ANALYSIS OF FARM*MECHANIC$L SKILLS OF COLORADO YOUNG FARMERS WITH. IMPLICATIONS FOR COURSE BUILDING IN VOCATEON AL AGRI ULTURE THESIS FOR DEGREE OF DOCTOR OF EDUCATION MICHIGAN STATE UNIVERSITY FRED GEORGE LECHNER 1958 st 1-653 This is to certify that the thesis entitled 1‘ -' y 1 yrs—P 7 ~\"\ 7' ,q l“, in. {xv-v’rw , ~ ~‘ er > IL.IZ‘;_J_u/_.‘J \,L l ..h.\—. --.. v-1. L ._\.~!‘.LJ JJ.A-L‘;ILJ ~ 4L - ‘f’ w i 'T'“ “I tr - -“‘ "H ‘ I ~ . - ‘ ‘ ' , UVLJL‘.\.LAJV .. .1-» A .L -».. ._.I..'-/ ’31.] .l... I.‘ 114 \JI’. .A\ A a, N r\ ' V v ‘— t 11" .51~~'- \4"-'- VJ ~ ....LJ~‘J \J .Lc ,, C -~« ‘ T A . . '7 U‘ ‘ VK‘ 4\-J.L 1X,J A A- 1-; - A- 1‘1 .‘1 \ ‘ ' .< ,. ‘ s 7' ‘ .' ‘. l LL—l.“ \lA—lk..‘ul\J$_‘ “y‘d‘i- «a- has been accepted towards fulfillment of the requirements for ',i 'i ' if ,5...,J:,..,,1 ” "‘ ° .__degree mph“ -‘ '~ ‘ .3 7M2 Major pr’ofezior “17’" Date Lettcrthx‘ 1, 1,, 0-169 3‘3. L1,}?P4RY Nllt'l‘; “fate Uni. .:y ANALYSIS OF FARM-MECHANICAL SKILLS OF COLORADO YOUNG FARMERS WITH IMPLICATIONS FOR COURSE BUILDING IN VOCATIONAL AGRICULTURE By FRED GEORGE Lacuna AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education 1958 Approved “253/,ng /}J’4’4’W 5/ Purpose. The primary purpose of this study was to evaluate programs of farmrmechanical training taught as an integral part of vocational agriculture courses in Colorado high schools. It was also a purpose to discover usable data for the revision of courses. Methods. Three hundred and two young farmers responded to a check list which was specifically compiled and tested for reliability for this study. Each respondent qualified by the criteria: (1) Must have been enrolled in the full program of vocational agriculture if only two years were offered, or must have been enrolled in at least three years of a three or four year program; (2) Must have been en- gaged for a minimum of two years in at least one of several farming statuses to the extent that a major portion of his working time was thus expended; and (3) was 19 to 29 years of age. The respondents were recruited by vocational agriculture teachers in 36 selected school communities. Each respondent exercised judgment in checking the data- gathering device to indicate for each of 98 selected manipulative kinds of farmsmechanical skills the relationship (1) of its $2222: tgngg{£gg success in farming, (2) his success igmggigg it in team practice, and (3) the training received in high school in vocational agriculture courses. Each three-check response was used as a single one in order to maintain the relationship which was indicated when it was interpreted for its meaning. Findings and Interpretations. Only two of the 98 farmqmechani- cal skills were indicated as ones for which training should not be offered in high school. Seventybfour of the skills were considered to be ”very'important" for success in farming. Training had been adequately provided for 33 of them. For 11 "very impOrtant" skills training had not been provided for students who probably should have received it. {Training was also not provided for 30 more "very impor- tant" skills, however, in their case the responses did not unquestion— ably indicate a desirability for such training. For these it was, therefore, concluded that a careful study of the local situation was needed to reach a decision relative to their inclusion in a revised program.) It was, however, recommended that training should be pro- vided for all of the other "very important" skills. Twenty-two skills were rated to be of only "some" importance for success in farming. Training had been provided for lb of these. It was concluded that this training was justified only if training for more important skills was not slighted:' A lack of training was indicated for the remaining eight of the skills of "some" importance. Providing training for these 22 skills in revised programs was recomp mended only if it could be scheduled in a well balanced vocational agriculture program so that training for other more important skills would not be ignored. (:Nineteen enterprises were represented by the 98 farm-mechanical skills studied. For only three, namely; tool fitting, cold metalwork- ing, and Operating and repairing farm.machinery was the relationship of importance to 222 and to trainigg relatively satisfactory. Twelve enterprises were rated "very important”, but training had not been adequately provided. They are: (l) maintaining and repairing tractors and engines; (2) woodworking, glazing, and painting; (3) plumb- ing; (A) arc welding; (5) oxyacetylene welding; (6) concrete working; (7) constructing farm buildings; (8) supplying farm water for domestic use; (9) disposing of sewage; (10) constructing and repairing fences; (ll) soil and water management; and (12) rural electrification. Four, namely; general planning, rapeworking, hot metalworking, and soldering and sheet metalworking were rated of only "some" importance, however, training for these had been provided. ANALISIS OF FARM-MECHANICAL SKILLS OF COLORADO YOUNG FARMERS WITR IMPLICATIONS FOR COURSE BUILDING IN VOCATIONAL AGRICULTURE m moses women A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education 1958 ACKNOWLEDGMENTS Sincere appreciation is felt by the author for the excellent .guidance he received from his Graduate Study Guidance Committee, mem- bers of which are Professors Harold M. Byram, Chairman, R. Paul Sweany, Herle L. Esmay, and Buford Stefflre. Sincere appreciation is expressed to Professors R. H. Canada, James B. Hoodhull and W; Paul Gray, all of Colorado State University, for their inspiration and encouragement in carrying on with this study and for their help in gathering the data. The author wishes to express thanks to Dr. William D. Baton for his untiring efforts in exploring statistical analyses. Thanks are also expressed to Marvin G. Linson, State Supervisor of Agricultural Education in Colorado, to his assistants, and to the vocational agri- culture teachers who cooperated in gathering the data for this study. Special expression of thanks is offered to Irving Cross for his excel- lent cooperation in conducting the reliability test of the check list with young farmers in his community. The author is indebted to the young farmers in Colorado who coOperated in the study. Without their response this study could not have been.mads. Further appreciation is eXpressed to Dr. Willard H. Brown, Teacher of Literature, Fred C. Nelles School, whittier, California, for editing the manuscript and to Frankie D. Lechner, the author's wdfe for her patience, understanding, and assistance in making the study. TABLE OF CONTENTS CHAPTER I. II. INTRODUCTION......... Problem Analysis . . . . . . Problem analysis involved Justification for This Study Scope of This Study . . . . Iimdtations of This Study . Assumptions . . . . . . . . Definition of Terms . . . . Parm.mechanics . . . . . . C 0 Selected farmrmechanical skill Amount of training . . . . Success in using . . . . . Importance of the skill . Enterprise . . . . . . . . Response pattern . . . . . Category‘. . . . . . . . . Class of skills .1. . . . REVIEW 0? LITERATURE . . . . . Studies Designed to Obtain Data for Course Studies Designed to Evaluate Courses of Study Summary Planning PAGE (0 N \OQO‘V’ 12 12 12 12 12 13 13 13 13 13 16 32 CHAPTER III. METHODS AND MATERIALS . . . . . . . . . . . . . . . Check List Development . . . . . . . . . . . . . Check List Reliability Test . . . . . . . . . . . Final Form of the Check List . . . . . . . . . . Selection of Schools to Be Included in This Study Qualifications of Ybung Farmers Who COOperated in This Study . . . . . . . . . . . . . . . . . The Gathering of Data . . . . . . . . . . . . . . IV. ANALISIS AND DISCUSSION OF DATA . . . . . . . . . . Source of Data . . . . . . . . . . . . . . . . . . method Used to Organize Data for Analysis . . . . Analysis of the Data . . . . . . . . . . . . . . Class I skills_ . . . . . . . . . . . . . . . . Class II skills . . ...... . . . . . . . . Class III skills .‘. . . . . . . . . . . . . . Class IV skills . . . . . . . . . . . . . . . . Class V skills . . . . . . . . . . . . . . . . Class VI skills . . . . . . . . . . . . . . . Enterprise classification . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . V. SUMMARYANDCONCLUSIQVS'.............. Summary . . . . . . . . . . . . . . . . . . . . . conc1u31ms O O O O O O 0 O O O O O O O O O O 0 III m AME cm 0 O O O O O O O O O O I O O O O O O O 0 APPENDIX A. List of Vocational Agriculture Instructors Who - COOperated in This Study and Their Locations APP‘ENDIX B. Cheek not 0 O O O O O O I O O O O O O O O O 0 iv PAGE 33 33 35 37 39 39 hl #2 AZ AS 55 57 59 72 75 77 78 85 89 92 96 136 138 LIST OF TABLES TABLE I. Comparison of Responses by Categories for Each of the 98 Farmshechanical Skills Listed in the Check List Used to Gather Data for This Study, Each Half of Which Was Completed Twice by a Different Group of Ten Toung Farmers in the Sterling, Colorado Comunity...................... II. Summary of Data-Gathering Contacts Made . . . . . . . . III. Summary of Responses to Check List Questions Three and Five by Young Farmers from.Each of 36 Schools Included in This Study and Totals of All Schools by Question Asked . . . . . . . . . . . . . . . . . . IV. Farming Statuses of Young Farmer Respondents for Each of the 36 Schools Included in This Study . . . . . . V. Number and Per Cent of 302 Young Farmers Who Indicated Each of the Nine Categories Affect- ing-the Relationship (1) of the Importance for Success in Farming, (2) to Success in Use in Farm Practice and, (3) to the Amount of Training Re- ceived in High School for Each of 98 Farmrhechanical Skills . . . . . . . . . . . . . . . . . . . . . . . VI. Per Cent of 302 Young Farmers Who Indicated Each of Nine Categories of the Relationship (1) of the Importance for Success in Farming, (2) to Success in Use in Farm.Practice, and (3) to the Amount of Training Received in High School for Each of 19 Farm—Mechanical Enterprises . . . . . . . . . . . . . PAGE 101 120 A6 122 135 LIST OF FIGURES FIGURE 1. 2. Farmrfiechanical Skills in Class I . . . . Farmrhechanical Skills in Class II . . . . . Farmrhechanical Skills in Class III . . . Additional Farm—Mechanical Skills in Class III Farm-Mechanical Skills in Class IV . . . FarmpMechanical Skills in Class V . . . Farm—Mechanical Skills in Class VI . . . Farm-Mechanical Enterprises in Class II . Farmsflechanical‘Enterprise in Class III Additional FarméHechanical Enterprises in Farm-Mechanical Enterprises in Class IV . Class PAGE 58 65 68 73 76 78 81 82 8h CHAPTER I INTRODUCTION With the ever-changing complexion of the modern farmer's need for farmnmechanical training, it is indeed a challenge to those who undertake to offer such training to attempt to keep abreast of, or, more desirably to keep ahead of the changes that are occurring. Any prediction of what the future will bring is subject to the element of error in human Judgment. In searching for information that is likely to help make sound decisions possible when planning farmsmechanical training programs for high school students, an evaluation of the program already in Operation should prove to be helpful. The primary purpose of this study was to evaluate former pro- grams of farmsmechanical training that were taught as an integral part of vocational agriculture courses in high schools. It was also a purpose of this study to ferret out information that could be used with confidence in planning future training programs in farm mechanics. With the assistance of young farmers in Colorado who met arbi- trarily defined qualifications, data were gathered to evaluate the farmsmechanical training program in vocational agriculture courses in which these young farmers had been enrolled as high school stu- dents. The evaluation consisted primarily of studying aspects of importance, use, and training relating to the skills involved as they applied to the young farmers who cooperated in this study. There is presented in this chapter a statement of the problem, an analysis of the problem, justification for the study, statements -'-~ 2 concerning the scope and the limitations of the study and of assump- tions held, and definitions for some of the terms used. Problem Analysis The problem of this study was to determine for selected farm- mechanical skills the relationship of (1) their importance for success in farming, (2) the success of young farmers in using the skills in farm.practice, and (3) the degree of training received in high school in vocational agriculture courses. Problem analysis involved: 1. 3. Discovering those skills for which evaluation of the importance, Egg, and training relationships are most suitable. ‘ Discovering "very important" skills for which the three- way relationship stated in the problem may not have been the best possible, but for which it is nevertheless still highly acceptable. ' Discovering other "very important" skills, that young farmers have used with at least some success in farm‘ practice, training for which has been neglected in high school. Discovering additional skills for which the three-way relationship indicates training should be offered to high school students if there is time in a well-balanced program to permit this to be done. Ascertaining skills that should not be taught in high school to vocational agriculture students. Justification for This Study Hollenberg, in the United States Office of Education, states that ”there had been more progress in farm mechanization during the past 25 years than during the previous 5000."1 In all probability rapid changes will continue to be made in years to come. Vocational educators will need to bend every effort to keep up-to-date with, and better yet, ahead of these changes. Along with this challeng- ing problem.educators are also faced with the problem of finding enough time in a school schedule to teach all the farmrmechanical skills that appear to be important in conjunction with modern mechan- ized farming. All leaders, no doubt, will agree that it is not necessary to teach every kind of a farmrmechanical skill, but it is questionable if they will agree on which of the multitudinous number of skills should be taught to high school students studying vocational agri- culture. From a review of the literature on this subject one soon realizes that this topic is one in respect to which continuous searching for the best answers must not be abated. With a vocational agriculture student's time in high school being divided among many other interests while he is trying to learn enough to make a beginning in today‘s highly scientific farming, it is highly important that his farmrmechanical skill training be con- centrated in the learning of the skills that are likely to be very 1A. H. Hollenberg, Instruction in Farm Mechanics, United States Department of Health, Education, and welfare, Vbcational Division, Bulletin No. 267, Agricultural Series No. 70 (Washington: Government Printing Office, 1957), p. l. 4 important for his success in farming and which he is most likely to use in farm.practice. Even within such a framework of qualifying limitations