AN ANALYSIS OF PRACTICES USED IN EVALUATING LOCAL PROGRAMS OF ADULT EDUCATION IN VOCATIONAL AGRICULTURE By Valter Phelps Schroeder A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Agricultural Education 1953 ACOCWLEDGEMENTS The writer is indebted to many persons whose coopera­ tion made possible the successful completion of this study. Members of the guidance committee, consisting of Harold M, Byram, Chairman, Cecil V, Millard, Clyde M, Campbell, Carl M. Gross and D, E, Wiant were particularly helpful throughout the program of study, Homer Kempfer, formerly specialist for general adult and post-hi^i school education for the United States Office of Education made many helpful sugges­ tions regarding the research design. Professor William D, Baten was very helpful in checking and advising regarding the statistical methods employed in the analyses of the data. The writer is also indebted to members of his family and his wife in particular whose many contributions made possible the development and completion of the study. AN A M LYSIS OP PRACTICES USED IN EVALUATING LOCAL PROGRAMS OP ADULT EDUCATION IN VOCATIONAL AGRICULTURE by Walter Phelps Schroeder A THESIS AESTRACT Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OP PHILOSOPHY Department of Agricultural Education 1953 APPROVED: - ■ )//, / Walter Phelps Schroeder Purpose The major purposes of the research Involved the discovery and appraisal of practices used in evaluating local programs of adult education in vocational agriculture. A contributory purpose called for the establishment of criteria for a good program of adult education in vocational agriculture. Method A review of literature provided the basis for the initial statement of ten criteria and accompanying assump­ tions for a good program of adult education in vocational agriculture. Twenty leaders in agricultural education and/ or in adult education evaluated the criterion statements and assumptions, found them acceptable and added none. Measures for each of the ten criteria and. a list of 30 evaluation practices drawn from the literature were sent to 305 experienced teachers of agriculture for adults in nine north-central states. Returns totaled 362, or 70.7 per cent, of which 352 were usable. Six of the ten criteria were proven valid on the basis of Pearson correlations of all scores for each criterion measure provided in each of the 352 programs. The worth of the 30 evaluation practices Walter Phelps Schroeder 2 was determined by establishing the relation between the use of each evaluation practice and each of the six criteria found to be valid. Findl rigs and Inte rp re tat ions The criteria "relative size of program," "activities materializing," "maintenance of activity" and "percentage of attendance" were not found to be valid in this study. Six criteria, "rural clientele served," "flexibility," "results," "methods," "coordination," and "cooperation," were found acceptable in this study and. are recommended to teachers of vocational agriculture, local administrators, state supervisors, teacher educators, farmers and others for use as the basis of program evalua­ tion for adult education in vocational agriculture. The first twenty-nine of the following thirty evaluation practices studied are recommended for use in local communities. Judgment should be used in making ap­ plication of the practices. Practices high on the follow­ ing rank-order-of-merit list should be considered first. 1. Progress is compared with progress of other years and progress in other communities. 2. Cooperative activities developed are noted. baiter Phelps Schroeder 3 3. Business men assist in the evaluation of the program. Li. Leadership development is noted. 5. Cooperative orgaaizations formed are noted. 6 . Other agricultural agencies assist in the evaluation of the program. 7. A list is made of the methods and devices to use in collecting evidence which will reveal that objectives are being met. 8 . Systematic study of the community is made to discover changes in farming due to instruction. 9. Class members assist in the evaluation of the results of instruction. 10. Part of a special field day is devoted to evaluation. 11. Clearly stated objectives form the basis for evaluation 12. Other teachers in the school, administrators, school board members, state supervisory staff and college or university education staff help evaluate the program. 13. Plans and action are based on the analysis and interpre tation of the results of evaluation. II4.. Enrollment records are analyzed to determine the extent to which the program serves all who want, need or can use adult education. VJal te r Phe lp s S ch ro e d e r 1+ 1$. The result s of instruction with class members are com­ pared with the economic and social achievement of non­ class members. 16. Practices are observed on tours to farras of class members. 17. Attendance records are analyzed to determine regularity of attendance and the type of farmers who are attending. 18. Advisory committees assist in the evaluation of the program. 19. Part of the last meeting of the course is used for evaluation. 20. The instructor evaluates results of instruction as he visits the farms of class members. 21. Instruction is evaluated by analyzing approved practices pla nned and used. 22. A list is made of the kind of evidence needed to indi­ cate that objectives are being met. 23. Evaluation occurs at specific intervals throughout the jear. 21).. Pictures of "before” and "after" situations are used. 23. Farmers and teacher agree cn the value of an approved practice. 26. Results of instruction with class members are compared with standards, averages, individual or other goals. VJal te r Phe lp s S ch ro e d e r k 15. The results of instruction with class members are com­ pared with the economic and social achievement of non­ class members. 16. Practices are observed on tours to farms of class members. 17. Attendance records are analyzed to determine regularity of attendance and the type of farmers who are attending. 18. Advisory committees assist in the evaluation of the program. 19. Part of the last meeting of the course is used for evaluation. .. 20. The instructor evaluates results of instruction as he ■visits the farms of class members. 21. Instruction is evaluated, by analyzing approved practices planned and used. 22. A list is made of the kind of evidence needed to indi­ cate that objectives are being met. 23. Evaluation occurs at specific intervals throughout the year. 2L|.. Pictures of "before" and "after" situations are used. 2p. Farmers and teacher agree cn the value of an approved practice. 26. Results of instruction with class members are compared with standards, averages, individual or other goals. vvplter Phelps Schroeder 27. Change in attitude of class members is noted. 28. Production records of class members are used to indicate effectiveness of instruction. 29. Part of an on-farm meeting during the summer is used for evaluation. 3 0 . / check of approved practices carried out is maintained. on a chart. TABLE OF CONTENTS CHAPTER I. PAGE INTRODUCTION................................... The problem II. 1 . ...................... • • • • • 1 A s s u m p t i o n s ................................. 2 Definition of t e r m s ......................... 3-6 Background for the study 20 ............. . . . . Scope of the study . . . . . . . . . . . . . . . 38 Limitations of the study 39 ........... REVIEW OE LITERATURE............................ Studies in which informal methods were used Studies in which formal methods were used . . ^3 ^3 ... 55 . . . . . . . . . . . . . . 73- Summary and conclusion of studies reviewed . . . 81 PLANNING- AND CONDUCTING THE S T U D Y .............. 8U ........ 84 Studies in which both informal and formal methods were used III. General methods of the study Validating statements of criteria ......... 85 Criteria for a good program of adult education in vocational a g r i c u l t u r e .................. iii 85 CHAPTER PAGE Developing the criteria and constructing the 97 questionnaire................................. Selecting states and local departments for s t u d y ............................ H7 Collecting the d a t a ........... .... 17. US ANALYSIS OF THE CRITERIA........................ 121 Scoring the criteria............................ V. 121 Analyzing the d a t a ........................ 125 Analyzing the criteria. . . . . 130 ................ ANALYSIS OFPRACTICES USED INEVALUATION IN ADULT EDUCATION IN VOCATIONALAGRICULTURE ... Methods of a n a l y s i s ......... ............... Analysis of the evaluationpractices.............. 1^7 1^7 156 Summary of the analysis of the evaluation p r a c t i c e s .................................... VI. SUMMARY AND C O N C L U S I O N S........................ Method 20U 209 .......................... 209 Summary of the findings, conclusions, and recom­ mendations dealing with iv thecriteria . . . . . 210 CHAPTER PACE Summary of the findings, conclusions and recom­ mendations dealing with, the evaluation prac­ tices ...........................................221 Implications of the evaluation practices for theteacher of vocational agriculture Suggestions for further research , . 227 ......... . . 2^3 BIBLIOGRAPHY............................................ . 2^5 APPENDIX....................... 256 LIST OF TABLES PAGE I Population of the United States and 6f Nine North Central States for 1920 and 1950• • • • II 25 Number of Farm Operators In the United States and in Nine North Central States for 1920 and 1950 III 28 Number of Tractors and Farm Trades in the United States and in Nine North Central States in 1920 and 1 9 5 0 ............................... IV 29 Enrollment in Adult Classes in Vocational Agriculture in the United States and in Nine North Central States in 1952 V .......... . . ............ . 120 Scores Assigned Items For the Criterion of Flexibility................................. VIII 90 Names of States Sampled and Percentage of Questionnaires Be turned................... VII 32 Votes of 20 Judges on Ten Criteria and the Accompanying Ten Assumptions VI * • 123 Intercorrelation Coefficients of the Ten Criteria ..... ....................... vi • 127 PAGE IX Significance of the Composite Correlation Coefficients for Each Criterion . . . . . . . X Distribution of the Quantity of Adult Educa­ tion Provided by 2k2 Programs.............. XI ... ............ 138 Distribution of the Scores on Cooperation in 3U7 Programs of Adult Education . XVII 137 Distribution of the Scores on Coordination in 3^3 Programs of Adult Education . . . . . . . XVI 136 Distribution of the Scores on Methods in 350 Programs of Adult Education , XV 13^ Distribution of the Scores on Results in 3U6 Programs of Adult Education . . . . . . . . . XIV 133 Distribution of the Scores on Flexibility in 352 Programs of Adult Education........... XIII 132 Distribution of the Number of Rural Clientele Served by 352 Adult Education Programs XII 128 ........ lUo Distribution of the Scores on Activities Materializing in 336 Programs of Adult Educa­ tion ..................................... vii 1*A PAGE XVIII Distribution of Scores on Maintenance of Activity in 331 Adult Education Programs XIX ikj Distribution of the Percentage of Attendance in 330 Programs of Adult Education XX . • . . . . . lUH Illustration of Positive Besults of Item Analysis Which is the Relation of the Evalua­ tion Practice "Cooperative Organisations Formed are Noted" and the Criterion "Methods" XXI 1^9 Illustration of Negative Results of Item Analysis Which is the Relation of the Evalua­ tion Practice "A Check of Approved Practices is Maintained on a Chart" and the Criterion ^Results" XXII ......... 132 Illustration of Unstable Results of Item Analysis Which is the Relation of the Evalua­ tion Practice "Part of a Special Field Day is Devoted to Evaluation" and the Criterion "Results" . . . . . . . . . . . . . . . . . . viii 153 XXIII Illustration of Inconclusive Results of Item Analysis Which is the Relation of the Evalua­ tion Practice "Advisory Committees Assist in the Evaluation of The Program" and the Criterion "Flexibility" .................... XXIV Relation Between Six Kean Criterion Scores of Adult Education Programs and the Evaluation Practice "Progress is Compared with Progress of Other Years and Progress in Other Communi­ ties XXV ........ .......................... Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Cooperative Activities Developed Are Noted" XXVI ............................... Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Business Men Assist in the Evalua­ tion of the Program" . ............. . . XXVII Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evalua­ tion Practice "Leadership Development is Noted* XXVIII ................... . Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evalua­ tion Practice "Cooperative Organizations Formed are Noted" . . . . . . . XXIX .......... Relation Between the Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Other Agricultural Agencies Assist in the Evaluation of the Program" XXX . . . . . . . . ................ Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "A List is Made of the Methods and Devices to Use in Collecting Evidence Which Will Beveal that Objectives Are Being Met" XXXI Relation Betvreen Six Mean Criterion Scores of Adult Education Programs and the Evalua­ tion Practice "Systematic Study of the Com­ munity I 8 Made to Discover Changes in Farming Due to Instruction" XXXII .............. . Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Class Members Assist in the Evalua­ tion of the Results of Instruction" XXXIII .. . . . Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Part of a Special Field Day is Devoted to Evaluation" XXXIV .......... Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Clearly Stated Objectives Are Used to Form the Basis for Evaluation XXXV . . . . . . Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Other Teachers in the School, PAGE Administrators, School Board Members, State Supervisory Staff and College or University Education Staff Help Evaluate the P r o g r a m " .............................. XXXVI 177 Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Plans and Action Are Based on the Analysis and Interpretation of the Besults of Evaluation" XXXVII ............. 178 Relation Between Six Mean Criterion Scores of Adult Education Programs and The Evaluation Practice "Enrollment Records are Analyzed to Determine the Extent to Which the Program Serves All Who Want, Need or Can Use Adult Education" XXXVIII ISO Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Results of Instruction With Class Members Are Conpared with Economic and Social Achievement of Non-Class Members" . . . . . . xii 182 PAGE XXXIX Belation Between Sis Mean Criterion Scores of Adult Education Programs and the Evaluation Practice “Practices Used are Observed on Tours to Earns of Class Members0 XL .............. 183 Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice “Attendance Becords are Analyzed to Determine Regularity of Attendance and the Type of Farmers Who Are Attending1 1 ........ XLI I 85 Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice “Advisory Committees Assist in the Evaluation of the Program” XLII ............. 186 Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice “Part of the Last Meeting of the Course is Used for Evaluation” XLI II ........... Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice “The Instructor Evaluates Results of xiii 188 PAGE Instruction, as He Visits the Farms of the CIs b s Members1* XLIV ...................... 3-90 Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Instruction is Evaluated by Analyzing Chedc Lists of Approved Practices Planned and U s e d " ..................................... XLV 191 Belation Between Six Mean Criterion ScoreB of Adult Education Programs, and the Evaluation Practice "A List is Made of the Kind of Evidence Needed to Indicate the Objectives Are Being M e t " .................. .................. XLVI 193 Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Evaluation Occurs at Specific Intervals Throughout the Year" XLVII . . . . . . . 19*+ Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Pictures of "Before" and "After" Situations Are U s e d " ............... xiv 196 PAGE XLVIII Relation Between Six Mean Criterion Scores of Adult Education Programs and The Evaluation Practice "Farmers and Teachers Agree on the Value of an Approved P r a c t i c e * ............ XLIX 192 Belation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Results of Instruction With Class Members are Compared with Standards, Averages, Individual or other G o a l s " ............. . . L 199 Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Change^ in Attitude of Class Members is N o t e d " ............. LI 201 Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "Production Records of Class Members are Used to Indicate Effectiveness of Instruc­ tion* LII ........................... Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation xv 202 PAGE Practice "Part of An On-Eaxm Meeting During the Summer is Used for E v a l u a t i o n " ........ LIII 203 Relation Between Six Mean Criterion Scores of Adult Education Programs and the Evaluation Practice "A Check of Approved Practices Carried Out is Maintained on a Chart" . . . . LIV 205 Rank Order of Composite Superiority Indices for 30 Evaluation Practices................ 206 LIST OB’ FIGURES Enrollment in Vocational Agriculture Classes in the United States hy Types of Classes . CHAPTER I INTRODUCTION The accurate appraisal of outcomes of adult education has been a real problem for those who concern themselves with instruc­ tion that makes a difference in the lives of people. Expanding enrollments, increasing costs for plant, equipment and instruction and limited facilities are secondary factors that cause teachers and laymen to give added emphasis to the evaluation of adult educa­ tion provided through the public schools. Although there is need for evaluation in any type of education, there 1b a particular need for evaluative tools and techniques in adult education that can be effectively used in a continuously changing pattern of political, social and economic life. The Problem A variety of evaluation practices have been used to determine the quality of adult education in vocational agriculture. of these evaluation practices has not been determined. major purpose of this study to discover and; appraise The worth It was the the practices used to evaluate local programs of adult education in vocational agriculture. A subsidiary purpose involved the determination of criteria to use as the basiB for evaluation. emerged, namelyt Three problems 2 1. The determination of criteria used as the hasis for objectives and evaluation of adult education in vocational agriculture, 2. The determination of the practices used in evaluating programs of adult education in vocational agriculture, 3. The establishment of a relation between the evaluation practices and the criteria. Assumptions The assumptions on which this study is based arej 1, Adult education is an accepted part of the public school educat ional program. Trends in legislation affecting education in the public school and recent statements by leaders in adult education will point out the acceptance of education for adults in the program of the public school. The early laws governing education in the United States provided only for the education of children. The Massachusetts Law of 16U2» according to Cubberly:^ H,.» directed the officials of each town to ascertain, from time to time, if parents and masters were attending to their educational duties; if all chil­ dren were being trained in learning and labor and other employments profitable to the commonwealth; Siilwood P. Cubberly, Public Education in the United States. Hew York: Houghton Mifflin Company, 1919* 17* 3 pnfl if the children were being taught to read and understand the principles of religion and capitol laws of the country.11 Cubberly also states that this is the first tine in the Englishspeaking world that a legislative body representing the state ordered that all children should be taught to read. The law clearly states that education is for children only. The second important step in establishing a school system was taken when the Massachusetts Law of 16^7 was passed. Cubberly points out the importance of the l6h7 law by saying**" "Hot only was a school system ordered established elementary for all towns and children, and secondary for youths in larger towns - but, for the first time among English-speaking people, there was the asser­ tion of the right of the state to require communities to establish and maintain schools, under penalty of fine if they refused to do so.” Nearly a century and a half later there can be detected a note in legislation that schools are not for children alone. The Ordinance of 1787* although not including a specific statement requiring adult education, does not rule out education for adults. The Ordinance reads in part* 3 "Eeligion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.* *Tbid., P. IS. ^John S. Brubacker, A History of the Problems of Education. New York* McGraw-Hill Book Company, Inc., I 9I+7 , P. 9* The sentiment of the ordinance was incorporated in the educational code of many of the colonies and states formed prior to 1787, hut the exact ordinance was incorporated in the state school codes of many states Joining the Union after I'JB'J, This is especially true of the states providing data for this study. It was in I 9I7 during World War I, when food and technical skill were especially needed, that the Smith-Hughes Act was passed hy the United States Congress. Apparently the major intent of the Smith-Hughes Act was for adult-farmer education, which was to occur through the public school. Section 10 of the Smith-Hughes I4. Act illustrates this point: such education (agricultural) shall he that which is under public supervision and control; that the controlling purpose of such education shall he to fit for useful employment; that such education . . . he designated to meet the needs of persons over fourteen years of age who have entered upon or are preparing to enter upon the work of tke farm or farm home; that the State or local community, or hoth, shall provide the necessary plant and equips® nt..." Seven subsequent acts hy the Congress have provided for enlargement of the educational program established hy the SmithHughes Act. One of these later acts, the National Defense War k Lloyd J. Phipps and Glen C. Cook, Handbook on Teaching Vocational Agriculture. Danville, Illinois: The Interstate Publishing Company, 1952» P# 989* 5 Training Act, contained five laws providing only for adult education through, the public schools. «5 Another type of adult education provided only hy the public school has been the Institut ion-On-Farm Training for World War II Veterans. stated:^ In a report on this type of adult education it was "the institutional on-farm training is a very intensive type of agricultural education for adults . . , The intensive instructional program and the subsistence payments to trainees made this program one of the most expensive educational programs for farmers ever sponsored by our government." An educational program of a similar nature is now being provided for Korean War veterans. Veterans of both World War II and Korea may choose to attend private or public educational institutions. There appears to be a trend toward providing educa­ tion for veterans, much of which will occur through the public school. Tor nearly a half century, Michigan has provided specific legal provisions for financial support of adult education. first act, The Alien Education Law, was passed in 1906. The In I 95I 5Ibid., P. 26. ^Report of the Cooperative Study of Institutional On-Farm Training in tbe*7Tentral Region. Danville, Illinois: The Inter­ state Publishing Company, 1950* 7» 6 the Michigan legislature passed the eighth law authorising public school systems to offer programs of adult education. 