% « mum; milngugml Lm 3m in 1m 1" "WM ll DEC 0 7 2005 '3' 1 o 9 oh ATTITUDE OF TEACHERS AND STUDENTS TO THE ROLE OF THE FUTURE FARMERS OF AMERICA ORGANIZATION IN VOCATIONAL AGRICULTURE By JOE PAUL BAIL AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1958 Approved ”22/271 /f//¢J Arm/”J/ WJW .7 [/7 (/1 Purpose. To compare the attitudes of teachers of vocational agriculture in West Virginia on selected con- cepts of the role of the Future Farmers of America organ- ization to (a) the attitudes of teachers of vocational agriculture in the North Atlantic Region; and (b) the attitudes of students of vocational agriculture in West Virginia. Method. From a review of the literature a list of concepts relative to the role of the FFA in vocational agriculture was prepared in the form of an attitude in- ventory. The sample groups were composed of 53 teachers in West Virginia, 37 teachers in the North Atlantic Region, and 247 students in West Virginia. The respondents ex- pressed their attitude along a five point scale. The reliability of the attitude inventory was checked by a retest, with a correlation of +.997 in the teacher group and +.979 in the student group. The attitudes were then compared by the use of the chi-square technique. Findings and Interpretations. Teachers of voca- tional agriculture in West Virginia and the North Atlantic Region showed remarkable similarity in attitude toward the concepts in the attitude inventory. Significant differ- ences in attitude were found between teacher groups on four of the fifty-four concepts. These differences were in degree of agreement and not direction of agreement. Teacher attitude, in both groups, closely paralleled present practices in the organization with reference to membership, activities, adviser-member relationship, chapter meetings, relationship of local chapter to the state and national organization, and general concepts. Attitudes of teachers and students in West Virginia were significantly different on 27 of the 54 concepts. Student attitude, in general, was more favorable than teacher attitude toward concepts which would liberalize membership requirements, permit more local autonomy, limit adviser control, and provide for more student participa- tion and student responsibility in the organization on the local, state, and national level. Teacher and student attitude in West Virginia was not significantly different on those concepts relating to activities, time and fre- quency of meetings, and methods of conducting meetings. The teachers and students studied had different attitudes as to how the FFA should function. If the objec- tives of the organization are to be fulfilled, teachers should be cognizant of member attitude toward the various aspects of the organization. Efforts should then be made to minimize or resolve any differences that exist between teachers and students in order that the FFA become an integral part of the instructional program of vocational education in agriculture. ATTITUDE OF TEACHERS AND STUDENTS TO THE ROLE OF THE FUTURE FARMERS OF AMERICA ORGANIZATION IN VOCATIONAL AGRICULTURE BY JOE PAUL BAIL A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1958 ACKNOWLEDGMENTS The author wishes to express his sincere apprecia- tion to Professor Harold M. Byram, Chairman of his Guidance Committee, for his assistance and guidance during this study. Appreciation is expressed to Professor Harold Dillon, Professor Raymond Hatch, and Professor H. Paul Sweany for their advice and help in making the study. Professor Raymond Clark also contributed to the study. Sincere appreciation is expressed to the teachers of agriculture in West Virginia, Delaware, Maryland, New Hampshire, New Jersey, and Vermont who participated in the study. To students of vocational agriculture in West Virginia, without whose cooperation this study would have been impossible, the author is deeply indebted. The jury, members also contributed graciously of their time and effort and it is gratefully acknowledged. The author further expresses appreciation to his wife, Nelma R. Bail, for her patience, understanding, and assistance in carrying out the study. CHAPTER I. TABLE OF CONTENTS THE PROBLEM AND METHOD. . . . . . . . . . . The problem . . . . . . . . . . . . . . . Hypothesis. . . . . . . . . . . . . . . . The Future Farmers of America organization. . . . . . . . . . . . . . Importance of the study . . . . . . . . . Definition of terms . . . . . . . . . . . Planning the Study. . . . . . . . . . . . . Preparing the attitude inventory. . . . . Sampling students to use in the study . . Characteristics of the student sample . . Sampling teachers in West Virginia to use in the study. . . . . . . . . . . . . . Characteristics of the teacher population in West Virginia. . . . . . . . . . . . Sampling teachers in the North Atlantic Region. 0 O O O O O O O O O O O O O O 0 Conducting the Study. . . . . . . . . . . . Securing student responses to the atti- tude inventory. . . . . . . . . . . . . Securing teacher response to the inventory . . . . . . . . . . . . . . . PAGE \O\O(I)Ulf\) ll l2 l3 14 lo l7 l7 l8 CHAPTER Testing the attitude inventory. . . . . . . Limitations of the study. . . . . . . . . . Assumptions . . . . . . . . . . . . . . . . Organization of the remainder of the report II. REVIEW OF LI ERATURE. . . . . . . . . . . . . Literature on Attitude Inventories. . . . . Literature on Vocational Agriculture and on Future Farmers of America Organization. . III. PRESENTATION AND ANALYSIS OF THE RESULTS. . . Teacher Sample. . . . . . . . . . . . . . . Concepts on Which Teachers in West Virginia and Teachers in the North Atlantic Region Showed Significant Differences. . . . . . Concepts on Which Teachers in West Virginia and Teachers in the North Atlantic Region Showed no Significant Differences . . . . Membership. . . . . . . . . . . . . . . Activities. . . . . . . . . . . . . . . Adviser-member relationships. . . . . . Relationship of local chapter to state and national organizations. . . . . . Chapter meetings. . . . . . . . . . . . General . . . . . . . . . . . . . . . . Student Sample. . . . . . . . . . . . . . . iv PAGE CHAPTER PA”E Concepts on Which Teachers in West Virginia and Students in West Virginia Showed Very Significant Differences . . . . . . . . . . 48 Concepts on Which Teachers in West Virginia and Students in West Virginia Showed Significant Differences . . . . . . . . . . 64 Concepts on Jhich Teachers in West Virginia and Students in West Virginia Showed no Significant Differences . . . . . . . . . . 73 Membership. . . . . . . . . . . . . . . . 74 Activities of the FFA . . . . . . . . . . 74 Adviser-member relationship . . . . . . . 75 Relationship of local chapter to state and national organization . . . . . . . 76 Chapter meetings. . . . . . . . . . . . . 77 General . . . . . . . . . . . . . . . . . 78 IV. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . 81 Summary of Teacher Attitude to FFA Concepts . 81 Summary of Student Attitude to FFA Concepts . 84 Conclusions . . . . . . . . . . . . . . . . . 87 Implications of the Study . . . . . . . . . . 89 Suggestions for Future Studies. . . . . . . . 92 SELECTED BIBLIOGRAPHY . . . . . . . . . . . . . . . . . 94 APPENDIX A. Attitude Inventory . . . . . . . . . . . . lOl APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX List of Jury Members . . . . . . . . ... Letter to Teachers in West Virginia. . . Letter to Teachers in North Atlantic Region . . . . . . . . . . . . . . . . Response of Teachers in West Virginia to the Attitude Inventory . . . . . . . . Response of Teachers in the North Atlantic Region to the Attitude Inventory. . . . . . . . . . . . . . . Table of Chi Squares-—Teachers vs. Teachers Response to the Attitude Inventory. . . . . . . . . . . . . . . Responses of Students in West Virginia to the Attitude Inventory. . . . . . . Table of Chi Squares--Teachers vs. Student Response hi West Virginia to the Attitude Inventory . . . . . . . . Scores on Test--Retest to Teachers in West Virginia. . . . . . . . . . . . . Scores on Test-—Retest to Students in West Virginia. . . . . . . . . . . . . List of High Schools in West Virginia from which Teachers Cooperated in the StUdYO O O O O O O O O O O O O O O O 0 vi PAGE 108 109 110 lll 112 113 114 115 116 117 118 vii PAGE APPENDIX M. List of High Schools by States in the North Atlantic Region from which Teachers Cooperated in the Study . . . 119 APPENDIX N. List of High Schools in West Virginia from which Students Cooperated in the StUdy... O O O O O O O O O O O O 0 l2]- TABLE I. II. III. IV. VI. VII. VIII. LIST OF TABLES Comparison of Sample and Unsampled Student Groups on Year in High School . . . . . . . Comparison of Sample and Unsampled Student Groups on Year in FFA . . . . . . . . . . . Number of Years of Teaching Experience of Sample and Unsampled Groups of Teachers . . Degrees Held by Sample and Unsampled Groups of Teachers . . . . . . . . . . . . . . . . Former Membership in the FFA by Sample and Unsampled Group of Teachers . . . . . . . . Response of Teachers in West Virginia and Teachers in The North Atlantic Region to the Concept, “Officers of local chapters should be regularly enrolled in high school" Response of Teachers in West Virginia and Teachers in The North Atlantic Region to the Concept, "The EPA chapter should sponsor recreational activities for its members“. . Response of Teachers in West Virginia and Teachers in The North Atlantic Region to the Concept, “All activities of the vocational agriculture department should be publicized through the FFA organization".. . . . . . . PAGE 12 13 14 15 16 . 38 39 4O TABLE IX. XI. XII. XIII. Response of Teachers in West Virginia and Teachers in The North Atlantic Region to the Concept, "Regular FFA meetings should be held at a time that does not conflict wiU1 other classes" . . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, I'Membership in the FFA should be voluntaryi Response of Teachers in West Virginia and Students in West Virginia to the Concept, “Membership should be open to both boys and girls“. . . . . . . . . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "Membership should be limited to those en- rolled in vocational agriculture in the public secondary school“. . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, “Active membership should be continued until age 21 or 3 years after graduation from high school, whichever is longer". . . . . . . . ix PAGE 41 49 5O 51 52 TABLE XIV. XV. XVI. XVII. XVIII. Response of Teachers in West Virginia and Students in West Virginia to the Concept, "Officers of local chapters should be regularly enrolled in high school". . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The vocational agriculture teacher should act in an advisory capacity only" . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The activities of the local chapter should be in harmony with the policies of the local school" . . . . . . . . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The activities of the local chapter should be in harmony with those of the national organization“ . . . . . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, “The FFA chapter should confine its money raising activities to those of an agri- cultural character“ . . . . . . . . . . . . PAGE 53 53 54 55 56 TABLE XIX. XX. XXI. XXII. XXIII. XXIV. Response of Teachers in West Virginia and Students in West Virginia to the Concept, "All FFA activities should be confined to the local level“. . . . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The FFA chapter should cooperate with other school organizations“ . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, “All activities of the vocational agri- culture department should be publicized through the FFA organization“ . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "District, state and national activities should be encouraged" . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, “FFA Awards should be based on progress and achievement in a selected activity“ . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, “Time for planning FFA activities should be taken during vocational agriculture ckmmes" xi PAGE 57 58 58 59 6O 61 TABLE XXV. XXVI. XXVII. XXVIII. XXIX. Response of Teachers in West Virginia and Students in West Virginia to the Concepts, "Regular class time should be used for FFA activities“ . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The local chapter should have the right to prescribe its own qualifications for membership” . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The national organization should determine the number of American Farmer degrees to award". . . . . . . . . . . . Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The activities of the FFA chapter should be carried out by the students, with advice from the vocational agriculture teacher". Response of Teachers in West Virginia and Students in West Virginia to the Concept, “The vocational agriculture teacher should carry out those activities in which members are likely to do a poor job". xii PAGE 62 63 64 67 XXXI . XXXII. XXXIII. XXXIV. xiii PAGE Response of Teachers in West Virginia and Stu- dents in West Virginia to the Concept, "The vocational Agriculture teacher should have the right to forbid activities to which he is opposed" . . . . . . . . . . . . . . . . . 67 Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The FFA chapter should sponsor cooperative buying and selling“ . . . . . . . . . . . . . 68 Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The FFA chapter should cooperate with the 4-H Club organization in community activities" . . . . . . . . . . . . . . . . . 69 Response of Teachers in West Virginia and Students in West Virginia to the Concept, "All publicity should be directed to the individual FFA member or to the chapter". . . 70 Response of Teachers in West Virginia and Students in West Virginia to the Concept, "Awards should be designed to provide additional education" . . . . . . . . . . . . 71 TABLE PAGE XXXV. Response of Teachers in West Virginia and Students in West Virginia to the Concept, "FFA members should devote additional time to carrying out chapter activities (in addition to regularly scheduled vocational agriculture class)" . . . . . . . . . . . . . 72 XXXVI. Response of Teachers in West Virginia and Students in West Virginia to the Concept, "The national convention should be restricted to official state delegates". . . . . . . . . 73 CHAPTER I THE PROBLEM AND METHOD This has been a study of the attitudes of teachers of agriculture and students of agriculture to the role of the Future Farmers of America organization in vocational agriculture. The Problem. The problem may be stated in question form as follow: What are the significant differences in atti- tude of teachers of vocational agriculture and students of vocational agriculture to selected concepts of the role of the Future Farmers of America organization in vocational agriculture? It will be the purpose of this study (1) to compare the attitudes of teachers of agriculture in West Virginia to those of selected teachers of agriculture in the North Atlantic Region, and (2) to compare the attitudes of teachers of agriculture in West Virginia to those of students of agriculture in West Virginia to these concepts. Hypothesis. Based on the experiences and observations of the investigator, the hypothesis is made that there are differences in the attitudes of teachers of agriculture and students of agriculture to the role of the Future Farmer of America organization in vocational agriculture; It is felt that these differences exist among groups of teachers, and are even more pronounced between groups of teachers and students. If this is true, then it is felt that a comparison of these differences would be of value to an understanding of the role of the FFA organization as it operates within the framework of the vocational education in agriculture program. Future Farmers of America Organization. The Future Farmers of America is an organization of students enrolled in vocational agriculture in the public secondary schools of the United States, Hawaii, and Puerto Rico. The organ- ization, commonly called the FFA, is a part of the local high school program in vocational agriculture. According to the provisions of the National Vocational Acts, it is an intra-curricular part of the instruction. The local group is known as a chapter, with the vocational agricul- ture teacher designated as the adult adviser. The organ- ization is boy-controlled and operated by a set of student officers, with the advice of the local teacher of voca- tional agriculture. Within each of the forty-eight states, Hawaii, and Puerto Rico are chartered state associations. On the national level, the organization is governed by a board of student officers with the advice of a board of adult directors. The national headquarters are in the U. S. Office of Education, Department of Health, Education, and Welfare, Washington, D. C. According to the official manual of the organiza- tion, the primary aim of the Future Farmers of America is the development of agricultural leadership, cooperation, and citizenship.1 More specific purposes are listed as follow:2 1. 9. 10. To develop competent, aggressive, rural and agricul- tural leadership. To create and nurture a love of country life. To strengthen the confidence of farm boys and young men in themselves and their work. To create more interest in the intelligent choice of farming occupations. To encourage members in the development of individual farming programs and establishment in farming. To encourage members to improve the farm home and its surroundings. To participate in worthy undertakings for the improve- ment of agriculture. To develop character, train for useful citizenship, and foster patriotism. To participate in cooperative effort. To encourage and practice thrift. 1Official Manual. Future Farmer of America Organ- ization, Washington, D. C., 1957, p. 12. 21bid., p. e. 11. To encourage improvement in agriculture. 