Theses and Dissertations at Montana State University (MSU)

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4-H students in college activities
(Montana State University - Bozeman, College of Agriculture, 1938) Peterson, Weber H.
An analysis of the procedures and attitudes of participants in 4-H beef projects in Stillwater County
(Montana State University - Bozeman, 1976) Egan, Charles Evans
Attitude and value study of the 4-H market lamb project in Gallatin County
(Montana State University - Bozeman, 1978) Isaacs, Nicholas Waldon
Attitude assessment of the 4-H members in the Gallatin County 4-H Program
(Montana State University - Bozeman, 1977) Shank, Randall Fishburn
Attitudinal differences--a study comparing 4-H members and dropouts, ages 13 to 15, in 16 Montana counties
(Montana State University - Bozeman, College of Agriculture, 1984) Petroff, Arthur Reeves
The problem associated with this study was to determine what differences existed between the attitudes of active 4-H members and dropouts in this study toward the 4-H program in Montana. The researcher also wished to determine if there was a correlation between the age a person started 4-H and their length of membership. In addition, the researcher wanted to ascertain the reasons for dropping out of 4-H. The instrument was developed by the researcher and was sent to 491 present and 410 past 4-H members who were 13 to 15 years of age when enrolled in 4-H. This study included 16 counties in Montana. The data in this study were tested using the Pearson r correlation coefficient and the Chi-squared test of independence. Approximately 66 percent of the sample responded with about 60 percent actually being used. Approximately 52 percent of the respondents were from farms and ranches while 48 percent were from urban domiciles. Thirty-three hypotheses were tested in this study. The results of this testing indicated that an urban or rural domicile made no difference in the respondent's attitude that 4-H was mainly for people from farms and ranches. In addition, age was found to be negatively correlated to length of 4-H membership. The data also indicated that attitudinal differences existed between active 4-H members and dropouts in the areas of: (1) responsibility-building in 4-H, (2) 4-H and 4-H projects being fun and interesting, (3) recommending 4-H to others, (4) parental attitude toward 4-H, (5) 4-H being time consuming, (6) 4-H record books, (7) peer attitude toward 4-H, (8) parental pressure to stay in 4-H, (9) memebership in school organizations, (10) 4-H program repetition, (11) help received in 4-H, (12) interest in school and 4-H, (13) member voice in 4-H planning, (14) peer influence to quit 4-H. The two main reasons given for dropping out of 4-H were: (1) I had too many other things to do and, (2) the club was not very organized. The major conclusions drawn from this study are that: (1) 4-H may not be for every youth but the 4-H program should explore ways to broaden its appeal while retaining its 4-H image, (2) 4-H and School will vie for young people's time and (3) family participation in 4-H is important to 4-H member retention.
A descriptive study of 4-H adult volunteers' perceptions of distance learning
(Montana State University - Bozeman, College of Agriculture, 2021) Schomer, Brett Marie; Chairperson, Graduate Committee: Carl Igo
Like many other states Montana 4-H is experiencing reduced participation in types of face-to-face volunteer learning experiences. To continue to provide a high-quality program to both youth members and volunteer leaders without putting burden on MSU Extension field faculty, distance learning has been identified as a possible solution to this phenomenon. MSU Extension agents indicated during 2018 focus groups that distance learning is a viable and exciting delivery method for some types of 4-H learning experiences, however further investigation of user perceptions is necessary before we proceed as a system. By using quantitative descriptive research methodology, this study identifies the perceptions and needs of the prospective adult volunteer user in order for 4-H professionals to adequately assess and design the integration of distance learning methods with 4-H learning experiences, specifically for volunteer training. This study is aimed at considering the possibilities of distance learning and bringing them together with the ideas and opinions of the individuals who have an important stake in program delivery.
An evaluation of the Crow Indian 4-H programs
(Montana State University - Bozeman, 1971) Weber, Robert Art; Chairperson, Graduate Committee: Gerald D. Sullivan
During the winter of 1971, a survey was undertaken to assess the 4-H program on the Crow reservation in Montana. The survey was conducted to determine new ways to develop a 4-H program that would be more acceptable to the Crow people. A 4-H interview form was developed to survey five areas of influence on the Crow reservation that are felt to be significant in determining how to develop some new approaches to improve the Crow Indian 4-H program. A population of twenty-five people were surveyed, five of which were white 4-H club leaders and twenty who were Crow Indian adults. An extensive survey was also made of literature related to working with disadvantaged low income youth. The literature covered thirteen books and twenty-eight periodicals. Seven areas of study were surveyed. The information presented in Table 2 indicates that twenty (80.0 percent) of the population surveyed would like to have their youth learn skills and values that are related to the Crow culture. This information is in agreement with what Crow parents say about the 4-H program and what they would like their youth to learn as 4-H members. It was recommended that in the future that the Crow Indian 4-H program include projects and activities that are more closely related to the Crow Indian culture. The knowledge gained from the study of the seven areas of related literature was accomplished to develop ethnic sensitivity essential to working with disadvantaged Indian youth and adults. This information combined with the facts recorded from the questionnaire has provided definite information and insights that are intended to be used as guidelines for developing future 4-H programs with the Crow people by the present Extension staff assigned to the Crow reservation.