7 The latest law is called The Community College Law. Becognized educational leaders also point out the trend toward adult education through the public schools. For example, C. A. Bell, one-time director of vocational education in Illinois, explained the place of adult education in the public school when he said:** ••in expanding the part-time and evening programs, vocational agriculture not only follows the State and National trends toward adult education, but also parallels participation of other fields of vocational education in Illinois at the adult level. As in­ creasing numbers of adults "go back to school", public school buildings everywhere are being employed with increasing efficiency and effectiveness. Their facilities are thus made available to adult workers interested in further training for self-improvement." Kerapfer published in the United States Office of Education Pamphlet No. 107 & pointed statement on the responsibility of public schools for adult education which reads: 9 Adi It Education Leaflet No. 2, Lansing, Michigan: Depart­ ment of Public Instruction, 19^9* g Part-Time and Evening Classes in Vocational Agriculture in Illinois, Bulletin No, 79* Springfield: Board'for Vocational Iducation, 19^1 » 3» %omer Kempfer, Adult Education Activities of the Public Schools, A Report of a Survey, 1947-^48. Pamphlet' No. 107» U. S. Office of"~Education, Washington, B, C5.: Government Printing Office, 191*9, P. 1. 7 "Adult education takes many forms ranging all the way from formal scholarship study to informal activi­ ties bordering on purely social and recreational. Likewise, as befits our democracy, adult education is provided by many kinds of institutions and organisa­ tions, both public and private. Among these is the public school which, as America's most widespread and primary agency for organised education, has inherently a major responsibility for providing leadership and opportunity in this field." One of the most recent statements declaring the responsibility of the public school was made by Hamlin when he said: 10 flhe public schools of the United States are dedicated to the development of "good citisens." Commonly this means the development of men, who will provide for their own needs to the extent that they can be made capable and men who will live helpfully with their fellow men. It connotes Buch ancient virtues as in­ tegrity, honesty, dependability, industry, thrift, unselfishness, courtesy and courage." Hamlin goes on to say that the inadequate conception of complete education before age 21 is being superseded. "Some of the most difficult problems which citisens have faced in the past generations have been problems they were not prepared in their fundamental education to face."^ From various federal and state laws and statements by educational leaders it is evident that there is a trend toward the ^■^Herbert M. Hamlin, "The Unique Hole of Public School Education in Agriculture." The Agricultural Education Magaslne, 26:32, August, 1953. U Ibid., P. 32 8 acceptance of adult education as a part of the program of the public school. 2. Public school adult education makes a difference In the lives of people In terms of skills, abilities, understandings, attitudes and other measurable changes in behavior. The public school has brought many changes in adult behavior. One example of behavior change is stated in a report from a school participating in the Michigan Community School Service Program which has sought to aid people in developing an improved commun- "Adults have taken part in the instructional (school) program by giving instruction in income tax, dress making, farm machinery set-up, customs and descriptions of foreign countries and their peoples, history of our community, water testing, village government, etc. . . . Attitude changes, both individual and group, have probably been most evident in breaking down bf barriers and of growth of the feeling of all belonging and pulling together. These changes are most subtle, but their appearance is quite evident.11 The development of cooperative organizations requires several types of behavior changes by people who participate in the development and operation of such organizations. One of the changes is usually in attitude, either a change to a definite Materials Published on the Community School Service Program, 'iansing, Michigan! Department of Public Instruction, I§49, P. 118-119. 9 attitude from no particular attitude or a change from a previous attitude. Struck cites the development of cooperatives through instruction in vocational agriculture. 13 His list includes a cooperative cotton gin in a Mississippi community* a cooperative poultry marketing association at Troy, North Carolina and a coopera­ tive cannery which put up over 20,000 cans in a year in another community in the same state. Struck emphasizes that cooperatives have been developed in many sections and in many states in the nation. Teachers in the public school have assisted in this development. A comprehensive type of education carried out by the public schools was the foreman-training program provided prior to and during World War II. Ik In this program 98t957 adults participated in an educational program which was pointed toward inproving technical knowledge, leader techniques and development of the ability to secure and organize subject matter for their field of work. World. ^Theodore I. Struck, Vocational Education Eor A Changing New Tork: John Wiley and SonsT*Inc., 1 9*+5« TS 8. Layton S. Hawkins, Charles A. Prosser and John C. Wright, Development of Vocational Education. Chicago; American Technical Society, 19511 *+9^« Another accomplishment of adult education in the public schools serves to emphasize the function of the public school in developing behavior changes in adults. During the 1 9 ^ 3 - ^ school year 135 communities in Michigan conducted classes in repair, operation, and construction of farm machinery and equipment,^ The adults in the classes in the 135 communities repaired 7500 major farm machines which included 7^7 tractors, 171 harrows, 635 plows, Ull cultivators, 339 wagons end other equipment. In ad­ dition to the repair work the adults constructed 2,200 pieces of farm equipment which included 96 sweep rakes, 29I trailers, 5^ grain elevators, 88 self-feeders for hogs. Added to this was the repair of 5,000 to 10,000 smaller items of equipment. from this sample of accomplishments of behavior change developed in adults through the public school it is evident that public school adult education makes a difference in the lives of people in terms of skills, abilities, understandings, attitudes end other measurable behavior changes. State Board of Control for Vocational Education, Biennial Report of the State Board of Control for Vocational Education for the BienniumJiinded June 30» 19hU. Bulletin 209* Rev. Lansing, Michigan* State Board of Control for Vocational Education, 1 9^, P. 20. 11 3 . Agriculture is an Important segment of the social and economic life of the nation. liberty Hyde Hailey made the following prophetic statement in 1915}16 "Agriculture is in the foundation of political, economic and social structure. If we cannot develop starting-power in the background people, we cannot maintain it elsewhere. The greatness of all this rural work is to lie in the results and not in the methods that absorb so much of our energy. If agriculture cannot be democratic, then there is no democracy." At a later date Sanderson voiced similar views by saying:^ "Agricultural economists and the farmers on the land are becoming increasingly aware that they cannot solve the problems of agriculture except in terms of the economic well being of the whole country; that if agriculture is to prosper it will do so only through a rise in the national income." Sanderson emphasises the need for a good balance between rural and urban interests if such social problems as population shifts, use of labor and housing are to be solved satisfactorily. Schults, an agricultural economist, summarises the impor- H. ner's Sons, 1915* Bailey, The Holy Earth. New York: charles Scrib­ ^Bwight Sanderson, Bural Sociology and Rural Social Organisation. New York: JoEn Wiley and Sons, Inc., 1942, P. 18>9» 18 Sanderson, Ibid., P. 188. 19 tance of agriculture in the economy hy say lag j "The full picture of what needs to he done in our peacetime economy cannot he grasped without this knowledge of the relationship of agriculture to the rest of the economy,• ^ven though the agricultural population is becoming a smaller part of the total population, rural people remain important in the social and economic life of the nation. h. Well educated farm people are necessary to provide adequate food for the nation and to maintain a stable rural community. The Increasing importance of fewer farm people producing food for a steadily enlarging national population is described later in this chapter, ®he technical knowledge needed hy the contemporary farmers in the United States can he shown hy an example of the scientific nature of poultry raising. Science and the Farmer reported in March ,1953 that antibiotics were essential in turkey raising. 20 The addition of U ,5 grains of terranycin per ton of feed increased the weight of the birds hy 7,9 per cent over the control gro*g>, during an eight-week feeding period. 19 Theodore W. Schults, Agriculture in An Unstable Economy. New York: McGraw-Eill Book Company, Inc.7 T9h5» ^°J, C. Atkinson, £. C, Boucher and E. W. Callenback, "Peed Turkeys Antibiotics All the Way; Increase Bate of Growth Consider­ ably," Science and The Parmer, Pennsylvania State College, March, 1953. P.'X The above example of technical knowledge needed by farmers today can be repeated in a similar way in crop and livestock production, crop harvesting and storage, building and equipment construction and maintenance, irrigation and other phases of agriculture. In addition to the production of crops, livestock and poultry, Struck emphasizes the need for skill in business management of the farm. 21 Struck also points out that the public school through vocational agriculture has a responsibility in developing good soil use and conservation methods,^ He calls attention to the gravity of the soil conservation problem by stating that 9 per cent of the crop acres of the United States have been ruined, 30 per cent partially ruined, and from lty to 2ty per cent are potentially subject to destruction. The quality of soil has a material effect on the amount of food available for the people of the nation. Educated farm people are needed who have the technical ability and the social sensitivity to conserve and use soil properly, ^"Struck, Ojd. Clt., P. 380. ^^Struck, Op. Oit,, P. 381# The relation "between well-educated farm people and a stable rural community is summarized by Sanderson in the following 23 statement: J •'The improvement of the rural community and its institutions is the best means of building a rural culture with distinctive values, which will strengthen our whole society, and the school, particularly the high school, has a major responsibility for assisting the process of rural community organization.*' The same author provides a vivid comparison between educa­ tion and social and economic stability when he reports that in a careful study of families on relief in rural problem areas in 193I+ it was found that, "one-half of the negro family heads and one-fifth of the whites in the Eastern Cotton Belt reported no schooling and four-fifth of the negroes and about one half of the whites had less than five years." 2b It is clearly evident that well-educated farm people are necessary to provide adequate food for the nation and to maintain a stable rural community. ^Sanderson, Op. Cit., P. 2U Sanderson, O p . Cit., P. 390* 35^* 15 5. Adequate financial resources are essential for a program of adult education. The accomplishment of activities cited in assumption (2) shows the need for adequate facilities to provide needed instruc­ tion in adult education. Giving support to the need for adequate facilities is a statement made hy Cook, Walker and Snowden:^5 nThe scope of the program in farm mechanics is often limited in the school because of poor facilities.11 Sanderson gives repeated support to the need for adequate facilities for adult education. In one statement he gives the pC broad approach to the need.* "In many areas the community facilities will not be complete until the high schools become true community centers for educational, recreational and cultural aspects of community life." He makes it clear that the school must provide facilities for adult and out-of-school youth educa­ tion as well as elementary and secondary education."^ Adequate 25 Glen C. Cook, Clyde Walker and 0. L* Snowden. Practical Methods in Teaching Farm Mechanics. Danville. Illinois: The Interstate Publishing Company, l9§2, P. 57• 26 Sanderson, Og. Cit., P. ^Sanderson, Og. Cit., P. 352* financial resources are necessary to provide suitable facilities deemed necessary by the above citations. It is assumed that not all adult education will occur in public school buildings even for participants in adult education classes provided by the public schools. Assuming that the major portion of such adult education does occur in public school buildings there is a need for adequate facilities such as class­ rooms, shops, laboratories, studios and other meeting rooms. Adequate finance is needed for good facilities regardless of location. Coupllng the resources of buildings and adequate teaching and administrative personnel, the following statement points out the responsibility of a locaL board of education; 28 "The local board of education must be sensitive to the need for and the importance of adult education. It should develop sound operating policies and pro­ vide adequate financial resources.” Definition of Terms The following terms, which are defined as follows, will be used in this study: Adult Education Leaflet No. Lansing, Michigan: Department of Public Instruction,"T9U9» P. 1. 17 M u l t education, A succinct definition for adult educa­ tion is provided by Essert.^ He says: "There are two broad types of adult learning. One of these is, of course, learning from consciously planned, purposefully organized learning situations. These con­ stitute what is often called, "adult education", which consists of individual-and home-study plans, classes, forums and other group-study plans. The other broad type of adult learning is that which occurs in day-to-day experience," M u l t education in vocational agriculture is education provided for farmers through the public schools of the United States, years. The lower age limit for enrollees is approximately 26 Such education is usually aided financially by federal funds through the Smith-Hughes Act passed in 1917 &ad subsequent acts and in many states by state funds, Phipps and Cook state that:^ "The Smith-Hughes Act and the subsequent vocational education acts provide for a definite educational need which other agencies are not designed to provide. Vo­ cational education in agriculture is designed to provide systematic instruction carried on in schools or classes. Part of this systematic instruction must be the super- 29 Paul L. Essert, Creat lve leadership of Adult Education. Hew York: Prentice Hall, ¥nc .,'1951, P. v. ^Lloyd J. Phipps and Glen C. Cook, Handbook on teaching Vocational Agriculture. Danville, Illinois: tfhe Interstate Publishing Company, 1952, P. IB vision of practice in farming activities for which instruction is feeing offered in a school or class . . . Systematic Instruction, as defined, requires classes of at least two weeks duration with related supervision of practice . . . The (Smith-Hughes) act states that i*such education shall fee less than college grade and fee designed to meet the needs of persons who have entered upon or who are preparing to enter upon the work of the farm." Phipps and Cook make the distinction clear feetween adult education in vocational agriculture and agriculture extension when they state "Extension work does not provide systematic courses of instruction . . . The purpose of the extension program as stated in the Smith-Lever Act (of 191h) is: "to aid in diffusing among people of the United States useful and practical information on subjects related to agriculture and home economics and to encourage the application of the same," Criterion. Webster defines criterion as, "A standard of judging; a rule or test fey which anything is tried in forming a correct judgment respecting it."-^ In this research the criteria studied will fee the standards fey which evaluation practices are found to fee of value. Evaluation. "It (evaluation) is the means fey which we ^ Ifeld., P. 502. ^Webster's Collegiate Dictionary, Pifth Edition. Springfield, Massachusetts; G. and (S. Merriam Company, I9I47. p, 2hl. 19 judge the worth of an activity according to some definite scale of v a l u e s . Adult Education Ideas provides a similar definition which states,^ "Evaluation is the process of conparing actual characteristics with desirable characteristics. Desirable charac­ teristics are value judgments accepted by the evaluator." Another definition is provided to explain the difference between evaluation and measurement: same thing as measurement. 35 "Evaluation is never the Even when measurements are available, evaluators still have to make judgments about what the measure­ ments mean, in terms of changing the program or keeping it as it is. Measurements can support judgment about strengths and weak­ nesses in a program. They are never substitutes for judgment." The view of evaluation expressed in the statements above is the one used in this study. Index. "A ratio or other number derived from a series of observations and used as an indicator or measure of certain ^Score card for Community Adult Programs. Continuing Education Service, Michigan State College, East Lansing, 1951* P. 2. •?Ji Adult Education Ideas. Federal Security Agency, Office of Education, Bulletin No. 12. Washington, D. C.: Government Printing Office, 1950, P. 1. ■^"Hurdles for Evaluators", Adult Leadership, 1:11-12, April, 1953. 20 conditions*1 is the definition provided hy Webster's Collegiate Dictionary-^ and the one used to define index as used in this study, Superior program, Superior program refers to a high quality program of adult education in vocational agriculture as measured by valid criteria determined in the study. Inferior program. Inferior program refers to a low quality program of adult education in vocational agriculture as measured by valid criteria determined in the study. Background for the Study The firEt part of this section will deal with the nature and extent of public school adult education in the United States, A survey of the nature and extent of adult education in voca^tional agriculture concluding with an exposition of need for evaluation will comprise the second part of the background for the study, Basic changes have affected the lives of people in the ^Webster's Collegiate Dictionary, 0|>. Cit., P. 509 21 United States. One aspect of this change is clearly defined hy Essert:^ "There are some evidences that there is a genuine ferment of group and community planning at the hase of our society which most of our institutional leadership has failed to recognize or understand . . . The most common characteristic seems to he that people come to­ gether for planning group thinking and cooperative action because they have finally lost confidence in panaceas and have simply said, "Itfs up to us." . . . Difficult as frontier life was, it was not nearly so hard as it is for people to learn this new lesson . . . However, here and there, in small groups and communities, people are discovering new wealth in old land, and are developing new methods for making old institutions more conscious of their duty to involve people in responsible partici­ pation. As they work together in these groups with a job to be done, an action to be performed, en evaluation to be made, they are experiencing a sense of belonging - a true sense of community." In describing the change, Essert has called attention to the need for an appraisal of action taken by people as they search for satisfying and satisfactory adjustments to a chang ing world. As people move together through institutions such as the public school to learn how to make necessary personal and group adjustment, there comes to their deliberations the need for appraisal of action. The important needs for evaluation in adult education have been outlined by the Committee on Evaluation for 37 Essert, Op. Cit., P. 10. 22 the M u l t Education Association of the United States of America. 38 These needs for evaluation are: 1. 2. 3. "Program improvement Program defense Professional growth and security." Specificity is thereby added to Essert's generalisation. Further emphasis of the need for evaluation in adult educa­ tion is pointed out in Adult Education Ideas. ^ "Evaluation is most useful in revealing opportunity for improvement and stimulating growth - professional growth and program growth. The evaluator sees what has to he done and what is yet to he done, where it needs to he done, and often gains Insights into how It can he done." A look at the hreadth of adult education in puhlic-schools in the United States brings two observations to the foreground. M u l t education Is a part of puhlic-school education. The scope of activities in adult education at the present time calls for meaningful evaluation which will provide sound bases for making decisions that will guide educational progress. A study conducted hy Homer Kengafer furnishes the basis for the above two observations. Kempfer found in a study of public - school adult education in the United States, in I 9U7-HS that: 38 Committee on Evaluation, Program Evaluation in Adult Education. Chicago: M u l t Education Association of the United States of America, 1952* P. S. 39 M u l t Education Ideas, Op. Cit., P. 1. 