Independent Samples T test was 
utilized because it could identify those variables which accounted for these differences.  
There were 20 t-tests performed using SPSS, and that greatly inflates Type 1 error.  
Therefore, an adjustment using the Bonferroni correction was utilized.  That required 
dividing the alpha level (.05) by the number of t-tests (20).  Therefore .05/20 = .0025.  So 
from this correction, only the results that met the .0025 criteria were considered to be 
statistically significant. 
50 
 
 Out of the 20 reasons for enrolling in agriscience education, seven met the .0025 
criteria for statistical significance.  For five of these seven items, non-FFA members had 
higher means than FFA members.  These statements included: 
1. ?I enrolled in this agriscience class so I can be a member of the FFA? and it 
showed that out of the 538 FFA member respondents that the results showed it 
had a mean of 2.06 with a standard deviation of .924.  Out of the 542 Non-FFA 
member respondents the results showed it had a mean of 3.75 with a standard 
deviation of 1.108. 
2. ?I enrolled in this agriscience class because my involvement in agriculture at 
home got me interested in this class?, the analysis revealed that the question, 
showed that out of the 543 FFA member respondents that the results showed it 
had a mean of 2.37 with a standard deviation of 1.016.  Out of the 538 Non-FFA 
member respondents the results showed it had a mean of 3.24 with a standard 
deviation of 1.119. 
3. ?I enrolled in this agriscience class because this class will benefit me later in life?, 
the analysis revealed that the question showed that out of the 540 FFA member 
respondents that the results showed it had a mean of 1.89 with a standard 
deviation of .834.  Out of the 540 Non-FFA member respondents the results 
showed it had a mean of 2.89 with a standard deviation of 1.152. 
4. ?I enrolled in this agriscience class because this class will prepare me for a career 
in agriculture?, the analysis revealed that the question, showed that out of the 540 
FFA member respondents that the results showed it had a mean of 2.20 with a 
51 
 
standard deviation of .972.  Out of the 543 Non-FFA member respondents the 
results showed it had a mean of 3.13 with a standard deviation of 1.098. 
5. ?I enrolled in this agriscience class because the agriscience program in this school 
is well respected in the community?, the analysis revealed that the question, 
showed that out of the 538 FFA member respondents that the results showed it 
had a mean of 2.14 with a standard deviation of .886.  Out of the 542 Non-FFA 
member respondents the results showed it had a mean of 2.68 with a standard 
deviation of 1.012. 
The remaining two questions that met the .0025 criteria were: 
6. ?I enrolled in this agriscience class because I needed an elective class?, the 
analysis revealed that the question, showed that out of the 541 FFA member 
respondents that the results showed it had a mean of 2.65 with a standard 
deviation of 1.061.  Out of the 542 Non-FFA member respondents the results 
showed it had a mean of 2.36 with a standard deviation of .909. 
7. ?I enrolled in this agriscience class because this course fit into my class 
schedule?, the analysis revealed that the question, showed that out of the 540 FFA 
member respondents that the results showed it had a mean of 2.29 with a standard 
deviation of .947.  Out of the 547 Non-FFA member respondents the results 
showed it had a mean of 2.26 with a standard deviation of .875. 
 
 
 
 
52 
 
Table 14 
Independent Samples T Test Comparing FFA Members to Non FFA Members Related to Enrollment 
  
FFA Member 
  
Non-FFA Member  
 
N Mean(SD)  N Mean(SD) t Sig. 
I ENROLLED IN THIS 
AGRISCIENCE CLASS SO I 
CAN BE A MEMBER OF THE 
FFA. 
538 2.06(.924)  542 3.75(1.108) -27.270 <.001 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE MY INVOLVEMENT 
IN AGRICULTURE AT HOME 
GOT ME INTERESTED IN THIS 
CLASS. 
543 2.37(1.016)  538 3.24(1.119) -13.352 <.001 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE THIS CLASS WILL 
BENEFIT ME LATER IN LIFE. 
540 1.89(.834)  540 2.89(1.152) -16.254 <.001 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE THIS CLASS WILL 
PREPARE ME FOR A CAREER 
IN AGRICULTURE. 
540 2.20(.972)  543 3.13(1.098) -14.766 <.001 
  
53 
 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE THE AGRISCIENCE 
PROGRAM IN THIS SCHOOL IS 
WELL RESPECTED IN THE 
COMMUNITY. 
538 2.14(.886)  542 2.68(1.012) -9.253 <.001 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE I NEEDED AN 
ELECTIVE CLASS. 
541 2.65(1.061)  542 2.36(.909) 4.906 <.001 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE THIS COURSE FIT 
INTO MY CLASS SCHEDULE. 
540 2.29(.947)  547 2.26(.875) .497 .001 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE AGRISCIENCE 
CLASSES ARE FUN. 
540 1.87(.823)  541 2.29(.937) -7.791 .014 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE I WANTED TO 
WORK IN THE SHOP. 
541 2.03(.948)  546 2.29(1.008) -4.375 .041 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE MY FRIENDS ARE IN 
THIS CLASS. 
537 2.69(1.050)  543 2.58(.999) 1.776 .097 
54 
 
I AM TAKING THIS 
AGRISCIENCE CLASS 
BECAUSE I WAS PUT IN THIS 
CLASS BY MY COUNSELOR 
WITHOUT REGISTERING FOR 
IT. 
539 3.42(1.232)  543 2.39(1.184) 13.957 .143 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE THE TEACHER WAS 
A ROLE MODEL IN THE 
COMMUNITY. 
541 2.31(.950)  545 2.53(.911) -3.923 .178 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE I HEARD IT WAS AN 
EASY "A?. 
535 3.12(1.167)  543 2.53(1.083) 8.568 .209 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE BEING IN THIS 
CLASS GIVES ME A SENSE OF 
ACCEPTANCE AND 
BELONGING. 
537 2.48(.998)  543 3.10(1.054) -9.996 .229 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE MY INVOLVEMENT 
IN 4-H GOT ME INTERESTED IN 
THIS CLASS. 
536 3.38(1.107)  541 4.04(1.066) -10.054 .271 
55 
 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE MY COUNSELOR OR 
PRINCIPAL SUGGESTED I 
TAKE THIS CLASS. 
536 3.15(1.053)  543 2.84(1.063) 4.832 .354 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE A FAMILY MEMBER 
SUGGESTED I TAKE THIS 
CLASS. 
543 2.78(1.097)  545 3.38(1.061) -9.133 .687 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE I THOUGHT I 
WOULD LIKE THE TEACHER. 
541 1.98(.927)  546 2.35(.915) -6.562 .735 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE MY FRIENDS 
SUGGESTED I TAKE THIS 
CLASS. 
539 2.81(1.083)  543 3.08(1.062) -4.031 .824 
I ENROLLED IN THIS 
AGRISCIENCE CLASS 
BECAUSE I THOUGHT I 
WOULD LIKE THIS CLASS. 
540 1.66(.775)  544 2.31(.875) -12.903 .899 
 
  
56 
 
Relationship between Enrollment Information 
Variables and Membership in the FFA 
 
 One of the major objectives of the study was to determine if significant 
differences exist between agriscience students who are members of the FFA and 
Agriscience students who are not members of the FFA based on enrollment information. 
 In order to determine if there is a difference between FFA and non-FFA members, 
a chi-square crosstabs was conducted using Question 9 from the FFA Member and Non 
FFA Member Surveys (See Appendix K & L) as the independent variable and Questions 
10 through 29 (See Appendix K &L) as the dependent variables. 
District Comparisons 
Table 15 Illustrates the FFA Districts the respondents in the study are located 
within (See Appendix H).  The largest district had 471 of the Agriscience student 
respondents and they were from the North District which comprises of 20 counties in the 
northern third of Alabama.  Of the 471 respondents, 262 were FFA members and 209 
were non FFA members.  The second highest was 359 of the Agriscience student 
respondents was from the South District which comprises of 20 counties in the southern 
third of Alabama.  Of the 359 respondents, 180 were FFA members and 179 were non 
FFA members.  Then the lowest had 256 of the Agriscience student respondents and they 
hailed from the Central District, which has the largest number of counties within a district 
with 27 counties spread from Mississippi to Georgia across the middle of Alabama.  Of 
the 256 respondents, 97 were FFA members and 159 were non FFA members. 
  
57 
 
Table 15 
What FFA District is your FFA Chapter or school in? * Are you presently a member of 
the FFA? Cross tabulation. 
Count 
 Are you presently a member of the 
FFA? 
 
Total 
Yes No 
What FFA District is 
your FFA Chapter or 
school in? 
North 262(48.6%) 209(38.2%) 471(43.4%) 
Central 97(18%) 159(29.1%) 256(23.6%) 
South 180(33.4%) 179(32.7%) 359(33.1%) 
TOTAL 539(100%) 547(100%) 1086(100%) 
X? = 20.925, p=.000 
 
Age Comparisons 
Table 16 Illustrates the age of the respondents in the study.  346 of the 
respondents were 15 years old.  Out of the 346 respondents, 120 were FFA members and 
226 were non FFA members.  199 of the respondents were 14 years old or younger.  Out 
of the 199 respondents, 75 were FFA members and 124 were non FFA members.  These 
two groups only 36% were FFA members. 
253 of the respondents were 16 years old.  Out of the 253 respondents, 143 were 
FFA members and 110 were non FFA members.  145 of the respondents were 17 years 
old.  Out of the 145 respondents, 98 were FFA members and 47 were non FFA members. 
147 of the respondents were 18 years old or older.  Out of the 147 respondents, 107 were 
FFA members and 40 were non FFA members.  Out of these three groups 64% of the 
respondents were FFA members. 
58 
 
 
 
Table 16 
I am ___________. * Are you presently a member of the FFA? Cross tabulation 
Count 
 Are you presently a member of 
the FFA? 
 
Total 
Yes No 
I am ___________. 
14 YEARS OLD 
OR YOUNGER 75(13.8%) 124(22.7%) 199(18.3%) 
15 YEARS OLD 120(22.1%) 226(41.3%) 346(31.7%) 
16 YEARS OLD 143(26.3%) 110(20.1%) 253(23.2%) 
17 YEARS OLD 98(18%) 47(8.6%) 145(13.3%) 
18 YEARS OLD 
OR OLDER 107(19.7%) 40(7.3%) 147(13.5%) 
TOTAL 543(100%) 547(100%) 1090(100%) 
X? = 97.306, p=.000 
 
Grade Level Comparisons 
 Table 17 shows the grade level of the respondents in the study.  Most of the 
students were 9th graders with 377 agriscience students.  Of the 377 respondents 132 were 
FFA members and 245 were non FFA members.  174 of the respondents were 8th grade or 
below.  Out of the 174 respondents, 63 were FFA members and 111 were non FFA 
members.  258 of the respondents were 10th graders.  Out of the 258 respondents, 142 
were FFA members and 116 were non FFA members.  144 of the respondents were 11th 
59 
 
graders.  Out of the 144 respondents, 104 were FFA members and 40 were non FFA 
members.  130 of the respondents were 12th grade.  Out of the 130 respondents, 97 were 
FFA members and 33 were non FFA members. 
 
Table 17 
I am in the ____ grade in school. * Are you presently a member of the FFA? Cross 
tabulation 
Count 
 Are you presently a member of the 
FFA? 
 
Total 
Yes No 
I am in the ____ 
grade in school. 
8th or Below 63(11.7%) 111(20.4%) 174(16.1%) 
9th 132(24.5%) 245(45%) 377(34.8%) 
10th 142(26.4%) 116(21.3%) 258(23.8%) 
11th 104(19.3%) 40(7.3%) 144(13.3%) 
12th 97(18%) 33(6.1%) 130(12%) 
TOTAL 538(100%) 545(100%) 1083(100%) 
X? = 109.643, p=.000 
 
4-H Membership Comparison 
 Table 18 illustrates 4-H membership of respondents.  Out of 1087 respondents, 
245 of the respondents were both a 4-H member and now an FFA member.  107 of the 
respondents were a 4-H member but are not a member of the FFA.  296 of the 
respondents were not a 4-H member but now they are a member of the FFA.  439 of the 
respondents were NOT a 4-H member or an FFA member. 
60 
 
Table 18 
Are you now, or have you ever been, a member of 4-H? * Are you presently a member of 
the FFA? Cross tabulation 
Count 
 Are you presently a member of the FFA?   
Total Yes No 
Are you now, or have 
you ever been, a 
member of 4-H? 
Yes 245(45.3%) 107(19.6%) 352(32.4%) 
No 296(54.7%) 439(80.4%) 735(67.6%) 
TOTAL 541(100%) 546(100%) 1087(100%) 
X? = 81.903, p=.000 
 
Gender Comparison 
 Table 19 illustrates the Gender of the respondents.  Out of 1086 respondents, 356 
of the respondents were male FFA members and 185 were female FFA members.  335 of 
the respondents were male non FFA members and 210 were female non FFA members. 
 
