| Purpose. The purpose of this research was to examine the type and scope of supervised occupational experience programs (SOEP) and the achievement of students mainstreamed in vocational agriculture in Ohio. This study was designed to determine the proportion of variance in student achievement which could be explained by the major independent variables. Furthermore, this study was to determine those variables which best predict student achievement.;The Pearson Product Moment Correlation was used to describe the relationship between the variables. Semi-partial correlation coefficients were obtained to indicate the unique proportion of the variance explained by each variable and each variable set. Multiple regression statistics were used to predict variable scores.;Ten teachers and 30 students were interviewed by being asked questions related to the research variables.;Summary of Findings. The findings of this study indicated that the following variables were related to student achievement: being multiply handicapped (r = .18), FFA participation (r = .35), FFA offices held (r = .30), FFA awards (r = .27), FFA field trips (r = .19), in-school laboratory project scope (r = .19), total SOEP scope (r = .15), being a non-farm rural resident (r = -.13), being a city or town resident (r = .19), living with one parent (r = .13), living with a guardian (r = -.12), receiving money from parents (r = -.13), receiving encouragement from parents (r = .24), participating in a reduced price or free lunch program (r = -.16), and the occupational status of the students' parents (r = .24).;An instrument was mailed to eighty-two randomly-selected vocational agriculture teachers to be administered to their 300 mainstreamed students. Data gathered from respondents and a sample of non-respondents yielded a final response rate of 72.7%.;A semi-partial multiple regression coefficient was calculated (R('2) = .49). The following variables accounted for a unique significant proportion of variance in the dependent variable (student achievement): FFA participation, FFA offices, FFA awards, in-school laboratory projects scope, money, encouragement, lunch, and occupational status.;The best predictors of student achievement in the stepwise regression equation (R('2) = .29) listed in their order of entry, are: FFA participation, number of FFA offices held, number of FFA awards received, occupational status of parents, and money students received from parents.;Based on qualitative data, vocational agriculture teachers felt their presence at IEP meetings could benefit them in their efforts to better understand the mainstreaming process as well as the educational needs of exceptional students. |
