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ABSTRACT

DEPTH TRAINING IN SOIL MANAGEMENT

By Abram J. Relyea

The Cooperative Extension Service is constantly
endeavoring to improve its educational methods. One
extension education method Which is rapidly growing in
popularity in many states is the "depth training" method,
which consists of a series of meetings which explore a
subject in greater depth than has been possible through the
more traditional "one shot" extension meetings.

The purposes of this study were: (1) to explore
some of the factors which are thought to be associated with
the opinions concerning the educational impact of depth
training meetings in soil management on farm operators; and
(2) to determine the opinions of departments in the extension
agricultural program area of the depth training method.

The dependent variable in this study was the
"educational impact" of these meetings. and a series of
hypotheses were developed to explore the independent
variables which were thought to offer possible explanations

of high or low educational impact.

Abram J. Relyea

From a total of 165 Michigan farmers Who completed
a series of depth training meetings in soil management. ten
were randomly selected for interviews in each of two counties.
Also interviewed were the instructor and agents concerned.

In addition, three of the day-long meetings were observed
by the writer.

Fourteen project leaders in the extension agricul-
tural program area were interviewed to determine departmental
use of and opinions of the depth training method of teaching
farmers.

I Concerning the dependent variable. the findings
indicate that the meetings did have a high educational
impact and that farmers liked this method of studying soil
management. The instructor liked this method of teaching
and the agents felt that depth training provided an excellent
educational approach. The observations of the writer and
the follow up action of the farmers gave support to the
conclusion that they had a high educational impact.

Twelve of the fourteen departments in the extension
agricultural program area were involved in depth training
and they felt that it was an excellent way to reach farmers.
The two departments that were not involved in depth

training were satisfied with their present educational methods.

Abram J. Relyea

Concerning the independent variables which are
offered as possible explanations of why_these meetings had
a high educational impact, the following brief generalizations
are made:

Hypothesis 1. Large amount of practical as con-
trasted to basic content ————————> high educational impact.
This hypothesis received some support. Although the instructor
intended to offer 80%.basic subject matter. the actual
offering was judged to be between 50% - 70%lpractical.

Hypothesis 2. Reference group formation'—--—f> high
educational impact. This hypothesis received support.
Although no attention was given to group formation by those
responsible for planning and conducting this series of
meetings, various indicators show that a social group was
formed and that this group was considered as a reference
group by participants.

Hypothesis 3. Effort of agents ———————> high
educational impact. This hypothesis received support.

Hypothesis 4. Practical soils problem ——————> high
educational impact. This hypothesis was not supported. If
the hypothesis had said general soils problem instead of
practical soils problem. it may have been supported.

Hypothesis 5. Opportunity for questions and

discussion ______> high educational impact. This hypothesis

Abram J. Relyea

was supported. Although the instructor tired to limit
questions and discussion to a bare minimum the farmers

interviewed felt they had ample opportunity for questions.

 

Hypothesis 6. Use of visual aids > high
educational impact. This hypothesis received support.
There was considerable praise given the use of slides and

the slide-tape combination by the instructor.

DEPTH TRAINING IN SOIL MANAGEMENT

BY

Abram J. Relyea

A THESIS

Submitted to
.Michigan State University
in partial fulfillment of the requirements
for the degree of
MASTER OF SCIENCE
Joint Program in Department of Soil Science and

Institute for Extension Personnel Development

1962

ACKNOWLEDGMENTS

The author wishes to express his appreciation to the
members of his committee for their helpful guidance during
the period of graduate study at Michigan State University. and
for their wise counsel during the development of the research
project and in the preparation of his thesis. Professors who
served on the graduate committee were: Jack C. Ferver. chair-
man; Lynn S. Robertson; Wade W. MCCall; Denio A. Caul; and
Robert E. Lucas.

Special appreciation is extended to Jack C. Ferver
for his extra help in this study and to Lynn S. Robertson for
his guidance on course work in the department of Soil Science.

Sincere appreciation is extended to Lowell S. Watts
Director of the Colorado State Extension Service who was
instrumental in a study leave being granted from Colorado
State University.

Appreciation is also extended to Robert Laser.
County Extension Director in Monroe County. Michigan. and
John Baker. Director in Gratiot County. Michigan. for their
help in securing the data for this study.

Finally. special credit is sincerely given to the
author's wife. Barbara. for her understanding and encouragement

exhibited throughout the study.

ii

AUTOBIOGRAPHICAL SKETCH OF AUTHOR

The author was born October 28. 1922. in Albany.
New York. The first 18 years of his life were spent in rural
New York.

He graduated from Draper High School. Rotterdam.
New YOrk in 1941. For three years he worked at various
jobs before deciding to get a college degree in agriculture
and to make agricultural work his career.

In November. 1944. he enrolled at Cornell University
as a student in animal husbandry. receiving a 3.8. degree
in June. 1948.

Upon graduation he accepted a position as assistant
4-H club agent in Jefferson county. New York. He also
worked in St. Lawrence county for two years in the same
capacity.

In 1952 he moved to Colorado and accepted a job as
an assistant county agricultural agent in Denver county and
later in Mbrgan county. In 1955 he became county agricultural
agent in Costilla county. Colorado. and has remained in that
position until granted sabbatical leave for ten months of

study at Michigan State University in September. 1961.

iii

The author was married to Barbara J. Lilly in
July of 1950. They are the parents of James Otis. 6; and

Sandra Jeanne. 4.

iv

Chapter

I.

II. REVIEW OF RELATED LITERATURE .
Adult Education
Extension Education
III. METHODS AND PROCEDURES
Hypotheses
Operational Definitions
Methodology
IV. PRESENTATION AND ANALYSIS OF DATA
Introduction
V. SUMMARY.
Summary
Conclusions
BIBLIOGRAPHY . . . . . . . . .
APPENDIX . . . . . . . . . . .

Purpose
Implications of Study
Problem Situation

Data Concerning Dependent Variables
Data Concerning Independent variables

Recommendations on Meeting Techniques
Recommendations for Additional Research

CONCLUSIONS AND RECOMMENDATIONS

TABLE OF CONTENTS

INTRODUCTION . .

Page

NH

22
22
23
25
30
30
3O
33
49
49
53
55
55
58

61

CHAPTER I

INTRODUCTION

Purpose

The purpose of this study is to explore some of
the factors which are thought to be associated with the
opinions concerning the impact of depth training meetings
in soil management on farm operators who were enrolled in
at least one series of meetings.

Three aspects of this study are:

l. A determination of the educational impact of depth
training* in soil management on farm operators. Some
attention is given to a comparison of depth training to the
"one meeting” approach that has been traditional in most
extension programs in the past.

2. A determination of the relationships which exist
between the educational impact of the depth training meeting
and:

(a) the extent practical and basic subject matter

is taught.

 

*Twenty hours of instruction. A more detailed
definition can be found on page 24.

(b) the extent of the responsibility of the County
Extension Agent in arranging for and carrying
out the meeting.

(c) the extent to which the participants had a soil
management problem.

(d) the use of certain teaching techniques.
particularly visual aids and discussions.

(e) the extent to which the class forms a group
and the participants give evidence that this
group is a reference group.

3. A determination of the departments in the extension
agriculture program area which are using depth training to
teach farm operators. and why. if they are. or why not. if

they are not.