many choices will still have to be made concerning which skills can or should be included in the training program. Kinds of changes in modern mechanized farming that will change the farmer's need for farmrmechanical skill training are exemplified in the discussion that follows. In farm power and machinery each new machine is becoming more complicated than its predecessor, with many adjustments needing the attention of a skilled operator. Many farmers are taking advantage of new developments in electronics and hydraulic systems to obtain greater use, flexibility, and economy of operation fru their power equipment. To stay in business farmers are being forced to use a higher proportion of their investment in farming for machines and equipment. Consequently, as the farmer becomes the owner of a greater number and more complicated machines, it becomes necessary for him to devote an increasingly greater portion of his total working hours to preventive maintenance and repair of his farm power and machinery. Increasingly he needs to be trained to do this kind of work. Hany farm buildings are now obsolete. "Today farm buildings .must be truly production tools that will pay their own way. They have become more than just shelters—they're the working tools of the farm unit and are used for everything from.machinery storage to milking parlors."2 The farmer is being forced to renovate these buildings zcentennial 9_r_ Farm Hochanisation 1322-1922 (hposition Souvenir Booklet, East Lansing, Hehigan: Michigan State University, 1955) , po 35- or to construct new ones to.meet his present-day needs in farming. If he is to keep up-to—date, he must learn the use of new types of building materials; new construction designed for improving sanita- tion, ventilation, heating, cooling, and lighting; and the use of . automation in new and old buildings. The farmer must be trained to use properly skills that represent practical procedure and efficient use of his time in maintaining, servicing, and, in some instances, constructing modern service buildings. The rapid increase in farm electrification has also motivated the farmer to learn new skills formerly'not used on the farm, Even though electrical power is now available to 95 per cent of the nation's farmers, the trend toward more electrification will continue as new uses are found for it. "The age of electricity has arrived and the meters turned faster as motors were added for burning, lifting, cool- ing, and pumping. And with the possible utilisation of electrical energy , tomorrow promises to be even better.”3 This rapid develop- ment has created many problems pertaining to the safe use of elec- tricity. One leading danger concerns the fact that many circuits are being overloaded. Both for correcting presently undesirable elec- trical wiring and for adding new circuits the farmer will need new kinds of skill training. Approved soil and water conservation practices are being accepted at a steady pace by modern farmers. To adapt these practices to their farms and to maintain them, farmers have needed to and will, in the future, need to continue to learn skills not formerly used by them. 311314., p. 32. Farm shop work has changed and will continue to change coinci- dent with the changes in farm power and machinery, farm buildings, farmtelectrification, and soil and water management. The need for replacing out-dated farmsmechanical skills with new skills is con- tinuous. There is increasing need for ability to make skillful use of power tools. Farmers will need to learn what farm-mechanical jobs they can best and most economically do for themselves and what jobs they can most profitably have done by hired specialists. The large number of studies that have been conducted in the farm-mechanical phase of vocational agriculture indicates that much research has been needed in the past. There is no evidence to show that this need has diminished. It is obvious that an increasing number of studies need to be made if farm-mechanical training pro— grams that are taught as an integral part of vocational agriculture in our high schools are to be evaluated and modified so that they will meet adequately the needs of.medorn mechanized farming. Voca- tional agriculture teachers need up-to-date data from.research to assist them in planning their programs. There should be little need for them to waste valuable teaching time floundering around with trial and error methods in an effort to discover what kind of training should be offered. Scope of This Study This study is concerned only with the need for vocational agri- culture training in high school in respect to manipulative kinds of farmamechanical skills. This does not imply any ranking of manipula- tive farmemechanical skills versus those that are more managerial in nature. While studying both managerial and manipulative farm- mechanical skills or abilities, Hamilton“ found that nothing in his study tended to minimize the importance of manipulative skills or abilities. Managerial abilities are an essential requirement in farm mechanics training in vocational agriculture, but to have included both types of sldlls in this study would extend its scape beyond practical limitations. Ninety-eight skills were selected to represent the numerous kinds of manipulative farm-mechanical skills that can be taught in high school in vocational agriculture courses. There is no intent to imply that manipulative skills be included in courses in vocational agriculture for the sake of skill learning only. However as Hollen— berg states, “Some skills will need to be perfected before they are used on‘actual jobs."5 If the basic, manipulative farm-mechanical skills are related to the student's total farm mechanics program in vocational agriculture, they can strengthen it. Data were gathered from 302 former students who had studied vocational agriculture in 36 Colorado high schools. The schools in- cluded represent approximately 50 per cent of the total vocational agriculture departments in Colorado. The criteria for the selection of the schools, as well as the former students from each school, are discussed in detail in Chapter III, Methods and Materials. “J. R. Hamilton, IManagerial Abilities are Important in Teaching Farm Mechanics," _T_h_g Micultural Education Hagasgg, 28:7, January, 1956. 51101101113011, 92o fie, pa 61o Ligation of This Study As in any study involving recall and judgment, this study was subject to a certain amount of error depending on the ability and the sincerity of each of the respondents. The discussion in Chapter III, Methods and Materials, presents evidence that this kind of error has been held to a minimal level. Restriction of the skills selected for inclusion in this study may possibly be a limiting factor. Although they were selected with the benefit of many years of experience, and with much advice that represents the seasoned judgment of leaders in agricultural education, they may not be equally applicable in every respect in each of the school communities selected for this study. Consistent effort was ex— erted,however, to make the skills chosen as representative and as practical as possible. The amount and quality of farm-mechanical training offered in the 36 schools naturally varies to some extent. A young farmer's judgment of the degree of his success in using a farmnmechanical skill in farm.practice is undoubtedly affected more or less by the kind of training he receives in the use of the skill. His rating of success in its use may, therefore, be influenced by the kind of work- manship to which he has become accustomed in his training program. However, even though differences in training may affect, to some extent, the validity of some individual responses as to their use in .farm.practice, it is assumed that the effect on the pooled judgment of all the responses is not serious because of the large number of respondents. 9 The amount and kind of the respondent's post-high school train- ing in farm-mechanical sldlls may affect his judgment as to the amount of training he has received in high school. It is possible that accu- racy of checking for the training part of the three—check response that undertakes to indicate the relationship of importance to 323 and to training may vary somewhat depending on the willingness of the respondent to want to spend enough time to recall his actual training experiences in high school. All evidence that was obtained from.per- sonal contact with young farmers, however, indicates that they have tried to report their high school training experiences as fully and accurately as possible. Individual difference among the respondents as to their aggres- siveness, interest, health, financial ability, as well as the kind of opportunities they had to use a skill, may have influenced their use of the skills in farm practice with the result, in some cases admit- tedly, like training does not always result in like results in use. Although the several limitations that have been presented are recognized, there is very little evidence to indicate that the validity of the data for this study has been unduly impaired. Assgmptions 1. It was assumed that data for the evaluation and/or planning of farmrmechanical courses taught in high school as an integral part of vocational agriculture would be meaningful if it were gathered to discover, for the farmsmechanical skills taught, the relationship of (l) importance to general success in farming, (2) to success in use in particular aspects of fanm 2. 10 practice, and (3) to training received in high school. This would entail a judgment response for each of the three parts of the relationship. It was further assumed that this three—check response obtained from each respondent for each skill studied would be best used in the analysis of data as a single response interpreted for its meaning. It was assumed that the young farmer's judgment as to the degree of importance of any selected farmrmechanical skill to his success in farming was a valid measure of its true importance. It was further assumed that accepting his judgment of success in farming was a satisfactory criterion for measuring such success, and that his response as to the importance of a skill pooled together with the responses of the other respondents would be a valid indication of the degree of its importance to success in farming. It was assumed that the young farmer's judgment as to his success in using a selected farm-mechanical skill in farm practice was a valid measure of such use. This assumption was based on the fact that a young farmer, as a student of vocational agriculture in high school, had been given oppor- tunity during his training to gain an understanding of quality, good workmanship, durability, and satisfactory service from the 222 of farmamechanical skills. In this connection it was further assumed that he had also been engaged in farming enterprises for a period long enough to encounter opportunities for the use of the skills studied, since to qualify as a respondent he must have spent most k. 8. ll of his working time for at least two years engaged in one or more status of farming. It was assumed that the young farmer's judgment as to the amount of training he had received in any selected farm? mechanical skill while enrolled in vocational agriculture in high school was a valid measure of such training. Since, to qualify as a respondent, he must have been graduated within 10 years, it was further assumed that he was better able than older farmers to recall his training experiences. . It was assumed that enough basic training in the use of any selected, manipulative farm-mechanical skill could be given while the student was in high school to enable him to use it in farm practice. It was assumed that if any of the manipulative farmrmechan- ical skills studied, were to be included in courses of study, they would be included because they enhanced the performance of a practical farmsmechanical maintenance and/or construc- tion job or project. It was assumed that any farmrmechanical skill that may be needed by a future farmer to make a beginning in farming that has not been learned prior to his enrolling in high school can best be taught to him in vocational agriculture. It was assumed that the pooled judgment of a representative sampling of qualified young farmers is a valid form of eval- uation for fans mechanics courses of study as taught in high school. 12 Definition of Terms Farm mechanics. This term is used to indicate all of the practical application phases of agricultural engineering used in farm practice by farmers such as fans power and machinery, farm structures, farm electrification, soil and water management, and farm shOp func- tions . Selected farm—mechanical skill. For this study a selected farm- mechanical skill is an ability that has been accepted by competent authorities in agricultural education as one that may be used in the performance of farm-mechanical activities in agriculture, and one that was selected to be representative of the sldlls that are used to per- form such activities. _Agg__unt of training. This term is used to represent the extent of the training that was received by the young farmer in any selected farm-mechanical skill during his vocational agriculture courses while enrolled in high school. For example the M might be "enough", "some", or "none". Success in using. The measure of achievement used in obtaining durable results, good workmanship, and satisfactory service from the job performed with the use of a selected farm-mechanical skill is designated by this term. The degree of success attained in the use of such a skill by the young farmer in farm practice are indicated 'as; "successful almost every time", "sometimes successful", ”not successful", or ”not used". 13 Importance of the skill. This term is used to indicate the degree of effect that the use of any selected farm-mechanical skill by the young farmer had on his success in farming. The degree of importance may be, namely; "very important ", "somewhat important ', or "not important or not used". Enterprise. The term enterprise is used as a subdivision of any of the five areas of farm mechanics as defined by the American Society of Agricultural Engineers and included several closely related, selected farm-mechanical sldlls. For example the skills, drill holes in metal, cut threads on bolts or rods, and bend cold metal are skills in the enterprise of cold metal working; and this enterprise is a subdivision of the farm sh0p area of farm mechanics. Response pattern. This term is used in this study to designate any one of the 36 possible relationship combinations of the three degrees of importance to the four degrees of 933 and to three degrees of training as indicated by a respondent for a farm-mechanical skill. Categogy. This term is used to designate a group of responses, as patterns, for a farm-mechanical skill, or enterprise that were similar enough to be considered as alike in the analysis of data. Class of skills. This term designates a group of farm—mechan- ical skills or enterprises on the basis of the per cent of respondents who, by their responses, placed these skills in each of the categories used in the analysis of data. 