Abstract & Overview
As the agriculture industry continues to become more efficient and fewer individuals are directly involved in production, an increased number of people are misunderstood in food and fiber production systems. Educating the public about modern agricultural practices is important to the future of the industry. Agricultural literacy efforts in young children are especially effective. The goal of this study was to determine knowledge gained among elementary students regarding of Ohio’s agricultural industry after participating in a one day agricultural literacy event: Farm Day. The objectives of the study were to describe the production agriculture knowledge of Farm Day participants prior to and after Farm Day; to describe the relationship between Farm Day participants' production agriculture knowledge prior to and after Farm Day by class, school and as an entire population of participating first grade students; and to describe the relationship between demographic characteristics including gender and background (farm or non-farm) of Farm Day participants’ production agriculture knowledge prior to and after Farm Day. Education efforts were divided into eleven sessions on a variety of topics such as wildlife, agricultural products, and the pork industry. Identical pre- and post-tests containing one or two questions from each session were used to gather data. Pre- and post-test scores were compared to determine production agriculture knowledge gained. It was concluded that students’ scores increased after participation in the agricultural literacy event. Interpretation of correlations found no strong correlations between gain scores and gender and/or students’ backgrounds. Results of the study indicate that agricultural literacy efforts directed toward elementary students have a positive effect on students’ understanding of production agriculture. Therefore efforts to educate the public about agriculture are effective, and it is recommended that such efforts be continued.