A EASIS FOR CCBURSE CENTER? IN RURAL
ELECTREFICATION FOR. THE PM§ARATIGN OF
VG‘L‘A‘I‘IIDRAL ASRICULTURAL fEACh‘ERS
IN MICHIC‘IAN

'I‘hosis Im {he Dwmt of 5:1. D.
MICHIGAN STATE UNIVERSITY
Samuai H. K. SMI‘I
1%2

This is to certify that the

thesis entitled

A BASIS FOR COURSE CONTENT IN RURAL ELECTRIFICATION

FOR THE PREPARATION OF VOCATIONAL AGRICULTURAL
TEACHERS IN MICHIGAN

presented by

SAMUEL H. K. SHIH

has been accepted towards fulfillment
of the requirements for

 

Doctor degree in Education
Major professor
May 1h, 1962

Date

 

0-169

 

LIBRARY

Michigan State
University

 

A BASIS FOR COURSE CONTENT IN RURAL ELECTRIFICATION
FOR THE PREPARATION OF VOCATIONAL AGRICULTURAL
TEACHERS IN MICHIGAN

By

SAMUEL H. K. SHIN

AN ABSTRACT OF A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
College of Education

1962

Page 1 of 3
Samuel H. K. Shih

ABSTRACT

Purpose.--To find a basis for course content in rural
electrification for the pre-service and in-service training
of Michigan teachers of agriculture.

'Method.--Agricultural engineers, leaders in teacher
education, prospective teachers and young farmers collaborated
in preparing the check-list with 49 abilities divided into
six sub-areas. }

f" The check-list was rated by seven grdups: Leaders
in teacher education, teachers of agriculture; prospective
teachers, agricultural engineers, rural servicemen, farmer
members of advisory councils and young farmers. The course
content for pre-service training of teachers was based on

,, the composite rating of the seven groups.

The #7 teachers of agriculture rated the adequacy
of training and frequency of teaching of the A9 abilities in
their high schools. The teachers' ratings were compared and
evaluated with the composite ratings of the seven groups.

The recommendation for course content for in-service training
was based on the comparisons and evaluations.

\\

Findings and interpretations.--(l) The differences
in the degree of importance of the #9 abilities are signifi-

cant. (2) Most of the abilities relating to safety were in
the first degree of impdrtance‘ while four of the five

abilities relating to heating and cooling were in the fourth

Page 2 of 3
Samuel H. K. Shih

and least degrees of importance.) (3) According to the ratings
of the seven groups, the rank order of the six sub-areas is:
safety, wiring, motors, lighting, basic abilities, heating

and cooling. (h) The four groups of respondents who were
related to the profession of teaching (leaders in teacher
education, teachers of agriculture, prospective teachers and
agricultural engineers) rated the 49 abilities more important
than did.the rural servicemen, farmer members of advisory
councils and young farmers: (is) A pooled opinion of the seven
groups is more representative than any one group concerned. {6)
The abilities within each of the six sub-areas are in dif-
ferent degrees of importance. “(7) Difference between abil-
ities is sometimes more discriminating than between the sub-
areas. (8) All the abilities in the sub-areas of wiring,
motors, lighting, and safety were rated important enough to
warrant inclusion in the course content for in-service train-
ing. (9) The training score was rated significantly'lower
than the importance score, therefore, the training was not
adequate, and inaservice training is needed. (10) Except for
a few abilities related to safety, the teachers reported that
the training in most of the abilities was in preportion to
importance. Similarly, the frequency of teaching each of

the L9 abilities was directly related to the ratings of im-
portance and the adequacy of training in that ability. (ll)

There is significant positive correlation between the rank

Page 3 of 3
Samuel ll. Kc Shih

order of the 49 abilities rated by the seven groups and the
rank order of the A9 abilities of the three ratings (impor-
tance, training and frequency of teaching) by the 47 teachers.

Recommendations were made for course content for both
pre-service and in-service training of Michigan teachers of
agriculture. The findings in the present study may be used
by other groups. For instance, the instructors of a short
course in rural electrification, the teachers of agriculture
who plan to teach electrical abilities to high school stu-
dents or farmers, the rural servicemen, the rural electri-
fication extension workers and educators, may use the ratings
of the seven groups to select teaching materials.

The method of investigation for building the course
content for pre-service and in-service training for teachers
used in the present study may be adopted by other states and

in other phases of farm mechanics.

A BASIS FOR COURSE CONTENT IN RURAL ELECTRIFICATIW
FOR THE PREPARATION OF VOCATIONAL AGRICULTURAL
TEACHERS IN MICHIGAN

By

SAMUEL H. K. SHIH

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
College of Education

1962

/
f‘if’. I
/-” [Lg/.03.

ACKNOWLEDGMENT

The author is deeply grateful for the assistance and
advice provided by his graduate study guidance committee.

The chairman of the committee, Dr. Raymond.Ms Clark, pati-
ently advised and helped the writer in every way, especially
in the preparation of the report. Genuine appreciation is
expressed for the special assistance and suggestions given
by the other members of the committee: Dr. Harold M. Byram,
Professor Dennisq E. Wiant and Dr. Barry W. Sundwall.

In a similar manner, indebtedness is expressed to
members of the staffs in Agricultural Education and Agri-
cultural Engineering at Michigan State University, together
withlmr. Harry Nesman and other state consultants in Agri-
cultural Education, selected Michigan teachers of vocational
agriculture, farmer members of advisory councils, Michigan
power suppliers and others who cooperated in furnishing the
date in this study.

Special thanks is accorded to Dr. William D. Baten_ -
and Mr. John J. Paterson for their statistical help. Sincere
gratitude is expressed to Miss Gladys Harger for her invalu-
able clerical assistance.

This thesis is dedicated to the author's guardians,
Mr. and Mrs. Gustav A. Sell, and his wife, Mary M. Y. Shih.
Their patience, understanding and encouragement hagicontributed
so fundamentally towards the undertaking and completion of

this study.
11

TABLE OF CONTENTS

Chapter Page
I O INTRODUWIW O O O O O O O O O O O O O O O O 0

Background Of This PrOblem e e e o e e e o 0
Development of rural electrification . . .
Development of rural electrification pro-

gram in.Michigan o e e e e e e e 0
Importance of rural electrification education 7
Rural electrification education in Michigan 11

Importance of the Present Study . . . . . . 13

Purposes of the Present Study . . . . . . . 17

The Scope and Limitations of the Present Study 19

33310 Assumptions 0 o e e e o o e e e e 2

Research Hypotheses . . . . . . . . . .

Definition Of Terms 0 e e e e e e e e e

ax FJF‘ rd

. 22
. 23

II. REVIEW OF LITERATURE e e e e e e e e e e e o e 25

Literature Related to the Preparation of
Teachers in Farm Mechanics or Rural Elec-

trification o o o e - o e e e e o e e o o 25
Studies on farm mechanics relating to
teacher preparation . . . . . . . . . 29

Studies on rural electrification re-
lating to teacher preparation . . . . 36

Literature Related to Course Content of
Rural Electrification e e e e e e e e e e 38
The course content recommended by studies
in states other than Michigan . . . . 38
The reported needs of abilities from.studies
in Michigan 0 e e e o e e e e o e e e e #3
Implications of Literature Reviewed to the
Present Study 0 e e e e e o e e o e e o o #7

III. THE.METHOD 0F INVESTIGATION . . . . . . . . . A9

Developm ment of the Survey Forms . . . . . L9
The Se action of Respondents . . . . . . . 52
Method Of Procuring Data 0 e e e e e e e e e 63
Method of Organizing and Analyzing the Data 65

iii

Table of Contents

Chapter Page
NO PRESENTATIW OF FINDINfi O O O O O O O 0 O O 0 72

The Evaluation of Importance by Seven Groups 73
Rank order of A9 abilities by 216 respondents 73
The significance level of the difference of

someabilit1930.0000...0000. 79
The t-tBSt or $119 means 0 . 0 . 0 0 0 . 0 80

Rank order of six sub-areas rated by seven
groups.................. 80
Comparison Of the Pl‘Ofiles 0 0 0 0 0 0 . . 82
Rank order of the six sub-areas . . . . . 88
Rank correlation 0 0 0 . 0 0 0 0 0 0 0 0 88

Rank order of the abilities within each of

thQSiXSUb’areas 00000000000. 92
Rank of the seven groups on their ratings of
importance.........:...:..103
Analysis of variance . . . . . . . . . 10A
Duncan's Multiple Range and Multiple F.
t33t0.0.00000 .000.00105
Group means with significant differences . 106
The Evaluation of Importance, Training and Ap-
plication of the A9 Abilities by #7 Teachers 108
Rank order of importance rated by the A7
teaCherS000.0000000.000.0108
Rank order of adequacy of training rated by
the A»? teachers . 0 0 0 0 0 0 0 0 . 0 116
Rank order of frequency of application rated
bYtheh7teaCherS.00.0.0.0...123
Comparison of the three ratings by the #7
teachers.... 00.....000..130
Scatter diagram of importance andtraining
inFig08...0000.0.00000131
Correlation between importance and training 135
Scatter diagram of importance and applica-
t10n1nFig.9.............136
Correlation between importance and applica-
t10n0.00..000...00 00.138
Scatter diagram of training and application
inFig.lO...............139
Correlation between training and applicat‘Im 11.2
Interrelationship of importance, training,
and application . . . . . . 0 . 0 . .
Comparison of the Evaluation Between the Com-
posite and the L7 Teachers of Agriculture . 1&3
compar130n30.0.0.0..00 000.01.141.-
Abilities needed by the teachers for in-
seflice training. . . 0 0 . 0 0 . 0 0 0 0 153

iv

Table of Contents

Chapter Page
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . 0 160
Summary Of Findings 0 0 0 0 . . . . . . . . 0 161
con01usion3 0 0 0 0 . 0 . . . . . . 0 . . . 0 166

The research hyPOCheses . 0 0 . 0 . 0 0 . . 166

The general conclusions . . . . . . . . . . 168
Recommendations 0 0 0 0 0 0 0 0 0 0 0 . 0 170
Implications to teacher education . . . . 171

The course content for prospective teachers 171
The course content for in-service training 172
Implication to other aspects of rural elec-
trification.education 0 . 0 . . 0 . . . 173
Suggested research in rural electrification
education . . 0 0 0 0 0 0 0 . 0 0 0 0 . . 175

BIBIIIOGRAPHY 0 O O O O O O O O O O O O O O O O O O O O 178
APPENDICES O O O O O O O O O O O O O O O O O O O O O O 18 5

Table

l.

2.

3.

h.

5.

6.

7.

8.

9.

10.

LIST OF TABLES

Electric energy: consumption per farm.and cost,
19h5-l959 east of 100th meridian and west of
100th meridian o o o o o o o o o e o o o o o c

Number and percentage of farm.calls in the dis-
trict of Lansing, Michigan, 1955-1957 . . . .

The 35 studies related to preparation of teachers
in farm mechanics or rural electrification with
respect to selection of respondents, 1926-1959

Rank order of the frequencies of the twelve rural
electrification activities performed by 6&3
farmers in Michigan, 19h8 e o o o o o o o o 0

Group numbers and percentages of respondents in
tflichigan reporting rural electrification
abilities e o o o o o o e o o e o o o e o o o

Tabulation of importance scores of L9 abilities
on rural electrification by seven groups in
Michigan 0 o o o o o o e e o o o o o e o o o 0

Rank order of mean scores of importance of #9
abilities in rural electrification rated by 216
respondents in Michigan . . . . . . . . . . .

Distribution of mean score of importance of A9
abilities in rural electrification reported
by 216 respondents in Michigan 0 o o o o o o 0

Significance of difference between mean scores
of importance of various abilities reported by
216 respondents in M1Chigan o o o e o e o o 0

Mean score of importance of rural electrification
abilities in six sub-areas reported by seven
groups of respondents in Michigan . . . . . .

Page

15

27

#5

Sh

66

75

79

81

83 t

Table

11.

12.

13.

15.

16.

17.

18.

19.

20.

21.

22.

List of Tables

Rank of importance of six.sub-areas of rural
electrification abilities reported by seven
groups of respondents in Michigan . . . . . . .

Extent of agreement among seven groups on.the
rank order of the six sub-areas indicated by
intercorrelation coefficients . . . . . . . . .

Distribution of abilities of each of the six sub-
areas in the five degrees of importance . . . .

Extent of group agreement indicated by the mean
scores of importance of all abilities as rated
by seven groups of respondents in Michigan . .

Analysis of variance of the mean score of imp
portance of A9 abilities in rural electrifica-
tion as reported by seven groups of respondents

Rank order of mean scores of importance of 49
abilities in rural electrification rated by #7
teachers of agriculture in.Muchigan, 1959 . .

Distribution of mean scores of im. rtance of k9
abilities in rural electrificat on re rted
by 47 teachers of agriculture in Mich gan, 1959

Rank order of mean scores of training of the #9
abilities in rural electrification rated by
L7 teachers of agriculture in Michigan, 1959 .

Distribution of mean scores of training of A9
abilities in rural electrification reported
bY’h7 teachers of agriculture in'Michigan,

19 59 O O O O O O O O O O O O O O O O O O O O 0

Rank order of mean scores of application of L9
abilities in rural electrification rated by #7
teachers of agriculture in Michigan, 1959 . . .

Distribution of mean scores of application of k9
abilities in rural electrification reported by
the teachers of agriculture in Michigan, 1959

Comparison of the meansof the composite and the
[.7 teaChers in MChigan o e e o o o o o o e o 0

vii

Page

89

91

102

104

105

110

116

118

123

125

131

1A5

Table
23.

26.

25.

26. 1

List of Tables
Page

Comparison of the ratings on the six sub-areas
by the composite and the 47 teachers . . . . . 1&6

Comparison of the ratings of the composite and
the A7 teachers of agriculture on the rank order
or A9 abilities o o o o e e e o o o o e o o o 1h9

Comparison of the agreement between the composite
and the teachers on the rank order of the A9
abilities indicated by the rank correlation
coeff131ent3 e o o o o o o e e o e e o o o o o 151

Section table showing the data used in selecting

abilities for the preparation of teachers of
agriculture inlMichigan o o o o e o o o o e o 152

viii

LIST OF FIGURES

Figure

1. Geographic distribution of L7 teachers of agri-
culture in L5 schools located in 27 counties,
Michigan 0 e e o e e o o e o e o o o e e e e

2. Geographic distribution of 28 rural servicemen
from offices of power suppliers located in
23 counties in.Michigan . . . . . . . . . .

3. Geographic distribution of 32 farmer members of
11 advisory councils from 11 schools in nine
counties in M1Chigan e o e o e o e e e e e

L. Comparison of the profiles of the ratings by
leaders in teacher education, teachers of ag-
riculture, prospective teachers and the~
COMPOSitG o e e e o e e e o o o o e o e o o

5. Comparison of the profiles of the mean score
of importance of the six sub-areas reported
by agricultural engineers, rural servicemen
and the comp081te e e o e e e o o e o o e e

6. Comparison of the profiles of the mean scores
of importance of six sub-areas as reported
by farmers in advisory councils, young
farmers and the composite . . . . . . . . .

7. Comparison of the significance of the means in
the seven groups 0 o o e e e o o o e e e o e

8. Estimating (or regression) equation and zones
of :1,‘12 and 13 standard errors of estimate,
for mean scores of importance and training
‘of L9 abilities reported by #7 teachers in
Michigan 0 e e o e e e o o e e o e e e e o o

9. Estimating (or regression) equation and zones
of :1, :2 and :3 standard error of estimate,
for mean scores of importance and applica-
tion of the L9 abilities reported by the L7
teachers of agriculture in Michigan . . . .

ix

Page

57

6O

62

8h

85

86

107

132

137

 

List of Figures
Figure Page

10. Estimating (or regression) equation and zones of
:1, 12 and :3 standard errors of estimate, for
mean scores of training and application of the
L9 abilities reported by the L7 teachers of ag-
riculture in.Michigan . . . . . . . . . . . . 1L0

11. Comparison of the profiles of mean scores cf im-
portance, training, and application as reported
by L7 teachers and the mean scores of importance
as reported by the COMPOSite e e e o e o o o 11.7

LIST OF APPENDICES

Appendix

A. ChBCk'liStFOMAoeeoeooeoeooeo

Bo ChOCk‘liStpomBeooooooeoooooe

C. Geographic distribution of the L7 teachers of
vocational agriculture in Michigan respond-
ing to ChGCk'liSt Form A o o o o e e o e o

D. Letter to the teachers of vocational agricul-
tureoooooooooooeooeoooe

E. Letter to the teachers of vocational agricul-
ture (Their farmer members of advisory
councils were secured as the respondents) .

F. Letter to farmer members ofadvisory councils .

Go and

Ho Letters to rural serv1cemen o e e o o o o o o

I. Mean scores and ranks of the L9 abilities in

rural electrification as reported by the
com site and the seven groups in,Mfichigan,

195 00000000000000.0000

Page
186
188

190

193

19h
195

196

198

 

CHAPTER I
INTRODUCTION

‘T’ The major purpose of this study is to find a basis
for course content in rural electrification for the prepara-
tion of teachers of vocational agriculture in.Mflchigan. Two
subsidiary purposes of the present study are to determine:
((13)What abilities, in order of importance, are needed by
Michigan teachers of agriculture for pre-service training?a J
Q2) What abilities are needed by Michigan teachers of agri-
culture for in-service training?

The major phases of the problem presented in this
chapter are in the following order: (1) background of this
problem, (2) importance of the present study, (3) purpose of
this study, (L) scope and limitation of this study, (5) basic
assumptions, (6) research hypotheses, and (7) definition of

terms used.

Background of This Problem

To analyze this problem, two topics will be reviewed:
the development of rural electrification and the importance

of rural electrification education.

The development of rural electrification

In 1900, the electrical industry was Just beginning,
-1-

-2-

now 62 years later, it is one of the most important indus-
tries in the United States. The principal use of electricity
in the early days was for lighting. The use of electricity
on the farms was promoted by the Committee on the Relation
of Electricity to Agriculture,1 in 1923. Later the American
Society of Agricultural Engineers, Rural Electrification
Administration, Edison Electric Institute and National Rural
Electric Cooperative Association cooperated to expand the
rural electrification program. This program has developed
at an unexpected rate.

Mgr; farms usgd elegtricitz ggg merg glggtgicitz was
used on each fa:g.--Even the most ardent advocate of rural
electrification did not, in the early days, foresee the
phenomenal growth of the use of electricity in the rural
regions of the United States. Brown stated:

In l93h only 10 per cent of the farms in the

United States were served with electricity. By 1955,
91 per cent of the farms were receiving this service.
From 1935 to 1959, according to the Rural Electri-

fication Administration report,3 the number of consumers in-

creased more than five million in a period of 2L years. The

 

1Robert R. Brown, Farm Electrific tion (New York:
McGraw-Hill Book Co., Inc., 1956), p. I.

21bid.

3U. S. Department of Agriculture Rural Electrifica-
tion Administration Statistical Report, i959. p. VII.

 

-3-
electric energy consumption and cost per farm from 1965 to
1959 is shown in Table l. The amount of electricity used
per farm was increasing, while the cost per kilowatt-hour
was decreasing.¢’ .

Thus, the trend has been: (a) the amount of elec-
tricity used on each farm increased and (b) the cost per

kilowatt-hour of electricity decreased.

TABLE 1.--Electric energy: consum tion per farm and cost,
l9h5 to 1959, east of l h meridian and west of
100th meridian

 

 

Electric Electric
energy Average energy Average
used per cost per used per cost per
farm kwhr farm kwhr
Year (kwhr) (cents) Year (kwhr) (cents)
19L5 1.A61 3.73 1953 3.00h 2-93
1947 1,802 3.L1 1955 3.650 2.76
19L? 2,169 3.26 1957 n.139 2.68
1951 2.639 -3.08 1959 b.875 2.56

 

From U. S. Department of A 'riculture, Agricultural
Statistics, 1960 Table 808, p. 558. (Only a part of the
data in Table 806 is used.) .

 

What has this trend to do with the American farmers?
How has it affected the lives of the farm people?

More elgctricitx means more "hands."-4We may better
understand how electricity has brought profits and benefits

“ggid., 1960, Table 808, p. 588.

-4-
to the American farmers by comparing the efficiency of ”elec-
trical energy” and "human energy." Brown5 estimated that
three cents worth of electricity would do each of the followb
ing operations:

Clean and grade 60 bu. of grain
Mix 2 cu. yd. of concrete
Shear 50 sheep

Milk 50 cows

Pick 100 chickens

Shell 100 bu. of corn

In 19L7, even draft animals like buffaloes and oxen
were not owned on every farm in Nanking, China. Almost all
the chores were done by man power. Chinese farmers used
their muscles or "rice power." In comparison with human
energy and electric energy, wright pointed out:

Comparative costs of pumping water by hand and by

an electrically driven pump indicate that a hired man,
when paid a wage com rable to the "wage" we pay the
motor on 8 pump, wo d earn about 10 cents in an eight-
hour day.

Thus, ten cents worth of "electrical energy" on a
Michigan farm would equal ”eight hours of human energy" on
farms where electricity is not available. This may explain,
at least partly, why an American farmer can produce more food
than the farmer of other countries. Figuratively speaking,

each farmer in China in 19L? had Just two hands; while each

 

53mm, 02. 6120' p. 50

6Forrest B. wright, Electricit in the Home and on
the arm (3rd edition: New YerE: 3055 Wiley and Sons, Inc.,

5 gP05o

-5-
farmer in Michigan now has about 100 "electrical hands."

These "electrical hands" are the electrical equip-
ment used in an American home and farm. For instance, Brown7
listed 62 home electrical appliances. They varied from elec-
tric blankets to electric water heaters. ‘He also mentioned
61 items of farm electrical equipment. They varied from
barn ventilator to wood saws. The kinds of electrical equip-
ment used by the farmers have been constantly increasing over
many years.

Regsogs for fast developmgnt of rural electrifica-
tigp.--To sum up what has been stated: The cost of elec-
tricity has declined since the 1930's, while the cost of
labor, land, machinery, gasoline and almost all other items
of farm production have been rising during the same period.
Naturally, farmers have taken advantage of using more elec-
tricity--to "hire" more "electrical hands" at the lowest
cost. The production power of each farmer, and the conveni-
ence of each farm family has been directly proportional to
the amount of electricity they have used. This is why elec-
tricity consumption per farm was increased as shown in Table
1. Is it any wonder that both the farmers and the power
suppliers have had great interest in developing the rural
electrification program?

 

7Brown, op. cit., pp. 2L-25.

-6-
Develgpgggt of rural electrificatiog program in Michiggp

On February L, 1927, Michigan State College in co-
operation with the Consumers Power Company, planned the
first rural electrical line in Michigan between Mason and
Dansville, and Michigan became one of the pioneer states in
developing the rural electrification program. Along the
seven-mile line, only 12 out of the total of 33 farms were
willing to cooperate by wiring their buildings; the others
rejected the opportunity to take part in the project.8 How-
ever, the development of rural electrification in Michigan
since then has been very rapid.

Michigan had the highest pgrcentagg of farms 2n pgwer
lig2§.--By 1959, Michigan had 98.6 per cent of farms receiv-
ing central station electric service.9 Michigan had the
highest percentage of farms with electricity in the five North
East Central states. The average percentage of farms elec-
trified in the North East Central region of the United States
was 97.9. This was the highest among the 10 regions in

America. The national average was 96 per cent.

 

$Micgésan Consumers Power Company, How Electricit

Came to 100, mcgigan Fa?! Customerg of onsumers ower
ompgpy, Specia Bu etin ac son, c gan: onsumers

Power COO, 1919), P0 50

90. S. Department of Agriculture: Agricultural

Statistics, 1960, Table 809, p. 589.

 

-7-

IMiphiggp fgrms used more electpicity and cost becgpp
1gs3.--In 1930, an annual average of 721 kilowatt-hours of
electricity was used by the farms served by the Michigan Con-
sumers Power Company.10 In 1965, the amount increased to
2,137 kilowatt-hours. This represents nearly 300 per cent
increase within a 15-year period. The cost per kilowatt-
hour of electricity decreased from L.51 cents in 1930 to
2.55 cents in 19L5. The cost in 19L5 was less than 57 per
cent of the cost 15 years before. With the great demand for
and interest in rural electrification by farm people, the
problem of educating farmers to use more electricity and to
use it adequately has become the responsibility of the edu-
cators. Since vocational agriculture teachers ought to meet
the growing educational needs of farmers, the problem of pre-
paring teachers in the field of rural electrification has
become important.

The development of rural electrification education
both in the United States and in Michigan is to be discussed
in the following section.

Ipppppgpcp of pppal elecppifipation education

The need of teaching farmers to use electricity ade-
cmetely has been expressed by the teachers of agriculture,

leaders in teacher education and many other groups both in

—‘

10Michigan Consumers Power Company, op. cit., p. 8.

“out

 

 

-3-
the nation and in.Michigan. They all agree that teachers of
agriculture should be prepared in the field of rural electri-

fication so as to teach and help the farmers.

Dpvelpppppt of ppral elepppificatiop edpcatipp in phe
Unitpd Spgtgs.-vMeny teachers of agriculture, leaders in
teacher education and agricultural engineers over the United
States have pointed out the challenge to teachers of agri-
culture. For instance, R. L. Price, a vocational agriculture

teacher, stated:

The coming of the REA offers a direct challenge to
teachers of agriculture. we know that most of our farm
youth are practically in ignorance of the principles of
electricity. . . . The need for training along these

lines is probably more urgent than ever in our farm
mechanics course.

Walker12 and London13 said that the job of electrify-
ing the rural home and farmstead has never been completely
solved. They expressed the opinion that the crux of the
matter seemed to be the education of farm families themselves

in the use of electricity.

In his survey of LL farms in Texas, Birdwelllk

 

11H. L. Pricei "Planning Instruction on Rural Electri-
t

fication,” The Agpicp ural Education.Magagine (June, 19L0)

12:235.
12Clyde walker, "Rural Electrification in Vocational

Agrigulture," The ricul ura ducation az ne (July, 1939)

3H. H. London, "Education, the Key to Improved Use

of Electricity on the Farm," Ipe Agricultpral Edpcgtipn Maga-
zine (April, 19L8), 20:196.

1“Raymond S. Birdwell, "A Study of the Use of Elec-
mucity by Farmers in the Sherman Community,Texas." (Non-
flmsis Study, Agricultural and.Mechanical College of Texas,
c"-uege Station, Texas, 1952), p. 15.

 

-9-
concluded that farmers were not using all the electrical
equipment that might be profitably used on their farms. The
farmers were not aware of many ways they could use electrical
equipment profitably. He also revealed the inadequate or
overloaded wiring system. The majority of the farms he sur-
veyed needed rewiring.> Birdwe1115 concluded that the lack

of knowledge and skill in electricity was the main cause of
farmers not using it.

Sneep16 and Ryder17 reported the need among Ohio
teachers of agriculture for training in the area of rural
electrification. Ryder found that the problems in farm
electrification which were of the greatest concern to the
farmers were the ones which the teachers considered them-
selves least prepared to teach.

The need for further training in rural electrifica-
tion was indicated in Stuckey's study.18 He feund that 67

-——__

15Ibid., pp. 16-17.

16Neil Owen Sneep, "Improving the Teaching of Farm
Electrification in Vocational Agriculture in Ohio." (Master's
138818, The Ohio State University, Columbus, Ohio, 1957), p.

17Gorden I. Ryder, "Preparation in Farm Mechanics
Education for Teachers of Vocational Agriculture." (Doctor's
theiis, The Ohio State University, Columbus, Ohio, 195L),
p. L.

18Wenrick E. Stuckey, "The Present Program and Needs
for In-service Education in Farm Mechanics for Teachers of
Vocational Agriculture in Ohio." (Non-thesis study, The
Ohio State University, Columbus, Ohio, 1956), p. 22.

-10-
per cent of the teachers he questioned had attended work-
shops on electricity. Sneep reported that teachers in his
study ranked electrical workshops at the top of all past

in-service education.

Rppal plectpificgtion pecgpp an integpa; pgrt pf the

fapp mechanics pppgpam.--The preceding paragraphs have pointed

out the need to prepare the teachers of agriculture in the
field of rural electrification. Leaders in teacher educa-
tion and agricultural engineers have suggested that farm
electrification be included in farm mechanics training fer
teachers of agriculture. This was stated by Cook, Scranton
and McColly:
The present and future farmers should be trained
in the knowledge, skills ideals . . . that are needed to
meet the mechanical prob ems. . . .
If a plan of instruction in farm.mechanics meets
the needs of the farmers, it must contain . . . farm
e1ectrification.19
The subcommittee on Agricultural Teacher Training
of the American Society of Agricultural Engineers, in collab-
oration with an AdvisOry Group of Agricultural Education
specialists recommended in their report of June 22, 19kb, the
following five areas of instruction in farm mechanics:
1. Farm shop work

2. Farm power and machinery

 

196. C. Cook, L. L. Scranton and H. F. MbColly,
and H ndbook (Danville, Illinois: The
Interstate, L , p. 3 .

q.
'\

-11-

3. Farm buildings and conveniences

L. Soil and water management

5. Rural electrification20

Again in 1953, the Committee on Agricultural Teacher
Training, College Division of the society mentioned above
and the specialists of the same group recommended rural
electrification as one of the five "Agricultural Engineer-
ing Phases of Teacher Training for Vocational Agriculture."21

To sum up, farmers need training in rural electri-
fication if they are to use electricity efficiently. Teachers
of agriculture must meet the challenge to teach the farmers.
Leaders in teacher education and agricultural engineers in-
cluded rural electrification as one phase of farm.mechanics

training for teachers of vocational agriculture.

Rural Electpification Education in Michigan

Space is limited fer the present study to describe
all aspects of rural electrification education in.Michigan.
Only a few phases with implications to this study will be

0

2 "Agricultural Engineering Phases of Teacher Train-
ing for Vocational Agriculture," A Report of the Subcommittee
on Agricultural Teacher Training, Committee on Curriculum
(College Division), American Soc16ty of Agricultural Engineers,
in Collaboration with an Advisory Group of Agricultural Edu-
cation Specialists, June 22, 19LL (Washington, D. 0.: Ameri-
can Society of Agricultural Engineers, 19Ah).

21 .
Committee on Agricultural Teacher Training, similar
as cited in Footnote 20, only in 1953.

-12-
mentioned: .

Re r c se at Michi an State Universit .--The
following courses have been offered at the Agricultural Engi-
neering Department of‘Mdchigan State University. Only those
courses for preparation of teachers of agriculture, and short
courses for farmers are listed: (1) For teachers of voca-
tional agriculture--A.E. L12. This is the only course in
rural electrification specially designed fer prospective
teachers of agriculture. It was a required course until 1959;
since then it has been an elective. (2) For young farmers--
A.E. 7. It is specially designed for the young farmers en-
rolled in the Short Course to study rural electrification.

Cpopppapivp Exteppion Sprvicg.--Extension specialists
from the Agricultural Engineering Department have taught
farmer groups, the teachers of agriculture and county agents
in non-credit meetings. It has been a kind of in-service
training for some teachers of agriculture.

iMichigan Commiptee on Rural Elgptrification.-4This
committee, in cooperation wichMichigan State University,
has produced nearly 200 copies of films or kinescope record-
ings. The "Electricity at work" series of films have been
widely used in classrooms, television showings and for many
other purposes.

In gigp schools.--The vocational agricultural teachers
have promoted rural electrification education through: (1)
Teaching students in vocational agricultural departments--

-13-

Instruction in the use of electricity on the farms has been
given in many schools. (2) Teaching young and adult farmers--
Many classes have been conducted fer teaching farmers to use
electricity.

Power companies.--Farm service advisors from.the
power suppliers have conducted educational programs for
Mdchigan farmers.

The research work done by Byram, Cook and others re-
lated to rural electrification education in Michigan, will
be presented in the next chapter. Suffice it to say that
even though rural electrification education has developed very
rapidly in the nation and in Michigan, much remains to be
done. One of the basic problems is to formulate a course
content in rural electrification to train Michigan teachers

of agriculture. This is the purpose of the present study.

Impprtance 6f the Present Study

Ipveptopz of abilitiep needed by fapmers ppd tppchers.--

It has been shown that expansion in rural electrification and
in related education has been the trend throughout the United
States including Michigan. Much progress has been made by
the state leaders in teacher education and agricultural engi-
neers at Michigan State University in training the teachers
of agriculture. However, overloaded wiring and unsafe elec-
trical practices of the farmers emphasize the importance

of studying those abilities the farmers and teachers need to

learn.

-1h-

Abilities on wipipg are needed.--H. G. welt, the late
farm service advisor of the Consumers Power Company reported
that "A great majority of the farms and homes in Michigan
need rewiring. Inadequate wiring has been the bottleneck in
the use of range, milk-cooler and many other items of equip-
ment on the farms during the last five to ten years."22

. In Table 2, walt and White reported that about half
of their farm calls (from L9 per cent to 68 per cent) were
on wiring problems. This is the "bottleneck" to full utili-
zation of electricity. It prevents farmers from.using the
lowest cost energy and getting the highest profits. It
checks the growth of the electrical industry. Thus abilities
on wiring are important. '

Abilitiep on safety needed.--"How to protect motors?"
"How to ground equipment?" have been often asked by teachers
of agriculture and farmers in Michigan, according to the
extension specialists in the Agricultural Engineering Depart-
ment of Michigan State University.

In 1955, Shin23 feund that 34.2 per cent of 688 Iowa
farms did not adequately have the frames of the washing ma-
chines grounded, and about 25 per cent of the 688 farms

 

22After visiting the farms around Lansing for two

gag: in April, 1958, Mr. welt sent the unpublished data in
a e 2. ' ,

233amuo1 H. K. Shih, "Physical Hazards to Safe
living on 688 Iowa Farms." (Master's thesis, Iowa State
c0118g8, A1383, 1955), p. 105.