Factors influencing the leadership life skills of Montana 4-H youth
(Montana State University - Bozeman, College of Agriculture, 2008) Flynn, Allison Maurine; Chairperson, Graduate Committee: Carl Igo.
Since its inception, the 4-H program has been through many transitions, and has been constantly challenged to show its benefits to youth. Additionally, funding from 4-H came from multiple supporters resulting in the need for 4-H to show reasons for support. The purpose of this study was to assess the perceptions of Montana 4-H youth related to their leadership life skills and to determine the significant factors that influenced the development of those life skills. The population consisted of 2008 Montana 4-H Congress participants and 2007-2008 Montana 4-H Ambassadors. The survey instrument consisted of three sections: selected demographic information and 4-H participation, involvement in 4-H activities and leadership roles, and the Youth Leadership Life Skills Development Scale (YLLSDS). YLLSDS was a valid and reliable instrument developed by Seevers, Dormody and Clason (1995). Data were collected during the Montana 4-H Congress and survey was mailed to Montana 4-H Ambassadors. The data were entered into Microsoft Excel and analyzed using SPSS. The responses to the YLLSDS with the highest means were "have good manners," "get along with others", and "show a responsible attitude." Analysis revealed that Montana 4-H Ambassadors had statistically significant higher YLLSDS scores than those who had never been an Ambassador. The factors with the greatest influence on leadership life skills development were gender, 4-H Districts, and participation in the Ambassador program. Involvement in 4-H activities predicted 6.9% of the variation in YLLSDS scores and involvement in leadership roles accounted for 7.3% of the variation in YLLSDS scores. Leadership life skills were gained through the Ambassador program, partaking in leadership roles and involvement in leadership activities. The research attested to the effectiveness of the Ambassador program. Further research was recommended to determine which activities, leadership roles and aspects of the Ambassador program were most successful at building life skills. Further research to determine the significant variation between 4-H Districts would be useful. The study supported 4-H as a successful youth organization that responsibly teaches youth leadership life skills.
Factors which influence retention of first-year 4-H leaders
(Montana State University - Bozeman, College of Agriculture, 1988) Wolfe, Terry Lawrence; Chairperson, Graduate Committee: Douglas Bishop.
The purpose of this study was to determine whether certain characteristics of first- and second-year volunteer 4-H leaders who terminate their leadership are different from those who continue their leadership in the 4-H program. Data for this study were gathered by a mailed questionnaire sent to 370 randomly selected first-year 4-H leaders in 25 Montana counties. Valid responses were received from 189 leaders who continued their leadership a second and third year, and 58 who dropped after their first year of leadership. Data were analyzed by the chi-square test of statistical independence at the .05 level of significance. The test was applied to 30 null hypotheses to determine if relationships existed between characteristics and 4-H leader continuance. Analysis of the data collected shows that statistical differences exist between the leaders who terminate after one year of leadership and those who continue for two or three years. The following characteristics were tested and shown to influence leadership tenure: age, employment outside the home, place of residence, number of children, involvement of children in the 4-H program, degree of satisfaction experienced as a first-year leader, attendance at 4-H club meetings and" 4-H activities, participation in leader training sessions, the number of contacts made with the county extension office, acceptance by other leaders, being included in decision-making regarding 4-H club programs and policy, and the strength of interest felt at the beginning of the year when compared to the level of interest at the end of the first year. Leaders who continued leadership: were 35-44 years of age, lived on a farm or ranch, had children in the program, were satisfied with 4-H leadership, attended six or more club meetings and four or more activities per year, participated in leader training, made two or more contacts with the county extension office per month, were accepted by other leaders, were included in decision-making, and had greater strength of interest at the end of the year than at the beginning.
Improving recruitment and training for 4-H STEM youth robotics program volunteers
(Montana State University - Bozeman, Graduate School, 2013) Watson Pottebaum, Cindy; Chairperson, Graduate Committee: Peggy Taylor.
