n. y : '“"-'- u I¢o.olo<- .........wu....n.‘. 4".“ . . u . .<........._4..nu--Fur... . V. - . V ' maul“ A SELF EVALUATION causaumsi m. FARM MEcHAmcs av? , ; SHORT cams: sruoems m AGRICULTURAL COLLEGES f ' I ' WITH IMPLICATIGN-S FOR INSTRUCTIQNALPROGRAMS _ ' Thesis for the beam of Ed. D. MECHlGAN STATE UNIVERSITY Lester Paul Bailwa’hn 1961 This is to certify that the thesis entitled A SELF EVALUATION OF ABILITILS IN .531qu Iu'iE‘L/‘i‘LM-iICD' JSY SHORT COURSE IS‘DUDJJJNI‘S IN AGRICLL‘EU‘LKL COLLEGES NIDH IIHELICAL‘IOI‘JS FOR ILLSI‘EZUC‘I‘IONAL liiOGRAl‘Jfi presented bg Lester Paul Bollwahn has been accepted towards fulfillment of the requirements for ECLD degree in Education Major professor d LIBRARY 3 Michigan State University ABSTRACT A SELF EVALUATION OF ABILITIES IN FARM MECHANICS BY SHORT COURSE STUDENTS IN AGRICULTURAL COLLEGES WITH IMPLICATIONS FOR INSTRUCTIONAL PROGRAMS by Lester Paul Bollwehn Purpgse.--The purposes of this study were: (1) to determine the degree in which farm mechanics is used by the farmer, (2) to determine the degree of skill in farm mechanics abilities possessed by students entering agricultural short courses in colleges, (3) to determine what abilities need further instruction at the short course or young farmer level, and (4) to compare the skill of'Mdchigan students in farm mechanics with the skill of students in other states, thus to determine the need for changes in the Michigan farm mechanics program in vocational agriculture. Mgthods.--One hundred abilities in farm mechanics were evaluated by 406 short course students who were enrolled in the first course in farm mechanics in seven midwestern states. They were surveyed by means of a questionnaire. The abilities were evaluated in terms of how often they were used on the home farm, who performed them, where they were learned, and how well the respondents felt they could perform them on their home farm. The respondents also indicated on the ques- tionnaire some background information about their farming Lester Paul Bollwahn and educational experience. The data were analyzed by state, instructional area and individual ability. Findings and interpretations.--Some of the important findings and interpretations of this study fellow. 1. Of the 100 abilities listed on the questionnaire, 35 were performed less than twice per year and 20 were per- fOrmed more than five times a year on the farm. 2. Abilities more frequently performed on the farm were the ones that young farmers could do with the greatest skill. 3. Respondents indicated that a combination of learn- ing at home and at high school produced the highest level of achievement. A. Young farmers report that they learn more abilities at home than are used by the farm family on the home farm. Since the respondents felt they learned most abilities at home, this would indicate that students learn the basic in- fermation about the ability away from home, but deve10p it through practice at home. 5. Respondents perform more abilities on the home farm than does the respondents family. Therefore, they introduce new farm mechanics practices on the home farm. 6. Of the 100 abilities listed on the questionnaire, only 18 could be performed adequately on the farm. One was perfbrmed unsatisfactorily. The balance were performed in a marginal manner. 7. Fifty-two abilities were found to be important enough for the farmer to perform on the farm. Of these 35 needed Lester Paul Bollwahn additional instruction at the young farmer level. 8. Specialized courses in shop improved the achievement of the respondents in the farm.mechanics instructional area most closely related to it. 7: 9. When respondents had had four years of vocational agriculture, those from Michigan had significantly less skill than those from other states in all instructional areas but P-soil and water management. . A SELF EVALUATION OF ABILITIES IN FARM MECHANICS BY SHORT COURSE STUDENTS IN AGRICULTURAL COLLEGES WITH IMPLICATIONS FOR INSTRUCTIONAL PROGRAMS By Lester Paul Bollwahn A THESIS Submitted to Michigan State University in partial fulfillment of the requirements fer the degree of DOCTOR OF EDUCATION College of Education 1961 bf [IT-"2.) A? C" // / 7 /.g / ACKNOWLEDGMENTS . . . LIST OF TABLE OF TABLES O O O O O O 0 LIST OF ILLUSTRATIONS . . . . Chapter II. III. IV. INTRODUCTION . . . . CONTENTS The PrOblem o o o o o 0 Definition of Terms . . Basic Assumptions . . REVIEW OF LITERATURE Surveys of Farmers Surveys of Teachers Surveys of Students Surveys of Combined Gr oups THE INVESTIGATION . . . . . . . The Instrument Administering the Questionnaire Selection of the Population . . COllGCting the Data 0 o o o 0 Analyzing the Data ANALYSIS OF DATA Introduction The Population Kinds of Analyses . . . . . . Other General Findings Skill Level by Ability . Where the Respondents Learned . . . Performing the Abilities Abilities Needing Further Instructio Population Evaluated by Sk ill Performance of Abilities.on the Farm Abilities Usually not Performed by Respo Level 0 o o n o o o o r o o o o o n o o o o C de ooooc‘l’ooooo s 65 Page iv vi viii \l OW!“ H Skill with Four Years of Vocational Ag 1 ulture 3% Summary of Important Findings . . . . . . . . ii TABLE OF CONTENTS Chapter v. SUMMARY, GENERALIZATIONS AND IMPLICATIONS Summary of Findings Generalizations . . . Implications for Instructional Areas Where Additional BIBLIOGRAPHY . . . . . . . . . APPENDIX A . . . . . . . . . . APPENDIX B O O O O O O O O O 0 APPENDIX C . . . . . . . . . . APPEIqDIX D O O O O O O O O O 0 APPENDIX E O O O O O O O O O 0 Studies 0 o o o o O O O O o O O I O o O O O O 0 iii Programs are Needed 123 ACKNOWLEDGEMENTS The writer would like to acknowledge the invaluable assistance provided by several people in conducting this study. First, the writer would like to acknowledge the assistance provided by the guidance committee. Dr. H. Paul Sweany, the director of this study, gave much of his time and effort through suggestions and criticisms to aid the ' writer in viewing all possible approaches in the study. Dr. Harold Byram, Dr. George Myers, and Professor Dennis Wiant also offered much valuable assistance. The Agricultural Engineering Staff of Michigan State University assisted the writer in first securing the coopera- tion of the other institutions who cooperated in the study and then in the selection of the farm mechanics abilities that appeared on the questionnaire. The study could not have been conducted if it were not for the Agricultural Engineering Departments in the' states cooperating in the study. One person from the staff of'the Department in each institution administered the (questionnaires to the short course students enrolled in their basic farm.mechanics courses. . Mr. Donald Kinsey, Coordinator of Education and Research at Muchigan Farm Bureau, reviewed the completed Study and gave the writer valuable assistance in editing. iv Finally, the writer would like to acknowledge the valuable assistance provided by his family. If it were not fer the sacrifices endured by the writefih wife, Carylin, and three sons; the study could not have been conducted. The typing and clerical.work perfbrmed by Carylin assisted the writer through much of' the preliminary work of the study. Table I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XVI. XVII. LIST OF TABLES Number of Questionnaires Returned and Used . . . AgBOfRespondentSOOOO-oeeeeeeeeeo Number of Men Working Full Time on the Farm . . Years of Vocational Agriculture Taken . .T. . . Separate Courses in Farm Mechanics Taken . . . . Other Shop Courses Taken . . . . . . . . . . . . Participation in Farm Mechanics 4-H Clubs . . . A Comparison of Michigan and Other States in SkillLeveleeoooooeeoeeeooee The Average Skill Level in Each Area of Farm Me- Chanics eeeeeeeeeeoeoeeeoe Abilities Performed Less Than Twice a Year on the Fameooeeeeeeeoeeoeeeeee Abilities Performed More Than Five Times a Year ontheFamoeeeoeeeeeeeeoeeo Abilities Performed by Less Than Fifty Per Cent of the Respondents and Performed More Than TWiCeYearlyontheFameeoeeeeooe Abilities Performed by Less Than Fifty Per Cent of the Respondents and Performed Less Than Twice Yearly on the Farm . . . . . . . . . . Abilities with a Skill Level Above 3.49 . . . . Where Abilities Were Learned . . . . . . . . . . Farm Shop Abilities not Following the Regular Skilluvelpattemoeeooeeeoeeee Farm Structures Abilities not Following Regular SkillLevelpattemeeeeeeeoeeeoe vi Page 38 40 Al #2 #3 AA #5 #7 #9 62 6h 66 68 71 72 73 7h Table XVIII. XIX. XXI. XXII. XXIII. LIST OF TABLES Page Rural Electrification Abilities Learned Better atnomeorfiighSChOOleeeoeeeoeee 75 Farm Power and Machinery Abilities Learned Better at Home or High School . . . . . . . 77 Skill Level for Soil and water Abilities . . . 78 Abilities that Respondents Perfbrm.More Fre- quently Than the Farm Family 0 e e e e e e e 81 Abilities That the Farm Family Perform More Fre- quently than the Respondent . . . . . . . . 82 Farm Mechanics Abilities Needing Additional In- struction at the Young Farmer Level . . . . 35 vii Figure l. 2. 3. A. 5. 6. LIST OF FIGURES comparison of the skill level of the 17 to 19 age group with the 20 and over age group comparison of the skill level of respondents coming from farms where one or two men work full time and three or more men work full time comparison of the skill level of respondents having and not having vocational agriculture comparison of the skill level of respondents having and not having separate courses in farm mechanics comparison of the skill level of respondents having and not having general shop in high schoo comparison of the skill level of respondents having and not having specialized shop courses in high school comparison of the skill level of respondents from Michigan and other states that had four years of vocational agriculture viii Page 51 53 5h 55 57 59 87 CHAPTER I INTRODUCTION Farming today has become highly mechanized. If a farmer is to compete with other farmers and in a world market, he must keep his mechanical equipment in top work- ing order. He must also understand how equipment he uses in his farming operation functions so when there is a mal- function, he may get it back into working order with the least loss of time. This study is designed to locate abilities a farmer uses on the farm and determine the amount of skill young farmers have in performing them upon gradu- ation from high school. With this infOrmation, it would be easier to determine the course content for further in- struction in the farm mechanics field. The Problem The problem being studied is one that has faced educators for many years. There have been a number of studies dealing with the development of programs in farm mechanics. Many of them are concerned only with the high school student or the education the teacher should receive to teach the abilities that are important in farm mechanics in high school. There are very few studies that determine -1- -2- what should be taught to young farmers. Impgrtggce of the study.--Ybung farmers develop some skills in the farm mechanical field befbre they become involved in farming on their own. They learn these abilities in many ways--high school, at home, A-H clubs, work away from the farm and other experiences they may take part in. The degree in which the ability is used on the farm should, to some extent, determine the amount of skill a person would develop by the fact that he gets more practice in performing the ability. The course of instruction offered in the young farmer classes and agricultural short courses in farm me; chanics should be based upon what the young farmer already knows about the subject at that time. It should also con- sider the amount of use the ability receives on the farm so the importance can be determined. From this, a meaningful course in farm mechanics could then be developed. 7‘ Statement of the problem.-€The problem to be con- sidered becomes§+‘what abilities perfbrmed on the farm are important to the farmer and which ones need further instruc- tion at the young farmer and short course level? When this is determined, a course of study could be developed by the teacher for his particular community:"An overall study, such as the one being conducted here, could give local teachers a guide in forming their course of study. The re- sults of this study would be of greater value to instructors -3- in short courses and college because of the diversity of their students. TL Purpgses of the study.--The purposes of this study as determined by the problem are feur fold: 1. To determine the degree in which farm mechanics is used by the farmer. 2. To determine the degree of skill in farm me- chanics abilities possessed by students entering agricul- tural short courses in colleges. 3. To determine what abilities need further in- struction at the short course or young farmer level:- A. To compare the skill of Michigan students in farm mechanics with the skill of students in other states, thus to determine the need fer changes in the Michigan farm mechanics program in vocational agriculture. Definition of Terms Several terms will be used repeatedly in this study. Some of them are used in the terminology of farm mechanics. Some have more than one meaning and will be used in a specific and unifbrm way throughout this study. One term has been coined fer use in this study and will be explained. Ability.--Ability is defined in this study as those jobs listed on the questionnaire. They usually involve operations that are similar in performance. Many times a -4- project would require the performance of several abilities. Skill.--Skill is defined as a level of achievement a respondent has reached in performing an ability. When a respondent has reached a high skill, he is able to perform the ability well. Farm mechanics.--Farm.mechanics is all of the un- specialized mechanical activities that should be performed on the farm and in the home with the kinds of tools and equipment the farmer has available. The Subcommittee on Teacher Training fer Vocational Agriculture of the American Society of Agricultural Engineers in l9hh divided the farm mechanics field into five teaching areas and defined each one: Farm shop work. Selection, sharpening, care and correct use of shop tools and equipment; wood- work and simple carpentry; sheet metal work; ele- mentary forge work; electric arc and oxyacetylene welging; pipe fitting; simple plumbing repairs; rope wore . Farm power and machinery. Selection, management, adjustment, operation, maintenance and repairing (ex- cluding major repairs requiring specialized equipment and services) of farm gas engines, tractors, trucks and the principal farm machines. Farm buildings and conveniences. Elementary scale drawing and plan reading; farmstead layout; functional requirements of farm houses, shelters, and storages; water systems; septic tanks and sewage disposal; heating. Soil and water management. Elementary leveling, land measurement and farm mapping; farm drainage; farm irri ation; terracing; contour farming; strip crapping mphasis on various phases to be varied in accordance with local or regional needsL Rural electrification. Utilization of electricity in the home and in the productive farm enterprises; -5- selection, installation, operation and maintenance of electric equipment. Skill level.--The skill level is the calculated, self-evaluated skill of the respondents in perfbrming the abilities. It is calculated by assigning a numerical value to the skill the respondent indicated he had in performing the ability. The number of respondents indicating a given skill was multiplied by this value and totaled fer each ability. It was then divided by the total number respond- ing for the ability. The fermula that was used is .OxA+le+2xC+}xD+ng+§xF Skill level A + B + C + D + E + F A was the number of respondents indicating they "had not learned," B was the number of respondents that "could not do," C was the number that "could do poorly," D was the number that "could get by," E was the number that "could do well" and F was the number that were "highly skilled." It should be stressed that this is a self-evaluation of the skill the respondents indicated they had in perfOrming the ability. Skill level when the respgndents leggged.--The skill level when the respondent learned disregarded all respondents 1American Society of Agricultural Engineers, "Agri- cultural Engineering Phases of Teacher Training fer Voca- tional Agriculture." A Report of the Subcommittee on Agri- cultural Teacher Training, with an advisory group of Agricultural Education Specialists, June 22, l9hh. -6- who had not attempted to learn the ability. Basic Assumptions In order to draw conclusions in this study, certain facts had to be assumed. These assumptions are rather general in nature and depend upon the integrity of the people involved. The results depend upon human judgement. Three groups of people are involved in this judgement; the Agricultural Engineers who approved the list of abilities, the people who administered the questionnaires in the various states, and the respondents. l. The abilities selected by the Agricultural En- gineers teaching the basic courses in each of the farm mechanics instructional areas at Michigan State University are the ones that young farmers should know. 2. The respondents would answer similarly in each state even though the questionnaires were given at different times and in different places. The administrator in each state was issued a set of instructions to fellow in admin- istering the questionnaires. ' 3. The respondents answered the questions on the questionnaire sincerely and honestly. This entire study is based upon the self-evaluation by the respondent of the skill he had in performing the ability, the number of times he felt the ability was used in his farming business, where he learned the ability, and who performed the ability in his farming business. CHAPTER II REVIEW OF LITERATURE The studies reviewed for this study are more com- prehensive than local in scope. It was felt that a more comprehensive area was more consistent with the type of study being conducted here.‘LMany of the early studies were fer the purpose of determining the need for and the estab- lishment of a farm mechanics program in a local school. It was felt that this was too specific for the purposes of this study. Though many of the current studies follow this same purpose, a large number deal with training teachers, setting up objectives for farm mechanics in general and in specific areas, or determining the skills that are important in the five instructional areas of farm mechanics. Surveys of Farmers Some of the earlier researchers studied the general field of farm mechanics. Sharp,1 Pollom,2 Sutherland,3 LMarlay Albert Sharp, "A Suggested Course of Study in Farm Mechanics for High Schools Based on the Opinions of Five Hundred Farmers" (unpublished Master's Thesis, Librar , Iowa State College, Ames, 1928) (from Summaries of Studies . 2Lester Boyd Pollom, "A Study of the Scope and Con- tent of Farm Mechanics Courses and Organization fer Teaching Them in the Vocational Agriculture Schools of Kansas" (un- published Master's thesis, Kansas State Board of Vocational Education, Topeka, Series A-3) (from Summaries of Studies). -7- -3- Kennedy,“ Wilkins,5 Davidson,6 Bebermeyer7 and George,8 all surveyed farmers to determine the content of the farm mechanics courses. These people feund that the courses would vary with the community. Walker9 studied the opinions 3Sidney Samson Sutherland, "Suggested Course of Study in Farm.Mechanics, Based on the Opinions of 290 Mon— tana Farmers" (special problem, Department of A icultural Education, Montana State College, Bozeman, 1929 (from Summaries of Studies). hArther Chester Kennedy, "A Study of the Needs fer Training in Farm Mechanics in Ohio" (unpublished.Master's thesis, Department of Agricultural Education, Ohio State University, Columbus, 1927) (from Summaries of Studies). 5William'W’ilson Wilkins, "Farm Mechanics and Home Improvement fer South Carolina Public Schools Teaching Vocational Agriculture" (unpublished special problem, Library, State A.& M. College of South Carolina, Orangeburg) (from Summaries of Studies). 6 Allen Park Davidson, "A Study of Farm Shop and Agricultural Engineering on Kansas Farms: Its Relation to Vocational Agriculture in Kansas High Schools" (unpublished Master's thesis, Library, Kansas State College of Agricul- ture and A plied Science, Manhattan, 1925) (from Summaries of Studies?. 7Paul Bebermeyer, "The Teaching of Farm Shop in Missouri High Schools" unpublished Master's thesis De- partment of A ricultura Education, University of Missouri, Columbia, 192 ) (from Summaries of Studies). 