The Learning Styles of Youth in Nonformal Agricultural Education Programs

While agricultural concepts and skills are commonly taught in vocational classroom settings, education “in ” and “about ” agriculture also occurs in nonformal educational programs that provide diverse learning experiences for youth. Current research (Eschenmann, 1988; Dunn, 1989) suggests that the context of the learning situation not only influences what is learned, but individual ability to retain new or difficulty information is facilitated when learning environments match learning strengths. Limited educational research has been conducted on learning styles of students studying agricultural subjects in a forma1 school setting or the 4-H club. Previous researchers (Rollins and Scanlon, 1991; Rollins, 1990; Cox, Sproles, and Sproles, 1988) have expanded the empirical evidence about learning styles of youth receiving formal education in agriculture. Crom (1986) found that two of every three 4-Hers in clubs preferred learning through an experience-based approach and liked role playing, simulation, and discussion groups. Willets and Crider (1990) reported that the two most important human resource development issues in Pennsylvania were youth-related. Using its research-based