Table 19 
My gender is____________. * Are you presently a member of the FFA? Cross 
tabulation 
Count 
 Are you presently a member of the 
FFA? 
 
Total 
Yes No 
My gender 
is____________. 
Male 356(65.8%) 335(61.5%) 691(63.6%) 
Female 185(34.2%) 210(38.5%) 395(36.4%) 
TOTAL 541(100%) 545(100%) 1086(100%) 
X? = 2.206, p=.137 
61 
 
 
Ethnicity Comparison 
Table 20 illustrates the ethnic background of the participants in the study.  The 
vast majority of the students were Caucasian-American (White, Non-Hispanic) with 830 
respondents.  Of the 830 respondents, 456 were FFA members and 374 were Non-FFA 
members.  The second largest majority of the students were African American (Black) 
with 199 respondents.  Out of the 199 respondents, 61 were FFA members and 138 were 
Non-FFA members.  The third largest majority of the students were Hispanic American 
(Includes people of Mexican, Puerto Rican, Cuban Central or American descent) with 24 
respondents.  Out of the 24 respondents, 8 were FFA members and 16 were Non-FFA 
members.  The fourth largest majority is where the students selected Other with 31 
respondents.  Out of the 31respondents, 14 were FFA members and 17 were Non-FFA 
members.  The minority of the students were Asian American or Pacific Islander with 3 
respondents.  Out of the 3 respondents, 2 were FFA members and 1 was a Non-FFA 
members. 
  
62 
 
Table 20 
I consider myself as a (an) * Are you presently a member of the FFA? Cross tabulation 
Count 
 Are you presently a member of 
the FFA? 
 
Total 
Yes No 
I consider myself as 
a (an) 
AFRICAN-
AMERICAN 
(BLACK) 
61(11.3%) 138(25.3%) 199(18.3%) 
CAUCASIAN-
AMERICAN 
(WHITE, NON-
HISPANIC) 
456(84.3%) 374(68.5%) 830(76.4%) 
HISPANIC-
AMERICAN 
(INCLUDES 
PEOPLE OF 
MEXICAN, 
PUERTO RICAN, 
CUBAN 
CENTRAL OR 
AMERICAN 
DESCENT) 
8(1.5%) 16(2.9%) 24(2.2%) 
ASIAN-
AMERICAN OR 
PACIFIC 
ISLANDER 
2(.4%) 1(.2%) 3(.3%) 
Other 14(2.6%) 17(3.1%) 31(2.9%) 
TOTAL 541(100%) 546(100%) 1087(100%) 
X? = 41.163, p=.000 
 
  
63 
 
Residence Comparisons 
Table 21 indicates that most of the respondents lived in a small town with 5,000 
people or fewer, Out of the 1086 respondents 466 said they lived in a small town with 
5000 people or fewer.  Out of the 466 respondents, 193 said they were FFA members and 
273 said they were not FFA members.  389 respondents said they lived in a rural area but 
not on a farm or ranch.  Out of the 389 respondents, 199 said they were FFA members 
and 190 said they were not FFA members.  120 respondents said they lived on a small 
farm or ranch that their parents or guardian own, manage, or work.  Out of the 120 
respondents, 91 said they were FFA members and 29 said they were not FFA members.  
102 respondents said they lived in a small city or suburb with a population greater than 
5,000 but fewer than 50,000 people.  Out of the 102 respondents, 51 said they were FFA 
members and 51 said they were not FFA members.  9 respondents said they lived in an 
urban area, a large city of more than 50,000 people.  Out of the 9 respondents, 6 said they 
were FFA members and 3 said they were not FFA members. 
  
64 
 
Table 21 
I live ___________.  * Are you presently a member of the FFA? Cross tabulation 
Count 
 Are you presently a member of 
the FFA? 
 
Total 
Yes No 
I live _________.  
ON A SMALL FARM 
OR RANCH THAT MY 
PARENTS/GUARDIAN 
OWN, MANAGE, OR 
WORK. 
91(16.9%) 29(5.3%) 120(11%) 
IN A RURAL AREA, 
BUT NOT ON A FARM 
OR RANCH. 
199(36.9%) 190(34.8%) 389(35.8%) 
IN A SMALL TOWN 
OF 5000 PEOPLE OR 
FEWER. 
193(35.7%) 273(50%) 466(42.9%) 
IN A SMALL CITY OR 
SUBURB WITH A 
POPULATION 
GREATER THAN 
5,000 BUT FEWER 
THAN 50,000 PEOPLE. 
51(9.4%) 51(9.3%) 102(9.4%) 
IN AN URBAN AREA, 
A LARGE CITY OF 
MORE THAN 50.000 
PEOPLE. 
6(1.1%) 3(.5%) 9(.8%) 
TOTAL 540(100%) 546(100%) 1086(100%) 
X? = 46.944, p=.000 
 
  
65 
 
Grade Comparison 
Table 22 describes self reported grades of the respondents were high with over half of the 
students indicating they earned mostly A?s (27.8%) or mostly B?s (37.7%).  28.5% 
reported that their grades were in the B?s and C?s range and only 5.4% said that their 
grades were mostly C?s and below.  Out of the 305 respondents that reported Mostly A?s, 
199 said they were FFA members and 106 said they were not an FFA member.  Out of 
the 414 respondents that reported Mostly B?s, 190 said they were FFA members and 224 
said they were not an FFA member.  Out of the 314 respondents that reported Mostly B?s 
and C?s, 127 said they were FFA members and 187 said they were not an FFA member.  
Out of the 58 respondents that reported mostly C?s and below, 28 said they were FFA 
members and 30 said they were not an FFA member. 
 
Table 22 
Which is the best estimation of your overall grades in school? * Are you presently a 
member of the FFA? Cross tabulation 
Count 
 Are you presently a member of 
the FFA? 
 
Total 
Yes No 
Which is the best 
estimation of your 
overall grades in 
school? 
MOSTLY A's 199(36.6%) 106(19.4%) 305(28%) 
MOSTLY B's 190(34.9%) 224(41%) 414(37.9%) 
B's AND C's 127(23.3%) 187(34.2%) 314(28.8%) 
MOSTLY C's AND 
BELOW 28(5.1%) 30(5.5%) 58(5.3%) 
TOTAL 544(100%) 547(100%) 1091(100%) 
X? = 42.676, p=.000 
66 
 
Characteristics of Agriscience Education Teachers in Alabama 
District 
Table 23 Illustrates the FFA Districts the respondents in the study are located 
within (See Appendix H).  The largest district had 37.6% of the Agriscience teacher 
respondents and they were from the North District which comprises of 20 counties in the 
northern third of Alabama.  The second highest was 31.4% of the Agriscience teacher 
respondents and they hailed from the Central District, which has the largest number of 
counties within a district with 27 counties spread from Mississippi to Georgia across the 
middle of Alabama.  Then the lowest had 29.6% of the Agriscience teacher respondents 
from the South District which comprises of 20 counties in the southern third of Alabama.   
 
Table 23 
FFA Districts of Agriscience Teacher Respondents. 
             District Frequency Percent 
Valid 
North 85 37.6 
Central 71 31.4 
South 67 29.6 
Total 223 98.7 
Missing System  3 1.3 
TOTAL 226 100.0 
 
Length of Contracts 
 Table 24 illustrates the length of employment contracts of the respondents 
in the study.  Nearly one-half of the teachers are on 12 month contracts at 48.2%.  27.0% 
of the Agriscience teachers are on 10 month employment contracts.  17.7% of the 
67 
 
Agriscience teacher respondents are on 9 month employment contracts and a very small 
percentage is on 9.5 month (3.5%) and 11 month (1.8%) contracts. 
 
Table24 
Length of Agriscience Teachers Contract of Respondents. 
      Contract Length Frequency Percent 
Valid 
9 months 40 17.7 
9.5 months 8 3.5 
10 months 61 27.0 
11 months 4 1.8 
12 months 109 48.2 
Total 222 98.2 
Missing System  4 1.8 
TOTAL 226 100.0 
 
Years of Service 
 The largest majority of Agriscience teacher respondents had 21 to 30 years of 
teaching experience at 28.3%.  There was a percentage tie between teachers that have 6 to 
10 years of experience and teachers that have 11-20 years of experience at 20.4% each.  
Then the lowest group of teachers with the least amount of experience was teachers with 
less than five years experience at 19.5%. 
  
68 
 
Table 25 
Years of Agriscience Teaching Experience by Respondents. 
                              Years Teaching Frequency Percent 
Valid 
Less than 5 years 44 19.5 
6 to 10 years 46 20.4 
11-20 years 46 20.4 
21-30 years 64 28.3 
31 or more years 23 10.2 
Total 223 98.7 
Missing System  3 1.3 
TOTAL 226 100.0 
 
Agriscience Teachers Attitudes towards FFA Membership 
Table 26 illustrates the perceptions of the Agriscience education teachers in 
Alabama.  The top ten reasons listed in order of importance were:  (1) ?I feel it is my job 
as an Agriscience Teacher to recruit and encourage students to become members of the 
FFA?, (2) ?I believe it is important for my program to involved Chapter Officers in 
recruiting students to join the FFA?, (3) ?I feel some of my students do not join the FFA 
due to them being placed in Agriscience classes by counselors or administrators without 
ever registering for the class?, (4) ?I feel that the FFA is the best teaching tool I have as 
an Agriscience Teacher?, (5) ?I feel that the major reason Alabama FFA membership has 
dropped is due to the majority of New Agriscience Teachers not being placed on 12 
month contracts?,  (6) ?I feel that the "No Child Left Behind Act" has had a negative 
impact on FFA membership in Alabama?, (7) ?I feel that the decrease in State Staff 
69 
 
positions for AgEd in Alabama has contributed to the decrease in FFA membership?, (8) 
?I feel that students being involved in school sports is a contributing factor for students 
not joining the FFA?, (9) ?I feel that students are more interested in video games and 
social networking than becoming FFA members?, and (10) ?I feel it is important for my 
FFA Chapter to have 100% membership?. 
Other reasons listed in order of importance were: (11) ?I feel that the student?s 
low socio-economic condition at home is a big reason they do not join the FFA?, (12) ?I 
feel students do not become FFA members due to it not being relevant to their current 
interests?, (13) ?I feel that the process of enrolling students in the FFA has gotten too 
complicated for Agriscience Teachers?, (14) ?I feel students do not want to join the FFA 
due to them being removed from the farm for several generations?, and (15) ?I feel 
students do not become FFA members due to them having limited resources for 
Supervised Agricultural Experience Programs?. 
The least five important perspectives given by the Agriscience teachers involving 
FFA membership: (16) ?I feel my students do not become FFA members due to my lack 
of motivation as the FFA Advisor?, (17) ?I feel that students do not want to become FFA 
members due to the negative image towards farming?, (18) ?I feel that the students do not 
join the FFA because the dues are too high for state and national membership?, (19) ?I 
feel students do not join the FFA due to them not having transportation to and from FFA 
events?, and (20) ?I feel that the students do not want to join the FFA due to their dislike 
of the FFA jacket?. 
  