Implications of Study

Michigan State University was one of the first land
grant institutions established in the United States. Being
a land grant institution. it is largely supported by taxes
paid by the people of Michigan. The money to operate the
university is appropriated by the state legislators. who
are elected by the people. These legislators divide the

money according to the wishes of the taxpayers. This. then.

makes it quite important that the people who pay these
taxes have a high regard for the way in which Michigan
State University is serving. not only the students on
campus. but the people throughout the state.

Nearly all educational institutions in the country
have been experimenting with different ways of teaching
subject matter more effectively. The Cooperative Extension
Service. which conducts a large number of informative meetings
for both 4-H members and adults. is constantly trying to
improve its methods of teaching. The taSk of educating
adults. a task in which the Cooperative Extension Service has
a measure of responsibility. is perhaps an even greater
challenge than the challenge of educating the younger
generation.

Michigan State Extension Service has been increasing
its emphasis on training in depth during the past few years.
This type of training is much the same as a short course
without credit. There is usually no charge for the instruction
to the recipient. There seems to be a growing feeling on
the part of specialists and agents involved that this is an
excellent way of educating the people out in the state.

As the programs in extension shift toward the depth
training approach and away from the "single meeting” approach.

there may have to be some thought devoted to the affect of

this shift on both extension personnel and the public.

These types of meetings may mean that the structure
of future meetings will have to be rearranged. Meeting
places will have to be secured that will provide the
facilities that are necessary for this type of instruction.

Subject matter may have to be assembled to give more
of the basic information and less of the practical aspects
of the subjects discussed. There may have to be a re—
allocation of educational resources. Specialists and
extension agents might have to revise and add to their notes
and reference material. Extension agents. as well as
specialists. may need to give increased attention to. and
preparation in. certain fields because they may need to
carry a different kind of teaching load. There may not be
enough specialists available to meet the demand if this type
of training is as good as some people seem to think it is.
There is an ever-increasing awareness on the part of some
farmers that additional information is necessary if they
are to remain in the business of farming.

If depth training meetings seem to attract opinion
leaders in the community. depth training will give extension
a greater opportunity to work with these people and to

influence them to a greater extent than the single meeting

would. This could. in turn. further extend the influence
of extension beyond the people who attend these meetings.

For many years the demonstration has been recognized
as one of the most effective ways of changing the practices
of farmers. Due to the technological advances made by
science and the changing of agriculture from a way of life
to a complex business. there are many things that cannot
be demonstrated with the time and money available. Perhaps
these depth training meetings could. to a large extent.
replace the demonstration as an important method of affecting
changes necessary in today's agriculture.

If in this exploratory study it can be shown that
there is evidence to support the proposition that depth
training is a highly effective method of teaching research
findings. then a more thorough study should be made of this

approach.

Problem Situation

With the ever-growing number of sources for practical
information. and the numerous channels of communication. it
is much easier today for the farmer to obtain information on
many of his farm management problems. including those of

soil management.

Private industry and research institutions are
constantly sending out information through such channels as
radio. television. newspapers. fieldmen. and publications.
This enables farmers to be more aware of the latest develop-
ments in agricultural chemicals. new machinery. new crop
varieties. and new methods that will overcome the management
problems on the farms.

Farms throughout the country are becoming specialized
because of the high cost of machinery and greater efficiency
that can be attained by growing one or two crops or by raising
one kind of livestock. There are other reasons for this
trend. but these perhaps are the important ones.

The educational level of the farm operator is
generally higher today and thus he is able to evaluate the
information he receives through the different channels of
communication and apply it to his situation. The extension
service has played a big role in supplying the practical
information the farmer has needed. With this information
coming from other sources the farmer may be looking to
extension to furnish another type of service.

As farms become more specialized and as the educational
level of farmers rises. it becomes imperative for the farm

operator to learn the basic facts concerning the production

of crops and livestock.
The use of depth training to teach these basic facts
may be the most efficient use of the limited resources

available to the Cooperative Extension Service.

CHAPTER II

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to review the
literature concerning the methods and techniques which
are currently associated with certain concepts of program
development in adult education. These concepts are:

1. Methods of teaching soils information
2. Use of visual aids in teaching

3. Social group process and its relationship to learning.

Adult Education

Extension education is one of the segments of the
broader field of adult education. and it is to this broader
field that the author has turned for the major portion of
this literature review. After an extensive review of the
research in adult education. Brunner makes the following
statement.

Liberal adult education itself is a huge field.
It encompasses most of the area of knowledge. It is
largely conducted on a voluntary basis with none of
the compulsions of formalized education in school
or college. It lacks the economic incentive of
vocational education. Its participants have many
motives but their consistent pursuit of learning.
whatever avenues and agencies of adult education they

have chosen. is largely determined by personal values
and satisfactions. Adult educators therefore face
problems in gaining and holding their constituents
unlike those of other educational workers. From

this has sprung a basic tenet in adult education
philosophy: that the participant must be offered
what he wants.

From this situation also has come the need for
research differing sharply in character from that
which services the public school or other formalized
educational enterprises. For nonvocational adult
education. with few exceptions. has no entrance
requirements save interest. no homogeneous groupings.
no grades and grading. no graduation. no diplomas or
degrees. It is available from no single recognized
and accredited agency like the school but rather
from hundreds of agencies and institutions which
differ widely in character. support. and objectives.1

This study is concerned with meetings as a method of
teaching soil management information and the use of visuals

as a technique at these meetings.

Meeting Methods and Techniques in Adult Education

This study is concerned with a series of meetings.
(group contacts) and their educational impact. as well as
the opinions formed as to the value of these contacts as
opposed to one meeting. Group contacts have been differ-
entiated from other types of contacts for the purposes of
this study along the following lines:

Individual contacts (counseling)

 

lEdmund Brunner and Associates. 59 Overview of Adult

Education Research. (Adult Education Assoc.) PP. 1v-v.

10

Group contacts (meetings)
Mass media (radio. newspapers. etc.)

Extension has used meetings for many years as an
efficient means of teaching adults newer methods of farming
and homemaking. Improved roads and faster means of trans-
portation in recent years has made it an even more important
method of teaching rural people. Rohrer has another reason
for the importance of meetings:

With the rising educational level of the rural
population. meetings have become more important in
achieving educational objectives and are preferred
over other devices by the clientele.2

There are many techniques and methods of teaching
information at meetings. The one most commonly used is
lecture. If a person has the ability to make a lecture
interesting he can usually do an effective job of teaching.
If he does not have this ability it may be better for him
to use some aids in the presentation of the information.
Hearne says this about lectures:

Lectures at such meetings are considerably more

effective if used with film strips or charts and

supplemented by a discussion period than When used
without these aids.3

 

2W. C. Rohrer. The Extension Service in Cecil County.

Maryland. College Park. University of Maryland. Agricultural
Experiment Station. 1954.

3C. Hearne. Factors Which Affect the Influence of
Meetings as a Means of Extension Teaching (unpublished MLA.
thesis. Madison. University of Wisconsin. 1932).

11

The ever-present problem is to determine what methods
or techniques are best for what kinds of people used by what
sorts of teachers in what types of situations.

There are many other types of visuals in addition to
film strips and charts. It is not necessary to use all of
the kinds of visuals in a meeting or a series of meetings to
teach the information effectively. It may be more efficient
to use just one or two types of visuals to present the
information than to use many types.

While one or two other types of visuals were used
by the instructor to present the soil management information.
in these depth training meetings 2 x 2 slides were used more
than the others.