8Chester Jonas George and Walter Wilbur Smith "A Farm Shop Study" (special study, Department of A ricultural Education, Ohio State University, Columbus, 1932 (from Summaries of Studies). gclyde walker, "Determining the Content of Farm- Mechanics Courses of Study for Smith-Hughes Agricultural Departments in High Schools" (unpublished.Master's thesis, Library, University of Nebraska, Lincoln, 1931) (from Summaries of Studies). -9- of 200 Oregon farmers to determine course content in farm mechanics and made the statement "What is important to farmers in one state is important to farmers in another," so he offered his plan to be used as a farm mechanics guide in the entire United States. Graybeal10 studied the opin- ions of 205 farmers by the interview method and found that the type of farm mechanics work done varied with the type of farming, size of farm, and between good and poor farmers. In a study conducted in Pennsylvania, Cross11 sur- veyed 64 young farmers from student teaching centers. The objective of the study was to locate farm machinery prac- tices that were recommended by vocational agriculture de- partments, and practices that manufacturers recommended should not be carried out on the farm. He found that 96 per cent of the respondents had tools to perform these practices, and a large number performed them on the farm. A large number also indicated they had taught themselves to do these practices. His research has a sim- ilarity to this study in that he did examine where the 10Henry Clay Graybeal, "Principles Underlying a 1m— Course of Farm Shop WOrk in Vocational Agriculture" published Master's Thesis, Library, Cornell University, Ithaca, 1923) (from Summaries of Studies). 11Albert N. Cross, "Home Farm Shop Practices in Maintenance of Farm Machinery by Graduates of Pennsylvania High Schools" (unpublished Master's thesis, Library The Pennsylvania State College, State College, 1953). 96 pp. -10- respondents learned the ability, but he did not survey the amount of learning which took place. A course of study in rural electrification was developed by Curtis12 in Louisiana to be used as a guide by other teachers. One hundred twenty-one teachers of voca- tional agriculture surveyed farmers in their school areas to obtain the data. He found that instruction in the basic principles of electricity, planning the farmstead wiring system, home lighting, farmstead lighting, home appliances, electric motors, farm electrical equipment, farm water systems, and constructing electrical equipment would benefit the farmer. The need for a program of instruction in farm me- chancis for college students was studied by Jacobs.13 Four hundred twelve graduates from the School of Agriculture in Kansas who were actively engaged in farming were used as the basis fer the study. The majority indicated need for instruction in farm power and machinery, farm carpentry, 2 1 Charlie M. Curtis, "A Suggested Course of Study in Farm Electrification for Teachers of Vocational Agricul- ture in Louisiana" (unpublished.Master's thesis, Department of Agricultural Education, Louisiana State University, Baton Rouge, 1952) (from Summaries of Studies). 13ClintOn Otto Jacobs, "Determining the Need for a Program of Instruction in Farm Mechanics for College Stu- dents Based Upon a Survey of Farm—Operator Performance" (unpublished Master's report, Department of Education, ganzis State College, Manhattan, 1953) (from Summaries of tu as o -11- rural electrification, water supply and sewage disposal, and farm shop work. Soil and water practices tended to be done by hired personnel. Eighty-eight per cent of the respondents indicated a need for doing all of the jobs listed on the questionnaire. Phipps and Deyoelh determined what farmers con- sidered important in farm mechanics in Illinois. They inter- viewed 197 farmers in five separate areas of the state and found that the most important phase of farm mechanics was the maintenance, repair, and adjustment of farm machinery including tractors. There was some interest in plumbing, electrical work, blacksmithing, motor mechanics, and the construction of large farm buildings. Very little interest was indicated in the areas of soldering, rope work, forge work, and painting. Thompson15 surveyed 500 former students of voca- tional agriculture who were engaged in farming, to determine the content of farm power and machinery courses in Virginia. Fourteen teaching units were developed with the specification I‘Lloyd J. Phipps and George P. Deyoe, "Determining Farm.Mechanics Content - What Farmers Consider Important" (non-thesis study, Division of Agricultural Education, Uni- versity of Illinois, Urbana, 1952), 9 pp. 15Evans Guy Thompson, "Determining the Content of a Farm Power and Machinery Course for Vocational Agricul- ture High Schools in Virginia" (unpublished Master's thesis, Library, Virginia Ploytechnic Institute, Blacksburg, 1952) PP- -12- that local needs should be considered in teaching the units. Schafer16 also developed teaching units in 14 areas of farm mechanics for Arizona. An Ohio study by Miller17 involved 1.5 young farmers in a survey. It indicated that more emphasis should be placed upon plumbing and rural electrification. The pur- pose of the study was to determine the present farm ShOp needs of farmers and the changes that were needed in the present program. The study also surveyed the needs for facilities to meet farm mechanics requirements. One hundred eighty-two graduates from 17 high schools 18 He develOped a in Nebraska were surveyed by McCreight. list of abilities that were learned in school and a list that were learned at home. To be sure that a consistent method of teaching had been followed, the schools selected for the study had the same teacher for at least six years. 16Wallace A. Schafer, "Teaching Units in Farm Me- chanics for Courses of Study in Arizona Departments of Voca- tional Agriculture" (unpublished Master's special study, Library, University of Arizona, Tuscon, 1951) (from Summaries of Studies). 17Franklin Dilley Miller, "Changes in Program and Equipment for Farm Shop WOrk in Central Ohio Based Upon Farming Needs" (unpublished Master's thesis, Library, The Ohio State University, Columbus, 1949), 98 pp. 18M. G. McCreight, "A Study of the Use of Acquired Farm'Mechanics Abilities by Selected Vocational Agriculture Graduates of Nebraska High Schools" (unpublished Master's thesis, Library, Universit of Nebraska, Lincoln, 1951) (from Summaries of Studies). -13- The abilities that were learned at school were in the areas of painting, tool sharpening, glazing, rope work, farm carpentry, ferge work, soldering and sheet metal work, arc welding, and oxyacetylene welding. The areas that were learned better at home were tractor maintenance, farm ma- chinery, farm electricity, tractor repair, plumbing and sanitation, heating and ventilation, harness and leather work, and concrete and masonry work. This is similar to the study being conducted here because the place of learning is being considered, but place is not one of the main objectives of this study. Kindschy19 obtained Opinions about course content, importance of abilities, amount of time needed and the most effective ways of teaching welding, farm machinery, and tractors. He surveyed 2A6 former students of vocational agriculture in Iowa. Fifteen of the 23 repair abilities listed were considered important by more than 50 per cent of the respondents. Fifty farmers were surveyed in one community of Oklahoma by Henslee.20 The farms involved averaged 19Dwight Lewis Kindschy, "Court Content in welding, Farm.Machinery, and Tractors for the Curriculum in Vocational Agriculture" (unpublished Master's thesis, Library, Iowa State College, Ames, 19b8) 37 pp. 20Earl Dean Henslee, "A Farm Mechanics Training Pro- gram in Vocational Agriculture" (unpublished Master's report, Department of Agricultural Education, Oklahoma State Univer- sity of Agriculture and Applied Science, Stillwater, 1957) (from Summaries of Studies -14- 210 acres in size. He developed a farm mechanics train- ing program that was based on the requirements of the com- munity. Over three-fourths of the respondents judged the fellowing farm mechanics skills to be important for high school students: (1) the area of plumbing and water systems, (2) planning and constructing small farm buildings, (3) planning and constructing equipment for livestock care and management, (A) farm machinery adjustment, maintenance and minor repair, and (5) tool care and conditioning. Chilen21 had 17A veterans evaluate 120 abilities in farm mechanics to ascertain opinions relative to impor- tance, proficiency, and source of training. All but one ability was considered important to farming. A majority of the abilities were rated by the veterans as having inade- quate training to perform them properly. 'A study started in Michigan by Cook and completed 22 by Byram determined the needs of farmers for training in mechanical activities as a basis for curriculum planning 21Paul Raymond Chilen, "Farm Operator Evaluations of the Farm Mechanics Phases of Agricu tural Engineering as Offered in the Department of Agricultural Engineering at Texas College of Arts and Industries, Kingsville, Texas" (unpublisheanaster's report, Department of Education, ganzis State College, Manhattan, 1952) (from Summaries of tu as e ' 22Glen C. Cook and Harold M. Byram, "Mechanical Activities of Selected Farmers in Michigan" (non-thesis study, Department of Agricultural Education, Michigan State University, East Lansing, 1952) 135 pp. -15- in farm mechanics. Farmers were questioned by Cook con- cerning: (1) activities that farmers perform, (2) activities that farmers hire done, and (3) activities that farmers would like to improve their ability to perform. Farmers tended to want to improve their skill in those abilities 'that they had not performed and did not hire done. Lechner23 studied 302 former high school students <3f vocational agriculture in Colorado and analyzed some selected farm mechanical skills for implications in building a vocational agriculture course. He isolated 12 enterprises 'that were "Very important" to success in farming: (1) Inaintaining and repairing tractors and engines, (2) wood- 'working, glazing and painting, (3) plumbing, (h) arc weld- ing. (5) oxyacetylene welding, (6) concrete work, (7) con- structing farm buildings, (8) supplying farm water for domestic use, (9) disposing of sewage, (10) constructing and repairing fences, (ll) soil and water management, and (12) rural electrification. Four enterprises showed "some importance:" (1) general shop work, (2) rope work, (3) hot metal work, and (4) soldering and sheet metal work. The study being conducted here is similar to Lechner's study because young farmers are being surveyed in both instances. k 23Fred George Lechner, "An Analysis of FarmwMechan- ical Skills of Colorado Young Farmers with Implications fer Course Building in Vocational Agriculture" (unpublished Doctor's thesis, Library, Michigan State University, East Lansing, 1958), 141 pp. A -16.. A study conducted in.Missouri by Weston24 of the opinions of 556 farmers showed that of the 90 farm mechanics jobs designated, 59 were performed by over 50 per cent of the farmers. Over 50 per cent of the respondents believed they should perform 86 of the jobs and over 30 per cent desired additional training in 40 of the designated jobs. The studies reviewed above differ from the study being conducted here in that the respondents were basically older and involved in farming to a greater extent. They would have had more experience in perfbrming farm mechanics abilities. Some of these studies determine where a student learned to perform abilities in farm mechanics, but none of them attempted to determine the amount of skill that the respondent had achieved. This study and those being reviewed used a selected list of abilities or developed a list of abilities in farm mechanics that were taught. Surveys of Teachers Teachers of vocational agriculture and agricultural engineers that teach college courses were often surveyed in studies pertaining to farm mechanics. In some of the __1 2[(Curtis Ross Weston, "A Study of Mechanical Jobs Performed by Selected Farmers in Missouri" (unpublished Doctor's thesis, Library, University of Missouri, Columbia, 1959), 226 pp. -17- earlier studies Campbell25 and Wallace26 surveyed teachers of vocational agriculture and Gibbs27 surveyed agricultural engineers to determine the content of the farm mechanics courses to be taught in high schools. 28 studying in Arkansas fOund farm mechanics Hutson instruction runs high in farm shop instruction. Two-thirds of the teachers of vocational agriculture surveyed indicated they spent 70 per cent of the time in farm shop work. The projects on which the students worked were predominantly in the wood working field. Rural electrification and soil and water were the areas where the least instruction time was spent. The teachers indicated they needed the most help in farm power and machinery. 25Jesse Lee Campbell, "Universal Shop Problems for Vocational Agriculture" (unpublished Master's thesis, Library, University of Missouri, Columbia, 1926) (from Summaries of Studies). 26HarryMoore wallace, Jr. "Farm Engineering in A ricultural H gh Schools" (unpublished Master's thesis, L brary, Virginia Polytechnic Institute, Blacksburg, 1926) (from Summaries of Studies). 27James Thomas Gibbs, Jr., "Basis of Selecting a Farm-Shop Course fer Vocational Agriculture" (unpublished Master's thesis, Library, University of’Missouri, Columbia, 1925): 71 PP- 28Denver B. Hutson, "Instruction in Farm Mechanics as Conducted by Teachers of Vocational Agriculture in Arkansas” (non-thesis study, Department of Agricultural Education, University of Arkansas, Fayetteville, 1955), 26 pp. -13- Integration of farm mechanics in the high schools of Ohio was studied by'MicNutt.29 He recommended a program whereby the activities became more difficult each year. The first year was spent in doing simple jobs to get the student familiar with the use of tools. The second year would be used in learning more skills and the final two years of shop would be for the repair and adjustment of farm ma- chinery. Information that would be of value in designing a farm mechanics program in Tennessee was assembled by 30 He surveyed 149 teachers of vocational Scarborough. agriculture. He fOund that 20 per cent of the teaching time in vocational agriculture was spent in farm mechanics. WOodworking, farm carpentry, and rope work received the most teaching time. 0de1131 found in West Virginia that the area of 29William A. McNutt, "A Study of Farm Mechanics In- tegration by Ohio Teachers of Vocational Agriculture" (non- thesis study, Department of Agricultural Education, The Ohio State University, Columbus, 1954) (from Summaries of Studies). 30J. Fred Scarborough, Jr. "A Survey of the Farm Mechanics Program of Tennessee" (non-thesis study, Depart- ment of Agricultural Education, University of Tennessee, Knoxville, 1950) (from Summaries of Studies). 31Finley Odell, "The Farm.Mechanics Skills Used by Vocational Agriculture Teachers in Forty Vocational Agri- culture Departments in west Virginia" (unpublished Master's problem Library, west Virginia University, Morgantown, 1955). 100 pp. -19- farm machinery was not used extensively in teaching farm mechanics. Teachers surveyed indicated many of the abilities listed in this area were important. They also listed abilities in electricity, plumbing, and masonry as important, but they were not used to any extent in teaching. In determining what should be taught in rural elec- trification in Area VIII of Texas, Berry32 surveyed 71 teachers in the area. He feund that 75 per cent or more of them teach safety rules and precautions, simple repairs, repair or building of electric brooders, electric welding, and wiring small buildings. Seventy-five per cent or more felt that all of the above should be taught along with materials used in wiring, electrical terms, wiring houses and barns, reading meters, figuring cost of electricity, trouble shooting, distribution of electricity, and if the electrician is doing the job correctly. Larson33 sent a list of 306 abilities in farm me- chanics to 100 teachers of vocational agriculture in South Dakota to determine the technical abilities needed in the 3ZMelvin T. Berry, "Practices and Opinions of Teachers in Area VIII of Texas Concerning the Teaching of Rural Elec- trification" (unpublished Master's problem, Department of Agricultural Education, Sam Houston State Teachers College, Huntsville, 1952) 34 pp. . 33Marvin E. Larson, "A Study to Determine the Tech- nical Abilities Needed in the Farm Mechanics Curriculum of Agricultural Education Majors in Pre-Service Training" (un- published Master's thesis Library, South Dakota State Col- lege, Brookings, 1959), 165 pp. -20- farm mechanics curriculum of agricultural education majors. He isolated only 13 that were not important enough to be taught in high schools. Seventy-one beginning teachers were surveyed by Dougan3’+ in Ohio to identify some important skills and abilities in farm mechanics. One hundred selected abilities were used. The respondents indicated if the abilities needed increased instruction, continued instruction, less emphasis, or no emphasis. His work is similar to this study because the teacher training program in farm mechanics is being con- sidered, but the method of arriving at the need for train- ing is determined in different ways. Carnie35 studied opinions of University of Idaho trained vocational agriculture teachers to determine the importance of selected farm.mechanics abilities. He found six areas that were rated very important by the teachers: arc welding, oxyacetylene welding, farm electricity, trac- tor maintenance, farm power unit overhaul with the exception of "rebuild a water pump," and all farm machinery repair, 3“Riley Shelton Dougan, "Farm Shop Skills and Abil- ities Needed and Acquired by Beginning Teachers of Voca- tional Agriculture in Ohio" (unpublished Master's thesis, Library, The Ohio State University, Columbus, 1951), 139 pp. 35George Major Carnie, "Evaluation of the Pre- Service Training of Vocational Agriculture Instructors in Farm Mechanics" (unpublished Master's thesis, Library, the gnigirsity of Idaho, Moscow, 1959) (from Summaries of tu es . -21- .adjustment, and service abilities. . In this section, teachers indicated which abilities (are important on the farm. They also indicated which ones :in their judgement would need more instruction. The study lasing conducted here also determines the areas of farm xnechanics in which teachers need more instruction, but this is indicated by the skill which students indicated they achieved as a result of the instruction they received in high school. Surveys of Students This section of the review of literature is similar to the study being conducted here in that students are being surveyed. A comparison of students having taken vocational agriculture and those not having vocational agriculture ‘was also made in several of the studies. The main differ- ence evident in these studies is that those reviewed, surveyed regular college students while this study surveyed agricultural short course students. All respondents were students in introductory courses in agricultural engineer- ing. Haltom36 found in Kansas that boys with a vocational 36Albert Alexander Haltom, "A Comparison of the Machinery Repair werk Done on the Home Farm by Boys With and Without Vocational Agriculture Training" (unpublished Master's thesis, Library, Kansas State College, Manhattan, 1942) (from Summaries of Studies). -22- .agwiculture background undertook more machinery repair work <3n.the farm than did boys with no vocational agriculture. {This was determined by surveying boys from one to five years after graduation from high school. Walker37 found in ldontana that students are not learning farm mechanics from ‘school, but are learning by "pick.up" means on their own. .An.indication of the place where a student learns will also be determined in the present study. Four researchers at Iowa State College studied the effects of the vocational agriculture program on the future ability of students. Ball38 found few significant differ- ences between 119 vocational agriculture graduates and 238 non-vocational agriculture graduates. Fifty-six items on a questionnaire did not yield evidence of differences when no classification of the group was made. Former vocational agriculture students who were classified as having status in farming performed a proportionally greater number of recom- mended farm mechanics activities in some areas than did ~ 37William Joseph Walker, "The Montana Farm Mechanics Program in Vocational Agriculture" (unpublished Master's 'thesis, Library, Montana State College, Bozeman, 1941) (from .Summaries of Studies). 38Wilbur Perry Ball, "Influence of High School ‘Vocational Agriculture on Farm Mechanics Practices Used by Participants in the Veterans Farm Training Program" (un- INIblished Doctor's thesis, Library, Iowa State College, Ames, 1956) 150 pp. -23- non-vocational agriculture graduates. Fulton,39 who studied the opinions of 237 students who had completed either no vocational agriculture or four years of vocational agricul- ture, found a high correlation between vocational agri- culture students and abilities used in farm mechanics prior to the students enrolling in the introductory course in farm mechanics at Iowa State College. High school class size had no effect on the number of skills used. It was found that experience with mechanical repair, tools and equipment, and jobs in the introductory course in agricul- tural engineering had an effect on achievement in the intro- ductory course regardless of where the experiences had been encountered. High school vocational agriculture students excelled the others because they had had more opportunity t30 become familiar with these skills. 