70 
 
Table 26 
Agriscience Teachers Attitudes Towards FFA Membership. 
Questions N Mean Std. Deviation Rank 
I feel it is my job as an 
Agriscience Teacher to recruit 
and encourage students to 
become members of the FFA. 
223 1.56 .786 1 
I believe it is important for my 
program to involved Chapter 
Officers in recruiting students 
to join the FFA. 
223 1.79 .706 2 
I feel some of my students do 
not join the FFA due to them 
being placed in Agriscience 
classes by counselors or 
administrators without ever 
registering for the class. 
223 1.96 .859 3 
I feel that the FFA is the best 
teaching tool I have as an 
Agriscience Teacher. 
223 1.98 1.088 4 
I feel that the major reason 
Alabama FFA membership has 
dropped is due to the majority 
of New Agriscience Teachers 
not being placed on 12 month 
contracts. 
222 2.26 1.252 5 
I feel that the "No Child Left 
Behind Act" has had a negative 
impact on FFA membership in 
Alabama. 
222 2.43 1.021 6 
I feel that the decrease in State 
Staff positions for AgEd in 
Alabama has contributed to the 
decrease in FFA membership. 
222 2.52 1.075 7 
71 
 
I feel that students being 
involved in school sports is a 
contributing factor for students 
not joining the FFA. 
223 2.89 1.184 8 
I feel that students are more 
interested in video games and 
social networking than 
becoming FFA members. 
223 2.92 1.237 9 
I feel it is important for my 
FFA Chapter to have 100% 
membership. 
222 2.94 1.242 10 
I feel that the student?s low 
socio-economic condition at 
home is a big reason they do 
not join the FFA. 
212 3.06 1.301 11 
I feel students do not become 
FFA members due to it not 
being relevant to their current 
interests. 
222 3.11 1.016 12 
I feel that the process of 
enrolling students in the FFA 
has gotten too complicated for 
Agriscience Teachers. 
222 3.12 1.199 13 
I feel students do not want to 
join the FFA due to them being 
removed from the farm for 
several generations. 
223 3.15 1.100 14 
I feel students do not become 
FFA members due to them 
having limited resources for 
Supervised Agricultural 
Experience Programs. 
223 3.35 1.014 15 
72 
 
I feel my students do not 
become FFA members due to 
my lack of motivation as the 
FFA Advisor. 
223 3.35 1.236 16 
I feel that students do not want 
to become FFA members due 
to the negative image towards 
farming. 
222 3.55 .991 17 
I feel that the students do not 
join the FFA because the dues 
are too high for state and 
national membership 
223 3.57 1.067 18 
I feel students do not join the 
FFA due to them not having 
transportation to and from FFA 
events. 
222 3.58 .975 19 
I feel that the students do not 
want to join the FFA due to 
their dislike of the FFA jacket. 
223 3.76 1.028 20 
Note:  Tables showing frequencies and percentages for each of the responses can be 
found in Appendix U. 
 
Alabama State Staff Attitudes towards FFA Membership 
Table 27 illustrates the perceptions of the Alabama State FFA Staff regarding the 
FFA membership.  The top ten reasons listed in order of importance were:  (1) ?I feel that 
many Agriscience Teachers/FFA Advisors do not encourage their students to join the 
Alabama FFA Association?, (2) ?Current established Agriscience Teachers should be 
held more accountable for not encouraging students to join the FFA?, (3) ?I feel that the 
State AgEd staff needs to be increased to 5 to be more effective for the AgEd teachers 
and students in the state?, (4) ?I feel that the decrease in State Staff positions for AgEd in 
Alabama has contributed to the decrease in FFA membership?, (5) ?I feel local system 
73 
 
administrators have hurt FFA membership by shutting down Agriscience programs to 
replace it with a different type program?,  (6) ?I feel that the Career Tech Initiative 
money used for extended contracts should require Agriscience teachers to have above 
50% membership to qualify?, (7) ?I feel that I spend the majority of my time doing 
required things that do not relate to Agriscience Education instead of going out and doing 
site visits at each of the schools in my district?, (8) ?Business and Industry Certification 
requirements should stipulate that every Agriscience Teacher should have at least 50% 
membership in their FFA Chapters?, (9) ?I feel that the State AgEd staff needs more 
secretaries to be more effective at doing our jobs?, and (10) ?I feel that the major reason 
the Alabama FFA membership has dropped is due to the majority of new Agriscience 
teachers are not being placed on 12 month contracts?. 
Other reasons listed in order of importance were: (11) ?I feel that the ?No Child 
Left Behind Act? has had a negative impact on FFA membership in Alabama?, (12) ?I 
feel that the local system administrators have hurt the FFA membership by not hiring 
certified Agriscience teachers to fill open positions?, (13) ?I feel that Agriscience 
Education and the FFA will flourish under the new directives coming from the State 
Department of Education?, (14) ?I believe that Agriscience teachers should take a more 
active role in raising money for the Alabama FFA Foundation?, and (15) ?I feel the State 
and District FFA Officers should play more of an active role recruiting potential FFA 
members across the state?. 
The least five important perspectives given by the State FFA Staff involving FFA 
membership: (16) ?I feel students do not want to join the FFA due to them being removed 
from the farm for several generations?, (17) ?I feel that students do not want to become 
74 
 
FFA members due to the negative image towards farming?, (18) ?I feel students do not 
become FFA members due to them having limited resources for SAEP?s?, (19) ?I feel 
that many of the FFA contests and Awards are not very appealing to student interests?, 
and (20) ?I feel that the students do not want to join the FFA due to their dislike of the 
FFA jacket?. 
  
75 
 
Table 27 
State Staff?s Attitudes Towards FFA Membership. 
Questions N Mean Std. Deviation Rank 
I feel that many Agriscience 
Teachers/FFA Advisors do not 
encourage their students to 
join the Alabama FFA 
Association. 
3 1.33 .577 1 
Current established 
Agriscience Teachers should 
be held more accountable for 
not encouraging students to 
join the FFA. 
3 1.33 .577 2 
I feel that the State AgEd staff 
needs to be increased to 5 to 
be more effective for the AgEd 
teachers and students in the 
state. 
3 1.67 .577 3 
I feel that the decrease in State 
Staff positions for AgEd in 
Alabama has contributed to 
the decrease in FFA 
membership. 
3 2.00 1.732 4 
I feel local system 
administrators have hurt FFA 
membership by shutting down 
Agriscience programs to 
replace it with a different type 
program. 
3 2.00 .000 5 
I feel that the Career Tech 
Initiative money used for 
extended contracts should 
require Agriscience teachers to 
have above 50% membership 
to qualify. 
3 2.00 .000 6 
76 
 
I feel that I spend the majority 
of my time doing required 
things that do not relate to 
Agriscience Education instead 
of going out and doing site 
visits at each of the schools in 
my district. 
3 2.00 1.000 7 
Business and Industry 
Certification requirements 
should stipulate that every 
Agriscience Teacher should 
have at least 50% membership 
in their FFA Chapters. 
3 2.00 1.000 8 
I feel that the State AgEd staff 
needs more secretaries to be 
more effective at doing our 
jobs. 
3 2.33 .577 9 
I feel that the major reason the 
Alabama FFA membership has 
dropped is due to the majority 
of new Agriscience teachers 
are not being placed on 12 
month contracts. 
3 2.67 .577 10 
I feel that the ?No Child Left 
Behind Act? has had a 
negative impact on FFA 
membership in Alabama. 
3 2.67 1.155 11 
I feel that the local system 
administrators have hurt the 
FFA membership by not hiring 
certified Agriscience teachers 
to fill open positions. 
3 2.67 1.155 12 
77 
 
I feel that Agriscience 
Education and the FFA will 
flourish under the new 
directives coming from the 
State Department of 
Education. 
3 2.67 .577 13 
I believe that Agriscience 
teachers should take a more 
active role in raising money 
for the Alabama FFA 
Foundation. 
3 2.67 1.155 14 
I feel the State and District 
FFA Officers should play 
more of an active role 
recruiting potential FFA 
members across the state. 
3 3.00 1.000 15 
I feel students do not want to 
join the FFA due to them 
being removed from the farm 
for several generations. 
3 4.00 .000 16 
I feel that students do not want 
to become FFA members due 
to the negative image towards 
farming. 
3 4.00 .000 17 
I feel students do not become 
FFA members due to them 
having limited resources for 
SAEP?s. 
3 4.00 .000 18 
I feel that many of the FFA 
contests and Awards are not 
very appealing to student 
interests. 
3 4.00 .000 19 
  
78 
 
I feel that the students do not 
want to join the FFA due to 
their dislike of the FFA jacket. 
3 4.33 .577 20 
Note:  Tables showing frequencies and percentages for each of the responses can be 
found in Appendix V. 
  
80 
 
 
 
 
Chapter 5 
Conclusions, Implications, Recommendations, and Summary 
Purpose 
 The major purpose of this study was to identify the factors which prevent 
agriscience students in Alabama from participating in the FFA.  As a means of 
accomplishing this objective, answers to the following questions were sought: 
1. What are the perceptions of Agriscience students about the factors that have 
contributed to the decline in membership in the Alabama FFA Association? 
2. What are the perceptions of Agriscience Teachers/FFA Advisors about the factors 
that have contributed to the decline in membership in the Alabama FFA 
Association? 
3. What are the perceptions of the State Staff for Agriscience Education for the 
Alabama State Department of Education about the factors that have contributed to 
the decline in membership in the Alabama FFA Association? 
Procedure 
The target populations for this study were students enrolled in high school 
agriscience education programs in Alabama, the Agriscience teachers in Alabama, and 
the State FFA Staff members in Alabama during the Spring Semester of the 2012-2013 
school year.  The population for this study included the 305 Agriscience teachers/FFA 
Advisors in Alabama, the 3 Alabama FFA State Staff members, as well as one class of 
agriscience students that each agriscience teacher will be asked to administer the survey. 
81 
 
The state of Alabama is divided into 3 FFA districts, those being the North, 
Central, and South (See Appendix H).  The researcher developed a Qualtrics generated 
survey for each of the different populations in the study (See Appendix J, K, & L) and 
emailed all 305 Agriscience teachers in the State of Alabama and first asked for each of 
the Agriscience teachers to take the Agriscience Teacher Survey related to FFA 
membership, but for them to also choose a class of their agriscience students and have 
them take the FFA member or Non FFA member surveys depending on if the agriscience 
students are an FFA member or not (See Appendix N).  The researcher also surveyed the 
three state staff members by emailing them a Qualtrics generated survey as well (See 
Appendix M).  The entire populations of all groups were surveyed in an effort to 
maximize the number of surveys returned. 
Four different questionnaires were developed by the researcher to collect 
demographic and enrollment information as well as information on why FFA members 
and non-FFA members chose to join or not join the FFA, to collect information from 
Agriscience teachers on their feelings related to FFA membership, and also information 
was collected from the State FFA Staff on their perspective about the FFA membership in 
Alabama.  The instrument was pilot tested on a group similar to the actual sample and 
was checked for clarity by a panel of agricultural education teachers in Alabama. 
Data were collected using the researcher designed questionnaires developed in 
Qualtrics.  An introductory letter explaining the study and asking for participation was e-
mailed to every Agriscience teacher in the state of Alabama on April 18, 2013 with 
explanations on how to print the parental permission letters and to send them home with 
the students prior to them taking any of the surveys (See Appendix N).  On April 25, 
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2013 (See Appendix O), May 2, 2013 (See Appendix P),  and May 9, 2013 (See 
Appendix Q), follow-up emails was sent to all 305 Agriscience Teachers in the state as a 
reminder to teachers who had not taken time to take the survey or have one of their 
classes take the surveys to please do so.  The survey ended on May 17, 2013. 
Data from the study was downloaded into SPSS which were used to construct 
data files.  Statistical analysis of the data files were completed using SPSS.  Descriptive 
statistics were used to summarize the data; Chi Square Crosstabs and T Tests were used 
to determine significant differences between FFA members and non-FFA members on 
selected variables. 
Summary of Findings 
Characteristics of Students Enrolled in Agriscience Courses 
The typical respondents enrolled in an agriscience course in Alabama during the 
2013 school year was from the North FFA District of Alabama (See Appendix H), he was 
a 15 year old male with a Caucasian-American background.  One third of his classmates 
were female; nearly one fourth of his classmates were a year older, and approximately 
18.1% were African America (Black).  He had very few Hispanic-Americans, Asian-
American and students that were classified as other in his classes. 
The typical student was a ninth grader who lived in a small town of 5,000 or 
fewer people.  A little over a third of his classmates also lived in a rural area although not 
on a farm or ranch.  Less than 0.8% of his classmates lived in a city with a population of 
50,000 or more.  He had self-reported grades of mostly B's and had not been a member of 
4-H, although nearly one-third of his friends belonged to that organization.  He, along 
with nearly half of his classmates was a member of the FFA. 
83 
 
