The 2011 ASHS Annual Conference

The purpose of this study was to describe high school students’ knowledge, motivation, and learning experiences in a competitive out-of-school state horticulture career development experience. The study was a census (N = 59) of all youth participants in the senior division (i.e., Grades 9-12) at the 2010 [state] 4-H/FFA Horticulture Career Development Event (CDE).This Horticulture CDE prepares youth for horticultural careers and degree programs by covering topics determined beneficial by the National Junior Horticulture Association (NJHA). Three knowledge/skill-based exams were used to assess youth competence: a general knowledge, identification, and product evaluation exam. The general knowledge exam included 20 true/false questions and 60 multiple choice questions concerning twelve categories: 1) Plant Nomenclature, 2) Environment and Horticulture Plants, 3) Plant Nutrition, 4) Vegetables, 5) Garden Flowers, 6) Fruit and Nut Production, 7) Turf, 8) Landscaping, 9) Managing Trees and Shrubs in the Landscape, 10) Plant Propagation, 11) Greenhouse Structure, and 12) Commercial Horticulture Production. The identification exam included identifying 100 specimens broken down into four categories. There were 25 specimens each of 1) flowers and indoor plants, 2) landscape ornamentals, 3) fruits, nuts and berries, and 4) vegetables. This contained any part of the plant (leaves, flowers, fruits, stems). The Product evaluation exam contained two classes each of 1) fruits, nuts, and berries, 2) vegetables, 3) flowers and indoor plants and 4) Landscape Ornamentals, making a total of 8 classes: blueberries, strawberries, kale, potatoes, celosia, petunias, holly, and blue spruce. Youth’s motivation (intrinsic value, utility value, attainment value, cost, and self-efficacy), and a ranking of learning resources utilized for CDE preparation were described. Relationships between youth performance (general knowledge exam, identification exam) and youth’s motivational factors were explored. Youth were “somewhat” motivated to participate in the horticulture CDE based on mean responses measuring intrinsic value (M = 2.76, SD = 0.89), attainment value (M = 3.06, SD = 0.85) and utility value (M = 3.30, SD = 0.77) using a five point summated rating scale. Highest ranking resources utilized included old tests and quizzes, flashcards, and websites. Youth did not perform horticultural competencies at a level required in the horticulture industry; however youth motivation factors (utility value, attainment value, and intrinsic value) were related to youth performance. This research shows that learning resources and contest preparations need to have more horticultural knowledge applications so that youth can build motivation and reach acceptable competence levels for landscape industry certification.