23 HAn estimated three-fourtie of all districts above 2,500 population (including those not reporting) pro­ vide some kind of education for adults. A minimum of *40 per cent of all districts above 2,500 population claim to have evening or adult schools even if nonresponse ^ to the inquiry represents the absence of such schools.11 In the same survey Kempfer found that over four-fifths of the districts surveyed under 2,500 population reported adult education activities and two fifthB conducted evening or adult classes. Ul Evidence that adult education is broad in scope is eIbo supported by the Kempfer study when he says that approxi­ mately 3,000,000 adults and out-of-school youth were provided some type of organized education in 19U7-h&. U2 This enrollment figure was approximately equal to three-fourths the combined high-school and elementary-school enrollment for 19h7-U8. Kempfer also reported that activities for adults in the recreational and vocational fields were much more widely distributed than i« activities in any other field. ^ Homer Kempfer, Adult Education Activities of the Public Schools, Eeport of a Survey, igU7-bg. Pamphlet No. 107, U. S. Office of EaucationT Washington, D. C . : Government Printing Office, 19^9, P. 20. l!lIbid., P. 20. lj2Ibid., P. 21. ^Tbid., P. 20 2k The study made hy Kempfer through the United States Office of Education provides ample evidence that adult education is a significant part of public education and that many people are participating in adult education activities provided hy the public school. One can also conclude that vocational education ie an important part of adult education and that rural adult education is a significant part of adult education in the nation. This information shows the nature and extent of public school adult education in the United States and the need for continuous appraisal of such an important and expanding part of public-school education. An important segment of public-school adult education is education in vocational agriculture. Careful appraisal is needed of the education that is affecting the social and economic change occurring in the rural population which is declining in proportion to the total popu­ lation but increasing in inportance compared to its earlier status. A study of Table I shows that the total population of the United States has risen approximately 50 per cent while the rural farm population has dropped nearly 30 per cent during the lifetime of most men now teaching vocational agriculture. Eor 25 TABLE I POPULATION OF THE UNITED STATES AND OP NINE NORTH CENTRAL STATES POR 1920 AND I 950 Total population (000 omitted) I920 1950 United States 105,7 150,697^ 4“ 45 6,485 8,712 3.934 2,930 2,404 2,621 2.417 2.945 3,668 6,372 2,982 2.387 3.404 3.955 5.759 7.9*7 2,632 3.435 Illinois Indiana Iowa Kentucky Michigan Minnesota Missouri Ohio Wisconsin Total for nine states 32,086 >42,903 Rural ijg population (000 omitted ISP* 51.552^9 2.0S250 1,448 1.529 1.783 1.427 1.336 1.817 2,082 1.387 13.891 _ Rural farm population (000 omitted) 192053 54 19505 23,048 .1950 54 ,230^- 31.61U 1 .95352 1.577 1.370 1,861 1,869 1.358 1.522 2,368 l.Ul+7 1.098 907 985 1.305 849 897 1,211 1.139 920 763 667 783 974 695 740 863 853 725 9.3H 7.063 15.325 llL 1950 Census of Population, Volume 1^ Number of Inhabi­ tants. Washington; U. S. Government Printing Office, 1952. P. 1-3• 45 Ibid., P. 1-g. 46 Ibid., P. 1-3. ^ I b i d ., P. 1-17, hg Ibid., P. xv, "According to the new urban definition that was adopted for use in the 1950 census, the urban population com­ prises all persons living in (a) places of 2,500 inhabitants or more incorporated as cities, boroughs and villages, (b) incorporated towns of 2,500 inhabitants or more . . (c) densely settled urban fringe, Including both incorporated and unincorporated places of 2,500 inhabitants or more outside any urban fringe. The remaining population is classified as rural". In the old urban definition, „ 26 FOOTNOTES TO TABLE I CONTINUED. ■urban population was limited to all persons living in incor­ porated places of 3,500 inhabitants or more and in areas classi­ fied as urban, under special rules relating to population size and density. Ibid., P, 1-17. 5°Ibid., P. 1-19. ^ I b l d ., P. 1-17. 52 Ibid., P. 1-19. 53 19^5 United States Census of Agriculture, General Report, Volume ll, Part 1-6, Chapter V. Washington: U. S. Government Printing Office, 19^7. P. 292. 5^ 1950 United States Census of Population, General Characteristics, (New Urban Classification Used), Washington: U. S, Government Printing Office, 1952, P. 1-105. the nine states in this study the same trend is present hut to a lesser degree. The trend toward fewer people producing an increasing supply of food puts a high value on the ability of farm people to produce the food needed for the nation. Comparing column one with column two in Table II, it can be seen that there were approximately 15 per cent fewer farm operators in 1950 than in 1920. The slower rate of decrease in the number of operators than in the numbers of people on farms may indicate that the size of the farm family is smaller now than 30 years ago. The farm family has been and is today an important source of farm labor. The decrease in people per farm can be linked with the information presented in Table III. real revolution in the use of labor has occurred. A The phenomenal increase in trucks and tractors on farms is indicative of the technical nature of the production of food and fiber. Paralleling the increase in the number of trucks and tractors is an increase of other types of farm nachinery and equipment. With each year come new needs for the development of many technical and managerial abilities which farmers must have if they are to keep pace with technical and social change. Vocational education in agriculture is one of the important avenues of education farmers use to develop these abilities. 28 TABLE II NUMBER OF FARM OPERATORS IN TEE UNITED STATES AND IN NINE NORTH CENTRAL STATES FOR 1920 AND I 950 Farm operators-*-* 1920^ United States Illinois Indiana Iowa Kentucky Michigan Minnesota Missouri Ohio Wisconsin Total for the nine states 195057 6 ,1*1*8 ,31*3 5 .379*250 237.181 205,126 213.U39 276,626 196.1*1*7 178,1*78 263,d a 256,695 189.295 195.212 166,638 203.155 218,237 155,519 179.119 229,958 199.220 168,582 2,016,328 1.715.6110 Operators include full owners, part owners, managers, tenants, (cash, share, croppers and others.) 56 Fifteenth Census of the United States, 1930* Agriculture, General Report, Volume IT. Washington: U, S. Government Printing Office, 1932, P / T E E T 57 1950 Census of Agriculture, General Report, Volume II. Washington: U, "S. Government Printing’“o'ffice, 1952* P. 113* 29 TABLE III NUMBER OP TBACTORS AND PARK TRUCKS IN TEE UNITED STATES AND IN NINE NORTE CENTRAL STATES IN 1320 AND 1950 Trucks-*9 Tractors^® 1920 United States Illinois Indiana Iowa Kentucky Michigan Minnesota Missouri Ohio Visconsin Total for nine states 1950 1920 21*0,083 3 ,609,281 23,102 9.230 20,270 2,029 5,ggi* 15.503 7.889 10,1*69 9,1*02 23U.7S9 153.9S0 21*0 ,9*tl 58,818 11*9.377 201*,200 125.536 182,1*81 171^33 6.151* 3.671 8.910 1.53S l*,ss6 3.S03 5.059 7.319 l*,Ol*l* 103.77s 1.521.555 i*5.3Sl* 5SIMd., P. 226. 139.169 1950 2 ,206,670 86,776 59.811 62,375 5^.957 56,966 70,357 77.250 61*,780 7 M 5 1* 607.726 30 Figure 1 gives a graphic presentation of the rapid growth in the number of people enrolled in classes in vocational agri­ culture. Technical changes in farming cell for education on current technical, social and economic problems which in part account for the great increase in adult-farmer enrollment. The response of young and adult farmers to education in current problems is shown in Figure 1 by the young-farmer and adultfarmer enrollments which together approach the high-school en­ rollment. Although Figure 1 shows a decrease in adult-farmer enrollment during World War II, there was a great increase in enrollment (not shown) due to the Food Production and War Training classes taught by special and regular teadhers. The peak of new enrollments in the Food Production War Training Program was reached in 19U 3-W* when 1 ,3*10,886 farmers received instruction. 60 Lack of teachers and young farmers caused the decrease in the high-school and young-farmer programs during World War II. Table IV shows the adult-farmer class enrollment for the United States and for each state in this study for the 1952 fiscal year. Vocational Educat ion in the Years Ahead. Vocat ional Division Bulletin, No. 23h, Federal Security Agency, Washington* D. C., 19^5, P. 131. 31 Enrollment 1,000,000 900.000 800.000 700.000 600.000 500.000 1*0 0 ,0 0 0 300.000 200.000 100,000 1917 Adult 1922 1927 1932 Young farmer 1937 191*2 191*7 High school figure 1, Enrollment in Vocational Agriculture Cl&Bses In The United States hy Types of Classes®! 6l Digest of Annual Eeports of State Boards for Vocational Education. U. S. Department of HealtH Education and "Welfare, Washington, D. C., 1952, P. IS. 1952 32 TABLE IT ENROLLMENT IN ADULT CLASSES IN VOCATIONAL AGRICULTURE IN THE UNITED STATES AND IN NINE NORTH CENTRAL STATES IN 1 952 Enrollment^ United States 271,160 Illinois Indiana Iowa Kentucky Michigan Minnesota Missouri Ohio Wisconsin 11,590 1.159 12,381* 3.201* 9.081* 12,1*50 7.202 3.123 H.57S Total for nine states 64,779 Percentage of U. S. enrollment in the nine states 62 Ihid., P. 19. 23.9 33 The data presented in the Tables I - IV and figure 1 can be analyzed to draw some significant conclusions: 1. The importance of farming is increasing as the per­ centage of farmers becomes lower in relation to the total population. 2. Agriculture is becoming a highly specialized occupation as evidenced by fewer farmers producing the food needed by more people. (The net import of food is small compared to total food produced in the United States). 3. farmers are enrolling in increasing numbers for syste­ matic instruction in vocational agriculture. U. As the number of farmers who are enrolled in classes in vocational agriculture increases there is a need to appraise critically the results of instruction firstly to determine the benefit to the farmer and secondly to determine the benefit to society. 5. During the 1952 fiscal year 5»0*+ Per cent °f tile farm operators in the United States were enrolled in adult classes In vocational agriculture. What is the signifi­ cance of this enrollment? Is it high enough compared to total numbers of farmers? If it isn’t high enough what are the factors that prevent higher enrollment? are the clientele served by the classes? Who Are all farmers & who want, need or can use instruction, obtaining it? What are some of the characteristics of the farmers en­ rolled such as degree of farm ownership, farm income, rural leadership, citizenship, etc.? In the nine states in this study there were Per cent of the farm operators enrolled in adult classes in vocational agriculture compared to 5.0 U in the nation as a whole. What causes this difference in percentage of enrollment? All the above observations point out the need for the discovery and inqelementation of good evaluation practices necesary for the appraisal of adult education programs in vocational agri­ culture. As the number of farm operators becomes fewer and en­ rollments in adult classes in vocational agriculture become greater, more emphasis must be given to a critical analysis of the results of instruction. Leaders in the field of agricultural education have re­ peatedly voiced the need for good evaluation. H. H. Gibson stated that the big need in agricultural education was for more democratic program planning and evaluation. 63 He made this observation OJR. H. Gibson, '’Trends and Developments in Agricultural Education as Noted on a Eecent Tour of the United States." The Agricultural Education Magazine, 21: lty, July, 19^» 35 following a tour of the United States in which he visited many teacher-education programs in vocational agriculture and many communities where vocational agriculture was taught. He observed that people in the college education programs and in the educa­ tional programs in local communities had taken renewed interest in program planning and evaluation. At an earlier date, Byram voiced the need for finding new and better ways of detecting outcomes of instruction and measuring them against valid objectives. 6U He suggested that less attention be given to tradition or imaginary standards in research in agricultural education. For at least two decades Hamlin has given strong support to the need for effective adult education in vocational egricul­ ture. In 1933 k® stated that: “Outcomes in adult education in vocational agriculture have as yet been measured in terms of changed farm prac­ tices. This is a very inadequate criterion and may not correlate with the really important possible results from such instruction.°5 M. Ifyram, "Some Directions Hesearch is Taking in Determining How Agricultural Education in the Secondary School Measures Up". The Agricultural Education Magasine, 13:19l|, April, 19^1. Herbert M. Hamlin, “Summary of Measurement Studies in Agricultural Education". The Agricultural Education Magasine, 6 :96, December, 1933* In 1937( Hamlin called attention to program planning and evaluation. 66 He urged that agricultural planning he integrated with other local, county, state and national agencies. He urged a community-wide approach to planning and evaluation for agricul­ tural education. Hamlin gave emphasis to a hroad program of adult education in vocational agriculture by listing the values of such, educa^tion,^ These include: 1. The development of a cooperative attitude in the community. 2. Thedevelopment of leadership 3. Thetendency to equalise opportunity k. The help provided adults to become moreself-dependent 5. The aid provided constructive agricultural now functioning. agencies Additional views of Hamlin are presented to show the breadth needed for adequate evaluation in adult education. In I9U3 he wrote that the values of evening schools in vocational agriculture included: 6S ^^Herbert M. Hamlin, "Agricultural Planning and Agricultural Education." The Agricultural Education Magazine, 10:6U, October, 1937 ^Herbert M. Hamlin, "Why Concern Ourselves With Part-Time and Evening Classes." The Agricultural Education Magasine, lh:UH, September, I9UI. ^Herbert M. Hamlin, "Values of Evening Schools." The Agricultural Education Magasine, 15:17* March, 19^3* 1. The preservation of morale and a sense of unity among those who participate 2. The radiation of morale and a sense of unity to the whole community 3. The feeling of sharing in a great undertaking The preservation and extension of democracy, free speech, discussion, and privilege of assembly 3. The development of enlightened and effective public opinion 6. ^he development of favorable attitudes toward elementary and secondary schools 7 . The addition of a major contribution to the general program of adult education In taking a forward look at evaluation in I 9U8 Hamlin 69 stressed three points: J 1. The in5>ortance of evaluation must be realized. "Agricultural education will usually be no better than evaluation applied to it." 2. "We can start with ourselves in improving evaluation.* 3 . "There must be an improvement in evaluation in teacher education." Evaluation in adult education in vocational agriculture may be summarized on the basis of need. Evidence for need of evaluation of adult education in general, of which agricultural ^%erbert M. Hamlin, "What Next in Evaluation." Agricultural Education Magazine, 20:235> June, I 9US. The 32 education is a part, was pointed out by the increasing partici­ pation in adult education and by statements of leaders in the field. The need for evaluation in adult education in vocational agriculture was shown by the increasing number of farmers who are enrolled in adult classes, the importance of adequate instruction for this basic segment of the population and the opinions of leaders in the field of agricultural education. Scope of the Study Adult education in vocational agriculture, a segment of adult education, was selected for special study. The study included a philosophical description of criteria which were appraised by selected judges and a check-list description of criteria for a good program of adult education in vocational agriculture which was checked by teachers in nine states. A search of the literature also produced a list of evaluation prac­ tices which were either recommended and/or used for evaluation in not only adult education in vocational agriculture but also in general adult education. The relative value of the practices was not known. The study was designed to include a random sample of programs conducted during 1951-152 in adult education in vocational agriculture in eight north central states. The states were Illinois, Indiana, Iowa, Kentucky, Minnesota, Missouri and Wisconsin. In addition to the programs in these eight states all Michigan programs were used in the study. The teachers in the survey were asked to fill out a questionnaire only on their 1951-52 programs. Limitations of the Study The study was limited to adult education in vocational agriculture although parts of the study might apply to all of agricultural education and/or to general adult education. Only states in the North Central area of the United States were included. This decision was made to provide Lreadth to the study and yet limit it to the corn-helt area where agricultural conditions in each state are somewhat similar. The nine states in the study are also part of 13 included in the North Central Eeglon which is designated as such hy the United States Office of Education to provide working relations in research and other problems concerning personnel in vocational education in agriculture. No study was made of the effects of age of teacher, years of teaching vocational agriculture, years of teaching adult farmers in vocational agriculture, size of community or size of school. The study was limited to an analysis of practices of evaluation now in use or suggested for use. There was no effort to analyze the value of practices that were declared good in the past and abandoned. Neither was there an appraisal of the projected value of evaluation practices. The analyses made in this study apply to current conditions. In conducting the study two limitations were noted. The judges of the criteria would have preferred a different method to use in accepting or rejecting criteria. If provision could have been made for more discrimination than an "agree" or "disagree" opinion, it might have allowed more refinement in the validity of the opinions. The section on comments in the questionnaire apparently was used to give divergencies to "agree" or "disagree" checks. The ideas presented in the comments were used in building the criterion measures. It was also difficult to provide adequate measures for the criteria. Criterion I, "Relative Size of Program" may have been found invalid because inadequate measures were used. With emphasis on systematic instruction in adult education in voca­ tional agriculture, which means working with the same group of farmers in organized instruction throughout the year and to some extent from year to year, the total hours of instruction may be- come large tut the number of farmers in a class may be small. The emphasis is not placed on the number of farmers enrolling in "courses’* of one or two meetings but rather on the number of farmers enrolling in courses of ten or more meetings. An improved method of measuring the "relative size of program” for adult education in vocational agriculture is needed which would provide for re­ finement in measuring "relative size" where a small percentage of the total population is involved. This study did not provide for measures of relative size "over a period of time" or "increase in numbers" since data were collected for only one year, 1951-52. The criterion, "results", also was difficult to measure. It contained the widest range of scores when compared to other criteria. Either there wa 6 a great difference in results in the programs reported or there was a great difference in reporting results. What some teachers may have considered an approved farm practice may not have been considered an approved farm practice by other teachers. Some teachers may have had inadequate records from which to secure information on the criterion measures. Even though the questionnaire was tried out and revised before final circulation, some of the problems in the use of the questionnaire were not fully detected. It is doubtful if all the problem situations could have been fully alleviated unless interviews had been conducted in all communities participating in the study. The inability to develop clear and decisive measures for each criterion may have accounted for some of the lack of interrelation in the statistical analyses of four of the ten criteria. The presence of contaminating factors may have con­ tributed also to the lack of interrelation of four criteria. Following the statement of the problem, its scope and limitations, there comes a need to review investigations of a similar nature in education. CHAPTER II REVIEW OP LITERATURE This chapter deals with various types of research studies in evaluation in adult education with enphasis on those in vo­ cational agriculture. In some instances, statements from leaders in the field supplement the research data presented. The studies reviewed and reported in this chapter are classified into three groups. These groupings are informal, formal and a combination of the two. The informal studies consist of evaluation carried out largely by local people in face-to-face contact in a community. The formal studies include face-to-face contact but the evalua­ tion is done largely by people from outside the community. statistical type study is also included in this group. The The third group includes a combination of the formed, and informal studies. Studies in Which Informal Methods Were Psed In the early igUo'e two conprehensive research programs were launched in agricultural education which had as their basis two opposing philosophies of evaluation. One had as its basis the use of local people in determining the value of local programs 44 of adult education. The proponents of the opposing philosophy, which will he outlined in the next section, Indicated that national standards should he established and that these standards should he the basis for evaluating local programs of agricultural education. In defense of the first point of view, Hamlin, in 1940, stated that evaluation must:^ "1, Be in the hands of the people who control the schools; 2. Use outsiders to assist and not to substitute for local people; 3, Deal principally with outcomes rather than princi­ pally with ways and means," He indicated that program planning and evaluation were the most critical problems facing agricultural education. Hamlin em­ phasized that educational objectives must be established aid. that criteria must be set to be measured. in advance for the objectives which are This was the basis for the criticism which Hamlin gave the membership of the Committee on Standards of the Agricul­ tural Education Section of The American Vocational Association, who were in the process of establishing national standards to be used in evaluating local programs of agricultural education. ^Herbert M, Hamlin, "Planning and Evaluation in Agricul­ tural Education." The Agricultural Education Magazine, 13*204207. May, 1941. The philosophy of Hamlin presented in the preceding paragraph provided the background, for the rebuttal by him later in the same year. He re-enqxhasized his point of view which is summarized in the following statements: 1. 