12. To provide and encourage the development of organized rural recreational activities. The official act incorporating the Future Farmers of America in the Slst Congress state as follow:3 Sec. 3. The objects and purposes of the corporation shall be-- (1) to create, foster, and assist subsidiary chapters composed of students and former students of vocational agriculture in public schools qualifying for Federal reimbursement under the Smith-Hughes Vocational Act or the Vocational Education Act of 1947 (Public Law 347, Sixty-fourth Congress, and Public Law 586, Seventy- ninth Congress), and associations of such chapters in the several States and Territories of the United States; (2) to develop character, train for useful citizenship, and foster patriotism, and thereby to develop competent, aggressive rural and agricultural leadership; (3) to create and nurture a love of country life by en- couraging members to improve the farm home and its sur- roundings, to develop organized rural recreational activities, and to create more interest in the intel- ligent choice of farming occupations; (4) to encourage the practice of thrift; (5) to procure for the distribution to State associa- tions, local chapters, and members all official Future Farmers of America supplies and equipment; (6) to publish an official magazine and other publica- tions for the members of the corporation; (7) to strengthen the confidence of farm boys and young men in themselves and their work, to encourage members in the development of individual farming programs, and to promote their permanent establishment in farming by (a) encouraging improvement in scholarship; (b) providing 3Public Law 740, 8lst Congress, 8. 2868, Sec. 3. prizes and awards to deserving students who have achieved distinction in vocational agriculture, in- cluding farm mechanics activities on a local, state, or national basis; and (c) assisting financially, through loans or grants, deserving students in all- day vocational agriculture classes and young farmers under thirty years of age who were former students in all-day vocational agriculture classes in becoming satisfactorily established in a farming occupation; and (8) to cooperate with others, including state boards of vocational education, in accomplishing the above purposes; and to engage in such activities, consistent with the foregoing purposes, determined by the govern- ing body to be for the best interests of the corpora- tion. Under provisions of the Vocational Education Act of 1946,4 the Future Farmers of America was recognized as an integral part of the instructional program in vocational agriculture. Federal funds were officially recognized as being available for use in carrying out local, state, and national activities. This was further implemented in 1955 by a publication from the United States Department of Health, Education, and Welfare.5 One of the seven major objectives listed in this publication was to participate in rural leadership activities which had reference to the Future Farmers of America. Importance of the Study. The Future Farmers of America 4Public Law 586, 79th Congress, 8. 619, Sec. 3, 1. 5Educational Objectives In Vocational Agriculture. Vocational Division Monograph No. 21, Revised 1955, U: S. Department of Health, Education, and Welfare, Washington, D. C., p. 4. was organized on the national level in 1928.6 Organiza- tions on the state level preceded the national organiza- tion in many states, with the parent organization being patterned after the Future Farmers of Virginia. The organization in West Virginia was the twelfth to be ad- mitted to the national group.7 Since more than a quarter of a century has elapsed from the time the organization was formed in West Virginia, several significant facts stand out. The membership has increased from 518 in 1929 to 5,485 in 1955. A study by Hill8 showed that teachers in West Virginia spent 9.0 per cent of their class time in activities of the organization. Combined with other class activities, they comprised 50.0 per cent of the total time of teachers of agriculture. Sweany,9 in a study in Michigan, found that teachers of agriculture were spending 1.7 hours per week in FFA activities outside the regular 6Agricultural Education Magazine, Vol. I, No. 1, January 1929, p. 8-9. 7Official Manual, Future Farmers of America Organ- ization, Washington, D. C., 1957. 8C. W. Hill, “Time Used for Professional Activities by Vocational Agriculture Teachers in West Virginia--l947- 48'. Unpublished doctor's thesis, Cornell University, Ithaca, 1949, 413 p. 9H. P. Sweany, "Use of Time by Teachers of Voca- tional Agriculture in Michigan“. Department of Vocational Education, Michigan State College, East Lansing, 1945. 48 p. 7 school day. Taubertlo found that teachers of agriculture in West Virginia used 22.97 per cent of their travel funds in working with FFA activities. Meaders,ll in a comprehensive historical review covering the period of 1836 to 1954, found that a national organization of farm boys was advocated long before the FFA was founded. Some leaders in the period from 1905-13 felt that an organization should be established outside the school. Following this, emphasis was given to estab- lishing clubs or organizations as a part of the agricultural education program. However, the leadership for such an organization did not crystallize until the founding of the FFA in 1928. Additional studies and articles in professional journals indicate the following points with regard to the importance of this aspect of the program of vocational education in agriculture. 1. A considerable amount of the time of the teacher of voca- tional agriculture is devoted to the FFA organization. loReno L. Taubert, I'Travel and Its Use in Conducting the Vocational Agriculture Program in West Virginia" , Un- published Master' 5 thesis, West Virginia University, Morgan- town, 1953,70 p. llOtis Donald Meaders, "Practices Advocated by Se- lected National Agencies and Organizations for Implementing Local Programs of Vocational Agriculture, 1836-1954'. Un- published Doctor‘s thesis, Michigan State University, East Lansing, 1957. 2. Many different types of activities are engaged in by FFA chapters. 3. Teachers of agriculture indicate in their writings in profeSsional journals that they are concerned about the amount of time necessary to carry out FFA activities. 4. Literature on the subject is limited largely to personal experiences of teachers of agriculture in regard to FFA activities. 5. The role of the FFA organization has not been clearly defined in the literature in professional journals. 6. The attitude of boy members of the organization has not been determined in studies to date. Definition of Terms. For the purposes of this study, the following definitions are assumed to be pertinent and rela- tive. Attitude. A person's position or bearing which shows his feeling on a given matter. As adapted from Thurstone,l2 this conceives attitude as being the sum total of a respondent's inclinations and feelings, preju- dices or biases, preconceived notions, ideas, fears, and convictions. Future Farmers of America Organization. The l2Louis L. Thurstone, The Measurement of Attitude, The University of Chicago Press, Chicago, 1929. p. 6. national organization of students studying vocational agriculture, commonly called the FFA. Chapter. The organization of Future Farmers of America in the local high school. High School Students. The students who are regu- larly enrolled for instruction in vocational agriculture in the public secondary schools. Secondary School. The public schools offering in- struction from the 9th through 12th grades. Vocational Agriculture. The instruction in agri- culture in the local high school under provisions of the National Vocational Acts. Adviser. The local teacher of vocational agri- culture in the public secondary schools. State Association. The organization of local chap- ters combining to form a state organization. National Organization. The organization of state associations combining on a national level to form the national organization. PLANNING THE STUDY Preparing the Attitude Inventory.l3 A review of the liter- ature pertaining to the Future Farmers of America organtuflidi 13See Appendix A. Attitude Inventory. 10 was made. This included a complete review of articles appearing in The Agricultural Education Magazine from Volume 1, No. l, in November 1928, to Volume XXVII, No. 12, June 1955, inclusive. In addition, the official manual of the Future Farmers of America organization was reviewed with refer- ence to practices and policies currently in effect in the organization. This publication contains the constitution and by-laws under which the organization operates. Select- ed state FFA organizations were also contacted to secure copies of statements of policies used in the operation of the organization in those states. A list of eighty-eight concepts based on these readings wast then prepared and submitted to the jury14 of agricultural education leaders in the United States. The jury members were asked to evaluate the concepts as regards (l) clarity, and (2) identification to the problem being studied. Concepts on which three or more jury members expressed negative evaluations with regard to these two points were deleted from the inventory. This left sixty-six concepts meeting with the approval of the jury. The instrument was then submitted to the investigator's Guidance Committee for evaluation. Additional concepts were deleted and revi- sions made in the remaining concepts. The final instrument 14See Appendix B. List of Jury Members. 11 contained fifty-four concepts which covered the major areas of the FFA organization. It was then prepared in the form of an Attitude Inventory with the respondents to indicate their feeling toward the concepts on a five point scale, ranging from Strongly Agree to Agree to Undecided to Dis- agree to Strongly Disagree. Sampling Students to Use in the Study. One hundred and four high schools in West Virginia offered instruction in vocational agriculture during the 1955-56 school year. The decision was made to take a 20 per cent sampling of secondary schools in West Virginia in which vocational agriculture was taught and a local chapter of Future Farm- ers was chartered and active. It was further decided to use the students enrolled in the third and fourth year of vocational agriculture since they would have a minimum of two years experience in the FFA organization. This gave a population of 1574 students. A 20 per cent random sam- pling of the 104 schools was made. The schools were given a number and drawn from a hat. The first 21 schools drawn were used in the sample. This resulted in a population of 264 students who were enrolled in vocational agriculture. All twenty-one schools Participated in the study with 247 students completing the instrument. Seventeen students, or 6.4 per cent, were absent on the day the instrument was 12 completed. This gave 93.6 per cent as completing the instrument. Characteristics of the Student Sample. The characteristics of the student sample in comparison with the unsampled group of students on the basis of year in high school is given in Table I. TABLE I COMPARISON OF SAMPLE AND UNSAMPLED STUDENT GROUPS ON YEAR IN HIGH SCHOOL* Sample Group Unsampled Group Total Number Characteristic Number Per cent Number Per cent ' Year in High School-3rd. 157 63.5 847 64.7 1004 Year in High School-4th. 90 36.5 463 35.3 553 Unknown (17) -- 0 -- (l7) Sub-total 264 -- 1310 -- 1574 * Figures based on the Annual Report of the State Supervisor of Agricultural Education, State Board of Education, Charleston, West Virginia, 1956. It can be readily observed, on a percentage basis, that the sample and unsampled group were comprised of about the same percentage of third and fourth year students. No differences exist on this characteristic between the two groups of students. 13 An analysis of the student population with refer- ence to year in the FFA organization is presented in Table II. TABLE II COMPARISON OF SAMPLE AND UNSAMPLED STUDENT GROUPS 0N YEAR IN FFA* . Sample Group Unsampled Group Total Characteristic Number Per cent Number Per cent Number Year in FFA-3rd. 140 56.7 752 57.4 892 Year in FFA-4th. 107 43.3 558 42.6 665 Unknown (17) -- O -- (l7) Sub-total 264 -- 1310 -- 1574 * Figures based on the Annual Report of the State Supervisor of Agricultural Education, State Board of Education, Charleston, West Virginia, 1956. By observing Table II, it can readily be seen that very little differences exist between the two groups of students on the characteristic of year of membership in the FFA. On the basis of these two characteristics, it is concluded that the student sample used in the study repre- sents a true sample of the student population. Sampling Teachers in West Virginia to Use in the Study. A random sample of 50 per cent of the secondary schools in West Virginia in which vocational agriculture was taught l4 constituted the sample. With a universe of 104 schools this gave 52 schools, with a total of 54 teachers. Again, each school in the state was given a number with the sample drawn from a hat. The advisers in all but one school com- pleted the instrument, or 98.1 per cent. Characteristics of the Teacher Population in West Virginia. The teachers in the sample and unsampled group had the fol- lowing characteristics with regard to years of teaching experience. TABLE III NUMBER OF YEARS OF TEACHING EXPERIENCE OF SAMPLE AND UNSAMPLED GROUPS OF TEACHERS* Number of Sample Unsampled Years Experience Group Group 1 year or less 3 5 2 to 5 years 3 5 6 to 10 years . 21 16 11 to 15 years 7 6 16 to 20 years 7 6 21 to 25 years 2 5 26 or more years 11 11 Total 54 54 Average No. years exp. 13.53 12.92 Median years of exp. 10.00 11.00 * Figures based on the Annual Report of the State Supervisor of Agricultural Education, State Board of Education, Charleston, West Virginia. 1956. 15 Although some differences exist with reference to number of years of teaching experience between the sample and unsampled group, the average number of years and median years of experience are quite comparable. The degrees held by the sample and unsampled groups of teachers are presented in Table IV. TABLE IV DEGREES HELD BY SAMPLE AND UNSAMPLED GROUPS OF TEACHERS* Degree Sample Group Unsampled Group 8.8. Degree in Agriculture 24 25 M.S. or M.A. Degree 30 29 Total 54 54 * Figures based on the Annual Report of the State Super- visor of Agricultural Education, State Board of Educa- tion, Charleston, W. Va. 1956. A very close relationship exists between the sample and unsampled groups of teachers with reference to the kind of degrees held. A comparison of teacher groups on the characteristic of former membership in the FFA organization should also help to identify the two groups. Table V presents these data. 16 TABLE V FORMER MEMBERSHIP IN THE FFA BY SAMPLE AND UNSAMPLED GROUPS OF TEACHERS* Characteristic Sample Group Unsampled Group Yes No Yes No Membership in FFA 17 37 19 35 Sub-totals 54 54 * Figures based on the Annual Report of the State Super- visor of Agricultural Education, State Board of Educa- tion, Charleston, W. Va. 1956. Again, very slight difference exists with regard to former membership in the FFA by the sample and unsampled grOUps of teachers. Based on these three characteristics, it is concluded that the sample group represents a true sample of the teacher universe. Sampling Teachers in the North Atlantic Region. The North Atlantic Region is composed of the following states: Con- necticut, Delaware, Whine, Lhryland, hassachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, and West Virginia. Since West Virginia was already being used in the study, a sampling of the remaining states was taken. The names of the remaining states were put in a hat and drawn out. This resulted in Delaware, fibryland, New Hampshire, New Jersey, and Vermont being chosen. A 20 17 per cent sampling of teachers, with the numbers drawn from a hat was taken. This gave a population of 39 teachers of whom 37 responded to the instrument, or 94.8 per cent. No attempt was made to determine the characteristics of the teacher group in the region. CONDUCTING THE STUDY Securing Student Responses to the Attitude Inventory. A visit was made to each vocational agriculture teacher in the schools selected. The purposes of the instrument and the proposed study were outlined. Each teacher had the choice of participating or not participating in the study with his students. All chose to cooperate. Arrangements were then made for a follow-up visit to the vocational agriculture department to administer the attitude inven- tory to third and fourth year students. In nearly every case, these students were enrolled in the same vocational agriculture class where the third and fourth year programs are alternated by years. Approximately one hour or one school period was devoted to completing the instrument. Conditions under which the instrument were completed were identical for all students in a given school. Students who were absent or otherwise not in class did not complete the instrument. Students were given the same instructions for completing the instrument in all schools. The 18 investigator was introduced by the teacher and then pre- sented the instrument. This pattern was followed in 19 of the 21 schools. In two schools, it was impossible to make arrangements for the investigator to be present. A conference was held with these two teachers who, in turn, presented the instrument to their students at a later date, under conditions similar to those in the other schools. Securing Teacher Regponse to the Inventory. Each teacher in West Virginia who was randomly chosen to cooperate in 15 or by personal contact the study was invited by letter to participate in the study. Each teacher was asked to complete the attitude inventory and return it in an en- closed stamped envelope. One follow-up letter was written to teachers and personal contacts were made when the in- vestigator was in the field. Fifty-three of the fifty- four teachers in the sample completed the instrument. Teachers in the North Atlantic Region were also invited by letter to participate in the study.16 A second letter with a personal appeal was written to those teach- ers who had not returned the instrument. No teacher was asked to sign his name. Postmarks were used as the basis for determining whether or not the instrument was returned. 