40 Stevenson surveyed 371 Iowa students enrolled in the introductory course in Agricultural Engineering at Iowa State College in the 1955-56 school year. The purpose was to determine the influence of high school vocational ¥ . 39David A. Fulton, "Effect of High School Vocational Agriculture on Achievement in the Introductory Farm Mechanics Course at the Iowa State College" (unpublished Master's thesis, Library, Iowa State College, Ames, 1956) (from Sum- maries of Studies). hoPaul Nelson Stevenson, "Influence of High School Yocational Agriculture. on Farm Mechanics Practices Used by mmdents Previous to Enrolling at Iowa State College" (un- Published Master's thesis, Library, Iowa State College, Ames. 1956). 93 pp. -24- agriculture on the extent to which farm shop jobs were per- fOrmed. He found vocational agriculture students performed, on the average, 36 per cent of the 75 jobs listed on the questionnaire while the non-vocational agriculture students performed only 26 per cent of the 75 jobs. He also feund vocational agriculture students learned over seven times as many jobs in high school farm mechanics as non-vocational agriculture students learned in industrial arts. A greater number of jobs were hired done on the farms of the non- vocational agriculture students compared to the vocational agriculture students. The study also showed that a relation- ship existed between the size of the parents farm and the 41 studied number of farm mechanics jobs done by the boy. Bear the relationship of vocational agriculture to the farm me- chanics jobs performed by graduates in Iowa. His study did not indicate that farm mechanics instruction as provided in high school vocational agriculture greatly influenced the farm mechanics practices used by graduates. In another study conducted in Iowa, Rhea42 deter- mined the suitability of the Owens-Bennett Mechanical thilliam Forrest Bear, "Relation of High School Vo- cational Agriculture to Mechanical Farm Jobs Performed by Graduates" (unpublished.Master's thesis, Librar , Iowa State College, Ames, 1959) (from Summaries of Studies . thark B. Rhea, "Suitability of the Owens-Bennett Mechanical Comprehensive Test for Predictin Farm Shep Man- ipulative Achievement of College Students" Tunpublished Master's thesis, Library, Iowa State College, Ames, 1947) (from Summaries of Studies). -25- Comprehension Test for predicting farm shop manipulative achievement of college students. He studied the opinions of 254 students in the first course in agricultural engi- neering at Iowa State College and correlated the final grade with high school marks, background infermation, the American Council on Education Psychological Examination, and the Owen-Bennett Test. He feund that the Owens-Bennett Test was the best of the group in determining achievement. Surveys of Combined Groups -A number of researchers surveyed the opinions of a variety of classes of people and compared the responses of one group to the others. In this way, a comparison could be made to the thinking of each of the groups and determine if the farm mechanics jobs that were important for one group were the ones that were important to the other groups. In determining which abilities were important in this study, agricultural engineers teaching the basic courses in each area of farm mechanics indicated the ones that they streSsed in their courses. In some of the older studies, Geiger“3 surveyed 100 farmers and 40 teachers in Florida and feund that farmers devote most of their farm mechanics work to repair. hBAlbert James Geiger, "A Study of Farm Shop work in Florida" (unpublished Master's thesis, Library, University of Florida, Gainemdlle, 1932) (from Summaries of Studies). -26- Teachers devote almost all of their time to teaching con- struction. Mulligangk surveyed farmers, teachers and col- lege students to determine the importance of selected farm mechanics jobs. Davies“5 compared farm shop in Colorado to other states in the Pacific Region. He located repair and construction jobs by surveying farmers and teachers in this region. In a study in Pennsylvania, Anthony46 evaluated the current objectives of the farm mechanics phase of vocational agriculture in selected high schools. He surveyed the Opin- ions of teachers of vocational agriculture, farmers, area supervisors, and experts in the field of farm mechanics and feund the Pennsylvania State University lagged in the train- ing of teachers in the instructional areas of farm power and machinery, rural electrification, soil and water manage- ment and farm buildings and conveniences. He also feund Abolarence William Mulligan, "A Study of the Needs for Training in Farm.Mechanics in New York State" (unpub- lished.Master's thesis, Library, Cornell University, Ithaca, 1941) (from Summaries of Studies). ASLlewellyn Rhys Davies, "Farm Shop Werk in Voca- tional Education" (unpublisheanaster's thesis Library, Colorado Agricultural College, Fort Collins, 1623) (from Summaries of Studies). héFrank Anthony, "An Evaluation of the Current 0b- jectives of the Farm.Mechanics Phase of Vocational Agricul- ture in Selected Pennsylvania High Schools" (unpublished Doctor's thesis, Library, Pennsylvania State University, University Park, 1956) (from Summaries of Studies). -27- all of the groups agreed that when special tools and skills were needed to perfbrm a job, experts, not farmers, should do the job. Eighty-six preventative maintenance abilities were rated by farmers, teachers of vocational agriculture, teacher trainers, and agricultural engineers in Ohio to determine the importance of the abilities in farm mechanics. The study was conducted by Ryder.“7 It was recommended that 50 of the 86 abilities should receive emphasis in the teach- ing of agricultural engineering in high school to boys and farmers. Four of the abilities should be eliminated. A group of 40 teachers, 40 adult farmers and 40 young farmers were interviewed in Oklahoma by Bugger."8 They ranked 115 selected competencies in farm mechanics according to the scale: (1) extensive and personal under- standing needed, (2) understand when and how to get help, (3) little or no understanding needed, and (4) no comment. A list that a majority rated "1" were the ones recommended be included in a farm.mechanics program. #7Gordan J. Ryder, "Skills Needed by Farmers in Selected Areas of Farm Mechanics" (non-thesis study, De- partment of Agricultural Education, the Ohio State University, Columbus, 1953) (from Summaries of Studies). h8Roy‘Wesley Dugger, "Mechanical Competencies Needed by Vocational Agriculture Teachers in Oklahoma" (unpublished Doctor's Thesis, Library, Oklahoma Agricultural and Mechan- ical College, Stillwater, 1956), 118 pp. -28- Hamilton"9 studied the farm shOp and farm structures areas of farm mechanics in Michigan. He surveyed teachers of vocational agriculture, advisory council members, teacher educators, and agricultural engineers to establish a basis fer instructional planning in the two instructional areas. There was general agreement among the groups in regard to the importance of the 180 farm mechanics abilities. The managerial abilities were rated higher in importance and lower in adequacy of training than were the manipulative types. 50 studied the effect of a survey of farmer Hartzog opinion on the course of study in farm.mechanics. He feund teachers indicated farm shop skills were being given greatest emphasis in schools, but farmers indicated much more atten- tion should be given to preventative maintenance. w thames Roland Hamilton, "The Preparation of Michi- gan Teachers of Vocational Agriculture in Two Areas of Farm Mechanics" (unpublished Doctor's thesis, Library, Michigan State University, East Lansing, 1955), 265 pp. 50David H. Hartzog, "A Study of the Effect of a Survey of Farmer Opinion on Course of Study in Farm Mechanics" (unpublished Doctor's thesis, Library University of Minne- sota, Minneapolis, 1959) (from Summaries of Studies). CHAPTER III THE INVESTIGATION This study was conducted in several of the mid- western states by surveying the opinions of agricultural short course students enrolled in the first term agricul- tural engineering courses. The investigation was so designed that a person in each of the states could collect the data so as to make it unifbrm and comparable. An instrument was provided to insure this. A system of analyzing the data was then developed to carry through the purposes of the study. The Instrument 4“ Data were collected by means of a questionnaire ad- ministered by a person in each of the Agricultural Engineer- ing Departments cooperating in the study. The questionnaire was planned to provide background information about the re- spondent that would be helpful in determining the experi- ences he had received both from a farm and instructional viewpoint. The respondent had only to check the blank that best suited his situation or fill in a number to indicate the number of years of instruction in the various phases \_ of education. . -29- -30- iy Selectiog of abilitie .--The abilities included on the questionnaire were selected by agricultural engineers from Michigan State University who teach the basic course in each instructional area of farm mechanics; (The writer developed a comprehensive list of abilities from other re- cent studies that had been completed in farm mechanics and submitted it to the agricultural engineers. They selected 20 abilities in each of the five instructional areas which would best indicate what they were teaching in the first course in the area. («at z I (A Rating scgles.--The rating scales fellowing each of the abilities on the questionnaire were developed to give the writer information as to the frequency with which the ability was performed on the farm, who performed the ability, where the ability was learned, and what skill the r‘espondent felt he had achieved in performing the ability. ‘1" @513) the respondent estimated how often the ability was: performed each year in his farming business, Whether he owned the farm, worked on his father's farm, Or worked on another farm.) Such data would give the writer an opportunity to determine the number of times that ability "as used in general in the fanning operation“ The term "in general" means the total number of times an ability was Performed and not the number of times the respondent performed 1Zhe ability. The respondent should make one check for each ability. -31- The second decision he made was whether the ability was hired done, done by the farm family or done by the re- spondent.” In some cases, any of the groups listed could have performed the ability. Thus, the data would indicate whether the respondent perfbrmed the ability or the ability was performed on the farm by some member of the farm family as a part of their farming operation. “L It was also felt that it would be helpful in the study to determine where the respondent judged that he learned to perform the ability: He was asked to check the column of the space which best indicated where he learned the ability. He was not to check the column if he had not learned to perform the ability. 7 A numerical scale followed each ability with a guide at the top of each page to give the respondent an opportunity to indicate how well he estimated he could perform the abil- ity. This part was a self-evaluation of his skill. The respondent would place his value upon the ability using his own value judgement. _ Trial run of guestionngire.--The questionnaire was submitted to 11 students enrolled in a short course during the previous term. After analyzing the data, only minor changes to some of the background questions were necessary to clarify them. It was determined that the questionnaire would serve adequately as a device fer collecting the data to meet the requirements of this study. -32- Administering the Questionnaire I), Each of the Agricultural Engineering Departments cooperating in the study designated one person from its staff to administer the questionnaire. This person was sent sufficient questionnaires for respondents in his state. A set of instructions was sent to each administra- tor: (He was asked to read the instructions on the question- naire to the respondents carefully, and to point out to them the importance of checking the columns following the abilities in the prescribed way. This would provide for the writer uniform and fairly comparable data. I The respon- dent was asked to take the questionnaire home with him so as to allow needed time in filling it out, and to return it at the next class sessionw The instructions to the administrator were as follows : Read the instructions on the first page of the cnlestionnaire to all of the respondents. Clarify questions five and six by pointing out that this means vocational agriculture in high school. Go over the examples’on the second page of the ques- tionnaire and point out that in the first column after the abilities they should check once for each ability. Column two should be checked one, two or three times for each ability depending upon who performed this ability. Column three should be checked no more than once-~only that place A Where they feel they have learned the most about this ability. They do not check if they have not learned. In Column four, they are to circle one number for e ch ability that best indicates how well they can perform the ability. They may take the questionnaires with them to be r‘e‘turned at the next class session. -33- Selection of the Population It was felt that a study of this type would be of greatest value if students from several state education insti- tut ions could be included. If only one state were studied, there would be little on which to base any conclusions bear- ing on the teaching of farm mechanics to high school stu- dents. Most of the teachers in a given state would have received their education from one institution, and the training they received would be quite similar. Therefore, the specific things taught would be quite similar. It was with this in mind that a number of states were selected. States included.--The states in the midwest region 0f the United States have a similar type of agriculture in many ways. Many of them have a similar type of agricultural Short course offered in the Agricultural Colleges. All Of the midwest states were invited to participate in this Study. Some do not have a short course program and others I‘eported that the courses offered or the students involved w<>nld not be compatible in the study. Still others indicated t”'htey had a time problem, and would not be able to ~participate. 3’ In the final analysis, seven‘tstates took part in the study: Illinois, Michigan, Minnesota, North Dakota, Ohio, South I)akota, and Wisconsin. 4:: ,5 . , fl" 7 7 6;]. ’f , “I Selection of rgspgndents.--First year short course I I ‘ s"Judents were selected to take part in this study/for four I‘easons. First, the students enrolled in a short course -34- in agriculture would give a cross section of the state in which they were enrolled. They were likely to be students interested in farming and would probably return to the farm. This would provide the study with data from commercial farms, and be more representative of farming in the several states. Second, these students would be out of high school for only a few years for the most part, and could provide a better‘ indication of the instruction they had received in high school. Third, a quantity of young farmers would be avail- able in one place to whom to administer the questionnaires. Fourth, they would not have had an opportunity to learn the abilities in previous courses in the Short Course program. It is realized that the respondents are a select group. They are the ones that are interested in learning more about farming and will probably return to the farm, This is compatible with the purposes of this study. -Collecting the Data After the Agricultural Engineering Departments had indicated that they would cooperate in the study, contact was made with the person from each state who would administer the questionnaires. He estimated the number of question- naires that he would need and this number was sent to him. 4' Issuing the guestionngires.--The questionnaires were mailed to each administrator in bulk and returned the same way. (By this procedure, only the writer and the administra— tor would handle the questionnaires after the respondent had -35- completed his copy. This would reduce the handling and therefore the possibility of 1033;) Since the questionnaire was administered as a part of class work, 100 per cent of the students surveyed returned the questionnaires. "F“ Processing the guestionngires.--When the question- naires were returned, they were coded and the data were placed on IBM cards for analysis. Each instructional area of farm mechanics on the questionnaire was placed on a separate card with the background information on each card. This n required five cards for each questionnaire. In this way, each instructional area could be analyzed separately and compared to the background information. Analyzing the Data The data, after they were tabulated, were analyzed statistically by the Chi Square method using border totals. The data were tabulated for each factor and the formula Chi Square = (O -EE)2 was used as a test of homogeneity of the data. In the formula, 0 is the observed frequency of the responses and E is the expected frequency computed from border totals. Kinds of Analyses The data allowed three types of comparisons and it was felt that each comparison could contribute significant findings to the study. The data were analyzed by states, by skill level, and by skill level for those that learned for each ability. -36- §§g§g.--The general information was analyzed by comparing Michigan to the total of the other states. This is a Michigan study and one of the purposes is to improve the Michigan farm mechanics program. Therefore, the greatest value could be received from this type of comparison. Skill level of ingtructional areas of farm mechanics.-- The average estimated skill level of each instructional area of farm.mechanics could tell us in general terms how the areas were affected by the background information. This would be valuable in determining what factors affected the skill of the respondents in the instructional areas. Skill level of each ability.--The effect of the number of times an ability was done on the farm, who per- formed the ability on the farm and where the respondent learned the ability could best be indicated by analyzing each ability according to the skill level of those who learned the ability. In this way, each ability could be more completely analyzed. This would indicate which abilities being taught need additional instruction. CHAPTER IV ANALYSIS OF DATA Introduction The data presented in this study were analyzed in three different ways: (1) by state, (2) by skill level, and (3) by ability. Those dealing with the general background of the population were analyzed on a state by state basis. Since the Michigan farm mechanics program should come under the most scrutiny, all of the data from other states were pooled, the Michigan figures compared to them and reported in this study. The general data concerning the population also were analyzed by the skill level of the respondents in each area of farm mechanics. This gave some back- ground of the population that would be of value in interpret- ing the data. Each of the 100 abilities were then analyzed in detail so that certain factors affecting the skill level of the respondents could be determined. Purposes of the study.--On1y those analyses that directly affect the purposes of the study will be reported in detail. The stated purposes of this study are: (1) to determine the degree in which farm mechanics is used by the farmer, (2) to determine the degree of skill in farm -37- -33- mechanics abilities possessed by students entering the short course, (3) to determine what abilities need further in- struction at the short course or young farmer level, and (4) to determine the skill of Michigan students in farm mechanics in relation to the skill of students in other states, thus to determine the need for changes in the Michi- gan farm mechanics program in vocational agriculture. Number of questionnaires obtained ggd used.--The criterion used in sending questionnaires to the states was based on the estimated number of students to be enrolled in agricultural engineering short courses for the first time. Table I shows the number of questionnaires returned and the number used in the study. Table I - Number of Questionnaires Returned and Used State Returned Used Illinois 63 56 Michigan 95 85 Minnesota 20 18 North Dakota 76 73 Ohio 33 28 South Dakota 36 33 Wisconsin 123 113 Total * 446 406 -39- Four hundred forty-six questionnaires were returned to the writer and 406 of them were used. The 40 question- naires not used were discarded for several reasons. In most of the questionnaires which were not used there was either insufficient information reported on the questionnaire or obvious indications that respondents did not follow the instructions as they were given. Two of the respondents were over 40 years of age, and had many more years of ex- perience than the rest of the respondents. Two were resi- dents of a state not included in this study, and it was felt the difference would be too great in the state programs to have these questionnaires included. One of the students that filled out a questionnaire was from a foreign land, and it was felt his responses would not be comparable with the results from the state in which he was enrolled. One respondent indicated he lived in a city and had no farm experience. The Population Agg.