Why FFA Students Enrolled in Agriscience Classes 
FFA members in the study tended to enroll in agriscience classes because of these 
major reasons ranked in order:  (1) ?I thought I would like this class?, (2) ?Agriscience 
classes are fun?, (3) ?This class will benefit me later in life?, (4) ?I thought I would like 
the teacher?, (5) ?I wanted to work in the shop?,  (6) ?I can be a member of the FFA?, (7) 
?The Ag program in the school is well respected?, (8) ?This class will prepare me for a 
career in agriculture?, (9) ?This course fit into my class schedule?, and (10) ?The teacher 
was a role model in the community?. 
Other reasons listed in order of importance were: (11) ?My involvement in Ag at 
home got me interested?, (12) ?Being in this class gives me a sense of acceptance and 
belonging?, (13) ?I needed an elective?, (14) ?My friends are in the class? and (15) ?A 
family member suggested I take this class?. 
The least five important reasons given by FFA members for enrolling in 
agriscience courses were: (16) ?My friends suggested I take this class?, (17) ?I heard it 
was an easy A?, (18) ?My counselor of principal suggested I take this class?, (19) ?I was 
put in this class by the counselor without ever registering for it?, and (20) ?My 
involvement in 4-H got me interested in this class?. 
Why Non-FFA Students Enrolled in Agriscience Classes 
Non-FFA members in the study tended to enroll in agriscience classes because of 
these major reasons ranked in order: (1) ?This course fit into my class schedule?, (2) 
?Agriscience classes are fun?, (3)?I wanted to work in the shop?, (4) ?I thought I would 
like this class?, (5) ?I thought I would like the teacher?, (6) ?I needed and elective class?, 
(7) ?I was put in this class by my counselor without ever registering for it?, (8) ?The 
84 
 
teacher was a role model in the community?, (9) ?I heard it was an easy A?, and (10) 
?My friends are in the class?. 
Other listed in order of importance were:  (11) ?The Ag program in the high 
school is well respected?, (12) ?My counselor or principal suggested I take this class?, 
(13) ?This class will benefit me later in life?, (14) ?My friends suggested I take this 
class?, and (15) ?Being in this class gives me a sense of acceptance and belonging?. 
The five least important reasons given by FFA members for enrolling in 
agriscience courses were; (16) ?This class will prepare me for a career in agriculture?, 
(17) ?My involvement in agriculture at home got me interested?, (18) ?A family member 
suggested I take this class?, (19) ?I can be a member of the FFA?, and (20) ?My 
involvement in 4-H got me interested in this class?. 
Differences among FFA and Non FFA Members on 
Demographic and Enrollment Variables 
Significant differences were found between FFA members and non-FFA members 
on the enrollment variables.  While there was some agreement between the two groups on 
the important reasons, FFA members tended to rate most of the reasons higher than non-
FFA members. 
An Independent Samples T Test comparing FFA members and non FFA members 
on the enrollment variables was performed to determine the most important differences 
between FFA and non-FFA members.  The most important factors upon which the two 
groups varied were (listed in order of importance):  (1) ?I enrolled in this agriscience 
class so I can be an FFA member?, (2) ?I enrolled in this agriscience class because of my 
involvement in agriculture at home?, (3) ?I enrolled in this agriscience class because this 
85 
 
class will benefit me later in life?, (4) ?I enrolled in this agriscience class because this 
class will prepare me for a career in agriculture?, (5) ?I enrolled in this agriscience class 
because I needed an elective class?, (6) ?I enrolled in this agriscience class because the 
agriscience program in this school is well respected?, and (7) ?I enrolled in this 
agriscience class because this course fit into my class schedule?. 
Agriscience Teachers Attitudes towards FFA Membership 
The top ten Agriscience teachers attitudes towards FFA Membership listed in 
order of importance were:  (1) ?I feel it is my job as an Agriscience Teacher to recruit and 
encourage students to become members of the FFA?, (2) ?I believe it is important for my 
program to involved Chapter Officers in recruiting students to join the FFA?, (3) ?I feel 
some of my students do not join the FFA due to them being placed in Agriscience classes 
by counselors or administrators without ever registering for the class?, (4) ?I feel that the 
FFA is the best teaching tool I have as an Agriscience Teacher?, (5) ?I feel that the major 
reason Alabama FFA membership has dropped is due to the majority of New Agriscience 
Teachers not being placed on 12 month contracts?,  (6) ?I feel that the "No Child Left 
Behind Act" has had a negative impact on FFA membership in Alabama?, (7) ?I feel that 
the decrease in State Staff positions for AgEd in Alabama has contributed to the decrease 
in FFA membership?, (8) ?I feel that students being involved in school sports is a 
contributing factor for students not joining the FFA?, (9) ?I feel that students are more 
interested in video games and social networking than becoming FFA members?, and (10) 
?I feel it is important for my FFA Chapter to have 100% membership?. 
Other reasons listed in order of importance were: (11) ?I feel that the student?s 
low socio-economic condition at home is a big reason they do not join the FFA?, (12) ?I 
86 
 
feel students do not become FFA members due to it not being relevant to their current 
interests?, (13) ?I feel that the process of enrolling students in the FFA has gotten too 
complicated for Agriscience Teachers?, (14) ?I feel students do not want to join the FFA 
due to them being removed from the farm for several generations?, and (15) ?I feel 
students do not become FFA members due to them having limited resources for 
Supervised Agricultural Experience Programs?. 
The least five important perspectives given by the Agriscience teachers involving 
FFA membership: (16) ?I feel my students do not become FFA members due to my lack 
of motivation as the FFA Advisor?, (17) ?I feel that students do not want to become FFA 
members due to the negative image towards farming?, (18) ?I feel that the students do not 
join the FFA because the dues are too high for state and national membership?, (19) ?I 
feel students do not join the FFA due to them not having transportation to and from FFA 
events?, and (20) ?I feel that the students do not want to join the FFA due to their dislike 
of the FFA jacket?. 
Alabama State Staff Attitudes towards FFA Membership 
The top ten Alabama State Staff attitudes towards FFA Membership listed in 
order of importance were:  (1) ?I feel that many Agriscience Teachers/FFA Advisors do 
not encourage their students to join the Alabama FFA Association?, (2) ?Current 
established Agriscience Teachers should be held more accountable for not encouraging 
students to join the FFA?, (3) ?I feel that the State AgEd staff needs to be increased to 5 
to be more effective for the AgEd teachers and students in the state?, (4) ?I feel that the 
decrease in State Staff positions for AgEd in Alabama has contributed to the decrease in 
FFA membership?, (5) ?I feel local system administrators have hurt FFA membership by 
87 
 
shutting down Agriscience programs to replace it with a different type program?,  (6) ?I 
feel that the Career Tech Initiative money used for extended contracts should require 
Agriscience teachers to have above 50% membership to qualify?, (7) ?I feel that I spend 
the majority of my time doing required things that do not relate to Agriscience Education 
instead of going out and doing site visits at each of the schools in my district?, (8) 
?Business and Industry Certification requirements should stipulate that every Agriscience 
Teacher should have at least 50% membership in their FFA Chapters?, (9) ?I feel that the 
State AgEd staff needs more secretaries to be more effective at doing our jobs?, and (10) 
?I feel that the major reason the Alabama FFA membership has dropped is due to the 
majority of new Agriscience teachers are not being placed on 12 month contracts?. 
Other reasons listed in order of importance were: (11) ?I feel that the ?No Child 
Left Behind Act? has had a negative impact on FFA membership in Alabama?, (12) ?I 
feel that the local system administrators have hurt the FFA membership by not hiring 
certified Agriscience teachers to fill open positions?, (13) ?I feel that Agriscience 
Education and the FFA will flourish under the new directives coming from the State 
Department of Education?, (14) ?I believe that Agriscience teachers should take a more 
active role in raising money for the Alabama FFA Foundation?, and (15) ?I feel the State 
and District FFA Officers should play more of an active role recruiting potential FFA 
members across the state?. 
The least five important perspectives given by the State FFA Staff involving FFA 
membership: (16) ?I feel students do not want to join the FFA due to them being removed 
from the farm for several generations?, (17) ?I feel that students do not want to become 
FFA members due to the negative image towards farming?, (18) ?I feel students do not 
88 
 
become FFA members due to them having limited resources for SAEP?s?, (19) ?I feel 
that many of the FFA contests and Awards are not very appealing to student interests?, 
and (20) ?I feel that the students do not want to join the FFA due to their dislike of the 
FFA jacket?. 
Conclusions 
The following conclusions were based on the interpretations of the data presented in 
the study and are restricted to the target population which was students enrolled in 
agriscience courses in Alabama during the 2012-13 school year: 
1. There is not much diversity among students enrolled in agriscience classes in 
Alabama.  A large majority (75.6%) are Caucasian-American with the largest 
minority group being African American (Black) at 18.1%. 
2. There has been a significant increase in female enrollment in agriscience in the 
past 40+ years.  Whereas the organization was once only for males, over one-third 
of the students in this study were found to be females. 
3. A large majority of the agriscience students in Alabama tend to drop out of 
agriscience by their senior year.  Over a third of the students in the study were 9th 
graders (34.4%) and only 11.8 % were 12th graders. 
4. Although there is a significant population of students that actually live on a small 
farm or ranch with 10.9%, but the majority of agriscience students hail from small 
towns of 5000 people or fewer (42.4%) and rural areas that are not considered a 
farm or ranch (35.5%).  
89 
 
5. A significant number of students who are enrolled in agriscience courses said they 
are at the present time or were also 4-H members.  Nearly one-third of the 
students in the study indicated they were 4-H members (32.3%). 
6. It is close to being a dead heat between enrollment in agriscience and membership 
in the FFA.  A little over half of the students enrolled in agriscience classes 
indicated they were not members of the FFA with 49.7% as compared to 49.5% 
said they were FFA members. 
7. The major reasons why FFA members enroll in agriscience courses are because of 
the appeal of the class, the opportunity to participate in the FFA, friendships, and 
the charisma of the teacher. 
8. The major reasons why non-FFA members enroll in agriscience courses is 
because of the availability of scheduling, appeal of the class, friendships, and 
charisma of the teacher. 
9. The major reasons why agriscience students join the FFA is because they wanted 
to be a member, that it will benefit them later in life, learning things which will 
help them acquire an agricultural career, and working with animals. 
10. The major reasons why agriscience students do not join the FFA pertain to a 
general perception that FFA activities are neither appropriate nor exciting to them.  
Time constraints from other extracurricular activities, and they do not have a 
sense of belonging to the group.  They feel they are regarded as outsiders when it 
comes to FFA activities. 
11. When all other variables are accounted for, the most important reason why 
agriscience students in Alabama join the FFA is because of a previous interest in 
90 
 
and desire to join the organization.  Another important variable includes a 
previous involvement with agriculture at home.  Students with higher grades are 
more likely to join the FFA as are females.  Students who tend to take agriscience 
courses as a means of meeting an elective are less likely to join the FFA. 
Recommendations 
The following recommendations are made by the investigator as a result of having 
made this study: 
1. Efforts need to be made by agriscience teachers, state supervisory staff, teacher 
educators and other agricultural educators to recruit students from diverse 
backgrounds in agriscience programs.  Since charisma of the teacher was listed by 
the students as one reason why they enroll in agriscience courses, it is not illogical 
to assume that more minority teachers will attract minority students.  A special 
effort should be made by teacher educators to recruit more minorities as potential 
agriscience teachers. 
2. Efforts should be increased to recruit more females into agriscience courses. 
Although there has been a significant increase in female enrollment over the 
years, females are still a minority in agriscience courses and represent a potential 
group that could be recruited.  One of the benefits of recruiting more females is 
that they are more likely to join the FFA. 
3. Retention strategies for keeping students in agriscience courses need to be 
explored.  This study reveals a tremendous "drop-out" of students from the 9th to 
the 12th grade.  Studies need to be conducted to determine the reason for this low 
rate of retention. 
91 
 
4. Efforts should continue to be made to increase agriscience programs in urban 
areas.  The "heart" of agriscience programs appears to be still in the small towns 
of 5000 people or fewer and rural areas.  While it is important to retain these 
programs, it is obvious that the biggest growth area for agriscience and FFA 
programs is in the urban setting. 
5. Efforts should continue to be made in developing good relationships with local 
and state 4-H personnel.  A significant portion (nearly one-third) of students in 
agriscience are members of 4-H.  It may be possible that this membership 
accounts for the student's knowledge and interest in FFA prior to enrolling in 
agriscience courses.  This is especially important as this previous knowledge and 
interest are the primary reasons why students enroll in agriscience and join the 
FFA. 
6. Special pre-service and in-service programs need to be developed for agriscience 
teachers to help them identify ways of narrowing the gap between enrollment in 
agriscience and membership in the FFA.  Information found in this study which 
helps explain why students do and do not join the FFA needs to be shared with 
teachers and prospective teachers.  Specifically, agricultural educators in Alabama 
need to identify ways to "sell" the benefits of an FFA program to students who 
feel the activities are not appropriate to them.  This may include expanding 
current activities or programs, but more importantly, it means developing an 
atmosphere where the student feels he or she can, and should, belong to the 
organization.  At the same time, it is important that the program retain the aspects 
which attract students who have an interest in animals, enjoy competition, value 
92 
 
meeting new people, and have an interest in agricultural careers.  Marketing ideas 
and suggestions from the National FFA Local Program Success Initiative need to 
be reviewed and adapted for use in Alabama. 
7. Additional information about agriculture, agriscience, and the FFA needs to be 
provided to the general public.  It is apparent that the major reason students enroll 
in agriscience classes is because of an interest in agriculture and a desire to join 
the FFA.  The major reason students don't join the FFA is because of an interest in 
other activities and a perception that the organization has little to offer them.  A 
positive attitude toward agriculture and the FFA at an early age may be the most 
important means of increasing enrollment in agriscience and the FFA.  The 
positive attitude must be aimed not only at young people, but also toward those 
who most influence the young people. 
8. Agricultural educators need to review the reasons why students with lower grades 
are less likely to join the FFA. 
  