15. See Appendix C. 16. See Appendix D. 19 State supervisors of agricultural education were contacted. prior to the study and permission was granted to send the instrument to the teachers in the various states. Thirty- seven of the thirty-nine teachers in the five states random- ly chosen complmed the instrument. Testing the Attitude Inventory. The jury technique was used in checking the validity of the attitude inventory. A prepared list of concepts weas submitted for evaluation. Jury members were asked to give their opinion as to whether or not the various items were clear in expression and if they were relevant to the problem under study. Items which were marked as being questionable or irrelevant by three or more jury members were deleted from the inventory. Re- visions were made in the wording of others that remained in the study. The final subjective validation was made by members of the writer's Guidance Committee. The reliability of the inventory was determined by a retest after a time lapse of six to eight months.17 Eleven of the fifty-three teachers in West Virginia com- pleted the retest. Total scores on each item of the atti- tude inventory were correlated on a group basis. The correlation coefficient on the two sets of scores was 17See Appendix J for scores on test-retest of teach- ers in West Virginia. 20 +.997, with an 7 value of 10.69 and 7 value of 10.54. On this basis, it is concluded that the inventory was reliable. Forty-four students from four of the twenty-one high schools in West Virginia also submitted to a retest.18 The correlation coefficient for the group was + .979, with an X value of 26.59 and 7 value of 27.22. It is felt that these results showed the inventory to be very highly reli- able. According to Kellygga correlation coefficient of .90 is necessary for evaluating differences in the level of group accomplishments, where two or more measures or tests are made. Both of these correlations surpass this level. Limitations of the Study. This study was confined to the public high schools of West Virginia which offered instruc- tion in vocational agriculture and had an active chapter of Future Farmers of America during the school year 1955- 1956. Selected teachers in West Virginia and in the North Atlantic Region were used as a basis for comparison. It was further limited to determining the attitude of selected advanced students who were enrolled for the third and 18See Appendix K for scores on test-retest of stu- dents in West Virginia.‘ 19Truman L. Kelly. Interpretation of Educational Measurements, World Book Company, N. Y., 1927, p. 84. 21 fourth year of instruction in vocational agriculture. The study is limited by the experiences and training received by these students in the Future Farmers of America organ- ization. The attitudes expressed by teachers were limited based on their experience and training in working with the Future Farmers of America organization. Assumptions. The following assumptions were made with respect to the study: 1. That the FFA organization should be an integral part of the vocational agriculture program in the public second- ary schools. 2. That the activities of the FFA organization must be in harmony with the vocational agriculture program. 3. That the FFA must be in harmony with the local objec- tives in the secondary school. 4. That the proper role of the FFA organization is yet to be determined. Organization of the Remainder of the Report. The second chapter of the report will contain the Review of Litera- ture. This chapter will emphasize those studies dealing with attitude inventories and previous studies on attitudes as they relate to Future Farmers of America and vocational agriculture. 22 Chapter III will present the findings of the study with reference to student and teacher attitude to the role of the FFA in vocational agriculture. Emphasis will be placed on those concepts in which student and teacher atti- tude are significantly different. Chapter IV will present the summary and conclusions based on the data obtained from all three groups. It will also present the implications of this study with sugges- tions for future research in this area. The Bibliography and Appendix will conclude the manuscript. CHAPTER II REVIEW OF LITERATURE This chapter presents a review of selected litera- ture related to the study undertaken. The literature reviewed included those studies relating to attitude re- search and to the Future Farmers of American organization as a component part of the program of instruction in voca- tional agriculture. No attempt has been made to include a large number of studies in this review of literature. Rather, it has been the aim to include those studies which have laid the foundation for attitude research. The pur- pose of this chapter is to present a basis for this type of research work. Studies on attitude research and studies in agricultural education have been included which have bearing on the problem under study. Literature on Attitude Inventories. One of the first 1 in 1929. studies on attitude research was by Thurstone He developed an attitude scale which consisted of a series of statements of opinions each of which is allocated to a particular point on a base line. According to Thurstone, 1L. L. Thurstone and E. J. Chave. The Measurement of Attitudes, The University of Chicago Press, Chicago, Illinois, 1929, pp. 16-17. 24 if enough statements are made, it is possible to select a list of forty or fifty opinions so chosen that they repre- sent an evenly graduated series of opinions of attitudes. A scale could then be constructed with a series of opin- ions allocated along this base line. Thurstone2 thus con- ceived of attitude in the singular as being a point on the scale and a broader concept of an attitude to be represent- ed by an area along the scale. The attitude thus measured ~was not considered as an enduring or constitutional con- stant. In other words, attitudes are transitory and may be different upon a second measurement. This early work by Thurstone removed much doubt about the use of opinions as indices of attitude. Likert,3 in 1932, modified the Thurstone procedure for construction of attitude scales by introducing a system of arbitrarily assigning values to the attitude scale. He also used the technique of measuring interval consistency in the selection of items and applied the split-half test to determine the reliability of the scale. This simpler method resulted in the assignment of consecutive numerical values to the different alternatives. This also simplified the sampling by reducing the size of the population neces- sary to yield statistically sound data. 2Ibid., p. 17. 3Rensis Likert. A Technique For The Measurement of Attitudes, Archives of Psychology, V01. XXII, No. 140, p. 42. F65. 1932. 25 Droba4 followed in l932 with a publication summar- izing the several methods of attitude measurement. The strong and weak points of the various methods were listed. He felt the Case Method was not accurate nor did it lend itself to quantitative analysis. In this method a person is asked to make a written statement of his attitude toward some object, which in turn is evaluated by the investigator or judges who decide whether it is favorable or unfavorable. The second method given was Relative Ranking which was described by Droba as follows: In this method the decision of the subject about an indicator is relative to another indicator. The subject may be asked to arrange in order of merit, occupations or nationalities so that each occupa- tion is relative to another occupation and each nation- ality to another nationality. The same procedure can be applied to statements expressing attitudes toward ' certain topics.5 The Graphic Rating Scale was described as the measurement of attitudes along a line with the steps representing the various degrees of attitude as indicated by words, numbers, or phrases. Two types of graphic rating scales may be distinguished: The self-rating type in which the subject marks his own attitude on a line, and the 'rating by others' type in which a person's attitudes are rated by others.6 4D. D. Droba. iethods of MeasuringAAttitudes, Psychological Bulletin, 29: 309-23, May, 1932. 51bid., p. 312. 61bid., p. 313. 26 A last method of measuring attitude was by equal appearing intervals.7 This permits a distribution of attitudes along a linear scale but is considered to be impractical in most cases. Young,8 in a similar report, suggests that it is permissible to use parts of several techniques in the con- struction of an attitude scale. He mentions the types of attitude scales reported by Droba and adds the Gutman tech- nique as still another type. A variation in the procedure of making attitude 'scales was suggested by Remmers.9 This type of scale could be used in many types of situations by simple adjustments in wording. He felt that attitude scales could be developed to measure disciplinary procedure, homemaking activity, institutions, vocations, play, occupations, and individual or group morale. The advantage outlined here was that any person could make use of an attitude scale and need not be expert in the preparation of such scale. 10 Sletto, in 1937, studied the reliability of 71bid., p. 313. 8Pauline V. Young. Scientific Social Surveys and Research, Prentice-Hall, Inc., New York, 1949. p. 349. 9H. H. Remmers. Studies in Attitude -- A Contribu- tion to Social Psychological Research Methods. Bulletin of Purdue University, Lafayette, Ind.,Vol. XXXV, No. 4, Dec. 1934. p. 3. 10Raymond F. Sletto. Construction of Personality 27 personality scales by the criterion of internal consist- ency. He analyzed the results of six tests administered to high school teachers, university teachers, and to em- ployed and unemployed persons which were designed to measure morale. The discriminative value of an item was found by determining if the differentiation yielded by an item was consistent in direction with that yielded by total score. Another summary in regard to attitude measurement was made by Rickerll in 1943. He stated: A consideration of the scales now in use reveals that there are two chief methods of scale construction. The first method is termed the empirical technique. Here the units which comprise the scale are experi- mentally determined by using well-established psycho- physical methodology. The second technique is the logical method. The scale categories of the logical scale are not derived empirically, but are assigned arbitrarily by the experimenter. Since logical scale construction does not require the great expenditure of time and effort that attends the construction of an empirical scale, logical scales are popular in attitude research, although very little data have been presented in the literature which compare the results obtained by the two methods. It is well established that attitudes do not exist alone and separate from other attitudes. In fact the rela- tionships of one attitude to another is that of close Scales by the Criterion of Internal Consistency. The Socio- logical Press, Hanover, N. H. 1937. llBritten L. Ricker. "A Comparison of the Methods Used in Attitude Research." Unpublished Doctor's disserta- tion, Princeton Univ., Princeton, N. J. 1943. 28 association. Cattelll2 spoke of this as being component attitudes or sentiments which express a single course of action in response to a single situation and the total sentiments which are formed by several courses of actions. Gutman13 refined his technique in 1947 and it be- came known as the Cornell Technique. It is a statistical method which is based upon the ranking of individuals on a scale, with a high degree of discrimination. The persons rank on the scale indicates how he responded to the items. A scaleogram approach is used which requires pre-testing with a population of at least 100 individuals. Gutman further stated that this required fewer items in the final scale than did other procedures. Loomisl4 developed an instrument to measure attitude of county agents in Michigan using several techniques. Certain sections required rankings, others checking on a five-point scale, and one required open-end statements. The results were given in terms of frequency and weighted rank score. lZRaymond L. Cattell. The Ergis Theory of Attitude and Sentiment Nbasurement. Educational and PsychologicaTi Measurement,'Vol. 7, 1947, p. 221. l3Louis Gutman. The Cornell Technique for Scale and Intensity-Analysis, Education and Psychological Nbasurement. V61. X11, pp. 247-2790 14Charles P. Loomis. Studies in Applied and Theo- retical Social Science. Nfichigan State College Press, East Lansing, Nfich. 1950. 29 Walters15 spoke of attitude measurement by saying it is necessary to know whether the attitude is favorable or unfavorable, how clearly the subject holds the attitude, and whether conflicting attitudes are held if behavior is to be predicted. These studies point up very clearly the basis for attitude research. The development of acceptable scales or inventories was demonstrated by early investigators. Later studies adapted these basic scales or inventories as a valid manner of determining the attitudes held by a representative sample of the total group. Literature on Vocational Agriculture and Future Farmers of America Organization. Much of the research in agricultural education, with respect to the Future Farmer of America organization, has dealt with specific activities or with the evaluation of the organization with reference to these activities. However, selected studies have dealt with some phase of attitude measurement as it relates to voca- tional agriculture and the FFA organization. One of the early studies in Agricultural Education in which attitudes figured prominently was by Floyd.16 l5Otis M. Walters, Jr. The Improvement of Attitude Bééggggfl. Journal of Social Psychology, 1951, p. 143. Vol.24. 16Arthur Floyd. "The Attitude of Negro Vocational 30 He studied the attitude of boys enrolled in vocational agriculture and of girls enrolled in home economics. A questionnaire was used with 450 boys and 375 girls. He found that slightly over 50 per cent of both grOUps were satisfied with country life. On the basis of the study suggested changes in the curriculum were made. Cromer,l7 in 1931, used the Thurstone technique to measure the attitude of vocational agriculture teachers. An attitude scale was constructed containing one hundred and fifty items with each item given a scale rating. The attitude of the teacher was determined by the relative weighting of the total items. The relationship between choice of farming as a vocation and measured attitude toward farming was studied by Henderson.l8 A jury was used to determine factors in- fluencing the choice of farming as a vocation and a modified Agriculture and Home Economics PUpils Toward Farming as a Factor Affecting the Program of Agricultural Education”. Unpublished Master's thesis, Cornell University, Ithaca, New York. 1929. 17Samuel S. Cromer. "Development of a Scale for Measuring the Professional Attitude of a Teacher of Voca- tional Education in Agriculture". Unpublished Doctor‘s thesis, Cornell University, Ithaca, New York. 1931. 18Howard C. Henderson. "The Relationship Between Certain Factors Affecting the Choice of Farming as a Voca- tionard Nbasured Attitude Toward Farming". Unpublished Master's thesis, Purdue University, West Lafayette, Ind., 1934. 31 Cromer scale was used to measure attitude toward farming. A positive relationship was found to exist. Elliott19 tested the validity of the Cromer-Young scale for measuring the attitude of boys in vocational agriculture toward farming. Five criteria were used as a basis for correlations. He found that the scale measured what it proposed to measure and could be used with consid- erable success in measuring the attitudes of boys toward farming as a vocation. Using an attitude scale developed by Wert of Iowa State, Vickerstaffzo measured the attitude of 2000 boys toward farming. The scale showed that boys with experi- ence in agriculture in high school, in 4-H Club work, or by living on a farm, had a more favorable attitude toward farming. 21 prepared a list of statements designed to Myster measure the attitude of students toward farming. A posi- tive score on the composite items represented a favorable l901ayton H. Elliott. fiDetermining the Validity of the Cromer-Young Farming Attitude Scale“. Unpublished Master's thesis, Purdue University, West Lafayette, Indiana. 1934. 20Sylvester G. Vickerstaff. I'The Attitude of High School Boys Toward Farming“. Unpublished Master's thesis, Iowa State College, Ames, Iowa. 1942. 21Alonzo M. Myster. "Construction and Validation of A Scale For the Measurement of Attitude Toward Farming". Unpublished Doctor's thesis, Iowa State College, Ames, Iowa. 1943. 32 attitude toward farming. The scale was administered to a large number of students and was found to be a reliable index in measuring the attitudes of high school students toward farming. The Minnesota Teacher Attitude Inventory was used by Stevens22 to study the qualities needed by supervising teachers in agriculture. He measured the attitude of these teachers toward the interpersonal relations of teachers to pupils and compared them with a random sample of vocational agriculture teachers in Minnesota. He found that the supervising teachers were superior to other teachers from the standpoint of inter-personal relations, which provided a situation for student-teacher training superior to that found in the random sample of teachers. Woodhull,23 studied the attitudes of teachers, ad- ministrators, and supervisors toward the development of the program of vocational education in agriculture. He prepared a list of concepts with an accompanying five point scale to measure attitude. He found that there was a 22Glen Z. Stevens. "Factors Involved in the Selec- tion of Supervising Teachers of Vocational Agriculture in Minnesota“. Unpublished Doctor's thesis, University of Nfinnesota, Minneapolis. 1952. 23James Edward Woodhull. "A Comparison of the Atti- tude of Teachers and Their Supervisors Toward the Future Development of the Program of Vocational Education in Agri- culture”. Unpublished Doctor's thesis, Pennsylvania State College, State College, Pennsylvania, 1953, p. 44.. 