'P- -. ..-..-J . . 4.4-4.“... on! CHAPTER II REVIEW OF LITERATURE Since the inception of the program of teaching vocational agri- culture in the secondary schools of our nation research has been con- sidered to be an important aspect of development in this field. Much of this research has been an effort to find and to interpret data that could be used both to plgg and to evaluate courses of study in farm mechanics that were being taught as an integral part of the total vocational agriculture program. A variety of approaches has been used to attack the many problems that have been studied. This chapter was organized to present a review of the research that was conducted for both of these two basic purposes, that is, course planning and course evaluating. This kind of organization was chosen inasmuch as the present study was designed, basically, to evaluate courses in farmnmechanics as taught in high school as an integral part of vocational agriculture. As a result of this eval- uation, however, applications for improving the courses evaluated were also evident in the data. The review is concluded with a section clevoted to a summary of the data that was examined. '“f” Because of the voluminous amount of research that has been done in the area of farmsmechanical instruction in high school, it was decided to limit the review to data that would relate pertinently to the present study. No other reports were found, however, to closely resemble this study in design. To present a reasonably practical review, only those studies whose scape was larger than that of a 15 school comunity or district were reviewed, and, from most of these, only brief statements were adduced to present the significant findings and the plan and procedure used. A more extensive review, however, is presented for those relatively few studies that were most similar to the present one." Most of the research was organized on a normative basis by using a relatively simple plan that usually consisted of asking one or more of various types of persons to give their opinions, or in their best judgment to rate or rank certain selected items listed in a check list or questimnaire. These persons may have been voca- tional agriculture students, former vocatimal agriculture students, fathers of vocational agriculture students, any young farmer whether a former student or not, adult farmers other than fathers of students, instructors of vocational agriculture, teacher trainers and super- visors in agricultural education, and agricultural engineers. Although all studies served a useful purpose, it was not possi- ble to detect any close relationship of any one to another. Appar- ently each one was associated with a need for data separate and apart Iran any other. Also, the data of one .study usually did not complement closely that of anotherbecause they were not. sufficiently alike in their purposes, the types of resource persons who were asked to participate, or in the methods and materials used. 16 Studies Desigged to Obtain Data for Course Flaming Some of the early studies were made by Struckl, Bebermeyerz, Daviesa, Davidson“, Kennedy’, Pollom6, Halker7, Flowersa, Hhite9, Thomsonlo, Geigern, and Hrightlz. All of these men except Geiger and Wright asked fanners their Opinion relative to what they thought ought to be taught in farm mechanics as an integral part of voca- tional agriculture in high school. Farmers expressed a need to know howto use many of the farm-mechanical skills studied, and they indi- cated that ugh of the repair work on the farm was done bythemselves. Units of instruction were planned on the basis of the findings. The 1'l’heodore F. Struck, Farm Sho Work in Pennsylvania, (Rural Life Department, Special Bulletin No. . State College: Pennsylvania State College, 1920). 2Paul Bebermeyer, "The Teaching of Farm Shep in Missouri High Schools" (nupublished Master's thesis, University of Missouri, Columbia, 1925) , 90 pp. 3L. R. Davies, "Farm Shep Work in Vocational Education" (unpublished Master's thesis, Colorado Agricultural College, Fort Collins, 1923), 9L pp. “Allen P. Davidson, "A Study of Farm Shep and Agricultural Engineering of Kansas Farms: Its Relation to Vocational Agriculture in Kansas High Schools" (unpublished Master's thesis, Kansas State College of Agriculture, Manhattan, 1925), 1.0 pp. 5 Arthur C. Kennedy, ' ”A Study of the Need for Training in Farm Mechanics in Ohio” (unpublished Master's thesis, Ohio State University, Columbus, 1927), 57 pp. 6tester B. Pollum, "A Study. of the Scepe and Content of Farm Mechanics Courses and Organisation for Teaching Them in Vocational Agriculture Schools of Kansas" (unpublished Master's thesis, Kansas State College, Manhattan, 1927), 88 pp. 7Clyde Walker, "Determining the Content of Farm Mechanics Courses of Study for Smith-Hughes Agricultural Departments in High Schools" (un ublished Master's thesis, The University of Nebraska, Lincoln, 1931 s m pp. 17 data obtained by Geiger and Wright were based on the actual farm- mechanical activities carried on by farmers on their farms. An early 13 bulletin published by the University of California contains facts supported by data indicatingthe actual mechanical situation found - on farms. Armstrong“, at the University of Minnesota, also used data obtained from farmers to publish a monograph. He found that farmers did most of the repair work that was done on farms. For the purpose of course building Sharp15 , in an early study, asked 500 farmers to 8Walter A. Flowers, "An Analysis of the Recomendations of Teachers and Farmers as to What Should Be Tau ht in Farm Mechanics Courses in the Negro Schools of Mississippi" unpublished Master's thesis, Iowa State College, Amos, 1937), 97 pp. 96hris White, "Farm Mechanics as a Part of the Instruction in Vocational Agriculture in Oklahoma High Schools" (unpublished Master's thesis, Oklahoma Agricultural and Mechanical College, Stillwater, 1938), 115 pp. 10C. T. Thompson, "Farm Shep Jobs for Louisiana" (unpublished Master‘s thesis, Louisiana State University, University, 1938), 217 pp. lJ'Albert J. Geiger, ”A Study of Farm Shep Work in Florida " (unpublished Master '3 thesis, University of Florida, Gainesville, 1932), 106 pp. 1‘tzCarlton E. Wright, "A Study of the Needs for Training in Farm Shep in High School Departments of Vocational Agriculture in the State of Vermont" (unpublished Master's thesis, Cornell University, Ithaca, 1938), 13) pp. 13 Farm Mechanics £2; California Schools (Agricultural Education Series, No. 2, Division Bullet-IE, No. 11. Berkley: University of California, 1922), 45 pp. ”Trad E. Armstrong, Farm m _a_n;d_ Construction Work (Educational Monograph Ho. 1.. Enneapolis: University of nnesota, 1923), 38 pp- lsMarlay A. Sharp, "A Suggested Course in Farm Mechanics for High Schools Based on the Opinion of Five Hundred Farmers" (unpub- lished Master's thesis, Iowa State College, Amos, 1928), 37 pp. o.“\.(... 4 ....:._H1.. .fl. - Jun-a 18 check whether they thought a farm-mechanical skill was "important "; "of little value"; "average ", or "should not be taught". They indi- cated that only skills of practical value should be taught. $2291.: work was considered more inportant than construction work. Sutherland16 developed a suggested course of study in farm mechanics based on the opinion of 290 Montana farmers. Most of them were fathers of boys studying vocational agriculture. These famers were asked to rate farm-mechanical jobs as to importance and to the frequency with which they were used in farming. Many skills that are currently considered to be obsolete in farm practice were indicated to be important at the time of study. Early investigators soon began gathering data from persons other than farmers. Gibbs17 queried engineers, students, and teachers as well as farmers. He found a wide divergence of Opinion relative to the content that should be included in farm mechanics courses in voca- tional agriculture. Salmon18 asked both farmers and teachers of vocational agriculture their Opinion on what shOp jobs. they consid- ered most important on the farm. He found that farmers wanted jobs 16Sidney Samson Sutherland, "Suggested Course of Study in Farm Mechanics Based on the Opinions of 290 Montana Farmers" (Special problem, Department of Agricultural Education, Montana State College, Bozeman, 1929), 22 pp. (Mimeographed.) 17James Thomas Gibbs, Jr., "Basis of Selecting a Farm Shep Course for Vo-Ag" (Unpublished Master's thesis, University of Missouri, Columbia, 1925), 71 pp. 183ay John Salmon, "A Study of Certain Factors in the Waterford Area Pertaining to the Building of Farm Shop Curricula in Secondary Schools of Pennsylvania and New York" (unpublished Master's thesis, Cornell University, Ithaca, 1939), 112 pp. l9 taught representing experiences for which their boys had a practical need in their farming activities, and the teachers indicated a lack of facilities for the teaching of farm machinery repair Jobs. Mulligan19 two years later asked farmers, teachers of vocational agriculture, and college students to check their rating of the Mm- portance of farmwmwchanical skills. His respondents agreed quite well as to what skills they thought should be taught in high school to vocational agriculture students. The skills he listed in his study as important were essentially the same kinds of skills that 20 listed as important. Sutherland The trend to use respondents other than established farmers was continued in studies of succeeding years. In a study conducted by Bartlett21, part-time farmers, full-time farmers, and veterans checked farmemechanical skills: (1) needed on the farm; (2) not (needed; and (3) needed but should be purchased.ready made or hired done. The kinds of farmwmechanical work indicated to be important and for which training was needed were, at this later date, still 22 very similar to those listed by Sutherland. Miller23 interviewed 19Clarence U. Malligan, ”A Study of the Needs for Training in Farm Mechanics in New York State" (unpublished Master's thesis, Cornell University, Ithaca, 1941), 155 pp. 20Sutherland , lg; . $1.15. . 2llawrence Farrell Bartlett, "A Farm Shop Study” (unpub— lished Master's thesis, West Virginia University, Morgantown, 191.8, 102 pp. 223utherland, 329. Egg. 23 Franklin Diley Miller, "Changes in Program and Equipment for Farm Shep Work in Central Ohio Based upon Farming Needs" (un ub— lished Master's thesis, The Ohio State University, Columbus, 19M? ,98 pp. 20 young farmers in three commnities to determine their farm shop needs. As a. result Of these interviews he was. able tO indicate what changes were needed in local farm—shOp programs of instruction and what phys- ical facilities were necessary to carry out these revised programs. He discovered a need for instruction in the areas Of farm plumbing and electricity that was relatively new in the usual farm-mechanical training program at the time his study was made. He recam'nended that prospective teachers Of vocational agriculture be given more extensive training in these areas. With a survey using question- naires, Suithz' obtained data from 131 institutional—on-farm veterans and 69 farmers to determine their farm-mechanical instruction needs. His findings indicated a need for the teaching Of sldlls that would help vocational agriculture students to become established in farming. Susuizs had the same objective in mind as Smith when he queried institutional-on-farm veterans; however, he also consulted their instructors. His study showed that the various phases Of mainten- ance and repair of farm power and machinery as well as the area of construction and estimation of costs of farm buildings ranked high among the farm-mechanical instruction needs. In studies of more recent years, the Opinion Of farmers was still used as the primary source of data upon which to base the ”‘v. J. Snith, "Building a Program Of Work in Farm Mechanics" (non-thesis study, University of Tennessee, Knoxville, 1950), 65 pp. 25 Richard S. Suzui, Weeds for Instruction in Farm Mechanics Hawaii" (unpublished Master's thesis, Iowa State College, Ames, 1952), 160 pp. planning Of a program.of instruction in farm mechanics taught as an integral part of vocational agriculture in high school. Ramay and Walker26 interviewed 50 farmers to: (1) determine the need for farm- mechanical Jobs and skills; (2) analyze instructional areas into skills; and (3) determine the skills in doing certain jobs, projects, or exercises. The findings emphasised that the jobs, projects, and exercises used for instruction should be practical. A study started by Cook and completed by'Byramz7 somewhat parallels one part Of the data gathering techniques used in the pre- sent study. COOk questioned farmers concerning: (1) activities that farmers perfOrm: (2) activities that farmers hire done; and (3) activ- ities that farmers would like to improve their ability in performing. The findings showed that farmers performed a larger number of the skills listed than the number of than in which they wanted to improve their ability. Those farmers who wanted to improve their ability in an activity tended to be those who had not performed it or who had not hired it done. With a questionnaire Howell28 asked farmers to indicate what farmrmechanical jobs they were performing on the farm, what tools and 26A. 0. Ramay, and Howard B. walker, "Building a Course of Study in Farm Mechanics for All-Day Students" (non-thesis study, University of Tennessee, Knoxville, 1951), 48 pp. 27c. c. Cook, and a. u. Byram, "Mechanical Activities of Selected Farmers in Michigan" (research project in agricultural education, Michigan.State College, East Lansing, 1952), 136 pp. 28Ezra Lewis Howell, "Farm.Mechanics Jobs Performed on Farms in an.Agricultura1 Department Patronage Area in North Carolina, In- cluding Those Jobs Which Should Be Performed" (unpublished Master's 'thesis, North Carolina State College, Raleigh, 1952), 101 pp. 22 equipment the farmer owned, what farm-mechanical jobs should be, but were not, being done, and what tools and equipment the farmer needed but did not have. The analysis Of his data permitted him to recomend that more instructional time in high school should be devoted to the area of farm mechanics in vocational agriculture and that: l. The instruction should be based on the needs of the community. 2. The value. Of farm machinery and buildings should be stressed. 