2 Evaluation should be done by local people. 2. Evaluate outcomes and results rather than processes and procedures. 3. Appraise the product. As indicated by the title, the above statements were a rebuttal to a report from the "Committee on Standards" which was composed of leaders in the field of agricultural education. It is noted in the "rebuttal" article that Hamlin proposed to establish a study to run for five years in which a test would be made of his point of view. The experiment was to be conducted by encouraging several high schools in Illinois to follow his suggested pro­ cedure for evaluation. As a result of his action six schools entered the project. At the close of the first year of the experiment, Hamlin reported that a start had been made in evaluation and that five 2 Herbert M. Hamlin, "A Rebuttal;" Education Magazine, ll;:27, August, 19^1. The Agricultural U6 evaluation, practices bad been used, namely:' 1. The community survey was repeated (one was made at the beginning of the project) 2. Individual record forms were used to show progress in farming efficiency 3. Specially constructed pencil and paper tests were used to determine progress J+, Appraisals were made by people in the classes and others in touch with the work 5. Appraisals were made by professional workers from the outside The firstreport on the study indicated that certain eval­ uation practices were being used but no weight or value was attached to one practice over another. concerning the validity of Two years A question could be raised any or all of these practices. later,in 19^31 Hamlin gave a report covering the first three years of the study,^ In this report he listed four practices of evaluation which were used in the six schools. The practices were: Herbert M. Hamlin, "One Year of Program Planning and Evaluation." The Agricultural Education Magazine, l6:5*+» September, 19*+3* Herbert M. Hamlin, "Three Tears of Program Planning and Evaluation." The Agricultural Education Magazine, 18:36, September, 19^5» *7 1. One day evaluations including outsiders were con­ ducted in three communities. This group included teachers* principals, supervisors in agricultural education, uni­ versity professors in agricultural education and staff members of the United States Office of Education. 2. Special attention was given to production records as a means of diagnosis of needs which formed the basis of teaching and aided in evaluation. 3. Each community made a further study of needs and re­ fined its objectives. 4. future plans were made for open houses, more publi­ city and more emphasis on evaluation. At the close of three years it can be noted that the scope of this evaluation process had increased. More people were in­ volved in evaluation and more phases of the programs were included. At this point it is not clear which practices in evaluation are to be recommended. Hamlin partially answered this question in his report made at the close of five years of study in the six schools. Fj In a humble way he stated that he had not discovered all the answers to good evaluation. Ho did venture nine recommendations, based on his five-year study, which were as follows: "1. The importance of evaluation must be realized. "Agricultural education will usually be no better than evaluation applied to it." ^Herbert M. Hamlin, "What Next in Evaluation." The Agri­ cultural Education Magazine, 20:235-237• June, 19^S» Hg 2. Improvement in evaluation must start with ourselves. 3. Methods of evaluation must he improved in teacher education. U. More emphasis must he placed on quality as compared to quantity. 3. The community must become interested in evaluation. 6. Evaluation must he democratic. 7. More research time must he provided for evaluation. ?. Methods of evaluation should he studied which will include laymen, students, teachers, administrators, super­ visors and teacher trainers. 9. More adequate objectives must he developed in terms of which to evaluate.9 This type of summary certainly defines work yet to he done in evaluation, all of which applies to adult education in voca­ tional agriculture. Some good practices in evaluation evolved from the five-year study hut there was a lack of criteria which could he used to identify the quality of the practices. As an example Scott,^ the teacher of vocational agriculture in one of the six schools, reported that three evaluation practices had been used in his community. These were: M. J. Scott, "Community Study Serves As a Basis for Improved Program." The Agricultural Education Magasine, 19:157, February, I 9U7 . H9 1. The advisory council evaluated the progress toward specific objectives. 2. The advisory council aided in establishing objectives and goals. 3. The advisory council decided what to take out of the program as well as what to put in. These practices are considered good by many professional and lay people. By many means of evaluation the programs conduc­ ted by Scott and the teachers in the other schools in the fiveyear study would be considered good. Yet a satisfactory means is not known at this point which will aid in deciding the quality of evaluation practices, unless a point of view is taken that anything that works is good. A study that considers the factors of quality was one conducted by Knutj;.^ He reviewed the literature on objectives and evaluation, criticised and consolidated proposed principles and applied these best ideas and innovations to five programs of agricultural education in a cooperative field study. resulted in a clarification of the relation and evaluation. His study between objectives Knuti found that teachers, high school students. Leo L. Knuti, "Procedures for Determining Objectives and Evaluating Outcomes in Agricultural Education," Unpublished Doctor’s Thesis, Library, University of Illinois, Urbana, 1950* (Prom Summaries of Studies in Agricultural Education, supplement No. ty,-Vocatlonal"~Division Bulletin No. 246, federal Security Agency, P. 28.) 50 young farmers and adult farmers were Interested in determining the purposes of their education, in expediting its processes and evaluating its results. In reporting on Knuti's work Hamlin g listed four criteria on which the objectives were to be based. These criteria were: 1. Will its realization contribute to my psychological, social, economic or other needs? 2. Will its realization help others? 3. Is it feasible for me now? 4. Is it consistent with my general aims and those of my school? This is evidence that there is movement away from a somewhat pragmatic approach of evaluation to an approach where under­ lying goals of a democratic society are used to establish the basis for objectives and evaluation. Similar to the study made by Hamlin in the six schools was g one made by Schroeder. As the director of a local program of community improvement through adult education in vocational agriculture, he worked with an advisory council to establish ob- g Herbert M. Hamlin, “Students Can Share", The Agricul­ tural Education Magazine, 23:111, November, 1950* ^Walter P. Schroeder, "A Case Study of The Development and Evaluation of a Program of Agricultural Improvement with Adults in the Olivet, Michigan, Community." Unpublished Master's Thesis, Library, Michigan State College, East Lansing, 19^7. 125 pp. Jectlves, to guide the program and to evaluate results.'*'0 Evalua­ tion with the help of the advisory council composed of local and county people, included quantitative checks on objectives and goals in three areas of farming. Qualitative evaluation waB made on leadership development and social change in neighborhood groups as a result of using special teachers for adult classes.^ An attempt was made to measure quality of program, yet the evaluation lacked the development and use of criteria which should form the basis for value Judgments. A less comprehensive evaluation of the same program was 12 conducted by Schroeder in I 9I+9. A survey vising an interview schedule was used with a random sampled group of 17 adult-class participants. The technique was based on a commonly-accepted principle that participants in classes help evaluate the instruc­ tion. Seven special teachers of classes and five local school administrators and teachers of vocational agriculture were inter­ viewed with essentially the same schedule. In general, responses were similar. 10Ibld.. P. 33. 11Ibld., P. 17. ■'■^Walter P, Schroeder, '‘Developing the Program of Adult Education in Agriculture at Olivet (Michigan) With Special Atten­ tion Given to Follow-up Instruction." Unpublished problem, Department of Agricultural Education, Michigan State College, East Lansing, 19^9» 25 pp. Again, the quality of this practice of evaluation has not been proven nor has it been validated in terrne of established criteria. However, the author did indicate strengths and weak­ nesses in the program as found by the study. Plans were listed for making improvements. H i g g i n s , W a l l 1** and Ayers1*** each conducted interview-type studies to determine the effect of instruction on approved prac­ tices adopted. As might be expected, all three men found that agricultural practices were improved through adult-farmer instruc­ tion. This type of evaluation is very prevalent in agricultural education. The technique is widely reported in articles in The Agricultural Education Magaslne. It appears that more emphasis is given to checking the adoption of approved practices than to any Ronald V. Higgins, "Influence of Adult Agricultural Evening Schools Upon the Farm Practices of Those Attending." Unpublished Master's Thesis, Library, Iowa State College, Ames, 19^0, 62 pp. 11+ Alexander Robert Wall, "A Study to Determine Some of the Influences Effecting the Trial and Completion of Improvable Farm Practices by Evening School Students." Unpublished Master's Thesis, Library, Virginia Polytechnic Institute, Blacksburg, 1935. 129 PP. 1^Thomas Lawrence Ayers, "Effectiveness of Agricultural Evening Class Instruction." Unpublished Master's Thesis, Library, George Peabody College for Teachers, Nashville, Tennessee, 1929» 6l pp. (From Summaries of Studies in Agricultural Education, Vocational Education Bulletin No,- 180, Federal Security Agency, Washington, D. C., p. 23.) 53 other method of evaluating instruction in adult education in vocational agriculture. Again one could question whether this is the hest method of evaluation. If it is the best how much better is it than other methods? Material from two well known sources gave added weight to the informal methods of evaluation. The first. The National Society for the Study of Education,^ reported in its J’orty-J’lfth Yearbook that future needs in evaluation include the use of: 1. Observations which collect all crucially relevant evidences1? 2. Projective techniques such as public opinion polls 3. Interviewing^ The second source was H. M. Hamlin, 20 18 He listed 23 predictions for adult education, the fourteenth of which deals "The Measurement of Under standing". Eorty-fifth Year­ book of the National Society for the Study of tfducation,‘Pari 1, 538 pp. Chicago: University of cEicago Press, 19U6. 17Ibld., P. 327. 18 Ibid., P. 328. 19Ibid.. P. 329. ^Herbert M. Hamlin, "The Euture of Adult Education in Vocational Agriculture." The Agricultural Education Magasine, 17:8E, November, I 9EE. 5^ with evaluation. He stated that we should gradually get away from older forms of evaluation in adult-farmer courses, such as numbers of classes end attendance. The new approaches would include the use of indices of efficiency, records that indicate progress and other similar indicators of results. As objectives become clearer to teachers, class members and other evaluation becomes more sound. Hamlin added that evaluators must recognize more fully some of the by-products which often are more important than the principally-sought-for practices. These by-products include growth on the part of the farmer students in cooperativeness, in public spirit, in interest in farming, in home and family living and in community living. 21 The informal type of study in evaluation in adult educa­ tion in vocational agriculture has as its core the involvement of local people in making the evaluation. essential. In a democracy this is Many improvements in adult education have come un­ doubtedly from this type of evaluation. which form the basis for evaluation? should be? Tet what are the criteria Who decides what the criteria How are the criteria determined? These questions must be answered even before objectives are established. ^Ibid., P. SU. The two re- training sections of this chapter deal with different approaches to evaluation, some of which have criteria. Studies in Which formal Methods Were Used The formal type research as reported in this section deal6 with the studies where there was little face-to-face contact in the evaluation process or where the evaluation was conducted in a "formal" atmosphere by one or more persons not directly con­ cerned with the community where the evaluation occurred. In many cases the statistical type of study 1b used as part of the method or as the main method. One of the leading formal studies in evaluation in vocational agriculture, which included adult education, was the study con­ ducted by the National Committee on Standards of the Agricultural Section of the American Vocational Association. It was this study that prompted H. M. Hamlin to use the approach to evalua­ tion which was described in the previous section. The National Committee on Standards, mentioned in the pre­ vious paragraph, formulated the criteria on which the local Op evaluations were to *b© made. These criteria were tried out in op An Evaluation of Local Programs of Vocational Education in Agriculture. Vocational Division Bulletin No. 2^0, Federal Security Agency, Washington, D. C.: Government Printing Office, 19^9. 75 PP. 56 local departments in eight states. Following this procedure the criteria were revised and issued by the American Vocational Association under the title Evaluatlve Crlteria for Vocational Education in Agriculture. At the same time the Office of Educa­ tion issued two miscellaneous public at ions. One was entitled Guide to Advance Preparation for the Evd. uatlon of a Local Program of Vocational Education in Agriculture. The other was Directions for the TJse of Evaluative Criteria for Vocational Education in Agriculture. J. C. Wright, assistant commissioner for Vocational Education, invited all state directors of vocational education to participate in the local evaluations. Evaluation committees were appointed in the h6 states whose directors accepted the invita­ tion. Following this step, "local programs were selected in such a way as to obtain a representative sampling of depart­ ments.^ It was apparent that state-level workers made the selection of each department on the basis of criteria which mi^it not have been valid. In many states a state supervisor and a teacher trainer used the evaluative criteria in making the local evaluations. 23 Ibid., P. 2. 57 This procedure may have met with some resistance in local schools. Following the local evaluations a committee constructed 20 descriptive scales for use in local departments. In each scale there was a description of "Very superior," "Superior," "Average," "Inferior" and "Very inferior" programs, courses, situations, schools, teachers and units. 2k There were two scales including 17 items which could he used to evaluate organization and instruction of evening schools. evaluated. Items not in the scales presumably were not There might he a handicap in using the scales which were listed because evaluation practices were omitted, A revised edition of the evaluative criteria was published in 19i£. 25 It was then that this group suggested the use of self evaluation in the evaluation process. The 19^2 edition had limited publication and therefore limited use. This publication h«d three "propositions" which are comparable to criteria for adult farmer education. These propositions dealt with the areas of activities of farmers, the course of study and instruction, 26 oh Ibid., P. 3. 25 Evaluation Criteria for Vocational Education in Agricul­ ture , Eevision for Evaluation or Self Evaluation of llfeachers of~ Agriculture. ffecLeraT Security Agency and American Vocational Association, Washington, D. C., I 9U2, 75 PP* 26 , Ibid., P. U9. 58 These propositions were established by leaders in agricultural education and were revised after they were tried out with the measures in locel schools. The propositions were changed very slightly from the I 9IJO edition. 27 An attempt was made, therefore, to validate the propositions and the measures. Other methods of validation might yield different results. The whole attempt at evaluation by the National Committee on Standards was defended by Fife when he stated that the effort was a guide to local evaluation. 28 Fife again came to the defense of the "standards" idea when he replied to Hamlin that there is more than one way to evaluate. 29 The resuitb of the work of the National Standards Committee have been used to some extent in teacher education work in agricultural education. Apparently neither the self evaluation bulletins published in I 9U2 nor bulletin number 2bQ have had wide use in local departments in improving any phase of the agricultural education. ^Evaluative Criteria for Vocational Education in Agriculture. Federal Security Agency and the American Vocational Association, Athens, Georgia* University of Georgia Press, 19^0* 52 PP* pg Hay Fife, "Evaluating Agricultural Education - A Reply.9 The Agricultural Education Magazine, lb:6, July, 19^1« *^Ray Fife, "Evaluation - Another Eeply.9 The Agricultural Education Magazine, 1Us6T• October, 19^1* 59 Two studies were reviewed in which the material prepared by the National Standards Committee was used. Mitchell adminis­ tered the 19*40 edition of the evaluative criteria to 11 departments tq in Georgia.*' He computed intercorrelations of the weighted scores from the various sections and drew two types of conclusion.^* In the first type he drew two conclusions on adult-farmer educa­ tion, namely: that adult-farmer instruction should he organised to provide favorable learning conditions, and that this type of education should have the support of the school and community. Mitchell's second type of conclusion was that the"National Eval­ uative Criteria should he revised for more effective application for evaluation or self-evaluation of teachers of vocational agri­ culture in Georgia." The work by Mitchell was scientific and well written. His analysis was short and he made no explanatory comments on how local objectives might he established and how local evduation was to proceed. John Hubert Mitchell, "Evaluation of LocaL Programs of Vocational Education in Agriculture in Georgia." Unpublished Master's Thesis, University of Georgia, Athens, 19*42, 133 PP» 31 Ibid., P. 1+9. The second study to he reviewed which made rise of the National Evaluation Criteria was done hy Patrick.^ He attempted to determine in what different ways and hy what means the voca­ tional agriculture department could assist the local school in improving the quality of living in the community As a part of the total evaluation, three teachers applied the 19lt2 edition of the evaluative criteria as prepared hy the National Committee on Standards. Data on the community collected hy the state statistician were used also. 3i* In his conclusions, Patrick made one observation on the adult program hy saying that it received a superior rating hased on evaluative criteria. ^ His recommendations stated that a general evaluation should occur every five years and a specific evaluation every 10 years. This comment was prompted in some degree hy the fact that the high school faculty did not have the objectives of vocational agriculture in mind. Patrick also stated 12 James Leon Patrick, "An Evaluation of the Chocowinity Agricultural Department and Local School Program With Suggestions for Changes Towards the Further Promotion of Individual and Com­ munity Development." Unpublished Master's Thesis, Library, University of North Carolina, Ealeigh, 1951* ^35 PP» 33lbid., P. 2, 61 that evaluative criteria should he drawn up hy the state depart­ ment of public instruction. This does not agree with a later point in which he stated that teachers in the school should he responsible for evaluation. Again in a contradictory manner, Patrick recommended that funds should he appropriated hy the state legislature to employ personnel for organizational purposes whereby state-wide evaluation might he made possible. ^ It has become apparent that the trend is away from national standards in evaluation in adult education in vocational agricul­ ture. This is evidenced in lack of use of the evaluative criteria as presented hy the National Committee on Standards in Vocational Agriculture and the strength that local evaluation has assumed. This trend is shown throughout this chapter. The most comprehensive formal study on adult education in vocational agriculture was done hy Pleenor in 1931* ^ He secured lists of teachers and schools from state supervisors in 21 states. Seven-hundred-twenty-six questionnaires were sent to departments conducting adult classes during 1929-30. Although there was a 71.30 per cent return the sampling was highly skewed due to a 36Ihid., P, 120. ■^Beatty Hope Fleenor, "Adult Education in Agriculture Through Evening Schools Conducted by Departments of Vocational Agriculture." Published Doctor^ Thesis, University of Missouri, Columbua, 1931* PP* much larger percentage of departments reporting in some states than in others. 