--Table II indicates that Michigan respondents were younger than those of other states.. Michigan has ~77.6 per cent of its respondents in the age group 16 to 19 while the other states show only 64.4 per cent of respondents in this group. This difference was significant at the five per cent level. -40- Table II - Age of Respondents State 16 to 19 20 and over Michigan 66 19 Other states 203 112 Total 269 131 Number of men on the fgrm.--The number of men work- ing full time on the farm, rather than the number of acres, was used to indicate the size of business. Due to the variety in types of farming in the states studied, a ten acre farm in the intensive fruit and vegetable or poultry area may be as large in terms of the amount of labor and farm mechanics involved as several hundred acres in the wheat and ranch areas. Part time farming is also prevalent in some parts of the area being studied, and it was felt that in all cases where there was less than one full time man on the farm, this would be true. Only about 20 per cent of the total respondents were from Michigan, yet Michigan had 36.3 per cent of all farms in this study that had less than one man working full time on the farm as indicated in Table III. Michigan also had 26.9 per cent of the farms with one full time man, and 18.1 per cent of the farms with two full time workers. Michi- gan is represented in these results with only 14.3 per cent -41- Table III - Number of Men working Full Time on the Farm — w.— State 0 1 2 ' 3 plus Michigan 4 32 37 9 Other states 7 86 167 5A Total 11 118 204 63 of the farms having three or more full time men on the farm. These data indicate that Michigan had a higher per cent of farms in what would be classed as a family operation, inas- much as the short course student in most cases is working on the home farm. Even the two-man operation would consist of the respondent's father and himself. It is quite evident that respondents from.Michigan came from smaller farms than was typical for the other states resported in the study. These results were highly significant. Years of vocgtional ggriculture.--The number of years of training in vocational agriculture should affect the skill of the respondent in the farm mechanics abilities he performs. Much farm mechanics is taught along with other agricultural subjects that make up the vocational agri- culture program. Table IV compares the amount of vocational agriculture taken by Michigan respondents to that taken by respondents in other states. There was no difference between the two groups in the number of respondents having four years -42- Table IV - Years of Vocational Agriculture Taken State 0 1 2 3 4 Total Michigan 8 3 13 13 47 84 Other States 82 28 13 19 175 317 Total 90 31 26 32 222 401 of vocational agriculture. The Michigan respondents indi- cated 55.9 per cent had four years of vocational agriculture, while the other states showed 55.2 per cent had four years in the program. There is a difference when you consider those that had no vocational agriculture, however. About nine per cent of the Michigan respondents indicated no vo- cational agriculture while 25.8 per cent of the others indicated none. From an overall view, Michigan respondents had more vocational agriculture than the other respondents. Sepgrgte courses in farm shop.--In most of the states, schools have the option of teaching farm mechanics as a part of the vocational agriculture program or teaching it one or more years as a separate course. When it is taught as a separate course, it is usually taught in the second, third or fourth year of school. In Michigan it is usually taught in the second year of high school, while in the Dakotas the separate class usually comes in the senior year. -43- As indicated in Table V, 51.3 per cent of the Michigan respondents had a separate course in farm mechanics, while respondents from other states had 57.8 per cent in a separate course in farm mechanics. There is no significant difference in these figures. Table V - Separate Courses in Farm Mechanics Taken State Yes No Michigan 41 39 Other states 184 134 Total 225 173 Other shop courses.--Other shop courses taken by the respondents while in high school also could affect the amount of skill they had acquired before they entered the college short course classes in farm mechanics. Table VI shows the comparison of’Michigan respondents to other respondents in each type of shop course listed on the ques- tionnaire. These shop courses include general shOp, wood shop, metal shop, auto mechanics, electrical shop and me- chanical drawing. Table VI indicates there is no significant difference between the respondents in classes in wood shop, metal shop, auto mechanics and mechanical drawing. In the area of general shop, however, it is highly significant that more.Michigan respondents had enrolled. Forty-six and two-tenths ~hh- Table VI - Other Shop Courses Taken Michigan ‘ Other Stgtes Shop Course Yes No es 0 General shop 55 30 148 173 Wood shop 1+3 42 157 164 Metal shop 23 62 101 220 Auto mechanics 5 80 33 288 Electrical sh0p 5 80 55 266 Mechanical drawing 30 55 89 232 Total 161 349 583 1343 Average number taken 1.9 1.8 _ Per cent of the other state respondents had taken at least one year of general shOp while 64.7 per cent of the Michigan respondents had taken some general shop. Students from Other states had about 11 per cent more electrical shOp classes than Michigan students. This figure is significant at the five percent level. When all of the shop areas are considered, there is no difference between Michigan and the combination of Other states in other shop courses taken in high school. Farm mechggics 4-H clubs.--Some 4-H clubs are based upon a farm mechanics emphasis. To the people involved, they should be considered as a means of learning. In the -45- states considered in this study, programs universally show electrical, tractor maintenance, handicraft, and soil and water management 4-H clubs. Table VII points out that there is no difference between states in the number of respondents having enrolled in these clubs with the exception. of the handicraft clubs. Table VII - Participation in Farm Mechanics 4-H Clubs Michiggg Other States 4-H Club Yes No Yes No Electrical 21 64 60 261 Tractor maintenance 25 60 128 193 Handicraft 33 52 56 265 Soil and Water 8 77 37 284 Total 87 253 281 1003 Average number taken 1.0 0.9 _ Approximately 39 per cent of the Michigan respondents indicated they had enrolled in the 4-H handicraft club, while only about 17 per cent from other states so indicated. This difference was highly significant. It would appear then, the Michigan respondents would be more highly skilled in the farm shop area of farm mechanics if the 4-H club program played a role in the learning of these farm mechanics abilities. When the totals were considered, however there was -Aé- no difference in the 4-H participation in farm mechanics clubs between respondents from.Michigan and other states. Skill level in each area of farm mechanics.--The skill level of all respondents in each instructional area of farm mechanics was determined to give a comparison of Michigan respondents with those of other states. The data were then grouped into three areas to indicate the skill the respondents felt they had in a given area of farm me- chanics. The responses for each ability in the area were compiled to get this figure. Table VIII shows a comparison of'Michigan and other states in the skill level of respondents in the low, medium and high skill groups in each instructional area of farm mechanics. The low skill group included all of the responses with a skill level up to 2.49. This would include those who checked their skill in the ability as "never done," "can't do," and "do poorly." The medium group included anyone who checked their skill level from 2.50 to 3.49 or the ones that indicated they "can get by." The high group included those who cheCked anywhere above 3.50 or in the "can do well" or "highly skilled" group. The only instructional area of farm mechanics that does not show a significant difference between Michigan re- spondents and other respondents is in soil and water manage- ment. All other areas showed Michigan significantly lower in skill. The farm structures instructional area showed the -47- Table VIII - A Comparison of Michigan and Other States in Skill Level Farquechanics Michiggn Other States A re a W Me 0 igh Low 149 a 0 ii Igfi Farm shop 51 31 3 118 186 15 Farm structures 45 36 4 78 203 35 Rural electrification 67 14 3 187 104 23 Farm power and machinery 40 37 8 68 194 55 Soil and Water 76 6 O 282 35 1 Total 280 124 18 743 722 129 greatest difference. Michigan had only 4.7 per cent of the respondents in the high group, while the other states had 11.1 per cent in this category. On the other hand, Michigan had almost 53 Per cent of the respondents indicating they were in the low group, while the other states had only 24.6 per cent in the low group. This does not support the hypothesis that 4-H handicraft clubs and wood shop would increase the skill of the respondent. Michigan respondents had more handicraft clubs, the same amount of wood shop in high school, and a greater number of general shop courses than did respondents from other states. The instructional area of farm power and machinery was next most highly significant in the farm mechanics program. Here, Michigan had only 9.4 per cent of the -43- respondents as compared to 16.8 per cent for other states in the high skill group. In the low skill group, Michigan had 47 per cent and the other states had only half as many with 23.5 per cent. There was no difference in the per- centage of respondents from Michigan and other states that had enrolled in auto mechanics and 4-H tractor maintenance. There was a difference in general shop as reported in the preceeding paragraph. The instructional area of farm shop was next to be considered for significant differences. The percentage of respondents from both groups were about equal in the high skill class. However, Michigan respondents indicated that a larger number fell into the low skill group than did re- spondents from other states. Rural electrification showed the same trend as the other instructional areas of farm mechanics mentioned. Michigan had a smaller percentage in the high skill group and a larger percentage in the low skill group. Michigan had only 3.6 per cent in the high skill group as compared with 7.3 per cent in this group from other states. Seventy- nine and seven-tenths per cent of the Michigan respondents indicated they were in the low skill group while 59.3 per cent of the other states' respondents indicated they were in the low group. In farm mechanics as a whole, Michigan respondents indicated a lower skill level than did respondents from other states, even though they had more participation in -49- both 4-H club activity in the farm mechanics clubs and in other shop work taken in high school. There was no signifi- cant difference in the amount of vocational agriculture or farm mechanics taken by the respondents. Average skill level in egch area of farm mechanics.-- The average skill level in each instructional area of farm mechanics was calculated for Michigan and other states. Michigan ranks lower in average skill level in all in- structional areas of farm mechanics as shown in Table IX. The difference was very small in the soil and water manage- ment instructional area and largest in the farm structures and farm power and machinery areas. Soil and water Table IX - The Average Skill Level in Each Area of Farm Me- chanics Area of Farm Other Mechanics Michigan States Total Farm shop 2.12 2.37 2.32 Farm structures 2.24 2.78 2.66 Rural electrification 1.52 2.02 1.91 Farm power and machinery 2.40 2.94 2.82 Soil and water manage- ment 1008 10111; 1013 management shows only a difference of .06 in the amount of skill while farm structures and farm power and machinery -50- show a difference of .54 in the skill level. Rural electri- fication shows a difference of .50 and farm shop shows a .25 difference. Table IX also shows that on the average, all re- spondents are below the "can get by" level. The soil and water instructional area of farm mechanics appears to show the least development of skill in the respondent. The skill level for all of the respondents if 1.13. Rural electri- ficiation is next lowest with 1.91. The remaining three instructional areas are all above the ”can't do" level with farm shop at 2.32, farm structures at 2.66 and farm power and machinery at the 2.82 level. Population Evaluated by Skill Level The skill level of the entire population was com- puted in each instructional area of farm mechanics. Comp parisons with general information about the population point out some very interesting facts. Some of them would serve as good background material. Agg.--Age had no affect on the skill level in any of the instructional areas of farm mechanics when the group was divided into two age groups. The younger age group included all of those respondents nineteen years and younger while the older age group included those twenty years and older. Figure 1 compares the age groups in each skill level for all farm mechanics instructional areas. Number of men on the farm.--There was no significant difference in the skill level of the respondents when the -51- 50 50 p (+0 A’ +3 40” 8 8 o 30 O 30" p n a: 20 r g 20" 10 . II 10A O O 1 2 3 4 5 l 2 3 4 5 Farm Shop Farm Structures 501 50 1.0... 1+0. *5 t3: 8 30,, 8 30¢. a; 200 a; ZO‘P n. a. _ 104. IE 10 . l 3 4 5 l 2 3 4 5 Rural Electrification Farm Power and Machinery 70 KEY 60-- 0 17 to 19 - p 5 " 20 and over (2:: 5 1M)“ 1 = can't do C3 2 = do poorly n 30.. 3 B can get by :3 4 = can do we 1 20.. 5 = highly skilled 10a 0 ,Js___ 1 2 3 4 5 Soil and water Figure l - A comparison of the skill level of the 17 to 19 age group with the 20 and over age group. -52- size of farm was small or large as indicated by the number of men working on the farm. The respondents from farms that had one or two men working full time were no different than those that had three or more men working full time. This was true in each instructional area of farm mechanics as indicated in Figure 2. . Vocgtiongl ggriculture.--Whether or not the respon- dents had vocational agriculture in high school made no significant difference in the skill level. Each instructional area of farm mechanics bore this out. Figure 3 shows this graphically. Sepgrgte course in farm mechanics.--Only the farm shop instructional area of farm mechanics showed any sig- nificant difference in skill level when the respondent had a separate course in farm mechanics in high school. This would seem to indicate that the high school farm mechanics courses were aimed primarily toward farm shop abilities and not toward farm mechanics as a whole. Figure 4 shows the percentage of respondents in each of the skill levels for both those who had separate courses in farm mechanics in high school and those who did not. The respondents who had separate farm mechanics courses in high school had a larger percentage in the higher skill levels in farm shop; while those that had not had such courses, placed more in the lower skill levels (if one takes their own judgements of skill levels as a basis of actual differences in skills). Per Cent Per Cent Per Cent -53- 50 50 400 40.. p 30“ :3 30.L O 20- t. 20- 0 0.. 10“ 10” 0‘ On 2 3 4 5 l 2 3 4 5 Farm Shop Farm Structures 50 50 40‘. .p 30.» g 200 3 e. 10" o. __.[l_. 1 2 3 4 5 1 2 3 4 5 Rural Electrification Farm Power and Machinery 70 KEY ' 60-1» 1 or 2 men - 50.. 3 or more men (:23 40.. 1 = can't do 2 = do poorly 30.. 3 8 can get by 4 = can do we 1 20.. 5 = highly skilled 104. 0‘ J:i__-__ 1 2 3 4 5 Soil and Water Figure 2 - A comparison of the skill level of respondents coming from farms where one or two men work full time and three or more men work full time. -54- 50 50 .940 +3 404 t a 030 ‘T 0 30.} t a £20 4» e. 20‘» 10 0 I 10- 1 2 3 4 5 l 2 3 4 5 Farm Shop Farm Structures 50 50 g [’00 2 1.0“ £3 30. a; 30” n n ‘3 20a g: 20" 10.. 10b o, o‘ .1:- l 2 3 4 5 l 2 3 4 5 Rural Electrification Farm Power and Machinery KEY No V0. ag. - V0. ag- C2223 can't do do poorly can get by can do well highly skilled Per Cent meNH unit A n 1 2 3 4 5 Soil and Water Figure 3 - A comparison of the skill level of respondents having and not having vocational agriculture. -55.. 50 50 40,, 40.. 2 30.. ‘5 30.. (D O D O h 200 h 20m- 0 a “‘ 10.. 10.. O 0. 2 3 4 5 1 2 3 4 5 Farm Shop Farm Structures 50 50 40¢ 40- 30. 2 30. a S 8 200 :4 20” d) e a. ‘g 100 I 10- 0 - O. __IhL. l 2 3 4 5 l 2 2 4 5 Rural Electrification Farm Power and Machinery KEY Not having - 9 Having t:::: 3 l = can't do (3 2 - do poorly n 3 - can get by S I. - can do well 5 ' highly skilled 1 2 3 4 5 Soil and water Figure 4 - A comparison of the skill level of respondents having and not having separate courses in farm mechanics. -56- All other areas show no significant difference. Other shop in high school.--Shop courses in high school can be classified as general and specialized. Many schools teach a course known as general shOp that is sup- posed to give the student a general background in all instructional areas of shOp work before he takes some of the specialized courses. With this in mind, the general shOp courses were evaluated in terms of feur of the farm mechanics areas. It was felt that general shop would have little affect on soil and water management, so this in- structional area was omitted from this section of the study. Only the instructional area of rural electrification showed any significant difference on the skill of the re- spondents when general shop was taken. This was at the one per cent level. The other instructional areas of farm me- chanics showed no significant difference when general shop was taken. This is shown graphically in Figure 5. When we get into the instructional area of specialized .shop, we find a much greater difference in the skill estimated by the respondents. Those that had taken metal shop in high school showed a higher skill level in the instructional area of farm shop than those that did not. Twenty-seven per cent of the respondents that had metal shop in high school were in the "can do well" category of skill, while only 13 per cent of those not having metal shop in high school were in this skill judgement group. Those not taking metal shOp -57- 50 50 b 0.. t: “0 ‘5 1’ 8 30.. 8 304 3; 20” g; 20“ e. n. 10” 10“ l 2 3 4 5 1 2 3 4 5 Farm Shop Rural Electrification 50 50 1.01] #0 db .9 p g 30. g 30.. O O 3; 20 r g; 20 . e. e. 10li 101. 0 7 0 . ._IE- 1 2 3 4 5 1 2 3 4 5 Farm Structures Farm Power and Machinery KEY Not having - Having [2:22] 8 can't do do poorly can get by can do well highly skilled m-Ple-J II II I! I Figure 5 - A comparison of the skill level of respondents having and not having general shOp in high school. -53- in high school had a higher percentage of respondents in the lower skill groups than did the metal shOp group. The differences in estimated skill in rural elec- trification between those taking electrical shop and those not taking it is highly significant. Figure 6 shows there is little difference in the percentage of respondents in the three middle skill groups for those that took electrical shop, but those that did not had 35 per cent in the lowest level and only ten per cent in the "can do well" group as compared to 15 per cent and 27 per cent respectively for those who had electrical shOp. WOod shop had no effect on the skill of the re- spondents in the instruction area of farm structures. Figure 6 indicates that about the same percentage of respondents ‘were in a given skill group whether they had wood shop or not . Auto mechanics affected the instructional area of .farm power and machinery favorably in raising the level of Aestimated skill of the respondents as can be seen in Figure 6w Those having had a course in auto mechanics showed Isigmificantly more estimated skill than those that did not. Other General Findings A c0py of the questionnaire can be feund in Appendix 11. It is pertinent at this time to point out that some of the data were not used in their entirety in this study. Some (If them did not appear to be pertinent to the purposes of -59- 50 50 40‘ 4.: (+0 U 9 a 5:30 c) 30.. ‘3 n :;20‘_ ‘2 20., O- 107, 10.. 