33 significant difference in attitude of teachers, adminis- trators, and supervisors toward various phases of the program. However, teachers of agriculture and their super- visors, in general, had the same attitude toward the future development of the program. Martinez-Aceredo24 studied the attitude of educa- tors toward the development of young and adult farmer pro- grams in agricultural education in Puerto Rico. A scale similar in type to that used by Woodhull was followed. He found no significant differences in the attitudes of teach- Vers, itinerant teachers, principals, and supervisors to the development of this phase of the program. The attitudes of citizens and educators toward the programs of young adult farmer education was measured by Gerhart.25 He found that both groups were favorable to a program of farmer education in communities where such pro- grams were already in operation and also in communities where such programs had not been developed. 24Reinaldo I. Martinez-Aceredo. "A Comparison of the Attitudes of Educators Toward the Future Development of Young and Adult Farmer Instruction in Puerto Rico“. Unpublished Doctor's thesis, Pennsylvania State University, University Park, Pennsylvania, 1955. 25H. Brinton Gerhart.. “Attitudes of Citizens and Educators Which are Associated With the Occurence of Young Adult Farmer Education in School Systems of Pennsylvania”. Unpublished Master's paper, Pennsylvania State University, University Park. 1956. ' 34 Sundet26 developed an attitude inventory for teach- ers of agriculture and compared teacher response to this instrument and to the Minnesota Teacher Attitude Inventory. Teachers were divided into two groups and classified as superior and inferior teachers. The reliability of the attitude inventory was found to be 0.9221 when correlated with teacher and supervisor rating and the Nfinnesota Teach- er Attitude Inventory. Meaders;7 found that in general the recommendations from selected national organizations were for the FFA to be an intergal part of the program of vocational education in agriculture and that it should be used as a teaching device. Meaders further measured the attitude of jury members toward selected concepts relating to the program of vocational education in agriculture. He found that present day leaders in agricultural education and in edu- cational administration were favorably disposed in their writings toward the value of the FFA organization as it is presently conducted. Numerous other studies have dealt with the leader- ship, cooperative, or other activities of the organization. ‘None of these attempted to measure student or teacher 26Stanley A. Sundet. “An Attitude Inventory for 'Teachers of Vocational Agriculture". Unpublished Doctor's tilesis, University of Nfinnesota, Nfinneapolis. 1956. 27Otis Donald Meaders. Op. cit. 35 attitude to the role of the FFA organization. These studies indicate an increasing awareness of the importance of attitude measurement in the evaluation of educational programs involving individuals, either stu- dent, teachers, or citizen groups. If desirable attitudes are to be developed, a knowledge of existing attitudes held by the groups concerned must be known. CHAPTER III PRESENTATION AND ANALYSIS OF THE RESULTS This chapter presents the results of the Attitude Inventory in terms of responses to the concepts along a five-point scale; namely ”strongly agree", "agree", “unde- cided", ”disagree", or "strongly disagree“. (Key SA, A, U, SD, D.) The responses of teachers of agriculture in West Virginia to the concepts are analyzed and compared to the responses of teachers of agriculture in the North Atlantic Region to the concepts. The responses of teach- ers of agriculture in West Virginia are also analyzed and compared to the responses of students of agriculture in West Virginia to the same concepts. The results are presented statistically in terms of whether or not the differences are significant. The Chi-Square technique was used to determine significance. The findings are presented in three groups: (1) very sig- nificant, or at the l per cent level of probability, (2) significant, or at the five per cent level of probability, and (3) not significant. The data are presented in tabu- lar form for those concepts which were either very signifi- cant or significant. Those concepts in which no signifi- cant differences were found are presented in paragraph 37 form with the concepts further grouped into six areas, namely: (1) Membership, (2) Activities of the FFA, (3) Adviser-Member Relationship, (4) Relationship of Local Chapter to State and National Organizations, (5) Chapter Meetings, and (6) General. The findings are presented first for the two groups in the teacher sample, and then for the sample groups of teachers of agriculture in West Virginia and students of agriculture in West Virginia. Teacher Sample. The attitudes expressed by teachers in West Virginia to the concepts in the Attitude Inventory were secured by personal contact and by letter. Explana- tion of the study was made by letter to teachers included in the study. All teachers in the sample group agreed to participate in the study. The Attitude Inventory was then sent by letter or delivered personally by the investigator to each teacher. Fifty-three of the fifty-four teachers of agriculture in West Virginia completed the instrument. The teachers of agriculture in the North Atlantic Region who were chosen to be in the sample were contacted by let- ter. The Attitude Inventory was enclosed along with a letter of explanation. Thirty-seven of the thirty-nine teachers completed and returned the instrument. 38 Concepts on which teachers in West Virginia and teachers in the North Atlantic Region showed significant differences. The responses of teachers of agriculture in West Virginia were significantly different from the responses of teachers of agriculture in the North Atlantic Region on four of the fifty-four concepts tested by the Chi Square technique.l To the concept, "Officers of local chapters should be regularly enrolled in high school," teachers in West Virginia and teachers in the North Atlantic Region showed significant differences. These differences can be seen by examining Table VI. (Concept No. 8). TABLE VI RESPONSE OF TEACHERS IN WEST VIRGINIA AND TEACHERS IN THE NORTH ATLANTIC REGION TO THE CONCEPT, "Officers of local chapters should be regularly enrolled in high school" Attitude Group SA A U' D SD ‘Total Teachers in West Virginia 47 6 0 0 0 53 Teachers in North Atlantic Region 25 12 0 0 0 37 Total 72 18 O 0 0 90 1For a complete statistical summary, including Chi Square value, degrees of freedom, and level of significance, see Appendix G. 39 Although these differences were significant, it can be observed that 100 per cent of the teachers in both groups were in the Agreed or Strongly Agreed category. The teach- ers of agriculture in West Virginia were much more Strongly Agreed with the concept than were teachers of agriculture in the North Atlantic Region. Teachers in West Virginia and the North Atlantic Region differed significantly on the concept that the FFA chapter should sponsor recreational activities for its mem- bers. Table VII presents the responses of the two sample grougsof teachers. (Concept N0. 23.) TABLE VII RESPONSE OF TEACHERS IN WEST VIRGINIA AND TEACHERS IN THE NORTH ATLANTIC REGION TO THE CONCEPT, “The FFA chapter should sponsor recreational activities for its members“ Attitude Group SA A U D SD Total Teachers in West Virginia 16 31 3 3 0 53 Teachers in North Atlantic Region 14 23 0 0 0 37 Total 30 54 3 3 0 90 Six of the fifty-three teachers of agriculture in West Virginia were Undecided or Disagreed with the concept, 40 whereas all teachers in the North Atlantic Region Agreed or Strongly Agreed to the concept. A significant difference was found between the two groups of teachers regarding the publicizing of all activi- ties of the vocational agriculture department through the FFA organization. As shown in Table VIII, the responses of the two groups were dispersed throughout the scale. (Concept No. 32.) TABLE VIII RESPONSE OF TEACHERS IN WEST VIRGINIA AND TEACHERS IN THE NORTH ATLANTIC REGION TO THE CONCEPT, “All activities of the vocational agriculture department should be publicized through the FFA organization“ Attitude Group SA A U D SD Total Teachers in West Virginia 2 l4 6 26 5 53 Teachers in North Atlantic Region 2 18 1 l4 2 37 Total . 4 32 7 40' 7 90 Almost sixty per cent of the teachers in West Virginia were in the Disagree and Strongly Disagree cate- gories, whereas almost the same percentage of the teachers in the North Atlantic Region were on the other side of the scale and Agreed or Strongly Agreed to the concept. 41 The concept relating to holding regular FFA meetings at a time that does not conflict with other classes was significantly different between the two groups. Although Table IX shows a high majority of all teachers agreeing with the concept, some teachers in West Virginia were on the other end of the scale. (Concept No. 39.) TABLE IX RESPONSES OF TEACHERS IN WEST VIRGINIA AND TEACHERS IN THE NORTH ATLANTIC REGION TO THE CONCEPT, “Regular FFA meetings should be held at a time that does not conflict with other classes" Attitude Group SA A U D SD Total Teachers in West Virginia , 14 28 3 5 3 53 Teachers in North Atlantic Region 11 25 l 0 0 37 Total 25 53 4 5 3 90 Approximately one teacher in seven in West Virginia expressed some degree of disagreement to this concept, with another five per cent being undecided. _Qoncepts on which teachers in West Virginia and teachers _in the North Atlantic Region showed no significant differ- ences. No differences were found between teacher groups 42 on fifty of the fifty-four concepts based on the Chi Square determination. These remaining concepts are grouped in six areas; (1) Membership, (2) Activities of the FFA, (3) Adviser-member relationship, (4) Relationship of local chapter to state and national organization, (5) Chapter meetings, and (6) General. The figures used here are based on responses of teachers in West Virginia but also reflect very closely the responses of teachers in the North Atlantic Region to the concepts in the Attitude Inventory. Membership. Eight of every ten teachers agreed with Concept No. 1 that membership in the FFA should be voluntary. Slightly less than one-fourth of the teachers expressed agreement with the concept that membership should be open to both boys and girls. (Concept No. 2.) Slightly more than three out of every four teachers were in the Agreed or Strongly Agreed categories on Concept No. 3; "Membership should be limited to those enrolled in voca- tional agriculture in the public secondary schools." More than eight of every ten teachers were on the affirmative side of the scale with regard to active membership contin- uing until age 21 or three years after high school, which- ever is longer. (Concept No. 6.) Fewer than one teacher in five agreed that membership should terminate at gradua- tion from high school. (Concept No. 4.) Almost six 43 teachers out of ten agreed with Concept No. 5 that enroll- ment in vocational agriculture should automatically include membership in the FFA. Almost all teachers (98 per cent) agreed that membership in 4-H Club should not prevent mem- bership in the FFA. (Concept No. 7.) Finally, slightly more than one teacher in five agreed that the local chapter should have the right to prescribe its own qualifications for membership. (Concept No. 47.) Activities. Concepts numbered from 18 through 25 inclusive dealt with the activities of the FFA organization. More than 95 per cent of teachers Agreed or Strongly Agreed with the concepts that the chapter should sponsor activi- ties designed to improve farming, improve leadership, and community improvement. (Concepts No. 18, 19, 20.) Almost two-thirds of the teachers gave an affirmative reply to the concept that the chapter should sponsor cooperative buying and selling activities. (Concept No. 21.) More than seven of ten Agreed that the chapter should confine its money raising activities to those of an agricultural nature. (Concept No. 22.) More than nine out of ten teachers Agreed or Strongly Agreed to Concept No. 24 that the chapter should sponsor social activities for its mem- bers. With regard to the FFA chapter and 4-H Club organ- ization cooperating in community activities (Concept No. 44 25.), almost nine of ten teachers Agreed. (For Concept No. 23, see page 3%) Adviser-Member Relationship. All teachers Agreed or Strongly Agreed to Concept No. 9 that the activities of the chapter should be carried out by the members, with ad- vice from the vocational agriculture teacher. More than nine out of ten teachers responded in an affirmative man- ner to the concept that the teacher should act in an ad- visory capacity only. (Concept No. 10.) Almost six of ten teachers were in the Agreed or Strongly Agreed cate- gories on the concept that the vocational agriculture teacher should encourage the chapter to carry out activi- ties in which he (the teacher) is interested. (No. 11.) Seven of ten teachers expressed agreement to Concept No. 12 that the final decision in regard to an activity should be left to the members. Less than one teacher in ten Agreed that the teacher should carry out those activities in which members are likely to do a poor job. (Concept No. 13.) Almost six of every ten teachers felt that they should have the right to forbid activities to which they were opposed. (Concept No. 14.) Nine teachers out of ten Agreed or Strongly Agreed that the adviser should take an active part in helping to plan local chapter activities. (Concept No. 17.) More than nine of every ten teachers 45 expressed agreement to Concept N0. 46 that local chapters should have the right to determine their activities with the consent and advice of the local adviser. Relationship of Local Chapter to State and National Organizations. Teachers were almost unanimously in favor of the concept that the activities of the local chapter should be in harmony with those of the national organiza- tion. (Concept No. 16.) Similar agreement was expressed by teachers to Concept No. 33 that district, state, and national activities should be encouraged. More than eight of every ten teachers Agreed that the state association should provide leadership to the local chapters. (Concept No. 49.) Almost eight of every ten teachers Agreed that the state organization should determine the number of State Farmer degrees to award. (Concept No. 50.) Fewer than six of every ten teachers Agreed that the national organ- ization should only be advisory to the state associations and local chapters. (Concept No. 51.) Nine of ten teach- ers expressed agreement to the concept that the national organization should determine the number of American Farmer degrees to award. (Concept No. 52.) More than nine of every ten teachers felt that the national organization should provide information and materials to guide local chapters in their activities. (Concept No. 53.) Only one 46 teacher in fourteen Agreed that the national convention should be restricted to official state delegates. (Con- cept No. 54.) Chapter Meetings. One teacher in three Agreed that regular FFA meetings should be held during scheduled voca- tional agriculture classes. (Concept No. 38.) Seven of every ten teachers Agreed with Concept No. 40 that time for planning FFA activities should be taken during voca- tional agriculture classes. More than nine out of ten Agreed that FFA members should devote additional time to carrying out chapter activities, over and above time spent in vocational agriculture classes. (Concept No. 41.) Two of every three teachers Agreed that regular class time should be used for FFA activities. Concept No. 42.) More than nine of every ten teachers felt that regularly sched- uled meetings should be held by all chapters (Concept No. 43), and only one teacher in six felt that regular meetings should be discontinued during the summer months. General. Teachers of agriculture Agreed unanimously to the concept that the activities of the local chapter should be in harmony with the policies of the local school. (Concept No. 15.) Fewer than one teacher in seven Agreed that all FFA activities should be confined to the local level. (Concept No. 26.) More than nine of every ten 47 teachers Agreed that the FFA chapter should cooperate with community organizations (Concept No. 27,) and all Agreed that the chapter should cooperate with other school organ- izations. (Concept No. 28.) Two-thirds of the teachers Agreed that the FFA chapter should stay clear of contro- versial issues (Concept No. 29,) and that the chapter should avoid excessive amounts of publicity. (Concept No. 30.) Three-fourths Agreed that the publicity should be directed to the individual FFA member or to the chapter. (Concept No. 31.) More than nine of every ten teachers Agreed that FFA awards should be based on progress and achievement in a selected activity. (Concept N0. 