38 The study was made in seven areas* namely: instruction, organization, enrollment, methods, supervised prac­ tice, general results and specific results. This study presented the status of adult education in vocational agriculture in the states studied, barring inadequacies in sampling. The results of instruction were put in general and specific categories. The general results included such qualitative evaluations as progress in improved public relations between the school and community, cooperation among people and increased community pride. 39 The hn specific results were based largely on approved practices adopted. Other such quantitative measures included enrollment and the number of farm visitations. The study was a distinct contribution to the field of adult education in vocational agriculture because it was done approxi­ mately ten years after adult classes were first offered in voca­ tional agriculture as a part of the Smith-Hughes program. The 63 study was broad, in scope and. comprehensive. schools reporting was well presented.. The status of There was an attempt by fleenor to establish criteria in seven areas of the program of adult education in vocational agriculture as described earlier. He did not go as far in developing criteria as did the National Committee on Standards yet there was more emphasis on the qualitative type of evaluation than any other study reviewed. The study would have been more valuable had evaluation practices been developed which people in local communities could have used. C. L. Bunyard conducted a study in Iowa in 1930 that involved some new approaches to evaluation. Ul He selected five schools similar in farming conditions, experience of teachers and adult class subjects. By vising both sides of a three-by-five card, Bunyard developed a survey instrument which the teachers used with prospective students. The results of this survey were tabulated and criteria developed for seven areas of instruction in dairy and one area in cooperation. 1+2 Objectives were then Claude Lee Bunyard, "A Technique for Measuring The Effec­ tiveness of Agricultural Evening Schools." Unpublished Master's Thesis, Library, Iowa State College, Ames, 1930, 99 PP* US Ibid., P. S. 6U "based on the criteria, following this step, problems for study were selected, a course of study organized, records kept on instruction and progress of students determined by use of a measuring scale constructed from the predetermined criteria. The criteria which Bunyard listed as most significant were responses given "by farmers through participation, number of improved practices adopted and attitude toward cooperation. The criteria named by Bunyard could be listed in the category of evaluation practices. However, this study indicates that an attempt was made to find the foundation on which objectives were to be based. ^n earlier study by Brown in California reported results from a survey of teachers in 35 states. lih He received 279 returns from h£>3 teachers in which information was given on enrollment and meeting time data, organizational procedures and general information on courses offered and teaching personnel. Prom these data nine suggestions for promoting and teaching evening schools were drawn. Jive centers were selected in California k3 Ibid.. P. 83. Ealph Newton Brown, "The Development of Agricultural Evening Schools in California," Unpublished Master's Thesis, Library, University of California, Berkeley, 1926, 72 pp. where the procedures were tried for one year. Based on his observation, Brown chose two measures of evaluation which were "improvement in farm practice" and "approval of the program "by farmers,"^ Brown also listed five acceptable procedures for organizing evening schools. It is not apparent how Brown determined accomplishments in the evening school which was one of his purposes. He did an acceptable job in determining pro­ cedures to use in organization of an evening school. The programs in the five centers were well organized and the data collected indicated evidence that the two factors used in evaluation were valid for the year studied. The second factor in evaluation, which was approval of the program by the farmers, was determined by the percentage of the class that would attend another such course. This was the first time that such a practice had been noted. A formal status study which provided a quantitative and community-wide analysis for evaluation was conducted by Brimmer. U7 Ibid., P. 53. Ibid., P. 63. 1+7 Clifford Carl Brimmer, "The Personnel of Agricultural Evening School Classes in Iowa and Eastern Hebraska." Unpublished Master's Thesis, Library, Iowa State College, Ames, 1932. 5^ PP« 66 He secured the help of 25 teachers in 19 communities in eastern Nebraska and Iowa in circulating 1010 questionnaires to farmers who attended evening school. were returned. Pour-hundred-sixty questionnaires Brimmer drew four conclusions from the study regarding the age of the farmers, clientele reached, level of schooling and type of class participation hy the farmers. He made only two recommendations for changes in the instructional program. ijg A farther analysis of the data collected might provide suggestions for inprovement in the programs in the local schools. Little information was presented which would lead to continuous evaluation or practices which others could use to evaluate a local program of adult education. Strong evaluated the influence that outside speakers and certain types of courses had on enrollment and attendance and the resulting inproved practices. U9 His method involved the use of postal-card questionnaires which 73 teachers sent to three regular and three irregular claBS participants. He also summarized the adult class record in the state office of education for 307 US Ibid., P. US. U9 Wayne B, strong, "Organization of the Instructional Pro­ gram in Agricultural Evening Schools in Iowa." Unpublished Master's Thesis, Library, Iowa State College, Ames, I 9U6 , 56 PP. 67 schools. The technique had merit yet the reader was not informed either how the 73 teachers were selected or how the six farmers in each school were selected. Some generalized results were pro- Tided on the items studied hut specific helps on the use of similar evaluation techniques were lacking. Another type of status study was conducted hy the agricul­ tural extension service. Questionnaires were sent to 2,373 county and state extension workers in nine north central states in 1950. 50 Ahout 95 Per cent response was secured. The purpose of the study was to determine the value of the radio for extension work from the point of view of extension administrators. The result of the study indicated a need for training extension workers for radio broadcasting and a need for objective measures 51 of the effectiveness of radio broadcasting. The method used to measure effectiveness of broadcasts appeared to have merit. Re­ spondents were asked to cite evidence in any or all of seven cate­ gories for five jobs tried which were: change attitudes, make 50 Lucinda Crile, Use of Radio by Extension Workers in the North Central States. University of Missouri, College of Agriculture Extension Service, Columbia, 1952* PP. 6b. 51 Ibid., P. 6. 68 announcements, teach subject matter, stimulate participation and teach skills. 152 Ninety-five per cent of the extension workers reported evidence of accomplishment in one or more of the five jobs tried by using the radio. The highest percentage of accomplishment was from 77 to 92 per cent, indicated by the county agents separately. The subject-matter specialists, men and women, reported evidence of accomplishment ranging from 60 to 95 «. 53 per cent. The study was well done, graphically portrayed and provided a thorough analysis of one type of evaluation in adult education. Naokes made an historical study of the people and organi­ zations in a New York community and a contemporary study of attendance and the program of adult education in the same com5^munity. The program in adult education in vocational agriculture was compared with similar programs in other communities. practice may have some merit in evaluation. This In general, the study is loosely written and of low quality. 52Ibid., P. 18. 53Ibld., P. 19. 5**Harold L. Noakes, "A Study of Adult Education in Southern Oayuga County as Organized at Moravia High School.” Unpublished Master’s problem, Library, Cornell University, Ithaca, New York, 19^. S6 pp. 69 Studies done by Mobley,^ Hull,5^ Johnson,^ Kni^it,^ eg and Cookr have as their basis the number of approved practices adopted by adult farmer c I&sb members as the means of evdLuatlng local programs. This is a common method of evaluation and definitely quantitative in approach. This type of evaluation usually has an unwritten criterion on which the evaluation is based. It is assumed usually that the criterion of results with applications to farming is the one and only basis for judgment. As yet this has not been proven or disproven. -^M. D. Mobley, 11An Evaluation of Evening Class Instruction in Terms of Changed Practices," Unpublished Master's Thesis, library, Cornell University, Ithaca, New York, 1930* 155 PP» (From Summaries of Studies in Agricultural Education, Vocational Division Bulletin No. ISO, federal Security Agency, Washington, D. C., P. 127.) ^Joseph. William Hull, "Effectiveness of Agricultural Evening Class Instruction in Western Arkansas." Unpublished Master's Thesis, Library, George Peabody College For Teachers, Library, Nashville, Tennessee, 1930, 82 pp. (From Summaries of Studies in Agricultural Education, Vocational Division iulletinTTo. lgJo, federal Security Agency, Washington, D. C., P. 9 * 0 ^ A l e x R. Johnson, "The Organization, Instruction and Results of Classes in Poultry Production." Unpublished Master's Thesis, Library, University of Florida, Gainesville, 1932* 52 PP» ■^F. K. Knight, "The Organization and Results of an Evening Class in Citrus." Unpublished Master's Thesis, Library, University of Florida, Gainesville, 1932» 80 pp. ^Allen Cook, "Giving Evening Schools a Feeling of Permanence." The Agricultural Education Magazine, 3tl69f May, 1931* 60 70 A study closely related to these was one done hy Bryantw in which he sent questionnaires to farmers and teachers in the same communities to determine the profitableness of teaching scientific and practical agriculture to adult farmers. He made a listing of the order in which greatest improvement occurred in farm enterprises. This is essentially an evaluation and rating of approved practices adopted. The formal type of evaluation study in adult education in vocational agriculture has been based on the use of statistical methods or the "formal11 atmosphere of outside people conducting evaluations in a local community, or a combination of these ap­ proaches. This type of study has value in that more objectivity may be possible than through the informal approach. As many of the studies in this area are status studies it is doubtful if the results have been hi^ily usable. In cases where scales and techniques were developed for local use, there seemed to be a con­ siderable gap between recommendations and use. There seems to be a need for combining the formal approach with its objectivity and the usableness of the informal type of evaluation. ^Nathan Daniel Bryant, "An Inquiry Into the Value of Teaching Adult Farmers." Unpublished Master’s Thesis, Library, George Peabody College, Nashville, Tennessee, 1925» 52 PP. (From Summaries of Studies in Agricultural Education, Vocational Division Bulletin No. ISO, Federal Security Agency, Washington, D. C., P. 36.) 71 Studies in Which Both Informal and formal Methods Were Used The final part of the review of evaluation studies in adult education in vocational agriculture deals with studies in which the informal, face-to-face contact and formal procedures were used. One of the significant studies in this area was done hy Guiler. He conducted a different type of evaluation than any other reviewed. a It apparently is the only one of its kind, With the aid of an advisory council, seven judges in the field of agricultural education and the responses on questionnaires from 70 local class participants on the farming and social-civic status of the community, Guiler established criteria on which to base the evaluation and the objectives to use in the evaluation of adult education in agriculture in a local community. Using the objectives as a guide, a second questionnaire was circulated to local clientele to determine farming and social civic accomplish­ ments,^ Gilbert S, Guiler, MAn Evaluation of the Program of M u l t Education in Vocational Agriculture at Canal Winchester, Ohio.” Unpublished Master’s Thesis, Library, The Ohio State University, Columbus, 1951* 126 pp. 62 Ibid., P. 87. The techniques developed were not complicated and could he carried out hy people in local communities, ^here seemed to he a problem of classification of terms because there was overlapping of the same terms in both the criteria and objectives. recreation was used in both categories. For example, Another item listed in the criteria which probably does not belong there was length of class session. It is part of a criterion which might be classi­ fied under the heading of flexibility. The study was well written and apparently local people were heavily involved in the whole operation of evaluation. Ekstrom developed techniques for evaluating a total program of vocational agriculture which had application to adult farmer 63 education. From state supervisors and teacher trainers in M4 states he collected information dealing with procedures used in evaluation in a total program of vocational agriculture. Ekstrom then evaluated five departments in Iowa with the help of local people and later organized a plan for evaluation as a result of the information and data from the 1A states and the five depart­ ments. His plan for evaluation included six steps which were: 6"? George Frederick Ekstrom, "The Organization of Tech­ niques for Evaluating Programs of Vocational Education in Agri­ culture." Unpublished Doctor*s Thesis, Library, The Ohio State University, Columbus, 1938, 18S pp. 73 (1) determine the objectives for the program, (2) survey to determine instructional needs, (3) set up specific objectives for the year, (4) keep accurate records of outcomes of activities, (5) obtain reaction of local people served and (6) appraise the results from activities. 64 He recommended that local people be used in carrying out the six steps, through the use of surveys of local problems end the use of local committees of teachers, school administrators and class participants, Ekstrom carried 6*5 out the six steps in the five communities. J Ekstrom stated that the greatest contribution of the study was to the local departments which participated in the planning and evaluation. Ee also noted that it was helpful to state departments of education and college teacher training programs in aiding teachers to evaluate local programs. Jour weaknesses of the study were listed. 66 These were;^ 1. The lack of objectivity that is found in statistical studies. If • •a cn 6UIbid., P. 158. P. 144, ^ I b i d . , P. 155. 67Ibid., P. 154, 2. ^he problem of the degree to which local objectives are defined. 3. Lade of instruments available for evaluation purposes necessitated the development and use of several blanks and forms to be used by local communities. U. Variation in personnel of local communities caused differences in judgment of local factors. Another weakness could be the lack of validity of the criteria which were submitted by state supervisors and teacher trainers in the ties. states for use in evaluation in local communi­ Ekstrom raised an important question when he asked how to secure valid criteria on which to base objectives. Also there was a lack of any stated criteria by which the effectiveness of the various devices used in evaluating the local departments could be judged. There is also a question of the definition of the meaning of "superior11, "average", "poor"and "inferior" in the form used in the local evaluation. Ekstrom made a contribution to the field of evaluation in adult education in vocational agriculture and certainly gave strength to the use of the informal type of evaluation. Somewhat related to the study made by Ekstrom was one Co done by Parent. He sent a questionnaire to 199 teachers and gg Weber Joseph Parent, "Certain Factors Influencing the Success of Evening School Work in Vocational Agriculture.11 Un­ published Master's Thesis, Library, Louisiana State University and Agricultural and Mechanical College, Baton Bouge, 19*41. 62 pp. later Interviewed SO of them. He attempted to relate IS factors of success in evening schools to the one criterion of approved practices adopted. 69 He listed 12 factors of success as toeing significant, such as teacher's pay and the time classes are held.^ This left five factors, such as agricultural experience of the teacher and size of enrollment in adult class, as not toeing significantly related to success. The thesis was well written and the research done scientifically. One could question the use of only one criterion as the sole toasis for judging the success in adult eveningschool work. There might toe other equally Important and equally significant criteria for judging success in this field, Cox. attempted to make an evaluation of evening school instruction toy reviewing literature suggested toy all state super­ visors and teacher trainers, and conducting a tentative program "based on information obtained from literature and data provided toy this group and information secured from conferences with 76 evening school instructors and professional agricultural workers.^ *orty-four instructors of agriculture in Virginia con­ ducted adult-class programs reportedly hased on the findings of Cox* These instructors were visited "by state supervisors and teacher trainers in agricultural education. The information secured from the forty-four schools was compiled into ten jots for instructors to do in conducting evening classes in Virginia. The tenth jot was to determine the results of the evening class. This jot was troken down into three parts which were making reports, summarizing and interpreting results, and informing the class and others on results. The procedure used and the informa­ tion collected on each item were left to the evaluator. Much of the authority for approval or disapproval of prac­ tices to use in evaluation rested largely with the state super­ visors and teacher trainers in agriculture education. methods of securing practices might he made valid. Other The filial step of validating suggested practices to he used in evaluation either was not done, or was not reported. 0. C. Cox, ’’Evening School Instruction In Vocational Agriculture.'* Unpublished Master’s Thesis, Library, Virginia Polytechnic Institute, Blacksburg, 1931 * ^64 pp. A report on a status study involving informal and statis­ tical methods will conclude this review of studies dealing with evaluation in adult education in vocational agriculture. Miller 72 evaluated adult education activities in a county by studying records in the county agricultural extension and Faro Bureau Office, and the office of the county superintendent of schools. He sent questionnaires to 7^ teachers in rural schools and visited all large and consolidated schools. He interviewed newspaper editors and sent questionnaires to 30 ministers, 124 officers and leaders in Farm Bureau groups and 203 members of rural school boards.^ Miller provided a concluding statement on the job that each agency was doing and stated that all agencies as organized 7I1 in the county were inadequate for reaching adults in the county.' The study was thorough and well done but it did not provide suggestions for the public school or any other group to use in making further evaluation of their programs or techniques to inproye their present program. ^ A . S. B. Miller, "Adult Education Activities in Dallas County, Iowa." Unpublished Master's Thesis, Library, Iowa State College, Ames, 1937* H 4 pp. 73tV« A T) 77 78 nother important agency for adult education is the uni­ versity or college extension division. The Rochester Institute of Technology surveyed 91h out of a group of 2,Sh9 first-term 7K students during 191^7—Us. 3 The evaluation was done "by a shortcnswer questionnaire which had a final question asking for comments. The questions sought answers from students of the reasons for taking courses, methods used to find out about courses, their opinions about staff and services, plant and facilities and their rating of forms and procedures. The evaluation was used to make adjustments in the program, even though- gj per cent of the students returning a questionnaire indicated that they intended to return to the institute for more courses. The research was apparently carefully done and provided administrators of the institute with a type of information they desired. A recent study in the field of general adult education was completed by Kempfer. Although specific parts of the study are analyzed in Chapters III and IY, it should be pointed out in this chapter that he used both informal and statistical methods to Burton E. Stratton and Laurence Lipsett, "An Extension Division Evaluates Its Program.w Adult Education Bulletin, 13;2Ho-24h, December, I 9US. 79 evaluate practices of identifying educational needs of adults. Following the use of a panel or jury of leaders in the field of adult education to make a philosophical appraisal of nine criteria for a good program of adult education, Kempfer sent questionnaires to administrators of programs of adult education in the US states. He received 530 returns with some from each state. Through a statistical process he found six of the nine criteria to he valid. In addition, he determined the value of 37 practices of identifying the educational needs of adults hased on the six criteria. The study was thorough, well done and made a contribution to the field of adult education. In concluding this chapter on methods of evaluation, a report should he given on a procedure developed hy the Cooperative Study of Secondary School Standards. formal and the informal approaches. 