Theses and Dissertations at Montana State University (MSU)
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Item Life skill development of Montana 4-H campers(Montana State University - Bozeman, College of Agriculture, 1996) Wingard, Kelly JoThe 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.Item 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 ReevesThe 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.Item Youth-adult partnerships : examining the perceptions of youth and adult 4-H Foundation board members(Montana State University - Bozeman, College of Agriculture, 2010) Larsen, Eric William; Chairperson, Graduate Committee: Carl Igo.The purpose of this study was to determine the effectiveness of youth-adult partnerships within state 4-H foundation boards by assessing perceptions of youth and adult members toward one another. The intent of this study was to provide youth serving organizations with empirical data pertaining to the youth-adult partnerships within the Western 4-H Foundations included in this study. The population for the study included state 4-H foundations across the United States that included both adults and youth as voting members of the foundation director's board. The purposive study sample was state 4-H foundation boards from the Western 4-H region with youth and adults in formal decision-making roles. This research was conducted using a modified form of the Involvement and Interaction Rating Scale (IIRS). The IIRS instrument was organized based on three item groups that measured the following constructs: 1) Youth Involvement Indicators, 2) Adult Involvement Indicators, and 3) Youth-Adult Interaction Indicators. Each of the three sections incorporated semantic differential questions. Adult participants consistently had higher means through out each of the three IIRS constructs. Semantic differential questions nine, twelve, and thirteen were repeatedly statistically significant throughout multiple comparisons. Evidence revealed youth with prior youth-adult partnership experience held less positive views regarding youth-adult partnerships than did the youth with no experience in a youth-adult partnership. Youth believed adults were over-bearing and did not let the youth excel to their potential. Youth perceived adults were not actively listening to youth and were not taking youths' ideas seriously.Item 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.