Because of the extensive use of synchronized slide—
tape presentations by the instructor. and because of the
pioneering work done by the instructor in using this
automatic teaching device in the field of agricultural
extension work. particular attention was paid in interviews
conducted in this study to getting reactions to the use of
this teaching aid. This portion of the review of literature.
therefore. deals largely with projected image visuals.

During the review of the literature. one book was

found to be a valuable source of information. There are

12

several authors contributing articles in the book. This
book. Research. Principles.and Practices in Visual Communication
is cited exclusively in this portion of the review.

Visuals are one means of communication. and communi—
cations are essential in the learning process. Learning is
the modification of behavior as the result of some prior
experience. and an appropriate use of visuals can reinforce
the learning experience. Cook states that:

Learning is not confined to the acquisition of
facts. It also includes the formation of attitudes.
beliefs and other implicit responses that mediate
overt behavior. In some cases the communicator is
interested in immediate action. and not in retention.

In other cases. as when we are explaining how to use
a particular piece of equipment. we may want the
audience to retain detailed information. Retention
is not a problem that can be readily separated from
learning; in general those things that promote better
learning also improve retention.

The most frequently used channel of communication in
our society is verbal. either spoken or written. Primitive
societies used visuals instead of writing words. and a lot
of our knowledge of their customs is based on those pictures.

We. perhaps. have not given adequate attention to the various

modes of visual communication. In an article prepared by

 

4John Ball and Francis C. Byrnes. Research. Principles.
Practices in Visual Communication. National Project in
Agricultural Communication. Wells Hall. Michigan State
University. East Lansing. 1960. p. 91.

13

Robert C. Snider the following statement by Louis H.

Sullivan was quoted:

Real thinking is better done without words than
with them. and creative thinking "must" be done
without words. When the mind is actively and vitally
at work. for its own creative uses. it has no time
for word building; words are too clumsy: you have no
time to select and group them. Hence you must think
in terms of "images." of pictures. of states of
feeling of rhythm.5

A big share of the pictures that are used as visuals
in teaching are shown by the use of a projector. I. A.

Taylor in his article "Selection and Use of Visual Media"

has this to say:

All of the visual materials that require a
projector have some qualities in common that are
inherent in the fact that they are projected. First
of all. projected materials require a strong force
of light in a relatively darkened room. and conse-
quently they attract and hold attention. Psychologists
tell us that it is an almost uncontrollable human
characteristic to lock at a spot of light in a darkened
room. The projected image. therefore. temporarily
unifies the attention of the audience and there is
much evidence that the group will work together better
following the projection due to the fact that they
have been experiencing the same thing and have more or
less similar perceptions of that experience.6

If the class members who experience the projected

image in a darkened room do form a group. and there is much

 

51bidol p. 119.

61bidol pp. 124-25.

l4

evidence to support this statement. then it would seem that
if they met several times under these conditions. there would
be even more of a tendency for the members to form a group.
When these same members have an opportunity to get acquainted
with one another. establish the same norms. and there is
cohesion among the members. they tend to form a social group.

Social Group Process. Relationship to
Learning and Adopting New Practices

Group structure and group process were reviewed in
the literature because they may influence the educational
impact of the meetings. Social groups are more apt to form
in a series of meetings than they are in one meeting.

Small social groqps occupy a strategic position as
determiners of the behavior and attitudes of their members.
Festinger points this out in stating:

The type and degree of contact among the members.
the functions of the groups. and the goals of the
group will determine how and why its influences
are exerted.7

Groups must be able to communicate to function

properly. Further on in the book. Festinger makes the

statement:

 

7Leon Festinger. Social Pressures in Formal Groups
(New York: Harper. 1950). p. 3.

15

Detailed knowledge concerning the process of
communication among people. and the factors
affecting various aspects of this communication is
essential for a thorough consideration of group
functioning and of the relations between individuals
and social groups. Such communication. verbal or
otherwise. is after all. the means by which groups
function effectively together. and the means by
which the general process of social existence is
made possible.8

If the individual feels a strong attachment to a
social group he may even use it as one of his reference
groups. Depth training does bring people together a number
of times. This should give the individual a strong feeling
of attachment if his experiences and relationships are good.
Sherif has this to say concerning the relationship of the
individual and social groups in society:

The individual relates himself. in any society to
a group or groups: these are his reference groups.
Usually. especially in undifferentiated societies
and in rural areas. one's reference group is his
actual group but diverse groupings in modern
differentiated societies make necessary a delineation
between reference group and membership group. An
individual in a big city actually may belong to
diverse groups - his various membership groups. Or
circumstances may be such that he may live as a part
of the actual group (membership group) but psycho-
logically may relate himself to a different group
and regulate his experiences and set of aspirations
accordingly. In such cases. his reference group may
be different from his membership group.9

 

8Ibidol p. 114.

9Muzafer Sherif. An Outline of Social Psychology
(New York: Harper Brothers). p. 123.

16

A group that the individual uses as a reference
group shapes his attitude which in turn determines his
behavior. Merton's comments on this function of reference
groups is as follows:

Reference groups are. in principle almost
innumerable: any of the groups of which one is a
member. and these are comparatively few. as well as
groups of which one is not a member. and these are.
of course. legion. can become points of reference
for shaping one's attitudes. evaluations and
behavior.10

Sherif's contribution to the literature on the
subject of reference groups is also of interest:

Reference groups are those groups to which the
individual relates himself as a part or to which he
aspires to relate himself psychologically.

The following is another comment by Sherif:

A reference group of an individual is the group
that provides his specific anchorings in attitude
formation and attitude change.12

Attitude change has to take place before a farmer
will adopt a new practice. In a study of extension teaching

methods. and other factors that influence adoption of

agricultural practices Wilson found that:

 

10 . .
Robert K. Merton. Soc1al Theory and Soc1al Structure.

(Glencoe. Illinois: The Free Press. 1957). p. 304.

11Sherif. op cit.. p. 628.

lzIbid-I p0 6280

17

Of the 81 practices in 100 adopted as a result
of various teaching methods. 33 were credited to
group contacts.l3
One of the basic philosophies of the Cooperative
Extension Service has been that the programs should be
initiated at the grass roots. Extension was created to help

the people solve their own problems. and not to solve the

problems for them.

Participation in Program Development

Participation in program development was reviewed
in the literature because most extension people feel that
it is important for the success of any program to have the
participants help plan that program. Matthews has this to
say about program development.

People know best their own needs and interests.
and are competent to make decisions affecting their
own welfare. This means that the people's ideas
are an essential part of desirable programs. and

that programs developed with thegpegple are the
most basic ones.14

 

13M. C. Wilson and G. Gallup. "Extension Teaching
Methods and Other Factors That Influence Adoption of
Agricultural and Home Economics Practices." Review of
.Extension Research. U. S. Federal Extension Service. 1955.
p. 29.

14

J. L. Matthews. How to Develop a Program.

Division of Field Studies and Training. Extension Service.
(baited States Department of Agriculture.

18

In the field of adult education. "program" is
commonly used to describe the type of activities developed
by a voluntary association. agency or non-educational
institution for its public. This is what Knowles has to
say about programs:

The adult education programs which are not under

such pressures to conform to traditional curricula
are more helpful in discovering the rationale behind
uniquely adult education program development. In this
regard. there appears to be remarkable consensus among
adult educators as to the formal steps in successful
program development - whether for a single meeting or
a year's program.
These can be simply stated:

1) Determine the needs of the constituents

2) Enlist their participation in planning

3) Formulate clear objectives

4) Design a program plan

5) Plan and carry out a system of evaluation.15

Since the ultimate end of any adult education program
is to change the behavior of adults. the function of specific
objectives is to indicate what changes are to be expected
as a result of contact with a program. Program development
is concerned with the subject matter taught. not necessarily
with methods of teaching.

