The relationship between perseverance and academic attainment in agricultural education

Abstract

This study was designed to examine the perseverance level of agricultural education educators nationwide. The study design was descriptive-correlational with data collected using a written questionnaire that was mailed to stratified, systemic sample drawn from a nation-wide population. Results were computed using the mean and standard deviation for each factor. T-tests and analysis of variance were conducted to examine the relationship between mean cumulative perseverance score and educational attainment. Findings indicate that there was no correlation between the mean cumulative perseverance score and educational attainment. Participants agreed or strongly agreed the most with the two statements that reflected that if a task was to be completed it must be done with a high quality product in mind and that an academic degree(s) was/were what enabled participants to enter into the professions that they were currently engaged in. The two lowest scoring statements dealt with the belief that higher education improves the quality of life and that vocational counseling had a positive impact in degree achievement.