3. Enphasis should be placed on the building and equipping of a home farm shOp. In a study made by Phipps and Deyoe29 197 farmers were inter- viewed with the help Of five teachers Of vocational agriculture to determine farmers' farm-mechanical needs, and to Obtain the judgment Of farmers as to the relative importance Of various areas Of these. The results Of the study indicated that the most important areas Of instruction in farm mechanics for these farmers was the maintenance, repair, and adjustment of farm machinery and tractors. Farmers indi- cated little interest in being expertly trained in plumbing, electrical work, blacksmithing, engine mechanics, and the construction Of large farm buildings. Still further variations were employed in more recent studies in both the kind of respondent used and the kind Of delimitation ”Lloyd J. Phipps, and George P. Deyoe, "Determining Farm Mechanics Content-What Farmers Consider Important” (non-thesis study, University of Illinois, Urbana, 1952), 92 pp. decided upon. Ryder30 limited his study to skills in preventive maintenance in farm.mschinery and equipment that were checked for importance by vocational agriculture teachers, farmers, agricultural education specialists, and agricultural engineers. The farmers' rat- ing as to importance were generally lower than those Of the other three groups, however, those skills rated high by the farmers were, for the most part, the same as those rated high by other groups. Fathers Of vocational agriculture students expressed their Opinion as to the importance Of 72 activities in farm mechanics in a study conducted by the Wyoming State Department Of Education.31 2 studied two areas Of farm mechanics, namely, farm Hamilton3 shop, and farm buildings and conveniences, to determine the training needs Of teachers in farmamechanical abilities. He asked the Opinion of selected farmers, vocational agriculture teachers, and agricul- tural engineers. units of abilities in farm.mechanics rated highest in importance were general principles, use and care Of tools, arc welding, and concrete masonry work. Importance was scored lowest in forge work, sheet metalworking, rOpeworking, painting, and related woodworking. The managerial abilities were rated highest in impor- tance and lower in adequacy of training than were the manipulative ones. 30Gordon J. Ryder, "Skills Needed by Farmers in Selected Areas of Farm Mechanics" (non-thesis study, The Ohio State University, Columbus, 1953), 2. pp. 31Farm Mechanics Instruction That Farmers Want Their Bog 29 Have (Special Bulletin, Vocational Division, Laramie: The Wyoming State Department Of Education, 1951.), 10 pp. 32James Roland Hamilton, "The Preparation Of Michigan Teachers Of Vocational Agriculture in Two Areas Of Farm Mechanics" (unpublished Doctoral thesis, Michigan State University Of Agricul- ture and Applied Science, East Lansing, 1955), 265 pp. 2L Dugger33 held individual interviews with forty selected, voca- tional agriculture teachers, forty selected young farmers, and forty selected adult farmers for the purpose Of obtaining data to prescribe the mechanical competencies needed by vocational agriculture teachers in Oklahoma. The interviewees were asked to express their Opinion as to the degree Of understanding that was needed by farmers in the mechanical competencies. The areas of farm power and machinery, farm buildings and conveniences, farm electrification, soil and water management, and farm shOp were studied. Dugger's data indicated that farmers needed an extensive and personal understanding in most Of the competencies he had listed in farm power and machinery, farm buildings and conveniences, farm elec- trification and farm shOp. This meant that they needed sufficient understanding to be able to perform the normally thought Of functions involved in the competencies. (mly a little less than half Of the competencies in soil and water management were classified as being essential for the farmer. In his recommendations for further studies Mu stressed the need for research to ascertain the farm—mechanics practices actuaLly used by successful farmers. This statement sup- ports the data gathering method used in the present study wherein each respondent was asked to check not only the degree Of importance for his success in farming, but also his success in using them in farm practice. The respondents in the present study, however, were also 33Roy Wesley Dugger, "Mechanical Competencies Needed by Vocational Agriculture Teachers in Oklahoma" (unpublished Doctoral thesis, Oklahoma Agricultural and Mechanical College, Stillwater, 1956), 118 pp. 25 asked to check the degree Of training they had received in the skills. Several investigators used as respondents those young farmers who were former high school students in vocational agriculture. In this respect these studies resemble the present one, although, there is much dissimilarity in other respects. 'Kindschygh made such a study in Iowa. He assumed that reasonably accurate information con- cerning farmers' need for abilities in welding, farm machinery, and farm engines and tractors could be Obtained from former students Of vocational agriculture. Another assumption he made was that former students engaged in farming were in a favorable position to determine for what abilities training should be included in a course Of voca- tional agriculture. These two assumptions support the thinking used in this study in selecting, as the source Of data, former students of vocational agriculture who had attained a Specified amount Of fann experience since their graduation from.high school. Kindschy‘s study is similar to this study in another respect in that he solicited the cOOperation Of instructors Of vocational agriculture to contact the young farmers. He analyzed data from 246 questionnaires by computing the percentage of respondents who indi- cated several degrees Of importance Of the farmmmechanical skills «and.abilities he studied. Kindschy decided that if 50 per cent or more of the respondents rated an item as important, it should be 3“Dwight Lewis Kindschy, "Course Content in Welding, Farm Machinery, and Tractors for the Curriculum in Vocational Agriculture" (unpublished Master's thesis, Iowa State College, Ames, 191.8), 37 pp. 26 given much consideration as course content for farmemechanics instruc- tion in a vocational agriculture program in high school. He, however, also pointed out that certain skills and abilities that were not important for most Of the former students may have been very impor- tant to some of the other students. From his data Kindschy concluded that it was important to include instruction in welding in vocational agriculture courses in Iowa. He indicated welding was important as a part Of course content because it developed the ability: (1) to determine what pieces can be satisfactorily welded; (2) to recognize a good weld when the work is done by a tradesmen; and (3) to are weld to the extent that the student can weld cast and malleable iron for average farm repair and construction. He concluded that oxyacetylene welding should be touched on only briefly, if at all, and this was dependent on local conditions. In farmpimplement repair abilities rated important by.more than 50 per cent Of Kindschy's respondents were: (1) maintain and adjust farm.implements; (2) inspect machinery for needed repair; (3) replace jparts, gears, and castings; (A) repair and adjust corn pickers, mowers, seeders, plows, cultivators, combines, and grain binders; (5) replace and adjust machine gears; (6) adjust chains and vee and flat belts; (7) adjust roller and ball bearings; (8) make a repair list and order ‘parts; (9) replace studs, pins, keys, and other fastenings. Abilities in farm.engine and tractor work rated important by Inore than 50 per cent Of the respondents were: (1) care for and main- tain farm engines; (2) test, clean, and adjust ignition systems; 27 (3) test, clean, and adjust fuel systems; (1.) select an engine for a given job; (5) remove the head from an engine; (6) adjust tappets; (7) time an engine; and (8) service connecting rods and bearings. Other abilities ranked important by a majority of the respond- ents were:' (1) select the prOper tOOl for a given job; (2) woodwork and carpentry; (3) sharpen and fit hand tools; (A) do cold metal work; and (5) do simple installation and maintenance of electrical equipment. McCreight35 asked 182 farmers who had studied vocational agri- culture in high school to indicate the extent Of their use Of farm- mechanical abilities. They were selected in schools where the instruc— tor had a tenure Of six or more years. In this respect his data are similar to that for this study. Young farmers who had studied two to four years of vocational agriculture in high school, in one part or their response for each skill, were asked to indicate how Often they used each skill in farm practice. Along with this response they were asked to indicate whether their source of learning the skill was in high school, or at home. These young farmers, as well as those used in the present study, must have had a time lapse of at least two years since studying vocational agriculture in high school. However, in other respects the qualifications Of the young farmers used by McCreight were different. His young farmers were, at the time Of the survey, to have lived on a farm either with their parents, as a renter, or as an owner Of a farm. NO age limit was 35M. G. McCreight, ”Study Of the Use of Acquired Farm Mechanics Abilities by Selected Vocational Agriculture Graduates Of Nebraska Public Schools" (unpublished Master's thesis, Uni- versity of Nebraska, Lincoln, 1951), 111 pp. 28 specified in qualifying his young farmers. The young farmers in the present study must have had at least two years Of experience in some farming status since studying vocational agriculture, and an age limit Of 19 to 29 years was specified. He assumed that former students of vocational agriculture who were, at the time Of the study, engaged in farming would give serious consideration to a questionnaire and could answer it competently. This assumption supports the data-gathering ‘ method used in the present study. McCreight's findings showed that many farmamechanical abilities were learned by farmers in farm practice after graduation from high school. Those areas or enterprises in which the farmers learned more in than out of school were painting, tool sharpening, glazing, rOpe- 'work, farm carpentry, forge work, soldering and sheet metal work, and are and oxyacetylene welding. Out Of school these farmers were develOp- ing their ability in tractor maintenance and repair, farmkmachineny servicing and repair, farm electrification, plumbing and sanitation, heating and ventilation, harness and leather work, and concrete and .masonry'work. 36 also used fammers who had studied vocational agricul- Mercer ture in high school with the added qualification that they had also been awarded the State Farmer degree. One hundred and three such farmers indicated which farmpmechanical skills they considered impor- ‘tant, and their response also showed they needed tools, equipment, auui supplies to use the skills that they thought were important. 361". Robert Mercer, "A Procedure in Determining the Scope and Content Of Farm ShOp Courses on the Basis of What Farmers Con- sider'Important" (unpublished Master's thesis, University Of Delaware, Newark, 1953),. 116 pp. Studies Designed tO Evaluate Courses of Study Since the present study was primarily evaluative in design, other studies of a similar design were reviewed. Studies Of this type were not nearly as numerous as those designed to Obtain data for course planning. They were confined primarily to an evaluation of the units Of instruction taught in relation to their use. Sources Of data for the studies have been so broad as to include Opinions of teachers of vocational agriculture and contemporary vocational agri- culture students, as well as of farmers who may, or may not, have had training in farm.mechanics taught as an integral part Of the total vocational agriculture program in high school. Rogers37 conducted an evaluative study using former high school students of vocational agriculture who had had two or more years Of farm mechanics instruction not longer than 11 years previous to the time Of his study, and who were, at the time they were queried, en- gaged in farming. He assumed that data gathered from.young farmers who had received farm—mechanical instruction could be used for mean— ingful evaluation. The questionnaires were either mailed directly or delivered by all-day students to the respondents. From his 85 completed returns he discovered to what extent farm mechanics train- ing had been helpful to fermer students of vocational agriculture in their performance Of various farmrmechanical jobs. The study also contained data that indicated what instruction had been received in 37Earl Stanley'Rogers, "An Evaluation of the Farm.Mechanics Program in Wake County, North Carolina, by Fonmer Students Of VO-Ag, Including Recommendations for Improvement” (unpublished Master's thesis, North Carolina State College, Raleigh, 1951), 66 pp. 30 each Of the five major areas of farm mechanics. Approximately 92 per cent of the former students felt that the training they had received in high school had proved to be either very, or somewhat helpful to them. Also as a part Of the study he asked the respondents to rate the importance of the jobs he listed. He found that construction and repair jobs connected with the student's supervised farming program and those farmamechanical jobs that needed to be done on the home farm rated high on his degree Of importance scale. The five areas Of farm mechanics were ranked in the following order as to their impor- tance in farm practice: (1) farm shop work; (2) farm power and machinery; (3) soil and water management; (A) farm buildings and con- veniences; and (5) farm electrification. He concluded that too much instruction had been given in unimportant farm-mechanical jObs. 38 did not deal with farm Although the study'made by Canada mechanics, the structure Of it was comparable to that of the present one. His data showed the degree of relationship of the participating experiences Of student teachers in agricultural education to the per— formance Of these student teachers as teachers. Coupled with partici- pating experiences he included a rating Of the importance Of the training received by the respondents, and coupled with performance in actual practice he included a rating of the importance of each 38R.‘W. Canada, "The Relationship Of Participating Experiences in Student Teaching to Comparable Experiences in Teaching Vocational Agriculture" (unpublished Doctoral thesis, Pennsylvania State College, State College, l95h), 130 pp. 31 practice as used by the teachers. His analysis Of data was unlike that of this study in that it lent itself well to the computing of coefficients of correlation. One purpose Of Anthony's39 study was to determine the require- ments Of the farm mechanics phase Of the vocational agriculture cur- riculum to meet present needs Of farm mechanics. It was also an evaluation Of the teacher-training program in farm mechanics on both the undergraduate and graduate level. A third part Of the study was designed to obtain suggestions for a solution for a change of emphasis in the program Of farm mechanics to more adequately meet the then current needs. He also gathered data to determine what important farm-mechanical abilities were needed by successful farmers. He discovered that the instruction in both the undergraduate and graduate courses for training teachers Of vocational agriculture was lagging behind the trends in farm power and machinery, farm elec- trification, soil and water management, and farm buildings and conven- iences. His respondents agreed that jobs which required expert skill and special tools should not be included in a farm mechanics program in vocational agriculture . Anthony's study is somewhat similar to the present one in that he anticipated using his evaluation data tO make valid recommendations for the improvanent of farm mechanics instruction in high school. He obtained data from vocational agriculture teachers, farmers, farm advisors , and experts . 