-15-

TABLE 2.--Number and percentage of farm calls in the district
of Lansing, Michigan, 1955-1957

 

 

The farm service advisor who served the calls

 

 

 

 

 

Herman G. welt John C. White
No. of Percentage No. of Percentage
farm calls of calls farm calls of calls
0n on On ‘ on

Year Total wiring wiring Total wiring wiring

1955 1.1.3 195 1.4% ' 577 L62 80% ’
1956 L89 . 262 54% ’ 659 511 77.5% r
1957 390 187 1.8% / 577 262 1.5.1.75"

Total 1322 61.1. 1.9% 1813 1235 68%“

 

Report from the district of Lansing, Michigan, by
Consumers Power Company.
ignored the safety practice "Burned out fuses should not be
shorted with coin, wire or other metal." The farmers' ignor-
ance of hazardous overloaded wiring has often been the cause
of fire, electric shock and injuries. All these instances
have indicated the need to determine the abilities needed
by the farmers and the teachers. The farmers and teachers
may need other abilities. An inventory of abilities they
need to learn is important and will provide an indication as
to content needed in courses to prepare teachers in this field.

Need to fipd spgcific abilipies fer course pontent
'fopiMiphigan.--Rura1 electrification has been recognized as

C“)

-16..

one of the important areas of farm mechanics by the leaders
in teacher education. The objectives and suggested procedures
were outlined by the Committee on Agricultural Teacher Train-
ing in 1953.24 This is a broad outline. It is not intended
to indicate specific course content. Some local situations
and needs would vary between communities and.states. For
example, Horne25 reported that in Virginia, the rural elec-
trification education in the preparation of teachers in 1951
was focused on wiring, light and water systems. Berry26 of
Texas in 1952 suggested that the course content fer Texas
teachers should emphasize safety, electric terms and cost.

The specific abilities or learning experiences in
rural electrification needed by Michigan teachers of agri-
culture have not been adequately determined. This is the

second reason fer this study.

Need the opinions of all groups to detprmine a course
content.--Even thouthMichigan leaders in teacher education

2“Committee on Agricultural Teacher Training, op. cit.,

p. 3.

25T. J. Horne,"Participation of Power Suppliers in
the Educational Program of Land-Grant Colle es." (B1acks-.
burg: Virginia Polytechnic Institute, 1951 , pp. 1-3.

26
M. T. Berry, "Practices and Opinions of Teachers in
Area VIII of Texas Concerning the Teaching of Rural Electri-
fication." (Master's problem, Sam.Houston, State Teachers
College, Huntsville, Texas, 1952), pp. 33-3A.

 

 

 

0'

.IQ‘II.

 

-17-
have recognized rural electrification as an integral part of
the farm.mechanics program, they may not all be agreed on the
specific abilities to include in the course fer the prepara-
tion of teachers. As will be discussed in Chapter II, the
opinions of groups vary in this respect. How to select course
content which is based on the opinions of all groups concerned
seems to be better than a partial opinion of a few groups.
Evpluation of coppse ppntppt gpd adpgugcz of training
necepsapy.--Byram and'W’enrich27 point out that one of the
difficult tasks in vocational education is that of keeping
instruction abreast of new development. It is possible for
vocational courses to get out of date. Therefore, there is
a constant need for evaluation and examination of the con-
tent and the adequacy of the training of the course A.E. L12
if the course is to be up to date and meet the current needs

of teachers.

”) Purpppes of the Present Stpdy

The major purpose of this study is to find a basis
for determining the course content in rural electrification
fer (a) the training of the prospective teachers, and (b)
the in-service training of the teachers in the high schools

 

27
R. M. Byram.and R. C. Wenrich,‘Vo%ational Educatiop
apd fifaptical Apps in the Community Schoo ew ork: e
37.

Macmi lan Company, 5 , p.

 

 

-13-
in Michigan.“‘The specific purposes are:
1. To find the rank order of importance of (a) each

of the L9 abilities, (b) each of the six sub-areas and (c)
each of the abilities within each of the six sub-areas as
rated by the 216 respondents.

C) 2. To ascertain the degree of importance of each of
the L9)abilities rated’by(§he 216)respondents.
‘ o 3. To determine the degree of agreement among the

J‘ -J__
;' ”N

(sgvégygroups in their ratings on (a) the rank order of the
six sub-areas and (b) the importance of the L9 abilities.

L. To investigate (a) the adequacy of training and
(b) the frequency of teaching these L9 abilities as reported
by the teachers, and to determine the degree of interrelation-
ship of importance, training and application rated by the
{teachers.} {Hl(;39”%{’

5. To compare the ratings between the composite and
the teachers so as to identify the needs of the teachers for
further training in certain abilities.

6. To determine priority and the degree of emphasis
on certain abilities that will be needed in the course content
for the in-service training of Michigan teachers of agricul-
ture.

7. To demonstrate a method of investigation on this

problem.

-19-
The Scepp and Limitatiops of the Present Study

The scppe

Resppndents.--Respondents in the present study are
confined to seven groups: Leaders in teacher education,
teachers of agriculture, prospective teachers of agriculture,
agricultural engineers, rural servicemen, farmer members of
advisory councils and young farmers.

Pepipd apd place.--The data for the present study were
collected from March to June, 1959. All respondents were in
Michigan. The content is limited to the L9 abilities in the
check-list.

Limitatiops of the Pygpent Study

1. Many teachers of agriculture graduated froquichi-
gan State University five to eight years before the present
study was made. It may not have been easy for each one of
them to remember how adequately they were trained in each of
the L9 abilities.

2. This study is limited to the degree to which the
respondents are able to present the need of teachers.

3. This study is limited to the L9 selected abilities.
The basis of selecting the L9 abilities is to be discussed in
Chapter III. The selection cannot be perfect. Some abilities
could be important and needed by teachers but may have been
omitted.

ll

 

 

-20-

L. The limitations inherent in a check-list type of
survey in securing data are recognized in the present study.
Owing to the fact that variation would occur in the inter-
pretation of words by different respondents, this study is
limited to the accuracy of the interpretation of definitions
and/or wording of this check—list. For example, the word
"ability" was defined on the check-list, but this could not
guarantee that every respondent has accepted this definition
as stated when checking the list.

5. The present study depends upon the opinions of
the respondents at the time the investigation was conducted
in 1959. Since the opinions of each person is subject to
change with changing conditions, the opinion in 1959 may not
remain consistent with future Opinions.'

6. The rating scores are relative measures only. In
analysis of the data, "very important" was given two points,
"fairly important" one point and "relatively unimportant"
zero points. While each of the 216 respondents checked the
importance of each ability, it depended upon whatever he

considered "important" to be. Personal biases and/or errors

of judgment may be reflected in the importance scores. There-

fore, the rating scores and mean scores used in this study

indicate a relative measure only.

Basic Assppptions
In the present study it is assumed that:

-21-

1. Abilities indicate adequate understanding and
performance. The development of abilities in the trainees
taking the course represent adequate achievement in the
teaching.

2. Each of the seven groups could evaluate most of
the essential needs of the teachers by checking the importance
of each ability.

3. The teachers' needs for abilities should be one
of the most important bases in their training in the field
of rural electrification.

L. The survey method used in the present study is a
valid approach to assess the needs of the teachers. That
is, the opinions of the 216 respondents of the seven groups
reflect most of the important needs of the teachers. Since
these seven groups are closely associated with the various
aspects of rural electrification education, a comparatively
unbiased estimation of the needs should be represented by a
composite Opinion of the seven groups.

5. There is a need for instruction in rural electri-
fication for the prospective teachers of agriculture at
Michigan State University. There is also a need for in-service
training for the teachers of agriculture in high schools.
There is a need to investigate the content of the course A.E.
L12 and to evaluate the adequacy of the training received by
the experienced teachers.

6. The great majority of the teachers of agriculture

-22-

who have taken the rural electrification course as prepara-
tion for teaching, have sound Opinions on the adequacy of
the training they received at the university. It is also
assumed that these teachers can remember whether or not they

taught each ability in their high school classes.

Research Rypptheses

The present study is designed to'test the following
hypotheses:

l. The degree of importance of some of the L9 abili-
ties rated by the 216 respondents varies greatly. That is,
some abilities are significantly more important than the
others, they are not of equal importance.

2. There is agreement among the seven groups in the
rank order of importance of the six sub-areas.

3. The disagreement among the seven groups in their
ratings of the total of L9 abilities is not significant.

L. There is interrelationship of importance, train-
ing and application rated by the L7 teachers of agriculture.

5. The differences among the four means rated by the
composite and the teachers of agriculture are not significant.

6. There is relationship between the rank order of
the L9 abilities as rated by the composite (or seven groups,
216 respondents) and the three ratings by the L7 teachers of
agriculture.

 

(-

-23-
Definition pf Terms

Since words can be interpreted differently by vari-
ous people, it is necessary to define them. Only those words
or phrases which may be subject to the most variation in in-
terpretation and which are essential in this study are de-
fined here. .

Ability.--The term "ability" as used in the present
study, implies adequate understanding and performance. The
power, capacity or competence to do a certain job is ability.

Adpgpggy of training.--This implies the degree or
level of the training the teachers received at Michigan
State University in their preparation to teach rural electri-
fication in the local high schools. Three varying degrees
of adequacy of training are used: (a) adequate, (b) fairly
adequate, and (3) inadequate. I

Importance.--Importance denotes the quality or fact
of being important. It indicates the position or relative
standing of each of the L9 abilities. The varying degrees
of importance of each ability used in the present study are:
(a) very important, (b) fairly important, and (c) relatively
unimportant.

Rpral Electrification or Farm E1pctyification.--These
two terms have been used to designate a subject area in farm
mechanics. Rural electrification is divided into six sub-

areas in the present study.

~2h-

Although the present study deals with the L9 abilities
in rural electrification, it is understood that rural elec-
trification covers a much greater scope.

Rural servicemen.--Th is is the group of respondents
from the power suppliers such as Consumers Power Company and
rural electrification co-operatives in Michigan.

Sp§-apea.--Sub-area designates a group of related
subject abilities. In the present study, it is divided into

six sub-areas.

-13

/\

CHAPTER II __35 ‘ *
REVIEW or LITERATURE

‘L The present study is mainly concerned with the selec-
tion of abilities for the course content of rural slacknifi-
cation)needed for the preparation of teachers of agriculture.
In the Summaries of Studies in Agricultural Education, up to
the year 1960, rural electrification was classified under the

v;
heading "farm mechanics."-— , 1 5185'19

Due to the voluminous amonnt of research that has
been done in farm mechanics, the review has been limited to
those studies that relate directly to the present investi-
gation. Only those studieslin farm mechanics that would meet
one of the following criteria have been reviewed: (1) re-
lating to the preparation of teachers,(énd (2)“re1ating to

\
the course content of’rural electrification. #-

/
IaEEsEEaas1gFEEaEgiIELiaEplaasaaaEEEEEEELJEEEEEEEIJELJEEET
so an cs or urp- ectr cat on
The course content of these studies may be farm
mechanics or rural electrification. Since the purpose of
this review deals mainly with the methods of investigation
rather than the findings, the selection of respondents to

collect data as a basis for course content in teacher train-

ing will be emphasized.
-25-

-26-

0f the 35 studies reviewed, 26 of them dealt with
farm mechanics and nine with rural electrification. Accord-
ing to the methods of selecting respondents, the literature
reviewed is classified according to the number of groups as
shown in Table 3. 5

In the farm mechanics studies, 16 out of 26, or 62
per cent, had one group of respondents. In rural electrifi-
cation studies, 78 per cent of them had one group of respond-
ents. Thus, the majority of the studies reviewed used one
group of respondents.

The group "teachers of agriculture" was used most
often as respondents. Nearly 70 per cent of the 35 studies .
used teachers' opinion. More than one third of them.secured
information from.various groups of farmers.

To plan a course content of farm mechanics, Cook,
walker and Snowden1 advocated: (1) community surveys, (2)
planning course around the objectives of the instructional
program, and (3) the opinions of five groups--farmer members
of advisory councils, farmers, shOp teachers, extension
agents and other local people.

All but one of the 35 studies reviewed used community

surveys in planning course content of farm mechanics or rural

 

1Glen C. Cookfiiclyde walker and O. L. Snowden

Prac-
tica1.Methods in T Farm Mechanics (Danville, Illinois:
The Interstate PFInters and PEEIisHers, 1952), Chapter VII.

 

 

-27-

TABLE 3.--The 35 studies related to preparation of teachers
in farm mechanics or rural electrification with
respect to selection of respondents, 1926-1959

 

 

 

 

 

no. of Respondents No. of
Groups (Studies on Farm Mechanics) Studies
1 Teachers of agriculture 11
1 Farmers 2
1 Leaders in teacher education 2
l Graduates from college ‘ 1
Total studies with one-group of respondents 16
2 Teachers of agriculture, farmers 5
2 Leaders in teacher education and graduates
from college
Total studies with two groups of respondents 6
3 Teachers of agriculture, specialists and
leaders in teacher education 1

Specialists, leaders in teacher education,
and seniors in college 1

Total studies with three groups of respondents

 

 

L Teachers of agriculture, specialists, leaders
in teacher education and farmer members
of advisory councils l
L Teachers of agriculture, farmers, specialists,
and businessmen related to farm mechanics 1
Total studies with four groups of respondents 2

 

Total Studies on Farm.Mechanics 26

 

-28..

TABLE 3--Contipued

 

 

 

No. of Respondents No. of
Groups (Studies on Rural Electrification) Studies
1 Teachers of agriculture 3

Farmers ‘ 3
1 Power suppliers 1
Total studies with one group of respondents 7

 

 

 

 

2 State leaders in teacher education and
power suppliers
2 Teachers and power suppliers
Total studies with two groups of respondents 2
Total Studies on Rural Electrification 9
Grand Total . 35

 

From U. S. Office of Education, Research Committee
of the Agricultural Education Section, Summariep of Studiep

ip Agpicpltppgl Edupation, 1935-1960.

electrification for the preparation of teachers. Eight

groups were used as respondents: farmer members of advisory
councils, farmers, teachers of agriculture, leaders in teacher
education, graduates from.sgricultural college, specialists

as agricultural engineers, seniors or prospective teachers

in college, and businessmen or industrial people such as

power suppliers.

In the present study, seven of the eight groups

-29-
indicated above are used as respondents. The only group that
is not included is "graduates from.the college of agriculture."
The reason for excluding this group is that the course A.E.
L12 (rural electrification) has not been required.of all stu-
dents in the college of agriculture.

The following is an elaboration of Table 3, with re-

spect to selection of respondents.

Stugips pn fppp mechanics rplgtipg to tegchep prppgpation

Studips with one gppup of rgppppgpnts.--A digest of
eight master's theses and three special studies made by

Campbell,2 Dougan,3 Schafer,4 Hutson,5 Blackman,6 Hutson,7

 

2Jesse Lee Campbell, "Universal Shop Problems for
Vocational A culture " (Master's thesis, University of
Missouri, Co umbia, 1926), p. 1111..

3Riley Shelton Dougan, "Farm Shop Skills and Abilities
Needed and Acquired by Beginning Teachers of Vocational Agri-
culture in Ohio," (Master's thesis, Ohio State University,
Columbus, 1951), p. 139.

“Wallace A. Schafer, "Teaching Units in-FarmfiMechanics
for Courses of Study in Arizona Departments of Vocational Agri-
cultcre," ggaster's thesis, University of Arizona, Tucson,

951 , p. 0

5Denver B. Hutson, and G. F. Ekstrom, "A Study of the
Training Needs for Prospective Teachers of Vocational Agri-
igltcre,” égon-thesis study, University of Missouri, Columbia,
52,1). 0

6Albert Ernest Blackman, "A Suggested Farm Mechanics
Training Program for Prospective Teachers of Vocational Agri-
culture in Louisiana," (Master's thesis, Louisiana State Uni-
versity, Baton Rouge, 195L), p. 102.

7Denver B. Hutson, "Instruction in Farm Mechanics as
Conducted by Teachers of Vocational Agriculture in Arkansas,"
(Noggthesis study, University of Arkansas, Fayetteville, 1955),
p. o

-30-
Odell,8 Larson,9 Longhurst,lo Carnie11 and Watkins12 in
lMissouri, Ohio, Arizona, Louisiana, Arkansas, west Virginia,
South Dakota, Utah and Idaho from 1926 to 1959 revealed the
following essential points: 3

(1) Each of the 11 studies used teachers of agricul-
ture as the only group of respondents.‘ Some studies secured
infOrmation from experienced teachers, (about five years"
teaching) some studies collected data from both experienced
and beginning teachers. Most of the studies selected teachers
to serve as respondents, a few studies used the Opinions of

all the teachers in the respective states.

 

8Fin1ey Odell, "The Farm Mechanics Skills Used by
Vocational Agriculture Teachers in L0 Vocational Agriculture
Departments in West Virginia," (Master's thesis, West Vir-
ginia University, Mbrgantown, 1955). p. 100.

9Ma1vin E. Larson, "A Study to Determine the Technical
Abilities Needed in the Farm Mechanics Curriculum of Agricul-
tural Education Majors in Pro-Service Training," (Master's
thesis, South Dakota State College, Brookings, 1959), p. 165.

10 ,
Robert M. Longhurst, "A Study of the Farm Mechanics'
Curriculum with Recommendatiamsfor the Teacher Training In-
stitutions." (Seminar report Utah State University of Agri-
culture and Applied Science, Logan, 1959), p. 35.

11GeorgeiM’ajor Carnie "Evaluation of the Preservice
Training of Vocational A riculture Instructors in Farm Me-
chanics," (Master's thesIs, University of Idaho, MOscow, 1959),
p. 5 .

12John WOndell‘Watkins, "Farm Mechanics Program and
Facilities for Vocational Agriculture in Ohio " (Master's
thesis, The Ohio State University, Columbus, 1959), p. 91.

-31-

(2) The purposes of these studies were:

(a) To determine the farm mechanics abilities
needed by the teachers of agriculture.

(b) TO bring about need for continuous re-
evaluation Of farmumechanics curriculum for
teacher preparation.

(3) The questionnaire method was used by 10 of the

11 studies. Only Longhurst used literature re-

view entirely to determine the course content.

The interview method was supplemented with a

check-list in Odell's investigation.

(L) The number of abilities or jobs or the items

varied.

The present study selected experienced teachers
as respondents.

Chilen,13 Cook and Byramlh asked farmer groups only
to determine their needs fOr training in mechanical activities
as a basis for curriculum building in farm mechanics fOr
teacher education. Chilen selected 7L veterans to check 120

 

1
3Paul R. Chilen, "Farm Operator Evaluations of the

Farm Mechanics Phases Of Agricultural Engineering as Offered
in the Department of Agricultural Engineering at Texas Col-
lege of Arts and Industries, Kingsvi 1e, Texas," (Master's
Report, Kansas State College, Manhattan, 1952), p. 70.

thlen C. Cook and Harold.M. Byram, WMechanical Ace
tivities of Selected Farmers in Michigan," (Non-thesis Study,
Michigan State College, East Lansing, 1952), p. 135.

-32-
skills. Cook and Byram had 676 fathers of boys enrolled in
vocational agriculture in selected schools to evaluate 12L
activities.

The present study is similar to Cook and Byram's
study in that the list of abilities was prepared covering
the areas of farm mechanics recommended by the committee of
the American Society of Agricultural Engineers. The dif-
ference is that the present study covers only the area of
rural electrification. _

Dickinson15 asked 65 teacher-trainers and super-
visors from LL states tO supply information for course con-
tent. Longhurst16 used the opinions of the leaders of
teacher education by reviewing the writings of L8 Outstand-
ing men in the field of agricultural education.

The study of Jacobs17 was unique in that he used
the graduates of the college of agriculture as respondents.

Studipp with two gpppps of pppppndents.--Five studies

in which teachers and farmers were used as respondents have

 

15Sherman Dickinson, "A Survey of Instruction in
Farm Shop," (Special Study, University of Missouri, Columbia,
1932), A i ltural Education Ma azine, L:170.

16Longhurst, Op, cit.

l7Clinton Otto Jacobs, "Determine the Need for a
Program of Instruction in Farm Mechanics for College Students
Based Upon a Survey of Farerperator Performance,” (Master's
thesis, Kansas State College, Manhattan, 1953), p. 77.

-33-

been reviewed. The earlier studies done by Davies18 and
Thompson19 were masters' theses. The recent studies of
Bugger,20 Roger21 and Rartzog22 were_doctor's dissertations.
The purposes of the five studies varied slightly, although
they were all related to training teachers.

Davies23 used the teachers and farmers from his own
and other states, while the Other four studies limited
their respondents to their own states. In fOur of the five
studies young and adult farmers were selected by the teachers
of agriculture as respondents. The present study is similar
to four of the five studies mentioned above in that the

farmer members of the advisory councils employed in the

 

18Llewellyn Rhys Davies, "Farm Shop WOrk in Voca-
tional Education," (Master's thesis, Colorado Agricultural
College, Fort Collins, 1923), p. LL.

‘ 19Clarence Tatman Thompson, "Farm Shop Jobs for
Louisiana," (Master's thesis, Louisiana State University,
Baton Rouge, 1938), p. 217. .

20Roy‘Wesley Dugger, EMechanical Competencies Needed
by Vocational Agriculture Teachers in Oklahoma," (Doctor's
thesis, Oklahoma Agricultural and Mechanical College, Still-
water, 1956), p. 1 80

21Milford Shockley Rogers "A Proposed Course of
Study for Farm Mechanics in Vocational Agriculture in the
Northeast Texas Area," (Doctor's thesis, Utah State Univer-
sity, LOgan, 1957). p. 162.

22 ,
David H. Hartzog, "A Study of the Effect of a Sur-

vey of Farmer Opinion on Course of Study in Farm Mechanics,"
(Doctor's thesis, University of Minnesota, Minneapolis, 1959),
n.p.

2
3D3V163, OE. Cite, p. M.

-34-
present study were selected by teachers and their local
people.

There is similarity between Hartzog's and the present
study in that "importance rating" and "taught or not" are
checked for each ability. However, in this study, the
teachers were asked to check "whether they taught the abil-
ity or not,” while in Hartzog's study, farmers and teachers
made the recommendations "whether each_ability should be
taught or not."

Abbott24 developed a guide which teachers of voca-
tional agriculture used in developing their summer program.
The respondents were leaders in teacher education and
selected graduate students in agricultural education.

2 Studies 21th three gzgups of respondents.--Cushman25
secured data from all teachers of agriculture in Vermont,
heads of agricultural engineering departments and state
supervisors of agricultural education in the North Atlantic
region. Rhoad26 had three different groups of respondents.

 

2I’Charles F. Abbott, ”What Are the Activities Which
Should be Included in An Effective Summer Program of work
fer a Teacher of Vocational Agriculture in New York?” (master's
thesis, Cornell University, Ithaca, 1957), p. 161.

25H. R. Cushman, "How Can the Agricultural Engineer-
ing Needs of Present and Prospective Teachers of Vocational
Agriculture in.Vermont Be Met?" (Non-thesis study, University
of Vermont, Burlington, 1951), p. 85.

26Claude Elton Rhoad, "A Study of the Comprehensive-
ness of Abilities in Technical Agriculture Attained by Pros-
pective Teachers of Vocational Agriculture in Ohio Previous
to Their Entrance into Student Teaching," (Doctor's thesis,
Ohio State University, Columbus,1943). p. 342.

 

 

-35-
The subject-matter specialists suggested a list of "abilities
teachers of vocational agriculture should possess." A jury
of teacher trainers selected "essential" abilities from the
above list. Tests and surveys were made to determine which
abilities were possessed by the 26 seniors in the Departa
ment of Agricultural Education.
. Studies with four groups of respgndents.--Hamilton27
andlMatthew28 both studied teacher training in the field

of farm mechanics. They had four groups of respondents, and
each study secured information from teachers of agriculture,
specialists and selected farmers. Hamilton surveyed farmer
members of advisory councils. Matthews interviewed young
farmers. Hamilton sought opinions of leaders in teacher
education, while Matthews obtained information from busi-
ness people.

The present study is similar to that of Hamilton's
in that, (a) all the respondents rate the importance of each
ability, and (b) the teachers of agriculture check both the
importance of each ability and the adequacy of training in

 

27James Roland Hamilton, "The Preparation of Michigan

Teachers of Vocational Agriculture in Two Areas of Farm Me-
chanics," (Doctor's thesis, Michigan State University, East
Lansing, 1955). p. 265. .

28John Wilbur Matthews, "Basic Issues in Farm Me-
chancis Education with Implications for the Pro-Service Edu-
cation of Teachers of Vocational Agriculture " (Doctor's thesis,
University of Illinois, Urbana, 1957), p. 27§.‘ .

-36-
each. The present study also asked teachers "whether or not
they taught the ability," (in their high schools).
Studi§§_on_§ural electrification relatigg_to teacher prepara-
on

Of the nine studies reviewed, seven studies employed
one group of respondents, two studies used two groups of
respondents.

Studies with one group of resppndpnts.--In the 1950's
three studies on the preparation of teachers of vocational
agriculture in the field of rural electrification in Texas,
Louisiana and South Dakota were conducted by Berry,29i’
Curtis,30 and'Wells.31 They all used teachers as respond-
ents. The {findings will be discussed later. ‘

Birdwell,32 McClay and others,33 and Jackson34

 

29Berry, op. cit., p. 3h.

30Charlie Ms Curtis, "A Suggested Course of Study in
Farm Electrification for Teachers of Vocational Agriculture in
Louisiana," (Master's thesis, Louisiana State University,
Baton Rouge, 1952), p. 34. ' .

31George L. Wells, "A Survey of the Aspects of Teach-
ing Rural Electrification in Vocational Agriculture in South
Dakota " (Master's Problan South Dakota State College, Brook-
1ngs' 1958), p. 72.

BZBirdwell, 0 o Cite, P0 180

33David R. MCClay, Frank Anthony, Richard N. Jones
and Elwood R. Oliver, "Lessons on Wiring " (NOn-thesis Study,
Pennsylvania State University, State College, 195h), p. 40.

3[*Royce C. Jackson, ”A Study of the Use of Electricity
by AB Farm Families in Rosebud Texas,” (Master's report
Agricultural and Mechanical College of Texas, College Sta-
tion, 1956), p. 180 .

 

-37-
surveyed the opinions of farmers only. Birdwell and Jack-
son studied the use of electricity by farmers in two com-
munities. McClay and others studied the most common problems
confronting the farmers in the use of electricity so as to
prepare a manual which could be used as aguide for teachers
of agriculture and farmers.

Floyd Jones35 collected data from 20 members in
rural electrification co-operatives in Virginia. The re-
spondents in his study were power suppliers. The present
study also used power suppliers as one group of respondents.

Studies with two gppups of respondents.--Horne36
reported the participation of power suppliers in rural
electrification education in land-grant colleges. The
power companies and the leaders in teacher education in
Virginia surveyed the needs and Jointly prepared the course
content to train the teachers of agriculture.

Sneep37 used teachers of agriculture, farm-veteran
teachers and power suppliers in Ohio to rate the electrical
abilities for improving the teacher education.

 

35Floyd Jones, "What Are Your Members Thinking About?"
Rural Electrification Ngws,lMarch, 1952, pp. 10-11.

36Horne, op. cit., pp. l-3-

37SD86P, OE. Cite, p. 1680

 

-33-

Literature Related to Course Content of Rural Electrification

 

In order to find out the abilities that would be
of importance in preparing Michigan teachers of agriculture
in the field of rural electrification, the studies related
to content were reviewed. Eight studies in other states
and three in Michigan are reported.

The course content recommended by studies in stateg
other than Michigan.--The studies in Louisiana, Ohio, Okla-
homa, Pennsylvania, South Dakota, Texas and Virginia reveal
that the course content of each state is different.

Louisiana.--In l9h9, the State Department of Edu-
cation in Louisiana38 suggested the following phases of
rural electrification for the teachers of agriculture to
teach:

Basic abilities--understanding sources of elec-

tricity, terms and materials.

Electrical equipment-~selection, installation and

maintenance

Wiring abilities--wiring the home and farmstead

Mbtors--selection, installation and maintenance

In 1952, Curtis39 found the following phases
important:

 

Behapdbook for Effective Tegcping of Farm Mechapics
in the Vocat one A ricu tura e rtments o siana,
Bulletin No. 671, Baton Rouge, Laggsiana: State Department
of Education, l9h9, pp. 6-11.

3901114318, 020 Cite, p. as.

-39-

Basic abilities--principles of electricity, home
appliances

Electrical equipment-~se1ection and construction;
water system

‘Wiring abilities-~planning home and farmstead wiring
system

Motors--electric motors

Lighting--home and farmstead lighting

Qh;g--In 1957, Sneeplto reported that the following

abilities were agreed upon by the jury of specialists and

the teachers to be important in instructing the teachers
of agriculture:

Basic abilities-4apply electricity to agriculture
'Wiring--to extend wiring in presently wired build-
ing and new building: to maintain present wiring
system; to determine when to replace or revise
an inadequate wiring system.
Motors--to operate and to have adequate maintenance
Equipment--select electrical equipment economically
Oklahoma.--Dugger41 ascertained-that a majority of

the interviewees agreed that farmers ought to have an ex-

tensive and personal understanding of the following "Elec-

trical Competencies.":

 

hOSneep, op, cit., pp. 132-133.

hlmgger, 020 Cite, Po 630

-h0-

Basic abilities--estimating the cost of electrical
wiring, power demand, power cost; selecting ser-
vicing and repairing electric appliances

Wiring--installing, repairing electric wiring

.Motors--servicing motors and overload protectors

Lighting--selecting, servicing and repairing light-
ing equipment ‘

Heating--servicing and repairing heating equipment

Pennsylvania-~The eight lessons as a guide for

teachers of agriculture in farm electrification were worked
out bymMcClay“2 and others in their manual. These lessons
are classified as:

Basic abilities--principles in construction of two
or three-wire polarized circuits; how electricity
is measured .

"Wiring--importance of adequate wire size; planning
a wiring layout for a farm building a farmstead

'Heating--heating with electricity

Lighting--using electric lighting on the farm

South Dakota.--In 1959, Larson43 reported that the

teachers of agriculture need to have the following abilities:
1’chClay and others, 0p. cit., p. A0.

ll'3Larson, op. cit., pp. 86-97.

-41-

Basic abilities-~know electrical source, terms and
symbols; identify sizes of wire and wiring;
determine proper insulation

Wiring-~wiring farmstead, select tools and supplies,
splice wire, install hot and neutral wires, use
of test lamps, use code book, construct brooders,
repair light cords, replace fuses, repair broken
wires, detect inadequate.wiring

Motors—~understand principles of motor, select and
maintain motors, install motor, select proper
size pulleys, reverse direction of rotation, properly
wire motor for use; clean, install brushes; lubri-
cate, clean and dress commutator of motors; figure
running costs of electrical appliances and motors;
determine the most economical way of doing a job;
know advantages and disadvantages of electricity
in the improvement of farm living conditions.

_ 1p§a§.--In 1952, Berry44 reported that a great
majority of the teachers of agriculture indicated that the
following jobs should be taught:

Basic abilities-~to know electric terms, to read
meters, to know cost of electricity, distribution
of electricity, to check electrician's job, to

know trouble shooting.

 

therry, op. cit., pp. 29-31.

-42-

Wiring--wiring small buildings, barns and houses;
use wiring materials correctly

Equipment-~to repair or build an electric brooder,
simple repairs, electric welding

Safety--safety rules and precautions

Virginia.-—Horne's report“5 in 1951 indicated that

the following appeared to be the greatest needs of Virginia
farmers and teachers of agriculture:

Basic abilities-~to develop understanding of elec-
tricity and its use -

Wiring-~to secure assistance in planning a farmstead
wiring system; to serve the present and foresee-
able future needs of the farm and home

Equipment--to secure assistance in installation,
operation, care and maintenance of electric in-
stallations and facilities: to secure assistance
in making simple electric repairs and construct-'
ing electrical farm equipment.

Safety-~to cultivate safety practices in electrical
work.

Summary and comparisons of the eight studies.r-The

eight studies in the seven states other than Michigan in-
dicate that:

 

“shorne, op. cit., p. 3.

-h3-

(1) The course content in each of the eight studies
varies, although they are similar in some aspects.

(2) "Basic abilities" and "wiring abilities" are
recommended in all eight studies. It appears that these two
sub-areas are fundamental and of vital importance to the
teachers of agriculture.

(3) Abilities in the sub-areas “motors" and "equip-‘
ment" are each reported in five of the eight studies. Abil-
ities of each of the sub-areas "lighting","heating" and
"safety” are mentioned in two of the eight studies.

(A) The number of abilities in each sub-area varies
within the same study as well as among the different studies.
Larson's study in South Dakota listed 26 very detailed
abilities, while Louisiana's study very broadly mentioned
four phases of abilities.

In the present study, six sub-areas with a total

of #9 abilities are checked by respondents.

The repprted needs of abilities from studies in.Michigan

One community study.--Pfister‘*6 reported in 1953
that a majority of the farmers in the Imlay City community
regarded the following abilities very important:

 

héRichard G. Pfister, "A Study to Determine How Im-
portant Various Farm Mechanics Skills Are to Successful
Farmers in the Imlay Community," (Master's problem, Michigan
State College, East Lansing, 1953), p. 33.

-44-
Wiring abilities-~splicing electric wires, repair .
of light‘cord fixtures, replacement of worn out-
lets, plugs and switches, and building of an elec-
tric fence
A survey of 10 counties in M1chigan.--Cook and Byram47
reported in 1952 that a majority of the 673 farmers in 10
counties of Michigan had performed the following 12 activities
in rural electrification. Table A shows the percentage of
farmers who did each of the 12 abilities and the rank order
of these abilities.
The activities which the majority of the farmers
hired done and wished to make improvement in were:"*8
Wiring abilities--wiring building, splicing wire,
. repairing light cord fixture
Motor--making an electric motor portable
A majority of the farmers desired to improve the
following eight activities they had performed:49
Basic abilities-~make simple repairs of home appli-
ances
Wiring--repair light cord fixture: build and in-
stall electric fence; splice wire

 

h7Cook and Byram, op. cit., p. 63. (Data rearranged
in Table A).

8
h Ipig., p. 6b.

h91bid., p. 65.

 

-45-

TABLE h.--Rank order of the frequencies of use of the 12
rural electrification activities performed by
6A3 farmers in Michigan, 19h8.

 

 

Per cent of
farmers who

 

Abilities (sub-area) did it Rank
Lubricate motors (motor) 90.3 1
Adjust belt tension (motor) 89.6 2
'Repair light cord fixture (wiring) 89.0 3
Make repairs for home appliances 82.h a

(basic abilities)
Splice wire (wiring) 81.0 5
Install electric fence (wiring) 75.4 6
Determine size of motor for given job

(motor) 72.0 7
Build electric fence (wiring) 67.1 8
Install switches (basic abilities) 59.2 9
Install switch boxes (basic abilities) 54.8 10
Install convenience outlets (lighting) 53.7 11
Determine size of wire to use (wiring) 53.4 12

 

Basic abilities - 3; Wiring abilities - 5; Metors - 3;

Lighting - 1; TOTAL abilities - 12.