77 This method combined the Although developed for secondary schools the method had wide usage in related fields including adult education. It was a combination of the methods developed by Hamlin in the six schools in Illinois, and the ^^Homer Kempfer, Identifying Educational Heeds of Adults. Federal Security Agency, Circular Ho. 330» Washington, D. C.: Government Printing Office, 1951* 64 pp. "^Cooperative Study of Secondary School Standards, Evalua­ tive Criteria. Menasha, Wisconsin: George Banta Publishing Company, 1950, 305 PP. I methods of National Standards Committee of the American Vocational Association, ^valuation of a high school through use of the mater­ ials and procedures developed by the Cooperative Study for Secon­ dary School Standards required many months of self-study hy the whole faculty, with students and community people involved. Following the study an Houtside team", well acquainted with high schools, examined the data and visited the school for a construc­ tively critical and stimulative evaluation. This procedure usually resulted in many more months of follow-up activity. While the evaluation was ostensibly made for accreditation the chief outcome was growth of faculty, administration, students and community people, which resulted in inprovement of the school. The agricultural section of the Evaluative Criteria pub­ lished by The Cooperative Study of Secondary Education had six parts. In part IV, Direction of Learning, the fourth sub-part was devoted to evaluation. 73 Twelve methods of evaluation were listed, part of which apply to adult education in agriculture. The methods of evalua­ tion listed in the Evaluative Criteria appeared there throu^i a decision made by a committee. 7gIbld., P. 69, The evaluation procedure established by the Cooperative Study of Secondary School Standards apparently accomplished some of the purposes intended yet validation of the methods of evalua­ tion was needed. The procedure showed evidence of the trend toward heavy involvement of local people in evaluation. The procedure also involved the use of predetermined criteria which allowed the local people little opportunity to come to grips with under­ lying factors that make for successful educational programs. The Cooperative Study for Secondary School Standards raa.de a significant change in the older concept of "University Accreditation" by removing to some extent the practice of university representatives making an inspection of the school personnel, plant and educa­ tional program, which provided a rather subjective evaluation of the school. Summary and Conclusions of Studies Reviewed There appears to be a trend away from the "standards" concept of evaluation. This concept involves the establishment of state or national standards which anyone could apply to a local community and determine the quality of adult education in vocational agriculture. Hamlin has provided the greatest impetus in agricultural education for self evaluation. His broad concept of self evaluation includes the use of people largely from the local community to determine criteria on which objectives for a program are to he based and to carry out most of the evaluation procedure. He admitted that he did not have all the answers for problems or questions concerning evaluation. He suggested that the local community needs some help from people outside in making an adequate evaluation. The National Committee on Standards, established by the Agricultural Section of the American Vocational Association, believed in the "standards" concept but did mellow in its philosophy regarding the use of "standards". The early emphasis by this committee was that the "eaqpert" from outside the community was best equipped to do evaluation. The bulletin published by the United States Office of Education which contained the results of the work of the committee has had much circulation. The Cooperative Study for Secondary School Standards used an operating pattern which included both the team of experts from outside the community and local people in evaluation of the local school program of education. Certainly the work of National Committee on Standards, the work by Hamlin and the work of Coopera­ tive Study of Secondary Standards have emphasized the need for better evaluation. 83 ^here seems to be little agreement on what the criteria should he on which evaluation and objectives are based. There is even less agreement on the method for determining the criteria, through the use of philosophical approach, work by local, state and national committees and statistical analyses, patterns of practices to use in evaluation have evolved. Adequate proof for these patterns of practices remains to be made. CHAPTER III PLAHHIHG AMD COKDUCTDJG- THE STUDY following the review of litereture in evaluation in adult education, a research plan was developed which would provide the information needed to analyze the practices used in evaluating local programs of adult education in vocational agriculture. General Method of the Study The first step of the study consisted of philosophically establishing criteria and criterion measures for superior programs of adult education in vocational agriculture. After the philosophical basis for the criteria was established, the measures were revised as needed and 30 evaluation practices were selected. The criterion measures and the evaluation practices were con­ structed into a questionnaire, copies of which were mailed to a random sample group of teachers of vocational agriculture in nine north-central states. The scores on the measures for each criterion were correlated with the scores of all other criteria. This provided a mathematical validation to compare with the earlier philosophical validation. Criteria that did not measure up to predetermined levels of si©aificance were rejected in both methods. g5 The relation was established between each of the 30 evalua­ tion practices and each of the valid criteria. The mean scores from the item analysis of each practice was combined for each cri­ terion. This provided a composite score of the value of each practice. Evaluation practices were then rated according to value. Validating the Statements of Criteria A review of literature on adult education produced suitable measureb and information needed to state ten criteria for a good program of adult education in vocational agriculture. The state­ ments for each criterion and assumption were constructed from the information presented in the fourth section of this chapter en­ titled, Beveloping the Criteria and Constructing the Questionnaire. Of special help in formulating the criteria and assumptions was a study by Kempfer.^ The ten criteria and assumptions, which were prepared for the jury used in this study, were sent to the judges in the following form. Criteria for a Good Program of Adult Education in Vocational Agri­ culture. I. RELATIVE SIZE OF PROGRAM ^Homer Kempfer, Identifying Educational Heeds of Adults. Circular Bo. 330, Federal Security Agency, Washington, D." ti.Y" Government Printing Office, 195^» 6U PP* 36 Over 8 period of time, an increasing number of farm people in the community become Involved in educational activity. Assumption: Adequate evaluation should be based on more than measures of sise. The kind and quality of activity when considered with sise forms a more satisfactory basis for evaluation. In most cases, however, a program will be of more value if more people are reached. The relative number of farm people participating in a program of agricultural adult education will be high if the program is good and meets the educational needs and interests recognised by the people. II. CLIENTELE SERVED People from varied segment s of the rural population participate in the program. Assumption: Vocational education in agriculture is needed ty people who are farming and who desire to improve their farming ability, people who desire a change from their present occupation to agriculture, people who own farms but do not live on their farms, and people in related agricultural occupa­ tions. Agricultural education should be provided for those who need it regardless of age, sex, intel­ ligence, and socio-economic status. III. FLEXIBILITY Activities in adult education in vocational agricul­ ture are conducted during different and appropriate times of the day, week and year. Courses vary in length and are conducted at different and appropriate locations. t tij MMm 87 Assumption: Educational needs of people in a single community are varied. To adequately meet these needs, activities with different purposes may re­ quire different term and session length, and different daily, weekly end seasonal scheduling. IV. EESUITS Adult education in vocational agriculture results in 1mproved community life. Assumption: Effective instruction in vocational agri­ culture has tangible results. Instruction carried to the doing level produces recogiisable changes in people. These changes in farm people show measurable results in the farming program, family and community life. V. METHODS A variety of methods and approaches are used to pro­ vide learning opportunities for adult farmers. Assumption: Adults vary in their educational back­ ground, native intelligence, occupational coupetence end their desire to learn. It is necessary, there­ fore, to provide a variety of methods of instruction to meet the varied needs and interests of farm people. VI. COOEDIHATION The activities involved in conducting adult education in vocational agriculture are satisfactorily coordinated. Assumption: Coordination of the program of adult educa­ tion in vocational agriculture with all other educa^* tional programs in the school and in the community is necessary for efficient operation. A close working relationship among the individuals of the school and community who are responsible for adult education pro­ grams will promote an effective program of adult education in vocational agriculture. 88 VII. COOPERATION The program of adult education in vocational agricul­ ture includee actIvities which involve cooperation with other agricultural and educational groups and agencies. As sumption: Communities have many human and institu­ tional resources available to aid in solving the problems of the people. More suitable solutions to problems are found when more resources are used. Cooperation is the method by which avallaole re­ sources are used to meet the educational needs and to solve the problems of farm people. VIII, ACTIVITIES MATERIALIZING klg*1 percentage of planned and announced activities materialise. Assumption: Activities will materialise if they are based on educational needs and interests of farm people and if the activities are adequately planned, announced and executed. IX. MAINTENANCE OF ACTIVITY A high percentage of planned activities is maintained throughout the per iod planned. Assumption: If group activities are properly conducted and are based on the educational needs and interests recognised by farm people, group interest will remain high enough to warrant the maintenance of the activity throughout the period planned. 89 X. PERCENTAGE OF ATTENDANCE A high percentage of attendance is maintained in activities In which farm people enroll. Assumption: If activities are hased on the educational needs and interests recognized hy farm people, they will regularly attend these activities. With the aid of H. M. Byram, a group of 20 men who were leaders in agricultural and general adult education were selected to judge the criteria for validity. The list of judges appears in appendix A, These men were asked hy letter if they would judge the criteria. All replied that they would act as judges. The criteria and as­ sumptions as reproduced above, a score sheet and a cover letter were sent to the judges. All judges responded. their votes are shown in Table V. The tallies of Copies of the request to judge, acceptance card, cover letters and the score sheet are shown in appendices B, C, D and E. All 20 judges appeared to he willing to perform the function of judging. It will he noted that all ten criteria were decidedly valid in terms of the opinions of the judges. There was sufficient evidence at this point to include the criteria with accompanying measures in the questionnaire. Many of the judges wrote comments which qualified their vote. Some of these comments stated that the meaning of the cri- 90 TABLE Y VOTES OF 20 JUDGES OK TEN CRITERIA AND THE ACCOMPANYING TEN ASSUMPTIONS Criterion Agree ing I. II. III. IV. V. VI. VII. VIII. IX. X. Relative size of program Clientele served Flexibility Results Methods Coordination Cooperation Activities mater­ ialising Maintenance of activity Percentage of at­ tendance Mean Number of judges Writing Disagreeing Comments 20 19 19 20 20 IT 20 0 1 1 0 0 3 0 5 8 7 9 6 8 6 18 l* 7 17 2* 7 20 0 2 19 Number of judges agreeing to all criteria .8 6.5 14 *Qne judge provided no vote for criteria VIII and IX. terion and possible measures was not fully understood while others gave specific suggestions which were used in the questionnaire. The measures for the criteria were revised as necessary following the vote of the judges. It is understandable that the completed questionnaire would be more specific than the statements of criteria and assumptions. Samples of the comments of the judges are reproduced at this point to provide insist for the reader on the type of thinking done by those judges who wrote comments and to show why certain items were included in the measures of criteria. The mean number of comments made about each criterion was six and one-half. In the opinion of the investigator the comments of the judges did not warrant a change in the criterion, “relative size of program*. The comments were as follows: “Size measured by numbers of attendance at 10 class meetings 1b inadequate, I interpret the phrase "relative number of farm people" tb include the farmer who may be regularly enrolled for three years, then for various circumstances may not register this year but comes twice for conferences and you make visits to his farm," "I have reservations on this point and agree with it only as a general factor. Our past experience in _______ which attracted 300 persons annually in 10 meetings over-grown extension type meeting - lead to caution on this point." •'The teacher load is a determining factor. A teacher can work with a few people and do intensive work or reach many more people and cover a limited number of practices on one enterprise." "There is a likely saturation point." "Numbers are people - therefore important. emphasis would be on "over a period of time". numbers are of less importance." However my At first Among the judges who wrote conanents there was a division of opinion on the clientele to be served. Judges favoring limiting the clientele to bona fide farmers stated that: 92 "When we have adequately served the farmer then we can begin to think about related occupations and absentee owners." "Since vocational agriculture is designed to meet the needs of those who are farming and those who are preparing to farm, there is a question as to how much time should be devoted to those who are engaged in occupations related to farming." "If the practical problem of time arises, top priority should go to those now earning their living from farming." Judges providing statements favoring a broad approach to clientele served stated that: " . . . providing those in other occupations have an immediate need for training and will soon use it in farming." "Include city-employed who live on farms or in rural areas. ■ " . . . add part-time farmers. They are increasing in importance as a factor in adult education." It was decided to use a reasonably broad approach to measuring clientele served. All seven judges commenting on the criterion of "flexibility" agreed that the program should be flexible. Typical of the re­ marks were two statements: "I would hold for programs that are long enough in terms of number of meetings and in terms of length of course so that there could be no question that "systematic instruc­ tion" is being offered." "Yes. Minimums in the policy statements have too often been standards." 93 She preceding comments provided part of the basis for de­ vising the five parts and 22 items included in the measures of the criterion on "flexibility". The comments on the criterion of "results" included two statements of this nature: "Yes - if a thing exists it exists in some amount . . . and can be measured if we are ingenious enough." "Also results often more important which can't be measured but which c m be estimated." Two judges thought this way: "Yes - talking about it is not much education." "Change second sentence to doing level." One judge stated that: "There are other results - improved occupational efficiency and improved fsnily living." In so far as possible all of the above ideas were included in the measures of the criterion on "results." Two judges responding with comments on "methods" emphasised learner participation in this fashion: "Would you say that participation on the part of the learners is an essential phase of any instructional method in adult education?" "It usually takes more preparation by the teacher to do effective teaching on the farm or other place where a teaching situation actually exists . . . " i Two other judges suggested that: "Variety alone is not sufficient. The method and ap­ proaches selected were used to meet specific needs.n "But this does not mean that all methods are equally good or that there are generalized principles." One judge asked for more clarification of "methods." These opinions displayed a concern for methods that pro­ duced results. Methods used just to he doing something were not looked upon with favor hy the judges who wrote comments. Comments on'boordination”included three responses favoring more coordination. Typical was this statement: "I agree with the assumption that coordination is necessary hut that it is not always achieved. One reason is that all persons do not know ahout or follow the memoranda of under­ standing between the various agencies." Of the three judges voting against this criterion, which had the highest negative vote of any criterion, two felt that coordination of adult education was unnecessary in a rural high school and the other judge from a philosophical viewpoint commented: "Object to the term "coordination". that someone does the coordinating." This usually means Both types of negative reactions to the criterion of "coordination" may he valid hut the criterion and accompanying measures were put in the questionnaire, "CooperatiouP was the fourth criterion to receive no negative votes toy the Judges. The six Judges making comments on this criterion all had favorable comments. One such comment was: "The assumption is sound." Two Judges qualified their remarks toy saying: " . . . some teachers seem to stay so tousy cooperating that no time is left for such things as adult or young farmer classes." . . It is well to cooperate with others when you expect them to give assistance to you . . . " The statements toy the Judges indicated that the criterion and assumptions were favorable to them. Comments toy Judges on the criterion of "activities mater­ ialising" seemed to center on the matter of understanding the statement of the criterion and the accompanying assuiptlon. A short comment toy one Judge is an example of their thinking: "This isn't quite clear to me. doesn't it materialize?" If an activity is existent In a different vein one Judge indicated that: "I have a sneaking feeling that it was good for something to fail from the standpoint that it indicated that the pro­ gram was stretching out a little ahead of routine and that they were bound to have some casualties tout you specifically state "a high percentage" which does not mean perfection." The objection to the criterion was cleared up to a great extent when the measures were devised. 96 Somewhat similar treatment was given the criterion of "maintenance of activity." Two men felt that this criterion should he incorporated with the previous criterion, "activities materiali­ sing." One felt that the item was covered in the criterion, "flexibility." Two stated that it wasn’t clear. 0ne man suggested that: V "Why not beyond the period of instruction planned?" This idea was incorporated in the measures. An attenpt at clarity was made in establishing the measures for the criterion. The fifth and last criterion to receive no negative votes was the one dealing with percentage of attendance. One of the positive comments was: "My experience over a period of years leads me to give full agreement to this assumption." A simple method was devised to measure this criterion. One judge added a criterion entitled "Evaluation of Program." He stated that he would have preferred some statement indicating that activities were planned, done and evaluated in terms of the basic objectives of the group concerned. This point of view is wholly justifiable and the idea presented was included in the list of practices to be used in evaluation. Three judges wrote favorable general comments at the close of the criteria score sheet. These were: 97 ". . . I like your use of assumptions. Although evalua­ tion is involved in several, it may need a heading.* "I think you have done a very fine job in setting up the criteria for a good program of adult education in voca­ tional agriculture. I like the style and the concise manner in which you state the underlying phrases (assumptions). I have heen trying to disagree with each point, hut I ca^t, The only point I can raise is the breadth of the program. Should it he hroad enough to serve all groups in the rural community and should it have depth enough to supply all ad­ ditional needs of people. Now I know that you specifically say "in vocational agriculture" so that prohahly eliminates that criticism." "I can find no fault with this document. I like its brevity and clarity. I think the ten major points make a very complete statement." The measures for the ten criteria were developed from the information provided hy the votes and comments of the judges and from the ideas secured from workers in the field of adult educa­ tion. Developing the Criteria and Constructing the Questionnaire Developing the Criteria. The information needed to state each criterion and assumption and to provide suitable measures for each criterion was drawn from literature on adult education. The comments made hy judges were used in refining the criterion measures. The first criterion, "relative ^slze of program", was based P in part on a statement hy Kempfer which read:& 2Ihid., P. 2. HA good program has a comparatively large fraction, of adults in the community involved in educational activities." Since instruction in adult education in vocational agricul­ ture is systematic and emphasis is placed upon working with the same group of farmers in organised instruction throughout the year and to some extent with the same group from year to year, it seemed desirable to obtain a measure of relative sise of program that would include the hours of instruction received per class member as well as to consider the number of farmers enrolled. A formula developed and tried by Kempfer was selected and used to determine "relative size of program". The formula was:^ Total clock-hours attendance per year . clock-hour index Adults in the community It appeared that the above formula would provide an adequate measure of relative size for both large and small communities in relation to total need. ^ To obtain the information needed for this study, respondents were asked to state total clock-hours attendance for adult-fermer activities and to give the number of farms in the community. ^Homer Kempfer, "A formula for Measuring Adult-Education Programs," Adult Education Bulletin, 12: 195» October, I 9U8 . Hamlin was of considerable help in suggesting the following groups to he considered in the criterion, "clientele to he served."