1 2 3 4 5 l 2 3 4 5 Metal Shep - Farm ShOp Electrical Shop - Rural Electrification 50 50 40“ 40" p E’ 8 301» q) 30. O O 3,, 20 _ $4 20_ 0) ‘ m p. O-o 10” 10“ 0. ' o. _l._ l 2 3 4 5 ‘ 1 2 3 4 5 Wood ShOp - Farm Auto Mechanics - Farm Structures Power and Machinery KEY Not having — Having [:21 can't do do poorly can get by can do well highly skilled I”Iigure 6 - A comparison of the skill level of respondents having and not having specialized sh0p courses in high school. mJ-‘wNi-J II II II II II -60- the study while others were incomplete and of little value in making comparisons. The type of farm from which the respondent came was not directly associated with the skill of the respondents. The type of farming varied greatly with the state or section of the midwest. The Dakotas predominated in the production of livestock and cash crops, while the other states tended more toward dairy and general farming. The size of farm in acres also appeared to have little value in the analysis of data. The farm in the western part of the region tended to be much larger where a similar number of men worked the farms. For this reason, the number of men working on the farm was used as the cri- terion for determining the size of the farming operation rather than acreage. Question nine on the questionnaire in which the respondents indicated whether they had had any young farmer courses in farm mechanics and how many, did not appear to 'be of enough value to be included in the study. Only 40 lhad any class work in this area and 28 of them had only <>ne year of young farmer instruction. Performance of Abilities on the Farm There appeared to be a relationship between the Inmmber of times an ability was performed on the farm and the 1'lumber of times that respondents indicated they performed 11:. An inverse relationship would therefore be expected -61- between the number of times the ability was performed on the farm and the number of respondents that indicated they had never performed the ability. This is presented in Appendix B in its entirety. Table X lists 35 abilities that were done less than twice a year on the farm. Twelve of the abilities were done less than once per year. Ten of the abilities per- formed 1ess than once a year are in the instructional area of soil and water management. All four of the abilities that deal with irrigation were done the least number of times. They were also the ones that the least number of respondents performed on the farm and the greatest number of respondents indicated they had never performed. Over 90 per cent of the respondents had never performed the irriga- tion abilities. Only two abilities outside of the soil and water area were performed less than once a year. They are "Build laminated rafters" and "Wire with non-metalic cable ." Only three abilities done less than two times a IYear on the farm were perfOrmed by more than 50 per cent >. :. m n in 0H we Md .or-m temp ‘Hmu—I 533 °Sa °zzs Ability z m 0 ears 0 has: a: Farm Shop Temper tool steel 1.32 29.5 55.1 Farm Structures Build a small building 1.61 65.7 24.8 Build laminated rafters .63 16.9 68.0 Build wood trusses 1.13 32.8 48.1 Build a saw horse 1.63 65.4 19.8 Spray paint a building 1.73 40.3 41.2 Rural Electrification Plan a wiring system 1.09 28.1 42.2 Select material used in wiring . 1.29 34.4 34.0 Determine size of wire to use 1. 8 34.7 33.1 Determine kind of wire to use 1.64 33.9 32.4 Install two way switches 1.79 43.5 29.4 Make a rat tail splice 1.76 37.9 39.8 Tie an Underwriter's knot 1.41 26.4 53.2 Wire a branch circuit 1.26 25.6 44.6 Install a ground 1.79 50.3 23.3 Wire with nonmetalic cable .92 21.3 57.4 Change direction of rotation of electric motors 1.85 45.2 38.7 Farm Power and Machinery Overhaul a sprayer pump 1.79 3.03 52.5 Soil and Water Management Install tile drainage 1.26 27.5 51.1 Repair broken tile drains 1.58 35.5 50.0 Determine slope for tile line .87 19.6 59.9 Determine slope for open ditch .84 19.5 64.9 Select quality drain tile 1.03 18.3 57.6 -63- Table X - Continued 'no 3 3o 38 8». 3'3 VVU 'o43 1: +2 nwAE are m 0rd c>s ewes. tlvtm ema o co mine. «no >~o ecu owsbs n.:>. :. m n .a 0H we hH .Dr-IS ¢H£2+> Mon—l 5:33 on. °$23 Ability 2 mo Veg-co ban a: Remove sediment from ditches 1.31 30.3 58.0 Remove vegetation from ditches 1.58 33.2 54.2 Lay out terraces .56 10.0 81.1 Construct sod waterways 1.60 33.7 51.7 Lay out contour lines .85 14.5 76.2 Construct a farm pond .31 10.3 80.2 Make a profile map .70 23.7 70.0 Irrigate crops .22 4.2 94.5 Select an irrigation system .15 2.2 95.9 Determine when to irrigate .27 4.2 94.7 Determine the amount of water to apply , .20 3.0 94.2 Those abilities performed more than five times a year appear in all of the instructional areas of farm me- chanics with the exception of soil and water management. TIable XI lists 20 abilities that were performed more than .five times a year. Five of them are in the instructional area of farm shop, four in farm structures, three in rural electrification, and eight in the area of farm power and Inachinery. In all of the cases listed, more than 60 per cent of the respondents indicated they performed the ability 0n.the farm. There are some abilities, however, done less ‘Chan five times a year that more than 60 per cent of the -64- Table XI - Abilities Performed More Than Five Times a Year on the Farm 'n 3 3o 0 88 E». 813 rVU vs.» -o .p Gov-IE men 0‘). 0H 0.5 tqecg 5%?!“ cm c> mines «no bad) 0G3 015% mine. i. m n +9 OH to: And .m—u: rump 'HGJI-l ado cos-I o>g Ability 2% age as. Farm Shop Sharpen edged tools 7.45 82.2 1.0 Select shop tools 5.42 68.9 3.4 Use shop tools properly 8.66 81.2 0.5 Replace handles in tools 5.09 80.0 2.9 Operate an arc welder 6.07 65.5 19.3 Farm Structures Identify common lumber 6.15 80.1 6.1 Saw a board to dimension 8.79 91.5 0.7 Use carpentry tools correctly 8.50 88.6 0.3 Set a corner post 6.04 85.3 3.5 Rural Electrification Lubricate electric motors 5.17 78.1 7.3 Read an electric meter 5.24 61.1 18.3 Know safety rules and pre- cautions 6.14 71.9 9.2 Farm Power and Machinery Make tractor engine adjustments 6.43 82.4 4.2 Do simple repairs on tractor 7.34 87.7 0.7 Regap spark plugs 5.92 77.7 7.4 Service air cleaners 7.91 86.8 1.9 Service batteries ‘ 7.25 83.4 3.0 Maintain small engines 5.02 73.0 8.0 Make mower adjustments 5.29 77.9 7.5 Make operational adjustments on farm maChinery 7.67 82.9 3.2 h¥ -65- respondents performed on the farm as can be seen in Appendix B. In two abilities which wer performed five or more times on the farm each year, more than ten per cent of the respondents had never performed them. These abilities were "Operate an arc welder" and "Read an electric meter." Appendix B indicates that there are some abilities that were done less than five times a year but have less than ten per cent of the respondents not doing the ability. There are only three of these however: "Maintain power tools," "Mix, place and finish concrete," and "Brush paint a building." Abilities Usually Not Performed by Respondents There were a number of abilities that a large por- tion of the young farmers did not perform in their farming business. It was felt that if less than half of the re- spondents performed an ability in their farming business, the ability should be identified and the question raised as to whether the ability was of sufficient importance to develop skill. The respondent may receive only enough in- Struction to understand the ability. If the ability was Performed more than twice a year on the farm, it was felt the respondents should develop some skill in the ability. APpendix B shows all of the abilities with the number of times performed and the percentage of respondents doing the ability in the farming business. -66- Table XII - Abilities Performed by Less Than Fifty Per Cent of the Respondents and Performed More Than Twice Yearly on the Farm ms: 2° 32 ct» 8:: vs.» era and u 8:4 m H tie-Ia 02.0 0 men ho a n.2>. the. 0.4 ¢+G JDFLQ °ea 533 Ability tame zoo Farm ShOp Sharpen shearing tools Sharpen twist drills Measure, cut and install fittings on copper pipe Operate an oxyacetylene welder Apply hard facing materials Farm Structures www #w 04-“?! ocox O\10\ \I-P MN?) VON HMO: \IU! I-‘N moo Lay concrete blocks 39.6 2.12 Rural Electrification ’ Use a test lamp 47.2 2.76 Inspect equipment for UL label 45.5 2.87 Farm Power and Machinery Time an engine 46-4 2-52 Adjust combine cylinder speed 49.6 3.55 Adjust valves 40.2 2.58 Soil and Water Management Maintain sod waterways 41.0 2.19 Use a farm level 43-7 3.06 Table XII shows those abilities that were done by less than 50 per cent of the respondents but performed more than twice a year on the farm. 0f the 13 abilities -67- listed in Table XII, more than half of them would require special equipment to perform. This may help to indicate why the ability was not performed by the respondent in his farming business. Eight of the abilities are performed by 40 per cent or more of the respondents. The ability which the lowest percentage of respondents normally perform would require, in most cases, oxyacetylene welding equip- ment as would the next to the lowest ability listed. The balance of the abilities that are performed by less than 50 per cent of the respondents are listed in Table XIII. All but five of the 32 abilities listed were in either the rural electrification or soil and water management instructional areas of farm mechanics. Only one ability is in the farm shop area, one in the farm power and machinery area, three in the farm structures area and eleven and sixteen in the rural electrification and soil and water management instructional areas respectively. Ten of the abilities in the soil and water instructional area are done less than one time per year on the farm. When all of the abilities are considered, the in- structional area of soil and water management has the greatest number of abilities which less than 50 per cent of the respondents perform on the farm. There are 18 of the 20 respondents in this category. This indicates that' either they are not receiving enough instruction to per- form the abilities or that these abilities are not needed -63- Table XIII - Abilities Performed by Less Than Fifty Per Cent of the Respondents and PerfOrmed Less than Twice Yearly on the Farm .3 n o . n 8 a 'e+a eve “SE " m 8w4s that. mine. <3 m 2 “‘ o n 3?. has 0W4 «so DH: °’8 a 53 3 Ability R13 0 2 cu m Farm Shop Temper tool steel 29.5 1.32 Farm Structures Build laminated rafters 19.9 .63 Build wood trusses 32.8 1.13 Spray paint a building 40.3 1.73 Rural Electrification Plan a wiring system 28.1 1.09 Select material used in wiring 34.4 1.59 Determine size of wire to use 34.7 1-63 Determine kind of wire to use 33.9 1.64 Install two way switches 43.5 1.79 Make a rat tail splice 37.9 1.76 Tie an Underwriter's knot 26.4 1.41 Wire a branch circuit 25.6 1.26 Wire with nonmetalic cable 21.3 .92 Change direction of rotation of electric motors . 45.2 1.85 Change voltage of motors 20.1 1.28 Farm Power and Machinery Overhaul a sprayer pump 30.3 1.79 Soil and water Management Install tile drainage 27.5 1.26 Repair broken tile drains 35.5 1-53 Determine slope for tile lines 19.6 .87 Determine slope for ditch 19.5 .34 Select quality drain tile 18.3 1.03 -69- Table XIII - Continued 3 :22 a». so '69 «4'6 8:9 ”a. ahofia o men >.o u o n+>>. his o.+ map pH: was 535% Ability sac o z a: 0: Remove sediment from ditches 30.3 1.31 Remove vegetation from ditches 33.2 1.58 Lay out terraces 10.0 .56 Construct sod waterways 33.7 1.60 Lay out contour lines lh.5 .85 Construct a farm pond 10.3 .31 Make a profile map 23.7 .70 Irrigate crops 4.2 .22 Select an irrigation system 2.2 .15 Determine when to irrigate h.2 .27 Determine the amount of water to apply 3.0 .20 fl by the respondents to as great a degree. The latter appears to be the best answer, in that the abilities are used much less than the other instruCtional area abilities. Skill Level by Ability The skill level of respondents in all 100 abilities is between 2.30 and 3.95 for everyone that has at least tried to perform the ability. The lowest score came in the instruction area of soil and water management with the highest score in the instructional area of farm power and machinery. "Select an irrigation system" had a score of 2.30 while "Service air cleaners" had the score of 3.95. The value for all 100 abilities can be found in Appendix C. -70- If we consider a score of from 2.50 to 3.49 as the "can-get-by" group, there are only eighteen abilities where the respondents indicated their skill was above this level. These abilities are listed in Table XIV. There are feur in the farm shop instructional area, feur in the farm structures area, three in the rural electrification area, and seven in the farm power and machinery area. There were no abilities that showed a skill level above "can-get- by" in the soil and water management instructional area of farm mechanics. There is only one ability that showed a skill level below "can-get-by" when the respondents indicated they had at least tried to learn. This ability is "Select an irrigation system" in the soil and water management area of farm mechanics with a level of 2.30. Where the Respondent Learned The respondents indicated they learned many more abilities at home than they did at high school. Only in the instructional area of farm-shop did the respondents indicate they learned a larger share of the abilities listed on the questionnaire in high school. In the in— structional areas of farm structures, rural electrification and soil and water management, all but two or three of the abilities were learned at home. All of the abilities in the farm power and machinery instructional area were -71- Table XIV - Abilities with a Skill Level Above 3.49 L Ability Skill level Farm ShOp Sharpen edged tools 3.58 Select shop tools 3.56 Use shop tools prOperl{ 3.66 Replace handles in too 3 3.54 Farm Structures Saw a board to dimension 3.75 Use carpentry tools correctly 3.58 Brush paint a building 3.70 Set a corner post 3.90 Rural Electrification Lubricate electric motors 3.55 Read electric meter 3.62 Inspect equipment for UL label 3.55 Farm Power and Machinery ’ Do simple repairs on tractor 3.66 Regap spark plugs 3.77 Service air cleaners 3.95 Service batteries 3.66 Lay engines up for winter 3.55 Make mower adjustments 3.55 Make operational adjustments on farm machinery 3-53 learned at home as indicated by the respondents. Table XV shows a summary of the abilities in the instructional areas of farm mechanics that were learned at home and at high school. Appendix C lists the skill level of all the abilities for those who indicated they learned at home, high school -72- Table XV - Where Abilities were Learned Number Number learned learned at home at school Farm shop 9 11 Farm structures 17 3 Rural electrification l8 2 Farm power and machinery 20 0 Soil and water management 17 3 Total 81 19 or a combination of both. It also lists the average skill level for the abilities of all of the respondents. Many respondents could not decide whether they learned to per- form an ability at home or high school. They checked both on the questionnaire, so a separate tabulation was made of them. In most cases, the combination of learning at home and at school provided the highest skill level of any means of learning. In some instances, the average skill level is either above or below all of the skill levels from home or school. This was brought about by some re- spondents signifying a skill in the ability, but then in- dicating they had not learned to perform the ability. These respondents usually indicated a rather low skill for the performance of the ability. -73- Each instructional area of farm.mechanics seems to have its own peculiarities in this section of the study. Therefbre, it will be presented by farm mechanics in- structional areas. Farm shop.--All but seven of the abilities in this instructional area follow the same pattern as far as the skill level and "Where learned" are concerned: the com- bination of high school and home was the highest and high school alone was the lowest. In six abilities, learning at home brought about the highest skill level.' The ability "Apply hard facing material" showed a higher skill level when learned in high school than when learned at home. Table XVI shows this relationship for those abilities that do not follow the previously mentioned pattern. Table XVI - Farm Shop Abilities Not Following the Regular Skill Level Pattern VV Skill level when the respondent learned at: High' Ability School Home Both Measure, cut and threat iron pipe 3.22 3.53 3.46 Measure, cut and install fittings on copper pipe 3.1A 3.24 3.15 Temper tool steel 2.90 3.05 3.00 Apply hard facing material 2.9h 2.81 3.07 Care fer the arc welder 3.21 3.h5 3.36 Sketch project plans 3.16 3.32 3.31 -74- Egrm structggg§.--The farm strcutures instructional area follows a pattern similar to that of the farm shop area. The combination of learning at home and at high school proved to reveal the highest skill level for the re- spondents in all but five cases. In four cases, the home proved to be better than the combination. These were the abilities to "Use carpentry tools correctly," "Brush paint a building," "Build a saw horse," and "Mix, place and finish concrete." In one case, the home and the combination were equal. This was "Select and use wood glue." "Use car- pentry tools correctly" and "Brush paint a building" showed a higher skill level when learned in high school than the combination. In every case, the home facilities proved to be as good or better than any other to learn the farm structures abilities. Table XVIIshows the relationship for those abilities not showing the combination as the highest skill level. Table XVII - Farm Structures Abilities Not Following Regular Skill Level Pattern Skill level when the respondent Wat = High Ability, School Home Both__ Use carpentry tools correctly 3.55 3.62 3.51 Select and use wood glue 3.14 3.16 3.16 Build a saw horse 3.39 3.48 3.43 LMix, place and finish concrete 3.40 3.54 3.41 Brush paint a building 3.53 3.75 3.39 -75- Rural electrificgtion.--0n1y eight of the abilities in the rural electrification instructional area of farm mechanics showed the combination of learning at home and high school as providing the highest skill level. The home alone developed the highest skill level in the re‘ spondents for seven abilities and high schoOl alone for five. Table XVIII shows that "Select material used in Table XVIII - Rural Electrification Abilities Learned Better at Home or High School Skill level when the respondent learned t: Ability. School Homgg Both Plan a wiring system 3.11 3.05 3.10 Select materials used in wiring 3.00 3.20 2.95 Determine size of wire to use 3.08 3.10 2.89 .Determine kind of wire to use 3.14 3.05 3-06 Install a ground 3.30 3.28 3.14 Ground a machine 3.36 3.25 3.33 Read an electric meter 3.40 3.88 3.52 Know safety rules and precautions 3.32 3.56 3.50 Understand electrical terms 3.19 3.00 3.00 Use a test lamp 3.23 3.51 3.47 Inspect equipment for UL label 3.42 3.68 3.62 Know how electricity is made and distributed 3.18 3.33 3.12 k -76.. wiring," "Determine size of wire to use," "Read an electric meter," "Know safety rules and precautions," "Use a test lamp," "Inspect equipment for UL label," and "Know how electricity is made and distributed" have the highest skill level when the respondents learned at home. "Plan a wiring system," "Determine kind of wire to use," "Install a ground," "Ground a machine," and "Understand electrical terms" were best learned in high school as indicated by the highest skill level. Five abilities showed a higher skill level when learned at high school or home than those indicating the combination. Farm pgggr gnd mgchinery.--The home was favored as the better place to learn farm power and machinery abilities. Ten of the abilities showed that the home was better than ‘the combination of home and high school. Nine showed 'that the combination was the best and one, "Maintain small engines," had the same skill level fer both home and the combination. When the combination was disregarded, only 'two abilities indicate more favorable learning at school. {They were "Adjust carburetors" and "Calibrate seeding 'tools." Three abilities have a higher skill level when learned at home or high school individually than the com- ‘bination. This relationship can be seen in Table XIX for 'those abilities that do not show the combination with the highest skill level. Soil nd w ter ement.