As was pointed out previously in this study. extension

education is one segment of adult education. This study is

 

15Malcolm S. Knowles. Handbodk of Adult Education in
the United States. Adult Education Association of the
United States. p. 66.

19

concerned with a method of extension education in the field

of soil management.

Extension Education

Few people would question that the Cooperative
Extension Service has played an important role in helping
the American farmer to become the most efficient producer

of food and fiber in the world today.

Extension was created to interpret the findings of
the agricultural experiment stations and to teach this
information to the people.

Knowles says:

The Cooperative Extension Service pioneered with
materials and methods adapted to the teaching of
adults. Visual materials always have been a feature
of its teaching activities. It has also made a
substantial contribution to new knowledge and methods
through educational research and evaluation. The
total volume over the years has been larger than
that of any adult education organization.

Extension Methods of Teaching Soils Information

A review of the literature failed to discover any
appreciable amount of research related to extension teaching

methods in the field of soils.

 

16Ibid.. p. 229.

20

Up until recent years. soils information has been
taught by the methods and techniques of demonstrations. farm
visits. talks before farm organizations and commodity groups.
technical bulletins. and the use of mass media.

In recent years. Dr. Lynn S. Robertson. Extension
Specialist in Soil Science at Michigan State University.
has been widely recognized for use of the depth training
method to teach farm operators the importance of sound
soil management for efficient crop production.

When one is teaching farm operators it may be a
help to see if it can be determined how much they already
know on the subject. Terminology used by extension specialists
may not be understood by farmers. Terms used in the soil
management field are changing and if they are not understood
by the farmers. they will not receive much help in solving
their soil management problems.

In a recent study in Wisconsin. Douglas Sorenson
pointed out that the most useful factor in determining
how much soils knowledge a farmer has is the amount of formal
education he has completed.

Even with age and experience held constant.

farmers with higher education had a better knowledge

of soil concepts. The high school diploma. farm
short courses. or night school -- even if the farmers

21

got it thirty years ago -- seems to have impetus to
further learning all through life.17

Sorenson goes on to point out that certain factors

were less important:

The type of farming practiced made no difference
in soils knowledge. HOg-beef. crop. and dairy were
the dominant types of farming in the areas surveyed.
Geographical location in the state had no measurable
relationship to soil score. The farms in this survey
were all on good soil and had other similar character-
istics. Their geographical locations were the main
differences.18

 

17Douglas Sorenson. Factors Influencing Knowledge of
_Technical Soils Concepts by Wisconsin Farmers. Department
of Agricultural Journalism. College of Agriculture. University
of Wisconsin. Bulletin 27. March 1957. p. 23.

lBIbid.. p. 28.

CHAPTER III

METHODS AND PROCEDURES

The purpose of this chapter is to provide a back-

ground on the methods and procedures employed in obtaining

the data.

Hypotheses

With the purpose of this study to explore some of

the factors which are thought to be associated with the

opinions concerning the impact of depth training meetings

in soil management on farm operators. the following

hypotheses were developed to give direction to the study.

1.

The more the members thought practical soil
management information was contrasted to basic
soil management information was presented at
these depth training meetings. the higher the
opinion farmers will have of these depth training
meetings. (Interview questions 1 and 2)

The greater the extent of the members' perception
of their soils problems. the higher will be

their opinion of these depth training meetings.
(Questions 3. 4. 5. 6. and 7)

The more effort by the agents. in the opinion
of the members. to promote these meetings. the
higher the members' opinions of these depth
training meetings. (Questions 8. 9. and 10)

22

23

4. The higher the members' opinions of the use of
visual aids. the higher their opinions will be
of these depth training meetings. (Questions 11
and 12)

5. The more the participants thought there was an
opportunity for discussion and questions by the
group. the higher their opinion will be of these
depth training meetings. (Questions 13 and 14)

6. The more the members felt the class was a group.

the higher their opinion of these depth training
meetings. (Questions 15 and 16)

Agperational Definitions

Practical Soil Management Information

For the purpose of this study. practical soil
management information is information that can be applied.
with little or no alterations. to solve a particular soil
management problem. Example - Depth that tile should be

laid.

Basic Soil Management Information

For the purpose of this study. basic soil manage-
ment information is information that can be used as a
reference or basis to derive sound soil management practices
on any type of farm. Example - Soil profile characteristics

in relation to soil drainage.

24
Depth Training

For the purpose of this study. depth training is
instruction of at least 20 hours in a specific field of

agriculture. Example — Soil Management.

Group

For the purpose of this study. a group is defined
as a number of persons who have the same norms. where there
is cohesion and maintenance. and where some sort of leader-

ship hierarchy is shown.

Reference Group

For the purpose of this study. a reference group
is defined as a group of individuals who influence a
person's attitudes and with whom he assumes he shares a

set of norms.

Educational Impact

For the purpose of this study. educational impact

is defined as the general opinions of the participants
concerning the depth training meetings. including the

opinions concerning their gain in knowledge.

25

Methodology

Organization of Meetings

This study is based on two series of depth training
meetings in Gratiot and Monroe Counties in Michigan. There
were 65 enrolled in the course in Monroe County and about
100 in Gratiot County. The attendance in Gratiot County
started at 80 and the attendance increased to over 100 by
the third meeting. The attendance in Monroe was limited to
65 by the size of the room available.‘ There were six meetings
in the series of soil management instruction. The meetings
started at 10:00 a.m. in each case and ended at 3:00 p.m.
Each group ate lunch together and there was a coffee break
in the middle of the morning session in Gratiot County.
There were breaks in the sessions in Monroe County also.
but no coffee or doughnuts were served.

Dr. Lynn S. Robertson. Extension Soil Specialist
from Michigan State University. was the instructor at each
meeting except one in Monroe County. The extension agents
helped with the instruction to a limited degree. This help
‘was confined to the questions and discussion.

The farmers who attended the meetings. for the most

part. had received a letter explaining the course and what

‘would be covered. Each farmer who attended was asked to

26

return a card to enroll in the course. The agents tried to
limit the number attending in each county for three reasons:
(1) to select farmers who were at about the same level as
far as knowledge was concerned: (2) the size of the meeting
room available: and (3) it becomes difficult to teach
effectively if the size of the group is too large.

In each county. however. there was an article in
the newspapers. and in Gratiot County an announcement was
made on the agent's radio program telling about the meeting.
So. while not all farmers on the county agent's mailing
list received a letter (letters were sent to the farmers
whom the agent thought would be interested and who had
attended a prior series on soil management a few years
previous). there was an opportunity for most farmers to

enroll in the course.

Study Methods

After the series of meetings were completed the
author obtained the names of the participants from the
county director in each county. Fifteen farmers were
selected at random in each county. These farmers were sent
a letter requesting an interview at their convenience. Ten

of the fifteen replied from each county by means of a

27
self-addressed envelope. which was sent with the letter
requesting an interview (Appendix E).

Ten farmers in each county were interviewed and asked
20 questions. These questions were designed to see what their
opinions were of these depth training meetings in soil manage-
ment. the amount of educational impact they had. and why they
thought this way. The locations of the farms were well-
distributed over each county. A copy of the interview sche-
dule may be found in Appendix D.