 

From Cook and Byram, "Mechanical Activities of
Based on data in

Selected Farmers in Michigan," p. 63.
TABLE XIX.

Motors-~adjust belt tension, lubricate motors and

determine size of motor for given job

A Study in seven midwestern states (including

-h6-
Michigan).--Bollwahn50 reported in 1961 that 406 short
course students in seven midwestern states performed the
following three abilities more than five times a year:

Basic abilities--read an electric meter

Metors--lubricate motors

Safety--know safety rules and precautions

The following abilities were suggested by Bollwahnsl

in teaching the short course students:
Basic abilities--know how electricity is made and
distributed, read an electric meter, and under-
stand electric terms
Safety-~ground a machine, know safety rules and pre-
cautions
Mbtor--lubricate electric motors
Summapy of the threg studies and comparisons of
them with the present study.--The three studies made in
Michigan reveal the following:

.(1) All the respondents were adult or young farmers.
The farmers reported their own needs but not those of the

teachers of agriculture. The present study asked the adult

 

50Lester Paul Bollwahn,"A Self Evaluation of Abil-
ities in Farm Mechanics by Short Course Students in Agri-
cultural Colleges with Implications fOr Instructional Pro-
gram,” (Doctor's thesis, Michigan State University, East
Lansing, 1961), p. 64.

51
Ibid., p. 123.

-g7-
and young farmers to rate the relative importance of the A9
abilities for the preparation of their teachers.

(2) Each of the three studies had only one group of
respondents, While the present study employed seven groups
of respondents. ‘

(3) The number and kinds of abilities needed by the
farmers in each of the three studies varies. Pfister re-
ported that five abilities were very important. Cook and
Byram reported 15 abilities that the farmers would like to
learn. Bollwahn suggested six abilities as essential in
teaching short course students.

The present study has a check list of A9 abilities.

(h) Abilities on "wiring" were the most frequently
mentioned in Pfister, Cook and Byram's studies, but Bollwahn
did not suggest any one of them. The abilities found to be
important in Pfister's non-thesis study in one community
appear to be different from that of Bollwahn's. Pfister
reported the importance of the sub-area "wiring" only, while
Bollwahn suggested the needs of the other three sub-areas
instead, namely: basic abilities, motor and safety.

Cook and Byram's study covered more sub-areas than
the other two Michigan studies. It included "basic abilities,"

"wiring," ”motors," and "lighting."

Implications of Literature Reviewed to the Present Study

Selection of resppndents—-The methods of selecting

-43-

different numbers and kinds of respondents from the studies
in farm mechanics or rural electrification have led this
writer to use seven groups of respondents for his investi-
gation. .

Compilation of Check-list.--The needed abilities
as reported in the studies before 1958 have been evaluated,
selected and compiled with other abilities recommended by
the Subcommittee on Agricultural Teacher Training to make
the first draft of the check-list.

Investigation of abilities.--Two techniques employed
in some of the studies reviewed have been used in this in-
‘vestigation. That is to ask: (1) all the seven groups to
rate the importance of the abilities, (2) all the teachers
of agriculture to evaluate the adequacy of training of each
of the L9 abilities. In addition to the above two investi-
gations of all abilities, the present study also secured (3)
the information from all teachers of agriculture regarding
whether they "taught or not" each of the abilities in their
high schools.

The literature reviewed as reported in this chapter
is a good reference for (a) selection of respondents, (b)

compilation of checklist and (c) investigation of abilities.

CHAPTER III
THE METHOD OF INVESTIGATION

The purpose of this chapter is to present the develop-
ment of the method of investigation. The normative survey
was used in the present study. The purposive sample was
employed to obtain a composite opinion from seven groups
who are associated to the rural electrification education
for the.Michigan teachers of agriculture. The geographic
area included in the present study is the State onMichi-
gan.

‘i Three types of information were collected, as
follows:- (1) data pertaining to the relative importance
of each ability, (2) data pertaining to the adequacy of
training in each ability received by the teachers who re-
sponded, and (3) the frequency with which each ability was
taught by those teachers.-

The method of investigation is presented in the
following sections: (1) the development of the survey forms,
(2) the selection of respondents, (3) the collection of
data and (A) the method of organizing and analyzing the
data.

DevelOpment of the Survey Forms

The developpent of the first draft check-list.-~The
-59-

 

 

-50-
abilities in rural electrification compiled in the first
draft check-list were mainly from: (1) the abilities sug-
gested by the agricultural engineers who have taught rural
electrification courses to the teachers and the farmers in
Michigan in recent years, (2) the abilities based on the
recommendations of the Sub-Committee on Agricultural Teacher
Training, (3) the studies reviewed in the previous chapter,
and (4) books1 and manual2 on electricity.

The original check-list contained seven sub-areas,
with a total of 75 abilities. It was an open end check-list
for the respondents to suggest additional abilities. They
were asked to add, delete and revise it.

The respondents who revised the trial check-list
were agricultural engineers, state leaders in teacher edu-
cation, prospective teachers of agriculture and the young
farmers who enrolled in the rural electrification courses.

As a result of the suggested abilities made by the

people mentioned above, an "enlarged check-list" was developed.

 

1Manybooks and literature were used as reference
but the main sources were from: Brown, op. cit.; Van
s c

Valkenburgh, Nooger and Nevill, Inc., Ba ectricit
Vol. 1 and 2, John F. Rider Publisher,_I—_N—Y—k-'Inc., ew or i,
NeYe, 19510; and Wright, OEe Cite

Electric Demonstration Manual for Vocational A ricu ure
Instructors (St. Fa I MInn., State Department of Agricul-

u
turaI Education, 1958).

2
State Department of Agricultural Educationi Farm
1:

-51-
It was revised, through the suggestion of the agricultural
engineers who have taught rural electrification courses re-
cently. It then became a semi-final check-list of abilities.
Trial of the semi-final check-list.--This check-list

 

was submitted to a few students who enrolled in the rural
electrification courses at Michigan State University. This
was done in order to find out whether ornot the abilities
in it were understandable. It was found that most of the
abilities were sufficiently specific and clear for them to
understand, although some minor changes were recommended
and the revision was made accordingly. (1
-L (: Tpe final check-list of two formsgthhe(final).
check-list includes six sub-areas and a total of L9 abilities.
Two forms of the instrument were prepared: (1) Formflgtix
which was sent to the teachers of agriculture to check the
importance, the adequacy of training and the frequency with
which they have taught each of the 49 abilities. (2) Form
(BEE)which was sent to the other six groups of respondents
to evaluate the importance of each of the A9 abilities: (It
is only one of the three parts of Form A. )

Both Form A and Form B were submitted to the members
of the writer's graduate study committee and the members
of the seminar of agricultural education, drawing upon their
advice and counsel. Finally these two forms of the instru-

ments were developed. The next problem was to select the

 

3Appendix A.
“Appendix B.

-52-

respondents to secure the needed information.

The Selection of Resppndepts

0n the subject of course content, Byram.and wenrich5
suggest student-teacher cooperative p1anning.- It implies
that the students have a part in deciding what is to be
learned. The present study is an attempt to have student-
teacher cooperative planning in determining the course con-
tent, therefore, the following groups are included as re- I
spondents:

(1) Those students who had the course A.E. #12 and
who are now serving as the teachers of agriculture in Michi-
gan.

(2) Those students who are enrolled in A.E. L12
and now planning to be the teachers of‘agriculture.

(3) The leaders in teacher education and the agri-
cultural engineers who have been the instructors in rural
electrification.

Byram and W'enrich6 also mention the importance of
making contacts with organizations in trade, farm.and busi-
ness associations in planning course content. Since power
suppliers in Michigan are important industrial organizations

in rural electrification and many of the farm service advisors

 

5Byram and Wenrich, op. cit., p. 337.

6Ibid.

-53-

have participated in rural electrification education in
Michigan, these rural servicemen were asked to be respond-
ents in the present study.

Cook and others,7 and Byram and Wenrich8 suggest
-that farmer members of advisory councils and/or successful
farmers be used as a source of infermation for teaching
content in agriculture, therefore farmer members of advisory
councils were used as respondents.

As mentioned in Chapter II, more than one third of
the 35 studies reviewed asked the Opinions of young or
adult farmers. The present study used the farmer members
of advisory councils to represent successful adult farmers
and the Short Course students enrolled in rural electrifi-
cation class A.E. 7 as young farmers. These young farmers
were the students of the teachers of agriculture and they
were interested in learning more abilities in rural electri-
fication. Therefore, seven groups of respondents were
secured in the present study.

The number of persons in each of the seven groups
is shown in Table 5. The variation of the number of persons
in each of the seven groups is due to the differences in:
(a) the total number of persons eligible to participate,

(b) the number of eligible persons solicited, and (c) the

 

7Cook, walker, and Snowden, op. cit., pp. 206-207.

8Byram and wenrich, op. cit., pp. 206-207.

-51.-

TABLE 5.--Groups, numbers and percentages of respondents
in Michigan reporting rural electrification
abi 111.3138 e

M

 

 

Number Number Per cent
Respondents by group solicited reporting reporting

 

State leaders in

 

teacher education 20 19 t 95.0
Teachers of vocational
agriculture 56 47 83.9
Prospective teachers of
agriculture 27 25 92.6
Agricultural engineers 15 15 100.0
Rural servicemen 3h 28 82.3
Farmer members of
advisory councils 55 32 58.0
Young farmers 50 50 100.0
Total 257 216 8h.0

 

number of persons whose reports were valid. For instance,
the total number of persons eligible to participate in
the young farmer groups was much greater than the number of
agricultural engineers, therefore, more young farmers than
agricultural engineers were included in the present study.
SelectiOp of leaders in teacher gducation.--There
are 19 leaders in teacher education reporting in the present
study as revealed in Table 5. They were selected on the

criteria listed below:

-55-

(l) The respondent is a member of the staff in agri-
cultural education of the department of teacher education
at Michigan State University including the supervising
teachers; or (2) the respondent is qualified by having had
experience in teacher education; or (3) the respondent has
taken a college course in rural electrification and/or has
had practical experience of a nature deemed adequate to
qualify him as a specialist in vocational education in agri-
culture; or (A) the respondent is a state consultant in
agricultural education of the Michigan State Department of
Public Instruction; or (5) the respondent is qualified by
having had experience as a consultant in vocational educa-
tion in agriculture at the state level.

The close relationship existing between the state
leaders in teacher education, and the teachers of agricul-
ture, make the former aware of the needs of teachers for

various abilities connected with rural electrification.

Selecpion of the teacherg of agpicpltupe.--The A7

9 reporting in Table 5 were selected

teachers of agriculture
on the following criteria: (1) The respondent is a certi-
fied and regular teacher of vocational agriculture, (2) He
is certified to teach farm mechanics, (3) He is now teaching

farm mechanics, or has taughtthis subject recently, (A)

 

9A list of the names and their locations is in
Appendix C. .

 

-56-
He has taken the rural electrification course in Michigan
State University between 1950 and 1957, or (5) He has had
a very good farm mechanics program and/or a very active
advisory council to give sound judgment in suggesting rural
electrification needs of teachers even though he did not
study the prescribed course at the designated period.
(6) He has a "better than average" program.

Based.on the above criteria, the writer secured the
help of a few leaders in teacher education in selecting
the eligible teachers as respondents.

A study of the data on which Table 5 is based shows
that 56 teachers are included in the present study, while
the total number in Michigan in the year 1959 was 265. Only
about 21 per cent of the teachers were eligible to partici-
pate. Due to the strict criteria and low eligibility, all
those teachers who were eligible were solicited. Forty-seven
of 56 teachers, or about 84 per cent of them responded.

Figure 1 shows the geographic distribution of the #7
teachers representing A5 schools which are located in 27
counties ianichigan. Only one respondent is located in
the Upper Peninsula. The distribution is concentrated on
the southern part of the Lower Peninsula.

Selection of proppective tegchers.--The term "pros-
pective teachers" used in the present study denotes those
students who were enrolled in college rural electrification

course A.E. 412, which was designated for agricultural

-57-

 

 

 

 

Mum"
I
1. Thaw/fem: )ov) . 7
. [J ' 'I'
I ‘1
[“qu )Q-AM
it); 95" 741%)
. WW
‘ . 'm

 

gl/

MICHIGAN

 

 

 

 

 

 

 

 

 

 

 

Fig. l.--Geographic distribution of A7 teachers in #5 schools
located in 27 counties in Michigan.

 

 

 

l

o..-

. .
e

o

d’

..."

 

 

 

-53-
education majors. It was found that 27 of the 36 students
in the class A.E. 412 were planning to be teachers of
agriculture. All of them were solicited to rate Form B,
and 25 persons reported. The percentage of reports re-
turned is 92.6.

‘Selection of agricultural engineers.--The term "agri-
cultural engineers" denotes the staff members in the Agri-
cultural Engineering Department at Michigan State University.
The 15 respondents from this department were selected on
the following criteria: (1) He is a member of the staff
of the Department of Agricultural Engineering athichigan
State University. (2) He has taken adequate course work in
rural electrification. (3) he has taught a rural electri-
fication course for the preparation of teachers of agri-
culture or young farmers in the Short Course; or (A) He
has had research or extension experience related to rural
electrification’in.Michigan.

Table 5 reveals that 15 members are eligible. All
of them were solicited and the reporting is 100 per cent.

Seleption of rural serviceppn.--Rural servicemen
are the group of respondents from the power suppliers in
Michigan. The criteria used to select them were: (1) The
respondent is a full-time employee of a power supplier or-
ganization in Michigan. (2) He has experience in rural
electrification education in Michigan. (3) he has contacts

with the teachers of agriculture and the farmers in the

-59-
district where he is serving and is aware of their problems
in rural electrification.

Table 5 reveals that a total of 3A persons were
eligible to be respondents and all of them were solicited.
Since six of the forms were incomplete only the reported
forms of 28 respondents in this group are used in the present
study. _

A great majority of the 10 respondents of the 10
rural electrification cooperatives were managers. All of
the 18 persons from the la district offices were farm
service advisors. The geographic distribution of the re-
spondents representing power suppliers in Michigan is shown

in Fige 2e

2

Selection of farmer members of advisory councils.--

With the advice and counsel of a few state leaders in

teacher education, the writer selected 11 schools which

were considered to have: (1) active advisory councils,

(2) very good farm mechanics program in their vocational

' agricultural departments, and (3) excellent relations between
the teachers of agriculture and their farmer members of ad-
visory councils.

The criteria used to select the farmer members of
advisory councils were: (1) The respondent is a farmer and
regular member of the advisory council and has had one
year's active participation in the council, and (2) His

opinion is valuable in the area of rural electrification.

-60-

 

 

   

MICHIGAN

 

 

 

 

 

 

 

 

 

graphic distribution of the 28

from 2A offices of
counties in lichi

rural servicemen

power suppliers located in 23

we

Pig. 2--Geo

 

 

: ..v lat-33.1.1: Innate: :1... 5.10.... . . , . t . . fin-st. . y _,.., . it . i . .4 . 1,5 ri...lox..... i... e...- L. a»... . . . to... 1... . e r

        

.m _
........ m
K

 

 

-61-

Since farmer members of advisory councils are elected
by local people and are regarded as successful farmers in
that region, they are selected local leaders. They are
generally the parents of students in the school and they
know the demands and interests of the farmers in the com-
munity as well as the needs of the students in the school.
Therefore, the two criteria mentioned above were selective
enough to secure valid information required in the present
study. ‘ _

Since the teachers of agriculture in local schools
knew the farmer members of their advisory councils, they
were asked to select five farmer members as respondents.
Only 58 per cent of the total number of those solicited
reported. This is the lowest percentage of reporting among
the seven groups of respondents.

. The reasons for this low percentage of response may
be due to: (l) A majority of the advisory councils may
not have had five farmer members eligible to be the respond-
ents, and (2) the check-list sent to each of the farmer
members was through the teacher in each school. This in-
direct relationship (selection and mailing) and process
may have been the cause of fewer returns.

The geographic distribution of the 32 farmer members
of the 11 advisory councils from the 11 schools located in
nine counties in Michigan is shown in Fig. 3.

Sglection of young farmers.--There were 81 Short

 

 

 

"I ' I ' - .

wet—s new: em
\ I la- a I I" !_ __,,_,, A

.\"""-I {*‘7‘4'! Im/‘LE' " -.

r- .- I, «u— \ {be

Sfi/ “If/3"], 0 0 741$
g . ' m

L, . 9. (firm

9/ flee-3m

. fl" .um: .adcou'i'fiéou
m, I ! I
Wr‘lfiimW“ mv'm

‘1 . .. l | i

Fig. 3.--G.ographic distribution of 32 far-er members of
11 advisory councils from the 11 schools in nine

counties in Michigan.

 

...vn ... Vs

. -
. .4 0" I the"
. v L?
n if..- nut—36E
I I02i‘51'fll" L1."
[I’D-'0' ’1‘
I7... ”I A? l r

 

pro

-63-
Course students in rural electrification A.E. 7. The criteria
used to select the respondents were: (1) The respondent is
a regular student enrolled in A.E. 7, (2) He studied the
farm mechanics course or courses in high school and (3) He
has some farming experience. The fact that these students
enrolled in A.E. 7 indicates their interest in rural elec-
trification. To avoid the misunderstanding of the relation
between this survey and their grades in A.E. 7, it was de-
cided to let them check the survey Form B voluntarily. It
was hoped that those who responded in this way really showed
their interest and their ratings would be reliable and
valid.

Table 5 shows that 50 copies of survey Form B were

areturned by the young farmers. About 62cper cent of the

81 students reported.

Method of Procuring Data

After the survey forms were printed and the seven
groups of respondents were selected, the Form A was sent
to the teachers of agriculture and Form B was sent to the
other six groups. The methods of procuring data were as
follows.

(Codin the forms and envelo 3%Because it was

 

planned for each of the seven groups of respondents to be
analyzed separately as well as collectively, each of them

was coded with numbers:/ The envelope mailed to the teachers,

-64-
farmer members of advisory councils, rural servicemen and
others were marked with the coded numbers. This facilitated
.1 the process of filing and analyzing the data.-

Collecping survey fprms in classes.--The group of
young farmers enrolled in Short Course A.E. 7 and the group
of prospective teachers enrolled in A.E. 412 had participated
in the compilation of the list of abilities and they knew
the purpose of the present study. The instructors followed
the criteria mentioned and explained the directions for check-

ing the survey forms.

Prpcpping purvey forms from leaders in teacher edu-
cation and agpicultural englneers.--A great majority of the

state leaders in teacher education and all agricultural
engineers were contacted in person. Most of the respondents
from these two groups had helped the writer to design the
present study; the percentages of returns were very high.

A few leaders in teacher education were not in Lansing or

East Lansing and the data were collected by mail.

L
~L. Collecting information by mail.--The information
was secured from (1) the teachers of agriculture, (2) the h/gg,}io,/

farmer members of advisory councils and (3) the rural ser-P’ ,
_ 2’ - j if} y!” .. 1 r r , / [’flzy’ / - .
- vicemen by mai1.~ J” "L .. W ‘x w r; a! 2‘ w,» )- m. :z 1 zc-

Letterslo covering the nature, purpose and the

 

10Appendices D, E, F, c, and H.

-65-
directions for checking the survey forms were prepared for
the various groups of respondents. A follow-up letter was
sent to those respondents who failed to return the form about
three weeks after the mailing date. More than 99 per cent
of the survey forms used in the present study were returned

befbre May 10, 1959.

Mgthod of Organizing and Analyzing the Dgta

The data was first tabulated and then some sta-
tistical analyses were employed. The tabulation of impor-
tance scores of #9 abilities by the seven groups is shown
in Table 6.

Tabulation of the data

There are several kinds of scores and rank order.
The tabulation of each is as follows:

Impgytance scores.--Importance scores were rated by
the 216 respondents. For each ability two points are given
to the rating of "very important," one point to "fairly
important" and zero point to "relatively unimportant."

Tygining scores.--Training scores were rated by the
#7 teachers in the high schools. If the training was rated
"adequate," it is weighted two points, "fairly adequate" is
weighted one point and no point is given for "inadequate"
training.

Appligation scores.--Application scores were rated

~66-

 

 

 

 

m m mmoumnnsm o mnoam xsmm
mm.H o¢.a ouoom new:
con Nmm ouoom Hmpoa
0H oo.H us ca 5N OH NH meoo ma 0H m 4 .NH
NH sm.o 5N em ma 4 .HH om.o 5H m AH m .HH
. A
b wN.H 00 5 ON ON 5 mm.H 0N N m NH .N
CH oo.H h¢ Ha mN AH m 5m.H 0N H OH w .H
. meanness» Osman .H
“H Um WW ma wJ wk Ha Wm QR ma MJ wk Hm
em as e we we we mm as e we we we a;
n Qo 99 “fl WT ea QO Qs MI 9? ea £9
qa to rig J uA Q1 Io 71. e u; ux .e
.W Is .Lo 8... QT. 1 .u. Ia To an QT. 1 u
a Is I}. at. A at. 1.9 1.4 ut. 5 me
an no he am an no he 1“ qw
2 J o I e I o I a
J A J L J

 

ouspHSoauwm mo mposomoa be

GOHHNO§UO .HOfiOme a.“ mMOUMOA ad

 

 

.omma .cmwanofiz ca masonm no>om
he nowpmoamanuooao Haunt no moapaaanw as no monoom monophomau no :oapmasnmena.o mqmda

-67..
by the #7 teachers in high schools. If a teacher taught an
ability, the application score is two points. If he did not
teach it, the application score is zero.

Mean scores.-+Mean scores are the total scores divided
by the number of respondents. For instance, in Table 6, the
total score of importance of sub-area I, ability 1 (or
ability I-l) is 26. It was rated by 19 leaders in teacher
education, so the mean score is 26 divided by 19, or 1.37.

Mean score of sub-area.-4The mean score of the sub-
area is shown in Table 6. The total score of the 12 abil-
ities in the sub-area I as rated by the 19 leaders in teacher
education is 332. The mean score is 332 + (12 x 19) - l.h6.
The total score is 332. It is divided by the product of 12,
the number of abilities in the sub-area, and 19, the number
of respondents.

Similarly, the mean score of the sub-area_I as
rated by the 47 teachers is 760 é (12 x 47) ' 1.35.

Rank 2rder.--Rank order is arranged according to the
size of the mean scores. For instance, in Table 6, the abil-
ity I-l is ranked the eighth of the 12 abilities, since its
' mean score is the eighth highest. Similarly, the ability
I-l was ranked the 10th by the 47 teachers.

Table 6 is an illustration of the method of tabula-

tion of all the mean scores and ranks as recorded.11

 

11
Appendix I.

-68-

Statistical Analysis

The following statistical tests were applied in the
analysis of the data and testing hypotheses.

§;§g§§.--In determining the significance of differ—
ence between mean scores of importance of various abilities
reported by the 216 respondents, the following t-test was
used:12

 

where

21 . mean score of importance of the first ability

X2 - mean score of importance of the second ability

 

sp =\\\jthe pooled mean-square estimate of 0‘2

N1 - the number of respondents who rated the first ability
N2 - the number of respondents who rated the second ability

N1 - N2 - 216, because the number of respondents in rating
both abilities were the same. (for hypothesis one)

 

12Wilfrid J. Dixon and Frank J. Massey Introduction
to Sta istic 1 Anal sis (New York: McGraw-Hi l o 0.,

57 a PP- ' 0

-69-
t-test was used in hypotheses one13 and five.1h ‘
Spearman Rank Correlation.-- The Spearman rank cor-
.relation coefficient was used to determine the degree of
independence (or relationship)between two variables which
have been ranked on a comparative basis. The rank corre-
lation coefficients are developed according to the following
formula:15

r3 = 1 - 62:12
N(N2 - 1)

where

d - difference in rank

N = number of paired items or ranks

This test was applied to determine (a) whether there
is significant relationship between the rankings of the six
sub-areas as rated by the seven groups, and (b) whether there
is significant relationship in the rank order of the 49 abil-
ities as rated by the composite and the three ratings by
the teachers.

The above test was used in hypotheses two16 and six.17

 

13.1%: Pa 79 (Chap. IV, Table 8)
lhigggg, p. 145(Chap. IV, Table 22)

lSGeorge W. Snedecor, Statistical Methods (The Iowa
i33t19§011836 Press, Ames, Iowa, fifth edition, I956), pp.

léggfgg, p. 91 (Chap. IV, Table 12)

l7Infra, p. 151 (Chap. IV, Table 25)

-70-

Agalysis of variance.--To test the hypothesis that
the disagreement among the seven groups in their ratings of
the importance of all abilities is not significant, analysis
of variance was used. Analysis of variance is an appropriate
method to use when seeking statistical evidence for accept-
ing or rejecting a hypothesis in which several groups are
compared simultaneously.18 '

The table of analysis of variance is presented in
Table 15 in the fOllowing chapter.

In order to test the significance, an F ratio test
was calculated:

Mean square among the seven groups
F ratio-=

 

Mean square within each group

The calucation of the mean square was by Snedecor's

method.19 As will be seen in Table 15 of Chapter IV,20 the
F ratio is 2.Lh. This indicates that the variation of the
means among the seven groups is significant at the five per
cent level. >

To determine whether or not the mean score of each

group is significantly different from the other, Duncan's

 

18Snedecor, op. cit., Chapter 10.
19Ibid., pp. 2A0 and 269.

20m, p. 105 of Chapter IV, Table 15.

-71-

"Multiple Range and Multiple F Test"21 was used.

The above method was used to test hypothesis three.

Coefficiegt correlation.--Linear coefficient corre-
lation was used to test the independence between any two
of the three variables: (a) the mean score of importance,
(b) training, and (c) application as rated by 47 teachers.

The formula to find the correlation coefficient, r
13’22

NEXY - (2x) (2!)
r g __

\Fmsxz - (2102] [N212 - (22321

 

where
X 8 the observed value of score on the x-axis.
Y 8 the observed value of score on the y-axis.

N - the number of respondents, which is A7.

 

21David B. Duncans, "Multiple Ranges and Multiple
F Test," Bigmetric, (March, 1955). 11:1, pp. l-hl.

22Fredrick E. Croxton and Dudley J. Cowden, Applied
Gengra% Statistics (Englewood Cliffs, New Jersey: Prent ce
a , nc., second edition, 1960), pp. ASL-#69.

CHAPTER IV
PRESENTATION OF FINDINGS

To find a basis for course content, two subsidiary
purposes of the present study are: (l) to determine what
abilities, in order of importance, are needed by Michigan
teachers of agriculture in pre-service training and (2) to
determine what abilitiesi are needed for in-service training
of the Michigan teachers of agriculture.

Seven groups, with a total of 216 respondents were
asked to evaluate the importance of the A9 abilities so as
to determine the relative importance of each of the #9
in the preparation of teachers. This is a basis for the
course content in the training of prospective teachers.

To determine what abilities are needed for in-service
training of the teachers, #7 teachers were asked to evaluate
the A9 abilities with respect to (a) importance, (b) train-
ing and (c) application. Based on the composite rating,
the abilities that the teachers need more training in will
make up the content for in-service training.

There are three parts in this chapter: (1) the
evaluation of importance by the seven groups, (2) the evalu-
ation by #7 teachers and (3) comparison of the evaluation of
the two.

-72-

-73-
The Egaluation of Impprtance by Seven Groups

To differentiate the degree of importance of the A9
abilities, the following methods were used: (1) to find-the
rank order of importance of the L9 abilities rated by the
216 respondents of the seven groupsso as to determine the
preference on each ability. (2) To determine whether the
degree of importance of some of the abilities rated by 216
respondents varies significantly. This is the basis for
discriminating or differentiating between abilities. (3)

To find the rank order of importance of the six sub-areas.
(A) To find the rank order of the abilities within each .
sub-area. (5) To determine the degree of agreement among
the seven groups on the importance of all 49 abilities. This
is a reference for planning the course content. Each of the
above points is to be discussed in the following:

Rank oydey of 52 abilities by 216 resppndents.

The rank order of importance of the 49 abilities is
arranged in Table 7. The ability ranking the highest has
a mean score of 1.88. The ability ranking the lowest has
a mean score of 0.78.

1

The grand mean score, which is the mean score of

the A9 abilities rated by the 216 respondents, is 1.h3.

 

1
See Appendix I,

-7“-
Since the grand mean score is between 1.00 and 2.00, it is
between "fairly important" and "very important."

Twenty-five of the A9 abilities, or 51 per cent, have
mean scores greater than 1.50. Eighteen of the A9, or 36.8
per cent of abilities have mean scores between 1.00 and 1.50.
Only six abilities, or 12.2 per cent, have mean scores
below 1.00, or the "fairly important" level. This indicates
that a great majority of the abilities as rated by the 216
respondents are above the "fairly important" level. ,

Abilities with very high ranks.-—In Table 7, of the
first nine highest ranks, six of them belong to sub-area
VI, safety, as indicated by the parentheses after the abil-
ities which rank second, third, fifth, seventh, eighth and
ninth. Abilities of the first and the sixth ranks deal with
”fuses for protection“ and "locate hazards." They are also
related to safety. This reveals that abilities related to
safety were ranked very high by the 216 respondents.

Abilities pith vepy low ranks.--In Table 7, the
six abilities, ranked from hhth to 49th, have mean scores
less than 1.00. These six abilities are rated "relatively
unimportant," according to the rating system used in the
present study. Three of these abilities belong to the sub-
area basic abilities. They are: "Install remote control,"
”Install time clock switch, thermostatic switch," and ”Charge
storage battery." The other three abilities with very low

ranks are in the heating and cooling sub-area. They are:

-75-

TABLE 7.—-Rank order of mean scores of importance of A9
abilities in rural electrification as rated by
216 respondents in Michigan

 

 

Mean score of
Ability importance Rank

 

I. Eipst Degree of Impprtgpce (mean score above i’+ 3)

Determine types and sizes of

fuses for protection (I-7)* 1.880 1
Ground equipment and wiring

system safely (VI-1) 1.866 2
Recognize hazards of sub-

_standard wiring (VI-6) 1.830 3
Select prOper types and

sizes of motors (III-l) 1.82A A
Prevent electric shock (VI-A) 1.778 5
Locate hazards such as short

or open circuits . . . (I-8) 1.76A 6

 

II. Sgcond Degyge of Impprtgpce (megp gcope from I'to Z'+ 3)

Install fire-proof lighting fixture
in hayloft prOperly (VI-3) . 1.759 7

Use fire fighting equipment for
-5

electric fires (V 1.730 8
Make electric fence controller

safe (VI-2) 1.722 9
Plan wiring system for present

and future loads (II-1) 1.69A 10
Select proper overload protection '

(III- ) 1.690 11
Select wiring materials (types,

sizes . . .) (II-3) 1.681 12
Interpret motor nameplate in-

formation (III-7) 1.667 13

 

*(I-7) . . . See Appendix A checkélist, sub-area
I, ability number 7.

-76-
TABLE 7 - Continued

W

Mban score of

 

Ability importance Rank

Repair damaged cords and make

proper splices (I-9) 1.657 1A.5
Select pulleys and belts for

machine of desired speed (III-8) 1.657 14.5
Comply with electrical code and

select Underwriters' Laboratory

approved materials (I-6) 1.653 16.5
Recognize effects of poor 11 ting

in quality and quantity ( -1) 1.653 16.5
Protect buildin s from hazards of

lighting (VI- ) 1.597 18
Install heat lamps for ig or

chicken brooding (V-l) 1.583 19
Use judgment to revise present 8

wiring system (II-10) 1.565 20
Wire a circuit for eneral

purpose lights an outlets (II-8) 1.5A2 21
Clean and lubricate motors (III-3) 1.537 22
Locate outlets and switches (II-6) 1.528 23
Select electrical appliances for

convenience, economy and safety (I-2) 1.519 2A
Determine number of branch

circuits in new buildings (II-5) 1.500 25
Mbunt motor and adjust belt

tension (III-9) 1.486 26
Recognize sources of reliable in-

formation on rural electrification

(I-S) l.h58 27
Select lighting e uipment for

home and yards (IV-h) 1.h5h 28

 

-77-
TABLE 7 - Continued

 

Mean score of
Ability importance Rank

 

Determine light requirements for

various areas and jobs (IV-2) l.hh4 29
Compare cost of electricity with
other sources of power (I-3) l.hhh- 30

III. Third Degree of Importance (mean score from.i¥s to 3)

Locate load center and distribution

center (II-2) 1.h21 31
Select service-entrance switches

(II-h) 1.hl7 32
Install 3-way and h-way switches

(II-7) 1.ao7 33
Install light fixtures (IV-5) ' 1.589 34
Use ultraviolet lamp and other

special lamps safely (VI-8) 1.324 35
Wire a circuit for special outlets

(as: range, welder . . .)(II-9) 1.306 36.5
Determine voltage drop and its effect ‘

on lighting (IV-3) ‘ 1.306 36.5
Change direction of rotation of

motor (III-h) 1.209 38

Compute energy consumption of various
appliances (as: range, welder . . .)

(I-h) 1.208 39
Replace brushes in motors (III-6) 1.162 to
Change voltage of dual voltage

motor (III-5) 1.120 A1

IV. Fourth Degree of Importance (mean score from i-Zs to $43)

Determine water requirements in gallons
per hour for home and farmstead (V-h) 1.097 #2

-73-

TABLE 7 - Continued

W

Mean score of

 

Ability importance Rank

Compute monthly bills from meter

and rate schedule (I-l) 1.056 43
Determine cost of heating home

with electricity (V-2) 0.903 44
Charge storage battery (I-12) 0.866 45
Install time clock switch

thermostatic switch (1-10) 0.856 46

V. Least Deggee of Importance (mean score below 2:23)
Calculate heat in BTU which must be

removed to cool farm products (V-3) 0.755 47
Install remote controls (I-ll) 0.634 48
Install air conditioner (V-5) 0.477 49

 

‘—

"Install air conditioner," "Calculate heat in BTU which
must be removed to cool farm products," and "Determine cost
of heating home with electricity."