39Frank Anthony, "An Evaluation of the Current Objectives Of the Farm Mechanics Phase of VO-Ag in Selected Pennsylvania High Schools" (unpublished Doctoral thesis, Pennsylvania State College, State College, 1956) s 126 pp' 32 4, The review Of literature indicates that considerable effort has been applied to research by the leaders in agricultural education since the beginning Of the vocational agriculture program in an effort to find valid criteria to plan courses in farm-mechanical training taught as an integral part Of the program in high school. A lack Of evaluative studies, however, is strikingly indicated by the prOpor- tl—m-n — tionally small number Of them. In general the recommendations Of the studies indicated that training in farm mechanics should be Of a practical nature with actual farm jobs used as teaching situations. A trend tO want to include an ever-increasing amount Of subject matter to be taught in the farm mechanics phase of vocational agriculture was indicated by respondents for the studies. This emphasizes the changing and increasing needs in farm-mechanical skill training for farmers. Reviewing these studies left the impression that a fairly accu- rate way to decide what to teach in farm mechanics would be to follow accurately the changes in farm mechanization and include, in the pro- gram, training for those simpler sldlls which will be needed most by farmers . However, using the findings Of research was very helpful In any event it has been, and it is now a in maidng the decisions. constant challenge to keep abreast and, if possible, ahead Of the changes of the modern farmer's needs in mechanized farming. The review of former research impresses one with the fact that there has been, and there will continue to be, a need for sound research in order to make wise decisions in evaluating and/or planning farm-mechanical training in high school. as taught in vocational agriculture. cum III muons Ann mmms This chapter is devoted to a discussion of the methods and materials that were used to gather and analyze data for the study. Discussed are the procedures used to: (l) compile; (2) test run; and (3) test the reliability of the check list which was used to gather the data. The method used to select both the schools to be included in the study and the young farmers who had studied voca— tional agriculture in these schools and who were asked to complete the check list is explained. The ways and means used to gather the data are discussed. Check List Development “A The data-gathering check list used was prepared specifically for this study.‘ Inasmuch as both reliability and validity were sought, a rather extensive procedure for preparing and testing the check list was planned and executed. 4' Since young farmers were to be asked to complete the check list, a two major factors had to be considered.”0ne Of these dealt with making the check list comprehensive enough so that the data would lend them- selves well to meaningful analysis, and the other, counteracting factor was keeping the check list short enough so that young farmers would + give their best attention to the completion Of it.+ As an aid in Obtaining the young farmer's best efforts for the completion of the 34 check list, it was considered important that the directions, instruc- tions, and/or explanations be clear and easily understood. we) The manipulative farm-mechanical skills that were listed in the check list were selected from several Of the most recently pub— lished sources Of reference, from several Of the latest studies in farm-mechanical course planning, and from the author's courses of study for vocational agriculture. (Only those skills that in the opinion of leaders in agricultural education, best represent each Of the farm—mechanical enterprises studied, were included as a part Of the check list) This list Of skills was revised several times with the assistance Of members of the guidance committee for this ”“ study.- (The final revised form, which was prepared for a trial run with qualified young farmers in several Michigan communities , con- 4’ tained a list of 98 skillefl A total Of thirteen young farmers residing in the Williamston, msted, and Owosso, Michigan comunities completed the check list for the trial run Of the check list. The vocational agriculture teacher in each comunity was instructed in the same way in which it was hoped the instructors who would be cooperating in gathering the data for the study would be instructed. They were also asked to make notations Of consents and suggestions Offered by the young farmers. To Obtain information relative to problems that may be encountered in using the check list the author personally accompanied the voca— tional agriculture instructor at meted in contacting young farmers who completed the check list. 35 After careful consideration of the suggestions and comments that were offered by both the young farmers and their vocational agriculture instructors, and after a brief analysis of the data gathered had been made, it was considered desirable to reword sev- eral Of the skill listings. Directions, instructions and/or expla- nations were restated for greater clarification, and the format Of the check list was simplified. Check List Reliabilitugt- TO test further the revised form.of the check list, arrange- ments were made with Irving Cross, instructor Of vocational agricul- ture in Sterling, Colorado, to run a reliability test with 20 young farmers participating. The community Of Sterling, Colorado was chosen because, there, at least 20 qualified young farmers who were willing to cooperate could be selected. Also the instructor, Irving Cross, had taught farm.mechanics as an integral part Of vocational agriculture in high school for eight years, and he was, therefore, considered tO be well qualified to select 20 qualified young farmers and tO conduct the reliability test. A dittoed cOpy of the check list was completed by each of the 20 young farmers. Approximately one week later ten of these 20 young .farmers were asked to complete for a second time the checking Of the first half of the check list while the remaining ten young farmers *were asked to complete again the second half of the check list. At the time Of their first completion Of the check list, none Of the young farmers knew that they would be asked to complete half of the check list for a second time. 36 The purpose Of the double checking was to determine whether or not reliable data could be gathered with it. Table I in the Appendix givesthe totals for the double completion by categories Of each Of the two groups Of 10 young farmers for each Of the 98 farm-mechanical skills in the check list. Chapter IV, Analysis and Discussion Of Data, includes an explanation telling how the checking completed by the young farmers was converted into a response for each skill identifi- able in one Of the categories given in the table. The responses by categories from the second completion of the check list are not exactly the same as those from the first. It was noted, however, that a. change in response by one young farmer in his second completion Of the check list was occasionally counterbalanced by the changed response Of another young farmer. The data to be gathered, it could be assumed, would be similarly affected in that one young farmer's response would in some cases be cancelled by the incorrect response of another respondent. In any event, such an unreliable response made by one young farmer would not be made worse by the divergent response Of another young farmer. It was decided to analyze the difference between the first and second responses by comparing them by both the individual respondent and the M Of ten respondents bases. The differences were com— pared by response categories using responses in categories 6, 7, 8, and 9 as alike. This grouping of response categories is consistent with that used in the analysis and discussion of data as they are presented in Chapter IV. The comparison Of the double responses on the group response basis is probably most apprOpriste because the 37 data for the study are analyzed on the basis Of returns from a group of 302 respondents. The differences between the first and second com- pletion of the check list are not as great when they are compared as a group response from the two 10 young farmer groups. It was noted that the per cent of nO change, (agreement), in the individual responses in the two canpletions ranged fran 30 to 100. Compared to this, when the responses were compared on the group Of ten response basis, the per cent of no change ranged from loo to 100. The average per cent Of no change in response for the entire check list between its first and second completion is 62.0 when the responses are canpared on the in- dividual basis and 77.1 when they are compared on the group basis. Table I, page 101 in the Appendix, contains a comparison Of the double response to each of the 98 farm-mechanical skills included in this study. A percentage figure is given for both Of the methods of com- parison discussed above. Based on these data from the reliability test it was concluded that the check list, to the degree indicated, is a reliable data-gath- ering instrument. Final Form of the Check List In preparing the final form Of the check list a few minor changes in the wording Of some. Of the skill were made. Some improve- ments in the explanations and directions the need for which was dis- covered during the reliability test were also made as well as several changes in the listing Of the farming statuses to be checked. The letter to the young farmer, which was a part Of the check list, was also slightly modified. F M" 38 *F The final revised. form of the check 113:, still contained a listing of 98 manipulative farm-mechanical skills. For each skill listed, space was provided for the young farmer to check the degree of: (l) importance of the skill for his success in farming during the past three to five years, whether used by himself or for himself; (2) his success in using the sldll in farm practice; and (3) the amount of training he had received in the skill while enrolled in a high school course in vocational agriculture. These three sections of the check list were designated by the letters A, B, and C _ respec- tively. (For reasons given later in this chapter the three to five years stipulated with respect to importance were changed so that at least two years became the requirement when the revised check lists were distributed for final use. The vocational agriculture teachers and other persons who contacted the young farmer respondents informed them of this change) Space was provided for the selective checking of one of three degrees of importance that were designated: (\(1) very important; (2) somewhat important; and ( 3) not important or not used by the young farmer or for him.) The degrees of success in using the skill were provided spaces that were designated: <(l) successful almost every time; (2) sometimes successful; (3) not successful; and (A) not used by the young farmer.> The degrees of the amount of train- ing received were to be checked in columns designated: (1) enough for successful use when enrolled; (2) some; and (3) none)". The three and four point scale in Judgment was used because it was 'fassumed that it would be difficult for the young farmers to discriminate more . accuratelyr 7- .: if) V .' F b -' 'II-I“ I. . . ‘ I I / x - t - fl ‘9 c - .1 x, / a 39 Nineteen farmsmechanical enterprises were represented by the 98 skills finally listed in the check list. Its final form.was printed by the photo off-set process and consisted of eight pages 7" x.8 1/2" in size. To produce this size and number of pages two sheets 8 l/2" x 14” were stapled together and folded. A cepy of the printed form.of the check list is included in the Appendix. Selection of Schools to Be Included in This Study '7L On the basis of determined criteria the state supervisor of agricultural education in Colorado was requested to select the rural school communities wherein the qualified young farmers who were to coop- erate in this study resided. (Communities containing less than 10 young farmers were not included in his selection because this number was con- sidered to be the most practical working minimum. This number, however, was not adhered to in the gathering of the data in the communities se- lected. A very limited number of commzmities were not included although the desired number of respondents could probably have been found in them. But, because the teacher in the local school had only recently assumed his duties, it was considered impractical to ask him to cooper- ate .>Forty-seven schools were selected which are representative of all the major agricultural sections and of the various sized vocational agriculture departments in the state. They comprised approximately 70 per cent of the total number of vocational agriculture departments in the state in 1957. Qualifications of Young Farmers mo Cooperated in This Study Each of the young farmers who cooperated in the study had either been enrolled in two years of vocational agriculture of which farm-mech- amical training was an integral part if only two years were offered in the high school he attended, or if three or four years were offered, he had taken at least three years.