In this study, 4-H Volunteer Robotics Training workshops were evaluated for effectiveness. Using surveys, interviews and communication logs, this study examined the usefulness of the Robotics Volunteer Training workshops using LEGO Mindstorms kits and software. The findings from this study showed that a positive, supportive environment can help volunteers overcome past fears and negative feelings toward science and technology and to become successful leaders of youth robotics activities. The research also revealed that takes ongoing support and communication from 4-H staff after the training workshop, in order for the robotics volunteers to gain enough knowledge to lead a youth robotics activity. How can we create a positive robotics training experience for 4-H volunteers? Will an experiential learning experience help volunteers to gain confidence, competence and expertise that they need to be leaders for youth robotics activities? Will these trained volunteers be motivated to carry out a youth robotics activity beyond the training?
Informal youth educational programming and its effect on environmental stewardship and formal science classroom performance
(Montana State University - Bozeman, Graduate School, 2014) McClellan, Matthew Clinton; Chairperson, Graduate Committee: Peggy Taylor.
In this investigation, 4-H Outdoor Skills Programming was used to determine its effect on participants' formal science classroom performance, development of life skills, leisure activity choices, and whether this type of adventure programming can increase a participants' level of environmental awareness. Parent and participant surveys, interviews, and direct observation techniques were used to gather data during intervention sessions with two 4-H project clubs in Calcasieu Parish, Louisiana. Results indicated that these programs do accomplish life skill development and improvement in environmental awareness, but no correlation was found to indicate improvement in the formal classroom or in a decrease in reliance on electronic devices for entertainment.
Life skill development of Montana 4-H campers
(Montana State University - Bozeman, College of Agriculture, 1996) Wingard, Kelly Jo
The purpose of the study was to determine whether or not 1996 Montana single and multiple county 4-H campers were developing Montana 4-H life skills by attending 4-H camps. The survey instrument for both the pretest and posttest was composed of 43 statements that measured life skill development on a Likert-type scale. This factorial, quasi-experimental study measured life skill development of participants in 9 single county 4-H camps and 4 multiple county 4-H camps in Montana. Pretest surveys were administered to participants at the beginning of the camps. Twenty-one days after the end of the camp, participants were sent a delayed posttest to be completed and returned to the researcher. The responses on the pretest and posttest data were entered into a spreadsheet file using Microsoft Excel (1994). The data was analyzed using SPSS-X (1995). Frequency distributions were calculated on demographic data. A matched pair t-test was used to analyze the life skill development from pretest scores to posttest scores at a 0.05 level to test for significant differences. An analysis of covariance was computed for the posttest with the pretest at a 0.05 level of significance to compare adjusted mean scores with single county camps versus multiple county camps, early versus late responders, and demographic influences. The data from this study revealed that Montana 4-H camps develop the life skills of fostering a positive self concept, learning decision-making and responsibility for choices, developing an inquiring mind, relating to self and others and acquiring a concern for communities--local and global. It was found that attendance of single county camps versus multiple county camps did not differ in life skill development. Various demographic influences also proved to have a significant effect on life skill development.
Montana State 4-H volunteer leader college : does it make a difference?
(Montana State University - Bozeman, College of Agriculture, 2005) Bradbury, Ricarda Marie; Chairperson, Graduate Committee: Carl Igo.
The purpose of this study was to measure the degree to which leaders who received training through the Montana 4-H Volunteer Leader College (VLC) had an affect on the life skills development of members in their 4-H clubs. Data was collected using a written survey. Leaders and members from 4-H clubs in Montana comprised the sample. Descriptive statistics, two-tailed t-tests, and chisquare were generated for analysis. After analysis, the following conclusions, recommendations and implications were made: Conclusions: (1) 4-H members surveyed were demographically similar. Leaders in the treatment group had been involved more years as 4-H leaders. Leaders from the treatment group reported receiving higher levels of training from 4-H extension. (2) Membersα perceptions of their life skills or leadersα perceptions of their ability to provide members with life skills were not influenced by training through the VLC. (3) A greater occurrence of officer training and a difference in officer selection was reported by members of the treatment group. (4) Community involvement, as summarized by leaders, seemed to be more varied and occurred more often in the treatment group. Higher levels in this area were also perceived by members in the treatment group. Recommendations: (1) Further study was recommended to determine if mandatory training of volunteer leaders for life skills development provided different impacts than volunteer training, Additionally, further research was needed to determine the effect officer election and training strategies employed by leaders had on level of community involvement of clubs. (3) Assessment of the VLC was recommended, with consideration given to the National 4-H Strategic Plan. (4) A quasi-experimental design using larger treatment and control groups from throughout Montana should be conducted. (5) Changes to the survey instrument should be included in further research. Implications: (1) Overall, the perceived life skills possessed by Montana State 4-H members were high, regardless of leader training. (2) Alternative explanations were available concerning specific leader practices of officer training and selection and community involvement.