The author attended two meetings in Monroe County and
one in Gratiot County to become acquainted with the members
of the class. so that it would be easier to talk to some of
them later. to observe how the information was tuaght. and
to try to determine if the members formed a group as defined
in this paper. An attempt was also made to determine what
percent of the information taught was practical and what
percent was basic as defined in this paper. A copy of the
subject matter outline is found in Appendix C.

The project leader of each of the 14 departments in
the Extension Agricultural Program area was interviewed to
find out if their department was active in depth training of
farmers and. if so. why. and if they were not. why. The
replies were summarized and an attempt was made to relate

their opinions to the opinions of the farmers.

28
Limitations of the Study

The meetings were too well received by the farmers
to get an accurate test of the hypotheses. Seventeen of the
twenty farmers ranked the meetings in the high range of
opinion towards the educational impact and three ranked them
in the medium range. Not one farmer interviewed had a low
opinion of the meetings.

There was not enough range of opinions concerning
the educational impact of the meetings to get any reasons
why the meetings were rated low.

It did not seem to matter what the farmers thought
of the actions of the instructor or the methods and
technqieus used. they still had a high opinion of the depth
training meetings.

The study was conducted on a depth training series
that was taught by a man who is recognized as a leader in
the field of depth training organization and techniques.
not only by the farmers whom he taught and the agents who
have worked with him. but also by nearly all of the project
leaders in the Extension Agricultural Program area.

Because of this and because this study was concerned
*with only one type of subject matter. care should be taken

in making generalizations to other depth training courses.

29

There was no pre-test given to the class members
before the series of meetings began. and therefore we only
have evidence after the fact to test the value of the
meetings.

Since there was no pre—test given. there was there-
fore no way in which to measure the change in knowledge and

attitudes of the participants.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Introduction

This chapter is concerned with: (l) the educational
impact of these depth training meetings on the participants
(dependent variable): (2) the independent variables which
attempt to explain why the depth training meetings were so
well received by the members who were enrolled: (3) com-
parisons of farmers' opinions to the opinions of the county
directors. the instructor and the author: and (4) the views
concerning depth training of the project leaders in the

Extension Agricultural Program area.

Data Concerning_Dependent variable

The dependent variable in this study is the opinions
concerning the educational impact of the depth training
meetings in soils. This is explored in terms of the
general reaction of participants to the meetings and their
opinions concerning their gain in knowledge.

In this evaluation study this is the necessary first

step to explain why these meetings were or were not well

30

31

received. All evidence points to the fact that. in the
opinion of the respondents and the author. these meetings

did have a high educational impact.

Table 1. Educational impact of depth training meetings.

 

 

 

Farmer Follow-up Observations
Ratings action by of
farmers Agents Instructor author
High 17 X 3 X X
Medium 3

Low

 

That these meetings were well received by the
farmers who were enrolled is evidenced by the fact that the
attendance increased or remained the same at each successive
meeting. In Monroe County. where the size of the room
limited the increase in attendance. the members took up a
collection and presented the county director and the
instructor with an award for the extra effort they put into
the meetings.

The educational impact upon the members seemed
evident by the fact that after the series of meetings were
concluded. both groups requested that another meeting be

held. The group in Monroe County held another meeting one

evening in the county. and the group in Gratiot County made

32

a trip to Michigan State University. to tour the greenhouses
where the Soil Science Department has some of its research
work.

The replies of the farmers to questions 1. 3 and
4 give evidence that there was a gain in knowledge as a
result of attending these depth training meetings.

Additional evidence that these meetings were well
received was indicated by some of the remarks made by
farmers during the interviews with them. When asked if
Michigan State University and extension were doing the
right thing in offering these courses around the state. one
farmer replied. "Yes. I don't know why they haven't had more
of them."

Another farmer.\vhen asked if he would be willing
to pay for this type of instruction. or should the cost of
the meetings come from taxes. said. "I am glad you asked
that question. My taxes are high enough: I would be glad
to pay for them because I think that the people that benefit
most should pay for the cost of the meetings."

A fertilizer representative who attended the meetings
in Monroe County Was so well pleased that his company

paid for everyone's lunch at the last meeting of the series.

33

Data Concerning Independent Variables

The independent variables considered in the hypo-
theses are discussed one at a time and the opinions of all
the people concerned in the study are expressed. In the
original formulation of the hypotheses of this study the
independent variables were drafted in an attempt to explain
yhy the depth training meetings yep; or yep; n93 well received.
It has been established in the previous discussion of the
dependent variable that they yegg. in fact. well received.
and thus the treatment of the independent variables in this
section becomes an attempt to explain why they were well

received.

Practical - Basic Subject Matter

The predicted relationship between the dependent
variable of educational impact and the extent the basic-
practical subject matter content. taught in these depth
training meetings. was in the direction of high practical
content - high impact. This predicted relationship and

the actual findings are shown in Table 2.

34

Table 2. Relationship of educational impact to practical
basic subject matter.

 

 

Independent Variable Dependent Variable

 

Practical — Basic Opinion Concerning
Educational Impact

 

 

 

High Medium Low
High Practical - Low Basic Predicted
Actual
Majority
Medium Practical Actual
Medium Basic Minority

 

Low Practical - High Basic

 

Soils Meetings

Ten members said that the amount of practical
information was above 60%. while ten said that it was at
least 50%. Two of the three who rated the course in the
medium range also said that the amount of practical
information was at least 50%.

The county directors. instructors. and the author
all thought that the amount of practical information in
contrast to basic was between 60% and 70%. The instructor

tried to make the information 80% to 90% basic.

35

Agricultural Project Leaders

When asked what proportion of the information taught
should be basic as compared to practical. the project
leaders were about equally divided. The departments such as
Dairy and Poultry were teaching a high proportion of basic
information. while the Entomology and Plant Pathology
departments were staying with the practical. Some of the
project leaders indicated that they tried to hold to the
basic principles but the questions asked by members of the

group tended to lead towards the practical.

Perception of Soils Problem

The predicted relationship between the dependent
variable of educational impact and the extent the members
perceived they had a soils problem was in the direction of
high perception of soils problems - high impact. This
predicted relationship and the actual findings are shown in

Table 3.

Soils Meetings

 

This hypothesis was proven false when fifteen of the
twenty farmers said that they did not have a soil problem on
their farm and five said that their soil problem was not

serious.

36

Table 3. Relationship of educational impact to members'
perception of soil problems.

 

 

 

 

 

Independent Variables Dependent Variables
Members' perception of Opinions concerning
their soils problem educational impact

High Medium Low
High Predicted
Medium Majority
Low Minority

 

It must be realized that these farmers could have
had a soil problem on their farm that they were not aware
of. which a few of them said the course had pointed out.
Then. too. they may realize that their soil problem is of
a general nature and that they should learn some basic

concepts to deal with it.

Effort by Agents

The predicted relationship between the dependent
variable of educational impact and the extent the farmers
thought the agents put a lot of effort in planning and
arranging for these meetings was in the direction of high
effort - high impact. This predicted relationship and the

actual findings are shown in Table 4.

37

Table 4. Relationship of educational impact to effort by

 

 

 

 

 

agents.
Independent variables Dependent variable
Effort by the Agents Opinions Concerning
Educational Impact
High Medium Low
High Predicted
Actual
Majority
Medium Minority
Low

 

Soils Meetings

This hypothesis is supported by the fact that all
but one of the farmers interviewed said they thought that
the agents had put a lot of effort into the work of planning
and arranging for these meetings. All of the class members
said that they had plenty of information concerning the
meetings to decide if they would be worth attending. The
instructor and the author also thought that the agents had

performed their tasks well.