34.) Less than one teacher in ten Agreed that cash awards should be eliminated. (Concept No. 35.) Three-fourths Agreed that awards should be designed to provide additional educa- tion (Concept No. 36) and more than nine out of ten Agreed that awards should be designed to provide for advancement in farming. (Concept No. 37.) More than eight out of ten teachers of agriculture Agreed that the basis for estab- lishing a contest or activity should be its educational value. (Concept No. 45.) One teacher in six Agreed that the local chapter should be responsible only to the local school authorities. Student Sample. The attitudes expressed by students of 48 agriculture in West Virginia were secured through a per- sonal visit to the high school. Teachers of agriculture in the schools selected in the sample group were first visited to secure permission for students to participate in the study. A follow-up visit was then scheduled at a later date to administer the Attitude Inventory to students enrolled in the third and fourth year of vocational agri- culture and who were members of the FFA organization. The results of the students responses to the Atti- tude Inventory are presented in tabular form for those concepts in which there was a significant difference be- tween teachers and students in West Virginia. For those in which no significant differences existed, the findings are presented in percentages of teachers and students agreeing with a given concept. Concepts on Which Teachers in West Virginia and Students in West Virginia Showed Very Significant Differences. By 2 very significant the use of the Chi Square technique, differences were found on eighteen of the fifty-four con- cepts. Teacher and student attitude to the concept, member- ship in the FFA should be voluntary, is shown in Table X. 2For a complete statistical summary, including Chi «Square value, degrees of freedom, and level of significance, see Appendix I. 49 TABLE X RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “Membership in the FFA should be voluntary" '1 Attitude Group SA A U D SD Total Teachers in West ' Virginia 20 22 1 6 4 53 Students in West Virginia 156 74 6 8 3 247 Total 176 96 7 14 7 300 (Concept No. 1.) It can readily be seen by observation that a great majority of the students Agreed with this concept. (93 per cent.) On the other hand, approximately 20 per cent of the teacher grOUp were in the Disagree or Strongly Disagree categories. Teacher attitude is further pointed out by the fact that those who Agreed were split about half and half with reference to the degree of agree- ment, while the student sample was about two to one in the Strongly Agreed category. Teachers and students also differed in regard to Concept No. 2, "Membership should be open to both boys and girls", although the differences were not so pronounced as in Concept No. l. 50 TABLE XI RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "Membership should be open to both boys and girls“ Attitude Group SA A U D SD Total Teachers in West Virginia 6 5 3 20 19 53 Students in West Virginia 27 56 34 75 55 247 Total 33 61 37 95 74 300 One teacher in five Agreed with the concept in Table XI whereas one student in three expressed agreement. Approximately one student in seven was Undecided with regard to both sexes being eligible for membership. The present national constitution restricts active membership to male students. A very significant difference was found to exist between teachers in West Virginia and students in West Virginia to the concept that membership should be limited to those enrolled in vocational agriculture in the public secondary schools. Table XII presents the data for the two grOUps (Concept No. 3.). 51 TABLE XII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "Membership should be limited to those enrolled in vocational agriculture in the public secondary school" Attitude Group SA A U D SD Total Teacher in West Virginia 27 14 1 7 4 53 Students in West Virginia 55 82 30 59 21 247 Total 82 96 31 66 25 300 Seventy—seven per cent of teachers Agreed with this concept, contrasted with fifty-five per cent of the student sample. The student responses were also more pronounced throughout the five points on the scale than the teacher responses. Concept No. 6 is based on the current regulation in the national FFA organization relating to the length of membership. Teachers were in agreement with this concept in more than eight out of ten responses, whereas students were in agreement in Seven out of ten responses. As shown in Table XIII, approximately twice as large a proportion of students Disagreed with this concept as compared with teachers. 52 TABLE XIII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “Active membership should be continued until age 21 or 3 years after graduation from high school, whichever is longer" Attitude Group SA A U D SD Total Teachers in West Virginia 7 37 4 3 2 53 Students in West . Virginia 84 89 21 38 15 247 Total 91 126 25 41 17 300 Although teachers and students were basically in agreement with the concept that officers of local chapters should be regularly enrolled in high school, the degree of agreement differed. Table XIV shows that nine of ten teachers were Strongly Agreed to the concept and only seven of ten students were in the same category. (Concept No. 8.) Table XIV also points up that teachers of agricul- ture in West Virginia were 100 per cent in favor of this concept, whereas some few students were opposed to it. The role of the adviser was given attention in Con- cept No. 10. The responses of teachers and students to the idea presented is given in Table XV. TABLE XIV 53 RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “Officers of local chapters should be regularly enrolled in high school“ Attitude Group SA A U D SD Total Teachers in West Virginia 47 6 0 0 O 53 Students in West Virginia 165 70 4 5 3 247 Total 212 76 4 5 3 300 Table XV RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, agriculture teacher should act in an advisory capacity only" 1 L L "The vocational Li :-7 r T Attitude Group SA A U D SD Total Teachers in West Virginia 29 21 1 2 0 53 Students in West Virginia 56 96 32 5O 13 247 Total 85 117 33 52 13 300 54 Although practically all teachers of agriculture Agreed that they should act in an advisory capacity only, a considerable number of students felt that something more should be expected of the teacher, in addition to the ad- visory role. Approximately one student in four was dis- posed toward this idea of additional responsibility on the part of the teacher of agriculture. Students of agriculture were less inclined to Agree with the concept that activities of the local chapter should be in harmony with the policies of the local school. Table XVI presents these data. (Concept No. 15.) TABLE XVI RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "The activities of the local chapter should be in harmony with the policies of the local school" Attitude Group SA A U D SD Total Teachers in West Virginia 34 19 O 0 0 53 Students in West Virginia - 68 132 19 25 3 247 Total 102 151 19 25 3 300 All teachers Agreed with this concept, whereas one student in nine expressed a negative response to local 55 chapter activities being in harmony with policies of the local school. The relationship of the local chapter to the na- tional organization is tied in with Concept No. 16. The attitudes of the teacher sample and student sample are presented in Table XVII. TABLE XVII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “The activities of the local chapter should be in harmony with those of the national organization" Attitude Group SA A U D SD Total Teachers in West Virginia 22 29 l 1 0 53 Students in West 7 Virginia 78 105 32 28 4 247 Total 100 134 33 29 4 300 Again, teachers were almost unanimous in agreeing that the local chapter activities should be in harmony with those of the national organizations. This was ques- tioned by one student in eight who responded to the Atti- tude Inventory. The kind of money-raising activities that FFA chap- ters should use to finance their activities was the context 56 of Concept No. 22. Differences in attitude of the two groups are shown in Table XVIII. TABLE XVIII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "The FFA chapter should confine its money raising activities to those of an agricultural character' Attitude Group SA A U D SD Total Teachers in West Virginia ~3 7 5 29 9 53 Students in West Virginia 23 74 49 78 23 247 Total 26 81 54 107 32 300 Only two teachers out of ten in West Virginia Agreed that the money raising activities of the FFA chapter should be confined to those of an agricultural nature. Four of ten students expressed similar agreement. A considerable number of students, approximately two in ten,.were Unde- cided on this concept. The concept that all FFA activities should be con- fined to the local level met with general disapproval by teachers and a more mixed reaction by students. Table XIX shows these rather striking differences. (Concept No. 26.) 57 TABLE XIX RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "All FFA activities should be confined to the local level" Attitude Group SA A U D SD Total Teachers in West Virginia 0 7 4 33 9 53 Students in West Virginia 15 79 26 71 56 247 Total 15 86 30 104 65 300 Only one teacher in eight expressed agreement with the idea of activities being strictly on the local level. Almost four of every ten students expressed agreement with the concept of local activities only. Concept No. 28 relating to the cooperation of the FFA chapter with other school organizations met with ap- proval of the entire teacher sample. However, as shown in Table XX, a small minority of students Disagreed, and of those who did Agree, a smaller percentage of students were in the Strongly Agree cate- gory than was true in the teacher sample. The question of whether or not all activities of the vocational agriculture department should be publicized through the FFA organization is posuad in Concept No. 32. 58 The responses of the sample groups are given in Table XXI. TABLE XX RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, I'The FFA chapter should cooperate with other school organizations" Attitude Group SA A U D SD Total Teachers in West Virginia 26 27 0 0 0 53 Students in West ‘ Virginia 80 136 17 12 2 247 Total 106 163 17 12 2 300 TABLE XXI RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN “All activities of the vocational agriculture department should be publicized through the FFA organization" WEST VIRGINIA TO THE CONCEPT, Attitude Group SA A U D SD Total Teachers in West Virginia 2 l4 6 26 5 53 Students in West Virginia 45 113 36 43 10 247 Total 47 127 42 69 15 300 59 Although sixteen teachers in West Virginia Agreed with the concept in Table XXI, almost twice as many (31) Disagreed with the concept. On a percentage basis, more than twice as many students as teachers Agreed with the concept (64 per cent-students; 30 per cent-teachers). As shown in Appendix I, the Chi Square value for this concept was one of the highest recorded in the study. Teachers and students expressed agreement to the concept that district, state, and national activities should be encouraged, The responses of teachers and stu- dents to Concept No. 32 is shown in Table XXII. TABLE XXII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “District, state and national activities should be encouraged“ Attitude Group SA A U D SD Total Teachers in West Virginia 11 39 2 l O 53 Students in West Virginia 110 118 10 9 0 247 Total 121 157 12 10 0 300 Students, however, were much more Strongly Agreed with 45 per cent in this category, while only 20 per cent 60 of teachers expressed a similar attitude. The number in both groups expressing disagreement to the concept was almost nil. The concept of basing FFA awards on progress and achievement was set forth in Concept No. 34. It can be seen by observing Table XXIII that by far the greater majority of teachers and students expressed agreement with the concept. TABLE XXIII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "FFA Awards should be based on progress and achievement in a selected activity" _ Attitude Group SA A U D SD Total Teachers in West Virginia 12 38 2 1 0 53 Students in West Virginia 105 117 12 9 4 247 Total 117 145 14 10 4 300 A higher proportion of students were in the Strongly Agreed category than were teachers. On a percentage basis, the comparison showed slightly more than forty per cent of students Strongly Agreed as against less than twenty-five per cent of teachers in the same category. 61 The question of whether time for planning FFA activi- ties should be taken during vocational agricultural classes was raised in Concept No. 40. This concept was one in which teachers and students expressed a wide range of attitudes, as shown in Table XXIV. TABLE XXIV RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "Time for planning FFA activities should be taken during vocational agriculture classes“ Attitude Group SA A U D SD Totd. Teachers in West Virginia 5 33 8 4 3 53 Students in West Virginia 60 85 26 60 16 247 Total 65 118 34 64 19 300 Teachers, in general, were in agreement to the con- cept, with approximately seven of ten in either the Agreed 0r Strongly Agreed grouping. However, less than six students in ten expressed a similar attitude. Students were also more inclined to express a specific attitude with only one in ten being Undecided whereas one teacher in six was in the Unde- cided category. 62 Teachers and students also differed with respect to using regular class time for FFA activities. Slightly fewer teachers were in agreement to this concept in comparison with the concept of planning FFA activities during vocational agriculture classes. Table XXV presents the attitudes held by the two groups. (Concept No. 42.) TABLE XXV RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “Regular class time should be used for FFA activities" Attitude Group SA A U D SD Total Teachers in West Virginia 3 32 9 6 3 53 Students in West Virginia 46 73 20 89 19 247 Total 49 105 29 95 22 300 Of the student sample 119 expressed agreement to the concept, contrasted with 108 who were in disagreement with the concept. For practical purposes, the student sample was about equally divided on the question. However, almost four times as many teachers expressed agreement as against dis- agreement. (35 to 9.) 63 Who should determine qualifications for membership was the setting of Concept No. 47. Almost two-thirds of the teacher sample expressed disagreement to the concept as shown in Table XXVI. TABLE XXVI RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "The local chapter should have the right to prescribe its own qualifications for membership“ Attitude Group SA A U D SD Total Teachers in West _ Virginia 4 8 7 26 8 53 Students in West Virginia 37 82 30 63 35 247 Total P 41 90 37 89 43 300 On the other hand, almost half of the students ex- pressed agreement with the concept (48 per cent), with 39 per cent disagreeing and the remainder Undecided as to whether or not the local chapter should have the right to prescribe its own qualifications for membership. Although teachers and students were in the main agree- able to the concept that the national organization should determine the number of American Farmer degrees to award, 64 a larger proportion of students than teachers expressed a negative reaction. (Concept No. 52--see Table XXVII.) TABLE XXVII RESPONSE CF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "The national organization should determine the number, of American Farmer degrees to award" Attitude Group SA A U D SD Total Teachers in West Virginia 12 36 0 4 1 53 Students in West Virginia 63 97 34 42 11 247 Total - 75 133 34 4o 12 300 Approximately one student in five Disagreed or Strong- ly Disagreed to the concept, whereas fewer than one teacher in ten expressed a similar attitude. Students were also more inclined to show a wider range of attitudes than teachers to those Concepts relating to the role of the national organization. As shown in Table XXVII and in previous concepts relating to this point, stu- dent attitude was generally more mixed than teachers atti- tude. 65 Attitudes of teachers and students were significantly different on 18 of the 54 concepts, on one in every three concepts tested by the Chi-Square technique. In most of these cases, the value of the Chi-Square was considerably in excess of that needed to be significant at the one per cent level of probability. Concepts on Which Teachers in West Virginia and Students in West Virginia Showed Significant Differences. Teachers in West Virginia and students in West Virginia showed signifi- cant differences on nine of the fifty-four concepts tested by the Chi-Square technique. These differences were found in concepts in each of the major areas in which the attitude inventory measured the responses of teacher and student groups. In addition, several other concepts approached the five per cent level of probability based on the Chi-Square determination. A look at Appendix I shows these additional concepts in which significance was approached. As shown in Table XXVIII, teachers were unanimously in favor of concept No. 9, which stated that activities should be carried out by the students with advice from the teacher of agriculture. Students were almost unanimous in their endorsement of this concept, but were considerably less Strongly Agreed as indicated in the table. This con- cept was posed in an attempt to clarify the role of the teacher of agriculture as seen by the student membership in the organization. 66 TABLE XXVIII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “The activities of the FFA chapter should be carried out by the students, with advice from the vocational agriculture teacher“ Attitude Group SA A U D SD Total Teachers in West Virginia 40 13 0 0 O 53 Students in West Virginia 142 97 1 3 4 247 Total 182 110 1 3 4 300 Almost eighty per cent of teachers were in the Strong- ly Agreed category with about sixty per cent of students showing a similar attitude. Although a majority of both groups expressed disagree- ment with Concept No. 13, students responses were more widely dispersed throughout the scale as indicated in Table XXIX. Four out of five teachers were in the Disagree or Strongly Disagree categories whereas only three out of five students expressed attitudes similar to those held by the teacher group. I Teacher and student reaction to the concept posmxl in statement No. 14 of the Attitude Inventory was Scattered 67 TABLE XXIX RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “The vocational agriculture teacher should carry out those activities in which members are likely to do a poor job" Attitude Group SA A U D SD Total Teachers in West. Virginia 1 4 6 23 19 53 Students in West Virginia 29 42 25 89 62 247 Total 30 46 31 112 81 300 throughout the scale. Table XXX. gives the distribution of the two groups. TABLE XXX RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “The vocational teacher should have the right to forbid activities to which he is opposed“ Attitude Group SA A U D SD Total Teachers in West Virginia 11 20 9 10 3 53 Students in West Virginia 23 79 33 71 41 247 Total 34 99 42 81 44 300 68 Approximately sixty per cent of the teacher sample expressed agreement to the concept. Only slightly more than forty per cent of the student sample were in the Agreed or Strongly Agreed category with a slightly larger percentage (45 per cent) in the Disagree categories and the remainder of the student sample Undecided. Although more than sixty per cent of teachers Agreed with Concept No. 21 as shown in Table XXXI,, a larger number and percentage of teachers were in the Undecided category than was found in any other concept in the Attitude Inven- tory. TABLE XXXI RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “The FFA chapter should sponsor cooperative buying and selling" Attitude Group SA A U D SD Total Teachers in West ' Virginia 18 15 14 5 1 53 Students in West Virginia 95 102 33 15 2 247 Total 113 117 , 47 20 3 300 69 Nearly eighty per cent of students were also in agree- ment with the concept, with almost fifteen per cent in the Undecided category. Only-a very small minority, in each group, was in the Disagree or Strongly Disagree categories. Cooperation in community activities between the FFA chapter and the 4-H Club organization was the thesis of Con- cept No. 25. As shown in Table XXXIII. a substantial major- ity of both groups expressed agreement to the concept. TABLE XXXII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, “The FFA chapter should cooperate with the 4-H Club organization in community activities" Attitude Group SA A U D SD Total Teachers in West Virginia 12 34 5 2 0 53 Students in West Virginia 66 113 34 28 6 247 Total ' 78 147 39. 