—-The home is the best lilacs to learn the soil and water abilities as indicated -77- Table XIX - Farm Power and Machinery Abilities Learned Better at Home or High School W Skill level when the respondent learned at: *High Ability School Home Both_ Regap spark plugs 3.43 3.83 3.81 Time an engine 3.33 3.69 3.47 Adjust valves 3.13 3-55 3.50 Service air cleaners 3.91 3.98 3.24 Service batteries 3.69 3.92 3.68 Maintain small engines 3.38 3.48 3.48 Determine line of draft on plow 3.15 3.41 3.31 Make adjustments on the plow hitch 3.31 3.53 3.20 Adjust combine cylinder speed 3.09 3.62 3.40 Overhaul a sprayer pump 3.00 3.46 3.45 Determine size of belts 3.14 3.32 3.19 by the respondents skill level when they said they learned the ability at a given place. Fifteen of the abilities showed an equal or higher skill level when learned at home as compared to either the high school or a combination of home and high school. Two were learned better at high school and two were learned better by the combination. Table XX shows the skill level for the entire soil and water management area. "Determine slope fer tile line," "Determine slope fer open ditch," and "Select quality drain tile" were the abilities that have the highest skill level when learned -73- Table XX - Skill Level for Soil and water Management Abil- ities Skill level when the respondent learned a : High Ability School Rage Both Install tile drainage 3.25 3.26 3.10 Repair broken tile lines 2.75 3.47 3.20 Determine slope for tile lines 3.29 3.03 3.00 Determine slope for open ditch 3.28 3.17 3.00 Select quality drain tile 3.27 3.20 3.00 Remove sediment from ditches 3.20 3.39 3.25 Remove vegetation from ditches 3.00 3.48 3.29 Lay out terraces 3.00 3.22 3.33 Construct sod waterways 3.12 3.35 3.31 Lay out contour lines 3.03 3.32 3.00 Construct a farm pond 3.10 3.25 3.00 iMaintain sod waterways 3.41 3.45 3.33 Use a farm level 3.11 3.59 3.69 ‘Make a profile map 3.07 3.61 3.44 Make a map of the farm 3.35 3.44 3.44 Determine acreage of a field 3.27 3.50 3.44 Irrigate crops 3.13 3.50 -- Select an irrigation system 2.75 3.43 -- Determine when to irrigate 3.20 3.60 -- Determine the amount of water to apply 3.25 30“ ‘- at school. "Lay out terraces" and "Use a farm level" show the highest skill level when learned in the combination of home and high school. All other abilities had an equal or -79- higher skill level when learned at home. The four irriga- tion abilities had no respondent indicating they learned by the combination means. Summary.--It appears that the home is the better place to learn farm mechanics abilities when a choice of only home and high school is given. If all of the re- spondents would have chosen to indicate a combination, per- haps a much larger percentage would have chosen this answer. The question arises as to whether the practical experience a person receives when he does an ability along with his father or someone else on the farm is the most important thing in his mind, or if the background information that one receives in school to be put to work on the farm is important but forgotten when he is asked to recall where he first learned an ability. In any event, the respondents indicated that the home was the better place to learn most abilities by the skill they said they had in performing the ability and by indicating where they learned the abil- ity. Performing the Abilities In every case, the respondents indicated they hired the ability done far more than it was done by either the farm family or the respondent. It appeared that this in- formation would not be of much value in the analysis of data. Many times an ability is hired done as a part of a -30- major enterprise being carried through on the farm or is a minute item that is done incidentally along with another ability. In any event, the infbrmation received concerning the abilities that were hired done did not prove to be of much value. A comparison of the abilities done by the farm family and those done by the respondent proved very inter- esting in some instances. Appendix D shows a comparison of the percentage that indicated the farm family performed the ability and the percentage that indicated that the re- spondent performed the ability in the farming business. The respondent could indicate that the ability was performed by either the farm family or the respondent or both. In many cases, both the respondent and the farm family per- formed the ability as a part of the farming business. Some important differences did appear however, that indicated that the respondent either had more skill in performing the ability than did the farm family, or this became one of the jobs that the respondent took over on the farm to free the farm family for other duties. The most significant figures in Appendix D is the difference between the percentage figures of an ability. It was arrived at by subtracting the percentage of respon- dents who indicated that they performed the ability on the farm from the percentage who indicated the farm family performed the ability. When the difference is a plus value, 'the respondent performed the ability more in the farming -31- Table XXI - Abilities That Respondents Perform More Fre- quently Than the Farm Family Ability Difference Operate an arc welder +26.6 Recognite welding errors +25.9 Make a map of the farm +21.8 Care for arc welder +18.5 Sketch project plans +16.6 Regap spark plugs +16.4 Make tractor engine adjustments +16.2 Know how electricity is made and distributed +14.l Service air cleaners '+13.2 Build a small building +13.0 Temper tool steel +12.4 Select and use wood glue +ll.7 Do simple repairs on tractor +ll.2 Build a saw horse +10.9 Lubricate electric motors +10.5 operation than the farm family did. The Opposite is true with the negative figure. It was found that the differences ran from -20.2 for "Select quality drain tile" to +26.6 for "Operate an arc welder." Table XXI lists the abilities that have a plus value of ten or more. There are 15 that fall into this group. Five of them are in the instructional area of farm shop, four in farm structures, two in rural electrification, four in farm power and machinery, and one in soil and water management. The three that deal with arc welding run almost 20 per cent higher for the respondent -82- than for the farm family. "Make a map of the farm" is also over 20 per cent higher at +21.8. There are also several in which the farm family perform ten per cent or over more frequently than the re- spondent. These abilities are listed in Table XXII. There are six in this category with only one more than 20 per cent different. Three of the abilities are in the farm structures instructional area with one each in the in- structional areas of farm shOp, farm power and machinery and soil and water management. Table XXII - Abilities That the Farm Family Perform.More Frequently Than the Respondent Ability Difference Select quality drain tile -20.2 Lay out foundation lines -15.5 Calibrate seeding tools -l4.1 Select shOp tools -13.9 Replace rotted sills and joists -12.7 Lay concrete blocks -10.2 When all of the positive figures were compared with the negative figures, we find there are 59 positive, 39 negative, and two even. This indicates that respondents perform more abilities more often than does the farm family. Abilities Needing Further Instruction It has been assumed that the abilities selected by -33- the agricultural engineers teaching the basic courses in each of the farm mechanics instructional areas at Michigan State University are the ones that young farmers should know. If this is the situation, those abilities having a low skill level are the ones that need further instruction. It; should also be pointed out that some abilities would be taught not to develop skill, but that an understanding of the ability would be made by the student. Three factors were used in determining what abil- idsies need further instruction in either the agricultural short courses or the young farmer classes. They are the number of times the ability was performed on the farm, the percentage of respondents or farm families that per- formed the ability on the farm, and the skill level of the twespondents when they indicated they had learned the abil- ity. The first two factors would isolate the abilities that farmers should be able to perform. The third would 1J1dicate which would require more instruction. Performance on the farm.--Not all of the 100 abil- Iities were performed on the farm to any significant degree. TPhose performed less than twice a year would not necessarily 3have to be learned by the farmer. He may choose to have some of these abilities hired done. The abilities were separated into two groups with those performed twice a year and more being included in the group that should receive instruction. The instructional -84- areas of farm shop and farm power and machinery had 19 abilities each that were performed more than twice a year. Farm structures had 15, rural electrification had eight, and soil and water management had four in this category. Abilities parformed by the farm faaily.e-The group of abilities performed more than twice a year were analyzed further to determine if the abilities were performed by the farm family or the respondent, or if they were hired done. Those abilities that were performed on the farm by over half of the farm families or the respondents should be recognized as the abilities the young farmer should be able to perform. 0f the 19 abilities in the farm shop instructional area, 14 were done on the farm by over 50 per cent of the respondents or farm families. Fourteen of the 15 in the farm structures area were in this category, as were six of the eight in rural electrification, 17 of the 19 in farm power and machinery, and two of the feur in soil and water management..App. E lists all abilities that should be taught. Skill level of the respondents.--The young farmers should be able to perform the abilities on the farm well if they are to make this a part of their farming business. frherefore, any of the abilities performed on the farm fre- quently enough to warrant the farmer learning the ability, should be developed so that the farmer could do the ability Well. This would mean that the ability should show an -35- Table XXIII - Farm.Mechanics Abilities Needing Additional Instruction at the Young Farmer Level Farm Shop Maintain power tools Cut and form sheet metal Solder sheet metal used on the farm Measure, cut and thread iron pipe Cut and thread steel rods Identify kinds of iron and steel Operate an arc welder Recognize welding errors Care for an arc welder Sketch project plans Farm Structures Identify common lumber Read building plans Construct common wood joints Select and use wood glue Use wood connectors and fasteners Lay out feundation lines Cut and erect rafters Replace rotted joists and sills Mix, place and finish concrete Construct ferms for concrete Rural Electrification Ground a machine Know safety rules and precautions Understand electrical terms Know how electricity is made and distributed Farm Power and Machinery Make tractor engine adjustments Adjust carburetors Maintain small engines Determine line of draft of a plow ,Make adjustments on a plow hitch Adjust combine cylinder Speed Ca ibrate seeding tools Fit bearings to farm machinery Determine size of pulleys Determine size of belts Soil and water Management Determine acreage of a field -35- average skill level of at least 3.5. Table XXIII shows the abilities that require additional instruction. They were performed at least twice per year on the farm, by at least half of the respondents or the farm families, and have a skill level below 3.5. There were ten abilities in each of the instructional areas of farm power and ma- chinery, farm shop, and farm structures. There were only feur in rural electrification and one in soil and water management. Skill with Four Years of Vocational Agriculture In order to evaluate the Michigan program of farm mechanics in vocational agriculture, it was felt that only those respondents who had taken all of the vocational agri- culture available in high school should be considered. Those students who had four years of vocational agriculture ‘were isolated and their skill level was determined for each farm mechanics instructional area. Those data may be seen in Figure 7. As reported earlier in this chapter, there ‘was no significant difference in the percentage of respon- dents taking four years of vocational agriculture in Michi- gan and other states. There was no significant difference in the responses .from.Michigan and other states in the instructional areas of farm structures and soil and water management. There was a difference that was highly significant in the in- structional areas of farm shop, rural electrification, and -37- so 50 40+} #0 " 30.. 20.. 10.. Per Cent Per Cent 1 2 3 4 5 1 2 3 4 5 Farm Shop Farm Structures Per Cent Per Cent —_&— J— 1 2 3 4 5 1 2 3 4 5 Rural Electrification Farm Power and Machinery KEY 70 Michigan Ill-- 60.. Other states [::::3 50.. l - can't do 2 = do poorly ‘g 40.. 3 = can get by <3 4 r can do we 1 g 30.. 5 = highly skilled ‘3 20., 10‘, 01 £. a l 2 3 4 5 Soil and water 1figure 7 - A comparison of the skill level of respondents from Mdchigan and other states that had four years of vocational agriculture. -33- farm power and machinery. In each of the instructional areas where there was a difference, Michigan had more stu- dents in the lower skill levels and fewer in the higher skill levels than did the other states. In the farm power and machinery instructional area, the differences were the greatest. Michigan had 44.7 per cent of respondents in the "do poorly" level while the other states had only 20.2 per cent. 0n the other hand, Michigan had only 10.6 per cent in the "can do well" level and the other states had 32.9 per cent. Rural electrification was the next to be considered for significance. Michigan had 44.7 per cent of its re- sponses in the "can't do" level of skill and 36.2 per cent in the "do poorly" group. This leaves only 19.1 per cent in and above the "can.get by" group. On the other hand, the other states had 39.9 per cent in the "can get by" and labove group. Only 23.5 per cent of the respondents indicated 'they were in the "can't do" group. The major differences appearing in the farm shop Iinstructional area were in the "can't do" and the "can get by" categories. Michigan respondents indicated 19.6 per «cent and 26.0 per cent in the respective groups while the (other states had 4.0 per cent and 49.1 per cent respectively. In all but the farm structures instructional area, Biichigan respondents indicated that their skill level was Irredominantly below the "can get by" level. Fifty per cent -39- or more of the respondents indicated that their skill level was in the "can't do" or "do poorly" classification in the instructional areas of farm power and machinery, farm shop, soil and water management, and rural electrification. For the other states, this was true for only the soil and water management and the rural electrification instructional areas 0 Summary of Important Findings 1. The Michigan respondents were younger and came from smaller farms than did the respondents from other states. They also had more vocational agriculture and the same amount of separate courses in farm mechanics, other shop, and 4-H farm mechanics clubs. The Michigan respon- dents had a lower skill level than the other states. 2. The skill level of the respondents was not affected by age, number of men on the farm or vocational agriculture. Only the instructional area of farm shop was affected by a separate course in farm mechanics. Specialized courses in shOp affected the skill level of the respondents in the farm mechanics instructional area that 'was closely related. 3. Thirty-five abilities were performed less than 'twdce a year on the farm.with 12 of them being done less ‘than once per year. Twenty abilities were performed more ‘than five times a year. Twenty-two abilities that were -90- performed less than twice a year had never been performed by more than half of the respondents, while all of the abilities that were done more than five times a year were done by over 60 per cent of the respondents on the farm. Forty-five abilities are performed on the farm by less than 50 per cent of the respondents. 4. The skill level of the respondents in the 100 abilities is between 2.30 and 3.95. Eighteen abilities are in the "can do well" level and above, while only one is in the "do poorly" and below level. 5. The respondents indicated that a combination of learning at home and high school produced the highest skill level in the greatest number of abilities. Learning at home produced a higher skill level in more abilities than did learning at high school. 6. The respondents indicated they perfbrmed 59 abilities more frequently than the farm family did on the farm while the farm family perfbrmed 39 more frequently than the respondents did. Two abilities were perfbrmed equally by both groups. 7. Fifty-two of the 100 abilities were found to be important for the farmer to perform on the farm. Thirty- five of the 52 need more instruction if the respondent is to perform them well. -91- 8. The Michigan respondents had significantly less ability than the other states in all areas but soil and water management when they had four years of vocational agriculture. CHAPTER V SUMMARY, GENERALIZATIONS AND IMPLICATIONS This study surveyed the opinions of 406 young farmers enrolled in the basic courses in Agricultural Engineering in seven midwestern states. The respondents were enrolled in agricultural short courses in agricultural colleges. The survey was made with a questionnaire ad- ministered by an instructor in each of the institutions. The data were tabulated by machine process. The purposes of the study were (1) to determine the degree in which farm mechanics is used by the farmers, (2) to determine the degree of skill in farm mechanics abilities that students entering short course have, (3) to determine what abilities need further instruction at the short course or young farmer level, and (4) to compare the skill of Michigan students in farm mechanics with the Skill of students in other states, thus to determine the need for changes in the Michigan farm mechanics program in VOC at. ional agri culture . Summary of Findings 1. Frequency of performance on the farm varied witll the abilities: -92- -93- a. Thirty-five of the 100 abilities were per- ‘formed less than twice a year on the farm with 12 of them being done less than once per year. Twenty-two of these had not been performed by over half of the respondents. b. Twenty abilities were performed more than five times per year. All of these were done by over 60 per cent of the respondents on the farm. . c. Forty-five of the 100 abilities were per- formed between two and five times per year on the farm. 2. The respondents indicated a combination of learning at home and at high school resulted in the highest skilJ.level in the greatest number of abilities. In a majority of cases, abilities learned mostly at home re- sulted in a higher level of skill than learning the same ability at school. One of the studies reviewed also in- dicated that students learned more from a so-called "pick-up" method at home than they did at school. 3. Respondents indicated they learned 81 of the 100 abilities at home while 19 were learned at school. 4. Respondents indicated they performed 59 of the 100 Eflbilities more frequently than the farm family did on the farm, while the farm family performed 39 more frequently than the respondents did. Two abilities were performed equally by both groups. -94- 5. The skill level of the respondents in the 100 abilities is between 2.30 and 3.95. Eighteen abilities can be performed adequately while only one is performed unsatisfactorily. 6. Thirty-five of the 52 abilities that were found important needed further instruction at the young farmer and short course level. There were ten each in the in- structional areas of farm shop, farm structures, and farm power and machinery, four in rural electrification, and one in soil and water management. These were computed on the basis of frequency of use on the farm, the percentage of farmers performing them and the skill level of the re- spondents. Other studies reviewed indicated many abilities should be taught, but many at the high school level. 7. The skill level of the respondents was not af- fected by age, number of men on the farm or courses in vocational agriculture. Only the skill level of the farm shop instructional area was associated with separate courses in farm mechanics. Specialized courses in shop affected the skill level of the respondents in the instructional area most closely related to the course. 8. The Michigan respondents were younger and came from farms utilizing fewer farm workers than did the re- spondents from other states. They also had more courses in vocational agriculture. The two groups were similar -95- in the number of separate courses in farm mechanics and other shOp courses, 4-H farm mechanics clubs, and the :number of students taking four years of vocational agri- culture. 9. When respondents had had four years of vocational .agriculture, those from Michigan had significantly less skill than those from other states in all instructional areas but soil and water management. Generalizations The findings of this study and the studies reviewed in Chapter II seem to point to some general conclusions fer which implications for educational programs will be based. These generalizations are true for this population and likely to be true for other youth who are enrolling in short courses in our agricultural colleges. Such young farmers may be a select group since they are seeking to improve themselves in these educational programs. 1. The abilities more frequently perfbrmed on the home farm were those that young farmers could do with greater skill. The abilities not commonly done, but included in the survey, are low in skill level. 