Agricultural Project Leaders
The project leaders. whose departments were active

in the depth training of farmers. were equally divided on

38

the question of the agent doing some of the teaching. They
all thought that the agent should make the arrangements for
the meetings and that it was important that the meeting place
be suitable for the number attending and the teaching methods
used. Departments such as Veterinary Medicine felt that the
subject matter was too technical for agents to teach. Some
project leaders felt that it was impossible for the agents

to keep up to date on every subject in agriculture.

Use of Visual Aids
The predicted relationship between the dependent
variable of educational impact and the extent that visual
aids were used in these depth training meetings. was in the
direction of high visual aids use - high impact. This
predicted relationship and the actual findings are shown in

Table 5.

Table 5. Relationship of educational impact to visual aids.

 

 

 

 

 

Independent variable Dependent Variable
Opinions Concerning Use Opinions Concerning
of Visual Aids Educational Impact
High Medium Low
High Predicted
Actual
Majority
Medium Minority

Low

 

39

Soils Meetings

From the answers to questions 11 and 12 it would
seem that this hypothesis is supported. Participants not
only liked the use of the visuals. but when questioned
further they indicated they liked the variety in the teaching
methods used in the meetings. A few questioned the use of
slides that were out of date. and a few farmers felt that
the instructor obstructed their view when he was running

the projector by hand. but were only mildly critical.

Agricultural Project Leaders

All of the departments use a variety of teaching
methods. Nearly all use slides. Some of the departments
do not use slides at all because they find that some rooms
cannot be darkened enough to make the use of slides effective.
These teachers use charts and tables as well as the chalk

board to vary their teaching methods.

Questions and Discussion

The predicted relationship between the dependent
variable of educational impact and the opportunity for
questions and discussions. at these depth training meetings.

‘was in the direction of high opportunity - high impact.

40

This predicted relationship and the actual findings are

shown in Table 6.

Table 6. Relationship of educational impact to questions
and discussions.

 

 

 

 

 

Independent Variable Dependent Variable
Opportunity for Opinions Concerning
Questions and Discussion Educational Impact
High Medium Low
High Predicted
Actual
Majority
Medium Minority
Low

 

Soils Meetings

This hypothesis seems to be supported as 16 of the
farmers said that they had plenty of opportunity to ask all
of the questions they wanted to. and that they liked the
discussion that accompanied the questions. Four said that
they felt a little restricted in the amount of time available
for questions. The instructor usually tried to ignore
questions asked by the group and to limit discussions as
much as he could. It seems to be that the more the group

has an opportunity to ask questions. the higher the percentage

of practical information presented in contrast to basic.

41

Agpicultural Project Leaders

 

Informal meetings were thought to be essential
for the farm operators to learn the most from these depth
training meetings. but some of the project leaders tried
to hold the questions and discussion to a minimum so that
they could stay away from the problem solving approach.
and not let the trend of thought drift away from the
subject. Most of the project leaders felt that the
questions brought out some good points that they had not

thought of when they prepared the lesson plans.

Group Formation

The predicted relationship between the dependent
variable of educational impact and the extent that the
members formed a group. at these depth training meetings.
was in the direction of high group formation - high impact.
This is shown in three steps in Tables 7 - 9.

1. Was a group formed?
2. Was the group a reference group?
3. Was the educational impact high because a reference

group was formed?

42

Table 7. Relationship of extent class was a social
group to the independent variables of group
cohesion. maintenance. norms and leadership

 

 

 

 

 

 

 

 

 

 

 

 

 

 

hierarchy.
Independent Variables Dependent Variables
Extent to which the Class
Is a Social Group
High Medium Low
Predicted
High
Actual
Majority
Cohe51on Medium Minority
Low
High Predicted
Maintenance Medium Actual
Majority
Low Minority
High Predicted
Norms Medium Actual
Majority
Low Minority
High Predicted
Leadership
Hierarchy Medium Actual

 

Low Minority

 

43

Reference Group Theory
If the members. who attended these depth training
meetings. did form a group. and all the evidence presented
in this study seems to support this then it would seem that
this group was also a reference group. The reference group
becomes the dependent variable in this instance. This
relationship between group and reference group is shown in

Table 8.

Table 8. Relationship between reference group and group.

 

 

 

 

Independent Variable Dependent Variable
Group Reference Group
High Medium Low
Predicted
High Actual
Majority
Medium Minority
Low

 

Educational Impact on Opinion Change

It was shown in Chapter II. Review of Literature.
that when an individual thinks of a group as his reference
group. that group can affect a change in his attitude.
Evidence that supports the author's opinion that this

group was used by the members as their reference group. is

44

found in the remark made by eight of the ten farmers
interviewed in Monroe County. "That plow-plant idea that
Robertson was talking about is fine. but it won't work on
my farm." This seemed to be the only information presented
at these depth training meetings that was not fully
accepted by the members. This relationship is shown in
Table 9.

Table 9. Relationship of educational impact and opinion
change to reference group.

 

 

Independent Variable Dependent Variable

 

Educational Impact

 

 

Reference Group Opinion Change
High Medium Low
High Predicted
Actual
Majority
Medium Minority
Low

 

Soils Meetings

This hypothesis was given considerable support by
the fact that nearly every farmer said he would like to get

together with this same group again. When one farmer was

45

asked if he would like to get together with this same group
again. he replied. "I wouldn't miss it for the world." When
asked if they got acquainted with the rest of the group.
most of them said that they did not have much chance to meet
participants they did not already know. A few of the farmers
said that they knew all of the members in the class before
they enrolled in the course. The county directors. the
instructor and the author felt that participants did tend

to form a group. More perhaps in Monroe County than in
Gratiot County because of the size of the class and because
they met in the same room each time. Evidence that the
Monroe County class members formed a group is found in the

fact that they appointed a spokesman for the group.

_Agricultural Project Leaders

The fact that a series of meetings such as used in
depth training tends to form the members into a social group
was taken into account by only two departments when they
decided to use depth training to teach farm operators.

All but three project leaders thought that it would be
desirable to have the members form a group when the possible
aid to learning aspect of group formation in depth training

was brought to their attention.

46

Supplementary Data

Soils Meetings

The farmers who attended these meetings said that
the time the meetings were held. both time of year and time
of day. was ideal for them. Of the farmers interviewed.
those in Gratiot County seemed to be five or more years
ahead in Soil Management of the ones in Monroe County. For instance.
they said that they have been using the plow-plant method
for five years. The farmers in Monroe County questioned the

method.

_Agricultural Project Leaders

Ten of the twelve project leaders who were partici-
pating in the depth training method felt that the farmers
should outline the areas that they wanted covered in the
meetings. and then the specialists could include the specific
topics in these areas that would be of the most help to the
farm operators. Two of the leaders felt that they were more
qualified to determine what the farm operators should be

taught. than the farm operators were. themselves.

Summary of Data

In trying to summarize the opinions of the farmers

who completed the depth training meetings in soil management

47

with the opinions of the project leaders who are engaged
in depth training. it may be possible to see some areas of
agreement.

The farmers felt that the agents had put a lot of
time and effort in arranging for these meetings and were
well pleased with the arrangements. The project leaders
felt that the agents should make all of the arrangements and
at least half the project leaders felt that the agents should
teach part of the subject matter.