93 
 
 
 
 
References 
 
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Appendices 
  
97 
 
 
 
 
Appendix A 
Permission to use the Alabama FFA Membership Data 
98 
 
 
  
99 
 
 
 
 
Appendix B 
Alabama FFA Membership Data 
99 
 
S c hool  Y e a r
N o.  of  
A g r i s c i e nc e  
T e a c he r s
N o.  of  
A g r i s c i e nc e  
P r og r a m s
N o.  of  
A g r i s c i e nc e  
S t ude nt s
N o.  of  FFA  
C ha pt e r s
N o.  of  FFA  
M e m be r s
%  of  
M e m be r s hi p
N o.  of  
A g r i s c i e nc e  
S t a t e  S t a f f
N o.  of  
S uppor t  
S t a f f
2 0 1 2 -2 0 1 3 305 350 2 7 , 7 0 5 282 1 3 , 8 1 8 4 9 . 9 % 3 2
2 0 1 1 -2 0 1 2 304 349 2 6 , 8 9 5 281 1 3 , 4 5 2 5 0 . 0 % 3 2
2 0 1 0 -2 0 1 1 303 346
            3 5 , 9 1 0  
278
          1 3 , 8 6 8  
3 8 . 6 % 4 2
2 0 0 9 -2 0 1 0 308 322 3 5 , 7 9 5           279 1 4 , 6 3 3         4 0 . 9 % 4 2
2 0 0 8 -2 0 0 9 313 286 3 4 , 6 4 3           283 1 5 , 0 6 7         4 3 . 5 % 4 2
2 0 0 7 -2 0 0 8 315 302 3 4 , 5 2 0           289 1 5 , 1 3 2         4 3 . 8 % 4 2
2 0 0 6 -2 0 0 7 321 303 3 5 , 0 7 9           287 1 4 , 0 2 4         4 0 . 0 % 4 2
2 0 0 5 -2 0 0 6 327 297 3 5 , 1 3 2           276 1 4 , 5 9 2         4 1 . 5 % 3 2
2 0 0 4 -2 0 0 5 336 301 3 5 , 3 1 0           235 1 3 , 3 4 7         3 7 . 8 % 3 3
2 0 0 3 -2 0 0 4 339 319 3 5 , 6 2 6           271 1 4 , 3 9 2         4 0 . 4 % 3 3
2 0 0 2 -2 0 0 3 342 327 3 4 , 1 2 2           231 1 2 , 9 8 2         3 8 . 0 % 3 3
2 0 0 1 -2 0 0 2 345 329 3 2 , 2 0 4           295 1 5 , 9 4 0         4 9 . 5 % 3 3
2 0 0 0 -2 0 0 1 348 334 2 9 , 2 1 7           315 1 5 , 9 5 0         5 4 . 6 % 3 3
1 9 9 9 -2 0 0 0 353 337 3 2 , 1 7 4           307 1 6 , 7 0 4         5 1 . 9 % 3 4
1 9 9 8 -1 9 9 9 359 340 3 0 , 4 7 2           323 1 7 , 8 1 4         5 8 . 5 % 3 4
1 9 9 7 -1 9 9 8 364 343 3 6 , 0 3 5           337 1 8 , 0 0 5         5 0 . 0 % 4 4
1 9 9 6 -1 9 9 7 362 341 3 4 , 6 9 7           332 1 9 , 0 8 2         5 5 . 0 % 4 4
1 9 9 5 -1 9 9 6 365 341 3 0 , 8 9 1           333 2 2 , 1 9 8         7 1 . 9 % 4 4
1 9 9 4 -1 9 9 5 367 348 3 2 , 8 9 8           334 2 2 , 7 7 9         6 9 . 2 % 4 4
1 9 9 3 -1 9 9 4 372 354 3 2 , 9 1 0           337 2 2 , 0 6 0         6 7 . 0 % 4 4
1 9 9 2 -1 9 9 3 372 348 3 3 , 5 5 5           347 2 2 , 5 4 6         6 7 . 2 % 4 5
1 9 9 1 -1 9 9 2 376 372 3 3 , 6 4 8           346 2 1 , 9 6 2         6 5 . 3 % 4 5
1 9 9 0 -1 9 9 1 378 371 3 1 , 4 5 2           344 2 2 , 4 6 9         7 1 . 4 % 10 5
1 9 8 9 -1 9 9 0 377 368 3 1 , 9 4 4           344 2 3 , 0 9 6         7 2 . 3 % 10 5
1 9 8 8 -1 9 8 9 377 368 3 2 , 0 1 0           355 2 4 , 0 1 8         7 5 . 0 % 10 5
1 9 8 7 -1 9 8 8 378 369 3 1 , 8 5 0           356 2 3 , 8 5 0         7 4 . 9 % 10 5
1 9 8 6 -1 9 8 7 379 371 3 1 , 5 0 4           356 2 3 , 4 3 6         7 4 . 4 % 11 5
1 9 8 5 -1 9 8 6 377 369 3 1 , 8 0 5           367 2 3 , 9 2 8         7 5 . 2 % 11 6
1 9 8 4 -1 9 8 5 383 368 3 2 , 1 0 0           366 2 4 , 0 3 2         7 4 . 9 % 11 6
1 9 8 3 -1 9 8 4 389 370 3 2 , 4 3 3           370 2 4 , 6 7 0         7 6 . 1 % 11 6
1 9 8 2 -1 9 8 3 392 372 3 2 , 6 5 7           373 2 4 , 7 4 0         7 5 . 8 % 11 6
1 9 8 1 -1 9 8 2 396 375 3 2 , 7 8 0           377 2 4 , 8 4 9         7 5 . 8 % 11 6
A l a b a m a  A gr i s ci e n ce  E d u ca t i o n / F F A  St a t i s t i ca l  I n fo r m a t i o n
 
100 
 
 
 
 
Appendix C 
Institutional Review Board Approval Letter 
  
101 
 
  
102 
 
 
 
 
Appendix D 
Information Letter 
  
103 
 
 
 
104 
 
  
105 
 
 
 
 
Appendix E 
Minor Assent Letter 
 
106 
 
 
 
107 
 
 
 
 
Appendix F 
Parental Information Letter 
 
108 
 
 
  
109 
 
 
  
110 
 
 
  
111 
 
 
 
 
Appendix G 
Agriscience Education Three Circle Model 
  
112 
 
 
  
113 
 
 
 
 
Appendix H 
Alabama FFA District Map 
  
114 
 
Alabama FFA District Map 
  
115 
 
 
 
 
Appendix I 
Alabama FFA District Statistics 
  
116 
 
T o t a l #  t e a c h e r s p e r  t e a c h e r
N o r t h 6468 125 52
C e n t r a l 3436 102 34
S o u t h 3914 78 50
T o t a l 13818 305 45
T o t a l # T e a c h e r s #  p e r  t e a c h e r
N o r t h 5870 124 47
C e n t r a l 3451 97 36
S o u t h 4135 85 49
T o t a l 13456
1 2 - 1 3  t o t a l s 1 1 - 1 2  T o t a l s D i f f e r e n c e
N o r t h 6468 5870 598
C e n t r a l 3436 3451 -1 5
S o u t h 3914 4135 -2 2 1
0
To t a l s 13818 13456 362
Y e a r T o t a l  M e m b e r s D i f f e r e n c e
A g Cn  Be g a n 2 0 1 1 - 2 0 1 2                    1 3 , 4 5 1  (4 1 7 )                   
2 0 1 0 - 2 0 1 1                    1 3 , 8 6 8  (7 6 5 )                   
2 0 0 9 - 2 0 1 0 1 4 , 6 3 3                   (4 3 4 )                   
2 0 0 8 - 2 0 0 9 1 5 , 0 6 7                   (6 5 )                     
R F P  B e g a n 2 0 0 7 - 2 0 0 8 1 5 , 1 3 2                   
F F A Member shi p T o tals 2012 -201 3
Member shi p T o tals 2011 -201 2
Member shi p T o tals 2010 -201 1
Member shi p Past  F ive Y ear s
  
117 
 
 
 
 
 
Appendix J 
Agriscience Teacher Survey Instrument 
  
118 
 
 
  
119 
 
 
 
120 
 
 
  
121 
 
 
 
122 
 
 
 
 
Appendix K 
Alabama FFA Member Survey Instrument 
  
123 
 
 
  
124 
 
 
  
125 
 
 
  
126 
 
 
  
127 
 
 
  
128 
 
 
  
129 
 
 
  
130 
 
 
  
131 
 
 
  
132 
 
 
 
 
Appendix L 
Alabama Non FFA Member Survey Instrument 
  
133 
 
 
134 
 
 
  
135 
 
 
  
136 
 
 
  
137 
 
 
  
138 
 
 
  
139 
 
 
  
140 
 
 
  
141 
 
 
 
 
Appendix M 
Alabama State FFA Staff Survey Instrument 
  
142 
 
 
143 
 
 
  
144 
 
 
  
145 
 
 
  
146 
 
 
 
 
Appendix N 
Survey Request #1 Email 
  
147 
 
 
 
148 
 
 
 
 
Appendix O 
Survey Request #2 Email 
 
  
149 
 
 
 
150 
 
 
 
  
151 
 
 
 
 
Appendix P 
Survey Request #3 Email 
 
  
152 
 
 
  
153 
 
 
  
154 
 
 
 
 
Appendix Q 
Survey Request #4 Email 
  
155 
 
 
  
156 
 
 
  
157 
 
 
 
 
Appendix R 
 
Frequencies and Percentage Tables for Student Responses to Questions about 
Enrollment Information 
  
158 
 
Table 28 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE I THOUGHT I WOULD 
LIKE THIS CLASS. 
 
 
Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 322 29.3 29.7 29.7 
Agree 552 50.2 50.8 80.5 
Neither Agree nor 
Disagree 147 13.4 13.5 94.0 
Disagree 40 3.6 3.7 97.7 
Strongly Disagree 25 2.3 2.3 100.0 
Total 1086 98.7 100.0  
Missing System 14 1.3   
Total 1100 100.0   
 
 
 
 
Table 29 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE THE TEACHER WAS A 
ROLE MODEL IN THE COMMUNITY. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 138 12.5 12.7 12.7 
Agree 515 46.8 47.3 60.0 
Neither Agree nor 
Disagree 322 29.3 29.6 89.5 
Disagree 68 6.2 6.2 95.8 
Strongly Disagree 46 4.2 4.2 100.0 
Total 1089 99.0 100.0  
Missing System 11 1.0   
Total 1100 100.0   
 
  
159 
 
Table 30 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE I THOUGHT I WOULD 
LIKE THE TEACHER. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 238 21.6 21.8 21.8 
Agree 559 50.8 51.3 73.1 
Neither Agree nor 
Disagree 206 18.7 18.9 92.0 
Disagree 48 4.4 4.4 96.4 
Strongly Disagree 39 3.5 3.6 100.0 
Total 1090 99.1 100.0  
Missing System 10 .9   
Total 1100 100.0   
 
 
 
 
 
Table 31 
I ENROLLED IN THIS AGRISCIENCE CLASS SO I CAN BE A MEMBER OF THE 
FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 177 16.1 16.3 16.3 
Agree 297 27.0 27.4 43.8 
Neither Agree nor 
Disagree 240 21.8 22.2 65.9 
Disagree 191 17.4 17.6 83.6 
Strongly Disagree 178 16.2 16.4 100.0 
Total 1083 98.5 100.0  
Missing System 17 1.5   
Total 1100 100.0   
 
  
160 
 
Table 32 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE I WANTED TO WORK IN 
THE SHOP. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 271 24.6 24.9 24.9 
Agree 527 47.9 48.3 73.2 
Neither Agree nor 
Disagree 172 15.6 15.8 89.0 
Disagree 87 7.9 8.0 97.0 
Strongly Disagree 33 3.0 3.0 100.0 
Total 1090 99.1 100.0  
Missing System 10 .9   
Total 1100 100.0   
 
 
 
 
 