( It was considered important to the no study to get the judgment of only young farmers who had availed them- selves of the Opportunity to enroll in a relatively complete program of vocational agriculture in high school. It was also considered impor- tant that the vocational agriculture program had included, as an inte- \ gral part of it, training in farmrmechanical skillségi } It was at first planned to accept only youngfarmers who had had three to five years of farm.or ranch experience since their enroll- ment in the above prescribed number of years of vocational agriculture. It, however, soon became evident that the number of returns would be considerably smaller if this requirement were not modified. It was decided that a.minimum of two years of farm.or ranch experience in one or more of the statuses listed in the check list would be a sufficient amount of experience to qualify a young farmer to use good Judgment in evaluating the importance and his use of the farm-mechanical skills in farm practice as well as his training in each of them while enrolled in high school. It was not required that he be engaged in any status of farming or ranching at the time of his completion of the check list. It was assumed that a young farmer's ability to recall his training experiences in vocational agriculture would decrease propor- tionately with the lapse of time since such training. It was also improbable that any young farmer under the age of 19 could have had at least two years of farm or ranch experience since studying voca— tional agriculture. The ages, of 19 to 29 years were, therefore, arbitrarily selected for qualifying the young farmers as to age. 1+1 The Gathering of Data The vocational agriculture instructor in each of the selected schools was asked by means of a mimeographed letter to contact 10 to 15 qualified young farmers and to solicit their soaperation in apply- ing their best Judgment to the completion of the check list. To help motivate each vocational agriculture instructor, the State Supervisor of Agricultural Education sent him a dittoed cover letter in which he was asked for his fullest cOOperation in the gathering of the data from the young farmers in his coununity. (A list of the instructors who cooperated and their location is included in the Appendix.) As was anticipated, the gathering of the data proved to be a prolonged task. A year elapsed before all 302 returns were collected. Many of the vocational agriculture instructors were contacted several times. Several kinds of contacts were necessary to get the 302 usable returhsrating of two (A2) for these skills by those young farmers who responded in this manner. By applying the formula which was used to determine the former list, however, it is possible to assume that a‘SO or greater per cent response for these 30 skills would have been in categories one (1) and two (2) if those who did not receive training had received it. 68 Categories Skills 1 2 3 h 5 6,7, Key to Categories 8.9 woonwoaxmc, CLAZING, 02:33- Sing: AND PAINTING 29 g p ' .le ies patterns 1. Cut rafters 1’ /77 .I6 1 A BIC .06 l l ”/4 //777# / 2 A181 or 2 2. Replace a broken .3: c1 or 2 window pane .2! 7- 7- .I‘ / .18 06 ‘ 3 A281 or 2 :37 . .o PLUMBING l or 2 3. Cut pipe used in B C plumbing to desired ~“ '6 ’16 '31 1 or 2 3 Ion h ° 5 A 8" 72722 2.21. 1 °r 2 BB or A C3 h. Thread pipe .23 '39 at 6 Al or 2 B3 7‘ -IO Z7 ' a; C . l or 2 i7/ //// -°3 W, 7 A B 5- Assemble pipe and 1 01' 2 1+ fittings so that C joints are properly .zo -34 .11 739. 1 or 2 sealed 237 / 8 A3 3/ I ////-7'°41 ‘5 s ROPEWORKING 1,2,3, or t. - 4 6. Tie conmon knots 4" %‘ C1 g7 .14 / /Z}7 we ,0 9 A3 A / // / “‘77; B ARC WELDING 1,2,3, or 1. 7- Apply hard-facing C3 material \ $13 .I9 7;. Rio OXYACETYLENE WELDING 8. Weld iron castings 1’7 / ~07 ' / V2 FIGURE 1.. ADDITIONAL FARM-MCHANICAL SKILLS IN CLASS III Categories 8.9 9. Apply hard-facing materi a: .2 '14 IV [1 ll] ' ' / E; 622; 1/ / /h/Cé /C§ CONCRETE WORKING 10. Build concrete forms N: \Na Na: 2 .32 ll. Reinforce concrete 12. Pour concrete N: N :>\ N A": MAINTAINING AND REPAIR- ING TRACTORS AND ENGINES 13. Tune-up tractor generator N: 32 \\\\E .\'~ .\\\1 IA. Adjust tappets $33. t>\ . \3 N: 15 Tune—up clutch S]: N: 09 fi: 16. Grind and/or replace valves '07 $1: .I .05’225 \: \<:3. FIGURE 4. (continued) 69 Categories Skills 2 3 his 17 . Overhaul engine 24 k; 18. Repair or overhaul any part of tractor other than the engine .I‘l 9. 22. Install water-pressure o 0? / ?/ CONSTRUCTING BUIIDINGS l9. Lay out foundation 1° 20 lines and set grade J4 ' .Ib ' II J stakes for buildings 77 7/F/ ‘ / AZ/x /. / Z). Construct the frame- work for farm build- "5 .11 E .06 0% A7277 21. Apply roofing material .2 .1 ./ 7 J" 3/? -07 / // Afleat SUPPLYING FARM WATER FOR .3 DOMESTIC USE 7 / I5 2° i system DI SPOSING OF SEWAGE 23. Install sewage— disposal system i. o N g: CONSTRUCTING AND REPAIRING FENCE .3; 21.. Construct electric I? '23 fence // //, .I5 //0 FIGURE b. . ( Continued) Categories 4] 3km“ 1 2 3 I. 5 6,7] E3.9 SOIL AND WATER MANAGE- MENT 25. Measure fields to .u ,33 -21 determine acreage 7 / '"l / I'M i // A/ / / )“r / 26. Lay out contour or grade lines for drainage or irriga- .;q .33 tion ditches J7‘ )f’ '02, .08 // ”I / // 27. Lay out field drainage .34 system /’ .I ’4 .I‘ -01 ’ .09 ' _ // //// {/// // RURAL ELECTRIFICATION 28. Repair an electrical "9 circuit J7 / ./6 .I5 ,4 / '// .08 ° / //// Af/ / 29. Install an elece trical circuit .26 .I‘// ,[6' .I7 .03 / .08 // . /// / /:Z/ 30. Install overload- protection devices for electrical -29 «29 m0“? 45 J6 77 . 7 L” // ° 2 // / FIGURE A. (concluded) 71 72 It may, therefore, be recommended that training should be offered for these skills in vocational agriculture in high school. Since this recommendation must be made with more reservations than those pre- viously made, it is suggested that careful study be made in any local situation before accepting it. The same kind of an evaluative statement can be made for the training program for these skills as was made for the former 11 skills, and that is, again, that more of the respondents should have had the Opportunity to receive training for these 30 skills in high school. Class IV skills. Fourteen skills are included in class IV, Figure 5. They are of less importance to success in farming than those in the first three classes since class IV contains the responses in categories one (1), two (2), and three (3). It will be recalled that a category three ( 3) response rates a skill "somewhat" important (A The responses in categories four (h) and five (5) are relatively 2)' low for these skills. This indicates that training, generally, was offered. Whether or not it can be stated that this is desirable in evaluating a school's program will depend on how well the skills in question fit into a well balanced farmsmechanical training program designed to meet the needs of the students involved. If, because training was offered for these skills, it was not offered for other skills which were rated more important by the respondents from.the school, then the training which was offered for any of these 1h skills was not justified. It can be noted from.Figure 5 that for several skills, namely numbers 3, A, 5, 6, 7, 9, and 10, there was a rather marked tendency 73 Categories 1 Skills 1 2 3 h 5 6,7, Key to Categor es 8.9 Cate- Combined (ENERAL '7‘ gor— response 1. Sketch plans for the M 3/ ies patterns construction of farm— / o, .If 1 AlBlC1 mechanical jobs / . .os loonwoRKING, GLAZING, . 1 °r AND PAINTING ¢/ 01 r 2 2. Use hand tools other 1° ’9 / 0 than saws to cut and ' ' / 3 AZB1 shape lumber Zfl25/4% .04 .0, or 2 3: i C 1 or 2 . I 1+ A 3. Remove paint or varnish 2/5 37’ 1 or 2 / -"’ / B1 2 C3 .05 .06 / . / or // A7991 5 A 1 or 2 1.. gggeglass to desired ; a 83 or t. 03 -“’ 4/ ¢ /1 / 6 Al or 2 83 l .08 Z/W/ A /'T/ c 1 or 2 TOOL FITTING .16 7 Al or 2 81+ 5. Sharpen saws J, .20 7- ” .20 C1 2 37 ' :37 or ////¢7%:3/ / 8 A3 ROPEWORICING B 3‘ u 1,2,3, or I. 6. Make rope splices do .13 7. C1 3/ / +93- / 9 A3 7. Finish ends of rope .10 J J, as A / +91- HOT METAL‘JORKING .36 8. Shape hot metal -ll .1: I; fl // A '°3 N FIGURE 5 . FARM-MECHANICAL SKILLS IN CLASS IV Categories _J 8- 9. Draw out tillage toolfi to a sharp edge 7 .1, .14 .15- .l / /' /’ l// ““l 4‘ ///’ / / / 1 / / HOT HETALHORKING 10. Temper tools, such as chisels or punches .3; 3, .37 .14 N N. \\ SOLDERING AND SHEET METADHORKING 11. Cut and shape any kind oYO \\ A of sheet metal J, , of J, r ° .07! a ///// / , , 12. Fasten together any kind of sheet 2r metal with rivets or :4 ////‘ ’7 J9 self-tapping screws 0 ' ,' 06” 77/// // /./ A COLD METALMDRKING 13. Fasten metal to— '1' .20 gether with rivets /r '41 :>// J 7 .I // ,J /r'° / .ZV ll» Bend cold metal 20 . 7J0 ///’ J6 ’ .09 ///,415; ./'°’ FIGURE 5. (concluded) 74 t—_.—_-— __ - 75 for the respondents to indicate a category six (6), seven (7), eight (8), or nine (9) response. Since a response in these categories is an indication that training for a skill should not be offered in high school, the fairly high proportion of responses in these categories emphasizes the fact that the seven skills mentioned above are even less important than the other seven of the total 14 in class IV. Because these skills are not as highly important as any of those listed in classes I through 111, it must be concluded that training in high school for them should probably be offered only if time is available in the schedule after other more important skill training has been offered. Class V skills. The eight skills listed in Figure 6 are included in class V. As it will be recalled, a skill was placed in this class when it was necessary to add together the responses in categories one (1) through five (5) to get a 50 or greater per cent majority. Importance wise these skills are obviously not signifi- cantly different than those in class IV, since, in both cases, the skills were rated either ”very" (A1) or "somewhat" (A2) important. Ekcept for skill number 1, (Anneal steel), the respondents indicated a greater lack of training for these skills than they did for those in the previously discussed class. If, in the local school program, this lack of training resulted because all the time available in the school schedule was used to provide training for more important skills, then the lack of training for these eight skills was well justified. Obviously no general statement can be made about the desirability of the lack of training indicated for the eight skills 76 Categories Skills 1 2 _3 l. 5 2’3, Key to Categories 1 HOT NETWORKING .43 Cate- Combined E; 7 gor- response ls Anneal steel 11 / ies patterns .13 37 _ / 797 / A '°" $7 1 AlBlcl ARC WELDING 2 A181 0,. 2 2. Use the carbon arc to '3’ C make a bronze weld J, .13 I I n V; l or 2 . I, , / [’77 /A 3 A2131 or 2 CONCRETE WORKING Cl 0,. 2 3. Waterproof concrete .2 1, or concrete block , w m n 7’ '3' 74 A1 or 2 walls ‘ ' ,' / B C ww,fl%4 W23 5 A l or 2 . I 1.. Lay block or bricks '3‘ .u 3 B C 7 3 or I. 3 .IO :7 .06 . / 6 7777706 1 // /4 // A1 or 2 B3 OPERATING AND REPAIRING c1 0,. 2 FARM MACHINERY 7 A . . f B l. Splice belts 4' W a 1 01' 2 1+ .10 .00 37 V; .11 C ’7/ 1 // A7» // 1 or 2 CONSTRUCTING FARM 8 A3 BUILDINGS 18 6. Install insulating '7- “ .20 B1,2,3, or 1. materials JO .1! .13 / ' / C :7 1:; / 2 //:Z 2 / 1 CONSTRUCTING AND 9 A3 REPAIRING FENCE .33 7. Treat fence posts I; ,1; Z; B1,2,3, or I. . .I3 7/ .II 7 C a /Z/ A// 3 RURAL ELECTRIFICATION 8. Tune-up an elec- 1'! .3] trical motor ‘ 37 of d3 .14 '17 /-/-// ' / 7 77 / FIGURE 6. FARM-MECHANICAL SKILLS IN CLASS V 77 in question. It is probably also quite debatable whether or not training should be offered to current students in vocational agri- culture. The total amount of time available for farmsmechsnical skill training is the major limiting factor. From.a more detailed look at the bar graph for these eight skills, some rather outstanding differences can be noted in the response distributions. The number 1 skill, (Anneal steel), has a high preportion, 43 per cent, of the responses in categories six (6), seven (7), eight (8), and nine (9) which means, of course, that this skill is getting quite near to being rated one for which training should not be offered in high school. The lack of training for both skill numbers 1 and 2, (Anneal steel and Use the carbon arc to make a bronze weld respectively), was indicated proportion- ately considerably less often than it was for the rest of the skills in this class. Class VI skills. Only two of the 98 farmrmechanical skills were placed in class VI by the respondents. They are listed in Figure 7 and are namely, weld aluminum.and tune-up diesel-fuel- injection system. Since this class consists of skills for which the tota1.of the responses in categories six (6) through nine (9) is equal.to a 50 or greater per cent majority, training should not be offered for this class of skills in high school. For the two skills involved a fairly high proportion of the responses are in category :tive (5) which indicates lack of training. Since the responses in categories six (6) through nine (9) were 50 per cent or more, the :fairly'high lack of training indicated by category five (5) responses 78 Categories J Skills 1 2 3 1, 5 [2:3, ’ OXYACETYIME WELDING . l. Weld alminum 33 ¢ .12. 7 / , '0‘ ,‘9?;///%' j // .5'0 MAINTAINING AND REPAIR- / ING TRACTORS AND ENGINES .3. / 2. Tune-up diesel-fuel- 1 / / .1 injection system .01 :3 .10? // g A FIGURE 7. MECHANICAL SKILLS IN CLASS VI is highly justified. Colorado vocational agriculture teachers, in other words, planned well in not offering training in these two skills to high school students. For the present, at least, they should con— tinue to not offer training for these skills. Enterprise classification. The data were analyzed further on the basis of the 19 farm mechanical enterprises which are repre— sented by the skills studied. This analysis consisted of determining into which of the six classes, as used for the skills, each of the enterprises qualified. To sumarize the data for this purpose, the method for determining the percentage of response by categories for each farm-mechanical enterprise consisted simply of obtaining an average of the percentages by categories of all the skills included. A review of the check list for this study will serve to recall what skills were included in each enterprise. A cepy of it is included in the Appendix. Table VI in the Appendix contains these percentage figures . 79 Whether or not the offering of training can be recommended for any of these enterprises will, of course, depend on what skills are to be included in the various enterprises, since actually any discussion of any analysis of the enterprises is based on an average of the skills involved. The discussion which follows will, there- fore, be brief and will be presented only to give a general overview of the discussion that has preceded. It should be kept in mind, how- ever, that better answers for course planning can be found in the analysis of the data by individual skills. It was noted that none of the enterprises was indicated by a category one (1) response by a 50 or greater per cent majority of the young farmers. This means that for no enterprise was the impor- tance, use, and training relationships the best possible. Therefore, none of them.qualified for placement in a I classification. Three enterprises qualify to be placed in class II. As will be noted from Figure 8, they are; (1) tool fitting; (2) cold metal- ‘working; and (3) operating and repairing farm.machinery. These enter- prises were rated "very important" (A1) to success in farming. The young farmer respondents used the skills included at least "sometimes successfully" (B1 or 2), and they had received "some" or more training (Cl or 2) in their use. A fairly high proportion of the respondents, 30 per cent of them, indicated that they had not received any training in the enter- prise, operating and repairing farm machinery. For skills in this enterprise, then, it appears that more Colorado high school students studying vocational agriculture should be receiving training, since *——-—..— ._—__.._. v , Enterprises 1 2 3 l. 5 3,7, l. TOOL FITTING ‘.zs ‘EZZE.03 -°VE§EE: 2. COLD METALHORKING s\\\*~ s\\\\"~ Q's J. .14! 