Perception of Gallatin County 4-H members regarding animal projects
(Montana State University - Bozeman, 1995) Dalbey, Matthew David; Chairperson, Graduate Committee: C. Van Shelhamer
Perceptions of 4-H members, leaders and county agents toward the Montana 4-H vegetable gardening projects
(Montana State University - Bozeman, College of Agriculture, 1985) McMaster, Susan Lynn
Perceptions of 4-H record books as part of the experiential learning cycle
(Montana State University - Bozeman, College of Letters & Science, 2019) Tangedal, Kara Bates; Chairperson, Graduate Committee: Greg Francis
This study investigated how perceptions of record books by 4-H adult and youth members changed before and after treatment, and if their perceived value of club meetings and project workshops, as well as growth in a project area improved after treatment. The subject of this treatment was enrolled Lewis and Clark County 4-H program members in Montana. Surveys were administered prior to record books being actively used in 4-H clubs and project workshops as a tool for goal-setting and reflection. Following volunteer training on how to effectively use record books in the Experiential Learning Cycle, club and project meetings were assessed on how effectively record books were incorporated, and subsequent remediation was made if necessary. If clubs and projects were evaluated to be using record books effectively, adult and youth members were asked to complete a post-treatment Record Book Survey. Pre- and post-treatment results were statistically analyzed and compared to qualitative interview findings, resulting in a significant increase in frequency of record book use, and modest increase of positive perceptions toward record book use and their relation to goal-setting and reflection, especially in youth members.
Perceptions of county agents and 4-H leaders toward fund-raising activities by the Montana 4-H Foundation
(Montana State University - Bozeman, 1989) Connor, Jeffrey Flint; Chairperson, Graduate Committee: C. Van Shelhamer
Perceptions of who should perform selected 4-H tasks in Montana
(Montana State University - Bozeman, 1987) Bertelsen, David Laurits; Chairperson, Graduate Committee: C. Van Shelhamer
The relationship between temperament type and motivations of Gallatin County 4-H volunteers for recruitment and retention efforts
(Montana State University - Bozeman, College of Agriculture, 2015) McRae-Holland, Christina Maree; Chairperson, Graduate Committee: Carl Igo
The researcher examined 4-H adult volunteers using both the Real Colors TM temperament instrument and an instrument based on McClelland's trichotomy of needs. Volunteer personality temperaments and motivations had been observed in previous studies as defining factors for both recruitment and retention. However, no studies pertaining to 4-H volunteers had been conducted to determine if temperament type was a predictor for motivations. The researcher collected data from 16 current Gallatin County 4-H volunteers with at least one year of volunteer experience. Results revealed that the blue (idealist) temperament type was the dominant temperament type among the participants and orange (artisan) as the least dominant. Volunteers with blue (idealist) temperament types identified affiliation as their preferred motivation type, and orange (artisan) temperament identified achievement. Motivational statements identified as most and least important were included. No statistically significant correlation existed between temperament types and motivation subgroups (affiliation, achievement, and power). The study outlined motivation statements of importance for the different color temperament types and made recommendations for broader recruitment and retention strategies for a more adaptive volunteer program.
Significance of 4-H on the development of youth's coping skills
(Montana State University - Bozeman, College of Agriculture, 2020) Evenson, Josie Christine; Chairperson, Graduate Committee: Carl Igo
People who reside in rural areas face challenges accessing the health and mental care they need. The lack of mental health resources creates an imperative need for finding avenues to help support youth in these areas. Youth organizations, such as 4-H, that promote positive development support the well-being of the individuals who participate in that program. Previous research on 4-H revealed youth who enroll in the program develop life skills through their participation. The research also exposed that there may be a correlation between life skills and coping skills, however, there has been little evidence to support this claim. Therefore, this study sought to answer the following question: In what significant ways do planned 4-H experiences impact 4-H members coping skills? To gather data eight Montana 4-H members were interviewed and nine adults associated with Montana 4-H participated in a focus group at a Montana 4-H event. The data was organized and then coded by the primary researcher and one committee member. All data was coded into four categories: productive coping, non-productive coping, reference to others and other. Youth reported using productive coping skills more than any other category with 66% of total responses being coded as such. Youth also reported using non-productive skills with a 11% response rate and reference to others with a 12% response rate. The other category had a 11% response rate. Adults reporting observing productive coping skills more than any other category with 58% of the total responses coded that way. The adults reported observing non-productive skills with a 5% response rate and reference to others with a 19% response rate. The adults had 18% of their results coded as other. Overall, both youth and adults reported that 4-H members are predominately using productive coping skills, which they have learned through their involvement in the 4-H program. Positive Youth Development programs like 4-H can provide avenues for youth and adults to work together to address mental health skills that a rural community may be lacking.