^ 1, Young-adult farmers (age 25-35) 2, Middle-aged adult farmers (age 35—55) 3, farmers nearing retirement (age 55 UP to retirement) H. Retired farmers 5. Tenant farmers 6. Part-time farmers 7. Parra leaders Other groups suggested hy Hamlin were: 5 I, City or village business men in related occupations 2. Perm owners not farming 3. Parm women b. Native farm laborers 5. Poreign-horn, farm laborers Other groups in many rural communities that have need for agricultural education include: 1, Non-farming rural population ^Herbert M, Hamlin, Agriculture Education in Community School^’ Danville: The Interstate Publishing Company, I 95O, p7”3li-3ib. 5Ibid.» P. 126. 100 2. Workei’s in related, agricultural occupations 3. Illiterates engaged in farming h. Illiterates engaged in related agricultural occupations The sixteen clientele groups were included as measures for the criterion, "rural clientele served". The measures for the criterion, "flexibility", were drawn g from Phipps and Cook and from the suggestions of the judges of the criteria. The items for flexibility of program were put in the following form: A. Class activities were conducted during: 1. Morning hours only U, 2. Afternoon hours only 5. Afternoon and evening 3. Evening hours only ^orning and afternoon 6. Morning, afternoon and evening B. Activities were conducted: 9. 7 . 1 day per week 8. 2 days per week C. 10. 3 or H days per week 5 or ®°re days per week Activities were conducted in: 11. 1 location 12. 2 locations 13, 3 to 5 locations lh. 6 or more locations 6Lloyd J. Phipps and Glen C. Cook, Handbook on Teaching Vocational Agriculture. Danville, Illinois: The Interstate Publishing , 1*^52, P. 530**53^« Company 101 B. ActL Titles were scheduled during: 15. 1 quarter of the year 17. 3 16. 2 quarters ofthe year quarters of the year IS. 4 quarters of the year E. Continuous activities were scheduled for: 19. 1 quarter of the year 21. 3 or less quarters of the year 20. 2 quarters of the year 22 . U quarters of the year J. Activities were scheduled for a series of: 23 . 10 meetings per year 2H. 25. 21-30 meetings 11 - 20meetings per year per year 26. JL or more meetings per year Both qualitative and quantitative measures were secured for the criterion of "results" since emphasis was placed on these two aspects of results in the research cited in Chapter II. Biggins, Wall and Ayers, as reported in the review of literature, evaluated programs of adult education in terms of approved prac­ tices adopted hy farmers. Using the work of these three men and the suggestions of many others, the following measure for approved practices was developed: 102 Give the average number of approved practices put into use per farmer in the program: in* 1. Farm Management 5, Crop farming 2. Marketing 6. Improved living 3. Soil and Water Conservation 1+. Livestock farming on the farm 7» i'arm mechanics Among many who stressed the importance of cooperation and cooperatives as a measure of results in agricultural education were Deyoe 7 and Hamlin. S As a result of this emphasis the following two items were included as measures of results: 1. Give the number of cooperative buying and selling activities organised as a result of instruction in adult education in vocational agriculture. 2. Give the number of cooperative organisations formed as a result of instruction in adult education in vocational agriculture. Phipps and Cook placed emphasis on the use of special teachers as an indicator of the extent to which the educational George P. Deyoe, "Evaluating Outcomes of Supervised Farming Programs." The Agricultural Education Magaslne, l4;llj6, February, 19^427 a Herbert M. Hamlin, "Summary of Measurement Studies in Agriculture Education.* The Agricultural Education Magazine, 6:33, December, 1933* 103 program reached neighborhoods and individual farmers. 3 The use of special teachere is also a measure of leadership development since the special teachers develop and use teaching ability. point is clearly stated by Ekstrom and McClelland. 10 This The criterion measure for the use of special teachers was formulated as follows: Give the number of farmers used as special teachers of adult classes. Another measure of results of adult education is the degree of leadership developed by participants. This point was emphasised in the periodical Adult Leadership.11 The following measures of leadership development were used in the questionnaire: 1. Give the number of farm organisations formed as a result of instruction in adult education in vocational agriculture. 2, Give the number of farmers who helped to plan the instructional program in adult education in vocational agriculture. Q Phipps and Cook, Op. Pit., P. 53^» l0George P. Ekstrom and John B. McClelland, Adult Education in Vocational Agriculture. Danville, Illinois: The' interstate Publishing Company, 1952, P. 32. 11,1What is Leadership". June, 1952. Adult Leadership, 1:2, P. 7, 3. Give the number of other leadership activities assumed by class members. Much emphasis has been placed on community betterment as a product of adult education. adult education was Young. Among many to stress this aspect of 12 The following measure was therefore included: Give the number of community betterment projects which have been completed. Other outgrowths of instruction which are indicators of results were listed by Hall. 13 1*4 15 Hamlin and Gregory. Their suggestions were included in the final item on measures of the criterion "results". 1. Dependability 5» Public Problems 2. Scientific attitudes 6. Interest in farming 3. Pair play 7« Ability in self egression *4. Broadmindedness S. Literacy 1% . L. Young, "Conducting Young Parmer and Adult Parmer Classes Yields Dividends." The Agricultural Education Magaslne, 12:153, February, 19*40. ^3d. M. Hall, "Evaluating Educational Programs." cultural Education Magayine, 15 sllf-7» February, 19*4-3» The Agri­ ll*Herbert M. Hamlin, "Educating Farm People for Their Part in National and World Affairs." The Agricultural Education Magazine, 20 :S, July, 19*47. 1^E. W. Gregory, "Progressive Agricultural Education." The Agricultural Education Magazine, T3s3» July, 19*40. 105 9. Home and family living 10. Housing 11. Recreation IS. Sense of group unity 13. Activities in the community lh. Understanding basic principles of farming Ekstrom and McClelland provided the first four items for the measures of the criterion, “methods.* 1. Courses were offered as a part of a series on one gen­ eral subject. 2. Courses were offered as a separate unit. 3. Field trips were conducted. U. Certificates and diplomas were given. Methods drawn from the field of general adult education and suggested by Kempfer were: 1. 17 Radio broadcasts were given in content fields by agricultural instructor. 2. Radio-listening discussion groups were held. 3. Television-viewing discussion groups were held. ^Sskstrom and McClelland, Op. Clt., P. 52» 59-61, gg. ^Horner Kempfer, Identifying Educational Heeds of Adults. Office of Education, Circular Ho. 330, Federal" Security Agency, Washington, D. C.: Government Printing Office, 1951* p * 15* io6 4. \ w orkshop, short institutes or conferences were used. 5. Courses were offered in cooperation with industrial, business and civic organizations. 6. School-sponsored clubs were organized for adults. 7 . Guidance services were provided for adults. Phipps and Cook have given support to the use of teaching personnel in addition to the agricultural ins tructor. IS This formed the basis for the following measurej Classes were taught by: a. Agricultural instructor c. farmers b. Worker in allied agri- d. cultural occupations Extension specialist under supervision of agricultural teacher Tor the concluding items which measured methods Knowles,^9 and Ekstrom and McClelland^ provided the following: As a part of systematic instruction the following methods were used: a. Eorum b. Lecture ■^^Phipps and Cook, Oja. Cit., P. 52k, $2$, ■^^Malcolm S. Knowles, Informal Adult Education. Association Press, 1950* ^Ekstrom and McClelland, Op. Cit., P. 81, 89. New York: c. Debate f. Group discussion d. Symposium g. Demonstration e. Panel h. Deports The measures for the criterion of “coordination" were drawn from three sources and placed under the heading which precedes them. In the following measures number (1) was taken from Ekstrom and McClelland, 21 number (2) through (6) from Knowles last two, (7) and (g) from Phipps and Cook. 22 and the 23 What methods were used to coordinate the programs of adult education in vocational agriculture? 1. Advisory council for the whole agriculture program 2. Informal group meetings with leaders 3» Informal meetings with individuals h. A director (or coordinator) engaged by the public school 5. Examination of published literature of other agencies 6. Agreements defining the field of educational activity between the schools and other agricultural agencies 7 . A school policy defining the fields of educational o• O ctH* <1 d H* H t ct- M V* (D W 01 N H* g P ct® R W Q ctH* O 0 • o •1 o •1 o H ■R- • cn VO VM • O VO ru •l o vji V_d • o -R" VO • o oa oa • o oo oa • o cn M • VjJ VJl -R- • o cn VO • M VO ru • • f-* oa VJl ctH* O 0 • o VO o • o VO cn • H* 'iS • H oa V>J • IU VO V*l • H 8 • t-* VJl VO « O o -R- • M 0Q VO e r—1 ro VO • IU cn • h-* 00 •1 o o Vj4 •1 H ro VJl •i H* —1 VO •1 o oa CTi • I—* CT\ V>» • H* Via (Xt • Vj4 vo • VjJ VJl VJl • VJl • VJl Vj4 M •1 o oa cn •1 H O VO w t-> o p CD ■h -i Qta> p (® 0 P *1 <1 o O H p, p. (0 P ct- ffl • O o •R- P vji m • o VjJ oa e1 b-> • H oa 0 ct M ® H H* D* HM HctVI t-> *-t Hjefr ho ►j » O ca *< H* N B CD W ® • o 8 t—> o VO H* 0 w CD 01 I-* • M 01 ■R- t-1 cn Vd •1 M ru H -*=t HI Ht S CD ct0* < O P* 09 £ •1 cn —4 VO J2J O o o O o o o H cn Vj4 • f-t vp ru ■ • V>J VO • ro cn • • h-> ro VO VJl • VJl Vd t~* »1 H* -J Vj4 • V>1 VJl VJl •1 M ru VJl • M cn Vd •1 o o Vj4 • M 00 VO • « VO M • o 00 00 •I o VJl Vd • • • cn Vd VjJ • LfJ VJl -R- o cn o 2 3 00 o CXI 00 • o £ o VO ro vo Results • o o Methods o Coordination -R- oa V*4 H* o £ V>J VO I o H -R" CO M Activities materializing M ■R- Maintenance of activity I CT\ VO o o X o sz: o o 1*1 M o £ te co o Cooperation o 8 CPi o ro teS Rural clientele served o on ext VO • t—1 00 oa Relative size of program O VJl H* V>J oa o cn • Percentage of attendance H* ru 128 TABLE IX SIGNIFICANCE OF THE COMPOSITE COBRELAIION COEFFICIENTS FOE EACH CEITERION Criterion Sum of Pairs of correlated criterion scores (a) Mean number of pairs (a-r 9) Correlation Composite coefficients correlation required for coefficient 95$ level of significance 00 (c) Usableness of criterion (4) I Belative size of program 2126 236 .133 -.015 rejected II Bttral clien­ tele served 2979 331 .112 .128 accepted III Flexibility 2979 331 .112 .171 accepted IT He suits 29^5 327 .113 .128 accepted V Methods 2971 330 .112 .187 accepted 71 Coordination 2939 326 .113 .187 accepted 711 Cooperation 2950 328 .113 .193 accepted 7111 Activities materialising 2883 320 .111* -.067 rejected IX Maintenance of activity 28US 316 .115 .072 rejected X Percentage of Attendance 2828 314 .115 .076 rejected Tables VIII and IX show that criteria I, VIII, IX and X as measured, and defined in this study are independent of each other and generally independent of the remaining six criteria. Although not high in correlation the remaining criteria are sigiificently related. The composite correlation coefficients for these cri­ teria are: VII VI V III II IV .193 .187 .157 .171 .128 .128 Even though the correlation coefficients are low for these six criteria, they apparently measure some general aspects of pro­ grams in adult education in vocational agriculture which are to be considered good in this study. It is interesting to not# in a study of identification of educational needs of adults in general education that Kempfer found the same six criteria to be significantly related, with one exception.^ He found "relative size of program" to be significant whereas in this study "results" was significant. use the criterion of "results". the nine in this study. Kempfer did not He used nine criteria similar to The criterion "results" was used in addition to the nine used by Kempfer. ^Homer Kempfer, Identifying Educational Heeds of Adults. Office of Education, Circular No. 330, FederalSecurity Agency, Washington, D. C.: Government Printing Office, I 95I, P. 7* 130 Perhaps of larger significance Is the fact that both the findings of Kempfer and the findings of this study showed that essentially the same criteria with comparable measures were found to be independent of each other and of the other criteria. The three criteria in this study, "activities materialising," "maintenance of activity" and "percentage of attendance" were comparable to "activities materializing," "group survival" and "persistence of attendance" in the study made by Kempfer. A more detailed description of the criteria is needed to provide more understanding on the interrelationships. Analyzing the Criteria Criterion Belatlve size of program. The criterion, "relative size of program," showed next to the least dependence of the ten criteria. There may be two reasons for this. Exactly one hundred of the returned questionnaires provided either no information or inadequate information for this criterion. A problem was noted in using this item in the trial of the questionnaire. The question was changed, tried again and appeared to be satisfac­ tory. Many teachers apparently did not know how many farmers were in their school service area and/or did not have records of a nature that would provide total hours of attendance. The second 131 reason for low dependence of this criterion was that programs of adult education in vocational agriculture usually do not involve large numbers due to the systematic nature of instruction. This study indicated that the relative size of a program is independent of the quality of a program, Kempfer found that "relative size of programH had the lowest dependence of the six interdependent crih. teria in his study. This indicated that the criterion, "relative size of program," was not as good as other criteria in appraising general programs of adult education. In this study "relative size of program" and "percentage of attendance" had the highest negative correlation of all U5 correlations. This does not seem unreasonable. "Relative size of program" was sli^atly related to "maintenance of activity" but independent of all other criteria. Table X shows a heavy grouping of scores at the lower end of the frequency distribution. It may be that a finer measure for size than the clock-hour index is needed for vocational agriculture. As the same problem was noted in Kempfer's study it may be necessary to devise another method for measuring relative size. Certainly the lack of importance of relative size found in the two studies Ibia.» P • 7• 132 TABLE X DISTRIBUTION OF THE QUANTITY OF ADULT EDUCATION PROVIDED BY 242 PROGRAMS Clock-hour index 1 15 14 13 12 11 io 9 s - Number of cases Clock-hour index 1 2 49 14.99 13.99 12.99 11.99 10.99 9.99 8.99 2 0 2 1 3 2 0 5 7 6 5 4 3 2 l 0 - Number of C&868 2 7.99 6.99 5.99 4.99 3.99 2.99 1.99 .99 Total 2 11 10 lg 19 ^9 49 69 242 does not negate the importance attached to this criterion by teachers, school administrators and those who pay for the program. Criterion II, Rural clientele served. The distribution of rural population segments served as shown in Table XI was more nearly normal than the distribution of the clock-hour-index scores for criterion I. Serving rural grottos appeared to be more highly 133 TA?T3B XI DISTRIBUTION OF THE SOMBER OF RURAL CLIENTELE SERVED BY 352 ADULT EDUCATION PROGRAMS Rural population segments served 1 16 14 13 12 11 10 9 Number of cases Rural population segments served Number of cases 2 1 2 1 0 2 4 7 9 16 22 8 7 6 5 4 3 2 1 29 37 4o 5° 62 36 22 15 Total related, to ■method** than to the other criteria. 352 There was also a relation to "flexibility," "results,* "coordination" and "cooperation.* It appeared that teachers of agriculture were cognisant of rural population groups and were devising ways and means of meeting their needs. ZABLE S I DISTRIBUTION OP THE SCORES ON PLEXIBILITT IN 352 PROGRAMS OP ADULT EDUCATION flexibility score Flexibility score Number of cases Number of cases 1 2 1 2 20-24 20 - 21.99 18 - 19.99 16 - 17.99 14 - 15.99 12 - 13.99 6 4 9 7 25 37 10 - 11.99 8 - 9.99 6 - 7.99 4 - 5.99 2 - 3.99 0 - 1.99 68 100 93 3 0 0 Total 352 Criterion III, Flexibility. The eases In this criterion also had more nearly normal distribution than did the cases in some of the other criteria. (See Table S I . ) It appeared to be very significant that when a flexible program was conducted farmers attended more regularly. Of the 1+5 correlation coefficients shown in Table Till, the highest correlation was shown between "flexibility* end "percentage of attendance." There was also a 135 positive and strong relationship between "flexibility" and ■methods." This might be erpected, "Cooperation* and "rural cli­ entele served" were related to "flexibility,1 This study showed what leaders in the field have stressed for a number of years. It is h i ^ l y important to provide systematic instruction at a time of the day, week and year and at a place which will more fully meet the needs of farm people. Criterion I V , Besuits. The distribution of cases in this criterion was peculiar, which can be seen by referring to Table XIII. It indicated a great difference in counting or defining approved practices. The unusually high scores between 90 and 600 were due to an extremely large number of approved prac­ tices reported by some teachers. The criterion of "results" is extremely difficult to measure, a fact noted by several of the respondents. As stated earlier, an attempt was made to measure qualitative as well as quantitative results. It is admittedly difficult to separate results due to instruction in one program from other influences. In this study "results" was found to be related to "methods," "rural clientele served," "cooperation" and "coordina­ tion." TABLE ZCII DISTRIBUTION 0? THE SCORES 01 RESULTS IN 3*46 PROGRAMS 07 ADULT EDUCATION Scores on results Number of cases 1 Number of eases 1 2 90 - 600 SO - 89.9 70 - 79.9 60 - 69.9 50 - 59.9 Scores on results 31 10 8 SO 2*4 Criterion T, Methods. 2 to - U 9 .9 30 - 39.9 20 - 29.9 10 - 19.9 0 - 9.9 to to Total 3to 62 72 27 There appeared to be a wide range of methods used and a fairly uniform distribution of the scores as shown in Table XIV. This criterion was one of the more highly dependent criteria. It appeared to be highly related to "coordination,* "cooperation," "results*1 "rural clientele served" and "flexibility.* Apparently good methods were more effective when the program was coordinated with other adult education activities in the community than when more flexibility SABLE ZZ7 DISTRIBUTION 07 TEE SCORES ON METHODS IN 350 PROGRAMS 07 ADULT EDUCATION Number of cases Scores on methods 1 20-36 13 - 19 16 - 17 Ik - 15 12 - 13 Scores on methods 2 1 25 10 - 11 61 * - 9 6 - 7 0 - 5 26 21 ^9 59 61 Total was used. Number of eases 2 39 9 350 The study showed no relation of "nethods- to "relative size of program, ■ "maintenance of activity* or "percentage of attendance*" There was almost a negative correlation to "activi­ ties materialising." It might he expected that good methods would he highly related to quality in all other parts of the program. The lade of fulfillment of this expectation might he due to the crude scales of measurement used and/or contamination hy other factors not sifted out in the study. 13« TABLE XV DISTRIBUTION OF TEE SCORES ON COORDINATION IN 3I+5 PROGRAMS OF ADULT EDUCATION Scores on coordination Number of cases Scores on coordination Number of cases 1 2 1 2 10-31 9 25 21 39 29 If 3 2 0-1 65 ho 33 7 Total 3^5 8 7 6 5 m Mz Criterion V I , Coordination. Although this criterion was looked upon with most disfavor by the judges, Table XV shows that It rated high when correlated with other criteria in thle study. As might be expected, •coordination* showed most relation to "cooperation.