Table 33 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE AGRISCIENCE CLASSES 
ARE FUN. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 269 24.5 24.8 24.8 
Agree 561 51.0 51.8 76.6 
Neither Agree nor 
Disagree 177 16.1 16.3 92.9 
Disagree 49 4.5 4.5 97.4 
Strongly Disagree 28 2.5 2.6 100.0 
Total 1084 98.5 100.0  
Missing System 16 1.5   
Total 1100 100.0   
 
  
161 
 
Table 34 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE THIS COURSE FIT INTO 
MY CLASS SCHEDULE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 173 15.7 15.9 15.9 
Agree 574 52.2 52.7 68.5 
Neither Agree nor 
Disagree 245 22.3 22.5 91.0 
Disagree 62 5.6 5.7 96.7 
Strongly Disagree 36 3.3 3.3 100.0 
Total 1090 99.1 100.0  
Missing System 10 .9   
Total 1100 100.0   
 
 
 
 
 
Table 35 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE MY INVOLVEMENT IN 
AGRICULTURE AT HOME GOT ME INTERESTED... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 132 12.0 12.2 12.2 
Agree 364 33.1 33.6 45.8 
Neither Agree nor 
Disagree 259 23.5 23.9 69.7 
Disagree 241 21.9 22.3 92.0 
Strongly Disagree 87 7.9 8.0 100.0 
Total 1083 98.5 100.0  
Missing System 17 1.5   
Total 1100 100.0   
 
  
162 
 
Table 36 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE A FAMILY MEMBER 
SUGGESTED I TAKE THIS CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 78 7.1 7.2 7.2 
Agree 284 25.8 26.1 33.3 
Neither Agree nor 
Disagree 311 28.3 28.6 61.9 
Disagree 295 26.8 27.1 89.1 
Strongly Disagree 119 10.8 10.9 100.0 
Total 1087 98.8 100.0  
Missing System 13 1.2   
Total 1100 100.0   
 
 
 
 
 
Table 37 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE MY FRIENDS SUGGESTED 
I TAKE THIS CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 69 6.3 6.4 6.4 
Agree 375 34.1 34.6 40.9 
Neither Agree nor 
Disagree 264 24.0 24.3 65.3 
Disagree 297 27.0 27.4 92.6 
Strongly Disagree 80 7.3 7.4 100.0 
Total 1085 98.6 100.0  
Missing System 15 1.4   
Total 1100 100.0   
 
  
163 
 
Table 38 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE MY COUNSELOR OR 
PRINCIPAL SUGGESTED I TAKE THIS CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 58 5.3 5.4 5.4 
Agree 343 31.2 31.7 37.1 
Neither Agree nor 
Disagree 335 30.5 31.0 68.0 
Disagree 241 21.9 22.3 90.3 
Strongly Disagree 105 9.5 9.7 100.0 
Total 1082 98.4 100.0  
Missing System 18 1.6   
Total 1100 100.0   
 
 
 
 
 
Table 39 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE BEING IN THIS CLASS 
GIVES ME A SENSE OF ACCEPTANCE AND... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 111 10.1 10.2 10.2 
Agree 354 32.2 32.7 42.9 
Neither Agree nor 
Disagree 336 30.5 31.0 74.0 
Disagree 211 19.2 19.5 93.4 
Strongly Disagree 71 6.5 6.6 100.0 
Total 1083 98.5 100.0  
Missing System 17 1.5   
Total 1100 100.0   
 
  
164 
 
Table 40 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE MY INVOLVEMENT IN 4-H 
GOT ME INTERESTED IN THIS CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 31 2.8 2.9 2.9 
Agree 139 12.6 12.9 15.7 
Neither Agree nor 
Disagree 296 26.9 27.4 43.1 
Disagree 261 23.7 24.2 67.3 
Strongly Disagree 353 32.1 32.7 100.0 
Total 1080 98.2 100.0  
Missing System 20 1.8   
Total 1100 100.0   
 
 
 
 
 
Table 41 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE MY FRIENDS ARE IN THIS 
CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 84 7.6 7.8 7.8 
Agree 520 47.3 48.0 55.8 
Neither Agree nor 
Disagree 258 23.5 23.8 79.6 
Disagree 152 13.8 14.0 93.6 
Strongly Disagree 69 6.3 6.4 100.0 
Total 1083 98.5 100.0  
Missing System 17 1.5   
Total 1100 100.0   
 
  
165 
 
Table 42 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE THIS CLASS WILL BENEFIT 
ME LATER IN LIFE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 222 20.2 20.5 20.5 
Agree 486 44.2 44.9 65.4 
Neither Agree nor 
Disagree 172 15.6 15.9 81.3 
Disagree 140 12.7 12.9 94.2 
Strongly Disagree 63 5.7 5.8 100.0 
Total 1083 98.5 100.0  
Missing System 17 1.5   
Total 1100 100.0   
 
 
 
 
 
Table 43 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE THIS CLASS WILL 
PREPARE ME FOR A CAREER IN AGRICULTURE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 156 14.2 14.4 14.4 
Agree 391 35.5 36.0 50.4 
Neither Agree nor 
Disagree 275 25.0 25.3 75.7 
Disagree 184 16.7 16.9 92.6 
Strongly Disagree 80 7.3 7.4 100.0 
Total 1086 98.7 100.0  
Missing System 14 1.3   
Total 1100 100.0   
 
  
166 
 
Table 44 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE I NEEDED AN ELECTIVE 
CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 104 9.5 9.6 9.6 
Agree 569 51.7 52.4 62.0 
Neither Agree nor 
Disagree 226 20.5 20.8 82.8 
Disagree 130 11.8 12.0 94.8 
Strongly Disagree 57 5.2 5.2 100.0 
Total 1086 98.7 100.0  
Missing System 14 1.3   
Total 1100 100.0   
 
 
 
 
Table 45 
I AM TAKING THIS AGRISCIENCE CLASS BECAUSE I WAS PUT IN THIS CLASS BY 
MY COUNSELOR WITHOUT REGISTERI... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 193 17.5 17.8 17.8 
Agree 263 23.9 24.2 42.0 
Neither Agree nor 
Disagree 231 21.0 21.3 63.3 
Disagree 250 22.7 23.0 86.4 
Strongly Disagree 148 13.5 13.6 100.0 
Total 1085 98.6 100.0  
Missing System 15 1.4   
Total 1100 100.0   
 
  
167 
 
Table 46 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE THE AGRISCIENCE 
PROGRAM IN THIS SCHOOL IS WELL RESPECTE... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 157 14.3 14.5 14.5 
Agree 510 46.4 47.1 61.6 
Neither Agree nor 
Disagree 278 25.3 25.7 87.3 
Disagree 87 7.9 8.0 95.3 
Strongly Disagree 51 4.6 4.7 100.0 
Total 1083 98.5 100.0  
Missing System 17 1.5   
Total 1100 100.0   
 
 
 
 
 
Table 47 
I ENROLLED IN THIS AGRISCIENCE CLASS BECAUSE I HEARD IT WAS AN EASY 
"A?. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 114 10.4 10.5 10.5 
Agree 384 34.9 35.5 46.1 
Neither Agree nor 
Disagree 278 25.3 25.7 71.8 
Disagree 190 17.3 17.6 89.4 
Strongly Disagree 115 10.5 10.6 100.0 
Total 1081 98.3 100.0  
Missing System 19 1.7   
Total 1100 100.0   
 
  
168 
 
 
 
 
Appendix S 
 
Frequencies and Percentage Tables for FFA Member Responses to Questions about 
Membership in the FFA 
  
169 
 
Table 48 
I BECAME A MEMBER OF THE FFA BECAUSE I ENJOY WORKING WITH 
ANIMALS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 132 23.1 23.4 23.4 
Agree 227 39.7 40.2 63.7 
Neither Agree nor 
Disagree 138 24.1 24.5 88.1 
Disagree 52 9.1 9.2 97.3 
Strongly Disagree 15 2.6 2.7 100.0 
Total 564 98.6 100.0  
Missing System 8 1.4   
Total 572 100.0   
 
 
 
 
 
Table 49 
I BECAME A MEMBER OF THE FFA BECAUSE I WANTED TO PARTICIPATE IN 
FAIRS AND LIVESTOCK SHOWS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 85 14.9 15.3 15.3 
Agree 180 31.5 32.3 47.6 
Neither Agree nor 
Disagree 178 31.1 32.0 79.5 
Disagree 89 15.6 16.0 95.5 
Strongly Disagree 25 4.4 4.5 100.0 
Total 557 97.4 100.0  
Missing System 15 2.6   
Total 572 100.0   
 
  
170 
 
Table 50 
I BECAME A MEMBER OF THE FFA BECAUSE I ENJOYED THE VARIETY OF 
CONTESTS THE FFA OFFERS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 128 22.4 22.9 22.9 
Agree 222 38.8 39.7 62.6 
Neither Agree nor 
Disagree 141 24.7 25.2 87.8 
Disagree 52 9.1 9.3 97.1 
Strongly Disagree 16 2.8 2.9 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
 
 
 
 
Table 51 
I BECAME A MEMBER OF THE FFA BECAUSE I WANTED TO EARN MY STATE 
FFA DEGREE 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 82 14.3 14.6 14.6 
Agree 178 31.1 31.8 46.4 
Neither Agree nor 
Disagree 197 34.4 35.2 81.6 
Disagree 78 13.6 13.9 95.5 
Strongly Disagree 25 4.4 4.5 100.0 
Total 560 97.9 100.0  
Missing System 12 2.1   
Total 572 100.0   
 
  
171 
 
Table 52 
I BECAME A MEMBER OF THE FFA BECAUSE I WANTED TO EARN MY 
AMERICAN FFA DEGREE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 79 13.8 14.2 14.2 
Agree 125 21.9 22.5 36.7 
Neither Agree nor 
Disagree 243 42.5 43.7 80.4 
Disagree 83 14.5 14.9 95.3 
Strongly Disagree 26 4.5 4.7 100.0 
Total 556 97.2 100.0  
Missing System 16 2.8   
Total 572 100.0   
 
 
 
 
 
Table 53 
I BECAME A MEMBER OF THE FFA BECAUSE THE MEMBERSHIP WAS 
REQUIRED FOR THIS CLASS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 48 8.4 8.6 8.6 
Agree 133 23.3 23.8 32.4 
Neither Agree nor 
Disagree 185 32.3 33.2 65.6 
Disagree 136 23.8 24.4 90.0 
Strongly Disagree 56 9.8 10.0 100.0 
Total 558 97.6 100.0  
Missing System 14 2.4   
Total 572 100.0   
 
  
172 
 
Table 54 
I BECAME A MEMBER OF THE FFA BECAUSE MY FRIENDS WERE IN THE FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 52 9.1 9.3 9.3 
Agree 172 30.1 30.8 40.1 
Neither Agree nor 
Disagree 181 31.6 32.4 72.5 
Disagree 117 20.5 20.9 93.4 
Strongly Disagree 37 6.5 6.6 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
 
 
 
 
Table 55 
I BECAME A MEMBER OF THE FFA BECAUSE I AM STRONGLY INFLUENCED BY 
MY FAMILY TO BE IN THE FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 62 10.8 11.1 11.1 
Agree 170 29.7 30.4 41.5 
Neither Agree nor 
Disagree 165 28.8 29.5 71.0 
Disagree 123 21.5 22.0 93.0 
Strongly Disagree 39 6.8 7.0 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
  
173 
 
Table 56 
I BECAME A MEMBER OF THE FFA BECAUSE I FELT THE FFA WILL HELP ME 
ACQUIRE A GOOD JOB LATER IN LIFE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 135 23.6 24.3 24.3 
Agree 239 41.8 43.0 67.3 
Neither Agree nor 
Disagree 119 20.8 21.4 88.7 
Disagree 47 8.2 8.5 97.1 
Strongly Disagree 16 2.8 2.9 100.0 
Total 556 97.2 100.0  
Missing System 16 2.8   
Total 572 100.0   
 
 
 
 
 
Table 57 
I BECAME A MEMBER OF THE FFA BECAUSE I WANT TO BECOME OR 
PRESENTLY AM AN FFA OFFICER. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 97 17.0 17.3 17.3 
Agree 165 28.8 29.5 46.8 
Neither Agree nor 
Disagree 170 29.7 30.4 77.1 
Disagree 112 19.6 20.0 97.1 
Strongly Disagree 16 2.8 2.9 100.0 
Total 560 97.9 100.0  
Missing System 12 2.1   
Total 572 100.0   
 