3. OPERATING AND REPAIR- ING FARM MACHINERY .11 . ?f:; do ‘/§;.03 ~06, FIGURE 8. FARMQMECHANICAL ENTERPRISES IN CLASS II ‘47, ‘\ a large majority of the young farmers were using the skills. For the other two enterprises a fairly satisfactory training program had evi- dently been in operation. with perhaps some slight improvements to make sure that all the boys who need the training get it, the present program should be continued. Only one enterprise, maintaining and repairing tractors and engines, qualified to be placed in the more important of the two class III listings of enterprises. It is included in Figure 9. Less than seven per cent of the respondents indicated a category three (3) response for this enterprise. Or, in other words, it was indicated to be only ”somewhat important" (A2) by these respondents. Eleven Other enterprises also qualified for a class III listing, Figure 10, but for these more than seven per cent of the respondents indicated 81 Categories Enterprises 1 2 3 h 5 6’ 7 - 8 9 1. MAINTAINING AND REPAIRING TRACTORS AND ENGINES .14 "3 7" f ,I‘ 0’: 0% 0/7 / // FIGURE 9. FARM-MECHANICAL ENTERPRISE IN CLASS III a category three (3) response. The category-response distribu- tion of these 11 enterprises were also different in other respects from that of the enterprise listed in Figure 9. When the category three (3) response was not much higher than seven per cent, it was accompanied by a fairly high response in categories six (6), seven (7), eight (8), and nine (9). For every one of the 11 enterprises the total of the category three (3), six (6), seven (7), eight (8) and nine (9) responses were greater than were the total responses in these categories for the enterprise, maintaining and repairing tractors and engines, listed in Figure 9. In any event, when the same formula was used to estimate how many of those respondents who had not received training would have indicated a category one (1). or two (2) response, the enterprises listed in both Figures 9 and lO qualify as ”very important" (A1) enterprises. Since the skills in these were used at least with some success by the respondents, it is probably correct to state that Colorado programs were, but should not have been, lacking in training for skills in these enterprises. (he enterprise, woodworking, glazing, and painting, however, can be considered a border line case since 1.9 per cent of the responses were in categories one (1) and two (2). 82 Categories Enterprises 1 2 3 A 5 6:7, 8 9 l. WOODWORKING, GLAZING AND PAINTING .30 .32 .Io .0 AZAA -°‘ 2. PLUMBING .19 AZZeM N's 3. ARC WELDING 3A a SN §t $1: Y1; I. . OXYACETYLENE WELDING N: k 1‘. $1: 3-5.. \\\1€3 \ 5. CONCRETE WRKING \Na \\ 5. Q: N: \ :. 6. CONSTRUCTING FARM BUILDINGS .I? 7% 7. SUPPLYING FARM WATER FOR DOMESTIC USE N o W”; .m -"’ "6 . 1 / l / A 8. DISPOSING OF SEWAGE a, ‘2“ J; .I .99 / E// / A / FIGURE 10. ADDITIONAL FARM—MECHANICAL ENTERPRISES IN CLASS III Categories filterprises 1 2 3 l. 5 I6,7, 8.9 9. CONSTRUCTING AND REPAIRING FENCE '3‘ .1 .22. // f / J‘ .10 /; Z/// //;°," /2 IO. SOIL AND WATER 4., . [.22. / / ,/}/// 5W 11. RURAL ELECTRIFICA- It TION ’3 '/ .I4 d7 .Il’ .3, . ./////./ FIGURE 10. (concluded) With only a one per cent greater response in these two categories this enterprise would have qualified for a class II listing. The training offered in this enterprise was, as can be noted in Figure 10, not markedly lacking. These data show that Colorado vocational agriculture teachers should be encouraged to offer training to more of their high school students in the sldlls in the 12 enterprises just discussed. The remaining four enterprises oualify to be placed in class IV. Their category-response distributions are pictured by the bar graphs in Figure ll. As it will be recalled from the discussion of the class IV skills, the category-reaponss patterns in this class indicate a lesser degree of importance to success in farming. For the four enterprises shown in Figure 11 this is indicated by the rather high proportion of 83 Cate 01'1“ materprisea 1 2 3 l. 5 6.7, 8. .42. 1. GENERAL V .‘z' / 45' I.” 27 / .01 77/ A A77 '3‘ [.36 2. ROPEUDRKING .20 / 3 . HOT HETALWRKING .17 "9 //////// -,°‘ "97/ 736 he SOLDERING AND SHEET HETALVDRKING .I? .30 3 / .Io -‘ A// A / ‘3 , FIGURE 11. FARM-MECHANICAL EMPRISE IN CLASS IV the category responses having been placed in category three ( 3). Enterprise number 3, hot metalworking, may be considered to be the least important of the four listed even though its category three ( 3) responses total to less than that of the other enterprises be- cause, for it, a fairly high proportion, 27 per cent, of the respond- ents indicated category six (6), seven (7), eight (8), or nine (9) responses. These latter responses, as will be recalled, are an indi- cation that the enterprises should probably not be taught to high school students. However, even though this trend is somewhat indi- cated for enterprise number 3, this enterprise and the other three 85 in class IV qualify to be included in a vocational agriculture pro- gram.in high school if, by so doing, training for other more important enterprises is not sacrificed. Since the category four (4) and five (5) responses are fairly low for these enterprises, past programs in Colorado for these enterprises were fairly satisfactory provided ade- quate training was given for all enterprises that are more important to the students in the local situation. No enterprises were placed in classes V and VI by the respondents. Since no enterprise was placed in the latter class none were considered unimportant to the extent that any one of them should not be included in a high school program in vocational agriculture if the time dis- tribution schedule will allow it. Sal-mas: I; The data for this study indicate that the farmrmechanical skill training that was included as an integral part of a total vocational agriculture program in Colorado high schools was, as a whole, fairly well planned and executed. However, along with pointing out certain strong points in Colorado's programs, the data also unveiled certain weaknesses. Only two of the 98 farmrmechanical skills were considered by the 302 respondents to be ones for which training should not be offered in high school. Of the remaining 96 seventyafour were con- sidered by a 50 or greater per cent majority of the responding young farmers to be "very important" (A1) for their success in farming. Twentybtwo, were rated of lesser importance ranging from "very to somewhat" (A1 or 2) important. For 33 of the seventybfour "very *—‘~—..._..-_ . ‘__, 86 important" (A1) skills the vocational agriculture teachers in Colorado satisfactorily provided for the training needs of their former students who responded for this study. These data show that the providing of training should be continued for these 33 skills. For 11 other "very important" (A1) skills these data show that training had not been pro- vided for many of the students for whom it probably should have been provided. Future students should be given training in these skills. For 30 more skills that were also rated "very important" (A1), train- ing was also not provided for many of the students in high school. For these, however, it is more debatable whether or not more students should have received training. Their categoryaresponse distributions did not as definitely indicate a desirability for offering training as did those of the other ”very important" (A1) skills. Probably it should be concluded that local situations should be studied carefully before a decision is made to offer training in these skills, especially when programrscheduling time is a limiting factor. Training has been provided for 14 of the twentyhtwo less impor- tant skills. A Colorado teacher was justified in offering training for these skills only if training for other skills more important to the boys in his community were not slighted and if best use was thereby .made of curriculum time assigned to the teaching of vocational agricul- ture. The same recommendation can be made for future programs. A lack of training was indicated for the remaining of the twenty-two less important skills. If this lack of training existed because of a time limitation in the schedule, and if training was not offered for unimportant skills, then this lack of training was justified. The same statement for future programs can be made for these eight skills as was made for the IA skills already discussed. A general analysis of the data relating to farmemechanical enterprises is also presented in this chapter. Three of the 19 enterprises studied are rated "very important", and it is shown that training has been provided for the skills associated with these enterprises. Such training should also be provided for future students in these enterprises. These enterprises are, namely; tool fitting, cold metalworking, and Operating and repair- ing farm.mechinery. For one "very important" (A1) enterprise, namely, maintain- ing and repairing tractors and engines, training was lacking when it should have been provided. It can also be recommended that more students be provided the Opportunity to receive training in this enterprise. Eleven other enterprises were also rated "very important" (A1), but training was lacking. For many of these, local studies would probably reveal that more students should have been, and in the future should be, receiving training in the skills involved. The enterprises are the following: woodworking, glazing, and painting; plumbing; arc welding; oxyacetylene welding; concrete working; constructing farm buildings; supplying farm water for domestic use; disposing of sewage; constructing and repairing fences; soil and water management; and rural electrification. The remaining four enterprises were rated less important, but still important enough to be included in a skill-training pro- gram if time is available to allow training to be offered for the 88 skills involved. .Training has been fairly satisfactorily provided for the skills inthese enterprises. These enterprises are, namely; general, (Sketch plans for the construction of farmpmechanical jobs), rOpeworking, hot metalworking, and soldering and sheet metalworking. CHAPTER V SUMMARY AND CONCLUSIONS summary It is the purpose of this study, first of all, to evaluate vocational agriculture programs in representative high schools in the state of Colorado with respect to the training that had been provided in manipulative farm-mechanical skills. Programs offered during the period of school years of 19h? to 1955 were included. The data that were gathered for the evaluation purpose also were adaptable to serve a secondary purpose of the study, that of pro- viding information for use in the planning of future programs. In conducting this study the problem was to evaluate, for selected farm mechanical skills, the interrelationships (l) of importance £2£_success in farming, (2) success ig_g§g in farm practice, and (3) of training received $2.2382H22222l in voca- tional agriculture courses. In gathering the data it was con- sidered most desirable to maintain the three-way relationship that was stated in the problem. Each reapondent's three-check reaponse was, therefore, not divided into its three parts in the analysis of the data. 'Data were gathered from 302 former high school students of vocational agriculture who had had a specified amount of training in and experience in using the 98 farmpmechanical skills that were included in the study. These young farmers were distributed in all.major agricultural areas in the state of Colorado, and they represent the various sizes of vocational agriculture departments 90 in 36 high school communities. The vocational agriculture in- structors in each of the schools COOperated in this study by contacting qualified young farmers in their area. The data—gathering check list was compiled and tested for reliability Specifically for this study. The selected skills that were included were intended to be an adequate representation of any manipulative farm-mechanical skill for which training may be pro— vided in high school. It was, of course, not practical to try to compile a complete list. The reliability test was conducted in the Sterling, Colorado school with 20 young farmers cOOperating. They completed the check list twice without knowing at the time of the first completion that they would be asked to complete it a second time. Data from this test indicated the check list to be a reliable data-gathering device. The review of literature left no doubt that considerable research had been done to obtain information for course planning, but it was quite evident that evaluative studies were lacking. The procedure, involving a three—way relationship of importance for success in farming, as well as success in use in farm practice, and to training for a farm-mechanical skill, was not used in any of the previously conducted studies. Young-farmer respondents who had been students in vocational agriculture in high school were used in only a relatively small number of the Studies. In one study use was studied in relation to training received, and in another impor- tance, use, and training were studied not as a three-way relation- ship but each independently from the other. It was therefore, not 91 possible to make any direct comparisons of the data from this study with that of any previously conducted study in farm mechanics. Data from this study indicated that training for those manipu- lative farm—mechanical skills, which were needed by boys studying vocational agriculture in Colorado high schools was, on the whole, fairly well provided. The strength and weakness of the programs in the State are exemplified in the following brief statements con- cerning the farm-mechanical enterprises that were included in the study. - For none of the 19 farm-mechanical enterprises was the rela- tionship of importance t2 Egg and £2 training the best possible, although this relationship was satisfactory for three of the enter- prises. These enterprises were, namely, tool fitting, cold metal- ‘working, and Operating and repairing farm machinery. They were rated by the respondents to be "very important" to their success in farming. Some could not use the skills included successfully every time they used them irreSpective of training and some had not had quite enough training in high school to use the skills. However, to the ex- tent that the sample used in the study is representative of the state as a whole, the high school training program was found to have been good for the skills in these enterprises, and it was recommended that such training be continued with a higher percentage of the students studying vocational agriculture in Colorado high schools being given the opportunity to receive this training. Twelve enterprises were rated to be "Very important" to success in farming, but, for these,.more boys should have received training in the skills included. Colorado vocational agriculture programs in 92 farmrmechanical training should be reviewed to find ways of providing, for more boys, the Opportunity to receive training in the skills in- volved. The 12 enterprises