30' o 300 Almost ninety per cent of teachers were affirmatively inclined to this concept of cooperation between the two youth groups, whereas less than seventy-five per cent of students were so inclined. 70 Teachers and students in West Virginia showed signif- icant differences in attitude to Concept No. 31 relating to publicity on the local chapter level. As shown in Table XXXIII the attitudes expressed by both groups were dispersed throughout the scale. TABLE XXXIII RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "All publicity should be directed to the individual FFA member or ' to the chapter" ' . Attitude Group SA A U D SD Total Teachers in West ‘ Virginia 9 31 3 9 l 53 Students in West Virginia 39 96 47 45 20 247 Total . 48 127 50 54 21 300 More than half of the students in West Virginia, 135 of 247, expressed agreement with the concept. Teachers, on the other hand, were Agreed in more than three-fourths of the cases, or 40 of 53. It is also significant to note that almost one-fifth of the students were in the Undecided cate- gory, whereas the teacher group in the like category were only about one-eighteenth of the total. 71 Concept No. 36 embraced the concept of awards de- signed to provide additional education. Approximately the same percentage of teachers as students, (77 per cent), were favorable to the concept. However, the degree of agreement was stronger in the student group. TABLE xxx IV RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "Awards should be designed to provide additional education“ Attitude Group ' SA A U D SD Total Teachers in West Virginia 7 ’34 2 8 2 53 Students in West Virginia 70 120 30 24 3 247 Total 77 154 32 32 5 300 As shown in the Table XXXIV,approximate1y one teacher in eight was Strongly Agreed to the concept as against two students in eight. A considerable number of students again were Undecided with regard to the concept. A high majority, almost eighty per cent, of students were in agreement with the concept relating to members de- voting extra time to carrying out FFA activities. Teachers were even more Strongly Agreed as shown in Table XXXV.. (Concept No. 41.) 72 TABLE XXXV RESPONSE OF TEACHERS IN WEST VIRGINIA AND-STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "FFA members should devote additional time to carrying out chapter activities (in addition to regularly scheduled _vocationa1 agriculture class)" Attitude Group SA A U D SD Total Teachers in West Virginia 18 31 1 1 2 53 Students in West , I Virginia 63 128 28 l6 12 247 Total 81 159 29 17 14 300 More than ninety per cent of teachers were in the Strongly Agreed or Agreed category. Only three of the fifty- three teachers expressed disagreement to the concept. Al- though these differences are significant statistically, they nevertheless indicate rather common ground between teachers and students relative to members devoting extra time, over and above regular class time, to carrying out FFA activities. Strong disagreement was expressed by both teacher and student groups to the concept of restricting attendance at the National Convention to official state delegates. (Con- cept No. 54.) However, as indicated in Table XXXVI,, teach- ers were more opposed than students to the concept. 73 TABLE XXXVI RESPONSE OF TEACHERS IN WEST VIRGINIA AND STUDENTS IN WEST VIRGINIA TO THE CONCEPT, "The national ‘convention should be restricted to official state delegates“ Attitude Group ' SA A u D SD Total Teachers in West Virginia 1 3 5 26 18 53 Students in West Virginia 18 23 33 74 99 247 Total 19 26 38 100 117 300 Approximately eighty per cent of the teacher sample expressed disagreement to restricting attendance at the national convention, contrasted with seventy per cent of the student sample. Almost half of the remaining student sample were in the Undecided category. Concepts On Which Teachers In West Virginia and Students In West Virginia Showed No Significant Differences. Statisti- cally, no significant differences were found between the teacher sample and student Sample in West Virginia on twenty- six of the fifty-four concepts. These remaining concepts are gIOUped into six areas; (1) Membership, (2) Activities of the FFA, (3) Adviser-member relationship, (4) Relation- ship of local chapter to state and national organization, 74 (5) Chapter meetings, and (6) General. The comparisons presented here are based on the responses of teachers and students to these remaining concepts. Membership. Of the eight concepts relating to member- ship, teachers and students showed no significant differ- ences on the following: 1. Membership should terminate at graduation from high school (Concept No. 4). Approximately twenty per cent of the student sample expressed agreement with this concept as compared to eighteen per cent of the teacher sample. Enrollment in vocational agriculture should automatically include membership in FFA, (Concept No. 5). Sixty-six per cent of students were in the Agreed or Strongly Agreed categories whereas sixty per cent of teachers expressed a like feeling. Membership in a 4-H Club should not prevent membership in the FFA (Concept No. 7). Nearly eighty-five per cent of students expressed an affirmative attitude to this con- cept compared with ninety-eight per cent of the teacher sample. Activities of the FFA. No differences were found be- tween the student sample and teacher sample on five of the eight concepts relative to activities. These were: 1. The FFA chapter should sponsor activities designed to 75 improve farming in the community (Concept No. 18). Ninety-six per cent of teachers were in the Agreed or Strongly Agreed categories and ninety-seven per cent of students were likewise Agreed. The FFA chapter should sponsor activities designed to im- prove leadership of its members (Concept No. 19). Ninety- eight per cent of both the student and teacher samples were in agreement with this concept. The FFA chapter should sponsor activities designed for community improvement (Concept No. 20). Teachers--ninety- eight per cent were Agreed or Strongly Agreed; Students-- ninety-four per cent. The FFA chapter should sponsor recreational activities for its members (Concept No. 23). Ninety-two per cent of teachers were in agreement with this concept as compared to eighty-nine per cent of the student sample. The FFA chapter should sponsor social activities for its members (Concept No. 24). Approximately ninety—two per cent of teachers were in the Agreed or Strongly Agreed categories as against eighty-four per cent of the student sample. Adviser-Member Relationship. No significant differ- ences were found on four of the eight concepts pertaining to adviser-member relationship. These four were: 76 The vocational agriculture teacher should encourage the chapter to carry out activities in which he is interested (Concept No. 11). Slightly more than thirty-eight per cent of teachers were in agreement with this concept con- trasted with thirty-four per cent of the student sample. The fihal decision in regard to an activity should be left to the members (Concept No. 12). Seventy-one per cent of the teacher sample expressed an affirmative reply to this concept as compared with eighty-one per cent of the stu- dent sample. The adviser should take an active part in helping to plan local chapter activities (Concept No. 17). Slightly in excess of ninety per cent of the teacher and student sam- ple, respectively, expressed agreement with this concept. The local chapter should have the right to determine its activities with the consent and advice of the local advis- or' (Concept No. 46). Nearly ninety-five per cent of each group expressed agreement with this concept. Relationship of Local Chapter to State and National Organization. Responses to four of the eight concepts per- taining to relationship among the local, state, and national organization were found not to be significantly different when tested by the Chi Square technique. They were as fol- lows: 77 The state association of FFA should provide leadership to the local chapters (Concept No. 49). Eighty-four per cent of the teacher sample Agreed as against seventy per cent of the student sample. The state organization should determine the number of State Farmer degrees to award (Concept No. 50). Approxi- mately eighty per cent of the teacher sample expressed agreementto this concept as against seventy per cent of the student sample. The national organization should only be advisory to the state associations and local chapters (Concept No. 51). Fifty-eight per cent of the teachers expressed agreement to this concept compared to fifty-one per cent of the students. ‘ The national organization should provide information and materials to guide local chapters in their activities (Concept No. 53). Ninety-two per cent of the teachers and eighty-eight per cent of the students expressed agree- ment with this concept. Chapter Meetings. Seven of the concepts appearing in the Attitude Inventory related to chapter meetings. No significant differences were found between the teachers in West Virginia and students in West Virginia to the following: 1. Regular FFA meetings should be held during scheduled 78 Vocational agriculture classes (Concept No. 38). Only thirty-five per cent of teachers were in the Agreed or Strongly Agreed categories whereas forty-nine per cent of the students expressed similar agreement. Regular FFA meetings should be held at a time that does not conflict with other classes (Concept No. 39). Prac- tically the same percentage of teachers and students ex- pressed agreement to this concept; teacham+-seventy-nine per cent, students-~eighty per cent. Regularly scheduled meetings should be held by all FFA chapters (Concept No. 43). Teachers and students again expressed very similar attitudes as shown by ninety-four per cent of teachers agreeing with the concept and ninety- three per cent of students expressing agreement. Regular meetings should be discontinued during the summer months (Concept No. 44). Slightly less than twenty per cent of the teacher sample expressed agreement with this concept as against seventeen per cent of the students sample. General. The remaining fifteen concepts were grouped under the heading of general concepts since they related to various aspects of the Future Farmer of America organization. Teachers and students expressed very similar attitudes on seven of these fifteen concepts. 79 The FFA chapter Should cooperate with community organiza- tions (Concept No. 27). More than ninety-five per cent of teachers expressed agreement to this concept with eighty-five per cent of students also agreeing. The FFA chapter should stay clear of controversial issues (Concept No. 29). Two-thirds of the teachers (sixty- seven per cent). Agreed with this concept as against fifty-seven per cent of the student sample. The FFA chapter should avoid excess amounts of publicity (Concept No. 30). Sixty-four per cent of the teacher group were in the Agreed or Strongly Agreed categories whereas forty-seven per cent of the students expressed similar attitudes. Cash awards should be eliminated (Concept No. 35). Nine per cent of teachers and thirteen per cent of students were in the Agreed or Strongly Agreed categories. Awards Should be designed to provide for advancement in farming (Concept No. 37). More than ninety per cent of teachers Agreed with this concept and eighty-Six per cent of students were likewise in agreement with it. The basis for establishing a contest or activity should be its educative value (Concept No. 45). Eighty-three per cent of teachers were in agreement with this concept as against sixty-six per cent of the students. 80 7. The local chapter should be responsible only to the local school authorities (Concept No. 48). Only sixteen per cent of the teacher sample expressed agreement with this concept as compared to twenty-eight per cent of student sample. CHAPTER IV SUMMARY AND CONCLUSIONS This has been a study to determine the attitude of selected students in vocational agriculture and selected teachers of vocational agriculture toward the role of the FFA organization in vocational agriculture. Specific pur- poses were to: (1) Compare the attitude of teachers in West Virginia to those of teachers in the North Atlantic Region, and (2) to compare the attitudes of teachers in West Virginia to those of students in West Virginia to determine whether any significant differences existed be- tween the groups studied. A five point scale was used in an attitude inventory ranging from Strongly Agree to Agree, to Undecided, to Disagree, to Strongly Disagree. The con- cepts listed in the attitude inventory were prepared by a review of literature and validated by the use of the jury technique. Results of the attitude inventory were checked for reliability by use of the test-retest method. This chapter will present a summary of the attitudes expressed by each group, along with the conclusions, impli- cations of the study, and suggestions of further research. Summary of Teacher Attitude to FFA Concepts. The following statements summarize the attitudes of teachers of agriculture 82 in West Virginia and in the North Atlantic Region to the concepts in the attitude inventory. 1. 3. Significant differences between the attitudes of the two groups of teachers were found in four of the fifty- four concepts tested by the Chi Square technique. These four concepts were: No. 8--Officers of local chapters should be regularly enrolled in high school; No. 23-- The FFA chapter should sponsor recreational activities for its members; No. 32--All activities of the vocational agricultural department should be publicized through the FFA organization; and No. 39--Regular FFA meetings should be held at a time that does not conflict with other classes. No significant differences were found between the atti- tudes of the two teacher groups to the remaining fifty concepts in the attitude inventory. The teacher groups expressed agreement with those con- cepts which are presently embodied in the national con- stitution and by-laws of the FFA organization. These include those related to membership, activities of the FFA organization, and relationship of the local chapter to the state and national organization. Teachers in both groups expressed disagreement with those concepts which would change or alter membership requirements. They also disagreed with concepts which 83 would limit the FFA organization to the local level in activities and organizational structure. Teachers in West Virginia and in the North Atlantic Region agreed with those concepts which defined their role as an active participant in planning and advising local members in the FFA organization. They further agreed that the adviser should have the right to forbid activities to which he was opposed. Teachers agreed that the activities of the local organ- ization should be in harmony with the policies of the local school and the national FFA organization. They concurred with those concepts which stated that the FFA chapter should cooperate with other groups or agencies in activities which were in accord with the policies of the school and the FFA. Teachers in both groups endorsed those concepts relating to planning FFA activities during vocational agriculture classes. Both groups of teachers felt also that members should be willing to devote additional time to carrying out these activities. Teachers agreed with those concepts which delineated the FFA as an organization designed to develop leader- ship among its members by participation in activities of an educational nature. 9. 84 Finally, teachers agreed with those concepts which set forth the role of the state and national organizations as providing leadership and assistance to the local chapter. Summary of Student Attitude to the FFA Concepts. Student attitude to the concepts in the attitude inventory are summarized as follow: 1. Significant differences in the attitudes of students of agriculture in West Virginia and teachers of agriculture in West Virginia were found in 27 of the 54 concepts. Of these 28 concepts, 18 were significant at the one per cent level of probability and the remaining mne at the five per cent level of probability. Of the eight concepts relating to membership, student attitude was significantly different from teacher atti- tude on five of the concepts. These differences were primarily in terms of degree of agreement or disagree- ment with a given concept. In no case was the differ- ence so pronounced that a majority of one grOUp was in the agree categories with the other group in the dis- agree categories. Students generally were more inclined than teachers to agree with concepts which would give more freedom to the local chapter in determining member- ship requirements. 3. 