Degree of impgrtance of 42 abilities.--To differ-
entiate the degree of importance of the 49 abilities, they
were divided into five intervals or levels. The division
is based on the grand mean (1.43) and the standard deviationMS,
(0.33).

In Table 7, the abilities with ranks from the first
to the sixth have mean scores above the value of £43. They

are in the first degrees of importance.

-79-

The division of the 49 abilities into the first,

second, third, fourth and fifth degrees of importance is
shown in Table 8. Twenty-four of the 49 abilities, or 48.99
per cent are rated in the second degree of importance. That

is, about half of all abilities have mean scores between

1014‘3 and 1076.

TABLE 8.--Distribution of mean score of importance of 49
abilities in rural electrification reported by
216 respondents in Michigan, 1959.

 

Deviation frgm Fre- Per Degree of Rank
Interval grand mean, I quency cent importance order

 

 

1.76-2.09 'f+s to 'f+2s 6 12.24 first 1-6
1.43-1.76 R to Km 24 48.99 second 7-30
1.10-1.43 'f-s to i 11 22.45 third 31-41
0.77-1.10 i-zs to i-s 5 10.20 fourth 42-46
0.44-0.77 X-as to 55-23 3 6.12 least - 47-49
Total 49 100.00 ' 1-49

 

Similarly, 11 abilities have mean scores between
1.10 and 1.43. They are in the third degree of importance.
There are five and three abilities in the fourth and the

least degrees of importance respectively.

The significance level of the difference of some abilities
To test the null hypothesis that the variability

of importance of any of the 49 abilities as rated by the

-30-
216 respondents is insignificant, five abilities were selec-
ted. Each of the five selected abilities is the first
ability of each of the five intervals mentioned in Table 8.
That is, the abilities with the ranks of first, seventh,
3lst, 42nd and 47th are the first abilities in the first,
second, third, fourth and fifth degrees of importance re-
spectively as indicated in Table 7.

The t-tegt of the means-~To find the difference of
the two mean scores between abilities of the first and the
seventh rank, the t-test was applied as shown in Table 9.
Similarly, the differences between the means of the abilities
with ranks of seventh and 3lst, Blst and 42nd, and 42nd and
47th are all statistically significant at the one per cent
level.

Since the differences of the means of the abilities
in Table 9 are all significant at the one per cent level,

- the null hypothesis,that the variability of importance
scores of any of the 49 abilities as rated by the 216 re-
spondents is not significant,is rejected. That is, the dif-
ferences between the means of the abilities can be used to
select the abilities with the higher ranks for the prepara-
tion of teachers. Greater emphasis should be given to those
abilities with the higher ranks.

Rank ogdg; of impgrtance of six sub-areas rated by sgvgn gggups

To determine the rank order of importance of the

-31-

TABLE 9.--Significance of difference between mean scores of
- importance of various abilities reported by 216
respondents in Michigan.

Mean score difference between two abilities

 

 

Level of
Degree of Mean Degree of .Mean signifi-

Rank importance score Rank importance score cance
1 first 1.880 7 second 1.759 p<:0.01
7 second 1.7 59 31 third 1.421 p < 0.01
31 third 1.421 42 fourth 1.097 P< 0.01
42 fourth 1.097 47 fifth 0.477 p < 0.01

 

Data from.Table 7.

sub-areas, the mean scores of each of the seven groups was
calculated first. The tabulation of the mean scores of
sub-area I, (basic abilities) for leaders in teacher educa-
tion group was shown in Table 6.2 The total scores of these
12 abilties as rated by 19 leaders in teacher education and
by 47 teachers of agriculture are 332 and 760 respectively,
and the mean scores of sub-area Irated by the two groups
are 1.46 and 1.35.

All the mean scores of each sub-area rated by each

of the seven groups are recorded in Appendix I, and presented

 

23u re, p. 66.

-32-
in Table 10. The highest mean score rated by the composite
(or seven groups) in Table 10 is 1.70. It is in the sub-
area safety. The lowest mean score rated by the composite
is 0.96, which is in the sub-area heating and cooling.

Based on the mean scores of the six sub-areas by
the composite and the seven groups in Table 10, the profiles
of Figs. 4, 5 and 6, and the ranks of the six sub-areas
rated by each group is presented in Table 11. Before comp
paring the ranks, it is intended to show the actual differ-
ences between the sub-area means as rated by each group and
by the composite of the groups.

Comparison of the profilgs.--Figure 4 compares the
profiles of the ratings by leaders in teacher education,
teachers of agriculture and the prospective teachers and the
composite on each of the six sub-areas. Heating and cooling
is the lowest of the six sub-areas. Safety is the highest.
The degree of agreement between the composite and each of
the three groups is indicated by the distances or gaps be-
tween the composite and the respective profiles. For in-
stance, in sub-area I, basic abilities, the upper point of
the profile of the leaders in teacher education is far away
from the upper point of the composite, while the other two
profiles in the sub-area basic abilities are near the
composite. This shows more agreement between the two groups
and the composite than between leaders in teacher education

and'the composite.

-33-

 

0N.H

 

 

mm.a 6m.a 6m.o mm.a ~m.~ om.a ”tsetse waste

um.a mo.a mm.o mm.a m4.a hm.a Hm.a mausx6_>uoua>cm
mo chooses smegma

H4.H mn.H :0.H He.H ¢¢.a c¢.H 5~.H coaooa>uom
Hausa

©4.H mm.H ww.o +mn.a oo.a o¢.H m¢.H muoomawao
Hauspasoahm<

ms.a “as.a oo.a om.a em.a sm.a ~m.H httsomop
o>aaooamohm

0m.H mus.a 00.0 nmm.a oo.H Ho.H mm.H muspasowuwm
Ho mnonoaoe

mm.a mmu.a No.a am.a uc.a ss.a os.a comatoseo
genome» aw muouwog
ms.a os.a 66.0 ms.a ms.a -Hm.a mm.a opahoasoo

.Hapos hpommm wcaaooo msfipnwfiq muopoz mafia“: mowpwaaom mmsouo
one mcfipwom cammm _

mmohmnnsm ago no ouoom new:

cmwanoaz ca mucouaommms mo mason» cope» so couponop
moonstone Nam ca moauaaaom soapsowmaupooao awash Ho occupaoaaa no ohoom cmozwn.oa mnm<a

-34-

magma scum mama

.opwmonaoo on» cam muonomop o>woooamoao

.ousoazoauwm no

.0
mpmsomop meoflpmosco genome» cw mamvmoa an mwmapmp 0:9.M0 modamopa on» no somwammsoouu.s .wwm
H.H

b.H ©.H ¢.H m.H N.H

o

.H

o moaoom one:

 

 

m.a

.(fl 1 # _|_‘

soapmosvo genome»

muonomop oaauooamoam
opumomaoo

l

l

M

l

      

M

0.0
l

L.

 

 

 

 

 

 

 

 

Quonw some
no name:

hoommm

wcwaooo

use weapmom

meapamaa

maOpo:

wcazaz

moapaaapm
oammm

-35-

 

moan

.oa oases ache

.opamomsoo 0:» one qoaooa>uom awash .muoocawco Hmhsuasowumm up cophvou.

mmoumunsm ago on» no cosmopoaaw mo mosoom smog one no mmflawoan one no commemoaooau.m .wam

 

 

 

31;. h.H ©.H M.H ; ¢.H m.H N.H H.H o.H a.o o
. d a - m [.5 J11) ‘ _ — W t
4 CL 1 _ _ 11m
\\ \. 1
\ \
. , II. r::llll.l .1
[III/ll!
Ill l/lc.
I] III
I’ll/(ll,
III, /(
”U! -xLHHU! 1
\\ )\
\\
II\\I
.\\|\.\\|\\\\.\o\\ cl
\\\\ \
\\ \
..\\Wpamogaoo \ .I
///// mk)llaquow>nom
)V, 1 as at
whoomwwso . N M1
Henspazuduw< // l g
/
/ /
//
/ /
s o I) D

 

 

 

 

mouoom coo:

osoum come
no use:

hpommm

wcaaooo
new mnwpmoz

mtapawaa

mnopoz

mafiawz

moapaaanm
cammm

.oa manna scum when

.ammanoa:

cw enamomeoo on» was mpmshmu Muse» .mHHoquo knomw>um mu museumm hp contents
mm meoumnnsm wan mo ouampuomeH mo mopOom pass on» no mmafiuono one no comwhmesounu.c .mwm
h.H Q.H m.H 4.H

1 _ a 1
.

m.a . ~.fl,t H.a
l , _ H

   

     

-86-
0
49
H
m
0
Q.
E
O
O
\)
\
\
“m
h
\\
\
A
\
\

\‘xmw.

/\\|/

, mHHoasoo zhomfi>vm
xl/ //, :« muoosma awaken
/

 

 

-oaa

  

o.o

   

 

 

 

0 once» new:

,_

.

 

 

 

asonm some
no memo:

hpommm

mcuao00

-Eam mzapmmm

meapewaa

muouo:

wnahwz

moahaflanm
vammm

-87-

Similarly, the greater gaps between the composite
ad each of the three groups are shown in the sub-area motors.
This reveals that the disagreement between the composite
and each of the three groups in Fig. 4 is greater in the
sub-area of’motors than in other sub-areas.

Figure 5 compares the profiles of the ratings by
agricultural engineers and rural servicemen with the
composite. Heating and cooling is also the lowest sub-
area. The profile of the ratings by the servicemen follows
the composite profile more closely than does the profile
of the ratings by the agricultural engineers.

Agricultural engineers rated the motors sub-area
more important than safety. The gap between the agricultural
engineers and the composite on the sub-area of safety is
great. The greatest gap between the composite and the agri-
cultural engineers is in the sub-area of motors. This in-
dicates that the agricultural engineers rated sub-area motors
much higher than all the groups except leaders in teacher
education, and they rated safety lower than all groups ex-
cept the young farmers. This is also shown in Table 10.

Figure 6 compares the profiles of the ratings by
the farmer members of advisory councils, young farmers
and the composite. Similar to Figs. 4 and 5, the sub-area
heating and cooling ranks the least important in Fig. 6.

The sub-area safety is also shown as the most important.

Young farmers rated the sub-area of motors very low,

-33-
as is shown in the largest gap between the young farmers
and the composite in this sub-area.l The farmer members
also rated two sub-areas, wiring and lighting very low,
as compared with the composite.

To sum up, from the three Figs. 4, 5, and 6, heating
and cooling has been agreed upon by all groups as the least
important sub-area. Safety has been considered by all but
agricultural engineers as the most important sub-area. The
greatest disagreement among the seven groups has been on
the sub-area motors. All findings in the above substanti-
ate the following comparison of ranks.

Rank Opdep of the six sub-areas.--The composite
rank order of the six sub-areas, as rated by seven groups,

is presented in Table 11, as follows:

Lap}; Sub -area
1. Safety
2. Wiring
3. Motors
4. Lighting
5. Basic abilities
6. Heating and cooling

Rank corgelgtion.--A1though there was unanimous
agreement on the least important sub-area, heating and
cooling, and all but one group agreed on the rank of safety
and basic abilities, there was not complete agreement on

the ranks of the remaining sub-groups. To plan the course

-39-

l) (I

u H o a m _ a m manhanoo

a. a 6 . m m m .1 2653 was...»

0 H o a a m m maaonsoo
anoma>vm Ho
muonsoa seamen

 

 

m a o 4 m m m cosooaphom
Hausa
s N o m a s m 26659:.
Hmaspdsowpw<
m a o e N m m muonoamp
opwpoommonm
m a o a m m m 8:382?
no muosomoa
a a o m m a m coapaoseo
nonstop cw
maovmoa mumpm
macaw hpommm mcwaooo weapnwaq muopoz. wean“; mowpaawnm museum
noun mum .mmm wMMpmmm, owmmm
Han mo
mxcmm , mmozmaozm Nam on» no some no mxcmm

g

.oa manna Bonn mama .cmwanoa: ca museum co>mm hn.vopnom
non moapaaanm coapmoamaapooao Hausa mo maoamansm Nam mo moccaAOAEa Ho excomun.aa mqm<a

-90-

content, it seems quite reasonable to consider the sub-area
heating and cooling as least important. But, the disagree-
ment among the groups on the rank of the sub-areas motors
and wiring suggests the need to analyze the data by means
of rank correlation. It is intended to determine the de-"
gree of agreement among the composite and the seven groups.
That is, to determine whether each group ranked the sub-
areas independently (without any relationship with the rank-
ings by other groups) or not. If the groups ranked the
sub-areas independently, then there is no intercorrelation,
otherwise there is.

Spearman rank“ correlation was used to test the
null hypothesis of independence.

Table 12 shows that the correlation coefficients of
four paired groups have double asterisks, which means the
correlation is significant at one per cent level. There-
fore, the null hypothesis of independence is rejected in
the following paired groups: (1) compasite and teachers
of agriculture, (2) composite and rural servicemen, (3);
teachers of agriculture and rural servicemen. (h) pros-'
pective teachers and farmer members of advisOry councils.

' Similarly, there are 11 single asterisks, which
indicates that the coefficients of the paired groups are
significant at five per cent level. To these 11 paired

 

“Snedecor, op, cit., pp. 190-191.

-91-

Hm>oa ea 66 unto-maamam** Ho>6a an 66 sewage-swam-

 

 

 

: mamahmm wasp»
00.0 a mHHoasoo huomH>um no mmooaoa smegma
mm.0 «40.0 n coaooa>aom Hausa
bm.0 «00.0 H5.0 a masocawmo Hmaapdsoaam<
66.6 «266.H 466.6 466.6 . meanest» 6>apotahota
mw.6 466.6 4266.H H6.6 266.6 - mtspasoatma no 4666666
00.0 *40.0 m0.0 *40.0 *40.0 mm.0 u sowpmosuo Assume» ca mnouaon
mm.6 446.6 2466.a H6.6 «66.6 *466.H mm.6 osahoasoo

.J-A 5.9.4 9 . e-v a. e.m .e.4n1 :1

6.0 0.96. 6. nos 0"“ 6. nee-6 masono

mm mum am an ”a ma ”we

as was at am ma .4 .q.

s .Ljas e .eTt yaw mwm nnnnu

85.... M Na..- 8n 1.9 0
u u m .1 mwo u m.
m. e e.&

E

.mpcowowmmooo cowpmaoapooupmpca he voomowvca mmoum
:05» Man on» no aovuo amen on» no mmsoaw.ao>om on» mcoEm pcoaooamm no pcopxman.~H mam<a

-92-
groups, the null hypothesis of independence can also be re-
jected at five per cent level. That is, chances are five
times in a hundred that the statement "the seven groups
ranked the six sub-areas independently" could be right.

All the other coefficients (without asterisks) are
not significant at five per cent level. The null hypothesis
of independence (or zero correlation in the population) can-
not be rejected. None of the coefficienfi in young farmers'
column is significant. Therefore, the null hypothesis that
young farmers ranked the sub-areas independently from others
cannot be rejected.

To sum.up, there is partial agreement among the
composite and the seven groups on the rank order of the
six sub-areas. .

The fact that the 47 teachers of agriculture ranked
the six sub-areas the same as the composite is very im-
portant. This will be discussed in the comparison of the
ratings between the composite and the 47 teachers later.

Rank order of thg abilities within each of the six sub-areas

In determining the course content of rural electri-
fication, all related abilities are grouped in sub-areas.
Therefore, the abilities are arranged in order of importance
in each of the following six sub-areas. Before listing
these six sub-areas, an explanation of the method of finding

the rank order within each sub-area as recorded in Appendices

-93-

A and I is needed.

To find rank order within each sub-area in Appgndices
A gpd I.--The mean score and rank of each ability within
each of the six sub-areas as rated by the composite and the
'seven groups are recorded in Appendix I. Only the sub-
area numbers I, II, III, . . . VI, and the abilities num- ‘
bars 1, 2, 3, . . . are written in Appendix I. "I-1" stands
for the number one ability in sub-area I. This ability is
in the check-list of Appendix A. It is "Compute monthly
bills from meter and rate schedule." The mean score of
this ability rated by the leaders in teacher education is
1.37, which is the eighth highest score among the 12 abil-
ities. Similarly ”I-7" stands for ability number seven
in sub-area I. "I-7" can be found in Appendix A as "De-
termine types and sizes of fuses for protection." The mean
score of this "I-7' ability as rated by the teachers of
agriculture is 1.91, which is the highest of the 12 abilities
within this sub-area, therefore, it is the first in rank.

0n the second page of Appendix I, the composite
ranks of the 12 abilities within the sub-area I, basic,
abilities are recorded. Ability "1-7” is the highest rank,
ability "1-8,” the second rank, and ability "I-ll," the
12th rank.

Rapk of abilities within sub-area II basic abil-
ities.-¥The composite ranks of the 12 abilities within this

 

sub-area and the ranks of these abilities among the 49 are:

-94-

Rank within Rank among
sub-area I. Abilities 42 abilities

1. Determine types and sizes of fuses
for protection. (I-7)* (7)** l

2. Locate hazards such as short or Open
circuits. (I-8), (8)

*(I-7) is ability number seven of sub-area I. It
is used here for convenience in finding the mean score and
ranks in Appendices.

**(7) is ability seven listed in Appendix B. It

is used here for checking the variation or deviations in
Figs.9, 10 and 11 in this chapter.

The above two abilities are in the first degree of
importance, as was shown in Table 7. The greatest emphasis
should be given to the above two abilities in the course

content.
Rank within Rank among
sub-area I. J Abilities 42 abilities
3. Repair damaged cords and make
proper splices. (I-9) (9) 14.5
4. Comply with electrical code and select
Underwriters Laboratory approved_
materials. (I-6) (6) 16.5
5. Select electrical appliances for con-
venience, economy and safety. (I-2)
(2) 24
6. Recognize sources of reliable infor-
mation on rural electrification.
(1-5) (5) 27.
7. Compare cost of electricity with

other sources of power. (I-3) (3) 30

The above five abilities are in the second degree

of importance among the 49 abilities.

-95-

Rank within Rank among
sub-apea I Abilities 42 abilities
8. Compute energy consumption of vari-
ous appliances as: range, welder
. . . (1-4) 4) 39

The above ability is in the third degree of im-
portance. All of the eight abilities in the first, second,
and third degrees of importance are above the "fairly im-
portant" level.

9. Compute monthly bills from.meter and
rate schedule (I-l) (l) 43
10. Charge storage battery. (I-12), (12) 45
11. Install time clock switch, thermostatic
switch. (I-lO) (10) 46

The above three abilities are in the fourth degree
of importance. Their mean scores are near the ”Fairly im-
portant" level.

12. Install remote controls. (I-ll), (ll) 48

The above ability is in the least degree of im-
portance. It is "relatively unimportant."

It is to be noted that the 12 abilities in sub-
ann 1, basic abilities, are distributed in five degrees of
importance. One ability "Determine types and sizes of
fuses for protection," was ranked as the first in the 49
abilities, while the other ability, "Install remote control"
was ranked the 48th. This indicates that to select course
content, it is important to select the individual ability .

rather than to select the sub-area.

-96-
Rank ordgr of abilities within sub-area II, wiring.--
The composite ranks of the 10 abilities within the sub-area
wiring are in Appendix I. The ranks within the sub-area and

among the six sub-areas are as follows:

Rank within Rank among
sub-area II. Abilities 42 abilities
1. Plan wiring system for present and
future loads. (II-1) (13) 10
2. Select wiring material. (types, sizes,
0 o o) (II‘B) (15) 12
3. Use judgment to revise resent wiring
system. (II-10) (22) 20
4. Wire a circuit for general purpose
lights and outlets. (II-8) (20) 21

5. Locate outlets and switches. (II-6) (18) 23

6. Determine number of branch circuits in
new buildings. (II-5) (17) 25

The above five abilities are in the second degree
of importance.

7. Locate load center and distribution ‘
center (II-2) (14) 31

8. Select service entrance switches. (II-4)

16) 32
9. Install 3-way and 4-way switches. (II-7)

(19) 33
10. Wire a circuit for special outlets. (as:

range, welder . . .) (II-9) (21) 36.5

The above four abilities are in the third degree
of importance. The abilities in the sub-area wiring are
concentrated in the second and third degrees of importance.

In comparison with the 12 abilities in the sub-area of basic

-97-

abilities, the abilities in the sub-area wiring are more

homogeneous. ‘
Rank opder of abilities within sub-area III, motors.--

The mean scores and the composite ranks of the nine abilities

of this sub-area are recorded in Appendix I. The rank order

of the nine abilities within this sub-area and the ranks

among the 49 are:

Rank within Rank among
sub-area III. Abilities 42 abilities
1. Select proper types and sizes of
motors. (III-l) (21) 4

The above ability is in the first degree of imp
portance. It is perhaps the only ability that is not re-
lated to safety. The prospective teachers ranked it the
second; all other groups ranked it first in importance in

this sub-area.

2. Select proper overload protection.

(III-2) (23) 11
3. Interpret motor )nameplate information.

II 7) (29) 13

4. Select pulleys and belts for machine

of desired speed. (III-8) (30) 14.5
5. Clean and lubricate motors. (III-3)

(25) 22
6. Mount motor and adjust belt tension.

(III-9) (31) 26

The above five abilities in the sub-area of motors

are in the second degree of importance.

-93-

Rank within sub- .Rank among
area III, Motors Abilities 42 abilities
7. Change direction of rotation of
motor. (III-4) (26) 38
8. Replace motor brushes. (III-6) (28) 40
9. Change voltage of dual voltage motor.
(III- 5) (27) 41

The above three abilities are in the third degree
of importance. Since all the abilities in this sub-area
are above the fourth degree of importance, none of them are
in the "fairly important" level. All of the abilities in
this sub-area are needed by the teachers, as the rating
shows.

Rank order of abilities within sub-area IV, light-
;pggr-The composite mean scores and ranks of this sub-area
are recorded in Appendix I. All the five abilities in this
sub-area are in the second and third degrees of importance.
All of them.are above the "fairly important" level. The
composite ranks within the sub-area and the ranks among the

49 abilities are:

Rank within sub- 3 - Rank among
area IV, Lighting Abilities 42 abilities

1. Recognize effects of poor lighting
in quantity and qua ity. (IV-1)g (32) 16.5

2. Select li tin e ui ment for home and
yards. IV-4 (35) 28

3. Determine light re uirements for various
areas and jobs. IV-2) (35) 29

The above three abilities are in the second degree

of importance.

-99-

Rank within sub- Rank among
area IV, Ligating Abilities 42 abilities
4. Install light fixtures. (IV-5) (36) 34

5. Determine voltage dro and its effect
on lighting. (IV-3 (34) 36.5

The above two abilities are in the third degree of
importance. All the abilities in this sub-area are quite
homogeneous in importance, as rated by the 216 respondents.

Rank order of abilities within sub-area V, heating
and cooling.--The composite ranks of the five abilities

 

within this sub-area and their ranks among the 49 are:

Rank within sub-area Rank among
V, Heating & cooling Abilities 42 abilities

1. Install heat lamps for ig or chicken
brooding. (V-l) (37) a

19

The above ability is in the second degree of im-
portance. It was stated previously that heating and cooling
is the least important of the six sub-areas. However, this
ability ranked 19th and therefore must be considered im-
portant. This is another instance indicating that the select-
ing of individual abilities rather than the sub-area is

essential in determining the course content.

2. Determine water requirements in gallons
er hour for home and farmstead (V-4)
40) 42
3. Determine cost of heating home with
electricity. (V-2) (38) 44

The above two abilities are in the fourth degree

of importance. They are near the "fairly important" level.

-100-
It may be that the above two abilities are not very practical
on most of the farms, and therefore the respondents rated

them very low.

Rank within sub-area Rank among
V, Heating & cooling Abilities 42 abilities

4. Calculate heat in BTU which must be
removed to cool farm products. (V-3)

(39) 47
5. Install air conditioner at home. (V-5)
(41) . 49

The above two abilities are in the least degree of
importance. They are in the relatively unimportant level.
These two abilities do not seem to be very practical, be-
cause not many farmers in Michigan calculate heat in BTU,
nor use air conditioners.

Except for the ability "Install heat lamp for pig
or chicken brooding," the other four abilities in this
sub-area are either fairly important or not important for
preparation of Michigan teachers of agriculture.

Rank order of abilities within sub-area VI safet ,--

 

The composite mean scores and ranks of the eight abilities
within this sub-area are in Appendix I. The two kinds of
ranks of the eight abilities within this sub-area are:

Rank Within sub- Rank amongr
area 11, safety Abilities 42 abilities
1. Ground e qui nt and wiring system
safely. pm§-1) (42) 2

2. Recognize hazards of substandard wiring.
(VI-6) (47)

3. Prevent electric shock. (VI—4) (45) 5

-101-
The above three abilities are in the first degree
of importance. It was pointed out that safety abilities

were rated of the greatest importance.

Rank within sub- Rank among
area VI, safety Abilities 42 abilities
4. Install fire-proof lighting fixture
in hayloft properly. (VI-3) (44) 7

5. Use fire fighting equipment for electric
fires. (VI-5) (46)

6. Make electric fence controller safe.

(VI-2) (43) ' 9
7. Protect buildings from hazards of light-
ning. (VI-7) (48) 18

The above four abilities are in the second degree
of importance. The first three of the above four abilities
are the first nine highest ranking abilities.. Their mean
scores are over 1.72, which is very close to 1.76, the
mean score of the first degree of importance.

8. Use ultraviolet lamp and other special
lamps safely. (VI-8) (49) 35

The above ability is in the third degree of im-
portance. This is the only ability in the sub-area safety
that is below the average in mean score and rank, all the
other seven abilities are very high in ranks and mean scores.

To sum up, the 12 abilities in sub-area basic abil-
ities are distributed in the five degrees (or levels) of
importance. Some of the abilities are very important and
should be in the course content. Some abilities are fairly

important or unimportant and are not needed. The distribution

-102-
of the abilities of each sub-area is in Table 13.

TABLE 13.--Distribution of abilities of each of the six sub-
areas in the five degrees (or levels) of import-

ance.

W

Degree of importance

 

 

 

 

Sub-area First Second Third Fourth Fifth
I. Basic 9, 6, 2, l, 12,
abilities 7*, 8 5, 3 4 10 ll
19 3! 10! 2’ A!
II. Wiring 8, 6, 5 7, 9
III. Motors 1 2, 7, 8, 4, 6, 5
3. 9
IV. Lighting 1, 4, 2 5, 3
V. Heating and
cooling 1 4, 2 3, 5
VI. Safety 1, 6, 3, 5, 8
4 2. 7
Total 6 24 ll 5 3
*7 indicates ability I-7, "Determine types and

sizes of fuses for protection."
check-list.

See Appendix A or B, the

As shown in Table 13, all the abilities in the sub-

areas of wiring, motors, lighting and safety are in the

first three degrees of importance.

They are all above

"Fairly important" level, and all should be included in

the course content.

Only one ability in the sub-area of heating and

-103-
cooling is in the second degree of importance and it should
be in the course. The other four abilities are either
fairly important or relatively unimportant, and may be in-

cluded as optional in the course or not needed.

Rank of the seven gpoups on theip ratings of impprtance
Table 14 shows the composite and each of the seven

group means. The composite mean is 1.43, which is the
grand mean of the 49 abilities rated by the 216 respondents.
The deviation of each group mean from the composite mean
reveals that the leaders of teacher education group has

the highest mean, and the young farmers' group the lowest
mean. The latter mean is 0.08 below the composite mean,
while the former is 0.09 above the composite mean.

The first four groups in Table 14 are all above the
composite mean. They are all related to the profession of
teaching. The last three groups have their means below
the composite. They are not in the profession of teaching.

It was discussed in the previous chapters that the
evaluation by a composite of many groups which are closely
associated with the rural electrification education would
be more representative than the evaluation by any one group.
In order to determine whether the teachers of agriculture
rated differently from the composite and other groups, it
is necessary to determine the significance of the differences

among the group means.

-104-

TABLE l4.--Extent of group agreement indicated by the mean
scores of importance of all abilities as rated
by seven groups of respondents in Michigan.

 

 

 

Mean score oDeviation
of all (49) from
abilities. composite
Leaders in teacher education 1.52 +0.09
Teachers of agriculture 1.50 +0.07
Prospective teachers 1.48 +0.05
Agricultural engineers 1.46 +0.03
Rural servicemen 1.41 -0.02
Farmer members of advisory
councils 1.37 -0.06
Young farmers 1.35 -0.08
Composite 1.43 --

 

Data from Appendix I, pp. 198.

Analzpis of variance-~To test the significance of
the differences of the means among the groups, analysis of
variance, shown in Table 15, was Carried out.5

The ratio of the mean squares among the seven groups
and within each of the seven groups is 2.436. An F-table

at six and 209 degrees of freedom shows that an F-value

 

SSnedecor, op. cit., pp. 240-269.

-105- '

TABLE l5.--Analysis of variance of the mean score of im-
portance of 49 abilities in rural electrification
as reported by seven groups of respondents.

m

 

 

Source of Degrees of Sum of Mean
variation freedom squares squares F ratio
Among groups 6 0.8715 0.1452 2.436*
Within each
group 209 12.4543 0.0596
Total 215 13-3253

 

*Significant, p <10.025
F6,209 at 0005 ' FEZOIO; F6,209 at 00025 a F2201+1

F6,209 at 0.01 = F22:2.80

2.10 must be equalled or exceeded to be significant at five
per cent level. Therefore the differences among the group
means are significant at the five per cent level. The null
hypothesis,that the disagreement among the seven groups on
their rating of the importance of all abilities is insig-
nificant,is thus rejected.
Duncan's Multipie Range and.Multiple F Test.--To

determine whether or not each group mean is significantly

different from the other means, Duncan's method,6 as shown

 

Duncan, loc, cit.

-106-

in Fig. 7, was applied. The seven group means; 1.35, 1.37,
. . . 1.52 of young farmers, farmer members of advisory
councils, up to leaders in teacher education are arranged
in order of importance. There are three lines, A, B and
70 under the seven group means. Line A is under the means
of the following five groups: (1) rural servicemen, agri-
cultural engineers, prospective teachers, teachers of agri-
culture and leaders of teacher education. This indicates
that the differences among the group means of the above
five groups are insignificant.

Line B is under the five means of another five
groups, namely: farmer members of advisory councils, rural
servicemen, agricultural engineers, prospective teachers
and teachers of agriculture. Line B shows that the five
groups which are directly over it have no significant dif-
ferences among their means.

Similarly, Line C symbolizes that the differences
of the means among the following five groups are insignifi-
cant: young farmers, farmer members of advisory councils,
rural servicemen, agricultural engineers and prospective
teachers.

Gpoup meaps pith sigpificant differences.--The dif-
ferences of the means of the following groups are significant
at the five per cent level: .

(l) YOung farmers and teachers of agriculture, (no

common line underlined the means of these two

groups).

-107-

_ .nosonw
ce>oe on» no names on» no cosmoamaswam one no confineasooun.u .mam

 

 

 

 

mmhoom
RH 664 34 3D .34 63..- ba.H ante M57 .862
1 l - a 1. . a 7). 41 l ., _
1 . 6 6:46
:1 .. 6 team ,1
a team (In
. _ _ _ _ -
Nata cm:- 044 0.3a 34 Rt" 34 meme-L
4coapmosco .flnwm mnogomop mnoocwwco mHHocsoo
nonomov Ho o>apoom Hens» coaoow>uom muomw>pm Ho whoanmw
ea muteeea neonates -eotd uaeeatma Henna entrees trauma wade»

 

 

 

-108-
(2) Young farmers and leaders in teacher education,
(these two groups have no common line directly
under them).
(3) Farmer members of advisory councils and leaders
in teacher education, (no common line reaches
the means or directly under these two groups).
Thus, the leaders in teacher education and the
teachers of agriculture rated the 49 abilities more important

than the two farmers' groups.

The Evaluation of Imppppance, Training and
Application of 42 Apilipies by 42 Teachers

The 47 teachers of agriculture, mt only reported
the importance of the 49 abilities, as the other six groups
have done, but also rated the adequacy of training and the
frequency of their application of these abilities in teach-~
ing high school students or farmers in their local schools.

One of the objectives of this section is to find
the rank order of the 49 abilities as rated by the 47 teachers
according to (l) the degree of importance, (2) adequacy of
training, and (3) the frequency of application.

The three kinds of rank order are to be presented
as follows:

Rank order of impprtance rated by 42 teachers
The rank order of importance of the 49 abilities as

rated by the 47 teachers of agriculture is arranged in

-109-
Table 24. The highest mean score of importance is 1.91.
Fourfabilities, as shown in Table 16, have mean score of
1.91. The lowest mean score is 0.51.

The group mean score (that is, the total mean score
of the 49 abilities rated by 47 teachers) is 1.50. Since
a score of 2.00, as used in the present study, indicates
"very important," and 1.00 indicates "fairly important,"
the group mean score of importance 1.50, is mid-way between
"very important" and "fairly important." Thus, as a whole,
the teachers of agriculture rated the 49 abilities very
high.

Twenty—eight of 49 abilities, or 57.2 per cent, have
mean scores greater than 1.50. Seventeen of 49, or 34.7
per cent of 49 abilities have mean scores between 1.00 and
1.50. Only four abilities, or 8.1 per cent of the total
49, have mean scores below 1.00, or "fairly important" level.
This also indicates that a great majority of the abilities
were rated important by the 47 teachers.

Abilities with vepy h1g4 ranks.--Five abilities in
the sub-area safety are among the first 10 highest ranks.
Other abilities such as "Determine types and sizes of fuses
for protection," "Repair damaged cords and make preper
splices," "Locate hazards . . ." are also related to safety.

The 47 teachers ranked abilities related to safety
very high. Their rating is very similar to that of the
composite in this respect; although slight variation, as

-110-

TABLE l6.--Rank order of mean scores 0f importance of 49
abilities in rural electrification rated by 47

teachers of agriculture in Michigan, 1959.

 

Mean score

 

of
Ability importance Rank

I. First Degpeg ip Impprtance (Mean score above 3+3)
Determine types and sizes of fuses

for protection (I-7)* 1.91 2.5
Select proper t pes and sizes of

motors (III-l) 1.91 2.5
Install heat lamps for pig or chicken

brooding (V-l) 1.91 2.5
Recognize hazards of sub-standard

wiring (VI-6) 1.91 2.5
Ground equipment and wiring system

safely (VI-l) 1.89 5.5
Make electric fence controller safe

(VI-2) 1.89 5.5

II. Secong Dggrge in Importance (Mean score from.i'to 2+3)

Repair damaged cords and make proper

splices (I-9) 1.87
Use fire fighting equipment for

electric fires (V -5 1.87
Locate hazards such as short or open

circuits (1-8) 1.85
Protect buildings from hazards of

lightning (VI-7) 1.85

 

7.5

7.5

9.5

9.5

*(1-7) . . . means sub-area I, ability number 7,

see Appendix A check-list.