2. Learning at home develops a higher skill in the students for perfOrming the abilities. This may be a re- sult of more practice on the part of the student when he -95- can perform the ability at home. There is an indication that the student may get the basic infbrmation about the ability some where else. But when he reports where he had learned the ability, the home was the most important item. 3. Farmers perform many farm mechanics abilities on the farm, but young farmers enrolled in short courses in college perform more abilities than other members of their farm families. Young farmers report they learned more abilities at home than they did at high school, but the data indicate they performed more abilities than are used by the farm family. This would indicate young farmers receive instruction somewhere else and complete their learning by practicing on the home farm. It may also indi- cate that once the young farmer learns some abilities, it becomes his responsibility to perform them on the home farm. 4. Ybung farmers perform, at a low level of skill, most of the farm mechanics abilities that are important in terms of use on the farm. This would indicate they are learning something about the abilities before they are ready for agricultural short courses or young farmer classes. They could use more instruction in many of them if they are to do them adequately. 5. Specialized courses in shop develop more skill in the performance of abilities than the more generalized courses. -97- 6. Michigan high school graduates who have com- pleted fOur years of vocational agriculture do not have the skill to perform abilities in farm mechanics that similar graduates from other states have. This is an indication they are not learning as much from the farm mechanics pro- gram in vocational agriculture as students from other states. Implications for Instructional Program The conclusions of this study indicate some impli- cations fOr instructional programs in farm mechanics. Some of these are substantiated by other studies as reviewed in Chapter II. 1. Use of abilities on the farm is related to skill level. Courses in farm mechanics should reflect the needs of students in their farming business. The abilities in farm mechanics that are used most by farmers should be taught so farmers can do them well. This may require that farm mechanics being taught to young farmers, either in short course or young farmer classes, be based upon the needs of young farmers. These abilities should then be developed so that the young farmer can do them well. An evaluation of instructional methods used in classes where young farmers learn farm mechanics may be desirable to see if their needs are being met. Since the initial skill of the class members would vary along with the importance of -93- abilities fer young farmer, young farmer classes should be taught on more of an individual basis. Respondents indicated they learned more abilities and achieved a higher skill level when they learned on the home farm. This would also indicate that the teacher of young farmer classes should work more closely with the young farmer on the home farm so the young farmer could develop his skill under the direction of the teacher. 2. Since the young farmer performs more abilities on the farm than the farm family does, young farmers have introduced new abilities to the farm family. This would indicate that new practices in farm mechanics should be taught to both high school and young farmer students. This does not concur with the above implication, but abil- ities appearing to be future approved farm mechanics prac- tices should be introduced and, in some cases, developed to the degree so the student can perform them well. It also appears, since the respondent performs more abilities than the farm family does, that when the young farmer learns to perform an ability; he takes over the practice of it on the farm to relieve the farm family for other duties. In this case, he must develop enough skill so the ability can be performed well. 3. The level of skill of young farmers surveyed in this study is low. Therefore, improved techniques should -99- ‘be considered in instructional programs so that the student Imay develop enough skill fer the adequate performance of 'the ability. This would require that the student get more experience in the performance of the ability; This may be provided in the classroom or on the farm under the super- ‘vision of a well qualified vocational agriculture teacher. It may also require that the number of abilities now being 'taught in farm mechanics courses be reduced so that the student can develop a higher degree of skill. Of the 52 abilities found to be important fer the farmer to perform, 35 needed additional instruction at the young farmer level. 4. Since students who had specialized courses in shop developed a higher degree of skill, specialized in- struction with more time devoted to it will be necessary if higher levels of skill are desired. This may require teachers to limit the number of abilities they teach and provide the student with more instruction and practice time. Thus, students may develop more skill in the performance of the abilities they learn. 5. Michigan respondents had a lower skill level in all areas of farm mechanics but soil and water manage- ment, when compared to the other states. It may be de- sirable to study the programs offered in the other states to determine what differences exist between them and the Michigan program. An evaluation of these differences may -lOO- prove beneficial to the Michigan program of farm mechanics in vocational agriculture. Areas where additional studies are needed: ’9 1. Methods used by teachers of vocational agricul- ture in teaching farm mechanics. 4 2. Content of separate courses in farm mechanics. 3. The amount of practice time needed by students to perform farm mechanics abilities adequately. e4 4. How students learn farm mechanics abilities. 5. A comparison of the Michigan program of farm mechanics with those from other midwestern states. BIBLIOGRAPHY BIBLIOGRAPHY Anthony, Frank. "An Evaluation of the Current Objectives of the Farm Mechanics Phase of Vocational Agricul- ture in Selected Pennsylvania High Schools." Thesis, Ph.D., 1956, Pennsylvania State University. Library, Pennsylvania State University, University Park. Ball, Wilbur Perry. "Influence of High School Vocational Agriculture on Farm Mechanics Practices Used by Participants in the Veterans Farm Training Program." Dissertation, Ph.D., 1956, Iowa State College. Library, Iowa State College, Ames. Bear, William Forrest. "Relation of High School Vocational Agriculture to Mechanical Farm Jobs Performed by Graduates." Thesis, M.S., 1959, Iowa State Uni- versity of Science and Technology. Library, Iowa State University of Science and Technology, Ames. Bebermeyer, Paul. "The Teaching ofHRumIShop in Missouri High Schools." Thesis, M33., 1923, University of Missouri. Library, Department of Agricultural Edu- cation, University of Missouri, Columbia. Berry, Melvin T. "Practices and Opinions of Teachers in Area VIII of Texas Concerning the Teaching of Rural Electrification." Problem, M.A., 1952, Sam Houston State Teachers College. Department of Agricultural Education, Sam Houston State Teachers College, Huntsville. Campbell, Jesse Lee. "Universal Shop Problems for Voca- tional Agriculture." Thesis, M.A., 1926, Univer- sity of Missouri. Library, University of Missouri, calmbia o Carnie, George Major. "Evaluation of the Pro-Service Training of Vocational Agriculture Instructors in Farm Mechanics." Thesis,.M.S., 1959. The University of Idaho. Library, The University of Idaho, Moscow. Chilen, Paul Raymond. "Farm Operator Evaluations of the Farm Mechanics Phases of Agricultural Engineering as Of- fered in the Department of Agricultural En ineering at Texas College of Arts and Industries, K ngsville, Texas." Master's report, M.S., 1952, Kansas State College. Department of Education, Kansas State Col- lege, Manhattan. ' -lOl- -102- Cook, Glen C. and Harold M. Byram. "Mechanical Activities of Selected Farmers in Michigan." Non-thesis Study, 1952, Michigan State College. Department of Agri- cultural Education, Michigan State College, East Lansing. Cross, Albert N. "Home Farm Shop Practices in Maintenance of Farm Machinery by Graduates of Pennsylvania High Schools." Thesis, MQS., 1953 The Pennsylvania State College. Library, The Pennsylvania State College, State College. Curtis, Charlie Mm "A Suggested Course of Study in Farm Electrification fer Teachers of Vocational Agricul- ture in Louisiana." Thesis, M.S., 1952, Louisiana State University. Library, Department of Agricul- tural Education, Louisiana State University, Baton Rouge. Davidson, Allen Park. "A Study of Farm Shop and Agricul- tural Engineering on Kansas Farms: Its Relation to Vocational Agriculture in Kansas High Schools." Thesis, M.S., 1925, Kansas State College of Agri- culture and Applied Science. Library, Kansas State College of Agriculture and Applied Science, Manhattan. Davies, Llewellyn Rhys. "Farm Shop work in Vocational Edu- cation." Thesis, M.S., 1923, Colorado Agricultural College. Library, Colorado Agricultural College, Fort Collins. Dougan, Riley Shelton. "Farm Shop Skills and Abilities Needed and Acquired by Beginning Teachers of Voca- tional Agriculture in Ohio." Thesis, M.S., 1951, The Ohio State University. Library, The Ohio State University, Columbus. Dugger, Roy weslei. "Mechanical Competencies Needed by Vocationa Agriculture Teachers in Oklahoma." Thesis, Ed.D. 1956, Oklahoma Agricultural and Mechanical College. Library Oklahoma Agricultural and Mechanical College, Stil water. Fulton, David A. "Effect of High School Vocational Agri- culture on Achievement in the Introductory Farm Mechanics Course at the Iowa State College." Thesis, M.S., 1956, Iowa State College. Library, Iowa State College, Ames. -103 .. Geiger, Albert James. "A Study of Farm Shop Work in Florida." Thesis, MsA., 1932, University of Florida. Library, University ofFlorida, Gainsville. George, Chester Jonas and walter Wilber Smith. "A Farm Shop Study." Special Study, 1932, Ohio State Uni- versity. Department of Agricultural Education, The Ohio State University, Columbus. Gibbs, James Thomas, Jr. "Basis of Selecting a Farm-Shop Course for Vocational Agriculture." Thesis, M.A., 1925, University offiMissouri. Library, University of Missouri, Columbia. Graybeal, Henry Clay. "Principles Underlying a Course of Farm ShOp Wbrk in Vocational Agriculture." Thesis, M.S., 1923, Cornell University. Library, Cornell University, Ithaca. Haltom, Albert Alexander. "A Comparison of the Machinery Repair Werk Done on the Home Farm by Boys With and Without Vocational Agriculture Training." Thesis, M.S., 1942, Kansas State College of Agriculture and Applied Science. Library, Kansas State College of Agriculture and Applied Science, Manhattan. Hamilton, James Roland. "The Preparation offiMichigan Teachers of Vocational Agriculture in Two Areas of Farm Mechanics." Thesis, Ed.D., 1955, Michigan State University. Library, Michigan State Univer- sity, East Lansing. Hartzog, David H. "A Study of the Effect of a Survey of Farmer Opinion on Course of Study in Farm Mechanics." Dissertation, Ph.D., 1959, University of’Minnesota. Library, University of Minnesota, Minneapolis. Henslee, Earl Dean. "A Farm Mechanics Training Program in Vocational Agriculture." Report, M.S., 1957 Okla- homa State University of Agriculture and Applied Science. Department of Agricultural Education, Oklahoma State University of Agriculture and Applied Science, Stillwater. Hutson, Denver B. "Instruction in Farm Mechanics as Con- ducted by Teachers of Vocational Agriculture in Arkansas." Non-thesis Study, 1955, University of Arkansas. Department of Agricultural Education, University of Arkansas, Fayetteville. -104- Jacobs, Clinton Otto. "Determining the Need for a Program of Instruction in Farm Mechanics fer College Stu- dents Based Upon a Survey of Farm-Operator Per- formance." Report, M.S., 1953, Kansas State Col- lege. Department of Education, Kansas State College, Manhattan. , Kennedy, Arthur Chester. "A Study of the Needs for Train- ing in Farm.Mechanics in Ohio." Thesis, M.S., 1927, Ohio State University. Department of Agricultural Education, Ohio State University, Columbus. Kindschy, Dwight Lewis. "Course Content in Welding Farm Machinery, and Tractors for the Curriculum in Voca- tional Agriculture." Thesis, M.S., l9h8, Iowa State College. Library, Iowa State College, Ames. Larson, Marvin E. "A Study to Determine the Technical Abilities Needed in the Farm Mechanics Curriculum of Agricultural Education Majors in Pre-Service Training." Thesis, M33., 1959, South Dakota State College. Library, South Dakota State College, Brookings. Lechner, Fred George. "An Analysis of Farm.Mechanical Skills of Colorado Ybung Farmers with Implication for Course Building in Vocational Agriculture." Thesis, Ed.D. 195 , Michigan State University. Library,.Michigan State University, East Lansing. McCreight, M. G. "A Study of the Use of Acquired Farm Mechanics Abilities by Selected Vocational Agri- culture Graduates of Nebraska High Schools." Thesis, M.S., 1951, University of Nebraska. Library, Uni- versity of Nebraska, Lincoln. McNutt, William A. "A Study of Farm.Mechanics Integration by Ohio Teachers of Vocational Agriculture." Non- thesis Study, l95h The Ohio State University. De- partment of Agricultural Education, The Ohio State University, Columbus. Miller, Franklin Dilley. "Changes in Program.and Equipment for Farm Shop werk in Central Ohio Based Upon Farm- ing Needs." Thesis, M.S., 19h9, The Ohio State University. Library, The Ohio State University, Columbus. -105- Mulligan, Clarence William. "A Study of the Needs fer Training in Farm Mechanics in New York State." Thesis M.S., 1941, Cornell University. Library, Cornell University, Ithaca, New York. Odell, Finley. "The Farm Mechanics Skills Used by Vocational Agriculture Teachers in Forty Vocational Agriculture Departments in West Virginia." Problem, M33., 1955, west Virginia University. Library, west Virginia University, Morgantown. Phipps, Lloyd J. and George P. Deyoe. "Determining Farm Mechanics Content - What Farmers Consider Important." Non-thesis Study, 1952, University of Illinois. Division of Agricultural Education, University of Illinois, Urbana. Pollom, Lester Boyd. "A Study of the Scope and Content of . Farm Mechanics Courses and Organization for Teach- ing Them in the Vocational Agriculture Schools of Kansas." Thesis, MeS., Kansas State College. Series A-3,kKansas State Board fer Vocational Education, Tope a. Rhea, Mark B. "Suitability of the Owens-Bennett Mechanical Comprehension Test For Predicting Farm Shop Manipu- lative Achievement of College Students." Thesis, M.S., 1947. Iowa State College. Library, Iowa ‘ State College, Ames. Ryder, Gordan J. "Skills Needed by Farmers in Selected Areas of Farm Mechanics." Non-thesis Study, 1933. The Ohio State University. Department of Agricul- tural Education, The Ohio State University, Columbus. Scarborough, J. Fred, Jr. "A Survey of the Farm.Mechanics Program in Tennessee." Non-thesis Study, 1950, Uni- versity of’Tennessee. Department of Agricultural Education, University of Tennessee, Knoxville. Schafer, Wallace A. "Teaching Units in Farm Mechanics fer Courses of Study in Arizona Departments of'Voca- tional Agriculture." Special Study, M. of Agri- cultural Education, 1951 University of Arizona. Library, University of Arizona, Tucson. Sharp, Marley Albert. "A Suggested Course of Study in Farm Mechanics for High Schools Based on the Opinions of Five Hundred Farmers." Thesis, M53. 1928, Iowa State College. Library, Iowa State College, Ames. -106- Stevenson, Paul Nelson. "Influence of High School Voca- tional Agriculture on Farm Mechanics Practices Used by Students Previous to Enrolling at Iowa State College." Thesis, M.S. 1956, Iowa State College. Library, Iowa State College, Ames. Sutherland, Sidney Samson. "Suggested Course of Study in Farm Mechanics, Based on the Opinions of 290 Montana Farmers." Special Problem, 1929, Mentana State College. Mimeographed Bulletin, Department of Agricultural Education, Mentana State College, Bozeman. ' Thompson, Evans Guy. "Determining the Content of a Farm Power and Machinery Course for Vocational Agricul- ture High Schools in Virginia." Thesis, M.S., 1952, Virginia Polytechnic Institute. Library, Virginia Polytechnic nstitute, Blacksburg. walker, Clyde. "Determining the Content of FarméMechanics Courses of Study fer Smith-Hughes Agriculture De- partments in High Schools." Thesis, M.S., 1931, University of Nebraska. Library, University of Nebraska, Lincoln. walker, William Joseph. "The Montana Farm Mechanics Pro- gram in Vocational Agriculture." Thesis, M.S., l9h1, Montana State College. Library, Montana State College, Bozeman. wallace, Harry Moore, Jr. "Farm.Engineering in Agricultural High Schools." Thesis, M33., 1926, Virginia Poly- technic Institute. Library, Virginia Polytechnic Institute, Blacksburg. weston, Curtis Ross. "A Study of Mechanical Jobs Performed by Selected Farmers in Mussouri." Dissertation, Ed.D., 1959, University of Missouri. Library, University of Missouri, Columbia. Wilkins, William Wilson. "Farm Mechanics and Home Improve- ment for South Carolina Public Schools Teaching Vocational Agriculture." Special Study, State Agricultural and Mechanical College of South Caro- lina. Library, State Agricultural and Mechanical College of South Carolina, Orangeburg. APPEN DIX -lO7- State l . Name Age 2. What is the major source of income from your farming business? (Check one) Dairy_ Livestock _Poultry_ Cash crops 5. What is the size of the farm? Acres 4. Hew’many men work full time on the farm where you work? 5. What grades did ou enroll in vocational agriculture? (Check these that apply 3 None _9th 10th ‘llth 12th 6. What grades did you have farm mechanics taught by the vocational - agriculture teacher? (Check those that apply) None _9th_ 10th_11th_12th_ 7. Hew'many years of each of these shop courses have you had in high school? General shop Wood shop Metal shop— Auto mechanics ElectriEEI shop Farm shop— Mechanical drawifig _Other (Specify? 8. How many years have you been active in the folloWing 4—HJCIubs? Electrical Tractor maintenance Handicraft Soil and water 9. Have you ever enrolled in a young farmer class where farm mechanics was taught? No Yes Number of years 10. Have you ever taken any agricultural engineering in short course before this term? No Yes Number of courses INSTRUCTIONS: Please complete the following three pages of abilities using your best Judgement. Check column 1 showing how often each ability is used in your farming business whether you own the farm, work on your father' s farm, or work on another farm. In column 2, check who does each ability. Some of the abilities may be done by you and the farm family, you and hired done, the farm family and hired done, or by all three groups of people. Check column 3 only if you have learned to use the ability; check onl ones where you have learned the most about the ability. In co umn.K, circle the number that best indicates how well you can perform each ability. The key is at the top of the column. Who does ere did How well can s this in on learn you do this? , your 0 do O-neve-r tried our farming. farming his? lacan't do I business (Check no 2-do poorly , (Check 1 ore than 5-can get. by ' or more use for Ila-can do well for each ach S-highly ability) bility) skilled * i . H a” 3;: g .g .3 o o «o g o o .4 H m 4: 3 H H m- ‘6 o o m E o '3 I t .5) 0 exam. 53353.3 .25“ ééaé EXAMPLES: 1. Saw a board to dimension. . . _ 1 _ _ _ _ _ 11 _ _ _ 1 O-l-2-@-l+-5 2. Overhaul a tractor. . . . . . _ _ _ ,[_ _ ,(__ _ _ _ _ _ 01-2-5-4-5 5. Weld iron castings. . . . . . _ _ ,(_ _ _ _ {_ _ _ {_ 0-1-9-3-4-5 4. mm holes in metal. . . . . y_ _ _ _ _ _ _ g _ _ 1 _ o-1-2—5~@-5 5. Buildafarmpond...... ____,( ¢___ ____ @1-2-3-4-5 FARM SHOP l. Sharpen edged tools (knivee,ex) _ _ _ _ _ _ __ _ _ _ _ _ _ O-l-2-5-4-5 2.. Sharpen shearing tools. . . . _____ _ _ _ _ _ _ _ _ 0-1-2-5-4-5 5. Select shop tools . . . . . . _____ _ _ _ _ _ _ __ _ 0-1-2-5-4-5 4. Use shop tools properly . . . _____ _ _ _ _ _ _ _ __ 0-1-2-3-4-5 5. Sharpen twist drills. . . . . _____ _ _ _ _ __ _ _ _ 0-1-2-3.4.5 6. Maintain power tools. . . . . _ _ _ _ __ _ _ __ __ _ _ _ _ 0-1-2-5-4-5 ‘7. Cut and form sheet metal. . . _ _ _ _ _ _ _ _ _ _ _ _ _ 0-1-2-5-4-5 8. Solder sheet metal used on f _____ _ _ _ _ _ _ _ _ 0-1-2-3-4-5 9. Replace handles in tools. . TI _ _ _ __ _ _ _ __ _ _ _ _ _ 0-1-2-3-4-5 lO. Measure ,eut 8. thread iron pip _ _ _ _ _ _ __ _ _ __ _ _ _ 0-1-2-3-4-5 ll. Measure, cut 8: install fittings on copper pipe . . _____ _ _ _ _ __ _ _ _ 0-1-2-3-4-5 12. Out 8: thread steel rods . . . _____ _ _ _ _ _ _ _ _ O-l-2-5-4-5 13. Touper tOOI Steel 0 Q g Q o o _ _ - _ - _ - - _ _ - _ _ 0-1-2-5-4-5 14. Identify kinds of iron 8. steel _ _ _ _ _ _ _ _ _ _ _ _ _ 0-1-2-3-4-5 15. Operate an arc welder . . . . _ _ _ _ _ _ _ _ _ _ _ _ _ 0-1-2-3-4-5 16. Operate an oxyacetylene welder _ _ __ _ _ _ _ _ _ _ _ _ _ O-1-2-5-4-5 17. Apply hard facing materials . _ _ _ _ _ _ _ _ _ _ _ _ _ 0-1-2-5-4-5 18. Recognize welding errors. . . _ __ _ __ _ _ _ _ _ _ _ _ _ 0-1-2-3-4-5 19. Care for the arc welder . . . _ _ _ _ _ _ _ __ _ _ _ _ _ 0-1-2-3-4-5 20. Sketch project plans. . . . . 