85 Student attitude toward the concepts relative to activi- ties of the organization differed Significantly from teacher attitude in three instances. Student attitude was more favorable (higher percentage agreed) to cooper- ative buying and selling, less favorable (lower percent- age agreed) to confining money raising activities to those of an agricultural nature, and less favorable toward cooperation with the 4-H Club organization as compared with the teacher sample. As regards adviser-member relationships, student atti- tude differed significantly from teacher attitude on four of eight concepts. A smaller percentage of stu- dents than teachers felt that the adviser should act in an advisory capacity only but a higher percentage of students felt that the adviser should carry out activities in which members were likely to do a poor job. Fewer students than teachers agreed that the ad- viser should have the right to forbid activities to which the teacher was opposed. Student attitude toward relationship of the local chap- ter to the state and national organization paralleled rather closely the present practices and policies in the organization. Student attitude differed signifi- cantly from teacher attitude With respect to activities 86 of the local chapter being in harmony with the national organization, to who should determine the number of American Farmer degrees to award, and to the concept. restricting the national convention to official state delegates. (Fewer students than teachers agreed with the first two concepts whereas the percentage of stu- dents agreeing with the other concept was higher than the teacher sample.) The attitudes of students were significantly different from that of teachers in three concepts pertaining to chapter meetings. Students were less agreeable to taking time for planning FFA activities during voca- tional agriculture classes than teachers. They were also less agreeable to the concept of having FFA mem- bers devote additional time to carrying out chapter activities and to using regular class time for FFA activities. The concepts classified as general comprised fifteen in number. Student attitude was significantly differ- ent from teacher attitude on eight of these concepts. However, in three of the eight in which difference were found, the percentages of students and teachers who were in the combined categories of agreed and strongly agreed varied from one to five per cent. Students were less inclined to agree than teachers to the concepts of the 87 activities of the FFA being in harmony with the policies of the local school, to directing all publicity to the FFA member or the chapter, and to basing awards on progress and achievement. On the remaining two con- cepts a higher percentage of students than teachers agreed with the restricting of activities to the local level and to publicising all the activities of the vo- cational agriculture department through the FFA organ- ization. Conclusions. The following conclusions are based on the analysis of the attitudes expressed by students and teach- ers to the concepts in the attitude inventory. These atti- tudes seem to be firmly held by students and teachers as evidenced by the degree of correlation on a retest. Al- though there was some shifting of responses on the retest, that is from strongly agree to agree or from strongly dis- agree to disagree and vice versa, the total responses of the retest group closely paralleled the original responses. 1. The responses of teachers in West Virginia and in the North Atlantic Region were remarkably similar with re- spect to the role of the FFA organization in vocational agriculture. In the four concepts in which attitudes were significantly different between the teacher groups, this difference was in degree of agreement and not in 4. 88 direction of agreement. That is, one group was strongly agreed to a given concept with the other group less strongly agreed or in the agreed category. Since teachers in both groups expressed a high degree of agreement to those concepts which were in accord with present policies or practices in the organization, it is concluded that they accept and are satisfied with present practices and policies of the FFA organization. Based on the attitudes expressed by teachers, it is concluded the teachers felt that the FFA organization as it presently operates is fulfilling its objectives and purposes, insofar as this study is concerned. Teachers also felt that their role as an adviser in the FFA organization is sufficiently clear and well-defined. They did not feel that the role of the adviser should be altered or changed to the extent of permitting com- plete student participation in and responsibility for decision making. In other words, teachers felt that the final decision and responsibility for actions and activi- ties of the organization should rest with them. Since student attitude differed significantly from teach- er attitude on more than half of the concepts, it is concluded that there are basic differences in the atti- tudes of students and teachers. These differences were especially prevalent in those concepts regarding 89 membership, adviser-member relationships, and organiza- tional structure. Students generally were more favorable than teachers toward concepts which liberalized present policies and practices. Students were also more willing than teach- ers to accept those concepts which would provide for more boy control and local autonomy. It is therefore concluded that they feel improved working relationships between members and advisers and between the local chap— ter and the state and national organizations would result if changes were made in this direction. Students were more willing than teachers to accept or agree to those concepts which would change existing practices or policies. Finally, although these differences exist between stu- dent and teacher groups, the conclusion may be drawn that in no case was the difference so great that it threatened the organization from an internal standpoint. Rather it is concluded that some degree of difference is desirable and even necessary if the democratic pro- cess is to be followed. Implications of the Study. Based on the attitudes of stu- dents and teachers with reference to the role of the FFA organization, the following implications seems to be per- tinent: 1. 90 Students have very definite feelings and attitudes about the FFA organization. Since the national constitution states very clearly that the organization is boy con- trolled and operated, it points up the importance of adult advisers on the local, state, and national levels becoming aware of the attitudes and feelings of members if the organization is to remain boy controlled and operated. This is not to imply that the persons in an advisory capacity should accept all or any of the pro- posals made by active members. However, it does imply making provision for members to voice their opinions with references to policies and practices which affect them. Provisions should be made on local, state, and national levels to hear the ideas and suggestions from members regarding proposed changes in practices relating to the organization. The adult advisers must be willing to consider and accept all reasonable changes approved by the members. Although all or most local and state constitutions Provide means for doing this, boy members may not be fully aware of their rights in this respect. Attention should be called to the ways and means of at- taining desired changes which are consistent with the aims and purposes of the organization. This statement applies equally well on the local, state, or national level. 3. 91 If members of the organization are to receive maximum benefits in terms of participation, a minimum of rules and regulations should be set-up on the national and state level. Local members and chapters should have the right to determine their practices and policies free from restraining rules and regulations. This im- plies more local autonomy and less control from the state or national level. It also implies more boy con- trol and less adult regulation. The adult adviser on the local level (the vocational agriculture teacher) is faced with the problem of pro- viding proper guidance to members in terms of practices and policies to be followed. This implies that he must be an adviser and not a dictator; that he must be tact- ful and diplomatic in his actions; and that he must have an understanding of how the age group acts. He must be aware of the youth's growing urge for independ- ence and self-assertion. He must also be aware of the peer relationship existing among members. And lastly he must accept the short comings or inadequacies of youth and be prepared to give guidance and help where needed. On the basis of this study, it seems Pertinent to point up the differences existing between students and teachers. It seems appropriate to point out that closer jllllul.l .‘I‘I 1.) En! .. 92 agreement between students and advisers would make for a more desirable relationship and smoother working conditions, on a local, state, and national level. Efforts in this direction should be undertaken wherever such differences exist if the organization is to fulfill its greatest promise and need. Suggestions for Future Studies. This study, although it brings to light the differences in attitude of students and teachers to the role of the FFA organization, does not pro- vide answers to the many questions involved. Future re- search might well deal with the following aspects of this problem: 1. What is the role of the national FFA organization in implementing the FFA program on the state and local level? How can‘the state association of FFA be an effective force in working with local FFA chapters? What should be the role of the local adviser? What changes should be made with reference to membership in the FFA? (What should be the relationship of the local chapter to the state and national organizations? How do members of the FFA feel that the organization could be improved to provide them with more worthwhile educational experiences? 93 These proposed areas of study might be conducted on a local, state, or regional level. In any event, they in- volve the attitudes or feelings of those associated with the program, including boy members and adult advisers. It would also seem that such studies should be delimited as much as possible so that depth of perception could be at- tained. They further suggest that the methods involved should be of a type that is suited to securing such infor- mation by face to face contacts or interviews. On the other hand, it is recognized that geographic, economical, and social factors have bearing on this type of study. -Emphasis should be placed on meeting a need whether local, regional, or national rather than conform- ing to a set pattern. SELECTED BIBLIOGRAPHY 95 A. BOOKS Cronbach, Lee J. Essentials of ngcholggical Testigg. New York: Harper and Brothers, 1949. Future Farmers of America. Official Manual. Washington, D. C.: Future Farmer Supply Service, 1957. Kelly, Truman L. Interpretation of Educational Measure- ments. New York: World Book Co., 1927. Loomis, Charles P. Studies in Applied and Theoretical Social Science. East Lansing: Michigan State Col- lege Press, 1950. Monroe, Walter S. (ed.) Encyclopedia of Educational Re- search. New York: MacMillan Co., 1950. National Society for the Study of Education. The Measure- ment of Understanding, Forty Fifth Yearbook, Part 1. Chicago: Distributed by the University of Chicago Press, 1946. . Sletto, Raymond F. Construction of Personality Scales by the Criterion of Internal Consistency. Hanover, N. H.: The SocioIogicalIPress, 1937. Smith, Eugene R., Ralph W. Tyler, and others. Appraising and Recording Student Progress. New York: Harper and Brothers, 1942. Thurstone, L. L. and E. J. Chave. The Measurement of At- titudes. Chicago: The University of Chicago Press, 1929. Young, Pauline V. Scientific Social Surveys and Research. New York: Prentice-Hall, 1949. B. PERIODICALS Cattell, Raymond L. “The Ergis Theory of Attitude and Sentiment Measurement,“ Educational and Psychologi- cal Measurement, Vol. 7, July, 1947, p. 221. 96 Corry, Stephen M. “Measuring Attitudes,“ ElementarygSchool Journal, XLIII April, 1943, 457-61. Droba, D. D. "Methods ovaeasuring Attitude,“ Psychological Bulletin, 29: 309-23, May, 1932. Gutman, Louis. "The Cornell Technique for Scale and In- tensity Analysis," Educational and Psyghological Measurement, Vol. XII, Dec., 247-79. Likert, Rensis. "A Technique for the Measurement of Atti- tudes," Archives of Psychology, Vol. XXII, No. 140, p. 42. Remmers, H. H. "Studies in Attitude -- A Contribution to Social Psychological Research Methods," Bulletin of Purdue University, Vol. XXXV, No. 4, Dec., 1934, p. 3. Walters, Otis M., Jr. "The Improvement of Attitude Re- search," Journal of Social Psychology, 1951, p. 143. C. UNPUBLISHED MATERIALS Cromer, Samuel 8. “Development of a Scale for Measuring ' the Professional Attitude of a Teacher of Vocational Education in Agriculture." Unpublished Doctor's dissertation, Library, Cornell University, Ithaca, 1931. Elliott, Clayton H. “Determining the Validity of the Cromer-Young Farming Attitude Scale.” Unpublished Master's Thesis, Library, PurdUe University, Lafay- ette, 1934. Floyd, Arthur. "The Attitude of Negro Vocational Agricul- ture and Home Economics Pupils Toward Farming as a Factor Affecting the Program of Agricultural Educa- tion." Unpublished Master's Thesis, Library, Cornell University, Ithaca, 1929. Gerhart,. H. Brinton. "Attitudes of Citizens and Educators Which are Associated with the Occurrence of Young Adult Farmer Education in School Systems of Penn- sylvania.“ Unpublished Master's Paper, Library, Pennsylvania State University, University Park, 1956. 97 Henderson, Howard C. "The Relationship Between Certain Factors Affecting the Choice of Farming as a Voca- tion and Measured Attitude Toward Farming." Un- published Master's Thesis, Library, Purdue Uni- versity, Lafayette, 1934. Hill, Charles W. "Use of Time by Teachers of Agriculture in West Virginia“. Unpublished Doctor's Thesis, Library, Cornell University, Ithaca, 1949. Martinez-Aceredo, Reinaldo I. ”A Comparison of the Atti- tudes of Educators Toward the Future Development of Young and Adult Farmer Instruction in Puerto Rico.“ ‘ Unpublished Doctor' 5 Thesis, Library, Pennsylvania State University, University Park, 1955. iMeaders, Otis D. “Practices Advocated by Selected National ‘T' Agencies and Organizations for Implementing Local Programs of Vocational Agriculture, 1836-1954". Un- published Doctor's Thesis, Library, Nflchigan State University, East Lansing, 1957. Myster, Alonzo M. "Construction and Validation of a Scale for the Measurement of Attitude Toward Farming". Unpublished Doctor' 5 Thesis, Library, Iowa State College, Ames, 1943. Pugh, Delbert J. “The Validation of a Technique for Meas- uring Certain Aspects of Civic Attitude of Ninth Grade Pupils." Unpublished Doctor's Dissertation, Cornell University, Ithaca, 1940. Ricker, Britten L. "A Comparison of the Methods Used in Attitude Research." Unpublished Doctor's Disserta- tion, Princeton University, Princeton, 1943. Stevens, Glen 2. “Factors Involved in the Selection of Supervising Teachers of Vocational Agriculture in Minnesota.“ Unpublished Doctor's Thesis, Library, University of Minnesota, Minneapolis, 1952. Sundet, Stanley A. 'An Attitude Inventory for Teachers of Vocational Agriculture.“ Unpublished Doctor‘s Thesis, Library, University of Minnesota, Minne- apolis, 1956. 98 Sweany, H. Paul. “Use of Time by Teachers of Vocational Agriculture in Michigan“. Non-thesis Study, De- partment of Vocational Education, Michigan State University, East Lansing, 1951. Taubert, Reno L. "How Vocational Agriculture Teachers Use Their Travel Time in West Virginia." Unpublished Master's Thesis, Library, West Virginia University, Morgantown, 1954. Vickerstaff, Sylvester G. "The Attitude of High School Boys Toward Farming." Unpublished Master's Thesis, Library, Iowa State College, Ames, 1942. Woodhull, James E. "A Comparison of the Attitude of Teach- ers and Their Supervisors Toward the Future Develop- ment of the Program of Vocational Education in Agriculture.“ Unpublished Doctor's Thesis, Library, Pennsylvania State College, State College, 1953. D. OTHERS Federal Security Agency, Office of Education, Summaries of Studies in Agricultural Education. Vocational Di- vision Bulletin 180. washington: Government Print- ing Office, 1935. . SUpplement No. 1, Vocational Division Bulletin 180, 1943. . Supplement No. 2, Vocational Division Bulletin 237, 1948. . Supplement No. 3, Vocational Division Bulletin 242, 1950. . Supplement No. 4, Vocational Division Bulletin 246, 1951. . Supplement No. 5, Vocational Division Bulletin 248, 1952. U. S. Department of Health, Education, and Welfare, Sam- maries of Studies in Agricultural Education, Supple- ment No. 6, VocationaIiDivision Bulletin 251. Washington: Government Printing Office, 1953. 99 . Supplement No. 7, Vocational Division Bulletin 253, 1954. . Supplement No. 8, Vocational Division Bulletin 256, 1955. . Supplement No. 9, Vocational Division Bulletin 263, 1956. . Supplement No. 10, Vocational Division Bulletin 265, 1957. \ U. S. Department of Health, Education, and Welfare. Educa- *tional Opjectives in Vocational Agriculture, Voca- tional DIVision Monograph No. 21. Washington: \ Government Printing Office, Revised 1955. APPENDIX APPENDIX A ATTITUDE INVENTORY To Teachers of Vocational Agriculture and Members of the FFA Organization: The following statements are designed to secure your attitude to certain selected concepts in regard to the FFA organization. You are asked to read each statement over carefully and then check the response which most nearly agrees with your feelings. Use an X in the proper space to the right of each concept. Do not take a great length of time to come to a decision. Avoid excessive use of the undecided category. Check one response for each concept. These concepts may or may not agree with common or accepted practices in the FFA organization in your chapter or state. Disregard present policies and regulations in regard to the FFA organization. Check the response which gives your feeling on each concept. The responses listed are: 1? Response Strongly Agree . Agree. . . . . . Undecided. . . . Disagree . . . . Strongly Disagree (0 DOC)?» CONCEPT SA A U D SD 1. Membership in the FFA should be voluntary. 