-111-

TABLE 16 - Conpinued

 

Mean score

 

 

of
Ability importance Rank

Interpret motor nameplate information

(III-7) 1.83 11
Install fire-proof lighting fixture

in hayloft properly (VI-3) 1.81 12
Wire a circuit for general purpose

lights and outlets (II-8) 1.79 14
Select proper overload protection

(III-2) 1.79 14
‘Clean and lubricate motors (III-3) 1.79 I 14
Select wirin materials (types, sizes,

. . .) (I -3) 1.77 16.5
Select pulleys and belts for machine .

of desired speed (III-8) 1.77 16.5
Comply with electrical code and select

Underwriters Laboratory approved

materials (I-6) 1.74 18.5
Prevent electric shock (VI-4) 1.74 18.5
Locate outlets and switches (II-6) 1.72 20.5
Install 3-way and 4-way switches (II-7) 1.72 20.5
Use judgement to revise present wiring .

system (II-10) 1.64 22.5
Install light fixtures (IV-5) 1.64 22.5
Plan wiring system for present and

future loads (II-l) 1.62 24
Determine number of branch circuits in

new buildings (II-5) 1.60 26
Mount motor and adjust belt tension

(III-9) 1.60 26

-112-
TABLE 16 - Continued

 

Mean score

 

of
Ability importance Rank
Recognize effects of poor lighting
in quantity and qua ity (IV-1) 1.60 26
Select lighting 6 uipment for home
and yards (IV-4? 1.51 28

 

III. Thirg Degree of Impprtance (Mean score from.i¥s to Y)

Select service-entrance switches (II-4)

Determine voltage drop and its effect
on lighting (IV-3)

Recognize sources of reliable infor-
mation on rural electrification (I-5)

Wire a circuit for special outlets
(as range, welder . . .) (II-9)

Determine light rquirements fer various
areas and jobs ( -2)

Replace motor brushes (III-6)

Locate load center and distribution
center (II-2)

Compare cost of electricity with other
sources of power (I-3)

Change direction of rotation of motor
(III-4)

Select electrical appliances for con-
venience, economy and safety (I-2)

Use ultraviolet 1am and other special
lamp safely (VI-8)

Compute energy consumption of various
appliances as: range, welder . . .)
-4

1.49

1.49

1.47

1.47

1.40
1.38

1.34

1.30

1.30

1.28

1.26

1.17

29.5
29.5
31.5
31-5

33
34

35
36.5
36.5
38

39

40

 

-113-
TABLE 16 - Continued

 

Mban :core
0
Ability importance Rank

 

— .—

IV. Fourth Degree of Impprtance (Mean score from X—s to X-Zs)

Determine water requirements in
gallons per hour for home and

farmstead (V-4) 1.09 41
Change voltage of dual voltage motor

(III-5) 1.06 42
Compute monthly bills from meter and

rate schedule (I-l) 1.00 44
Install time clock switch, thermostatic

switch (1-10) 1.00 44
Change storage battery (I-12) 1.00 44

 

V. Least agree of Immrtapce (Mean score below X-Zs)
Determine cost of heating home with '

electricity (V-2) 0.72 46
Install remote control (I-ll) 0.57 47.5
Calculate heat in BTU which must be re-

moved to cool farm products (V-3) 0.57 47.5
Install air conditioner at home (V-5) 0.51 49

 

in the following two abilities, also occurred.

The 47 teachers did not rank "prevent electric shock"
as high as the composite. Teachers ranked it 18.5, while
the composite ranked it fifth. Although the difference
between the two mean scores is less than 0.04, the differ-

ence in rank is more than 13.5. In fact, the teachers'

~114-
rank on this ability is the lowest among the seven groups.
(See ability VI-4 in Appendix I.) The teachers of agri-
culture may need to recognize the importance that the other
six groups have given to this ability.

The ability ”Install heat lamps for pig or chicken
brooding" is ranked as one of the highest by these teachers.
The composite group ranked it 19th. The mean score rated
by the teachers is 1.91, which is 0.43 points over 1.58.

The teachers rated this ability much higher than the com-
posite. Although heating and cooling has been regarded

as the least important sub-area by all groups, yet this
ability was ranked by composite in the second degree of im-
portance level, and was ranked as one of the first by the
47 teachers. This reveals that in the planning of course
content, the selection of individual abilities is very
important.

As will be discussed later, the ability "Install
heat lamps for pig or chicken brooding," ranked sixth in
adequacy of training and first in application. It may be
that the teachers rated it high because of its applicability.
It appears to be a very practical useful ability. It may
be used as a good project or demonstration.

Abiiipies with vepy low ranks.--The mean scores of
the four lowest ranking abilities are less than 0.73. These
abilities are "relatively unimportant," as has been defined

in the present study. Three of these four abilities are in

-115-
the heating and cooling sub-area.

All but one of the nine abilities with the lowest
ranks belong to either sub-area 1, basic abilities, or sub-
area V, heating and cooling. The composite also ranked these
abilities the lowest. The teachers and the composite
ranked the least important abilities in a similar order.

Thus, the composite and the teachers rated most of
the abilities in the highest and the lowest ranks in a
similar way, despite some variations with a few abilities.

In the selection of abilities for course content,
the individual ability as well as the sub-area should be
considered. This is indicated in the data, since one‘of’
the five abilities in the heating and cooling sub-area was
ranked first and four other abilities in the same sub-area
were ranked among the nine lowest by the same group of
teachers. ;

Degree of impprtance of 42 abilities.--To determine
the degree of importance of the 49 abilities, all of them
are divided into five intervals or levels. As indicated
in Table 17, the division is based on the group mean i,
which is 1.50, and the standard deviation 8, which is 0.39.

Six abilities, with mean scores over 1.89, (or above
2+x), are of the first degree of importance. These most
important abilities, ranking from the first to the sixth,
carry about 12.2 per cent of the total of 49 abilities.

Twenty-two mean scores, or about 45 per cent of the

-ll6-

TABLE l7.--Distributi0n of mean score of importance of
abilities in rural electrification reported

49
by

47 teachers of agriculture in Michigan, 1959

 

 

Degree

Interval ggzigtéggnfg§m g£6361 fight ginigpor- 0522:
1.89-2.27 2+2: to i+2s 6 12.24 First 1-6
1. 50-1.89 i to 'f+s 22 44.91 Second 7-28
1.11-1.50 55-3 to X . 12 24.49 Third 29-40
0.73-1.11 X¥2s to X?s 5 10.20 Fourth 41-45
0.34-0.73 XL3s to XLZs 4 8.16 Least 46-49

Total 49 100.00 1-49

 

w' ——

Data from Table 16.

49 abilities are above 1.50. This shows that the teachers

rated many abilities quite high, since more than 57 per cent

of abilities are over 1.50.

Four mean scores, or about eight per cent of 49

abilities, are below 1.00. Only these four abilities are

"relatively unimportant."

figpk Opdgr 9f adgguacy of training by 42 teachers

The rank order of adequacy of training of the 49

abilities as rated by the 47 teachers of agriculture is
arranged in Table 18. The highest and the lowest mean

scores are 1.64 and 0.19 respectively.

~117-

The group mean on training is 1.03, which indicates
that the teachers with a mean score of 1.50 rated the im-
portance higher. Comparing the mean scores in the
Tables 16 and 18, almost all the training scores are lower
than the importance scores as rated by the same group of
teachers.

Since the group mean score on training is 1.03, the
over-all training of the 49 abilities is in the "fairly
adequate" level. .

Distribution of the mean scores of training.-—0nly
one of the 49 abilities was rated 1.50 in mean score.
Twenty-nine of the 49 mean scores are equal or above 1.00,
but below 1.50. Nineteen of the 49 mean scores are below
1.00. Therefore, according to these teachers' evaluations,
they did not have sufficient training on many of the abil-
ities.

Abilitigg wiph very higp ranks.--The following
abilities that ranked very high in importance, are also
ranked high in training: '

(a) {ssiqll heat lamps for pig or chicken brooding.

(b) Determine t s and sizes of fuses for protec-
tion. (I'7ype

(c) Ripair damaged cords and make proper splices.

(d) Interpret motor nameplate information. (III-7)
‘There is only one of the 49 abilities in which the

training mean score is greater than its importance mean score.

-ll8-

TABLE l8.--Rank order of mean scores of training of the 49
abilities in rural electrification rated by 47
teachers of agriculture in Michigan, 1959.

m

 

 

Mean
_ score of
Ability training Rank

 

I. Firgt Degpee of Traiping (Mean score above 2+3)

Repair damaged cords and make proper

splices (I-9)* 1.64 1
Wire a circuit for eneral purpose lights

and outlets (II-8% 1.49 2
Determine types and sizes of fuses for

protection (1-7) 1.47 3
Compute monthly bills from meter and rate

schedule (I-l) 1.38 4.5
Install 3-way and 4-way switches (II-7) 1.38 4.5

II. SecOpd Degpee of Training (Mean score from.i to 2+3)
Install heat lamps for pig or chicken

 

brooding (V-l) 1.36 6
Interpret motor nameplate information
(III-7) 1.34 7
Select wiring materials (types, sizes,
0 o 0) (11-3) 1032 8
Locate outlets and switches (II-6) 1.28 10
Install light fixtures (IV-5) 1.28 10

Comply with electrical code and select
Underwriters Laboratory approved
materials (I-6) 1.28 10

Locate hazards such as short or open
circuits (I-8) 1.26 12

 

*(I-9) . . . sub-area I, ability number 9.

~119-
TABLE 18 - Continued

 

 

Mean
score of
Ability training Rank

Plan wiring system fer present and _

future loads (II-l) 1.23 14
Select pulleys and belts for machine .

of desired speed (III-8) 1.23 14
Mount motor and adjust belt tension

(III-9) 1.23 14
Clean and lubricate motor (III-3) 1.19 16.5
Recognize hazards of substandard wiring
Compute energy consumption of various

appliances (as: range, welder, . . .)

(1-4) 1.17 18
Select proper types and sizes of motors

(III- ) 1.15 19.5
Ground equipment and wiring system

safely (VI-l) 1.15 19.5
Recognize sources of reliable informa-

tion on rural electrification (I-5) 1.11 22.5
Determine number of branch circuits in

new buildings (II-5) 1.11 22.5
Determine voltage drop and its effect

on lighting (IV-3) 1.11 22.5
Install fire-proof lighting fixture in

hayloft properly (VI-3) 1.11 22.5
Select proper overload protection

(III-2) 1.09 25.5
Prevent electric shock (VI-4) 1.09 25.5

-120-
TABLE 18 - Conpinued

 

Mean
score of

Ability training Rank

 

III. Third Degpee of Training (Mean score from.X¥s to 2)

Wire a circuit for special outlet (as:

range, welder, . . .) (II-9) 1.04 27
Select lighting equipment for home and )

yards (IV-4) 1.02 28.5
Protect buildings from hazards of lighting

(VI-7) 1.02 28.5
Recognize effects of poor lighting in

quantity and quality (IV-l 1.00 30
Compare cost of electricity with other

sources of power (I-3) 0.98 32
Locate load center and distribution center'

(II-2) 0.98 32
Select service-entrance switches (II-4) 0.98 32
Use judgment to revise present wiring

system (II-10) 0.94 35
Change direction of rotation of motor

(III-4) 0.94 35
Use fire fighting equipment for electric

fires (VI-5) 0.94 35
Make electric fence controller safe (VI-2) 0.92 37
SeleCt electrical appliances for conveni- -

ence, economy and safety (I-2) 0.87 38
Replace motor brushes (III-6) 0.83 39
Determine light rquirements for various

areas and jobs ( -2) 0.79 40

 

-121-
TABLE 18 - Continued

 

Ability

Mean
score of
training

Rank

 

IV. Fburth Daggee of Training (Mean score from Y-2s to 34$)

 

Change storage battery (I-lZ) 0.75 #1
Use ultraviolet lamp and other special

lamps safely (VI-8) 0.70 #2
Determine cost of heating home with

electricity (V—Z) 0.68 #3
Change voltage of dual voltage motor

(III-5) 0.64 an
Determine water requirements in gallons

per hour for home and farmstead (V-h) 0.62 as
Install time clock switch, thermostatic ’

switch (I-lO) 0.57 L6
V. Least Daggee of Training (Mean score below Y-Zs)
Calculate heat in BTU which must be removed

to cool farm products (V-3) 0.34 47
Install remote controls (I-ll) 0.32 #8
Install air conditioner at home (V-S) 0.19 L9

 

This ability is "Compute monthly bills from meter and rate

schedule (I-l)." The training score is 0.38 points greater

than the importance mean score. It is ranked 4.5 in train-

ing but hhth in importance, the difference in rank is 39.5.
Most of the abilities with high ranks in training

are in the sub-area I, basic abilities,and sub-area II,

Wiring 0

~122-

Five of the abilities in the sub-area safety were
ranked high in importance, but not in training. The com-
parison will be discussed later in this chapter. Suffice
it to say that much more training is needed with abilities
related to safety.

Abilities with very low ranks.--The mean score of
the nine abilities with the lowest ranks are less than 0.76.
The training on these abilities is not sufficient. Four
of the nine abilities are in the heating and cooling sub;
area. These nine abilities were rated relatively unim-
portant and were placed in the lowest ranks. Therefore,
abilities rated by the teachers as ”inadequate training"
are also rated as "relatively unimportant.” There is more
similarity in the ranks of importance and training at the
very low ranking level than at the very high level.

Dggree {or levgl) of training of the 52 abilities.--
To differentiate the adequacy of the training received by
the teachers in each ability, all mean scores are divided
into five intervals (or levels) of training as shown in
Table 19. The division is based on the group mean of the
training score 3, which is 1.03, and its standard deviation
3, which is 0.33. '

Five abilities are in the first level of training.
The mean scores of these abilities are above 1.36, (K45).
The ranks of these abilities are from the first to the fifth.

Twenty-one abilities, with mean scores from 1.03 to

-123 ..

TABLE l9.--Distribution of mean scores of training of #9
abilities in rural electrification reported by
A7 teachers of agriculture in Michigan, 1959.

 

 

 

 

====
Deviation from Fre- Per Level of Rank
Interval grand mean, 3' quency cent training order
1.36-1.69 243 to 2423 5 10.2 First 1-5
1.03-1.36 2 to 2+3 21 1.2.8 Second 6-26
0.70-1.03 i-s to I 11. 28.6 Third 27-40
0.37-0.70 Y-zs to 55-3 6 12.3 Fourth 1.14.6
o.oz.-0.37 223:: to Z-zs 3 6.1 Least 47-49
Total #9 100 1-h9

 

Data from Table 18.

1.36, (or i'to 243), are in the second level of training.

These 21 abilities ranking from the sixth to 26th, carry

h2.8 per cent of the A9 abilities.

Fourteen of the L9 abilities, or 28.6 per cent of

them, are in the second level of training.

More than 71

per cent of the abilities are concentrated in the second

and third levels of training.

Rank ordgr of freguencz of application by 52 teachers

The rank order based on the frequency of teaching

each ability by high school teachers is arranged in Table

20. The highest and the lowest mean scores are 1.92 and

0.09 respectively. The range is 1.83, which is the greatest

~12A-
of the three as rated by the same group. (Range for im-
portance and training mean scores are 1.A0 and 1.A5 re-
spectively.)

The standard deviation of the mean scores of appli-
cation is 0.A8, which is greater than the other standard
deviations (s for importance is 0.39, s for training is 0.33).
Therefore, there seems to be more variation in application
among the A9 abilities, despite the fact that the three
ratings were by the same group.

The mean score for application of the total A9
abilities is 1.23, which is between 1.50, the group mean
of importance,and 1.03, the group mean of training.

Abilities with vegz high ranks-~Nine of the abilities
with the highest ranks in application as.shown in Table 20
are found also in the first 10 ranks either in Table 16 or
Table 18. This indicates that abilities with very high
ranks in application appear to be related to the importance
and training. The ability "Install heat lamps for pig or
chicken brooding," was the most frequently taught by the A7
teachers. It is also ranked as one of the highest in im-
portance. The training in this ability, as indicated in
Table 18, is ranked sixth. The mean score of training is
1.36, which is smaller than the mean score of importance,
1.91. It is also smaller than the mean score of application,
1.92. It appears that the training on this ability is not
matched with its importance and application.

‘-125-

TABLE 20.--Rank order of mean scores of application of A9
abilities in rural electrification rated by A7
teachers of agriculture in.Muchigan, 1959.

 

Mean score
of applica-
Ability tion Rank

 

I. Firgt Degree of Application (Mean score above Yes)
Install heat lamps fer pig or chicken

brooding (V-l)* 1.92 1
Select wiring materials (types, sizes,

0 o 0) (11-3) 1.87 2
Determine types and sizes of fuses

for protection (I-7) 1.83 3.5
Repair damaged cords and make proper

splices (I-9) 1.83 3.5
Wire a circuit for general purpose

lights and outlets (II-8) 1.79 5.5
Recognize hazards of substandard wiring

(VI-6) 1.79 5.5
Interpret motor nameplate information

(III-7) 1075 7

 

II. Sgcogd Degree of Application (Mean score fromfi’to 243)

Mount motor and adjust belt tension (III-9) 1.70 9.5
Install light fixtures (IV-5) 1.70 9.5
Ground equipment and wiring system safely

(VI-l) 1.70 9.5
Locate outlets and switches (II-6) 1.70 9.5

 

*(V-l) . . . See Appendix A, check-list, sub-area V,
ability number one.

~126-
TABLE 20 - Continued

 

Mean score

 

of applica- '
Ability tion Rank
Comply with electric code and select
Underwriters Laboratory approved
materials (I-6) 1.62 12
Select pulleys and belts for machine
of desired speed (III-8) 1.58 13 '
Install 3-way and A-way switches (II-7) 1.53 1A.5
Clean and lubricate motors (III-3) 1.53 lA.5
Plan wiring system for present and
future loads (II-1) l.A9 16.5
Select proper types and sizes of motors
(III-l) l.A9 16.5
Prevent electric shock (VI-A) l.A0 20
Protect buildings from hazards of light-
ning (VI-7) 1.A0 20
Compare cost of electricity with other
sources of power (I-3) 1.A0 20
Select service-entrance switches (II-A) l.A0 20
Locate hazards such as short or open
circuits (I-8) 1.A0 20
Compute monthly bills from meter and
rate schedule (I-l) 1.36 23
Select electrical appliances for con-
venience, economy and safety (I-2) 1.32 25
Select lighting equipment for home and
yards (IV-A) 1.32 25
Use fire fighting equipment for electric
fires (VI-5) 1.32 25

 

3""

-127-
TABLE 20 - Continueg

 

Mban score

 

of applica—
Ability tion Rank

Compute energy consumption of various

appliances (as: range, Welders,

o o o) (1-1;) 1028 27.5
Determine number of branch circuits

in new buildings (II-5) 1.28 27.5
Use Judgment to revise present wiring

system (II-10) 1.23 29

 

III. Third Degree pf Application (Mean score from i—s to Y)

Select pr0per overload protection (III-2) 1.19

Change direction of rotation of motor
(III-A)

Recognize effects of poor lighting in
quantity and quality (IV-l

Wire a circuit for special outlets (as:
range, welder, . . .) (II-9)

Recognize sources of reliable inferma-
tion on rural electrification (I-5)

Locate load center and distribution
center (II-2)

Make electric fence controller safe
(VI-2)

Replace motor brushes (III-6)

Determine voltage dr0p and its effect
on lighting (IV-3)

Install fire-proof lighting fixture in
hayloft properly (VI-3)

Charge storage battery (I-12)

1.19

1.19

1.19

1.15

1.11

1.06
1.02

1.02

0.98
0.85

31.5

31.5

31.5

31-5

34

35

36
37.5

37.5

39
A0

 

-128-
TABLE 20 - Coptinued

 

Mean score
of applica-
Ability tion Rank

 

IV. Foprtp Degree of Application (Mean score from.i-s to ELZs)
Use ultraviolet lamp and other special

lamps safely (VI-8) 0.60 . Al.5
Determine light requirements for areas
_ and jobs (IV-2)_ 0.60 Al.5
Change voltage of dual voltage motor

(III-5) 0.55 A3
Install time clock switch,thermostatic

switch (I-lO) 0.A3 AA

Determine water requirements in gallons
per hour for home and farmstead (V-A) 0.38 A5

Determine cost of heating home with
electricity (V-2) 0.3A A6

 

V. Least Degree in Applicatiop (Mean score below'iFZs)

Install remote control (I-ll) 0.17 A7
Calculate heat in BTU which must be re-

moved to cool farm products (V-3) ‘ 0.13 A8
Install air conditioner at home (V-5) 0.09 A9

L

The ability to "Mount motor and adjust belt tension"
is ranked 9.5 in application, but ranked 26th and lAth in
importance and training. There may be some reasons for
these teachers to teach these two abilities (Install heat
lamp for pig . . ., and.Mount motor and adjust tension),

even though they did not rate these two abilities equally

-129-
high in importance and training. It may be that abilities
like these two are: (1) very practical in application, (2)
simple enough or can be accomplished with less time, less
facilities or materials, and (3) related with other farm
mechanics projects.

Abilities with very low ranks.--The following abil-
ities were very seldom taught by the A7 teachers in their
high schools: To "install air conditioner,” "calculate
heat in BTU which must be removed to cool farm products,"
"install remote control," "determine cost of heating home
‘ with electricity," "determine water requirements in gallons .
per hour for home and farmstead," "install time clock switch,
thermostatic switch,” and other abilities ranked very low
in Table 20. Four of six abilities just mentioned belong
to sub-area heating and cooling. This sub-area was rated
as the lowest in importance and training. The abilities
to "install remote control" and "install time clock switch,
thermostatic switch“ were also rated very low, as indicated
in Tables 16 and 18.

These abilities with very low ranks are: (1) Not
very often applied on the farms. For instance, farmers
use motors more often than air conditioners; not many
farmers have air conditioners in Michigan but motors are
f0und on almost all farms. (2) Too specialized for high
school students. For instance, the ability "to install
time clock switch, thermostatic switch" appears to be too

-130-
big a job or too complicated for teaching high school stu-
dents in a limited time, with limited facilities. To in-
Astall time clock switch is usually a special job for elec-
tricians.

In selecting abilities for teacher preparation,
those abilities that have been taught by the experienced
teachers should be considered.

De 6 of a icati n of ab lities.--Based on the
group mean of application and standard deviation, the dis-
tribution of abilities is divided into five intervals (or
levels) as indicated in Table 21. Most abilities are in the
second interval (AA.9 per cent). More than 60 per cent of
the abilities were taught by half of the A7 teachers in
their high schools.

Comparison of tpe three patings by the 52 teachers

Before making the comparison of the evaluations be-
tween the composite and the teachers, it seems necessary
to compare the three kinds of ratings evaluated by the
teachers. The purpose is to determine the degree of inter-
. relationShip of importance, training and application.

The research hypothesis is that there is direct
interrelationship among the three aspects (importance,
training and application) of the A9 abilities.

From this research hypothesis, three null hypotheses
were developed: (1) Ratings of importance and training are

-13 1...

TABLE 21.--Distribution of mean scores of application of A9
abilities in rural electrification reported by
A7 teachers of agriculture in Michigan, 1959.

=======

 

 

 

 

 

 

Degree
Deviation from Fre- Per of Ap- Rank

Interval grand mean, 2' quency cent plication order
1.71-2.19 2+3 to i+2s 7 14.29 First 1-7
1.23-1.71 i'to E43 22 AA.90 Second 8-29
0.75-1.23 i-s to X 11 22.1.5 Third 30-10
0.27-0.75 2-23 to X-s 6 12.21 Fourth Al-A6
0.22-0.27 X-3s to 'f-zs 3 6.12 Least A7-A9

Total A9 100.00 1-A9

 

Data from Table 28.

independent of each other, there is no correlation between
them. (2) Ratings of importance and application are inde-
pendent of each other, and not related. (3) Ratings of
training and application are independent of each other,
there is no relation or correlation between them. The
scatter diagram in Figs. 9, 10, and 11 and the estimating
lines will be discussed befbre testing the hypothesis of
correlation. .

Scatter diagpam of impprtance and training in Fig.
§.--The scatter diagram was first plotted in Fig. 8. Each
of the numbers 1, 2, 3, . . . A9 represents an ability.
For instance, "1" in Fig. 8 indicates ability I-l in check-list

-132-

Mean score

 

 

 

 

of
training
/7‘ 11-.-“-.-1” - —— . ,, -- a - _,,-___4 -, _
[é- ' [,W' 9 7
,3" /
Afl- ‘ ' .// .
E ‘ , . a. 7.
L. ,, //
[4T /. / I I”! I6 [5’ 29 37
/3 a t I ,-/ 3.6 , .35: 8
, ‘ 3,! ,, /8 , '
,Qw %_35Yx/1 r/ 3 if 47
i , ' I I —2xf.x “"5Y'X 444222
//“ - / 5.34, ./7 457 ..’/ J
, I // a a4-
’ / / 25 ‘16
/b?' //’ ///////r 3L4? A9 ‘32 ///i 4%
i / 36' ' X22 .
a ' r/ '2 f
05 / / 3 £8": :3 r I
! /.2- ‘ /‘ 4 ,
o7 / 4,9/
33'

0-6/ ' 27. 405/ _ ' r A
05’ Li." I ; I .

v
64
§ .34} ,2
03:” l/ / I
(4.: /L - I,
681/

(arm
a/t . / , , -/
z / . it

___._.1__.___..._.__._ -.-.- .J) .- .1. , i -7 1' .- . _ .--_. -1141.-.)
0.5- a6 a7 a6 a9 /.0 2/ x2 /3 x4- /5" 26 27 A8 29
Mean score of importance

 

/ i

/

Fig. 8.--Estimating (or regression) equation and zones of
‘11,‘12, and :3 standard errors of estimate, for
mean scores of importance and training of the A9
abilities reported by A7 teachers ianichigan.

-133-
Form B in Appendix B. (Compute monthly bills from.meter
and rate schedule). "13" represents ability II-l (Plan
wiring system for present and future loads). "28" repre-
sents "Replace brushes." All the numbers are in the paren-
theses after the A9 abilities in Appendix B.

Line A is the estimating line, which describes the
nature of the relationship between importance and training.
Line A reveals that there is positive correlation between
importance and training. That is, the more important the
ability, the more training the A7 teachers have received
from.it. This is a general estimation, because the A9
abilities are not all on the line A. The fact that so many
abilities are either above or below Line A indicates vari-
ations or deviations from.the estimate. Line A was plotted
by estimating (or regression) equation.7 (Yh0.69xw0.03)

To estimate the deviation of the mean scores of
each of the A9 abilities from the estimating Line A, three
zones (:l,112, and.:3 standard errors of estimate, Sy.x)
are used. The first zone covers the area between the two
lines closest to Line A. (One line above and one below
Line A, the narrow band, :l Sy.x)‘ Forty-one of the A9
abilities are within this narrow zone. That is, about 8A
per cent of the abilities have deviations equal to or less

 

7Croxton and Cowden, op. cit., p. A57.

-134-
than one standard error of estimate.

Three abilities (numbers A, 9 and 20) above the

8

first zone are deviated from Line A more than 13y.x but

less than 28 Three abilities (numbers 22, A8 and A6),

y.x.
b610W'the first zone, are also deviated from the estimating

Line A more than 13 but less than 23y.x' The variation

.x
of these six abilities is greater than that of the abilities
in the first zone.

The ability number A3 is more than 23y.x from Line
A, the variation greater than the six abilities. The
greatest variation is ability number one. It is over

y.x

Those abilities with very great variation need
further investigation, because their ratings on training
did not match with their importance.

(1) Ability number one, "Compute monthly bills from
meter and rate schedule." The importance rank of this
ability is AAth, the training rank is A.5. The difference
in rank is 39.5. The training is beyond its importance,
since the training mean score is 0.38 points greater than
the importance of this ability.

(2) Ability number A3, nMake electric fence con-
troller safe." This ability was ranked 5.5 in importance
' but 37th in training, a difference of 31.5 ranks. The

importance mean score is 0.97 higher than its training mean

 

81bid., p. A58.

-135-
score. The training in this ability does not seem sufficient
to match its importance.

(3) Ability number four, "Compute energy consumption
of various appliances (as; range, welder, . . .)." This
ability was ranked A0th in importance, but 18th in train-
ing. The difference in rank is 22. The training in this
ability outweighs its importance in terms of ranks.

Thus, abilities number one and four, which being very
much above Line A, indicate that the training exceeds the
importance significantly. While ability number A3, which
is way below Line A, reveals that its importance outweighs
its training.

Correlation between importance and training.--The
coefficient of correlation9 of the mean scores of importance
and training of the A9 abilities as rated by the A7 teachers
of agriculture is 0.803. This is significant at the one
per cent level. Therefore, the null hypothesis that there
is no relationship between the importance and training is
rejected.

This level of significance approached the point
where there is only one chance in one hundred of making an
error of rejecting the null hypothesis. The alternate hypothe
esis is accepted, which stated that there is relationship

 

gcrOXton and COWden, OE. Cite, p0 4690

-136-

between training and importance of the A9 abilities. That
is, the more important the ability, the more training‘the
A7 teachers have received on it. more training was given
to important abilities and less training to less important
ones. In the sense that training is discriminating accord—
ing to the importance of the abilities, the training appears
to be adequate. However, reservations should be made that
in a few abilities, as number one and number A3, the extent
of training did not seem proportional to the importance.

Scatter Diagram of impprtance and application ip EEE'
2.--The mean scores of importance and application of the A9
abilities as rated by the A7 teachers of agriculture were
plotted in Fig. 9. The scatter diagram indicates some linear
positive correlation. The relationship was estimated by
the estimating Line B, which was plotted by the estimating
(or regression) equation. (Y-l.06x-0.36) .

Similar to Fig. 8, three zones are used to measure
the degree of deviation of each of the A9 abilities from
the Line B. Three abilities (number one, A3, and AA) are
in the:!38y.x zone. Their deviatiomsfrom Line B are greater
than all other abilities and are to be discussed as follows:

(1) Ability number one, "Compute monthly bills from
meter and rate schedule." The importance rank of this
ability is AA, (mean score 1.00), the application rank is
23 (mean score 1.36), the difference in rank is 21. This
indicates that despite the fact that they rated it relatively

-137-

Mean score of

 

 

 

 

 

anu‘aLsnn.“ m......_.-__,.-~-l..-,.-n--.-we- “in--- .-.2-“..~-..f-w.___ .
[j I/'/ /7
/8L , A / 9. 2'
" 'i , 20 -
34357“ 35 ,/ 2'9 47
”7r , 5 3/- '// '49 4g
/ I / / 6
/6'— / ; /
/' ,‘ !ISY.X’93.O
AFL , ; //, 23 / 23 J
/ 1 / i 8 2%
my / 2- 3? / M’ 43 47 Z
’3 3’" x , , k
/3;—- / A 4' Z/Z/ 35’ ’7 //4-6 f
i. / 4g§§jQ(r” 21 // )
/2? / /2 .26 I 2‘ ~ ,. \ . 24 E
g 2 i” 5' " ‘/ / r
/./7—' / / ‘ // s
_- / / ’ // 43
lob‘ // // 28 34;
. y /
% / / 44 I
09L- 2/ /' +
// [Z-
087 . i
. /
0.7"- ’ /
/ . / ‘ /
L- I /’ 93
Z7i" / _
05%" 6 Y f/
,0 ' ,' /,
aé‘r‘ we Chasm 535px
43” K/ 33 "I ,. € /
/ I ’ T
42. I! /
_ 39 / ,x
0f-4/ , _ [,2 . / 1 ; . . ' .

 

 

 

‘ ”I ' 1 L l
45‘ a6 097 a? 0.9 /0 2/ 22 23 24 25' 25 27 2g 2
Mean score of importance

Fig. 9.--Estimating (or regression) equation and zones of
1i, :2 and 13 standard errors of estimate, for
mean scores of importance and application of the
A9 abilities reported by the A7 teachers of agri-

culture in Michigan.

-138-
unimportant, yet, they taught it quite often (difference in
mean score is 0.36).

(2) Ability number #3, "Make electric fence con-
troller safe." This ability is ranked 5.5 and 36th in im-
portance and application respectively. The importance rank
is 30.5 higher than its application rank. The mean score
of importance is 0.83 over the application score. This re-
veals that this ability was not as frequently taught in
the high school as the importance these teachers rated them
would warrant. The training rank is 36th and the mean score
is 0.92, which is below the fairly adequate level. It ’
appears that the teachers did not teach this ability, which
they thought important, due to insufficient training.

(3) Ability number #4, "Install fire-proof lighting
fixture in hayloft properly." This ability was ranked 12th
in importance and 39th in application, a difference of 27
ranks. The importance mean score is 0.83 higher than its
application mean score. The importance of this ability
appears to exceed its application in both rank and mean score.

The rank and mean score of training in this ability
was lower than the importance rating, but training was rated
higher than application both in rank and mean score, there-
fOre, the low ratings in application may be due to other
reasons as well as insufficient training.

Correlation between importance and application.--The

correlation coefficient of the mean scores of importance

-139-

and application of the A9 abilities rated by the #7 teachers
of agriculture is 0.835. This is significant at the one per
cent level. Therefore the null hypothesis that there is
no correlation between importance and application is re-
jected. The alternate hypothesis is accepted, which states
that there is relationship between importance and appli-
cation of the 49 abilities as rated by the 47 teachers. That
is, the more important the ability, the more frequently the
teachers would teach it in high schools. Conversely, the
less important the ability, the less frequently they taught
it. Although a few variations have been indicated by
abilities number one, 43 and LL. as a whole, the frequency
of the teachers of agriculture to teach the abilities in
their high schools is directly related to their ratings of
importance.

Scatter diagpam of training and application in Fig.
lQ.--The relationship between the mean scores of training
‘ and application of the 49 abilities rated by the h? teachers
is shown in the scatter diagram in Fig. 10. There is a A
positive linear relation between training and application.
The correlation was estimated by the estimating Line 0,
which was plotted by the estimating (or regression) equa-
tion. (Y-l.2hx-0.07).