  
174 
 
Table 58 
I BECAME A MEMBER OF THE FFA BECAUSE I WANTED TO MEET NEW PEOPLE 
FROM OTHER FFA CHAPTERS AND TOWNS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 89 15.6 16.0 16.0 
Agree 199 34.8 35.7 51.7 
Neither Agree nor 
Disagree 166 29.0 29.8 81.5 
Disagree 81 14.2 14.5 96.1 
Strongly Disagree 22 3.8 3.9 100.0 
Total 557 97.4 100.0  
Missing System 15 2.6   
Total 572 100.0   
 
 
 
 
 
Table 59 
I BECAME A MEMBER OF THE FFA BECAUSE I THOUGHT BEING A MEMBER 
WOULD GIVE ME A SENSE OF ACCEPTANCE AN... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 79 13.8 14.1 14.1 
Agree 185 32.3 33.1 47.2 
Neither Agree nor 
Disagree 192 33.6 34.3 81.6 
Disagree 76 13.3 13.6 95.2 
Strongly Disagree 27 4.7 4.8 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
  
175 
 
Table 60 
I BECAME A MEMBER OF THE FFA BECAUSE I BELIEVED IT WOULD BENEFIT 
ME IN LATER LIFE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 154 26.9 27.5 27.5 
Agree 248 43.4 44.4 71.9 
Neither Agree nor 
Disagree 104 18.2 18.6 90.5 
Disagree 37 6.5 6.6 97.1 
Strongly Disagree 16 2.8 2.9 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
 
 
 
 
Table 61 
I BECAME A MEMBER OF THE FFA BECAUSE THE ADVISOR(S) IS/ARE WELL 
RESPECTED IN MY COMMUNITY. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 143 25.0 25.5 25.5 
Agree 193 33.7 34.5 60.0 
Neither Agree nor 
Disagree 157 27.4 28.0 88.0 
Disagree 49 8.6 8.8 96.8 
Strongly Disagree 18 3.1 3.2 100.0 
Total 560 97.9 100.0  
Missing System 12 2.1   
Total 572 100.0   
 
  
176 
 
Table 62 
I BECAME A MEMBER OF THE FFA BECAUSE THE ADVISOR RECRUITED ME. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 75 13.1 13.4 13.4 
Agree 122 21.3 21.8 35.2 
Neither Agree nor 
Disagree 197 34.4 35.2 70.5 
Disagree 129 22.6 23.1 93.6 
Strongly Disagree 36 6.3 6.4 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
 
 
 
 
Table 63 
I BECAME A MEMBER OF THE FFA BECAUSE THE COUNSELOR OR PRINCIPAL 
RECRUITED ME TO 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 23 4.0 4.1 4.1 
Agree 70 12.2 12.6 16.7 
Neither Agree nor 
Disagree 224 39.2 40.2 56.9 
Disagree 176 30.8 31.6 88.5 
Strongly Disagree 64 11.2 11.5 100.0 
Total 557 97.4 100.0  
Missing System 15 2.6   
Total 572 100.0   
 
  
177 
 
Table 64 
I BECAME A MEMBER OF THE FFA BECAUSE I WANTED TO BE A MEMBER. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 191 33.4 34.4 34.4 
Agree 228 39.9 41.1 75.5 
Neither Agree nor 
Disagree 100 17.5 18.0 93.5 
Disagree 24 4.2 4.3 97.8 
Strongly Disagree 12 2.1 2.2 100.0 
Total 555 97.0 100.0  
Missing System 17 3.0   
Total 572 100.0   
 
 
 
 
 
Table 65 
I BECAME A MEMBER OF THE FFA BECAUSE MY FRIENDS RECRUITED ME TO 
BE IN THE FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 44 7.7 7.9 7.9 
Agree 135 23.6 24.2 32.0 
Neither Agree nor 
Disagree 198 34.6 35.4 67.4 
Disagree 138 24.1 24.7 92.1 
Strongly Disagree 44 7.7 7.9 100.0 
Total 559 97.7 100.0  
Missing System 13 2.3   
Total 572 100.0   
 
  
178 
 
Table 66 
I BECAME A MEMBER OF THE FFA BECAUSE I THOUGHT THERE WAS A 
CAREER IN AGRICULTURE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 121 21.2 21.5 21.5 
Agree 177 30.9 31.4 52.9 
Neither Agree nor 
Disagree 192 33.6 34.1 87.0 
Disagree 52 9.1 9.2 96.3 
Strongly Disagree 21 3.7 3.7 100.0 
Total 563 98.4 100.0  
Missing System 9 1.6   
Total 572 100.0   
 
 
 
 
 
Table 67 
I BECAME A MEMBER OF THE FFA BECAUSE I LIKED THE JACKETS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 79 13.8 14.1 14.1 
Agree 92 16.1 16.4 30.5 
Neither Agree nor 
Disagree 174 30.4 31.0 61.5 
Disagree 121 21.2 21.6 83.1 
Strongly Disagree 95 16.6 16.9 100.0 
Total 561 98.1 100.0  
Missing System 11 1.9   
Total 572 100.0   
 
 
  
179 
 
 
 
 
Appendix T 
 
Frequencies and Percentage Tables for Non-FFA Member Responses to Questions 
about Barriers to Membership in the FFA 
  
180 
 
Table 68 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE STUDENTS IN THE 
FFA WERE NOT LIKE ME. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 12 2.3 2.3 2.3 
Agree 261 49.4 49.9 52.2 
Neither Agree nor 
Disagree 108 20.5 20.7 72.8 
Disagree 84 15.9 16.1 88.9 
Strongly Disagree 58 11.0 11.1 100.0 
Total 523 99.1 100.0  
Missing System 5 .9   
Total 528 100.0   
 
 
 
 
 
Table 69 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE CEREMONIES, 
CONTESTS, AWARDS, AND ACTIVITIES OF THE... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 28 5.3 5.4 5.4 
Agree 302 57.2 58.0 63.3 
Neither Agree nor 
Disagree 99 18.8 19.0 82.3 
Disagree 49 9.3 9.4 91.7 
Strongly Disagree 43 8.1 8.3 100.0 
Total 521 98.7 100.0  
Missing System 7 1.3   
Total 528 100.0   
 
  
181 
 
Table 70 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE I HAD NEGATIVE 
EXPERIENCES IN MY CONTACTS WITH FFA MEMB... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 13 2.5 2.5 2.5 
Agree 255 48.3 48.6 51.0 
Neither Agree nor 
Disagree 109 20.6 20.8 71.8 
Disagree 94 17.8 17.9 89.7 
Strongly Disagree 54 10.2 10.3 100.0 
Total 525 99.4 100.0  
Missing System 3 .6   
Total 528 100.0   
 
 
 
 
 
Table 71 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE MY FRIENDS WERE NOT 
IN THE FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 16 3.0 3.1 3.1 
Agree 260 49.2 49.7 52.8 
Neither Agree nor 
Disagree 97 18.4 18.5 71.3 
Disagree 94 17.8 18.0 89.3 
Strongly Disagree 56 10.6 10.7 100.0 
Total 523 99.1 100.0  
Missing System 5 .9   
Total 528 100.0   
 
  
182 
 
Table 72 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE MY FAMILY DID NOT 
APPROVE OF THE FFA PROGRAM. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 6 1.1 1.2 1.2 
Agree 145 27.5 27.8 29.0 
Neither Agree nor 
Disagree 207 39.2 39.7 68.7 
Disagree 96 18.2 18.4 87.1 
Strongly Disagree 67 12.7 12.9 100.0 
Total 521 98.7 100.0  
Missing System 7 1.3   
Total 528 100.0   
 
 
 
 
 
Table 73 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE I FELT LIKE I WAS 
DISCRIMINATED BY THE FFA ADVISOR(S) A... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 6 1.1 1.1 1.1 
Agree 142 26.9 27.2 28.3 
Neither Agree nor 
Disagree 211 40.0 40.3 68.6 
Disagree 91 17.2 17.4 86.0 
Strongly Disagree 73 13.8 14.0 100.0 
Total 523 99.1 100.0  
Missing System 5 .9   
Total 528 100.0   
 
  
183 
 
Table 74 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE FFA WILL NOT 
HELP ME IN MY FUTURE CAREER GOALS. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 25 4.7 4.8 4.8 
Agree 272 51.5 52.1 56.9 
Neither Agree nor 
Disagree 105 19.9 20.1 77.0 
Disagree 69 13.1 13.2 90.2 
Strongly Disagree 51 9.7 9.8 100.0 
Total 522 98.9 100.0  
Missing System 6 1.1   
Total 528 100.0   
 
 
 
 
 
Table 75 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE FFA DID NOT 
OFFER SCHOLARSHIPS FOR COLLEGE. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 6 1.1 1.1 1.1 
Agree 133 25.2 25.4 26.5 
Neither Agree nor 
Disagree 234 44.3 44.7 71.2 
Disagree 98 18.6 18.7 89.9 
Strongly Disagree 53 10.0 10.1 100.0 
Total 524 99.2 100.0  
Missing System 4 .8   
Total 528 100.0   
 
  
184 
 
Table 76 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE FFA WAS FOR 
PEOPLE WHO LIVE ON FARMS AND RANCHES. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 45 8.5 8.6 8.6 
Agree 234 44.3 44.5 53.0 
Neither Agree nor 
Disagree 105 19.9 20.0 73.0 
Disagree 95 18.0 18.1 91.1 
Strongly Disagree 47 8.9 8.9 100.0 
Total 526 99.6 100.0  
Missing System 2 .4   
Total 528 100.0   
 
 
 
 
 
Table 77 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE MEMBERS OF THE FFA 
ARE LOOKED UPON AS "NERDS." 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 10 1.9 1.9 1.9 
Agree 183 34.7 34.8 36.7 
Neither Agree nor 
Disagree 171 32.4 32.5 69.2 
Disagree 91 17.2 17.3 86.5 
Strongly Disagree 71 13.4 13.5 100.0 
Total 526 99.6 100.0  
Missing System 2 .4   
Total 528 100.0   
 
  
185 
 
Table 78 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE I DID NOT HAVE THE 
MONEY TO JOIN THE FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 14 2.7 2.7 2.7 
Agree 122 23.1 23.3 26.0 
Neither Agree nor 
Disagree 100 18.9 19.1 45.1 
Disagree 236 44.7 45.1 90.2 
Strongly Disagree 51 9.7 9.8 100.0 
Total 523 99.1 100.0  
Missing System 5 .9   
Total 528 100.0   
 
 
 
 
 
Table 79 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE FFA'S UNIFORMS 
ARE NOT COOL. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 40 7.6 7.6 7.6 
Agree 238 45.1 45.4 53.1 
Neither Agree nor 
Disagree 100 18.9 19.1 72.1 
Disagree 94 17.8 17.9 90.1 
Strongly Disagree 52 9.8 9.9 100.0 
Total 524 99.2 100.0  
Missing System 4 .8   
Total 528 100.0   
 
  
186 
 
Table 80 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE I DID NOT FEEL LIKE I 
BELONGED IN THE FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 21 4.0 4.0 4.0 
Agree 294 55.7 56.0 60.0 
Neither Agree nor 
Disagree 110 20.8 21.0 81.0 
Disagree 61 11.6 11.6 92.6 
Strongly Disagree 39 7.4 7.4 100.0 
Total 525 99.4 100.0  
Missing System 3 .6   
Total 528 100.0   
 
 
 
 
 
Table 81 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE I DID NOT HAVE TIME 
FOR EXTRACURRICULAR ACTIVITIES. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 20 3.8 3.8 3.8 
Agree 286 54.2 54.9 58.7 
Neither Agree nor 
Disagree 105 19.9 20.2 78.9 
Disagree 67 12.7 12.9 91.7 
Strongly Disagree 43 8.1 8.3 100.0 
Total 521 98.7 100.0  
Missing System 7 1.3   
Total 528 100.0   
 
  
187 
 
Table 82 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE AGRICULTURE IS A LOW 
PAYING OCCUPATION. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 13 2.5 2.5 2.5 
Agree 258 48.9 49.2 51.7 
Neither Agree nor 
Disagree 112 21.2 21.4 73.1 
Disagree 91 17.2 17.4 90.5 
Strongly Disagree 50 9.5 9.5 100.0 
Total 524 99.2 100.0  
Missing System 4 .8   
Total 528 100.0   
 
 
 
 
 
Table 83 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE I HAD TOO MANY 
OTHER ACTIVITIES. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 24 4.5 4.6 4.6 
Agree 296 56.1 56.7 61.3 
Neither Agree nor 
Disagree 103 19.5 19.7 81.0 
Disagree 62 11.7 11.9 92.9 
Strongly Disagree 37 7.0 7.1 100.0 
Total 522 98.9 100.0  
Missing System 6 1.1   
Total 528 100.0   
 
