Perceptions of Crop Science Instructional Materials.

A number of crop science instructors have indicated that there is a shortage of quality, current crop/plant science teaching materials, particularly textbooks. A survey instrument was developed to solicit information from teachers about the use and adequacy of textbooks, laboratory manuals, and videotapes in crop/plant science instruction. Of 72 university instructors responding to a national survey, 72% required students to purchase a published textbook for the introductory crop/plant science course. Among instructors who used one of 12 different textbooks, 51% expressed some degree of dissatisfaction with the textbook, and 48% stated that textbooks currently available are not affordable for their students. Fourteen instructors assembled their own materials into a "textbook" package. Only 20% of the instructors required a published laboratory manual, while over 50% of the respondents either assembled materials into a packet or used handouts for their laboratory sections. Almost 65% of the instructors used videotapes, with more than 70% considering them important, very important, or essential in their teaching programs. About 50 instructors who used videotapes were almost unanimous in agreeing that a listing of agronomy-related videotapes available for purchase, rental, or loan would be useful. IN SOME INSTANCES, a textbook is the only instructional tool used by a teacher, and it can have a profound effect on student learning experiences (Ornstein, 1989). Due to the importance of textbooks in teaching/learning, agricultural educators should be concerned with selection of appropriate textbooks (Hitchner et al., 1992). Factors that should be considered are readability (Graveel and Fribourg, 1987; Hitchner et al., 1992) and updated information (Hershey, 1990). Karnok and Connors (1986) surveyed 49 U.S. land-grant universities about the beginning crop science course. Several subjects were explored, but no specific data on textbooks or laboratory manuals used by instructors were collected. Some agronomists have commented that there is a current or impending problem as to availability of current crop/plant science teaching materials, particularly textbooks. The author is not aware of any major crop production or crop science textbooks published since College of Agriculture, Southern Illinois University, Carbondale, IL 62901-4416. Received 5 Nov. 1993. 'Corresponding author. Published in J. Nat. Resour. Life Sci. Educ. 23:129-131 (1994). 1980, although a few plant science books were published in the late 1980s (Harden et al., 1987; Hartmann et al., 1988). Some agronomy instructors consider plant science textbooks too botany-oriented, and too deficient in agronomic-crop information to meet their needs. While several crop/plant science laboratory manuals have been published in recent years, many have geographic or other limitations that reduce their usefulness. Many crop/plant science instructors at agricultural institutions develop or assemble their own teaching materials. Therefore, the problem of limited textbooks or related materials is likely more severe with teachers in smaller 4-yr or 2-yr agriculture programs. Many have heavy teaching loads or other obligations that restrict development of their own instructional packets. More than a decade ago, the use of videotapes to supplement lecture and laboratory materials in various crop science courses proved to be an effective teaching technique (Burger and Seif, 1982). Videotaped instruction has been an effective delivery tool in agricultural safety training (Lehtola and Boyd, 1992). Other instructors have used videotapes as useful and positive supplements to bridge the knowledge gap between farm and nonfarm background students (Meisner et al., 1990) and to enhance lecture and laboratory material in a turfgrass management course (McCrimmon et al., 1992). While a number of agronomy-related, single-concept videotapes are available for purchase, rental, or free loan, the extent of their use in agronomy instruction and their value was not known. Information is needed from teachers on the availability, use, and adequacy of textbooks, laboratory manuals, and videotapes in crop/plant science instruction. MATERIALS AND METHODS A four-part, 23-question survey was developed in the Southern Illinois University at Carbondale (SIUC) College of Agriculture to solicit information from instructors of introductory crop/plant science courses. This survey was designed to gather information on textbooks, laboratory manuals, and videotapes as related to the in. troductory course. In addition, a fourth section allowed open-ended comments. Abbreviations: SIUC, Southern Illinois University at Carbondale. J. Nat. Resour. Life Sci. Educ., Vol. 23, no. 2, 1994 • 129 Table 1. Questions and number of responses pertaining to introductory crop/plant science textbooks. a. Do you require a published textbook? Yes (52) No (20) b. If yes, which textbook do you require?~" Textbook No. of respondents Barden et al., 1987, Plant Science 9 Hartmann et al., 1988, Plant Science, 7 Growth, Development, and Utilization of Cultivated Plants. Martin et al., 1976, Principles of Field Crop 6 Production Green et al., 1981, Agronomy Principles and 5 Practices c. Are you satisfied with this book? Yes (24) No (25) d. Do you consider that the published textbooks are affordable? Yes (36) No (33) e. What textbook price range do you consider to be reasonable and affordable? <$25 (7) $26-$35 (32) $36-45 (28) $46-~55 (3) $56-$70 f. If no textbook is required, do you assemble materials into a packet? Yes (74) No (22) g. If no textbook or packets are required, do you place reference books/materials on reserve? Yes (25) No (22) h. If you reserve materials, what are the three most important books?$ No. of Textbook respondents Martin et al., 1976, Principles of Field Crop 8 Production. Metcalfe and Elkins, 1980, Crop Production, 3 Principles, and Practices. Hartmann et al., 1988, Plant Science, 3 Growth, Development, and Utilization of Cultivated Plants. Seven others mentioned one or two times. Nineteen others mentioned one or two times. The survey form, along with a cover letter and return envelope, was sent to l 12 universities throughout the USA in January of 1992. The mailing list consisted of 67 landgrant universities, including 22, 1890 schools, as well as 45 non-land-grant institutions. The mailing was addressed to either the agronomy department head, chair of department/division of agriculture, or a specific crop/plant science instructor (if known). Department heads or chairs were asked to pass the material to the appropriate instructor and assist in facilitating completion of the survey. No follow-up mailing was made. The identity of persons completing the survey remained confidential in accordance with requirements of SIUC’s Committee on Research Activities involving Human Subjects, unless individuals chose to identify themselves. RESULTS AND DISCUSSION