Three zones are used to measure the degree of de-
viation of abilities from the estimating Line 0. None of
the A9 abilities is in the 1333),.x zone. That is, all

-140-

Mean score of

 

application
/9 / f A, / z/
/ 7

/8b / 1435 X/ ' 2 9

/ Y, 47/ £9 0
/7L / , f 41' 3! 36/8

/' * +455 x
/é~ / // ) '1
E .3.

 

/ I / g 43 . / 3
09;. / / /
/ ’3 : / , /
./ /
/- / /

46L / 49 33 / / /

e7 /
03/ C // 3SYX . ’,
J0 -— . /
a “6’ ////% /// /

"25:? /

/

 

 

 

1h

-/l
39 /
la AV /
1 L J 1 f I /? 1 L 1 I I

l
O-Zs'az 03 0.4 ad" 0.6 47 08 49 /o /-/ /-Z /?/4 [15‘ )5
Mean score of training

 

 

Fig. 10.--Estimating (or regression) equation and zones of
+1, +2, and‘_3 standard errors of estimate, for
mean scores of training and application of the A9
abilities reported by the L7 teachers in Michigan.

-141-
abilities are less than two standard errors of estimate
from.the Line 0. To compare the variation of Figs. 8, 9.
and 10, this last one has the least.

Two abilities, numbers 38 and h2,have comparatively
greater deviations from Line 0 than other abilities. The
differences in ratings of the training and application of
these two abilities are as follows:

(1) Ability number 38, "Determining cost of heat-
ing home with electricity." This ability was ranked h3th
and h6th in training and application respectively. The
rank difference is only three. But, the mean score of
training is 0.68, which is double that of the mean score
on application, 0.34. Therefore, the frequency of teach-
ing this ability was not proportional to the training. Its
rank of importance is 46th, which is very low. It may be
this is one of the reasons that this ability was taught less
frequently. 1

(2) Ability number 47, "Recognize hazards of sub-
standard wiring." This ability was ranked 16.5 and 5.5
in training and application respectively, the application
exceeds training by ll ranks. Application outweighed train-
ing in this ability in terms of ranks. This ability was
ranked 2.5 in importance, therefore, it is very important.
Compared with its importance and the frequency of teaching
it in high school, the training of this ability did not
seem sufficient to match its application and importance.

-142-

Corrglation between training and application.--The
correlation coefficient of the mean scores of training and
application of the #9 abilities rated by the #7 teachers
of agriculture is 0.832. This is significant at one per cent
level, because 0.832 is greater than 0.372, the value needed
to be significant at one per cent level. Therefore, the
null hypothesis of no correlation between training and appli-
cation is rejected. The alternate hypothesis is accepted,
which stated that there is relationship between training
and application of the L9 abilities as rated by the 47
teachers. That is, the more training the teachers received
in the ability, the more frequently they taught it in their
high schools. Conversely, the less trainingthey received
in an ability, the less frequently they taught it in high
schools. The frequency with which the teachensof agricul-
ture would apply'what they learned from the Michigan State
University in the field of rural electrification is pro-
portional to the amount of training they received.

Interrelationship of importgpce, training and appli-
pppigp.--To sum up, there is direct interrelationship of
importance, training and application of the abilities rated
by the A7 teachers of agriculture. The three correlation
coefficients are: (l) importance and training, 0.803; (2)
importance and application, 0.835; and (3) training and
application, 0.832. The second coefficient is greater than
the other two, but the differences among these coefficients

~1h3-
are not significant.

The implication of the direct interrelationship of
importance, training and application is: by training the
teachers in those abilities which.they need (that is, those
abilities the teachers rated much lower than the composite)
would make them rate those abilities more important and more
teachers would teach them in the high schools.

The problem to be discussed in the following section
is how to evaluate the differences in ratings between the
composite and the teachers. Based on the composite rating,
the abilities in which the teachers need.more training
will be the course content for their in-service training.

Comparispn of the Evaluations Between thp Comppsipe
and the 52 Teachers of Agricultppe

The basis for determining the course content fer
the in-service training fer the teachers is to compare the
ratings of the composite and the teachers. .

To ascertain the degree of similarity and/or vari-
ability between the evaluations of the teachers on importance,
training and application and the composite, the following
comparisons are made: (1) comparison of the means, (2)
comparison of the sub-areas, (3) comparison of the variations
and the distribution of abilities, and (a) comparison of
the rank order, or the rank correlations.

Based on the above comparisons and the comparison of

-144-
each of the A9 abilities with respect to the differences in
mean scores, ranks, degree of importance, level of training
and frequency of application, the abilities needed in the
course content for in-service training are determined.

Comparison of the means.--The means of the composite,
the teachers' ratings on importance, training, and appli-
cation are l.A3, 1.50, 1.03 and 1.23 respectively, as indi-
cated in Table 22. To test whether the differences among
the four means are significant or not, the t-test was used.
As revealed in Table 22, except the difference in means of
importance as rated by the composite and the teachers, (1.28),
which is not significant at five per cent level, all the
other five mean differences are significant. Four of them
are significant at the one per cent level and the mean
difference between the training and application as rated
by the A7 teachers is significant at the five per cent level.

Since the importance ratings by the composite and
the teachers are significantly higher than the ratings on
training and application, the need for more training and
application is suggested.

Comparipon of the four ratings on the six gub-areas.--
_The comparison of the mean scores of sub-areas by the A7 _
teachers and the composite is in Table 23. The highest mean
score in Table 23 is 1.78, which was rated by A7 teachers
on the importance of the sub-area safety. The lowest mean

score in the same table is 0.57. which was rated by the A7

-145-

TABLE 22.--Comparison of the means of the composite and the
A7 teachers in Michigan

 

Level of significance of the mean
differences of the four ratings

 

Mean Ratings bY‘the A7 teachers on
scores Importance Training Application

 

Composite l.A3 1.28“°3' 7.5** 3.A7**
Importance

(teachers) 1.50 -~ 6.15** 3.61**
Training 1.03 -; -- 2.67*
Application 1.23 -- -- --

 

*#Means highly significant (one per cent level, p‘L.Ol).
*Means significant (five per cent level, .014 p<.05).

n.s. Means not significant.

teachers indicating how frequently they have taught the
abilities in the sub-area heating and cooling.

Cpmparison of thg ratings by profiles.--Figure ll
compares the four profiles of ratings based on Table 23.
The profile of training is the lowest and the profile of
importance rated by the A7 teachers is the highest. The
profile of importance rated by the composite is the next
highest of the four. The profile of application is between
the training profile and the composite profile. (Only the
heating and cooling sub-area is lower). This indicates

that training and application do not match with the importance

 

-146-

TABLE 23.--Comparison of the ratings on the six sub-areas
by A7 teachers and the composite.

 

 

!

 

The A7 teachers (mean scores)

 

 

 

Sub-area Composite Importance Training Application
Basic

abilities 1.33 1.35 1.07— 1.22
Wiring 1.51 1.61 1.17 l.A6
MOtorS 1.1.9 1060 1007+ 1033
Lighting l.AS 1.53 1.0A 1.17
Heating and

000].ng 0. 96 0096 006‘} 00 57
Safety 1.70 1.78 1.01 1.28
Means of A9 '

abilities l.A3 1.50 1.03 1.23

 

in each of the six sub-areas. It seems necessary to have
more training and application, as suggested previously.

Heating and cooling is the lowest sub-area of all
four profiles. That is, the ratings on training, on appli-
cation, and on importance by the A7 teachers and the com-
posite are all at the lowest level. In training and appli-
cation, the sub-area wiring has the highest mean scores, but
both the composite and the A7 teachers rated safety as the
most important .

The gaps among the four profiles at the sub-area

safety appear to be greater than at other sub-areas. It

-147-

.mm cases ache seen

.opwmomBOo on» he coupon

non mm commemoaea mo nonoom came one one museums» be an eopuoaou mm moaamo
uaammm one .wnasfimuu .oocmvhoasa mo mouoom same no moawmoyg on» no comaummaoouu.aa .wfim

a.H e.H m.4 4.4 «.4 ~.H H.H 0J4 e.o m.o 5.0 e.o “.0

 

 

i - 4 -.-,4 1 4 1 4 -

._ 11 _ - _

e i . _ - _

a

 

fineness» he

 
  

 

 

mommuuomsH
Mx
mpwm0$Foo . oncom \
_ moapmoaamm<\\
. /, choom
Ill/r /,\\\ wmflmdmha
/. [/4 //

 

 

 

. o

L

 

x.-

 

 

mouoom new:

oapwaanw me
no name:

hummmm

mcwaooo
one weaves:

mcaenm4a

muouoz

weapas

meae444cs
oammm

 

-143-
reveals that in the sub-area safety, training and application
lags behind the importance to a much greater degree than
for Other sub-areas. More training seems to be needed in
the sub-area safety.

Comparison of the variations and the distribution
of abilities.--Table 2A indicates the variations and the

 

distribution of abilities in various levels. The applica-
tion scores hEWBa range of 1.83 and standard deviation 0.A8.
This reveals that there is more variation within the ratings
in application. For instance, the ability "Install heat
lamps for pig or chicken brooding" was rated as high as 1.92,
but "Install air conditioner" was rated as low as 0.09. In
other words, only two teachers did not teach the former
ability, and only two teachers taughtthe latter ability.

The discriminating between the abilities in application is
great. '

The importance ratings of the A9 abilities as
reported by the composite and the teachers are 51 and 57.2
per cent respectively above 1.50, as shown in Table 2A,
but in the training, only two per cent. Therefore, most of
the abilities are rated very high on importance but very
few are high in training. For those mean scores below 1.00,
the percentages of the A9 abilities on importance as rated
by the composite and the teachers are 12.2 and 8.1 respec-
tively, but on training, 38.8 per cent. This also indicates

that more training is needed by these teachers.

-149-

TABLE 2A.--Comparison of the ratings of composite and the A7
teachers of agriculture on the rank order of A9
abilities o

 

 

Composite A7 teachers of agriculture

(seven __
groups) Importance Training Application

 

 

Highest mean

score 1.88 1.91 1.6A 1.92
Lowest mean

score 0.A8 0.51 0.19 0.09
Range 1.1.0 1.14.0 101‘s 1083
Standard

deviation 0.33 0.39- 0.33 0.A8

 

Per cent of
abilities with
mean scores
over 1.50 51.0 57.2 2.0 30.6

Per cent of
abilities with
mean scores
from 1.00 to
1.50 36.8 3A.7 59.2 A7.0

Per cent of
abilities with
mean scores
below 1.00 1202 801 3808 2201A

 

Forty-seven per cent of the A9 abilities have appli-
cation mean scores from 1.00 to 1.50, only 30.1 per cent
of them above 1.50. This indicates that the teachers did
not teach many abilities that the composite rated as im-
(portant.

From the above comparisons (means, sub-areas and

-150-
distributions of abilities) it is evident that the ratings
in training and application are lower than importance. Ap-
parently, there is a need for more training.

In the comparisons of the three ratings by the
teachers, (p. 130) it was found that the interrelationship

 

of importance, training and application is significant. (The
correlation coefficients are 0.80, 0.8A and 0.83, see page
1&2). It is intended to investigate the correlation between
the composite and the three kinds of ratings evaluated by
the teachers in the following section.

Comparison of the rank order or rank correlations.--
The research hypothesis is that there is direct correlation
between the composite rating and each of the three ratings
by the teachers. From this research hypothesis, three null
hypotheses were developed: (1) Importance ratings by the
composite and the teachers are independent of each other,
(2) The composite ranks and the training ranks of the A9
abilities are independent of each other, and (3) The com-
posite ranks and the application ranks of the A9 abilities
are independent of each other. There is no correlation be-
‘tween them.

Spearman rank correlation was used to test the null
hypotheses of independence. Table 25 indicates that all
‘the rank correlation coefficients are significant at the
one per cent level, so the null hypotheses of independence
are all rejected. That is, there is direct relationship

--151-

TABLE 25.--Comparison of the agreement between the composite
and the teachers on the rank order of the A9 abil-
ities indicated by the rank correlation coeffic-

 

 

 

 

ients.
Rated by the A7 teachers on
Importance Training Application
Composite 0.90** 0.61** 0.58**

 

———

**Highly significant, at the one per cent level p<L0.01.

between the composite and the teachers on the rank order
of the A9 abilities. For instance, if the composite rank
is very high, as a general rule, the ranks of importance,
training, and application as rated by the teachers are also
high. Conversely, if the composite ranksan.ability low,
the other ranks would be also low.

This relation is used as a reference to determine
whether an ability should be in the course content for the
in-service training. For example, the ability "Prevent
electric shock," was ranked fifth by the composite, but
teachers ranked it 18.5 and 25.5 in training and applica-
tion respectively. The differences in ranks are 13.5 and
17. The fact that the composite ratings out-ranked the
teachers' ratingsin training and application from 13.5 to
17 ranks reveals the need for more training and application

(Table 26 ) o

. .‘2 —! an b<u‘
I‘d
D

m04am044mmm I op4momaoow**
wm4m4map s Amuonomop.hpv oocmuuomaH**

wm4c4mup n 094m00800*

 

 

 

000: 04 u m.m4 0N n.m~ m.m4 m xcmm
:03: mm.0 no.0 00.0 04.4 00.4 45.4 05.4 ouoom cams 4nH>
4 m.0 0 04 we n.04 we seem
oz 04.0 m~.0 4m.0 54.0 Nm.0 hm.0 no.0 cnoom c002. 44:4
0... 4... 34.. a? 4...- 3h 3 0.- 0m see--
...i -5300 8.0 0 40.0 8.4 3.4 SA 40.4 88.... sec-,- .74
4 0 44 mm mm mm 4N xcmm
0ch 0~.0 3.0 3.0 «04 50.0 0~.4 ~24 88-. see- «.4
0m: n.0mn n.0ma mm m.4 44 m4 xcmm
oz 0m.0s mm.0u Nm.0| 0m.4 mm.4 00.4 00.4 ouoom new: 4:4
wca essauo seauH cauo -<V A9. A40 A00 s0444n<
um4wuo mmwconoHM40 m04pmo mm4 comma 094000
mo omoz xcmp one shove macs I44mm< anmhe unomaH taco

.cmwasogz n4 ousp4504uwm mo awesome» mo

co4pmummmnm on» you 0049444nm wc4uoo4om :4 mom: memo on» wnHSOnm m4nmv mO4uoomul.wm mamda

-153-
Abilipies needed by the teachers for in-service training

To determine the abilities that will be needed for
teacher training, each of the four ratings of the A9 abil-
ities was compared with respect to the differences in mean
scores, ranks, degree of importance, level of training,
frequency of application and other considerations. Table
26 shows the method of determining the abilities in the
course content for in-service training. For instance, abil-
ity I-l, "Compute monthly bills from meter and rate schedule,"
needs no further training, since its rank is 38.5 higher
than the composite, and its mean scores in training and
application are greater than the mean scores of importance
rated by the composite (0.32 and 0.30 respectively). The
minus signs used in Table 26 indicate that the composite
rating is smaller than the ratings of training and appli-
cation.

Ability I-2, "Select electrical applicances for
convenience, economy, and safety," the composite rated 0.65,
and 0.20 points higher than the mean scores of training
and application respectively. The composite outranked train-
ing by 1A ranks. Therefore, this ability is needed in the
course for in-service training.

Ability I-A, "Compare energy consumption of various
applicances," is optional, since the mean score differences
are small, (0.0A, 0 and 0.07) and the ranks in training
and application are higher than the ranks of importance, as

~15h-
rated by the composite and the teachers.

Ability I-ll, "Install remote control" needs no
further training, because the composite rated it not im-
portant (mean score 0.63).

Ability VI-A, "Prevent electric shock," is very
much needed in the course content for in-service training,
since the mean differences are great (the differences be-
tween the composite and training, teachers' rating of im-
portance and training, and composite and application are
0.69, 0.65, and 0.38 respectively), and the ranks of im-
portance by the composite-and the teachers are 13.5, 7, and
17 higher than the ranks of training and application.

Each of the A9 abilities was analyzed in a similar
way to determine the need of training or preference in the
course content for in-service training. These A9 abilities
are divided into four groups according to the degree of
needs: (a) no need for further training, (b) optional, (c)
needed abilities and (d) much needed abilities.

Abilities needing no further training.--Teachers do
not need in-service training in the following 11 abilities:

Compute monthly bills from meter and rate schedule.
I-

The above ability is the only one in which the
‘training mean score is higher than the importance mean
score. There is no need for in-service training in this

ability. Since most of the teachers and the composite

 

-155-

did not rate it as important as the training, it may not

nmd.much emphasis in training the prospective teachers.
The following six abilities were rated by the com-

posite with mean score less than 0.90. They are not im-

portant. Therefore, there is no need to include them in

the course content.

In?§aié)time clock switch, thermostatic switch.

Install remote control. (I-ll)
Charge storage battery. (I-12)

Depgrgine cost of heating home with electricity.

Calculate heat in BTU which must be removed to
cool products. (V—3)

Install air conditioner. (V-5)

The application mean scores of the following four
abilities are greater than the composite mean scores, and
their training mean scores are about equal to the composite
scores. There is no need for further training of the teachers
in the following four abilities.

Repair damaged cords and make proper splices. (I-9)

Install 3-way and A-way switches. (II-7)

Wire a circuit for general purpose lights and
outlets. (II-8)

Install light fixture. (IV-5)
Optional abilities.--The following nine abilities
may be needed by some teachers but not by most of them.

Therefore, these nine abilities may be included in the course

-156-
content as electives or optional.
Select wiring materials. (II-3)
Locate outlets and switches. (II-6)
Interpret motor nameplate information. (III-7)
JMount motor and adjust belt tension. (III-9)

Instail heat lamps for pig or chicken brooding.
v-

The application mean scores are greater than the
composite mean scores in the above five abilities, and the
training scores are from 0.22 to 0.36 less than the com-
posite. Since the composite rated the above five abilities
lower than the teachers in application scores, and the
training scores are not much lower than the composite, there-
fore, only a few teachers need further training in them.

For a similar reason the following four abilities
are optional, because the composite did not rate much
higher than the application. (Only 0.01 to 0.08 points
difference).

Compute energy consumption of various appliances.

Comply with electrical code and select Underwriters'
Laboratory approved materials. (I-6)

Clean and lubricate motors. (III-3)

Change direction of rotation of motors. (III-A)

Abilities ngeded by the teachers.-—The teachers need
further training in 29 of the A9 abilities. Some training
should be given in nine of these abilities since the composite
mean scores are either 0.10 point greater than the application

-157-
mean scores or 0.A0 points greater than the training mean
scores. The nine abilities are as follows:

Wire a circuit for special outlets. (II-9)
Replace brushes. (III-6)

Compare cost of electricity with other sources
or power. (1-3)

Detgrmine types and sizes of fuses for protection.
-7

Select service entrance switch. (II-A)
Change voltage of dual voltage motor. (III-5)

Select pulleys and belts for machine of desired
speeds. (III-8)

Sel;3thlighting equipment fer home and yards.

Determine water requirements in gallons per hour
for home and farmstead. (V-A)

More training should be given in the following 12
abilities, since the mean differences between the composite
and the teachers are greater. The composite is either 0.20
or 0.50 points over the application and training respectively
in the first seven of the following 12 abilities:

Recognize sources of reliable information on rural
electrification. (I-5)

Plaplwiring system for present and future loads.

Locate load center and distribution center. (II-2)

Determine number of branch circuits in new build-
ings. (II-5)

Determine voltage drop and its effect on lighting.
IV-3

-153-
Ground equipment and wiring system safely. (VI-l)
Recognize hazards of substandard wiring. (VI-6)

Select electrical appliances for convenience,
economy and safety. (I-2)

Locate hazards such as short or open circuits,

.0. 1"

Determine light requirements for various areas and
JObSo (IV-2)

Protect buildings from hazards of lightning. (VI-7)

Usevglgraviolet lamp and other special lamps safely.

The composite is ppph 0.20 and 0.50 points greater
than the application and training scores respectively in
the last four of the above 12 abilities. The mean scores
of the abilities which need more training should be greater
than 1.25, as rated by the composite, since more training
should be given to those abilities which are comparatively
more important. I

Abilities 1n which the teachers need much more
training.--All of the following eight abilities should be
given much more emphasis, since the mean score differences
between the composite and the application and the train-
ing in these abilities are all much greater than the dif-
ferences mentioned above. All these mean scores are over
1.50, and the composite score is 0.30 and 0.60 points greater
- than the application and the training scores respectively.

UseIguggment to revise present wiring system.

-159-
Select proper types and sizes of motors. (III-l)
Select proper overload protection. (III-2)

Recognize effects of poor lighting in quantity and
quality. (IV-l)

.Make electric fence controller safe. (VI-2)

Install fire- roof lighting fixture in hayloft
properly. VI-B)

Prevent electric shock. (VI-A)

Usevgire fighting equipment for electric fires.
-5

Four of the above eight abilities belong to the
sub-area safety. It substantiates the finding in Fig. 11,
in which the gaps among the profiles at the sub-area safety
was greater. Apparently much.more training is needed and
preference should be given to the eight abilities over the
other abilities in the course content for in-service train-

ing.

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The purpose of the present study is to find a
basis fer course content in rural electrification for the
pre-service and in-service training of the Michigan teachers
of agriculture.

Agricultural engineers, leaders in teacher educa-. -
tion, prospective teachers and young farmers collaborated
in preparing the check-list with A9 abilities divided into
six sub-areas.

The check-list was rated by seven groups: 19
leaders in teacher education, A7 teachers of vocational
agriculture, 25 prospective teachers of agriculture, 15
agricultural engineers, 28 rural servicemen, 32 farmer
members of advisory councils and 50 young farmers.

The A7 teachers of agriculture rated the adequacy
of training and frequency of teaching of the A9 abilities
in their high schools. The teachers' ratings were compared
and evaluated with the ratings by the seven groups. The
course content for in-service training was based on the
comparisons and evaluations.

The balance of this chapter presents a summary of
‘the findings of the present study, with conclusions, and

recommendations developed from it.
~160-

-l6l-

Summagy of Findings

The evaluation of impprtance by 216 respondents.--
The rank order of the A9 abilities rated by 216 respondents

is listed in Table 7. These respondents rated all the
abilities between the "fairly important" and the "very im-
portant" level. They rated safety very important.

Six abilities belonging to the sub-areas of basic
abilities and heating and cooling are below the "fairly im-
portant" level. The A9 abilities were divided into five
degrees of importance.

The rank order of the six sub-areas is: safety,
wiring, motors, lighting, basic abilities and heating and
cooling. There was unanimous opinion in rating-the sub-
area heating and cooling as least important. The sub-area-
of safety was rated by all but agricultural engineers as
the most important. .All except the young farmers' group
ranked the sub-area safety the fifth in importance. The
rank of the sub-area motors showed the greatest variation.
There was partial agreement among the seven groups on the
rank order of importance of the six sub-areas.

The distribution of abilities of each of the six
sub-areas in the five degrees of importance is summarized
in Table 13. All the abilities in the sub-areas of wiring,
I motors, lighting and safety are in the first three degrees
of importance, and they are all above the "fairly important”

-162-
level.

The 12 abilities in the sub-area of basic abilities
are distributed in the five degrees of importance. Four
of the abilities are in the fourth and least degrees of im-
portance, and they are either "fairly important" or "rela-

tively unimportant."

".213“ 1‘ _. v
__|

In the sub-area of heating and cooling, four of
the five abilities are in the fourth and least degrees of
importance, only one ability is in the second degree of (ORA
importance. Although this sub-area was rated lower than
any of the other sub-areas, one ability in this sub-area
is rated higher than one or more abilities in the other five
sub-areas. (Table 13)

The four groups related to the profession of teach-
ing, (leaders in teacher education, teachers of agriculture,
prospective teachers, and agricultural engineers), rated
the importance of the A9 abilities higher than the composite.
The other three groups not related to the teaching pro-
fession rated lower than the composite. However, the mean
differences of the following groups are the only ones which
are significant at the five per cent level: (a) Young
farmers and the teachers of agriculture, (b) young farmers
and leaders in teacher education and (c) farmer members of
advisory councils and the leaders in teacher education.

The evaluations by the 52 teachers.--The rank order
of importance, training and application as rated by the A7

-163-
teachers are listed in Tables l6, l8 and 20 respectively.

The group mean score of importance is 1.50, which
is between "fairly important" and "very important." More
than 57 per cent of mean scores of importance are over 1.50.
Only four abilities have mean scores below 1.00. This
indicates that the teachers rated the abilities a little
more important than the composite.

The teachers ranked abilities related to safety
very high. They ranked "Prevent electric shock," 13.5
points lower than the composite. They outranked the com-
posite by 19 in the ability "Install heat lamps for pig or
chicken brooding."

Those abilities ranked as the lowest by the com-
posite were also ranked as the lowest by the teachers.

The group mean score of training is 1.03, which is
near the "fairly important" level. Only two per cent of
the A9 abilities with mean scores of training is over 1.50,
and 38.8 per cent of them have mean scores less than 1.00.
Thus, the training was not rated as high as the importance
of the various abilities.

Some of the abilities with very high ranks in im-
jportance, as rated by the teachers and the composite, were
ranked also very high in training. However, five abilities
in safety ranked very high in importance but quite low in
'training. There is more similarity in the rank order of

importance and training at the very low ranking level than

 

~16A-
at the very high ranking level.
The group mean score of application is 1.23, which
is lower than the importance rating but greater than the
training rating. Most of the A9 abilities were taught by
the A7 teachers. About seventy-eight per cent of the A9
abilities have mean scores of application above 1.00. Nearly T?
forty per cent of the A9 abilities have mean scores of appli- ; ”
cation above 1.50. '
Abilities with very high ranks in application were ('
also ranked very high either in importance or in training
or both, although a few abilities like "Install heat lamps
fer pig or chicken brooding," and "Mount motor and adjust

belt tension," were not ranked very high in training.

Inperrelationship of impprtanceI traiping and appli-
cation of the 52 abilities rated by the teachers.--The three

correlation coefficients indicate that the interrelation-
ship is highly significant (at the one per cent level).

The correlation coefficient between importance and
training is 0.80. It is highly significant. However, the
ability "Compute monthly bills from meter and rate schedule,"
was rated to have more training involved than its importance
would indicate, as revealed in Fig. 8. On the other hand,
the ability "Make electric fence controller safe," was
rated quite important by the teachers, and they indicated
more training is needed in this ability (number A3 in Fig.
8).

-165-

The above two abilities have the greatest variations.
As a whole, the relationship between the importance and the
training is highly significant.

The correlation coefficient between importance and
application is 0.8A. It is highly significant. However,
there are variations. Again, the ability "Compute monthly
bills from meter and rate schedule" was taught in the high
schools quite frequently, but the teachers did not rate it
as important. The other two abilities “Make electric fence
controller safe," and "Install fire-proof lighting fixture
in hayloft properly," were rated important, but were not
taught in the high schools frequently.

The correlation coefficient between training and
application is 0.83. It is highly significant. Despite
some minor variations, the amount of training was related
to or proportional to the frequency of the abilities being
applied in the local schools.

Comparisons of the comppsite evaluations and thp
evaluatLons by the teachers.--The composite mean and the) -

group means of importance, training and application are

l.A3, 1.50, 1.03 and 1.23 respectively. The importance
ratings by the composite and the teachers were significantly
greater than the ratings of training and application. A
comparison of the four profiles in Fig. 11 revealed that
training was rated as the lowest and the importance rating
by the teachers was the highest. The gaps among the profiles

~166-
at the sub-area safety were greater than for other sub-
areas. Heating and cooling was rated as the lowest sub-area
of the four ratings.

Most of the abilities were rated high in importance
but low in terms of training. The application ratings were
lower than the rating of importance but higher than the
rating of training, as indicated in Table 2A.

The rank correlations among the four ratings were
all highly significant, as revealed in Table 25.

Abilities needed by the teachers for in-service
training.--Based on the above general comparisons and the
comparisons of the four ratings of each of the A9 abilities,
the degree of further training needed by the teachers was

ascertained.
Conclusions

The conclusions concerning research hypotheses

and the general conclusions will be presented as follows.

The research hypptheses
The hypotheses listed in Chapter I were tested for

validity through the use of various statistical procedures
mentioned in Chapter III. Each of the hypotheses is re-
ported in the following.

Hypothegis onp.--The degree of importance of the
.A9 abilities rated by the 216 respondents varies greatly.

-167-

This hypothesis is considered to be valid, since
the null hypothesis of no significant difference among the
mean scores was rejected.

Hyppthesis two.--There is agreement among the seven
groups in the rank order of importance of the six sub-areas. r
This hypothesis was considered to be valid if all the corre- *3
lations among the groups were significant.

This hypothesis is not considered to be valid, since
the correlation coefficients among some of the groups were
not significant. However, there is partial agreement among
the groups, because many coefficients were significant.

Hyppthesis three.--The disagreement among the seven
groups in their rating of the importance of the total of
A9 abilities is not significant.

Since the mean differences among the three paired
groups (a) young farmers and teachers of agriculture, (b)
young farmers and leaders in teacher education and (c)
farmer members of advisory councils and leaders in teacher
education were significant, the validity of this hypothesis
is not established.

The mean differences among the other paired groups
‘were not significant, therefore, partial disagreement among
'the groups mentioned above» is significant.

Hypgthesis four.--There is interrelationship of

importance, training and application as rated by the teachers.

~168-

Since the three correlation coefficients were all
highly significant, the validity of this hypothesis is
established.

Hypothesis five.--The differences among the four
means (l.A3, 1.50, 1.03 and 1.23 in Table 22) rated by the
composite and the teachers are not significant.

Since only the mean difference between the composite
and the teachers' rating in importance is not significant
and all the other five mean differences (Table 22) are sig-
nificant, the validity of hypothesis five is not established.

Hyppthesis six.--There is relationship on the rank
order of the A9 abilities as rated by the composite and
the three ratings by the teachers.

Since the three rank correlation coefficients are
all highly significant, as shown in Table 25, the null
hypothesis of independence was rejected. Therefore, the
validity of hypothesis six is established.

The general conclusions
The findings of the present study, as based on the

composite evaluations of the seven groups, which were
closely associated with rural electrification education
in Michigan, justify the following conclusions:

1. The total abilities as a whole were considered
important by the composite. Only six abilities are below the
fairly important level, all other abilities are important.

 

-169-

2. The degree of importance of the A9 abilities
varies greatly. The highest mean score is almost four
times the lowest mean score. Some of the abilities are
significantly more important than other abilities; this
provides the basis on which to choose the abilities to in-

clude in the course content.

"._~ f I _
“fie-s"

3. Most abilities in the sub-area "safety" or "re-
lated to safety" were rated of the greatest importance, _A
while most of the abilities in the sub-area of heating and )
cooling were rated as the lowest.
A. The rank order of the six sub-areas were partially
agreed upon by the seven groups.
5. The abilities within each of the six sub-areas
are in different degrees of importance, as shown in Table
13. Abilities in the sub-areas of wiring, motors, lighting
and safety are all important enough to be included in the
course content for in-service training. The rating of the
abilities in the sub-areas of basic abilities and heating
and cooling are very heterogenous; some of these abilities
need not be included in the course.
6. Difference between abilities is sometimes more
discriminating than between the sub-areas.
7. The people in the teaching profession rated the
A9 abilities higher than the other three groups. 'The stand-
ard of the leaders in teacher education and the teachers of

agriculture was higher than the two farmers' groups.

-170-

8. Except for a few abilities related to safety,
training in most of the abilities was given in proportion
to importance. Conversely, the more training the teachers
had received on an ability, the more important the teachers
tended to rate it.

Similarly, the frequency of teaching each of the A9
abilities was directly related to the ratings of importance
and the adequacy of training in that ability.

9. The teachers rated the total of A9 abilities
slightly higher than did the composite, but the difference
is not significant (Fig. 11).

10. The training was rated significantly lower than
the importance and application, and the application was
rated lower than importance. Therefore the training was
not adequate and many teachers need more training in many
abilities.

11. The rank relationship between the composite

and the teachers' ratings is significant.
Recommendations

The recommendations are made in view of the findings
of the present study, the literature reviewed and the dis-
cussions with some leaders in rural electrification educa-
tion in Michigan. They are divided into educational and
research sections on the basis of the application possi-

bilities.

 

 

~171-

Implication to teacher education

The course content fer prospective teachers.--In
determining the course content for the training of pros-
pective teachers of agriculture in Michigan, following are
the recommendations:

1. All but the following four abilities should be
included in the course content:

Install air conditioner. (V-S)

Install remote control. (I-ll)

Calculate heat in BTU which must be removed to cool
farm products. (V-3)

Install time clock switch, thermostatic switch. (I-lO)

The mean scores of the above four abilities were
rated below 1.00 by the composite. They are not important.

2. The following three abilities may be included in
the course as optional, because they are in the "fairly

important" level:

Determine water requirements in gallons per hour
for home and farmstead. (V-A)

Compute monthly bills from meter and rate schedule.
I-l

Determine cost of heating home with electricity. (V-Z)

Charge storage battery. (I-12)

3. More emphasis should be given to important abil-
ities. Comparing with the composite, the teachers were

not competent in many abilities. It seems desirable to

 

 

-172-
concentrate the effort to the training of teachers in the

abilities in the first three degrees of importance. It

was suggested that the eight abilities mentioned above be

omitted or listed as optional items.
A. The weight of each of the abilities within the

same sub-area may not be the same. For instance, in the
sub-area basic abilities, the two abilities I-7, and L8,

are in the first degree of importance, as shown in Table
7; more detailed instructions, more illustrations and more

enriched materials should be given to these two abilities
and less space and instructional materials should be given

to the ability I-A, which is in the third degree of im-

portance (Table 7, rank 39th).
5. Tables 7 and 13 should be used to ascertain the
Preference

importance of the abilities in the sub-areas.
should be given to the six abilities in the first degree

of importance, then to the 2A abilities in the second de-

gree of importance and so on.
The course content for in-service training.--Based

on the composite rating of importance, the abilities that

the teachers rated very low in training and application
Those abilities in

reflect the needs for further training.

which the teachers need more training should- be included
Following are the recommendations:

in the course content.
1. In terms of needs, it was suggested in Chapter

IV that: (a) the teachers need no flirther training in 11

 

-l73-
abilities and these abilities need not be included in the
course content, (b) nine abilities should be categorized as
optional items, (c) the teachers need further training in
29 abilities, they need some training in nine of the 29
abilities, they need more training in 12 of the 29 and they
need intensive training in the other eight abilities.
2. The amount of instructional materials should

be in proportion to the needs of training. Preference
should be given to those abilities needing much more train-
ing.