The farmers indicated that they preferred to have
the instructor go deeply into basic phases of soil management.
but seemed satisfied with the 60 to 70 percent practical
information. Here again the project leaders were about
equally divided as to whether more practical information
in contrast to basic information should be taught.

Both the farmers and the project leaders thought
that a variety of teaching methods should be used as long
as they were used to advantage.

The class members who were interviewed seemed to
think that they formed a group and the majority of the
project leaders felt that the social group aspect might
have an advantage in learning contrasted to a situation

in which a class consisted of a collection of individuals.

48

The farmers interviewed liked to have an opportunity
to ask all of the questions they wanted to. and the
project leaders were unanimous in their opinions that
informal meetings with questions were highly desirable as
long as the questions were directly connected to the subject.
The county directors and the author felt that the
soil management meetings were well presented and of great
value to the farm operators who attended. All concerned
felt that these depth training series do a much more thorough
job of teaching the farm operators than the traditional one
night meeting that extension has usually held in the past.
It was also felt that depth training meetings can be used

for most topics that are important to farm people.

Tabulation of Project Leaders Questions

A discussion of the replies from the project leaders
has been completed earlier in this chapter. The following

table shows the distribution of the replies to the questions.

Table 10. Opinion of department project leaders.

 

 

High Medium Low

 

Departments Conducting or taking
part in depth training.

1) Should the agents take an
active part in teaching as well

as making all the arrangements
for the meetings? 6 6

49

Table 10. Continued.

 

 

2)

3)

4)

5)

6)

What proportion of the subject
matter taught should be basic
information?

Should a variety of teaching
methods be used in this training?

Does the fact that the members of
class tend to form a social group

a
in

a series of meetings help them learn

more about the subject than they
would in a single meeting?

Do you encourage discussion and
questions by the class members?

Do the farmers select the topics

to be presented in these meetings?

Departments who are not conducting or
taking part in depth training.

1)

2)

3)

4)

5)

Is it because there is too much
time and money needed for thiS'
type of training?

Is it because the efficiency is
low when you compare time and

effort to the number of people
reached through depth training?

Is it because you feel that it
will not appeal to farmers?

Is it because there has been no
grass roots demands for this type
of training?

Is it because it does not fit
your department's subject matter?

 

High Medium Low
5 1 6
12
8 l 3
12
10 2
l l
l l
2
l l
2

 

CHAPTER V

SUMMARY. CONCLUSIONS AND RECOMMENDATIONS

Summary

This study was designed to explore some of the
factors which were thought to be associated with opinions
concerning the impact of depth training meetings in soil
management on farm operators and why these operators did.
or did not. favor this type of training in contrast to
the "one meeting" approach which has been generally used
by extension in the past. More specifically. the purposes
of this study were:

1. To determine the opinions held by farmers of a
series of depth training meetings which they had completed
in soil management. and to attempt to explain why_these
opinions were held.

2. To discover the advantages and disadvantages of this
type of training for farm operators.

3. To explore the areas in which research might
fruitfully be conducted to determine the value of the

depth training approach to extension education.

50

51
Sources of Data

Farmers

Ten farmers who had completed a series of depth
training meetings in soil management. in each of two counties
in Michigan. were interviewed from a total of 165 farmers.
who had completed the series. These twenty farmers expressed
their opinions of the depth training method of teaching soil
management information in their replies to twenty questions

asked them in the interviews.

Instructor and Agents

The instructor and agents concerned were interviewed
and asked the following questions:
1. What percent basic. in contrast to practical. soil
information was presented at these meetings?
2. Did the class form a social group?
3. Should the agents take an active part in these
meetings?
4. Were the meetings well received by the farmers?
The agents were asked to estimate the educational
level of the members from his county and the size of their

farm operation.

52
Project Leaders in the Agricultural Program Area

Fourteen project leaders were interviewed to
see if they or members of their department were using
depth training as a teaching method. and why. if they were.
or why not. if they were not.

In the discussion with one project leader. he said
that depth training was a "gimmick" used by extension
to bring the farmers out to meetings. He predicted that
in five or ten years it would run its course and some
other approach would be used to attract farmers to

educational meetings.

Observapions

The author attended three meetings during the
time the instruction was being presented at these
depth training meetings. Observations at these meetings
and the interviews conducted with all of the people men-
tioned in the study were the basis for his opinions

expressed in this study.

53

Conclusions

 

After a careful study and analysis of the data
obtained during the course of this study it would seem
appropriate to draw some conclusions. The following
conclusions are based upon the analysis of the opinions
of the people interviewed. and the observations of the
author during the process of conducting the study.

1. The farmers who attended these meetings indicated
that they preferred depth training meetings in soil
management to the traditional "one meeting" method usually
used by extension in the past.

2. The farmers who attended these meetings indicated
that they are becoming more and more aware that farming
is a soience and they were more concerned with learning
the basic subject matter necessary for scientific farming.
For this reason it is probable that they will attend future
extension meetings which give them an exploration in
depth into basic subject matter.

3. The farmers interviewed attended meetings be-
cause they wanted to hear about the latest advances in

agricultural research and not necessarily because they

54

had specific problems. They seemed to recognize that
they had general soils problems for which solutions
might be more appropriately sought in basic subject
matter meetings than in practical subject matter meetings.

4. The farmers who attended these meetings were
aware of and appreciative of the efforts of the extension
agents and the soils specialists in conducting this series
of meetings. It is probable that the success of these
meetings was related to the efforts of the extension
staff members and extension soils specialists.

5. The farmers interviewed indicated that a variety
of teaching methods in depth training was more important
than the type used. and that the time of day and time

of year these meetings were held was appropriate.

6. Farmers interviewed would be willing to pay the
cost of depth training lessons ($15 - $25 in this case)
if they were as well taught as the series on soil

management.

55
Recommendations on Meetinngechniques

Based upon the observations and interviews con-
ducted during the course of the study. it would seem
appropriate to make the following recommendations on
meeting techniques.

1. That a survey be conducted to see where the
farmers are in relation to the subject matter being taught.
before the training begins.

2. That slides or charts or other materials that are
out of date not be used.

3. That visuals which do not aid the presentation
not be used.

4. That all farmers have an equal opportunity to
attend these meetings. If the number has to be limited.
then let it be on a first come basis.

5. The agents should play an active role in depth
training meetings if they are present at the meeting.

6. That the winter months seem to be the most

appropriate time to hold depth training meetings.

Recommendations For Additional Research

This study was designed to explore the reasons why

depth training is becoming an increasingly important

56

extension approach and to explore the reasons associated with
the educational impact of this approach. There is still more
research needed to be done before it can be said that
extension should devote a large portion of their resources

to the depth training method of teaching farm operators.

The author has listed a few of the possible avenues
along which future researchers may like to journey in search
of additional information in the area of depth training.
These are:

l. A study should be made to ascertain if there is a
measurable change in knowledge due to completing a depth
training course. This study was based on the opinions of
the farmers after they had completed the series of meetings.
and therefore there was no measure of change of knowledge
or opinion. The change in knowledge resulting from the
depth training meetings might be compared to the change in
knowledge resulting from a field day or just one meeting.

2. Since it seemed to the author that the farmers
interviewed in Gratiot County were more advanced than the
farmers interviewed in Monroe County (in the field of soil
management). a study should be conducted to determine if
the farmers in one section of the state are more advanced

than those in other sections. and. if so. why.

57

3. A study might be made of the group aspect of these
depth training meetings to determine if the group formed is
used as a frame of reference by the members completing the
series in the adoption of farm practices.