0-1-2-5-4-5 l -109- 1 2 5 4- how’ often? hho does? PWhere How well done learned? .H a o O-never tried "‘ 0 I? a 3'3 how”; do 3 ga o g 2-do poorly o o 'c ' 5 o o 3-can get by 223:: £3“ #23,.2'fiinhrmn - 8 y IILITIES o 4: a m b H E a o a ki “ sell; as E seas 8 n“ FARM STRUCTURES 1. Identify common lumber. . . . _ _ _ ‘ O-1-2-5-4-5 2. Saw a board to dimension. . . _ _ _ __ _ : : Z : : : I : 0-1—2-5-4-5 5. Use carpentry tools correctly _ _ _ _ _ _ _ __ _ _ __ _ _ O-1-2-3-4-5 4. Read building plans . . . . . _____ _ _ _ _ _ _ _ _ O-l-2-3-4-5 5. Construct common wood joints. _ _ __ _ _ _ __ _ _ _ _ _ _ 0-1-2-5-4-5 G. Select and use wood glue. . . _ _ _ _ _ _ __ _ _ _ _ __ __ O-1-2-3-l-I—5 7. Use wood connectors and faStenerS o o o o o o o _____ _ _ _ _ _ _ _ _ 0-1-2-5-4.5 8. Lay out foundation lines. . . _____ _ _ _ _ __ _ __ __ 0-1-2-5-4-5 9. Gut&erectr&fter8.g... ___-_ _--— __-_ 0-1-2-54.5 10. Build a small building. . . . _____ _ _ _ _ _ _ _ _ 0-1-2-3—4-5 11. Build laminated rafters . . . _ _ _ _ _ _ _ _ __ __ _ _ 0-1-2-3—4-5 12. Build "cad trussefl. o o o o o - - _ - - - _ - _ - _ _ - 0-1-2-3.‘t-5 13. Build a saw horse . . . . . . _____ _ _ _ _ __ _ _ _ 04-2-54.5 l4. Replace rotted Joists 85 sills _ _ _ _ _ _ _ _ _ _ __ _ _ O-1-2-3-4~5 15. Mix, place 8: finish concrete. _ _ _ _ _ _ _ __ _ _ _ __ _ 0-1-2-3-4-5 16. Lay concrete blocks . . . . . _ _ _ __ __ _ _ _ _, __ __ _ _ 0-1-2-5-4-5 1?. Construct forms for concrete. _ __ _ __ _ _ _ _ _ _ _ __ O-l-2-5-4-5 18. Spray paint a building. . . . __ _ _ _ _ _ _ __ Z _ _ _ O-l-2-5-ll—5 19. Brush paint a building. . . . _ _ _ _ _ _‘_' __ __ __ _ _ ,_ __ 0-1-2-5-4-5 20. Set a corner fence post . . . _ _ _ __ _ _ _ _ _ _ __ _ _ O-1-2-5-4-5 RURAL EEOTRIFICATION 1. Plan a wiring system. . . . 0-1-2-5-4-5 ' 2. Select material used in wiring : Z : : : : Z : : : Z : : O-1-2-3-4-5 5. Determine size of wire to use _ _ _ _ _ _ _ __ _ _ __ _ _ 0-1-2-5-4—5 4.‘ Determine kind of wire :to use _ _ _ _ _ _ _ _ _ __ __ __ __ O-l-2-3-4-5 5. Install two way switches. . . __ _ _ _ __ __ __ _ _‘ _ _ _ _ O-1-2-3-4—5 6. Make a rat tail splice. . . . _____ _ __ _ _ __ _ _ _ O-1-2-5-4-5 '7. Tie an Underwriter's knot . . _ _ __ _ __ _ _ _ _ _ _ __ _ O-1-2-5-4-5 8. Wire a branch circuit . . . . _____ _ _ _ _ _ _ __ _ O-l-2-5-lL-S 9. Install alground. ' Q Q a o -____ --_- --__ 0-1-2-34.5 10. Wire with nonmetalic cable. . _ _ _ _ _ _ _ _ _ _ _ _ _ 0-1-2-3-4-5 11. Ground 3 “180111119. 0 o o o g o _ _ _ _ _ _ - _ _ - _ _ _ 0-1-2-3.4-5 l2. Lubricate electric motors . . _ _ __ _ __ _ _ _ _ _ _ __ _ O-1-2-5—4-5 13. Change direction of rotation of electric motors. . . . . . _ _ _ _ __ _ __ O-1-2-5-4-5 14. Change voltage of motors. . . __ __ _ _ __ _ O-l-2-5-4-5 15. Read an electric meter. . . . O-1-2-3-4-5 16. Know safety rules and precautions . . . , . 0-1-2-3-4-5 1?. Understand electrical terms . - - : : : ' : : : : : I : 0-1-2-3-4-6 18. U.. a. t°.t 181119.. e : : _ - _ z _ - _ - — - _ 0‘1-2‘3-lh5 l9. Inspect equipment for UL label __ _ _ _ _ _ _ __ _ _ __ _ __ O-l-2-5—4-5 20. Know how electricity is made and distributed 9 o 9 o o o o 1 0-1-2-5-4-5 -llO— l 2 5 4 How often? Who does Where How well done‘ learned? 3.: o O-never tried "" o ,1? B E '3 l-can't do a g a o ,3 2-do poorly o o 'd E o o S-can get by H H u\ ‘p g “H 8‘ m 4-can do well Hoomg 0‘8 “rEAOSth-hl ABILITIES o .. p m > o n E g g o no a ekfingd 50.4.33 zaps.» 223538 FARM POWER AND MACHINERY 1. Make tractor engine adjustment _____ __ _ _ __ _ _ __ O-1-2-5-4-5 2. Do simple repairs on tractor. _ __ _ __ _ _ __ __ _ _ __ __ _ 0-1-2-5-4-5 3. Regap spark plugs . . . . . . ______ _____ ____ 0-1-2-5—4-5 4.T1meanengine........ ______ ____ ____ 0"1-2-5-4'5 5. Adjust carburetors. . . . . . _ _ _ __ _ _y_ _ _ _ _ _ _ 0-1-2-5.4.5 6.Ad:1ustvalves........ ________ ______ _____ 0-3-2-5.4.5 7. Service air cleaners. . . . . _ _ __ _ _ _ _ _ __ _ _ 0-1-2-54-5 8. Service batteries . . . . . . z _ _ _ __ _ _ _ _ _'"’_ _ _ _ 0-1-2-5..4-5 9. Maintain small engines. . . . __ _ _ __ _ _ _ __ _ _ _ _ _ 0-1-2—5-4-5 lO. Lay engines up for winter . .Jw _____ _ _ _ __ __ _ _ _ 0-1-2-5—4—5 ll. Determine line of draft on pl _____ _ _ _ _ _ __ _ _ 0—1-2-5—4-5 12. Make adjustments on the Plow hitchooooeeeeeeeo _____ ____ ____ 0'1‘2-5’4‘5 15. Make mower adjustments. . . . _____ _ __ _ _ _ _ _ _ 0-1-2-5-4-5 14. Adjust combine cylinder speed _____ __ __ _ _ _ _ __ _ O-l-2-5-4-5 15. Overhaul a sprayer pump . . . _ _ _ _ __ _ __ _ _ _ _ _ _ 0-1-2-5-4-5 16. Make operational adjustments . onfarmmachinery...... ______ ____ ____ 0-1-2-5-4-5 l7. Calibrate seeding tools . . . _____ _ _ __ _ _ __ _ __ 0-1-2-5-4-5 18. Fit bearings to farm machinery- __ _ __ __ _ _ _ __ __ _ _ _ __ 0-1-2-5-4-5 l9. Determine size of pulleys . . __ _ _ _ _ _ _ _ _ __ _ _ _ O-1-2—5-4-5 20. Determine size of belts . . . _ _ ‘_ _ _ _ _ _ _ _ _ _ __ 0-1-2-5-4-5 SOIL AND WATER MANAGEMENT 10 Install tile drainage 9 e e e _ _ _ ._ _ _ - _ _ _ _ _ - 0-1-2-5-4-5 2. Repair broken tile drains . . _ _ _ _ _ __ _ __ _ _ _ __ _ 0-1-2-5-4-5 5. Determine slope for tile line _____ __ _ _ __ _ _ _ _ O-1-2-5-4-5 4. Determine slope for open ditch _____ __ __ __ _ _ _ __ __ O-l-2-5-4—5 5. Select quality drain tile . . __ __ _ __ __ _ _ _ _ __ _ _ _ O-l-2-5—4—5 6. Remove sediment from ditches. _____ _ __ _ _ _ _ _ _ 0-1-2-5-4-5 '7. Remove vegetation from ditches _ __ _ _ _ __ __ _ _ _ _ _ __ 0-1-2-5-4-5 8. Lay out terraces. Q o o o o g _____ - _ _ _‘. - - _ - 0-1-2-5-4-5 9. Construct sod waterways . . . _____ _ _ __ __ _ _ __ _ O-1~2-5~4-5 ll. Construct a farm pond . . . . _ _ _ _ _ _ __ _ 0-1-2-5-4—5 12. Maintain sod waterways. . . . : ____ : _ : __ O-l-2-5-4-5 15.Useafarmlevel....... ___: _ _____‘_ ::‘_j_ 0-1-2-5—4-5 14. Make a profile map. . . . . . _ _ _ : _ _ _ _ __ 0-1-2-3-4-5 15. Make a map of the farm. . . _ _ __ _. " __ Z " __ " O-l-2-5-4-5 16. Determine acreage of a field. "' _ _ " : Z "' " 0—1-2-5-4-5 l7. Irrigate crops. . . . . . . . : _ Z _ Z I: __ _ Z : Z: : O-l-2-5-4-5 18. Select an irrigation system . _____ __ _ _ _ _ _ _ _ 0-1-2-5-4-5 19. Determine when to irrigate. . _____ _ _ __ _ _ _ __ _ 0-1-2-5~4-5 20. Determine the amount of water to apply. 0 O O O 0 O O o o o _____ - - - _ - - — _ Can-1-2-5.1.}...5 (4) ~111- APPENDIX B A Comparison of the Number of Times the Abilities were Done on the Farm with the Percentage of Respondents who had Never Done the Ability and the Percentage of Respondents Who had Indicated They Performed the Ability on the Farm. 3 3. mo 5.. as gg 'U+J 'o 'o S=vl§ ecu .3 0'4 ox: m . ma om cum-«:3 new mo 0 «we 011>~ >~m a a) I. 4: a.:>. has nee Dad mos.) $40.4 JDFLG 03:: we 53:; .1 ¥S13C> ea::m 2:m50 h o .p h+>>. we Ina 0H 44:1: #40r4 JDFL: W. °zz as: o-So race zme Lay out feundation lines 51.7 19.65 2.05 Cut and erect rafters 50.7 22.02 2.36 Build a small building 65.7 24.87 1.61 Build laminated rafters 16.9 68.02 .63 Build wood trusses 32.8 48.21 1.13 Build a saw horse 65.4 19.84 1.63 Replace rotted joists and sills 52.0 23.61 2.16 Mix, place and finish concrete 71.6 9.00 3.41 Lay concrete blocks 39.6 35.09 2.12 Construct forms for concrete 64.4 13.81 2.68 Spray paint a building 40.3 41.21 1.73 Brush paint a building 80.8 4.52 3.51 Set a corner post 85.3 3.50 6.04 Rural Electrification Abilities Plan a wiring system 28.1 42.21 1.09 Select material used in wiring 34.4 34.08 1.59 Determine size of wire to use 34.7 33.17 1.68 Determine kind of wire to use 33.9 32.49 1.64 Install two we switches 43.5 29.47 1.79 Make a rat tai splice 37.9 39.80 1.76 Tie an Underwriter's knot 26.4 53.20 1.41 Wire a branch circuit 25.6 44.67 1.26 Install a ground 50.3 23.35 1.79 Wire with non-metalic cable 21.3 57.40 .92 Ground a machine ' 52.0 25.06 2.08 Lubricate electric motors 78.1 7.38 5.17 Change direction of rotation of electric motors 45.2 38.73 1.85 Change voltage of motors 20.1 65.65 1.28 Read an electric meter 61.1 18.3 5.24 Know safety rules and precautions 71.9 9.2 6.14 Understand electrical terms 60.6 23.39 3.48 Use a test lamp 47.2 38.78 2.76 Inspect equipment for UL label 45.5 40.15 2.87 Know how electricity is made and distributed 60.3 23.65 2.38 -]_]_3- Appendix B - Continued U) U1 0 ".2 :2 5». 3.: so -u.: 'o 'o “:35 “2? ”m 8.... 8m max. exam. uao o <6 on: out» tag a e a In n+2 we Ina ma $£G4J «aor4 JDFLQ “a. °zra 5:33 eatso ea::m :zqso Farm Power and.Machinery Abilities Make tractor engine adjustments 82.4 4.24 6.43 Do simple repairs on tractor 87.6 .75 7.34 Regap spark plugs 77.7 7.46 5.92 Time an engine 46.4 26.50 2.52 Adjust carburetors 74.9 5.47 4.55 Adjust valves 40.2 28.36 2.58 Service air cleaners 86.8 1.99 7.91 Service batteries 83.4 3.00 7.25 Maintain small engines 73.0 8.02 5.02 Lay engines up fer winter 65.4 16.37 3.61 Determine line of draft on plow 63.5 19.70 3.11 Make adjustments on the plow hitch 80.1 5.75 4.64 .Make mower adjustments 77.9 7.50 5.29 Adjust combine cylinder speed 49.6 29.00 3.55 Overhaul a sprayer pump 30.3 52.55 1.79 Make operational adjustments on farm machinery . 82.9 3.26 7.67 Calibrate seeding tools 58.6 16.58 4.27 Fit bearings to farm.mechinery 62.0 15.01 3.88 Determine size of pulleys 60.8 20.15 3.16 Determine size of belts 61.3 19.90 3.06 Soil and water Abilities Install tile drainage 27.5 51.12 1.26 Repair broken tile drains 35.5 50.00 1.58 Determine slope for tile lines 19.6 59.95 .87 Determine slope fer open ditch 19.5 64.98 .84 Select quality drain tile 18.3 57.6 1.03 Remove sediment from ditches 30.3 58. 1.31 Remove vegetation from ditches 33.2 54.29 1.58 Lay out terraces 10.0 81.16 .56 Construct sod waterways 33.7 51.77 1.60 Lay out contour lines 14.5 76.20 .85 Construct a farm pond 10.3 80.20 .31 Maintain sod waterways 41.0 46.56 2.19 -114- Appendix B - Continued 0) m ‘5 as :2 er a» 23 “SE 8?? ”o. gan-IQ Ova-l Nor-«lg mph no o 01!! 06>. >50 a e H .p u.:>. we Ina 0H "map Med nan ma. oz: 523: earso ea::m zaasm Use a farm level 43.7 44.19 3.06 Make a profile map 23.7 70.03 .70 Make a map of the farm 60.0 25.70 2.01 Determine acreage of a field 64.2 15.15 4.11 Irrigate crops 4.2 94.50 .22 Select an irrigation system 2.2 95.99 .15 Determine when to irrigate 4.2 94.74 .27 Determine the amount of water to apply 3.0 94.23 .20 1 -115- APPENDIX C The Skill Level of Those Who Tried to Learn the Ability Ability AVG e H .3 0 Home Bath Fgrm Shop Sharpen edged tools 3.58 3.30 3.42 3.64 Sharpen shearing tools 3.01 2.98 3.05 3.09 Select shop tools 3.56 3.43 3.60 3.74 Use shop tools properly 3.66 3.57 3.68 3.79 Sharpen twist drills 3.04 2.98 3.13 3.50 Maintain power tools 3.33 2.37 3.46 3.50 Cut and form sheet metal 2.99 3.00 2.86 3.29 Solder sheet metal used on the farm 3.04 3.26 2.97 3.41 Replace handles in tools 3.54 3.53 3.54 3.88 Measure, cut and thread iron pipe 3-41 3-22 3-53 3-46 Measure, cut and install fittings on copper pipe 3.11 3.14 3.24 3.15 Cut and thread steel rods 3.47 3.33 3.52 3.67 Temper tool steel 2.87 2.90 3.05 3.00 Identify kinds of iron and Steel 2080 2.65 2091 2095 Operate an arc welder 3.36 3.25 3.45 3.67 Operate an oxyacetylene welder 3013 3015 2e91 3020 Apply hard facing material 2.86 2.94 2.81 3.07 Recognize welding errors 3.12 3.07 3.25 3.23 Care for are welder 3.29 3.21 3.45 3.36 Sketch project plans 3.22 3.16 3.32 3.31 Farm Structures Identify common lumber 3.09 3.09 3.15 3.18 Saw a board to dimension 3.75 3.60 3.75 3.77 Use carpentry tools cor- rectly 3.58 3.55 3.62 3.51 Read building plans 3.12 3.09 3.09 3.36 Construct common wood joint33.12 3.06 3.17 3.2% Select and use wood glue 3.15 3.14 3.16 3.1 Use wood connectors and fasteners 3021 3009 3032 3039 Lay out foundation lines 3.09 2.92 3.14 3.18 Cut and erect rafters 3.31 3.15 3.25 3.28 Build a small building 3.24 3.16 3.22 3.31 Build laminated rafters 3.10 2.92 3.19 3.50 Build wood trusses 3.14 3.15 3.19 3.40 -116- Appendix C - Continued -:—— __; Ability Ave. H.S. Home Both Build a saw horse 3.41 3.39 3.48 3.43 Replace rotted joists and sills 3.35 2.73 3.30 3.41 Mix, place and finish con- crete 3.42 3.40 3.54 3.41 Lay concrete blocks 3.15 2.90 3.27 3.29 Construct forms for concrete 3 . 29 3 . 11 3 . 34 3 .43 Spray paint a building 3.48 3.18 3.54 3.86 Brush paint a building 3.70 3.53 3.75 3.39 Set a corner post 3.90 3.50 3.91 4.00 Rural Elgctrification Plan a wiring system 3.15 3.11 3.05 3.10 Select materials used in Wiring 3012 3000 3020 2095 Determine size of wire to use 3.14 3.08 3.10 2.89 Determine kind of wire to use 3.10 3.14 3.05 3.06 Install two way switches 3.27 3.22 3.14 3.31 Make a rat tail splice 3.17 3.10 3.27 3.80 Tie an Underwriter's knot 3.13 3.14 3.28 3.33 Wire a branch circuit 3.13 2.89 3.16 3.67 IHStall a ground 3026 3e30 3028 301k Wire with nonmetalic cable 3.05 2.96 3.26 4.00 Ground a machine 3.34 3.36 3.23 3.33 Lubricate electric motors 3.55 3.22 3.3 3.52 Change direction of rota- tion of electric motors 3.47 3.25 3.55 3.69 Change voltage of motors 3.31 3.26 3.53 4.17 Read an electric meter 3.62 3.40 3.88 3.52 Know safety rules and precautions 3.45 3.32 3.56 3.50 Understand electrical terms 2.98‘ 3.19 3.00 3.00 Use a test lamp 3.36 3.23 3.51 3.47 Inspect equipment for UL label 3.55 3.42 3.68 3.62 Know how electricity is made and diatributed 3.19 3018 3033 3012 Farm Power ggd.Machinerz Make tractor engine adjust- mflnts Behl 3.38 3.40 30h7 Do simple repairs on trac- tor 3.66 3.51 3.57 3.59 -117- Appendix C - Continued W Ability H.S. :p a: (D 0 SI: 0 B (D (13 O ('1' :1‘ Regap spark plugs Time an engine Adjust carburetors Adjust valves Service air cleaners Service batteries Maintain small engines Lay engines up for winter Determine line of draft on plow Make adjustments on the plow hitch Make mower adjustments Adjust combine cylinder speed Overhaul a sprayer pump Make operational adjustments on farm machinery Calibrate seeding tools Fit bearings to farm ma- chinery Determine size of pulleys Determine size of belts erOJ-‘WWQ \nPONvH-‘wmxl 0 O O O O O O O wwoxon-Iwwr Hocxor-Iwmww O O O O 0 O O O Oxooroocmwxow O O O O I O O O \IPGNVH-‘J-‘m Honocroowu-I N \J'l 0 w H co co WUH 0"?" co N O O bowl? um #0 van t; ml-‘woowwooo 00 ee 08 O. O 6‘“ O\) ONO O p v. .0 NAN-v Wm Pr \J’IIP w wml-J \14‘ \ooe m0 0. PM P? O. 0. WWW WW Who WU \A) wwwwwwww \OH WWW WU.) WW Who on wwwwwwww WWW WW new WW \a) wwwwwwww WWW WW we.» WW w wwwwwwww NCO \JW Oh) we: 0 e e e e e e e e HO‘U’I U‘IQ \OHO N“ F Soil and Wgter Install tile drainage Repair broken tile lines 3.25 Determine slope for tile line 3 o 09 Determine slope fer open ditch 3.17 Select quality drain tile 3.20 Remove sediment from ditches 3.38 Remove vegetation from ditches 3.40 Lay out terraces 3 Construct sod waterways 3. Lay out contour lines 3. Construct a farm pond 3. 3. 3. \a) O N 0‘ O N \h w 0 N O'\ w 0 '- O o e e e NN N \1 \lm \O U! w W W e e e N C P O U N) w w W e e e O N O 8 O o N O U e U \0 w e N \h Maintain sod waterways Use a farm level wwwwwww \0 WW to NV 0 .PL. 0 e e H OHCO HHCWNOO Appendix C - Continued -ll8- Ability Ave. H.S. Home Both Make a profile map 3.1L 3.07 3.61 3.44 Make a map of the farm 3.26 3.35 3.44 3.44 Determine acreage of a field 3042 3027 3.50 30h“ Irrigate crops 3.21 3.13 3.50 -- Select an irrigation system 2.30 2.75 3.A3 -- Determine when to irrigate 3.21 3.20 3.60 -- Determine the amount of water to apply 3.00 3.25 3.hh -- -ll9- Appendix D The Per Cent of Farm Families and Respondents Performing the Abilities as a Part of the Farming Business l z» :1. r4 .p 0.4.: H c: o-u-i g 5 3 8 Re a. a :.k.: 8. «3 8 g m a. E m 0 or! M 0 Ability ‘h 0‘ 99"“: Farm Shop Sharpen edged tools 81.5 82.3 + .8 Sharpen shearing tools 4.1 36.4 - 7.7 Select shOp tools 2.8 68.9 -13.9 Use shop tools properly 80.5 81.3 + .8 Shar n twist dril s 24.3 g8.8 + 4.8 Main ain power tools 7.5 8.5 + 1. Cut and fOrm sheet metal 50.7 53.0 + 2.3 Solder sheet metal used on the farm 52.2 5403 + 201 Replace handles in tools 73.4 80.1 + 6.7 Measure, cut and thread iron pipe 6702 5801 " 9.]. Measure, cut and install fittings on copper pipe 45.8 37.7 - 8.1 Cut and thread steel rods 50.5 54.9 + 4.4 Temper toOOl Steel 1702 2906 +120“ Identify kinds of iron and steel 54.7 57.4 + 2.7 Operate an arc welder 38.9 65.5 +26.6 Operate an oxyacetylene welder 28.6 34.7 + 6.1 Apply hard facing materials 20.4 30.0 + 9.6 Recognize welding errors 41.8 66.7 +25.9 Care for are welder 32.0 50.5 +18.5 Sketch project plans 47.7 64.3 +16.6 Farm Structures Identify common lumber 81.3 80.1 - 1.2 Saw a board to dimension 82.9 91.5 + 8.6 Use carpentry tools correctly 83.3 88.6 + 5.5 Read building plans 67.9 64.2 - 3.7 Construct common wood joints 63.2 69.4 + 6.2 Select and use wood glue 47.0 58.7 +ll.7 Use wood connectors and fasteners 58.2 59.0 + .8 ~120- Appendix D - Continued >. :1. H 43 0H9 a o g ”g 0 ago -u o 'e k. : Shag g E» a e 9; Ability a. g 23:25? Lay out foundation lines 67.2 51.7 -15.5 Cut and erect rafters 57.2 50.7 - 6.5 Build a small building 52.7 65.7 +13.0 Build laminated rafters 23.9 16.9 - 7.0 Build wood trusses 39.6 32.8 - 6.8 Build a saw horse 54.5 65.4 +10.9 Replace rotted joists and sills 64.7 52.0 -12.7 Mix, place and finish concrete 73.6 71.6 - 2.0 Lay concrete blocks 49.8 39.6 -lO.2 Construct ferms for concrete 69.4 64.4 - 5.0 Spray paint a building 37.3 40.3 + 3.0 Brush paint a building 71.4 80.8 + 9.4 Set a corner post 81.3 85.3 + 4.0 Rural Electrification Plan a wiring system 35.4 28.1 - 7.3 Select materials used in wiring 43.5 34.4 - 9.1 Determine size of wire to use 41.5 34.7 - 6.2 Determine kind of wire to use 40.5 33.9 - 6.6 Install two way switches 41.2 43.5 + 2.3 Make a rat tail splice 34.7 37.9 + 3.2 Tie an Underwriter's knot 23.6 26.4 + 2.8 Wire a branch circuit 30.7 25.6. - 5.1 Install a ground 50.0 50.3 + .3 Wire with nonmetalic cable 23.1 21.3 - 1.8 Ground a machine 51.8 52.0 + .2 Lubricate electric motors 69.6 78.1 +10.5 Change direction of rotation of electric motors 39.9 45.2 + 5.3 Change voltage of motors 27.9 20.1 - 7.8 Read an electric meter 57.3 61.1 + 3.8 Know safety rules and precautions 70.1 71.9 + 1.8 Understand electrical terms 50.8 60. + 9.8 use a teat lamp [0:10 [+7.2 + 800 Inspect equipment fer UL label 36.2 45.5 + 9.3 Know how electricity is made and distributed 46.2 60.3 +14.1 -121- Appendix D - W M Ability Farm Family Respondent Farm Family- Difference Respondent Fgrm Power and Machinery Make tractor engine adjustments Do simple repairs on tractor Regap spark plugs Time an engine Adjust carburetors Adjust valves Service air cleaners Service batteries Maintain small engines Lay engines up for winter Determine line of draft on plow; Make adjustments on the plow hitch Make mower adjustments Adjust combine cylinder speed Overhaul a spra er pump Make operationa adjustments on farm machinery Calibrate seeding tools Fit bearings to farm machinery Determine size of pulleys Determine size of belts Soil and water Install tile drainage Repair broken tile drains Determine slope fer tile lines Determine slope fer open ditch Select quality drain tile Remove sediment from ditches Remove vegetation from ditches Lay out terraces Construct sod waterways Lay out contour lines Construct a farm pond 0 WW 0Q O\ WWI-‘fi WWQPQQQQUP N Wm mFWOle-‘O‘a e e e c e O‘O‘O‘Q on WWQK) O‘O‘O‘flfll” O‘U O‘fl?‘ HN\ONI:‘ \IQUH O O unnsacnobnwxnowmxn U OW 0:00me ngwwwwwwwm c> anon: ~a 0... +1 4-+‘+| + Il++ I OHQFH berm + e OU’IOl-‘W NQMP NHUONU’IN 0 WW ow N O‘OU'OUI N Nl-‘H OfVHOQ +llll+lllll 00 (>00 ~122- Appendix D - Continued >. :1. .4 u mean a 0.4: g a. a 5 . -u m 'u a g as s a a. a: g s:- Abilities c2 .2" 3m? Maintain sod waterways 41.0 41.0 0.0 Use a farm level 39.7 43.7 + 4.0 Make a profile map 14.5 [23.7 + 8.8 Make a map of the farm 38.2 60.0 +21.8 Determine acreage of a field 61.0 64.2 + 3.2 Irrigate crops 3.5 4.2 + .7 Select an irrigation system 3.5 2.2 - 1.3 Determine when to irrigate 3.5 4.2 + .7 Determine the amount of water . to apply 3.5 3.0 - .5 -123- APPENDIX E Farm.Mechanics Abilities That Should be Learned by YOung Farmers Farm Shop Sharpen edged tools Select shOp tools Use shop tools progerly Maintain power too 8 Cut and form sheet metal Solder sheet metal used on the farm Replace handles in tools Measure, cut and thread iron pipe Cut and thread steel rods Identify kinds of iron and steel Operate an arc welder Recognize welding errors Care for the arc welder Sketch project plans Farm Structures Identify common lumber Saw a board to dimension Use carpentry tools correctly Read building plans . Construct common wood joints Select and use wood glue Use wood connectors and fasteners Lay out foundation lines Cut and erect rafters Replace rotted joists and sills Mix, place and finish concrete Construct forms for concrete Brush paint a building :Set a corner fence post Rural Electrification Ground a machine Inibricate electric motors Read an electric meter ~ Know safety rules and precautions Understand electrical terms low'how electricity is made and distributed -12g- Farm Power and Machinery Make tractor engine adjustments Do simple repairs on tractor Regap spark plugs Adjust carburetors Service air cleaners Service batteries Maintain small engines Lay engines up for winter Determine line of draft on plow Make adjustments on a plow hitch Make mower adjustments Adjust combine cylinder speed Make operational adjustments on farm machinery Calibrate seeding tools Fit bearings to farm machinery Determine size of pulleys Determine size of belts. Soil and water Management Make a map of the farm Determine acreage of a field w" m7 cm MICHIGAN STATE UNIVERSITY LIBRARIES llHlHlllllliWNW!llllWl‘lllHHIIHIIHIIHIIHIIIII 3 1293 03196 0325