3. The abilities that need very much further train-

ing such as: "Make electric fence controller safe," "Pre- .
vent electric shock," may need special bulletins and visual
aids to be made for circulation.

A. The "Electricity at WOrk" TV program may use

the findings to produce the needed supplementary teaching
materials (films, kinescopes) and to circulate them to those
teachers in the high schools.

5. A laboratory manual and/or handbook which covers
the needed material in this finding would be very helpful
to supplement the in-service training of the teachers.

Implications to other aspects_of rural electrifica-
tion education.--The findings and the method of investiga-

tion in the present study may be used in many other aspects

of rural electrification education.

T's..- We“. at"?!

0 v. ”‘0...

fl“

-l7l+-
l. The findings in the present study are not limited

to determining the course content for the preparation of
the teachers of agriculture in Michigan; they may be used

by some of the seven groups to plan their rural electrifi-

cation education programs. For instance, the instructor of

the short course students might study the ratings by the

short course students, since the ratings reflect the needs

and interest of that group. The teachers of agriculture

may check the abilities, in order of importance, as rated
by the composite, with the high school students, adult and
young farmers to plan the courses to meet the needs of each
group.
The agricultural engineers, the leaders in teacher
education, the rural servicemen, the safety specialist,
the.Michigan Committee on Rural Electrification and others
who are associated with rural electrification education may
‘use the findings in the present study to put more emphasis
on abilities that need special attention, for instance, the

abilities in the sub-area safety.
2. The method of investigation in the present study

is recommended for determining the course content for high

school students, farmers' classes in rural electrification

or farm mechanics. The composite opinion is more repre-

sentative than the opinion of one group.

-l75-

/
7* Suggested Research (in Rural Electrification Education)
1’

(To compare with the voluminous studies in farm

 

mechanics, very few investigations have been made in the

field of rural electrification. The present study is

limited to the state of Michigan and the survey was done
in 1959.) Many other phases of investigation in rural

electrification are needed as follows:
1. To keep the instruction vital and current, it

is recommended that a periodic check be made of the abil-
ities needed in the course content for the preparation of
prospective teachers as well as to plan in-service train-

ing for the teachers in the high schools.
1’ 2. To ascertain the abilities in rural electrifi-

cation that will be needed by the high school students,
young and adult farmers.““ The check-list used in the present
study, with revisions needed, may be important in develop—
ing a farm experience inventory as well as setting up
courses in rural electrification for high school students
and farmers in various communities.

7} 3. To investigate the needs, interests and problems
that many teachers may have in securing teaching materials
in rural electrification, such as books, bulletins, work-'-

book manuals, magazines, and visual aids so that they will

\ have better in-service education..-
A. To study the facilities, laboratory and shop

~176-
equipment and teaching materials that will be needed in the

high schools for carrying out an adequate program in rural

electrification education.
5. To study the reasons of variations in correla-

tions. For instance, it was found that the frequency of
teaching an ability in high schools was related to the de-
gree of importance and the adequacy of training the teachers

rated on that ability. However, the training of the abil-

ity, "Compute monthly bills from meter and rate schedule ,"
was rated much higher than the importance and application.

0n theother hand, the teachers rated the safety abilities

much higher than training and application. No information

was obtained on the reasons why there were. such variations.

Again, it was inferred that agricultural engineers
are less concerned than the other six groups with safety

abilities. This inference needs to be tested.

7* 6. Why was it that the leaders in teacher education

and the teachers of agriculture rated the total abilities

much higher than the farmers' groups? \Is this true in

other areas of farm mechanics? It needs further'investi-

gation. \j

4 J7. Cooperative investigation of the changing needs

of the teachers of agriculture and the farmers in the area
of rural electrification is needed-win Michigan. In Ohio,

the power suppliers cooperated with the university and the

teachers of agriculture and farmers to study their common

 

-l77-
problems. They exchanged ideas and teaching materials.
The Michigan Committee on Rural Electrification may promote
further coordination to pool the ideas for promoting the

rural electrification education in Michigan.

 

A SELECTED BIBLIOGRAPHY

(This bibliography contains the literature cited in
this studgiand other materials which were particularly perti-

nent to t 3 study.)

Books

Brown, Robert H., Farm Rural Electrification.
McGraw-Hil oo 00., nc., 5 .

Cook, 0. C., Scranton, L. L., and McColly, H. F., Farm
Mechancis Text and Handbook. Danville, IlIinois:

The Interstate, A‘.
Cook, G. C., Walker, Clyde, Snowden, O. L., Practical
‘T"—"

Methods in Teachin Farm Mechanics. hird edition.
DanviIle, IIIinois:' The Interstate, l9A7.

Croxton, F. E. and Cowden, D. J., A lied General Statistics.
Englewood Cliffs, New Jersey: Frentice Hall, Inc.,

second edition, 1960.

Dixon, W. J. and Massey, F. J., Introduction to Statistical
Analysis. New York: McGraw-Hi Boo o., 57.

Richter, H. P., Wiring Simplified. Minneapolis, Minnesota:
' Park Puinshing 00., l9A7.

Snedecor, George, W., Statistical Methods, The Iowa State
College Press, Ames, owa, fifth edition, 1956.

Wright, F. B., Electricity in the Home and on the Farm.
New York: ohn Wi ey & Sons, nc., t ir e ition,

1950.

Bulletins, Manuals and Remrts

"Agricultural Engineering Phases of Teacher Training for
‘Vocational Agriculture," A Report of the Subcommittee
on Agricultural Teacher Training, Committee on
Curriculum, (College Division), American Society of
-Agricultural Engineers, in Collaboration with Advisory
Group of Agricultural Education Specialists, June
:22, 19AA. Washington, American Society of Agricultural

Engineers, 19AA.

New York:

 

-17e-

 

-179-
. 1953-

Handbook for Effective Teachin of Farm Mechanics in the
VocationaI A ricuIturaI De artments of Louisiana.
EuIIetin No. 67I, Eaton Rouge, Louisiana: State
Department of Education, 19A9.

Michigan Consumers Power Company, How Electricit Came to
100 000 Michi an Farm Customers of Consumers Power
Qgppa y. SpeciaI BuIletin, Jackson, Michigan:
Consumers Power Company, 19A9.

McClay, D. R.; Anthony, F.; Jones, R. N.; and Oliver, E. F.,
Lessons on Wirin . Miscellaneous Publication No.
2. Pennsylvania State University, State College,
Pennsylvania, 195A.

State Department of Agricultural Education, Farm Electric
Demonstration Manual for Vocational A ricuIture
Inst ction, State Department of AgricuIturaI Edu-
cation, St. Paul, Minn., 1958.

Summaries of Studies in A ricultural Education, Vocational
Education BuIIetin I80,. incIuding supplements Nos.
1 to 1A which list studies through the 1959- 60

academic year. Washington, D. 0.: U. 3. Office of
Education.

 

 

U. S. Department of Agriculture, Rural Electrification Ad-

ministration Annual Statistica Repprt, 5 .
. 1960.

 

M

Cook, Glen C., "Safety Precautions in Farm Mechanics in
Shops," The A ricultural Education Ma azine, 13:13

JUly, 191+ o

Dickinson, Sherman, "A Survey of Instruction in Farm Shop,"
Special Study, Univ. of.Missouri, Columbia, The
A ricultural Education Ma azine , A:l70, 1932.

Duncan, David B., "Multiple Ranges and Multiple F test,"
Biometric, ll:l-Al, March, 1955.

Jones, Floyd, "What Are Your Members Thinking About?" Rural
Electrification News, pp. 1-11, March, 1952.

-l80-

Iondon,}h H., "Education, the Key to Improved Use of
Electricity 0n the Farm." The A ricultural Educa-
tion Ma azine, 20:196-197, ApriI, I9A8.

Price, H. L., "Planning Instruction on Rural Electrification,"

The A ricultural Education Ma azine, 12:235, June,
I9AD.

wakeman, T. J., "Teach Farm Electricity by Example and

Demonstration," Bette: Farming Methods, p. 83,

May, 1951.

walker, 01 de, "Rural Electrification in Vocational Agri-
cu ture," The A ricultural Education Ma azine, 12:12,

July, 1939-

 

Unpublished Materials

Abbott, Charles F. "What Are the Activities Which Should
Be Included in An Effective Summer Program of WOrk‘
For A Teacher of Vocational Agriculture in New
York?" Unpublished Master's thesis, Cornell Univ.,

Ithaca, 1957.

Berry, Melvin T. "Practices and Opinions of Teachers in
Area VIII of Texas Concerning the Teaching of Rural
Electrification.” Unpublished Master's Problem,
Sam Houston State Teachers' College, Huntsville,

Texas, 1952.

Blackman, Albert Ernest. "A Suggested Farm Mechanics
Training Program for Prospective Teachers of Vo-
cational Agriculture in Louisiana." Unpublished
Master's Thesis, Louisiana State Univ., Baton

Rouge, Louisiana, 195A.

Birdwell, Raymond S. "A Study of the Use Of Electricity
by Farmers in the Sherman Community." Unpublished
Master's Research Problem. Texas A. &.M. College,

College Station, Texas, 1953.

Bollwahn, Lester Paul. "A Self Evaluation of Abilities
in Farm-Mechanics by Short Course Students in Agri-
cultural Colleges with Implications for Instructional
Program." Unpublished Doctor's Thesis, Michigan

State Univ., East Lansing, 1961.

-l8l-

Campbell, J. L. "Universal ShOp Procedures for Vocational

Carnie,

Chilen,

Agriculture." Unpublished Master's Thesis, Univ.
of Missouri, Columbia, 1926.

(L M. "Evaluation of the Pre-Service Training of
Vocational Agriculture Instructors in Farm Mechanics."
The Univ. of Idaho, Moscow, 1959. ,

P. R. "Farm Operator Evaluations of the Farm Me-
chanics Phases of Agricultural Engineering at Texas

College of Arts and Industries, Kingsville, Texas." I?
Unpublished Master's Report, Kansas State College, -
Nhnhattan, Kansas, 1952. A

Cook, Glen 0. and Byram, Harold M. ”Mechanical Activities g

Curtis,

of Selected Farmers in Michigan." Non-thesis Study,
Michigan State Univ., East Lansing, Michigan, 1952. ’5

C. M. "A Suggested Course of Study in Farm Elec-
trification for Teachers of Vocational Agriculture
in Louisiana." Unpublished Master's Thesis, Louisi-
ana State Univ., Baton Rouge, Louisiana, 1952.

Cushman, Harold R. "How Can the Agricultural Engineering

Needs of Present and Prospective Teachers of Vo-
cational Agriculture in Vermont Be Met?" Unpublished
Non-thesis Study, Cornell Univ., Agricultural Edu-
cation Department, Univ. of Vermont, Burlington,

Vermont, 1951.

Davis, L. R. "Farm Shop Work in Vocational Education."

Dougan,

Dugger,

Unpublished Master's Thesis, Colorado Agricultural
College, Fort Collins, 1923.

R. 8. "Farm Shop Skills and Abilities Needed and
Acquired by Beginning Teachers of Vocational Agri-
culture in Ohio." Unpublished Master's Thesis,
The Ohio State Univ., Columbus, 1951.

W. R. "Mechanical Competencies Needed by Voca-
tional Agriculture Teachers in Oklahoma." Unpub-
lished Doctor's Thesis, Oklahoma Agricultural and
jMechanical College, Stillwater, 1956.

Hamilton, James Roland. "The Preparation of Michigan Teachers

of Vocational Agriculture in Two Areas of Farm
Mechanics." Unpublished Doctor's Thesis, Michigan
State Univ., East Lansing, Michigan, 1955.

~182-

Hartzog, D. H. "A Study of the Effect of a Survey of
Farmer Opinion on Course of Study in Farm Mechanics."
Unpublished Doctor's Thesis, University of Minne-

sota, Minneapolis, 1959.

Horne, T. J. "Participation of Power Suppliers in the
Educational Program of Land Grant Colleges." Non-
thesis Study, Blacksburg, Virginia Polytechnic

Institute, 1951.

Hutson, D. B. "Instruction in Farm Mechanics as Conducted
by Teachers of Vocational Agriculture in Arkansas."
Unpublished Non-thesis Study, Univ. of Arkansas,
Fayetteville, Arkansas, 1955.

Hutson, D. B. and Ekstrom, G. F. "A Study of the Train-
ing Needs for Prospective Teachers of Vocational
Agriculture." Unpublished Non-thesis Study, Univ.

of Missouri, Columbia, 1952.

Jackson, R. C. "A Study of the Use of Electricity by A3
Farm Families in Rosebud, Texas." Unpublished
Master's Report, Agricultural and Mechanical Col-
lege of Texas, College Station, Texas, 1956.

Jacobs, C. 0. "Determining the Need for a Program of In-
struction in Farm Mechanics for College Students
Based upon a Survey of Farm Operator Performance."
Unpublished Master's Report, Kansas State College,
Manhattan, Kansas, 1953.

Larson, Marvin E. "A Study to Determine the Technical
Abilities Needed in the Farm Mechanics Curriculum
of Agricultural Education Majors in Pre-Service
Training." Unpublished Master's Thesis, South
Dakota State College, Brookings, 1959.

Longhurst, M. A. "A Study of the Farm Mechanics Curriculum
‘with Recommendations for the Teacher Training In-
stitutions." Unpublished Seminar Report, M. Edu.,
Utah State Univ.of Agriculture and Applied Science,

Logan, Utah, 1959.

Matthews, J. W. "Basic Issues in Farm Mechanics Education
‘With.Implications for the Pro-Service Education of
Treachers of Vocational Agriculture." Unpublished
LDoctor's Thesis, Univ. of Illinois, Urbana, 1957.

‘Ft -_._ _r—¢.'.,.__ _ -
1
.5
’-

 

 

 

 

-183-

Odell, Finley. "The Farm Mechanics Skills Used by Voca-
tional Agriculture Teachers in A0 Vocational Agri-
culture Departments in West Virginia." Unpublished
Master's Problem, west Virginia Univ., Morgantown,
West Virginia, 1955.

Pfister, Richard G. "A Study to Determine How Important
Various Farm Mechanics Skills Are to Successful
Farmers in the Imlay City Community, Michigan."
Unpublished Master's Problem, Michigan State Col-
lege, East Lansing, Michigan, 1953.

Rhoad, C. E. "A Study of the Comprehensiveness of Abilities
in Technical Agriculture Attained by Prospective
Teachers of Vocational Agriculture in Ohio Pre-
vious to Their Entrance into Student Teaching."
Unpublished Doctor's Thesis, Ohio State Univ.,
Columbus, 19A3.

Rogers, M. S. "A Proposed Course of Study for Farm Me-
chanics in Vocational Agriculture in the Northeast
Texas Area." Unpublished Doctor's Thesis, Utah
State Univ., Logan, 1957.

Ryder, G. J. "Preparation in Farm Mechanics Education for
Teachers of Vocational Agriculture." Unpublished
Doctor's Thesis, The Ohio State Univ., Columbus,
Ohio, 195A.

Schafer, W. A. "Teaching Units in Farm Mechanics for
Courses of Study in Arizona Departments of Voca-
tional Agriculture." Unpublished Master's Thesis,
Univ. of Arizona, Tuscon, Arizona, 1951.

Sneep, Neil Owen. "Improving the Teaching of Farm Elec-
trification in Vocational Agriculture in Ohio."
Unpublished Master's Thesis, The Ohio State Univ.,
Columbus, Ohio, 1957.

Shih, Samuel H. K. "Physical Hazards to Safe Living on
688 Iowa Farms." Unpublished Master's Thesis,
Iowa State College, Ames, Iowa, 1955.

Stuckey, W. E. "The Present Program and Needs for In-Service
Education in Farm-Mechanics for Teachers of Voca-
tional Agriculture in Ohio." Non-thesis study,

The Ohio State Univ., Columbus, Ohio, 1956.

-18A-

Thompson, C. T. "Farm Shop Jobs for Louisiana." Unpublished
Master's Thesis, Louisiana State Univ., Baton Rouge,
Louisiana, 1938.

watkins, John W. "Farm Mechanics Program and Facilities
for Vocational Agriculture in Ohio." Unpublished
Master's Thesis, The Ohio State University, Columbus,
Ohio , 19 59 0

Wells, G. L. "A Survey of the Aspects of Teaching Rural
Electrification in Vocational Agriculture in South
Dakota." Unpublished Master's Problem, South Dakota
State College, Brookings, South Dakota, 1958.

3

~ W‘A-‘n
%
_ h

 

APPENDICES

-185-

-.l..v v-

LPPENDIX A

CHECK LIST ON ABILITIES IN RURAL EIECTRI'FICATION
NEEDED BY MICHIGAN TEACHERS OF AGRICULTURE

Form A

DIRECTIONS-«Please check each of the following suggested abilities for the preparation
.f Michigan teachers of agriculture in rural electrification on:
E1) How important you feel each ability is needed in your teaching.
2) How adequate was your college training in each ability.

(3) Whether you taught the ability.

 

Abilities*

*The term "ability" as used here, implies

 

adequate understanding and performance

 

As prepara- The train- Rave
tion for ing I you
teaching I received taught
regard this at college this
ability in this ability
as: ability ?
was:
1 2 3- h 5 6 7 8
>~."' m

4: p 4 R 4»

gm a; g a
3:03 333‘s 33% .
.Eafieee as. a a

 

I.BASIC ABILITIES-41116 ability to:
1.
2.

Ft»

\0034 O\ \n

10.
ll.
12.

LWIRING HOME 89 FARMSTEAD--‘Ihe ability to:

1.
2.

3.
h.
5
6
7
8
9
.0

. compare cost of electricity with other sources
. compute energy consumption of various appliances

. recognize sources of reliable information on rural

. determine types and sizes of fuses for protectionA'n'

. repair damaged cords and make proper splices. (9) 9

 

compute monthly bills from meter 8: rate schedule (1)1

 

select electrical appliances for convenience,
economy, and safety. (2)

 

of power. (3)

 

(as: range, welder...) (ll-

 

electrification. (5)

 

O\U'I «F'w N

comply with electrical code and select Underwriters
Laboratory approved materials. (6)

 

 

locate hazards such as short or open circuits. (8) 8

 

 

install time clock switch, thermostatic switch.(10 ho

 

install remote controls. 11) 11

 

charge storage battery. 12) 12

 

 

plan wiring system for present 8: future loads. (13) l

 

locate load center 8. distribution center . l4

 

 

select wiring materials (types, sizes. . .) 15 3
select service-entrance switches. A

 

determine number of branch circuits in new bldgs(l7b

 

locate outlets and switches. (18)

 

install 3-way a A-way switches. (19)

 

wire a circuit for general purpose lights 8:
outlets. (20)

wire a circuit for special outlets (as: range,

welder . . .) (21)

use judgment to revise present wiring system. (22) 10

\OCD-QON

 

 

 

 

 

 

 

il

 

 

 

 

 

-187-
APPENDIX A - Continued

 

|-'

U)
0\

 

very
important
fairly

important
relatively
unimportant
adequate
fairly
adequate
inadequate

no

yes

 

[1. MOTORSuThe ability to:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. select proper types and sizes of motors(23) l

2. select proper overload protection. (24 ) 2

3. clean and lubricate motors. (2S) 3

h. change direction or rotation of motor. 26; 1+

5. change voltage of dual voltage motor. 27 5

6. replace motor brushes. (28) 6

7. interpret motor nameplate information.(29)

8. select pulleys and belts for machine of desired

speed (30)

9. mount motor and adjust belt tension. .(31).. 9
10. W. 10
IV. LIGHTING FOR HOME 8: FARM-41118 ability to:

l. recognize effects of poor lighting in quantity

and quality. (32) l

2. determine light requirements for various areas

and Jobs. (33) 2

3. determine voltage drop 8: its effect on lightin (3103

h. select lighting equipment for home and 'yards. 35)

5. install light fixtures. (36

 

V.EEATING, COOLING 8o EIEC'I'RICAL EQUIPMENT--
The ability to:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. install heat lamps for pig or chicken brooding(.37) l
2. determine cost of heating home with electricity(382
3. calculate heat in BTU 's which must be removed to
cool farm products. (39) 3
h . determine water requirements in gallons per hour
for home and farmstead.(40) 1+
5. install air conditioner at home. (41) 5
LSAFETY, LIGHTNING 8c FIRE-41118 ability to:
1. ground equipment 8: wiring system safely (42) l
2. make electric fence controller safe. (43) 2
3. install fire ~proof lighting fixture in hayloft
properly (44) 3
h. prevent electric shock. (45) h
5. use fire fighting equipment for electric fires.(46)5
6. recognize hazards of substandard wiring. (47) 6.
7. protect buildings from hazards of lightning (48) 7
8. use ultraviolet lamp 8: other special lamps safely(®iL
School

 

Teacher of Agriculture

 

 

~188-
APPENDIX B

CHECK LIST ON ABILITIES IN REAL WCATION
NEEDED BY MICHIGAN TRACER OF AGRICULTURE

Form B

 

 

Dd

Abilities*

me term "ability" as used here, implies
adequate understanding and performance

As preparation
for teachers of
agriculture, I
regard this abi -

 

 

 

 

I. BASIC ABILITIES-due ability to:

1.
, 2.

Ln
0

BEBpm-d Gun-=-

compute monthly bills from meter and rate schedule (1)

select electrical appliances for convenience, economy, and safeti!)
compare cost of electricity with other sources of power.(3)
compute energy consumption of various appliances(as: range, welder.
. recognize sources of reliable information on rural electrification.
comply with electrical code and select Underwriters' laboratory

approved materials . (6) .
determine types and sizes of fuses for protection. (7)
locate hazards such as short or open circuits. .(8)
repair damaged cords and make proper splices. (9)
install time clock switch thermostatic switch. (10)
install remote controls. 11)

. charge storage battery. (12)

II. WIRING HOME 8: FARMSTEAD-the ability to:

Smooazgwirwmw

plan wiring system—for present 8: future loads. (13)
locate load center a distribution center . (14
select wiring materials (types, sizes...) (15
select service -entrance switches. (16)

determine number of branch circuits in new buildings. (17)

locate outlets and switches. (18)
install 3-way 8e h-way switches.(l9)

wire a circuit for general purposes lights a. outlets. (20) ‘
wire a circuit for\special outlets (as: range, welder...) (21)

use Judgnent to revise present wiring system.(22

III. MOTORS-aha ability to:

‘Om-thfl-F'EADNP

select proper types and sizes of motors. (23)

. select proper overload protection. (24)

clean and lubricate motors. (25)

change direction of rotation of motor. (26)

change voltage of dual voltage motor. (27)

replace brushes . (28)

interpret motor nameplate information.(29)

select pulleys and belts for machine of desired speeds.(30)

. mount motor and adjust belt tension. (31)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

miss:
1 2 3
a5?
E tag
353%;
5 3.642
--d-o-nnuufi
L
‘13
6
--db-uJ-uc
7
8
9
10
11
12
l --- -------
.2
-3
h
. 5
6
7
8
9
10
1 --- --- ---
2
3
1,.
5
6 .
7
8
9_

 

   

 

     

 

 

   

     

 

 

     

 

   

 

   

 

   

 

 

 

 

   

 

   

 

   

 

   

   

           

..
....
. __ . .- w. . ’_ . - . , -. -. -- , - ... .
I. .. ‘ . n ‘ V, n I , _ . , .
.. J . . ..- . .. . e ~ ..- I .. ‘J . .
_.,. ,, . ..‘y . .
. .
u. _ . .
| e
d4".-~.>-—‘ I“~U’I~5-¢mh-O‘~~.L-‘- 7“ h- e *u'vl‘)-"~--~-Uu.«C—t-‘v e 1.1.- v . an. ‘ u a 1 ~ . ,, - I . — I! '0 -1 ~ 0 - >. t . .--.~, d- -' '—~>4C .———~.-»w“ '5 r~ ‘
. .
' ", .. '.
.- . . '1- . .
Y s
. .» . ...
I. - . . _ , ‘.. . ..
g . .i - _.
1 .
' - . ~ ~. ». ... ‘7
, . . .. .
. . . - ~ c‘
. I I r:
. .~ .. '. _ _. .
. .- ,. . ‘ . .‘t ‘
- ’ - .3 I .
. . .
e . 4 \ 4. .
.4"- ~c....... ~ .. .- . .o
' i
|
v I
v 5 . . .
fl .
s ; . , , - ..
_ .-....a—u....c.. g..- .p ' . ,, ‘ . .. . g , ..., .. H
a g, , 1 ‘ ‘ ' ' -‘ I ' , r t‘ l ‘. n I ..
e s n u I ' - .0 U u. , ' I
: i ‘ . .
. . . ,
. . .
’ . ‘-. . . -.. . - . -
. .. ‘ ...: a . : I ‘ . ‘ . -
O I O .
e
n ‘ 's
.
. -. . t
'e - . . .. .. .....-....- u......—o.ec...—-e.--... -. v . e ~. -. . . . . s . . A . - ...- ... ‘C h .v»—-
‘
. . '~ ‘0 . " - 1
. . J. . ,_ .
t m- . ..- ... . . ... -. -
‘ .
. I ' . . ._
v . I. Q, I I. l. s U u ' ,
~—. 0 ..w- —- u..- m »~—. . -. .'.
I '. , . § . ' . e - .- . ' - ' ... -
. l v. - . . ..'._ ... . . ' I .
i . . . - . . ... . . . . - . . . z. I . -
- ...-. ... ...- -. -.-. . ' h
l . I - s . ‘
l - ,. , o ‘ .. . ,4 .a. . .. a . . ... . , ‘_
I _ ’ a ’ A 1
; g . ...”:- . . ‘ I.) ....-. . . ., . , . . A,
71~~-' - .4 IeCV." .‘l-
, ' .I .. n . . . .
- ' _ ‘ e I I. . - - .. ‘ .. . e. . . . t . -. - - ~
7 —I a. . -—u~-‘ ‘ ‘
‘ ' c . . . . .
. . . a ... . I.‘ _ . . . .._. . ‘. _ .,
s a e . t D{... . l I 1 ' - t u ‘
a . .. ,
a . . . e - -
a . ",-..' Ir. ' _ ‘~ ~.. , " ' ,
' : ‘ 'J .- J- : .' . . . . . .. .
:’ .. .. . L-...——.- .
.
‘ , a A , l l' ' . . u - ~ o.
I ' - '. . .
..ve ' a v we. r...I'-"
. ‘ o . . ' ' _ ’_
l _ ...“.-. . . . . 1. . .; ..,.. .
g . - n . . - . . . . . . . . _ . _. . a
mac-u. .. .
i . . . . . .
‘ ' . , . . . Y ., - . - . .- ‘o .- . .
' ’ ‘ ‘ u u I.
s . , . .\ - .' _ . - i I c \l- —.‘ . . ' .
'IO-Oo - .0. u: ..
l : . ' I: ‘ n -
; . . ' . , ’,~.' - i . . ‘ ... . . ..‘ . .
i ‘ . - .g . .- . . . . . t. . . . . . - ‘
'h-‘fll . a. I .
' l ' . . . . . . . P
‘ ‘ .. ‘ . --. . e . . '. ‘ . . . . . ‘.‘
. . : . - - .. . . . ...... a ‘.‘-A.- . ~. .
‘O-b-r l ..r. o
.
. .. .... _ , .
' _ ‘ ' . ' “\ .
1 -~ q... - ' _.
s
i I ' _ 1‘ y . - - ~ . noc-
. . - . e ‘ ' ‘ - n‘ . ‘. _ . _ . x
; . . ‘ L., ..‘- . ' H ». ' . .x . e 4. :.
i...e....... .. ...... . ..-. .. . ....- .- . . .
l . 1' , . w '. .. _ . _ . . ' _
g . . _ ,, .. .- ‘ . ‘ I
i . . .. - .wo ‘- . . . . .- 4 . - . . I
...- .. .. . .
. . . . '
: ,. . , , , . . . ‘ , _ ..
. . .
‘ . _ l. . , , :. - . , , .. ,
I 0“ Ac“. 4 I r.e . e
. ' .'. ‘
a l . . ‘i . . ' I ;0
, e u a . . .. . . . . ' .
;..--. . .. . ,, . .
I , - ' .. . ‘ '\
. . - - 1‘ - ...
i ' e a . ', . . J . . . n -
"e.n-‘.—-..... . .. ». ....
n . . . ~ . . , . . . '. 3 -.
l ’ . . . .. . . . .. .‘ . . .» ‘ . ... ) . ‘ ,«
. . 0 '. . .. . . ' e . '. ‘ ' < e '- ~4.‘ .
...... - .... .
_ . . , .
' . ' . ’- l‘ u v. ‘ ' I. . . p
| -..... . ... ... . .2 ‘
‘ l e o 4 . r u
- - ,nn . . . . - ‘ _ . .'~-,.!,
'1 ; . - .-.; - . - - ~ - .‘.' ‘-'£t‘..'. 0 .
no Iva—n .u. . -' J
n I ’ . O ‘
( . ' . ; n, ' -v." ‘ . "(;_‘,‘ . ., .. . ._ .
- ~ .' ‘ .. .' . .. i. , . I
. 1 . . . .... .e . .
. ‘.-v~.o . ~ I I n O ‘ ‘7
; _ . . - . l» ‘_ ‘ . .. .I
. . - ' . , J .‘ u . . -
‘ ' - - ‘ ~- .' , I ,.~ . . > .. 5 ‘ .‘
' . , ~ , ,.
f , _ , ... ,, .“ ...A . H ...-,fl'... , 5.!
- , _: ... . . ‘ , ,J.‘ _
...-u ..-....-. ‘. . ., . ‘
.
s .
I I | .
1 l . y a
so . .1 .. r ~ - ‘ , - 4 3;: . . ‘. .
- n u .. e—. ‘ -
I ) ' ‘ . . . . . e —. . e - .-
; . .. ...-2.. ... .. . . ..) ‘ ,.... .
A ‘ ' I l .
1 ~ ‘ f.'r\"" - - ~ , -« . . . . -._ ‘ '.." t-‘f -|,‘~ ‘ .
1 I ! e _ - . » . .r 4 ..4 .... _ , . ‘ . - .. .
>o‘1-V .. .... .. .. ...--. .
I I ' ' ' 4 . . . .' .
. . ' . z ‘ _ , . . w .. I ' e . I r a f .
I . . O ‘ ‘ “.' w‘ ‘ 0‘ .. '
e . I
’0..H--—~.—-ca. ~..
I
' ... nus--1. .-..-w~—--~~-- II .
. ,. . . . . -,
,,.. ",‘-.'l7 I ~-- . .v . , . ‘- ~ -. . “A.
: . ,. .25. It, .. .~ ~ -. '..\ .. -. .
'.—c---.....e.......... ..... .
l v ' , . n ‘
, , ,‘.. .. -. . . , . . .. . . .
4 g , 1‘; .. .' ' . ' -
. . - . ’ . ._ ,. \
(......n .... ..
3 :- . ‘ 2'. ..l' ’ ‘ .
v . .- .
l
g , . , '.1' _ . 1 . , . ...
. I. . . In. .— . .-.. .A..‘ 1 . - ’ y
' - ' J‘(. .' .-.': , “. . c- . I '. ~‘ .. . a .‘ ,
~ ‘ ( i . .. .. ,. ,u - .... ~ Lg, '.' . .. . .l. ‘,’ - A . «- . ' '
: .-~.‘.-~-~Iln-“-D4 ‘0
Q . . a ', - - ' . ' . ‘l .' . .
' ... .1 .. . v _ u ..l h" ' '
’m-e. Nu . .

 

   

 

emu B - Easiness

E

IV. mm m 301$ 83 FARM-«aha ability to:
I. recognize effects of poor lighting in quantity and quality. (32)
2. determine light requirements for various areas and Jobs.(33)
3. determine voltage drop and its effect on lighting. (34)
h. select lighting equipment for bane and yards.(35)
5. install lidit fixtm'es (36)

U'I'F'wNP

V. EATING, COOLING & ELECTRICAL EQUIMT- Jule ability to:
1. install heat lamps for pig or chicken brooding. (37)
2. determine cost of heating home with electricity. (38)
3. calculate heat in BTU's which must removed to cool farm products(39
4. determine water requirements in gallons per hour for hubs and .-
farmstead.(40)
5. install air conditioner.(41)

\n VWID H

VI. sum LIGHTNING a. FIRE-Abe ability to:
1. ground equipment 8: wiring system safe”? (42)
2. make electric fence controller safe.( 3)

. install fire -proof lighting fixture in hayloft properly. (44)

. prevent electric shock. (45)

. use fire fighting equipment for electric fires. (46)

. recognize hazards of substandard wiring. (47)

. protect buildings from hazards of liyitning. (48)

. use ultraviolet lamp a other special lamps safely. (1+9)

 

0340“» $1»
(ID-4 O\UI #‘WMH

 

ill-I‘ll! I... 3.11 \

 
 

.u
... . . e...
a p . .
... .. . L
...J .‘J
.. e. . . n
.J \. . ! .... . .
,_ Yin .4 . . a .
i . I; n a. . n
i n ”J . at
. y. . .v . .
. . m I. . a .. . L Tu. .
, “a . a 1
. H .l.. . .. ._ ._ i.
. in. ”a r . .
A . .. . .
4 . V a
.i ..
. e .
. J. . ...! .
. l . -. i . .
. : . . 1 a
a. .l A . .o . hm...
.1. . ..p
a . n e n t
n. «H. .
. . . a... . m
. n
.... . .
(1. u
..... a
. _
f. *
.1 V»
c . J
. s.
. .
u
u
L
.
M
u
H
.-.-..u... I u
c n . ..
. . _
v e
H m. . .
.. . ...? .. .1 ,lfu? 17 J u . . . .i
, . ... i h . .. _
. s . . a .
. , W m . ., ..- . . a
(1.0,..ao35 0.5. ... a . . w m m m
(.....)if 3......hlulb. 2. 61.3!19 tilil-lr'lllll

Illllll ., 5,113

. I . ...o ‘I‘

-190-
APPENDIX C

Geographic distribution of the 47 teachers of vocational
agriculture in Michigan responding to check-list Form A.