4. Data obtained in this study seems to indicate that
farmers attend meetings to obtain basic information when
their problems are of a general nature. If this is the case.
then perhaps all extension meetings should be dealing with
basic information unless the farmers have a practical
problem (example: insect invasion) in which case the
farmers would want the practical information (example: how
to kill the insects).

As a result of this data it would seem logical to
recommend that a study be made to determine if farmers want
basic information when their problems are general. and

practical information when they have practical problems.

BIBLIOGRAPHY

BIBLIOGRAPHY

Bodks

Brunner. Edmund and Associates. An Overview of Adult
Education Research. Adult Education Association.

Festinger. Leon. Social Pressures in Informal Groups.
New York: Harper. 1950.

Knowles. Malcolm S. Handbook of Adult Education in the
United States. Adult Education Association of the
U.S.

Merton. Robert K. Social Theory and Social Strugture.
Glencoe. Illinois: The Free Press. 1957.

Sherif. Muzafer. An Outline of Social Psychology.

New Ybrk: Harper Brothers.

Public Documents

United States Farm Census 1960.

United States Population Census 1960.

Articles and Periodicals

Ball. John and Byrnes. Francis C. Research. Principles.
Practices injVisual Communication. National Project
in Agricultural Communications. Wells Hall.

Michigan State University. East Lansing. 1960.

Matthews. J. L. How to Develop a Program. Division of

Field Studies and Training. Extension Service.
USDA.

59

Rohrer.

60

W. C. The Extension Service in Cecil County.
Maryland. College Park. University of Maryland.
Agricultural Experiment Station. 1954.

Sorenson. Douglas. Factors Influencing Knowledge of

Wilson.

Hearne.

Technical Soils Concepts bijisconsin Farmers.
Department of Agricultural Journalism. College of
Agriculture. University of Wisconsin. Bulletin 27.
March.l957.

M. C. and Gallup. G. "Extension Teaching Methods.
and Other Factors that Influence Adoption of
Agricultural and Home Economics Practices."

Review of Extension Research. U. S. Federal Extension
Research. 1955.

Unpublished Material

C. Factors Which Affect the Influence of Meetings
as a Means of Extension Teaching. Unpublished

M.A. thesis. University of Wisconsin. Madison.
1932.

APPENDIX

APPENDIX B

DISTRIBUTION OF FARMERS INTERVIEWED IN

GRATIOT COUNTY

62

Monroe County

 

 

 

 

Location of farms where interviews were held

226 acres was average size of farm of class members
99 " " " " " " in the county.1

Approximate ave.

12.5 number of years of schooling of class members.
8.8 Average years of schooling of farmers in county.2

 

l1960 U.S. Farm Census.

21960 U.S. Population Census.

APPENDIX C

II.

III.

64
Outline of Soil Management Depth Training
by
Dr. Lynn S. Robertson
Introduction
1. What is soil management?
2. Soil-plant relationship.
3. Composition and nature of soil.
4. Soils of Michigan and County.
A. Use of soil survey reports.
B. Soil management group.
The Control of Soil Water
1. Kinds of water.
2. Soil moisture constants.
3. Water requirements.
4. Water supply.
5. Soil water losses.
6. Irrigation.
7. Drainage.
8. Erosion (including wind).
Control of Soil Reaction
1. pH.
2. Nutrient availability.
3. Correcting soil acidity.

4. Correcting soil alkalinity.

IV.

VI.

The

10.

11.

12.

65

Control of Soil Tilth
Sequence of crop.
Drainage.

Organic matter.

Tillage tools (depth).
Minimum tillage.

Control of Plant Nutrients
Michigan Fertilizer Law.
Native nutrients N.P.K.
Ratio.

Grade.

Carriers.

Solubility.

Nitrogen.

Phosphoric acid.

Potash.

Secondary elements.
Minor (Micro) elements.

Fertilizer handling methods.

Control of Organic Matter

1.

2.

3.

4.

Crop residues.
Green manure crops.

Cover crops.

Manure.

VII.

VIII.

IX.

66

Control of Disease
Control of Weeds
Control of Pests (Including Insects)

Characteristics of Varieties.

APPENDIX D

67
Intervieijuestions
Opinion

High Medium Low

 

1. To what extent can farmers apply
this information to increase crop yields?

2. Would you say that the information
presented at the meetings is useful or
theoretical?

3. Has this course helped to point out
any soil problems on your farm that you
were not aware of?

4. Do you feel this course will help
you to determine why your crops are
not higher yielding?

5. Are these training meetings best
suited to the time you have available
for study?

6. Before you enrolled in the course.
did you feel that you had a soil
problem on your farm?

7. Before attending. did you think that
soils problems were the biggest production
problems you had on your farm?

8. How were you informed of these
meetings?

9. Were you given enough information
about the meetings so that you could
decide if they were worth attending?

10. Do you think that the County
Extension Director and the agent put
much work in planning and arranging
for these meetings?

68

Interview questions. cont.

High

Opinion

Medium Low

 

11. Did you like the use of visual
aids in presenting soil management
information?

12. Do you think that some other
method of presenting the material
would be better?

13. Do you think that questions asked
by other members of the class help
you to learn more about soil management?

14. were you given enough time and
opportunity to ask all of the questions
you wanted to?

15. Did you get acquainted with many
of the other members of the class?

16. Would you like to get together
again with this same group for another
series of this type?

17. After completing this course.
would you like to enroll in some other
courses of a similar nature?

18. Do you feel that extension and
Michigan State University are doing
the right thing in offering these
courses around the state?

19. Would you like to take a series of
short courses in one subject. like
soils or crop production?

20. If many of these courses were
offered around the state. it would
cost more than the Extension Service
has money for. Should the money come
from taxes. or should the people who
attend be charged for the instruction?

APPENDIX E

69

Dear Mr.

 

You may remember me as the fellow from Colorado who
visited some of the meetings when Dr. Robertson was
teaching soil management. As part of my graduate work
at Michigan State University. I am interested in looking
at the best methods of informing farm operators. such as
yourself. of the latest developments in the field of
agriculture.

You have been selected as one of about ten people who

were enrolled in the course to give your opinions concerning
the value of this type of training. I would like to come

to your home and discuss briefly. with you. some of the
things you felt were good or bad about these lessons.

If you could spare perhaps 30 or 40 minutes during the
time I shall be in the county. would you please check the
time which would be most convenient for you to visit with
me. and return the letter to me in the self-addressed
envelope? Would you also indicate a second choice of time
if you can?

If something should happen at the last minute that would
prevent you from meeting with me. you could call your
extension director. I will be checking with him from time
to time.

Thank you for your help.

Sincerely.

Abram J. Relyea

113 Ag Hall

Michigan State University
East Lansing. Michigan

AR:am
enc.

APPENDIX F

70

Mr. Abram J. Relyea
113 Agricultural Hall

Michigan State University
East Lansing. Michigan

Dear Mr. Relyea:

The best time for you to come visit with me for 30 - 40
minutes concerning the short course in Soil Management
would be sometime: (1st and 2nd choice)

Tuesday afternoon 2:00 - 4:30. March 13
Tuesday evening 7:00 - 9:30. March 13
Wednesday morning 8:30 - 11:00. March 14

wednesday afternoon 1:00 - 4:30. March 14
wednesday evening 7:00 - 9:30. March 14

 

 

 

 

I will be unable to meet with you .

Signed

 

TA

 

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