are, namely; maintaining and repairing tractors and engines; woodworking, glazing, and painting; plumbing; arc welding; oxyacetylene welding; concrete working; constructing farm buildings; supplying farm water for domestic use; diSposing of sewage; constructing and repairing fences; soil and water manage— ment; and rural electrification. The four remaining enterprises were rated to be less important to success in farming since a larger prOportion of the respondents rated the skills involved to be only of "someV importance. These enterprises are, namely; general, rOpeworking, hot metalworking, and soldering and sheet metalworking. The training program for skills in these enterprises over the State was satisfactory, and it was justified in local situations only if other more-needed training was also provided. Training for skills in these enterprises was recommended for inclusion in future high school programs of voca- tional agriculture if curriculum.time is to be available, and if such training will best help.meet the total vocational agriculture training needs of the students in local situations. Conclusions There was no evidence to indicate that the data from this study are not both reliable and valid. They can, therefore, be used with confidence as a guide to evaluate present and plan future programs of farmrmechanical training in vocational agriculture as 93 taught in high school, provided it is used as it applies in local situations. The data were gathered on a stateawide basis, but it it must be remembered that individual differences as to the need for training in the kinds of manipulative farmrmechanical skills studied must be recognized. Any community differences should also not be overlooked in planning a training program. It can be noted from examining the data, for example, that even though a high prOportion of the respondents may have rated a skill”very important“ to success in farming, there were others for whan this same skill may have been only of “sane" or of no ignor- tance. Individual differences in training needs should be allowed for on a baSis commensurate with the providing of a well balanced program.of group instruction. *9 The needs of the students in the local high school community should be studied to obtain information that is more specific than statedwide data? This statement is not meant to minimize the value of the data from.this study. Local studies could also be conducted in much the same way as was this one. As was stated earlier, it is extremely difficult to predict accurately what the future farmrmechanical training needs of high school students will be. This statement, however, is not intended to imply that research does not help solve the problem. Actually it emphasizes the need for more and better research, especially of an evaluative type. A study of human nature will support this state- .ment. If asked what he thinks is important, a farmer may base his 9h response not on actual experience, or lack of it, but on what he hopes to do in the future. Consequently, this farmer, if asked to predict his future needs, may be influenced somewhat by his fondest dreams with the result that the data will, to this extent, be inaccurate. Any research that can discover the actual facts in an evaluative approach may come nearer to the correct information. In using valid research findings, however, it is highly desirable that good Judgment be exercised to use them in conjunction with the best facts that are available in predicting future trends. In other words instructors of vocational agriculture will need to find ways of stepping ahead with their training programs in an effort to prepare their students to meet future needs satisfactorily. + With the trend of allowing less time for high school study of vocational agriculture together with the trend for the farmer to need training in an increasingly greater number of farm-mechanical skills, both manipulative and managerial, it is impossible to provide train- ing for all of the skills in' high school. Research is needed to determine which of all the sldlls most need to be taught in high school and which could be learned by some other means as in junior high shOp classes, young and/or adult farmer classes, and activities sponsored by other agencies, or by the pick-up method. .... A further precaution in the use of the research findings from this study must be emphasized. These findings deal only with manipu- lative farm-mechanical skills. To plan a program in farm mechanics which consists of training in these kinds of skills only would be highly undesirable. Students will need training in managerial types w— 95 of farm-mechanical skills. The use of these skills could, in many instances, be much more important to a farmer's success in farming than the manipulative skills. The amount of emphasis to be placed on each kind of skill, manipulative or managerial, is a question that needs to be answered in each local school situation. In any event it is highly desirable that a well balanced program including both kinds of sldll training be planned and conducted. It must also be emphasized that the total farm-mechanical training program should be in balance with other kinds of vocational agricultural training needs. The problems of providing training for farmers engaged in today's rapidly-changing mechanized farming must be faced, and it is indeed a challenge for leaders in agricultural education to pro- mote and conduct more studies that will look further into the future. Findings fraa such studies are needed along with the pooled judgment of recognized leaders in both agricultural education and agricultural engineering to insure wise decisions in future planning. 96 LITERATURE CITED Anthony, Frank. "An Evaluation of the Current Objective of the Farm mechanics Phase of vo-Ag in Selected Pennsylvania High Schools" Unpublished Doctoral thesis, Pennsylvania State College, State College , 1956. Armstrong, Fred E. Farm.Repair gnd_Construction work. ‘Educational Monograph No. 1.. Minneapolis: University orHinnesota, 1923. Bartlett, Lawrence Parrall. "A Farm.Sh0p Study." unpublished Master's thesis, Nest Virginia University, Mbrgantown, l9h8. Bebermeyer, Paul. ”The Teaching of Farm ShOp in Missouri High Schools." Unpublished Master's thesis, University of Missouri, Columbia, 1925. “318195335.”- Canada, R. w. "The Relationship of Participating meriences in Student Teaching to Comparable Experiences in Teaching Vocational Agricul- ture.” Unpublished Doctoral thesis, Pennsylvania State College State College, 1951.. Centennial 9_f §___arm Mechanization,18§§—l9§ . Exposition Souvenir Book- et, East Lansing, Michigan: mchigan State University, 1955. Ceok, G. C., and H. H. Byram. "Mechanical Activities of Selected Farmers in Michigan.” Research project in agricultural education, Michigan State College, East Lansing, 1952. Davidson, Allen T. "A Study of Farm.Sh0p and Agricultural Engineering of Kansas Farms: Its Relation to vocational Agriculture in Kansas High Schools." Unpublished Master's thesis, Kansas State College of Agriculture, Manhattan, 1925. Davies, L. R. "Farm ShOp Work in Vocational Education." Unpublished Haster's thesis, Colorado Agricultural College, Fort Collins, 1923. Dugger, Roy Wesley. "Mechanical Competencies Needed by Vocational Agriculture Teachers in Oklahoma." Unpublished Doctoral thesis, Oklahoma Agricultural and Mechanical College, Stillwater, 1956. Farm Mechanics for California Schools. Agricultural Education Series, ”No. 2, Division Bulletin, No. 11. Berkeley: University of California, 19 22. Pm Hechulics Instruction Th__£__t Farmers Want The___i_rB B__ozs to Have. Spe- “cial Bulletin, Vocational Division. Laramie: The Hyuiag State Department of Education, 1951.. Flowers, Halter A. "An Analysis of the Recomendations of Teachers and Farmers as to What Should be Taught in Farm Mechanics Courses in the Hegro Schools of Mississippi." Unpublished Master's thesis, Iowa State College, Ames, 1937. 97 Geiger, Albert J. "A Study of Farm Shop Work in Florida. " Unpub— lished Master's thesis, University of Florida, Gainesville, 1932. Gibbs, James Thomas, Jr. "Basis of Selecting a Farm Shop Course for for Vo-Ag." Unpublished Master's thesis, University of Missouri, Columbia, 1925. Hamilton, J. R. ”Managerial Abilities Are Important in Teaching Farm Mechanics ," ‘_l'_h_e Agricultural Education Ma azine, 28:7, January, 1956. . ”The Preparation of Michigan Teachers of vocational Agricul- ture in Two Areas of Farm.Mechanics." Unpublished Doctoral thesis, Michigan State University of Agriculture and Applied Science, East Lansing, 1955. Hollenberg, A. H. Instruction in Farm Mechanics. United States Department of Health, Education, and Welfare, Vocational Division, Bulletin No. 267, Agricultural Series No. 70. Washington: Govern- ment Printing Office, 1957. Howell, Ezra Lewis. ”Farm Mechanics Jobs Performed on Farms in an Agricultural Department Patronage Area in North Carolina, Includ- ing Those Jobs Which Should Be Performed." Unpublished Master's thesis, North Carolina State College, Raleigh, 1952. Kennedy, Arthur C. "A Study of the Needs for Training in Farm Mechanics in Ohio." Unpublished Master's thesis, Ohio State University, Columbus, 1927. Kindschy, Dwight Lewis. “Course Content in Welding, Farm Machinery, and Tractors for the Curriculum in Vocational Agriculture." Unpub- lished Master's thesis, Iowa State College, Amos, 191+8. McCreight, M. G. ”A Study of the Use of Acquired Farm Mechanics Abilities by Selected Vocational Agriculture Graduates of Nebraska Publis Schools." Unpublished Master's thesis, University of Nebraska, Lincoln, 19 51 . Mercer, Robert F. "A Procedure in Determining the Scope and Content of Farm Shop Courses on the Basis of What Farmers Consider Important." Unpublished Master‘s thesis, University of Delaware, Newark, 1953. Miller, Franklin Diley. "Changes in Program and Equipment for Farm Shop Work in Central Ohio Based upon Farm Needs." Unpublished Master's thesis, The Ohio State University, Columbus, 191.9. Mulligan, Clarence W. "A Study of the Needs for Training in Farm Mechanics in New York State." Unpublished Master's thesis, Cornell University, Ithaca, 191.1. 98 Phipps, Lloyd J., and George P. Deyoe. metermining Farm Mechanics Content—What Framers Consider Important." Non-thesis study, University of Illinois, Urbana, 1952. Pollum, Lester B. "A Study of the Scape and Content of Farm Mechanics Courses and Organization for Teaching Them in Vocational Agricul- ture Schools of Kansas." Unpublished Master's thesis, Kansas State College, Manhattan, 1927 . Ramay, A. 0., and Howard B. Walker. Building a Course of Study in Farm Mechanics for All-Day Students." Non—thesis study, University of Tennessee, Knoxville, 1951. Rogers, Earl Stanley. "An Evaluation of the Farm Mechanics Program in Wake County, North Carolina, by Former Students of Vo-Ag, Including Recommendations for Improvement." Unpublished Master's thesis, North Carolina State College, Raleigh, 1951. Ryder, Gordon J. I'Skills Needed by Farmers in Selected Areas of Farm Mechanics." Non-thesis study, The Ohio State University, Columbus, 1953- Salmon, Ray John. "A Study of Certain Factors in the Waterford Area Pertaining to the Building of Farm ShOp Curricula in Secondary Schools of Pennsylvania and New York." Unpublished Master's thesis, Cornell University, Ithaca, 1939. Sharp, Marley A. "A Suggested Course of Study in Farm Mechanics for High Schools Based on the Opinion of Five Hundred Farmers." Unpub- lished Master's thesis, Iowa State College, Ames, 1928. Smith, W. J. "Building a Program of Work in Farm Mechanics." Non- thesis study, University of Tennessee, Knoxville, 1950. Struck, Theodore F. Farm Sho Work in Penna 1vania. Rural Life Department, Special Bullet No. 17 State Co ege: Pennsylvania State College, 192) . Sutherland, Sidney Samson. "Suggested Course of Study in Farm Mechan- ics Based on the Opinions of 290 Montana Farmers." Special problems, Department of Agricultural Education, Montana State College, Bozeman, 1929. Suzui, Richard S. "Needs for Instruction in Farm Mechanics in Hawaii." Unpublished Master's thesis, Iowa State College, Ames, 1952. Thompson, C. T. "Farm Shop Jobs for Louisiana.” Unpublished Master's thesis, Louisiana State University, University, 1938. 99 Walker, Clyde. "Determining the Content of Farm Mechanics Courses of Study for Smith-Hughes Agricultural Departments in High School." Unpublished Master's thesis, The University of Nebraska, Lincoln, 1931 . White, Chris. "Farm Mechanics as a Part of the Instruction in Voca- tional Agriculture in Oklahoma High Schools.” Unpublished Master's thesis, Oklahoma Agricultural and Mechanical College, Stillwater, 1938. Wright, Carlton B. "A Study of the Needs for Training in Farm ShOp in High School Departments of Vocational Agriculture in the State of Vermont.” Unpublished Master's thesis, Cornell University, Ithaca, 1938 . APPENDIX 101 l l;l|l I ll lllcl. H H m m N H H N H m 8 8 H H w m H w m H H H 8o: 5 3H2 HHHs .8 25m .m 8 on H H m m m m m o m e 38.3 ones» e5 no 3 H H N m b m N m m m use» can» gonna aHoou one: on: .N s a n M: M W m M n M ...: oEEHé a: .8253 .8588? m H m m N m o m N 4 anon HmoHnenooalaamu mo noHu 8 on m H m . o a. m m m w on uofiooooo 2: .se oSHo :3on .H V R Adm—ME anhHonu noHaom n on: ooH loose he Imomopeo no nanovnom 0H m. m b o m 1H m N H oHHme mnHmsoaw no Inoa Hon macaw e no IuH>Han canopnoanom noncomoon cocoon one aonHu noosaon onHH goose no uHen omcemo on ones mom unuHu o» vovnomeon on: opossum wane» lll ‘ll ll lll .ll l l I l llll y l Illl lllll llll l ll Illll llll‘. ll.llll llllll l ll... 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No NHHH vacuum on voccoanop 0:: upoeuwu mason omcwno on acoo ham HooaaHHcoov H mHmHN 118 0m 00 N N m N 4 m m N H m aHaopHo N H m H m m m N H m HdOHpvooHo cu HvaucH .N om 0N N N m N N n m N H m aHsoAHo N H m N o m N N H m HNOHhaOOHo :6 AHunom .H 205535585 4455 ON OH N O N N N N N N H N .838 N O N H N N N N N m emacHHNH uHoHH Hso NaH .N uoHoHHu :oHHaNHNNH on on N m m m M M o M H 4 no omacHanv you nocHH N m N N H N ouapm no Nsoacao vac Nag .N ON ON N N N H N N N H H N . omcoaoa N m N H 4 H N N H m ocHaAcoov 0» vHOHH opaque: .H R u azmzmuanH nacovconnom nHHme oucoanvu cacao» and auhHu comxpvn omcaso o: 4:00 pom HNHH Noose No HHN: venue» on uovcoanou on: uuoahuu wean» Avo::Hacocv H unmda 1* war" (3'; ..-..-HH... . 119 .8585 HHH... on» you unconnvy OH: wchanEou vonan yoeywu munch on» was» mouNOchH OHnou 0:» 8H HIV coca»; <** ..NOHaoHHHEOo 3600» on» gym «cocoa»: mchcoauoyyoo on» oyw nycnann yoBOH 0:4 cad :OHaoHQEOo auyHu on» aayu nonmagnoy Nyomoawo onv Nyu myoaayc yoga: o:N* gjiflmj [HUI h” 080.03 cm 04 N N m N N m m N N m HNOHyuooHo you noquou N N N N N m N m N 4 :OHuooaoya uNOHyobo HHavucH .n N m N N N N .H N N N ... . ON 04 N m m H n m N m N 4 .8408 HNOHyHOOHO H8 555.9 4 N H m N N m m N I m . ON ON N H m H N m 4 N I w nvyoO HNOHyNOOHm yHaQom .m u m OHNNHNcu NOHyom :H cw»: NOH Ioumo N4 Iyowoumo no nacoccoa mcHaaoyw .3 Iuoy Hus 0N NH 4H NH 4H mH 4H MH NH HH nsoym u an IvachH Oucovcoauom . 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