  
188 
 
Table 84 
I DID NOT BECOME A MEMBER OF THE FFA BECAUSE THE FFA WAS 
DISCOURAGED BY SPONSORS OF OTHER ACTIVITIES... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 6 1.1 1.1 1.1 
Agree 230 43.6 44.0 45.1 
Neither Agree nor 
Disagree 138 26.1 26.4 71.5 
Disagree 96 18.2 18.4 89.9 
Strongly Disagree 53 10.0 10.1 100.0 
Total 523 99.1 100.0  
Missing System 5 .9   
Total 528 100.0   
 
  
189 
 
 
 
 
Appendix U 
 
Frequencies and Percentage Tables for Agriscience Teacher Responses to Questions 
Regarding FFA Membership 
  
190 
 
Table 85 
I feel it is my job as an Agriscience Teacher to recruit and encourage students to become 
members of... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 123 54.4 55.2 55.2 
Agree 89 39.4 39.9 95.1 
Neutral 2 .9 .9 96.0 
Disagree 5 2.2 2.2 98.2 
Strongly Disagree 4 1.8 1.8 100.0 
Total 223 98.7 100.0  
Missing System 3 1.3   
Total 226 100.0   
 
 
 
 
 
Table 86 
I feel that students are more interested in video games and social networking than 
becoming FFA members. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 29 12.8 13.1 13.1 
Agree 67 29.6 30.2 43.2 
Neutral 41 18.1 18.5 61.7 
Disagree 61 27.0 27.5 89.2 
Strongly Disagree 24 10.6 10.8 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
  
191 
 
Table 87 
I feel that the major reason Alabama FFA membership has dropped is due to the 
majority of New Agriscience teachers not being placed in 12 month contracts. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 83 36.7 37.4 37.4 
Agree 61 27.0 27.5 64.9 
Neutral 23 10.2 10.4 75.2 
Disagree 48 21.2 21.6 96.8 
Strongly Disagree 7 3.1 3.2 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
 
 
 
 
Table 88 
I feel that students being involved in school sports is a contributing factor for students 
not joining the FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 28 12.4 12.6 12.6 
Agree 70 31.0 31.5 44.1 
Neutral 32 14.2 14.4 58.6 
Disagree 80 35.4 36.0 94.6 
Strongly Disagree 12 5.3 5.4 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
  
192 
 
Table 89 
I feel that the students do not join the FFA because the dues are too high for state and 
national me... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 8 3.5 3.6 3.6 
Agree 38 16.8 17.0 20.6 
Neutral 32 14.2 14.3 35.0 
Disagree 108 47.8 48.4 83.4 
Strongly Disagree 37 16.4 16.6 100.0 
Total 223 98.7 100.0  
Missing System 3 1.3   
Total 226 100.0   
 
 
 
 
 
Table 90 
I feel students do not become FFA members due to it not being relevant to their current 
interests. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 7 3.1 3.2 3.2 
Agree 69 30.5 31.2 34.4 
Neutral 50 22.1 22.6 57.0 
Disagree 82 36.3 37.1 94.1 
Strongly Disagree 13 5.8 5.9 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
  
193 
 
Table 91 
I feel students do not want to join the FFA due to them being removed from the farm for 
several gene... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 12 5.3 5.4 5.4 
Agree 68 30.1 30.8 36.2 
Neutral 33 14.6 14.9 51.1 
Disagree 92 40.7 41.6 92.8 
Strongly Disagree 16 7.1 7.2 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
 
 
 
 
 
Table 92 
I feel that the decrease in State Staff positions for AgEd in Alabama has contributed to 
the decrease in FFA membership. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 33 14.6 14.9 14.9 
Agree 98 43.4 44.3 59.3 
Neutral 42 18.6 19.0 78.3 
Disagree 40 17.7 18.1 96.4 
Strongly Disagree 8 3.5 3.6 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
  
194 
 
Table 93 
I feel that the "No Child Left Behind Act" has had a negative impact on FFA membership 
in Alabama. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 37 16.4 16.7 16.7 
Agree 97 42.9 43.9 60.6 
Neutral 45 19.9 20.4 81.0 
Disagree 38 16.8 17.2 98.2 
Strongly Disagree 4 1.8 1.8 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
 
 
 
 
Table 94 
I feel some of my students do not join the FFA due to them being placed in Agriscience 
classes by co... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 65 28.8 29.1 29.1 
Agree 122 54.0 54.7 83.9 
Neutral 15 6.6 6.7 90.6 
Disagree 21 9.3 9.4 100.0 
Total 223 98.7 100.0  
Missing System 3 1.3   
Total 226 100.0   
 
  
195 
 
Table 95 
I feel that the FFA is the best teaching tool I have as an Agriscience Teacher. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 96 42.5 43.0 43.0 
Agree 70 31.0 31.4 74.4 
Neutral 27 11.9 12.1 86.5 
Disagree 26 11.5 11.7 98.2 
Strongly Disagree 4 1.8 1.8 100.0 
Total 223 98.7 100.0  
Missing System 3 1.3   
Total 226 100.0   
 
 
 
 
 
Table 96 
I feel that the process of enrolling students in the FFA has gotten too complicated for 
Agriscience... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 31 13.7 14.0 14.0 
Agree 41 18.1 18.6 32.6 
Neutral 33 14.6 14.9 47.5 
Disagree 103 45.6 46.6 94.1 
Strongly Disagree 13 5.8 5.9 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
  
196 
 
Table 97 
I feel that students do not want to become FFA members due to the negative image 
towards farming. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 5 2.2 2.3 2.3 
Agree 42 18.6 19.0 21.3 
Neutral 25 11.1 11.3 32.6 
Disagree 125 55.3 56.6 89.1 
Strongly Disagree 24 10.6 10.9 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
 
 
 
 
Table 98 
I feel that the students do not want to join the FFA due to their dislike of the FFA jacket. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 5 2.2 2.3 2.3 
Agree 29 12.8 13.1 15.3 
Neutral 33 14.6 14.9 30.2 
Disagree 102 45.1 45.9 76.1 
Strongly Disagree 53 23.5 23.9 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
  
197 
 
Table 99 
I feel students do not become FFA members due to them having limited resources for 
SAEP?s. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 8 3.5 3.6 3.6 
Agree 50 22.1 22.7 26.4 
Neutral 37 16.4 16.8 43.2 
Disagree 110 48.7 50.0 93.2 
Strongly Disagree 15 6.6 6.8 100.0 
Total 220 97.3 100.0  
Missing System 6 2.7   
Total 226 100.0   
 
 
 
 
 
Table 100 
I feel my students do not become FFA members due to my lack of motivation as the FFA 
Advisor. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 10 4.4 4.5 4.5 
Agree 70 31.0 31.5 36.0 
Neutral 18 8.0 8.1 44.1 
Disagree 80 35.4 36.0 80.2 
Strongly Disagree 44 19.5 19.8 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
  
198 
 
Table 101 
I believe it is important for my program to involved Chapter Officers in recruiting 
students to join... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 77 34.1 34.7 34.7 
Agree 120 53.1 54.1 88.7 
Neutral 19 8.4 8.6 97.3 
Disagree 6 2.7 2.7 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
 
 
 
 
Table 102 
I feel students do not join the FFA due to them not having transportation to and from 
FFA events. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 7 3.1 3.2 3.2 
Agree 32 14.2 14.4 17.6 
Neutral 33 14.6 14.9 32.4 
Disagree 125 55.3 56.3 88.7 
Strongly Disagree 25 11.1 11.3 100.0 
Total 222 98.2 100.0  
Missing System 4 1.8   
Total 226 100.0   
 
  
199 
 
Table 103 
I feel that the student?s low socio-economic condition at home is a big reason they do not 
join the... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 24 10.6 12.1 12.1 
Agree 68 30.1 34.3 46.5 
Neutral 25 11.1 12.6 59.1 
Disagree 62 27.4 31.3 90.4 
Strongly Disagree 19 8.4 9.6 100.0 
Total 198 87.6 100.0  
Missing System 28 12.4   
Total 226 100.0   
 
 
 
 
 
Table 104 
I feel it is important for my FFA Chapter to have 100% membership. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 35 15.5 15.8 15.8 
Agree 54 23.9 24.4 40.3 
Neutral 36 15.9 16.3 56.6 
Disagree 80 35.4 36.2 92.8 
Strongly Disagree 16 7.1 7.2 100.0 
Total 221 97.8 100.0  
Missing System 5 2.2   
Total 226 100.0   
 
 
  
200 
 
 
 
 
Appendix V 
 
Frequencies and Percentage Tables for State FFA Staff Responses to Questions 
Regarding FFA Membership 
  
201 
 
 
Table 105 
I feel that the major reason the Alabama FFA membership has dropped is due to the 
majority of new Ag teachers not being place on 12 month contracts. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 1 33.3 33.3 33.3 
Neutral 2 66.7 66.7 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 106 
I feel students do not want to join the FFA due to them being removed from the farm for 
several generations. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Disagree 3 100.0 100.0 100.0 
 
 
 
 
 
Table 107 
I feel that the decrease in State Staff positions for AgEd in Alabama has contributed to 
the decrease in FFA Membership. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 2 66.7 66.7 66.7 
Disagree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
  
202 
 
Table 108 
I feel that the ?No Child Left Behind Act? has had a negative impact on FFA 
membership in Alabama. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 2 66.7 66.7 66.7 
Disagree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 109 
I feel that students do not want to become FFA members due to the negative image 
towards farming. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Disagree 3 100.0 100.0 100.0 
 
 
 
 
 
Table 110 
I feel that the students do not want to join the FFA due to their dislike of the FFA jacket. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Disagree 2 66.7 66.7 66.7 
Strongly Disagree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
  
203 
 
Table 111 
I feel students do not become FFA members due to them having limited resources for 
SAEP?s. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Disagree 3 100.0 100.0 100.0 
 
 
 
 
 
Table 112 
I feel that many Agriscience Teachers/FFA Advisors do not encourage their students to 
join the Alabama FFA. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 2 66.7 66.7 66.7 
Agree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 113 
I feel that the local system administrators have hurt the FFA membership by not hiring 
certified Agriscience Teachers. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 2 66.7 66.7 66.7 
Disagree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
  
204 
 
Table 114 
I feel local system administrators have hurt FFA membership by shutting down 
Agriscience programs to... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Agree 3 100.0 100.0 100.0 
 
 
 
 
 
Table 115 
I feel the State and District FFA Officers should play more of an active role recruiting 
potential F... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 1 33.3 33.3 33.3 
Neutral 1 33.3 33.3 66.7 
Disagree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 116 
I feel that the Career Tech Initiative money used for extended contracts should require 
Agriscience... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Agree 3 100.0 100.0 100.0 
 
  
205 
 
Table 117 
I feel that I spend the majority of my time doing required things that do not relate to 
Agriscience... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 1 33.3 33.3 33.3 
Agree 1 33.3 33.3 66.7 
Neutral 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 118 
I feel that many of the FFA contests and Awards are not very appealing to student 
interests. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Disagree 3 100.0 100.0 100.0 
 
 
 
 
 
Table 119 
I feel that Agriscience Education and the FFA will flourish under the new directives 
coming from the... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 1 33.3 33.3 33.3 
Neutral 2 66.7 66.7 100.0 
Total 3 100.0 100.0  
 
  
206 
 
Table 120 
I feel that the State AgEd staff needs to be increased to 5 to be more effective for the 
AgEd teachers in the state. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 1 33.3 33.3 33.3 
Agree 2 66.7 66.7 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 121 
I feel that the State AgEd staff needs more secretaries to be more effective at doing our 
jobs. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 2 66.7 66.7 66.7 
Neutral 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 122 
I feel that the Alabama FFA and Agriscience Education is still the best youth 
organization and program in the state. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid Strongly Agree 3 100.0 100.0 100.0 
 
  
207 
 
Table 123 
I believe that Agriscience teachers should take a more active role in raising money for 
the Alabama... 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Agree 2 66.7 66.7 66.7 
Disagree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 124 
Current established Agriscience Teachers should be held more accountable for not 
encouraging students to become FFA members. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 2 66.7 66.7 66.7 
Agree 1 33.3 33.3 100.0 
Total 3 100.0 100.0  
 
 
 
 
 
Table 125 
Business and Industry Certification requirements should stipulate that every Agriscience 
Teacher should have at least 50% FFA membership. 
 Frequency Percent Valid Percent Cumulative 
Percent 
Valid 
Strongly Agree 1 33.3 33.3 33.3 
Agree 1 33.3 33.3 66.7 
Neutral 1 33.3 33.3 100.0 
Total 3 100.0 100.0