 

NO.

l.
2.
3.
A.
5.
6.
7.
8.

9.
10.
ll.
12.
13.
11..
15.
16.
17.
18.
19.

Namegg§_3chool
Allegan*

Athens

Bath

Bay City*
Berrien Springs
Breckenridge
Britton*

Carleton Airport

County
Allegan

Calhoun
Clinton
Bay

Berrien
Gratiot

Lenawee

Community School Monroe

Caro

Charlotte

' Colon

Edmore
Fennville*
Fowlerville
Gaines*
Gaylord
Goodrich
Grand Ledge
Hartland

 

Tuscola
Eaton

St. Joseph
Montcalm
Allegan
Livingston
Genesee
Otsego
Genesee
Eaton

Livingston

Name of teacher
G. E. Elder

J. P. Marzec
Jack Sanderson
M. W. Brown, Jr.
A. G. Lange

C. W. Pelham
Jack.Anderson

F. P. Nevel
C. R. Karelse
C. B. Ray

w. S. Wilson
A. E. Kohn

W. Gleason

H. Elenbaas
J. D. Anibal
B. Schroeder
E. R. Noll

R. K. Richmond
C. E. Hall

*Schools where farmer members of advisory councils
were solicited as respondents.

 

 

-191-
APPENDIX C - Continued

 

No.

20.
21.
22.
23.
2A.
25.
26.
27.
28.
29.
30.
31.
32.
33.
31..
35.

36.
37.
38.
39.

Name of School
Homer
Ithaca
Kinde*
Lakeview
Marshall
Marshall
Mason
Mayville*
Morenci
Okemos
Onsted*
Owendale
Owosso*
Owosso*
Petoskey

Posen

Reading
Rudyard
St. Charles

Saline

 

County

Calhoun
Gratiot
Huron
Montcalm
Calhoun
Clahoun
Ingham
Tuscola
Lenawee
Ingham
Lenawee
Huron
Shiawassee
Shiawassee
Emmet

Presque
Isle

Hillsdale
Chippewa
Saginaw

Washtenaw

Name of teacher

Henry Noller
C. M. Craybill
J. W. Pelham
R. J. Johnson
H. Gardner

R. Grossbaur
C. Rossman

E. R. Cole

L. Spotts

R. A. Cook

N. H. Bless

J. B. Kreiner
D. W. Dalgleish
Raymond Hill
K. D. McAlvey

T. J. O'Conner
D. C. Leader
L. G. Davis

C. D. Nelson
A. F. Ealy

*Schools where farmer members of advisory councils
were solicited as respondents.

-192-
APPENDIX C - Continued

 

 

 

N2; Name of School £93521 Name of teacher
t0. Sandusky Sanilac L. F. Renter

Al. Sebewaing Huron R. Pangman

t2. Tecumseh Lenawes P. F. Burns,

AB. Temperance Monroe G. S. Struble
Ah. Union City Branch D. P. Sackett
A5. Unionville Tuscola R. L. Colestock
A6. Vicksburg Kalamazoo K. L. Chichester
A7. Webberville Ingham W. C. Search

 

*School where farmer members of advisory councils
were solicited as respondents. (Advisory.council of Hopkins
school also reported).

.wU._.|t»yl|.l». Elli! .....nudw

-193.-
LPPINDIX D
MIGIGAN STATE UNIVERSITY ’ East lensing

 

College of Education ' Department of Teacher Education

Mob £12, 1959

Dear Teachers:

I am doing research work under the direction of Dr. Byram, Dr. Clark,
and Professor Wiant to determine the abilities in rural electrification
needed by Michigan teachers of agriculture. We hope to get suggestions,
based partly on yom' opinion and those of the farmers and the leaders
in agricultural education for improving the content of the course in
rural electrification. This should aid the preparation of Michigan
teachers of aaiculture both in our university and through in-service
education.

hem the professors at Michigan State University and Mr. E. E. Nesman,

we have learned that you have a splendid farm mechanics program. We
believe that your opinion regarding course content in rural electrification
will be very valuable. '

Enclosed are the check list and self-addressed and stamped envelope.
Kindly fill out the check list as directed and send it back. We

will appreciate your help and cooperation. A smmnary of the abilities
in rural electrification needed by Michigan teachers of agriculture will
be sent to you when this study has been completed.

'nlank you very much.

Sincerely yours ,

[.7

i’ // ;//'/ I."

XJ/z,£{£(/( ”,4 .1142“ I:
\Samuel H. K. Shih, Graduate Student

Agricultural Education
Former Teaching Assistant

Agricultural Engineering Department

I

To Teachers of Agriculture--

I wish to commend Mr. Shih's inquiry to your attention. Previous studies

of a similar nature have been made concerning other areas of farm mechanics.
Your assistance by responding to this short check list will help the University
in its efforts to improve curricula and instruction.

/a.., /, LI! . ((../eve
nb H M. Byram,;Professor

Agricultural Education
Enclosures

 

, u
. .. . ... . . ..--.-a. --.
7"
t
”1..
. I . .
A I. - ‘.J. a .. :1' 1‘ .
39. .,'-
.
n
v .4’
.
1
'l ‘ ' '.n '. '.
a
‘L‘ i V‘.-.‘ .l at.
».4
vs. "
.;, . 7‘

 

-1 4-
.-'.'1~'.IGAN STATE UNIVERSITY East LansiniP;E:DIx E

 

College of Education ° Department of Teacher Education
March 19, 1959

Dear Teacher:

I am doing research under the direction of Professors Byram, Clark, and Wiant to
determine the abilities in electrification needed by Michigan teachers of agri-
culture. We hope to get suggestions, based partly on your opinion and those of
farmers on your advisory council, for improving the content course in rural elec-
trification for preparation of Michigan teachers of agiculture both pre ~service
and in-service.

From the professors at Michigan State University and Mr. H. E. Nesman, we have
learned that you have a very active advisory council and a splendid farm mechanics
program. We believe that your opinion regarding course content in rural electrifi-
cation will be very valuable.

Two forms of a check list are enclosed. Form A is for you, the teachers, to check.
You need only to check Form A as directed and send it back to me in the self-
addressed and stamped envelope .

 

 

Form B is for the members of your advisory council to check. Please select five
farmer members from your advisory council. I would like to suggest two points
that might be helpful in selecting these members. (1) They are farmers and regu-
lar members of your advisory council, and have had one year's active participation.
(2) Their opinion is valuable in the area of rural electrification.

Enclosed are five stamped envelopes which you can use to send Form B to the five
members you will choose. Please address these envelopes to the farmer members
you choose . After your members have checked the list, they should return the
check list directly to me by the self-addressed, stamped envelope.

We will appreciate your help and cooperation. A summary of the study will be
sent to you when this study has been completed. Thank you very much.
I/j.‘ Ix” ,
Slincerely your 37 / ,/ I//,
.‘ [("(xt .v ( /:,’/, r”, h! L//
/ Samuel H. K. Shih, Graduate Student
Agricultural Education
Former Teaching Assistant

Agricultural Engineering Department
To Teachers of Agriculture-- .

I wish to commend Mr. Shih's inquiry to your attention. Previous studies of a
similar nature have been made concerning other areas in farm mechanics. Your
assistance by responding to this short check list will help the University in
its efforts to improve curricula and instruction.

//

/::"I, 2/ J I ‘44-"? ”V

H. M. Byram, Professor

Agricultural Education
nb

Enclosures

 

- .. _._._..‘. _-.

 

   

 

     

       

   

 

 

   

 

». . 4 .
1... . .. ..L - u "' A g
.- . . -
u
., ' . . s‘, .‘r‘- 'l
"»- .‘ . 'L . _‘ r I
.... . - ..-.. , ....-. .. . . . .
. _‘ :_ . _ *. ‘ ' ... .1 ”I .1: .
.\ s. . . . ,
.. v
" ... . .' . - r. . . p. .. . . "
' - - . '. . , - . . . . ~ ‘ a‘} V
' l
‘ .. ' , I“ . -‘. _ ' ' '1" 2' ,_ :3"
' a -'r s a ’ ' V t
r I. . p. ‘. f‘ ., , . . . . .> . _ _ . . .
,. .’ " «.‘.‘. -. I .. - , . .‘ ‘ " - . “t "' '
. (' _ a ‘ . - .
. ~‘ ,§ ' a . 1 . .1: v _ (,.-‘ . i . ‘ . ,. . ... . r _. ‘. ‘ s
In .... I .. , ..'. ,- - .. -.... .mi' . -1:
f . .- . ‘ 4
. ... ,. ._ , . . ..., ' _. . . ‘. 1 ‘. x ...s
- l . V V I ' . .4 ‘ ‘ 4 . I x e
. .‘ . . ' ‘ - g ’ ' -' . . - . . .
2i . v . ‘3‘ . ‘ . V ' ‘ ' h ' 'A
.. r. .. . . . .. . - ... .. .
| l l . ~ . r -
‘ ‘{ _.:‘.\-' -. , . 5 : . . g . ,: , . ... -,- - ' I p” ' } .'. ' :,
...4..-: *- . .' -. -..li ,_"‘. - .. . .z- ' . - . ’ .. . -
. . , a .
n. ...1' H :-'c’ ~ ‘. : - - I ’ ' 7L '- '
.A. 4.. ~a. . __ ... . . . . ~ . - _
.
' 1‘ I . - . - ; -‘ .- . ,
’4 o “.l . ,l. 4“ ," i .. o .. , n ..' ' - 4 ,' .
.; ‘ ' ‘ ' . ..' ‘ ‘ ' ' ' ' '
- a ' . g , . . -, , .. . , ‘ . .
' 1.. . ' . .1 ... J41...'. ’.. ‘ ' . a. . ['4
. . . .... . . . ..... '- .. A .. .
' .
. . . . , ’
... - -. . . . . ,..c . ’. t." . '
- .... 'a‘ - '.: “.I, a--~...-:2. 4 .. . . 2 ‘.. -
. . n . . ’ , _ I
... . .v ..y_ . .. . ‘ _ . ‘ , .
. ' .1 A. A ‘ .'),1 ' .‘ ,, , '. L‘ ' 1.. . . " .~ .
,_ I. . -. . _ - .
,.‘ . . ,. ""-| .. I - . .-. as -.. . ...“ 2
-- 5. - j! \.. .. r .- a. J. .1 .'. .‘..‘. . .,
. I
:. ' . . .‘ .. . _ ,‘ ., . _,. , ‘ ' ». . . , . _.. -. ‘ v
.: - - ."J'J - i‘ -"’ -. ‘. .
. I .’ .1,“ ‘ ' fl. . , .
.. .
,' ‘ - . ,. ' ‘n ' .' . . ‘
' ’ .. -. . 'Lz.‘ - -, ' . .- . . ..
.
ir‘ - - * r. 5 w (im.! ~I ",‘.. .-", '1 '3' WISH". ;' ., . ,‘,‘.t. I
-L . ..'. A.‘ “an“ -. ..: - .u. (up- .I .. .‘-.-J L . .w .,l.._ -..
,. . ~ - e.
. . . .4 . ‘ . .’ , , . ...f ,, ‘1 'u "l “’.‘ ...\-_- ..
. : x ' ‘. :.. ., J3 . -. .
. . . - M
' ; I ‘. .
. : p ,‘ ', ~~. '1.
' .. . r'5. . . . . A' . , .'.. | .1. -
‘ ‘ h
. .
. .
\ ' ' ‘ .
, .i . '
’ l I .7 ¢ .'
. .. a
I O '4’. h
v v A ' " . " . ..
.1 n .pl , . 4
v ' ‘ .‘ . -. '
. ,. .‘ . _- - _
.. .
l . . . -.' . ’ ...' '
".' - .’ -: ' . . .L . .' . " . 4 . . - . . .
1. :1 .. ‘ ' . ' ~ . u . .
, ‘ ~ , . . , ' .’ ‘ . - ,
- .. .- . 1A '4 - ' ... ‘y. ‘ ,1 ' ..
o . .. .. ' . I 'o . . ' ‘. ‘_.--,4A ~ '
' e a _ n ' I l - n‘
: .,:.‘ .-1 .. a ' . .A. w. -. ... “3* 'l. i“-':' , .. . , ‘ '\.:a . -'.K.
. .. . ,. ' . 3" l. . ‘-o- .l '.-.~-" . . .4 .
e ‘ , . ; - can
. a} op ~. .1 H .1 J »; i .. .~ .1 . -
..
-'- I). , l
4 ’ I'l'C-I .
. —- _ ,( A a
.. \_

 

 

-195-
.NPPTEHIEX l’

. MICHIGAN STATE UNIVERSITY East Lansing

 

College of Education - Department of Teacher Education

March 19, 1959

Dear Member of the Advisory Council:

I am doing research work at Michigan State University to determine
the abilities in rural electrification needed by Michigan teachers
of agriculture. We hope to get suggestions, based partly on your
opinion and those of the teachers of agriculture for improving

the content of the University course in rural electrification.

This should aid the preparation of Michigan teachers of agriculture
both at our university and through in-service education.

I have learned that you have a very active advisory council and

a splendid farm mechanics program in your school. We believe

that your opinion regarding course content in rural electrification
will be very valuable. ‘

The teacher of vocational agriculture of your school would like to
have you to serve as a member of the Jury to check the enclosed check
list. After filling it out, kindly use the self-addressed and stamped
envelope to send it back to me.

Thank you very much .

Sincerely yours,

/"

f‘ I '
o ,. ,, "VV‘
. / x /,”’l /'
/// I '» / '4
." I. I
’.— ' \‘. '5." , I , /’ ...
(T~{/L/""“ ./ -’ ‘ .\- 1,. '- r-»

Samuel H. K. Shih, Graduate Student
Agricultm'al Education

Former Teaching Assistant
Agricultural Engineering Department

SHKSmb

Enclosures

 

 
 

 

 

 

.
.. .. . . .ow . 1 l .
. . u w. . . ....
: . . . .. .. .. . . r.
. ..). . ... . . . N .. ....
. . .. Isl .. ...a
. . . . u .. 1 ...
... I. . . . . . I c
. ., . .. . .. . a .
w .. . ..4 .n .. o o. .l
u . . e
I . n c o t I
. a . . . o, N P . .. ..
... . _. . a . . v y
.a .. . i . . x.
'u a 1 e a . p . he
. . a: ... . y .. . . .
l v o o ...-
l . .. . o . 1 . .
J . .n . .. . . .. it. . .
. . . . . ... ....
_ v“ a . ‘n ) n . a .5 t. V.‘
. . l; . . u .v 4 l
.1 . . . \ . . L
. .0
. .. . . . .
. .. . . s .. \.
. . . . .e . u
.. . . . I L . . .
. e 2
a a . . . . . . . . s ..
a . . .. . . l . . ..
4 . . . . . . t l ...L
. u . . i . . . . . s n r
. . . . 4..
. d . .‘L A . n .
. . .s, .
O a «u s I u .
I . . . .. .I: f, ..
. . . . . . .L .
. . . . . . . .5»
a \ 1 a
. . , ,,
. .. L, .
. ~ I .I V. I
. .
. . I . 3. . 7“
v. .. . f. y I

 

., . n-‘.--
e

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 

 

 
 

 

>. s p v . . 'd. h
V. . L ... . . . .. u .
l. . l ‘a I. n
e . . o v . .
n . . . . . .1
. . u .
. . . . .. ‘ . . .
. . . . . O
. . . .. u .
. . . ... . . .. . : \..
. . . ...
.. a .
. . . .
. a x . as: .- II p
... ., ... . in
. . . u. . . . ...
. . . \ . .
. . . , . . .\ I.
. no r
I v a ‘~ a. .
. . .o .
_ . . i
I. p n O a e\ .4
. . . . t . . a ‘1 .0
. . . . . .. 3; 4 ... 1....
.. . . . . . .
I. .. . I .l
a ... . .0. v. .I‘ . . .. ..
a . . . r .. . . .. ... .. ..
. . .
, ... ... .. c . ..- u ...;
. . . . r . . . u vi . .
I 4 I a l I . !
h . 4 . . a . s . all»
, u . u . . .I .
. . .I
. . . . .. . . .. . .1. .3 ml .
.. .‘ . , . .... !, ...
. . . . . . . . . av. f4 . .
. , .
e D a v. a a a u I ’ l v a;- s". an e
n . .. . ... .,
a .. . . f I . . .
. . . -I. .
... . . r . ”1 .
I. . . . f.
a 4 . .. .. a H a... l. .
. r. . . . . . .4 \ k .
. .. . .. I .a . . . . . .
s . I3 .. l .1 . I‘d. l I a I r a e
, . . u .. . v .
. . . r . . . . . . .
. . . . . 0|- ... .
. . . . .
.. ... , . . . .
. .. . . . . .I .. .
. . . . . A . 1 r! . ..
a L : L. . a ... 3
.. . . .. . u . 1;, .
. . . r . , . . t. . I. I . .
. L .1 . .0. . .
A . .. .. . .n
. . . . . . a .
. . . . a .. . .. In
a . . .
. .. . . : . . a. ...
. r, . . J _. . . .. ...
l t I .
. . . . .. . ., . . .
. p . . .. . .. . .) L . .
I. ... a .
n w
.r. .. .. . ... .
n . .. .. 3.. u.
p 1.. . . ... . . . .. . .. , L
. .. . '. n .
.
u . .. ...J
. . u. . o . . .,
. ... . LI
. . J .... . .fl .
n . . .13 .. . ..I
. i u . »‘. . .
..A . . u... .
. . . . I.
. ...... “

 
 

541'? 5....» sh» .. ., ”a.

.9.“

 

-196.

APPENDIX G
MICHIGAN STATE UNIVERSITY East Lansing

 

’ College of Education ‘ Demartment of Teacher Education

March 19, 1959

Dear Sir:

I am doing research work under the direction of Professors Byram,
Clark, and Wiant, all of Michigan State University, to determine the
abilities in rural electrification needed by Michigan teachers in
agriculture. We hope to get suggestions, based partly on your opinion
and those of teachers of agriculture, for improving the content of the
university course in rm'al electrification. This should aid the
preparation of Michigan teachers of agriculture both in our university
and through in-service education.

We believe that you opinion regarding rural electrification education
will be very valuable. In order to obtain your .0pinion, I am enclosing
a check list. Please check as directed and return it to me in the
enclosed self-addressed and stamped envelope.

We will appreciate your help and cooperation. A smary of this study
will be sent to you when it has been completed.

Thank you very much.
Sincerely yours,
:- /7 " ,
p/ . . /
...} .cZ/MLC/ )7 ,1; ~'
Samuel Shih
Graduate Student
Agricultural Education
SSmb

Enclosures

Kg!
.

-197-
APPENDIX H
MICHIGAN STATE UNIVERSITY amumsnve

 

COLLEGE OF AGRICULTURE 0 DEPARTMENT OF AGRICULTURAL ENGINEERING

March 13, 1959

Dear Sir:

Mr. Sam Shih, one of our graduate students is making an
attempt to determine what a vocational agriculture high school
teacher should teach in the rural electrification field in order
that high school students will get the necessary training to enable
them to use more electricity effectively and efficiently.

We shall greatly appreciate it if you will take five minutes
of your time and check the abilities on the attached questionnaire
as your Judgment dictates.

Please return the questionnaire to me.

Sincerely yours ,

De E. Wiant
Professor

DEth

'0

[‘0'

'0

i

."

.rl. .
. H
.II
n a!
u I . .u
t 1.
N
o

~198-

.mnenommp be an oopnomoa cowpmowammm one wadsfimnp Ho wouoom some one massaoo ozp
pmma on» one .monwpaomEH mo monoom some so one msasHoo enamogsoo one mmaoaw so>mm 039*

 

 

 

 

 

 

m mm.a m ma.a m ~m.H m mm.a m oe.H moamnnsm
NH mm.o m.HH mu.o m oo.H 0H oo.H NH mo.o .NH
Ha sm.o m.aa ms.o ma mm.o NH sm.o Ha mm.o .HH
0H Nw.o 0H mm.o dd 00.0 CH oo.H OH mo.H .oa
w om.a m mo.a m o:.a N bw.a m wo.a .m
m.m mm.a a ms.a m.~ Nu.a m mm.a m mm.a .w
H mm.H H mm.a a ow.H H Hm.H H mm.H .5
m ao.a m.m om.a m oo.a a as.a e as.a .o
m.m em.a m.~ om.a a ee.a m >4.H m am.a .m
m mm.H m.m mm.a o m¢.H m 5H.H m omqa .4
m.m mm.a s mm.a m.m ms.a o cm.a o mm.a .m
m.m sm.H . e oo.a s so.a a mm.a a, mm.a .N
m oo.H m.m mm.H OH No.0 OH oo.a w um.a .H
mmwpwaan< oammm .H
xsmm, onoom xcmm macaw xsmm oaoom xcmm shove xsam whoom .oz up“
new: use: new: new: 50E Adam one
IlmmmmmMHMMMI _Ilmmmmmmmmwlw mamanop assuasmmmwm nowpwosoo monounsm
Hausa amps» o>fipommmosm genome»
nadowsw« maonomoa aw whoomoq

 

ammma .smeSows sfi mmsoaw cm>mm one one ouwmomsoo
on» an nmpuomma mm cowpwoamwspooao awash aw mmwpwawnm as on» no exams one monoom amoz

H MHazmmm<

~199-

 

 

 

 

 

 

 

 

 

--:.tm , as:
a NN.H m no.H m mm.H 4 om.H m Hm.H eonewnsm
0H mw.o 0H mn.o 0H hm.o m eH.H NH Nn.o .NH
NH 5H.o NH Nm.o NH . no.0 NH em.o HH Hm.o .HH
HH ms.o HH am.o HH ow.o HH mo.o 0H oo.H .OH
m.H mw.H H a ¢Q.H m oo.H_ m 45.H m no.H .m
m.a oa.H m o~.H m oa.H m.H mm.H m mo.H .m
m.H mm.H N 54.H H mm.H m.H Nw.H H mm.H .5.
m No.H e wN.H e mo.H 4 oo.H m.m 54.H .o
m mH.H h HH.H o ode o mm.H m mH.H .m
w mN.H o hH.H m HN.H 0H om.o n mH.H .e
m.¢ 04.H m No.0 5 ¢¢.H u 0N.H m.m 54.H .m
h Nm.H m uw.o m Nm.H m mm.H 4 mo.H .N
o om.H m mm.H m oo.H o oo.H m oo.H .H
merHHHnH OHmem .H
seem eaoom xcem esoom xsem enoom xnem eaoom xsem onoom gonads
Gena new: sees new: news” thHHne
:oHpeoHHQme .wchHeup mamapem mHHossoo.I one
no hosesveam Mo hoeaoeoe opHmomaoo mono» anomH>oe eeneunsm

:H maeanem

woaaapeoo . H HHazmaae

 

.1

. I .
.I
o I . 1 . x . d
“ i,‘\ ‘1114‘ il‘.

 

 

 

 

 

 

 

 

 

N 31H 4 $4 m .34 N Ho.H e SH 3.855
N H5.H 5 54.H : 00H m .34 «6 RH .0H

m eH.H m.m 5o.H 0H mN.H m 5:.H 0H mo.H .m

m mN.H m 5o.H m o¢.H H m5.H m mm.H .m

aw OH 40.H m.¢ oo.H m.5 m4.H m.m N5.H 5 5¢.H .5
Mw a ms.H N ma.a e mm.a m.m Na.a m mm.a .e
_ e e..H e mm.a a oe.a a oe.H m.m mm.H .m
“.4 am.a “.0 ao.a “.5 ma.H w m..a m am.a .s

m so.H m.¢ oo.H H o5.H N 55.H H m5.H .m

m3 5m.H m RH 4 SH 0H amen m MN.H .N

H m5.H H om.H N mo.H o No.H m mm.H .H
oeepmshem.one ego: sHaHz .HH
xsem eaOom xcem eaoom xcem epoom xaem eaoom xcem eaooe ponssn
nee: sees see: new: sees. thHHne

ceaeoH>Aem mneeqmwmw: mneSoeep .MMdesuwmmml :oHeeosoe one
Hennm Hens» o>Hpoeamosm mo nenoeop eeueunsm

anost< maogoeea sH maeoeoH

Ir

 

oofiancoo a H NHszmm<

.n . . ..... y
a ll? -.qu-!...ul.l.rlla.l loll.

 

 

 

 

 

 

 

H 0:.H H 5H.H N Hm.H N Nm.H m 5m.H eeuennsm
m mN.H OH 40.0 m 5m.H «.5 o¢.H m mm.H .OH
O OH.H 5 40.H OH Hm.H OH N:.H 5 Hm.H .o
N O5.H H m¢.H 4 am.H m em.H e H4.H .w
.5 a mm.H N mm.H O H:.H m e4.H OH mO.H .5
Mw m O5.H 4 wN.H m mm.H «.5 o¢.H 5 Hm.H .o
. 5 mN.H e HH.H e 0m.H m ms.H a Hm.H .m
o 0:.H m.m No.0 m N¢.H m m4.H. a NN.H .4
H 5m.H mu Nm.H N wo.H N JO.H N em.H .m
OH HH.H m.m No.0 5 H4.H m w:.H m em.H .N
m m¢.H m mN.H H mo.H H O5.H . H 50.H .H
oeepmsnem one eson.MdHaH3 .HH
xnem euoom xaem esoom xnem esoom xsem eaoom Mnem eeoom hopes:
sees neez :eez new: gems .5pHHHne
Immwmmmmflmmm I..wewmeup mMNwoosoo mneshem .I.mHHoasoo one
mo 5osesweam mo hoesveod mnaow hoomH>oe empeunam

I

:H maeenem

mmmmmmmmm - H NHazmaaa

-202-

1.11.11

mas._

W

.41

 

 

 

 

 

 

 

 

 

 

 

 

 

m... .....-z... . ....zia 2...... v.
m 44.H H co.H N 5«.H m OO.H N 50.H eenecnnm
« m4.H «.5 ««.H o OO.H o OO.H «.H «m.H .O
4 Ho.H «.H ««.H m mo.H « 55.H «.« 45.H .m
m «5.H 4 om.H H o5.H N mm.H 4 N5.H .5
m mm.o m mH.H m oo.H 5 mm.H 5 w«.H .o
5 4H.H «.5 ««.H m N«.H m oo.H m HH.H .«
w 4o.H «.« oo.H «.4 4o.H m Om.H m 5m.H .4
o mm.H «.« oo.H 5 o«.H «.« O5.H «.« 45.H .m
N om.H m 5m.H «.4 4©.H «.m O5.H m 4m.H .N
H Om.H «.H mm.H N N5.H H HO.H «.H «O.H .H
mnOpoE .HHH
xnem enoom xnem onomm. xnem enOom Mnem encom xnem onoomrl, nenann
neew new: neoz new: news thHHne
noneoH>nem mnommmwne mnonoeep onannonwe nOHpeonoe one
Hennm Henna o>Hpoonmonm mo nonoeep eenennnm
IHnoHnw< whenceoe nH mneoeoH

 

 

oosnwpnoo a H NHszmmn

Q)

9»

 

 

 

 

 

 

 

 

 

 

 

 

N ««.H N 50.H m 04.H « 0N.H N m4.H eenennnm
N O5.H «.N MN.H 0 04.H 0 0H.H «.4 0«.H .0
m 5«.H «.N MN.H 4 ©0.H m mm.H N N5.H .w
H «5.H H 4«.H m 50.H «.4 0m.H m m0.H .5
m N0.H 0 «0.0 m 0H.H «.5 mO.H 0 0O.H .0
0 ««.O 0 40.0 0 NH.H 0 40.0 0 50.0 .«
«.0 0H.H 5 40.0 5 5N.H «.5 «5.H 5 NN.H .4
4 ««.H 4 0H.H « 4«.H «.4 om.H o H4.H .m
«.0 0H.H 0 0O.H N 0O.H N 4«.H «.4 0«.H .N
« 04.H « «H.H H Nm.H H 0©.H H Hm.H .H
eyepoz .HHH
xnem enoom xnem enoom mmem enoom Mnem enowm, xnem. enoom nensnn
new: new: nee: nee: neez muHHHne
Immwmmmwflmmml IllmmmmMMMMll mmeenew mHHonnoo one
mo honenwenm Ho hoenceo< opHmonsoo mnsow hnomH>oe eenenpnm
nH mneenem
oonannoO n H NHmzmmmn

gc‘k a- |! . .i ‘lf .IIQ‘
I‘

1 .

 

 
 

 

 

 

 

 

 

 

Frestrf:i.awmmy
0 40.H 0 NN.o 0. 00.H 0 00.0 0 No.H e.ne-nsm
« m4.0 « ««.O « 04.0 « H«.0 « Nm.0 .«
N «N.H N ON.H N 0H.H N 0O.H m HH.H .4
m 50.H «.m 50.0 4 OO.H 4 5«.0 4 00.0 .m
4 m0.0 «.m 50.0 m NH.H m N5.0 N 0H.H .N
H 4«.H H ««.H H N«.H H H0.H H 40.H .H
_ nHHooO one aneem .>
m. 4 34 m RA 4 on; .4 03 m 34 3.8 a...“
« N0.0 4 mm.H 4 0N.H H 40.H « 5m.H .«
m 5«.H m m«.H m 0«.H m H«.H m 0«.H .4
4 Nm.H « 5N.H « 4N.H 4 04.H 4 ««.H .m
N VH0.H N 00.H N 00.H m 04.H N 00.H .N
H 00.H H m0.H H 40.H N 00.H H 05.H .H
mmmm,one .eom non manmamnn .>H
xnem enoom xnem enoom xnem enoom xnem enoom xnem enoom nensnn
neez news now: new: new: 5pHHHne
neseoH>nem mneenwmne mnenoeep .1 enannoHnwe noHpeonoe one
Henna Henna epHpoemmonm nonoeep eeneznnm
anoHnw< mnmnoeea nH mneoeeH

 

 

vengeance - H Nnnzmaaa

-205-

. V

A

 

 

 

 

 

 

 

 

 

 

 

 

 

psar-rtyiezsuwar

e am.o e 40.0 e em.o e em.o 0 No.0 m...-psm
« 00.0 « 0H.0 « 04.0 4 00.0 « 4m.0 .«
N wm.0 m N0.0 N 0H.H m 40.0 N 0N.H .4
4 mH.0 4 4m.0 4 05.0 « 40.0 4 Hm.0 .m
m 4m.0 N 00.0 m 00.0 N N0.0 m H0.0 .N
H N0.H H 0m.H H 0«.H H 0N.H H 0«.H .H

pne H: e HeoHApoeHe one nHHOOo anee: .>

« 5H.H 4 40.H 4 «4.H m 0«.H 4 uNm.H eeaesnnm
H 05.H H 0N.H 4 00.H H 0«.H «.N 40.H .«
N Nm.H m N0.H N «4.H m 4«.H H «m.H .4
4 N0.H N HH.H « Hm.H « 00.H 4 Hm.H .m
« 00.0 « 05.0 m 44.H 4 N0.H « NN.H .N
m 0H.H 4 00.H H «0.H N 0«.H «.N . 4«.H .H

Shem one esom non nHu HH .>H

xnem enoom .mmem enooe xnem .ehOom xnem enooe xnem enowmw. nenenn

neez news. nee: .I, nee: neez_ thHHnn
noHpeoHHnme .manHenp mneenew eHHomwOo one

no honenwenm mo 5oesveo< epHeonEoO wnnow knomH>oe eenennnm

nH enesnem

 

omaannoo I H NHQZMAQd

 

 

 

 

 

 

 

 

 

 

 

IIHII .
031:” 12;
Pr? .. -:;..Iny
« 4 m N H ennonw 5
wnoee xnem
H4.H +04.H :04.H 0«.H N«.H news mnen
merHHH04
H NN.H N N«.H H -05.H H -05.H H +05.H eene-nam
5 5«.H 5 5N.H 0 04.H 0 0N.H 0 Nm.H .0
/m 0 m4.H 0 0H.H 5 40.H « «0.H 5 0«.H .5
mw H 00.H m 50.H H 00.N H H0.H H 00.N .0
. 0 H5.H «.4 m«.H 4 40.H 4 50.H «.m 00.H .«
N 00.H N m0.H «.N «0.H 5 45.H 0 .05.H .4
«.4 «5.H «.4 0«.H 0 N5.H 0 H0.H « 40.H .m
«.4 «5.H 0 54.H « 05.H «.N 00.H «.m 00.H .N
m N0.H H 00.N «.N 00.H «.N 00.H N «0.H .H
onHe owe eaHapneHn..Hamnem .H>
xnem enoom. xnem enOom xnem enoom xnem enoom xmwm enowm. .Mensnn
nee: .t. nee: neeE neez neez thHHne
neEeoH>nem eneenHwne mnenoeep eanflnlowe nOHpeosoe one
Hennm Henna e>Hpoenmonm mo nenoeep eenennnm
anoHnw< mnenoeea nH mneoeeH

 

 

n.saHpcoo . H HHozman

-207-

 

 

 

 

 

 

 

 

 

n 5 0 mnnonws5
wnoee xnem
MN.H m0.H «4.H «m.H 5N.H neonw noee
Ho nees oneno
merHHHne MN
m 0N.H « H0.H H O5.H H n0«.H H 00.H eeneunnm
0 00.0 0 oa.o 0 NN.H 0 4N.H 0 «N.H .0
«.m 04.H « N0.H 5 00.H 4 40.H 5 0«.H .5
H 05.H H 0H.H N m0.H « N0.H 0 50.H .0
« N«.H 0 40.0 « «5.H 0 4«.H «.4 «5.H .«
«.m 04.H 4 00.H m 05.H m 00.H m 05.H .4
5 00.0 m HH.H 4 05.H N O5.H N 00.H .m
0 .00.H 5 N0.0 0 N5.H 5 N«.H «.4 «5.H .N
N O5.H N «H.H H 50.H H 05.H H H0.H .H
ean one ecanneHquammeem .H>
xnem enoom xnem enoom xnem enooe xnem encom xnem enOoe nensnn
new: . nemE .Ineez nee: news thHHne
noHpeOHHame manHenp mneenem mHHonnoo one
no Nonencenm mo hoenveo< epHmonEoo wndow 5n00H>oe eeneonnm

nH enesnem

 

 

oenannoo a H HHszmAH

 

,ll

.. If, I 411'. I .v

\ . alanine...