2. Membership should be open to both boys and girls. 3. Membership should be limited to those enrolled in vocational agri- culture in the public secondary schools. 102 CONCEPT SA A U D SD Membership should terminate at graduation from high school. Enrollment in vocational agri- culture should automatically include membership in FFA. Active membership should be con- tinued until age 21 or 3 years after graduation from high school, whichever is longer. Membership in a 4-H Club should not prevent membership in the FFA. Officers of local chapters should be regularly enrolled in high school. The activities of the FFA Chapter should be carried out by the stu- dents, with advice from the voca- tional agriculture teacher. 10. The vocational agriculture teacher should act in an advisory capacity only. 11. The vocational agriculture teacher should encourage the chapter to carry out activities in which he is interested. 12. The final decision in regard to an activity should be left to the members. 103 CONCEPT SA A U D SD 13. The vocational agriculture teacher should carry out those activities in which members are likely to do a poor job. 14. The vocational agriculture teacher should have the right to forbid activities to which he is opposed. 15. The activities of the local chap- ter should be in harmony with the policies of the local school. 16. The activities of the local chapter should be in harmony with those of the national organization. 17. The adviser should take an active part in helping to plan local chapter activities. 18. The FFA chapter should sponsor activities designed to improve farming in the community. 19. The FFA chapter should sponsor activities designed to improve leadership of its members. 20. The FFA chapter should sponsor activities designed for community improvement. 21. The FFA chapter should sponsor cooperative buying and selling. 104 CONCEPT SA A U D SD 22. The FFA chapter should confine its money raising activities to those of an agricultural character. 23. The FFA chapter should sponsor recreational activities for its members. 24. The FFA chapter should sponsor social activities for its members. 25. The FFA chapter should cooperate with the 4-H Club organization in community activities. 26. All FFA activities should be con- fined to the local level. 27. The FFA chapter should cooperate with community organizations. 28. The FFA chapter should cooperate with other school organizations. 29. The FFA chapter should stay clear of controversial issues. 30. The FFA chapter should avoid excess amounts of publicity. 31. A11 publicity should be directed to the individual FFA member or to the Chapter. 105 CONCEPT SA SD 32. All activities of the vocational agriculture department should be publicized through the FFA organization. 33. District, state, and national activities should be encouraged. 34. FFA awards should be based on progress and achievement in a selected activity. 35. Cash awards should be eliminated. 36. Awards should be designed to provide additional education. 37. Awards should be designed to pro- vide for advancement in farming. 38. Regular FFA meetings should be held during scheduled vocational agriculture classes. 39. Regular FFA meetings should be held at a time that does not con- flict with other classes. 40. Time for planning FFA activities should be taken during vocational agriculture classes. 41. FFA members should devote addi- tional time to carrying out chap- ter activities (in addition to regularly scheduled vocational agriculture class.) 106 CONCEPT SA SD 42. Regular class time should be used for FFA activities. 43. Regularly scheduled meetings should be held by all FFA chapters. 44. Regular meetings should be dis- continued during the summer months. 45. A basis for establishing a contest or activity should be its educative value. 46. The local chapter should have the right to determine its activities with the consent and advice of the local adviser. 47. The local chapter should have the right to prescribe its own qualifications for membership. 48. The local chapter should be responsible only to the local school authorities. 49. The state association of FFA should provide leadership to the local chapters. 50. The state organizations should determine the number of State Farmer degrees to award. 107 CONCEPT SA A U D SD 51. The national organization should only be advisory to the state associations and local chapters. 52. The national organization should determine the number of American Farmer degrees to award. 53. The national organization should provide information and materials to guide local chapters in their activities. 54. The national convention should be restricted to official state delegates. APPENDIX B List of Jury Members North Atlantic Region Mr. H. E. Edwards, Assistant State Supervisor of Vocational Agriculture, Charleston, West Virginia. Dr. W. A. Smith, Professor of Agricultural Education, Cornell University, Ithaca, New York. North Central Region Mr. J. E. Hill, Supervisor of Vocational Agriculture, Springfield, Illinois. Dr. H. P. Sweany, Associate Professor of Agricultural Education, Michigan State University, East Lansing. Pacific Region Mr. Elvin Downs, Assistant Supervisor of Agricultural Education, Salt Lake City, Utah. Dr. S. S. Sutherland, Professor of Agricultural Educa- tion, University of California, Davis. Southern Region Mr. J. C. Cannon, Supervisor of Agricultural Education, Montgomery, Alabama. (Deceased) Dr. E. W. Garris, Professor of Agricultural Education, University of Florida, Gainesville. U. 8. Office of Education Dr. W. T. Spanton, National Adviser of the Future Farmers of America, Washington, D. C. Dr. A. W. Tenney, Executive Secretary of the Future Farmers of America, Washington, D. C. APPENDIX C Letter to Teachers in West Virginia WEST VIRGINIA UNIVERSITY The College of Agriculture, Forestry, and Home Economics The Agricultural Experiment Station NDRGANTOWN Department of Agricultural Education March 30, 1956 Dear Vo-Ag Teacher: The enclosed instrument is designed to secure your attitude to certain selected concepts of the FFA Organization. I know that as a teacher of Vocational Agriculture you have many duties and responsibilities. However, I feel that a few minutes of your time to complete the enclosed instru- ment will be well spent. As indicated on the introduction to the instrument, responses of students to the concepts will also be gathered. An attempt will then be made to compare the attitudes of teachers and students to the con- cepts. I feel that in doing this some guideposts may be set up for future FFA policies. The instructions for completing the instrument are found on the front page. Your cooperation in this matter will be sincerely appreciated. Will you please return the completed instrument by April 10 in the enclosed envelope. Thank you. Sincerely yours, Joe P. Bail, Assistant Prof. Agricultural Education Dept. JPleh Enclosures APPENDIX D Letter to Teachers in North Atlantic Region WEST VIRGINIA UNIVERSITY The College of Agriculture, Forestry and Home Economics MORGANTOWN Department of Agricultural Education May 30, 1933 Dear Vo-Ag Teacher: The enclosed instrument is designed to secure your attitude to certain selected concepts of the FFA Organization. I have received the permission of your state supervisor to contact you in this respect. I know that as a teacher of Vocational Agriculture you have many duties and responsibilities. However, I feel that approximately thirty minutes of your time to complete the enclosed instrument will be well spent. As indicated on the introduction to the instrument, responses of students to the concepts will also be gathered. An attempt will then be made to compare the attitudes of teachers and stu- dents to the concepts. I feel that in doing this, some guideposts may be set Up for future FFA policies. Only a selected group of teachers in your state are being contact- ed. Therefore, it is very important that you complete the instrument, if at all possible. The instructions for completing the instrument are found on the front page. Your cooperation in this matter will be sincerely appreciated. Will you please return the completed instrument by June 10 in the enclosed envelope. I will be glad to send you a summary of the results. May I wish you. success in your work in Vocational Agriculture. Sincerely yours, Joe P. Bail, Assistant Prof. Agricultural Education Dept. JPleh Enclosure APPENDIX E Responses of Teachers in West Virginia to the Attitude Inventory Con- Response Con- Response cept cept _ NO. SA A U D SD N0. SA A U D SD 1 20 22 1* 6* 4 28 26 27 0* 0* 0* 2 6 5 3 20 19 29 14 22 10 7* 0* 3 27 14 1* 7* 4 30 8 26 4 11 4 4 2* 7* 4 26 14 31 9 31 3 9* 1* 5 12 19 3* 16* 3 32 2* 14* 6** 26** 5** 6 7 37 4* 3* 2* 33 11 39 2* 1* 0* 7 30 22 1* 0* 0* 34 12 38 2* 1* 0* 8 47 6 0* 0* 0* 35 1* 4* 5* 29 14 9 40 13 0* 0* 0* 36 7 34 2* 8* 2* 10 29 21 1* 2* 0* 37 16 33 1* 2* 1* 11 6 12 4 24 7 38 8 12 6“ 20* 7 12 12 26 8 7* 0* 39 14 28 3* 5* 3* 13 1* 4* 6 23 19 40 5 33 8 4 3 14 11 20 9* 10* 3 41 18 31 1* 1* 2* 15 34 19 0* 0* 0* 42 3 32 9 6 3 16 22 29 1* 1* 0* 43 33 17 2* 1* 0* 17 17 31 2* 2* 1* 44 3* 6* 3 30 11 18 38 13 2* 0* 0* 45 13 31 0* 9* 0* 19 37 15 1* 0* 0* 46 19 31 2* 1* 0* 20 32 20 1* 0* 0* 47 4 8 7 26 8 21 18 15 14 5* 1* 48 3* 6* 8 29 7 22 3 7 5* 29* 9* 49 10 35 5* 3* 0* 23 16 31 3* 3* 0* 50 10 32 1* 10* 0* 24 15 32 3* 3* 0* 51 6 25 9 10* 3* 25 12 34 5* 2* 0* 52 12 36 0* 4* 1* 26 0 7 4 33 9 53 13 36 1* 3* 0* 27 20 31 2 0 0 54 1* 3* 5 26 18 * Indicates responses combined to provide a minimum frequency block of 3 to determine chi square. For example, in Concept No. 1, the responses in U (Undecided category) 1 and D (Disagree category) It also follows that the corresponding blocks in the teacher and/or student summary for this same concept were combined in order to make the chi square 6 were combined to form a block of 7. comparison. APPENDIX E Responses of Teachers in the North Atlantic Region to the Attitude Inventory Con- Response Con- Response cept cept No. SA A U D SD No. SA A U D SD 1 21 8 0* 5* 3 28 l8 l9 0* 0* 0* 2 4 6 4 14 9 29 11 13 6 7* 0* 3 19 11 0* 4* 3 30 3 16 3 7 8 4 1* 4* 1* 16 15 31 5 17 6 8* 1* 5 6 9 0* 14* 8 32 2* 18* 1** 14** 2** 6 12 19 1* 3* 2* 33 12 21 2* 1* 1* 7 23 13 0* 1* 0* 34 9 21 1* 5* 1* 8 25 12 0* 0* 0* 35 0* 1* 2* 27 7 9 25 12 0* 0* 0* 36 7 l9 2* 9* 0* 10 19 12 0* 6* 0* 37 12 20 2* 3* 0* 11 3 17 3 10 4 38 3 l2 1* 14* 7 l2 l3 l4 3 7* 0* 39 11 25 1* 0* 0* 13 0* 2* 1* 23 11 40 3 28 1* 2* 3 l4 9 l8 2* 6 2* 41 14 23 0* 0* 0* 15 28 9 0* 0* 0* 42 4 21 3 6 3 16 23 14 0* 0* 0* 43 22 15 0* 0* 0* 17 14 20 0* 3* 0* 44 1* 8* 3 21 4 18 22 15 0* 0* 0* 45 9 22 1* 3* 2* 19 28 9 0* 0* 0* 46 21 15 0* 1* 0* 20 22 15 0* 0* 0* 47 5 l4 3 ll 4 21 7 16 8 6* 0* 48 1* 3* 3 25 5 22 6 8 1* 22* 0* 49 10 26 1* 0* 0* 23 14 23 0* 0* 0* 50 7 25 1* 3* 1* 24 14 21 0* 1* 1* 51 7 l4 5 11* 0* 25 7 26 1* 2* 1* 52 12 24 1* 0* 0* 26 0* 4* 0* 28 5 53 13 22 1* 1* 0* 27 15 22 0* 0* 0* 54 3 4 3 16 ll * Indicates responses combined to provide a minimum frequency block of 3 to determine chi square. in Appendix E.) (See detailed explanation APPENDIX G Table of Chi Squares--Teachers vs. Teachers Response to the Attitude Inventory Degrees Level of Degrees Level of Concept X2 of Signifi- Concept X2 of Signifi- No. Value Freedom cance No. Value. Freedom cance 1 3.8301 3 none 28 .0000 2 none 2 1.5489 4 none 29 .8314 3 none 3 .5096 3 none 30 4.6512 4 none 4 2.2418 2 none 31 5.7790 3 none 5 4.9732 3 none 32 4.7749 1 5% 6 4.6350 2 none 33 3.3233 2 none 7 .1968 2 none 34 4.3821 2 none 8 7.2726 2 5% 35 3.2582 2 none 9 .9201 2 none .36 1.7212 2 none 10 2.0126 2 none 37 .9105 2 none 11 5.9468 4 none 38 1.7723 3 none 12 3.6751 3 none 39 6.3518 2 5% 13 4.1986 2 none 40 3.1100 3 none 14 1.8061 2 none 41 4.2063_ 2 none 15 1.9157 2 none 42 3.1254 4 none 16 5.8437 2 none 43 2.0930 2 none 17 .2134 2 none 44 2.0461 3 none 18 5.0128 2 none 45 .0000 2 none 19 .2347 2 none 46 5.0389 2 none 20 .0000 2 none 47 7.7045 4 none 21 3.2259 3 none 48 2.4821 3 none 22 3.9140 2 none 49 4.9511 2 none 23 6.6323 2 5% 50 1.3073 2 none 24 1.1797 2 none 51 2.1870 3 none 25 .2845 2 none 52 1.5043 2 none 26 2.0128 2 none 53 .9146 2 none 27 2.1190 2 none 54 1.7076 3 none APPENDIX H Responses of Students in West Virginia to the Attitude Inventory Con- Response Con- Response cept cept No. SA A U D SD No. SA A U D SD 1 156 74 6* 8* 3 28 80 136 17* 12* 2* 2 27 56 34 75 55 29 56 86 64 30* 11* 3 55 82 30* 59* 21 30 27 78 37 64 41 4 14* 33* 19 98 83 31 39 96 47 45* 20* 5 72 93 15 48 19 32 45* 113* 36 43 10 6 84 89 21 38* 15* 33 110 118 10* 9* 0* 7 117 92 17* 11* 10* 34 105 117 12* 9* 4* 8 165 70 4* 5* 3* 35 15* 18* 15 92 107 9 142 97 1* 3* 4* 36 70 120 30 24 3 10 56 96 32* 50* 13* 37 78 136 24* 8* 1* ll 37 59 33 89 29 38 56 67 20 78 26 12 104 97 20 18* 8* 39 79 120 9 23 16 13 29* 42* 25 89 62 40 60 85 26 60 16 14 23 79 33 71 41 41 63 128 28* 16* 12* 15 68 132 19* 25* 3 42 46 73 20 89 19 16 78 105 32* 28* 4* 43 133 98 6* 6* 4* 17 105 122 8* 10* 2* 44 19 29 13 96 90 18 157 85 4* 1* 0* 45 55 109 46* 25* 12* 19 148 96 3* 0* 0* 46 90 138 11* 5* 3* 20 137 96 12* 1* 1* 47 37 82 30 63 35 21 95 102 33 15* 2* 48 19 52 55 94 27 22 23 74 49 78 23 49 53 116 35 34* 9* 23 105 115 19 7* 1* 50 54 107 29* 40* 17* 24 82 127 23 14* 1* 51 26 101 62 50 8 25 66 113 34* 28* 6* 52 63 97 34* 42* 11* 26 15* 79* 26 71 56 53 81 137 19* 9* 1* 27 86 126 21* 11* 3* 54 18* 23* 33 74 99 * Indicates responses combined to provide a minimum frequency block of 3 to determine chi square. on Appendix E.) (See detailed explanation Table of Chi Squares--Teachers vs. Student APPENDIX I Response in West Virginia to the Attitude Inventory Degrees Level of Degrees Level of Concept X2 of Signifi- Concept X2 of Signifi- No. Value Freedom .cance No. Value Freedom cance 1 19.8042 3 1% 28 9.2714 2 % 2 9.7872 4 1% 29 2.3639 3 none 3 18.1698 3 1% 30 8.3150 4 none 4 1.6478 3 none 31 9.2635 3 5% 5 3.8413 4 none 32 30.4415 3 1% 6 21.8041 3 1% 33 11.3269 2 % 7 2.8499 2 none 34 11.1016 2 % 8 11.2778 2 1% 35 7.5238 3 none 9 6.5640 2 5% 36 6.4784 2 % 10 29.8159 2 1% 37 1.2322 2 none 11 3.3720 4 none 38 2.4270 4 none 12 7.1474 3 none ‘ 39 1.4344 4 none 13 8.6456 3 5% 40 19.5380 4 1% 14 11.2180 4 5% 41 7.2263 2 5% 15 29.7973 2 1% 42 30.8830 4 1% 16 11.1893 2 1% 43 1.5299 2 none 17 2.4036 2 none 44 7.1427 4 none 18 2.6188 2 none 45 5.5614 2 none 19 1.6061 2 none 46 .3461 2 none 20 1.8287 2 none 47 14.2342 4 1% 21 8.9650 3 5% 48 6.1450 4 none 22 15.6010 4 1% 49 7.4721 3 none 23 3.5270 3 none 50 5.0672. 2 none 24 1.3293 3 none 51 2.1205 4 none 25 6.6884 2 5% 52 16.5687 2 % 26 24.4561 3 1% 53 2.4753 2 none 27 3.6381 2 none 54 9.3958 3 % APPENDIX J Scores on Test-Retest to Determine Correlation Coefficient, Teachers in West Virginia r = .9790 (SA = 3, A = 1, U = o, D = -1, so = -3) Concept 1st 2nd Concept lst 2nd No. Score Score No. Score Score 1 8 7 28 19 18 2 -7 -9 29 15 16 3 13 12 30 13 10 4 -4 -7 31 8 13 5 11 13 32 . 6 4 6 l4 12 33 12 15 7 18 20 34 16 15 8 22 21 35 -9 -7 9 18 18 36 14 ll 10 -2 -l 37 17 15 11 8 4 38 2 0 12 17 17 39 12 12 13 -17 -15 40 11 9 14 11 10 41 15 15 15 18 18 42 6 5 16 16 17 43 20 19 17 19 19 43 13 11 18 20 20 45 14 13 19 22 21 46 15 15 20 20 2O 47 -7 -9 21 10 14 48 10 11 22 —10 -8 49 15 14 23 17 19 50 13 15 24 17 15 51 7 10 25 13 15 52 15 14 26 9 8 53 15 16 27 19 19 54 -10 ~10 APPENDIX K Scores on Test-Retest to Determine Correlation Coefficient, Students in West Virginia r = .9972 (SA = 3, A = 1, U = o, D = -1, so = -3) Concept lst 2nd Concept lst 2nd No. Score Score No. Score Score 1 63 55 28 58 57 2 ~5 ~4 29 3 7 3 1 O 30 ~43 ~47 4 ~38 ~40 31 17 17 5 26 29 32 34 34 6. 28 30 33 66 68 7 59 62 34 62 62 8 65 68 35 ~55 ~58 9 68 67 36 45 5O 10 - 17 19 37 61 62 11 ~23 ~22 38 24 26 12 52 54 39 49 54 13 ~19 ~24 40 53 56 14 ~12 ~5 41 58 60 15 45 51 42 3 8 16 43 45 43 71 72 17 59 58 44 ~47 ~48 18 66 68 45 32 33 19 66 67 46 62 64 20 62 60 47 ~9 ~8 21 51 53 48 ~31 ~28 22 ~45 ~48 . 49 54 51 23 61 63 50 26 18 24 52 54 51 11 ll 2 44 45 52 25 2 26 ~41 ~45 53 60 62 27 62 61 54 ~60 ~62 APPENDIX L List of High Schools in West Virginia From Which Teachers Cooperated in the Study Arthurdale Aurora Beaver Blacksville Branchland Bristol Buffalo Cairo Cameron Capon Bridge Circleville Elkview Franklin Grafton Hillsboro Institute Kasson Kenova (2 teachers) Kingwood Lewisburg Mannington Marlinton Martinsburg Mathias £111 Creek Milton Nborefield Moundsville Grantsville (2 teachers)New Martinsville Hamlin Harmon Normantown Parkersburg Parsons Peterstown Philippi Pt. Pleasant Renick Ripley Ronceverte St. Marys Sandstone Sherrard Sistersville Spanishburg Summersville Surveyor Talcott Troy Walton APPENDIX M List of High Schools by States in the North Atlantic Region from which Teachers Cooperated in the Study Delaware Delmar Henry C. Conrad Lord Baltimore Millsboro Selbyville Smyrna Maryland Caroline Easton Lisbon Mt. Airy North Hartford Oldtown Stephen Decatur Sudlersville Union Bridge Washington New Hampshire Alvirne Colebrook Academy Keene Kennett Laconia New Boston Teacher Chester Lathrop Robert Peoples Raymond Swadley William H. Jenkins Jack Clinch Leonard Hitch George W. Clendaniel Glenn W. Lewis Carl Bevard Harold Thompson W. R. Nuttle J. H. House Russel Jenkins John Miller Reese Poffenbarger Howard H. Anderson Brenton Battersby George S. Frizzell Nathan Knight William Annis Wayne Shipman, Jr. William R. Powers New Jersey Bridgeton Canden County Vocational Cape May County Vocational Flemington Nutley Pilesgrove Township Salem Sussex County Vocational Swedesboro Vermont Cambridge . Danville Essex Junction Highgate Peoples Academy Thetford Academy 120 Alvin Mahan Harry 0. Yates, Jr. Lee W. Covnter Fred Braun Nulton H. Anderson Franklin D. Miller Champion C. Coles, Jr. Charles P. Leaver Jack B. Stowman Herbert Shipman Mervyn Willey Donald Grady Merlin Wells Edward Perkins William Peters APPENDIX N List of High Schools in West Virginia from which Students Cooperated in the Study Beaver Blacksville Bristol Burnsville Capon Bridge Circleville Clay Elizabeth Gap Mills Harman Harrisville Hedgesville Middlebourne Morgantown (University High School) Philippi Ripley St. Marys Sherrard Spanishburg Walton Wardensville ;.now‘. 13:25 0341‘! MW: W ROOM use ONLY