* These two are closely related and perhaps should have no distinction made between them. stated in the preceding chapter, measures were developed to As 139 Indicate the method of coordination and the type of cooperation. Apparently none of the criteria wag positively related with "activities materialising" and "coordination" was no exception. In fact, next to the highest negative relation in 1+5 correlations was registered by these two criteria. Criteria Bhowing positive relation to "coordination" were "percentage of attendance," "rural clientele served," "results" and "flexibility." No relation was shown to "relative else of program" or to "maintenance of activity." Criterion VII, Cooperation. As shown in Sable XVI, this criterion had a fairly even distribution of scores among the 3^7 schools reporting. There was a slight grouping of schools at the upper end of the distribution. This Indicates that all teachers of adult classes in vocational agriculture did considerable cooperation as measured in this study and that over half the programs rated high on this criterion. As indicated in the previous criterion, "cooperation" showed a higher relation to "coordination* than did any other criterion. The one other criterion that also rated hi£h in its relation to "cooperation" was "methods". All other criteria were positively related to "cooperation" except "relative sise of program" and "activities materialising." ill ikO TABLE XVI DISTRIBUTION OF THE SCOBES ON COOPERATION IN 3U7 PROGRAMS OF ADULT EDUCATION Scores on cooperation 1 is - 31 16 - 17 IU - 15 12 - 13 10 - 11 Number of cases Scores on cooperation Number of cases 2 1 2 2k kl kl 8-9 6-7 k- 5 0-3 33 33 3^ 23 51 55 Total 3^7 Criterion, Till, Activities materialislag. Apparently most of the schools reporting had 100 per cent of their program activities materialising according to Table XVII, let the criterion of *coordinationH had the lowest mean correlation coefficient of the ten criteria analysed. The original assump- lift ZABLE X7II DISTRIBUTION OF SCOBES OK ACTIVITIES MATERIALIZING IN 336 PROGRAMS OF AKJLT EDUCATION Scores on activities materializing 1 100 90 SO 70 60 * 50 - Number of cases Scores on activities materialising 1 2 100,9 216 99.9 S 9 .9 79.9 69.9 59.9 2 10 7 19 Number of cases 2 to 30 20 10 - to. 9 39.9 29,9 19.9 0-10 7 16 11 3 5 Total 336 to tion that activities will materialize if they are "based on educational needs and interests of farm people and if they are adequately planned* announced and executed either was not valid or there were factors in this study which caused a poor relation 11+2 to exist between this criterion and the others. Another factor could he that the stqierior teachers were trying new activities, part of which materialised, while the more conventional teachers organized fewer activities and a t t e s t e d only those which they were quite sure would materialize. None of the other nine criteria was positively related to the criterion of "activities materializing." slightly negative relation. Three had a These were "coordination,11 "methods" and "maintenance of activity." Kempfer found essentially the same results with this criterion. Criterion IX, Maintenance of activity. The evidence shown in Table XVIII indicates that this criterion bore no con­ sistent dependent relation to the other nine criteria. It did show some dependent relation to "cooperation," "percentage of attendance* and "relative else of program." Apparently there were factors which prevented the development of clear-cut relations of this criterion to other criteria, or the assumption is not valid that properly conducted activities based on the 1U3 TABLE XVIII DISTRIBUTION OF SCORES ON MAINTENANCE OF ACTIVITY IN 3JL ADULT EDUCATION PROGRAMS Scores on maintenance of activity 1 Number of cases Scores on maintenance of activity 1 2 1 6 0 - 2 0 9 .9 3 150 - 159.9 56 lfo 130 120 110 100 90 80 - 3 15 32 39 1 & 9 .9 139.9 Number of cases 1 2 9 .9 1 1 9 .9 1 0 9 .9 15 6 99.9 89.9 6 2 70 60 50 I40 30 20 10 0 2 - 79.9 - 69.9 - 5 9 .9 7 - 49.9 0 1 1 0 2 5 - 39.9 - 2 9 .9 - 1 9 .9 9.9 3 Total 331 educational neede and interests recognized by farm people would cause people to attend throughout the period planned. Criterion X, Percentage of attendance. This criterion, as shown in Table XIX, was also in the middle ground of no TABLE XIX DISTRIBUTION 07 TEE PERCENTAGE 07 ATTENDANCE IN 330 PROGRAMS 07 ADULT EDUCATION Percentage of attendance 1 100 90 - 99.9 SO - 89.9 70 - 79.9 60 - 69.9 50 - 59.9 Number of cases Percentage of attendance I 2 3 22 76 SO 56 27 Number of cases to - 30 20 10 0 2 1+9.9 39.9 19 12 29.9 19.9 21 9.9 7 Total 7 330 relation, either positive or negative, to other criteria* "Percentage of attendance" showed, a high correlation with "flexibility," moderate correlation with, "coordination," "coopera­ tion" end "maintenance of activity" and a high negative relation li*5 to "relative else of program." She last result le understandable because large numbers of people enrolled may mean a lower per** centage of attendance. Importance Is usually attached to”percentage of attendance” by supervisors In vocational agriculture and others charged with the administration of such programs, ®he results found In this study may Indicate that this is a poor method of evaluation. Other bases for evaluation as indicated previously are more valid than "percentage of attendance." Shis observation might be made also on "relative else of program.” Kempfer also found that "percentage of attendance,” "maintenance of activity” (called group survival by him) and "activities materialising" were not related to the other criteria which were the same in both studies except that the criterion of "results" was added to this study. 5 The analysis of the criteria indicates that the four criteria, "relative siae of program," "activities materialising,” "maintenance of activity" and "percentage of attendance” cannot 5 Ibid., P. g, 20-23. be used in this study to identify practices used in evaluation. Although ruled valid toy the judges* these criterie need further investigation if they are to toe used as a toesis for evaluation of programs of adult education in vocational agriculture. The six criteria, "rural clientele served," "flexibility, "results," "methods," "coordination," and "cooperation" ruled valid the judges and proved to toe interdependent through methods used in this study, will toe used for analysing the evaluation practices* CHAPTER T AN ANALYSIS OF PRACTICES USES IN EVALUATION IN ADULT EDUCATION IN VOCATIONAL AGRICULTURE Thirty evaluation practices were listed on the question­ naire with the ten criteria. (See appendix I.) These were rated by the 352 teachers of vocational agriculture who returned usable questionnaires. Instructions to the teachers were: “Rate each evaluation practice listed below according to the following rating scale: 0 if seldom or never used 1 if occasionally or sometimes used 2 if ordinarily or usually used.* The rating of the practices by each teacher and the information on the six valid criteria provided the data used in determining the worth of each evaluation practice. Method of Analysis The relation was established between each of the 30 evaluation practices nT1<^ each of the six valid criteria. Since these criteria* individually and collectively* were considered as measures of the quality of a program of adult education in ll£ vocational agriculture, the assumption was mads that where programs scored high on these criteria, evaluation practices being used were good. High scores on all criteria added to the evidence that good evaluation practices were associated with good results. Programs supplying sufficient data on criteria were ranked from superior to inferior. This ranking constituted a scale which was formed into suitable class intervals and frequency distri­ butions. Each practice was rated with each criterion by cosparing the use of the practice to each criterion. in Tables XX, XXI, XXII, ShdXXIII. This process is shown There are 180 similar tables. Sach table constitutes an item analysis of one practice and one of the criteria. A study of the four tables reveals the analytical process. Table XX is the analysis of one evaluation practice and one cri­ terion. The range of scores for the criterion was determined. Suitable class intervals were constructed. The distribution for each of the three ratings of the evaluation practice *cooperative organisations formed are noted" was determined for the cases in each class interval. Of the 25 programs scoring 20 to 36 , eight TABLE XX ILLUSTRATION 07 POSITIVE RESULTS 07 ITEM ANALYSIS WHICH IS THE RELATION 07 THE EVALUATION PRACTICE "COOPERATIVE ORGANI­ ZATION TOBMED ARE NOTED"AND THE CRITERION "METHODS" ■on Rating of "2" Rating of "1 " Rating of "0" i Number "ordinarily "occasionally "seldom or Methods;of or usually" or sometimes" never* score freq­ Interval freq- Interval 7req- Interval uency value x uency value x uency value x frequency frequency frequency 1 2 3 20-36 18-19 16-17 lb -15 12-13 25 21 b9 59 8 8 6 b 18 10-11 61 61 8-9 39 6-7 26 0-5 Total 9 350 b 22Q 1 108 J zrJ 'd 112 70 5 36 3 60 6 16 2 1 6 — 0 3« Uncorrected mean score Correction Corrected mean score 628 16.53 .5 17.03 5 * 6 7 220 9 11 2b 8 6 2 0 72 288 238 120 80 bs 12 — £ § 7 b7 31 23 9 73 1078 239 8 8 2b7*5 198 38b 518 576 b7o 2b8 138 — 2779.5 lb. 77 .5 15.27 11.63 .5 12.13 ^The midpoint for this claes interval was 28. Deducting the correction factor of .5 gives the interval value of 27*5 * % e a n s in each frequency distribution are marked: 7 / ^The sum of column b is divided by the sum of column 3 to provide the uncorrected mean score* 150 ordinarily or usually used this evaluation practice. plied fey 27*5 6aye 220. Sight multi­ A larger class interval was selected in this case to provide a mere compact grouping of scores. In the remaining class intervals the frequency was multiplied fey the lower limit of the interval. The total of column four was divided fey the total of column three to give the uncorrected mean score for the rating of ordinarily or usually used. On the assumption that the scores were evenly distributed in each intervel a correction factor of .5 was used to give the correct mean score for the criterion of "methods*. The number .5 is the distance from the lower limit to the midpoint in the interval. In a similar way the ratings of occasionally or sometimes and seldom or never were analyzed. A positive result of the item analysis is shown in Table XX. The teachers ordinarily or usually using the practice of noting cooperative organizations formed had a mean score of 17*03 on "methods" while teachers occasionally or sometimes using the prac­ tice had a 12.13 mean score for "methods." The means were marked in each frequency column opposite the scale value to provide easy visual comparison, from this analysis one can conclude that the practice of noting cooperative organizations formed is a good prac­ tice when measured against the criterion of instructional methods used in the program. 151 The three mean scores from each of the ISO tables are used later to provide an analysis of each evaluation practice. Table XXI shows a negative result of item analysis. The correction of five was used because each class interval included ten and the lower point for each interval was used in calculating the figures for column four. The first class Interval shows that teachers seldom or never or occasionally or sometimes using the practice of maintaining a check of approved practices on a chart had higher results from instruction than teachers ordinarily or usually using the practice. This is evidence that a negative relationship exists between the practice and the criterion. Teachers that do not maintain a check of approved practices on a chart get hif£ier results from instruction, further analysis of the practice with the other five criteria should indicate whether the practice is or is not to be recommended for use. Table XXII shows an unstable result of item analysis. This item analysis is unstable because of the skewed distribution of the few ratings of ordinarily or usually listed for this practice as shown in column three. end of The five cases at the upper column three put undue value on the use of the practice «nd cause the mean score for the "2" rating to be nearly twice 152 TABLE XXI „ ILLUSTRATION OF NEGATIVE RESULT OF ITEM ANALYSIS WEIGH IS THE RELATION OF THE EVALUATION PRACTICE "A CHECK OF APPROVED PRACTICES IS MAINTAINED ON A CHART" AND THE CRITERION "RESULTS" Eating of "2" Eating of "I" Eating of "0" Results Number "ordinarily or "occasionally "seldom or score of cases w ^ l l F * or sometimes" never" Freq- Interval Freq­ Interval Freq­ Interval uency value x uency value x uency value x frequency frequency frequency 1 90-4*63 80— 89*9 70-79.9 60-69.9 50-59.9 40-49.9 30-39.9 20-2 9 .9 10-19.9 0- 9.9 Total 2 3 1* 30 10 8 2 2 2 3 5U21 160 l4o 20 2k 43 49 62 72 27 n h 345 **7 6 10 8 3 Uncorrected mean score Correction Corrected mean score 5 5 3 180 250 2U0 — 1972 54 200 80 41.96 5 .0 0 46.96 7 1355 240 23 5 6 14 8 300 360 210 i4o 110 L i1/ 6233 4oo 420 84o 650 1120 1080 900 530 2895 244 12173 _ 180 d h 9 7 7 11 3 180 6 53.61 5.00 58.61 28 36 45 53 21 49.89 5 .0 0 54.39 *The midpoint for this class interval was 276. Deducting the correction factor of 5 gives the interval value of 271 . TABLE XXII ILLUSTRATION OF UNSTABLE RESULT OF ITEM ANALYSIS WHICH IS THE RELATION OF THE EVALUATION PRACTICE "PART OS’ A SPECIAL FIELD DAY IS DEVOTED TO EVALUATION" AND THE CRITERION "RESULTS* Results score Number of cases 1 90-1+63 so - S9 .9 70- 79.3 60- $ 9 .9 50- 59.9 fo-^9.9 30- 39.9 20- 2 9 .9 10- 19.9 0 - 9.9 Total Rating of "2" "ordinarily or usually" Freq- Interval uency value x frequency 2 3° 10 s 20 21+ *0 1+9 62 72 1+ 3 I > 1 Rating of "1" Rating of "0" "occasionally "seldom or or sometimes" never* Freq­ Interval Freq­ Interval uency value x uency value x frequency frequency 13551 1+ — — 60 3 l 50 27 — 1 1 5 5 1 2 0 200 150 20 20 — / 7 12 8 9 9 0 3^5 20 i 1855 55 Uncorrected mean score Correction Corrected mean score 92.75 5.00 97.75 6 5 2 10 SI+ 21(0 70 f 120 350 1(80 21(0 180 90 — 2851+ 51.29 5.00 56.39 8 7 21 7 7 17 # L 16 / 26 36 52 61 27 270 5691 560 S+90 1020 800 loko 1080 101+0 610 12331 **5.67 5.00 50.67 *The midpoint for this class interval was 276. Deducting the correction factor of 5 gives the interval value of 271 . as much, as the mean score for the "I" or "O'1 rating. Although column five has more cases than column three, the number is very low compared to the cases in column seven, let the difference between the mean scores for "I" and N0" is not great. She skewness of the distribution of cases in column three and the unusual result of the analysis of columns five and six, seven and eight make it unsafe to prediet the value of the practice as a method for securing results for instruction. Inconclusive results of item analysis are shown in Sable XXIII. She mean score for each rating varies only slightly, Apparently there is little effect on the flexibility of the pro­ gram of adult education in vocational agriculture when advisory committees either ordinarily or seldom assist in the evaluation of the program. She four tables just discussed (XX - XXIII) show four possible results of the item analysis, ®ach of the remaining 176 tables used for this part of the analysis may be put in one of the four categories just described. However, most of the tables contain data that indicate a positive result of item analysis. To provide a composite result of all item analyses for each prac­ tice, the mean score for each of the three ratings for each prac- 155 TABLE XXIII ILLUSTRATION OS’ INCONCLUSIVE RESULTS OS’ ITEM ANALYSIS WHICH IS THE RELATION Off THE EVALUATION PRACTICE "ADVISORY COMMITTEES ASSIST IN THE EVALUATION OS' THE PROGRAM" AND THE CRITERION "FLEXIBILITY" , f oility of cases Hating of "2" Bating of "I" Hating of "0" "ordinarily "occasionally "seldom or or or sometimes" never" Freq­ Interval Freq­ Interval Freq­ Interval uency value z uency value z uency value x frequency frequency frequency 1 2 22-2k 20-21 6 l 22.5 k 2 1 5 Uo 18 U8 56 6o Ik iko 7 9 lH 200 L%i,f 18-19 0-3 9 7 25 37 68 100 93 3 0 Total 352 16-17 1 U-15 12-13 10-11 8—9 6-7 ij-5 3 k 3 k £Jsf 6 5 — 1 0 2 19 1 0 11k 1+ 18 0 0 75 702.5 70 Uncorrected Mean Score Correction Corrected Mean Score 9.37 .5 9.37 7 22.5 — 36 ~93 108 1*»0 152 108 — 66U.5 9 M •5 9.99 k 2 6 8 9° MO 108 U 6k Ik 196 276 lJOO 23 1<0 r w kks 56 2 0 336 207 1966 8 9.50 .5 10.00 tice was combined for all criteria. Since each criterion had a different scale of measure, the mean criterion scores for each prac­ tice could not he combined directly. She comparison between mean criterion scores is shown by using an index which indicates the relative size of the difference between the three mean criterion scores for each practice. She mean criterion score for the seldom or never rating was chosen for the base of the index. The seldom or never mean score divided by itself provides an index of (1) which is the value of the practice when not used. The occasionally or sometimes and ordinarily or usually mean score divided by the seldom or never base score provides a superiority index to use in judging the value of a practice. The practice increases in positive influence as the index becomes greater than (1) and increases in negative influence as the index becomes less than (1). Analysis of the Evaluation Practices The analysis of the evaluation practices includes a dis­ cussion of the practices which are listed in rank order of merit. The method of confutation used to determine the superiority index is explained for the first practice. Criterion scores were based 157 on the following number of programs for e&ch criterion: II, 352; III, 352; IV. 3^5; v, 350; V I . 3U 5 and ni, 3^7. Table XXIV lists the mean criterion scores for the practice being analysed. She previous section revealed the method used in determining the mean scores for each practice as it was related to each criterion. She seldom or never scores were chosen as the base. By dividing these scores into the ordinarily or usually scores a superiority index was determined. Tor criterion II, the figure was 1. 26. Shis means that the practice of "comparing progress with progress in other years and progress in other communities 11 is good when measured against the criterion of "rural clientele served." She practice is still good when occasionally or sometimes used as shown by the 1.08 superiority index. All index computations were made for each of the criteria listed in the table. She mean superi­ ority index is the arithmetic mean for the totals of the columns (d) and («)• So arrive at the composite of each superiority index for the practice being analysed the figure 1 .6^, which is the superi­ ority index for ordinarily or usually scores, was multiplied by (2 ) to put it in proper relationship with the occasionally or sometimes index of I. 35. She sum of 3»28 and 1.35 wa® ^«63« Shis total divided by 3 . which was the number of units represented in 3.28, gave I. 5U, the conqoosite superiority index for the practice analysed f l 158 TABLE XXIV RELATION BETWEEN SDL MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "PROGRESS IS COMPARED WITH PROGRESS OF OTHER TEARS AND PROGRESS IN OTHER COMMUNITIES" Number among 352 programs xieing the practice 91 139 6 .6 2 5 .69 5.24 1.26 1.08 III Flexibility 10.5U 10.23 9.57 1 .1 0 1.07 IV Results 1 73. 59.21 2to3^ 3.01 2.1+3 V Methods^ 15.16 13.18 12.38 1 .22 1 .0 6 7.83 5.96 to 59 1 .70 1.30 13.81 10.511 9.10 1.52 1.16 1.61+ 1.35 Criterion 122 Ordinarily Occasionally Seldom or or usually or sometimes never Mean criterion scores for the practice (c) (a) (*> II Rural Clientele served VI Coordination^ k VII Cooperation Mean superiority index Composite exteriority index 1Baeed on 3^5 programs % a s e d on 350 programs ■^Based on 31+5 programs ^Based on 3^7 programs Superiority index a-^ c b -fc (d) (•> 1.5^ 159 la Table XXIV. It is this figure which enables one to cosgrare the worth of each evaluation practice with every other evaluation prac­ tice. 1. “Progress ie compared with progress of other years and progress in other communities.* A study of Table XXIV shows that the practice of comparing pro­ gress with past performance and with other communities when ordinarily or usually used in the adult education program in voca­ tional agriculture was superior as measured by the six criteria. The programs were still good but of lower quality when the practice was occasionally or sometimes used. The lowest criterion scores were evident when the practice was seldom or never used. The practice was especially valuable in getting “results* as shown by the super­ iority index of 3*01 when ordinarily used. This is the only super­ iority index above (3) in the 360 indices. In criterion II* which is a measure of “rural clientele served*» Table XXIV shows that an average of 6.62 rural clientele groups were served when this prac­ tice was ordinarily or usually used. When occasionally or sometimes used, 5.69 groups were served and 5 ,2k groups participated when the practice was seldom or never used. Information of this type that can be secured from the tables in this section. She analysis of the practice as shown in Zable XXIV pro­ vides clear-cut evidence that where the "progress ie compared with progress of other years and progress in other communities," pro­ grams of adult education in vocational agriculture rate high on the six valid criteria as determined in this study, 2. "Cooperative activities developed ere noted," Being conscious of the development of cooperative activi­ ties appears to he a valuable practice. As seen in Zable XXV, the superiority index of 2 ,2.0 for the practice when ordinarily used indicates that the criterion "results" is excellent in the program of adult education. Zhis is one of seven superiority indices in the 360 that is over (2 ) and therefore important. Zhe practice of noting the cooperative activities developed was ordinarily used by sli^itly fewer teachers than the practice of conparing progress with past performance and with other com­ munities yet it appears to be equally significant in developing a high quality program of adult education in vocational agriculture. 3. "Business men assist in the evaluation of the program." Apparently the value of using business men in a rural community to assist with evaluation has been underestimated. A study of Zable XXVI reveals that although the number of teachers 161 TABLE XXY RELATIOK BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND TEE EVALUATION PRACTICE ’’COOPERATIVE ACTIVITIES DEVELOPED ARE NOTED" Number among 352 programs using the practice 74 119 159 Ordinarily Occasionally Seldom or or usually or sometimes never Mean criterion scores for the practice Criterion II Rural clientele served (a) 00 ) (c) Superiority index a-i- c 1B -f C (d) (e) 6.96 6.22 5.46 1.27 1.14 III Flexibility 10.50 11.07 8.99 1.17 1.23 IV Results 82,12 65.33 46.70 1.76 i . 4o V Methods 16.92 14.26 12.50 1.35 1.14 VI Coordination 9.39 7.61 5.24 1.72 1.45 Cooperation 15.91 13.38 9.61 1.66 1.39 1.50 1.29 VII Mean superiority index Composite superiority index 1.43 and "cooperation" ie also -very effective. Other aspects of the program represented fey the remaining criteria are also of high quality when agricultural agencies assist in evaluation of the program. 7. "A list is made of the methods and devices to use in col­ lecting evidence which will reveal that objectives are being met* Shis practice is closely related to practice number (11) which calls for the use of clearly stated objectives to form the basis for evaluation. Apparently the two are closely related in practice, as shown fey the closeness of the composite superiority indices for the practices. Determining the methods and devices to use in collecting evidence that objectives are feeing met yields high "results" as shown fey a superiority index which is over "2", The practice has been recommended for at least two decades yet its use has been spotty as shown fey Table XXX. for teachers of agri­ culture it may represent an academic approach to the evaluation of an action program. Tet by comparing the number of teachers who either ordinarily or occasionally use the practice there is overwhelming support for the high value indicated fey the composite superiority index of 1J42. Over half the teachers in this study used the practice, which reflects a high-quality program as judged fey the six criteria. 169 TABLE XXX delation b e t w e e n six mean criterion scores o f adult education programs AND TEE EVALUATION PRACTICE ”1 LIST IS M**ne OF TEE METHODS AND DEVICES TO USE IN COLLECTING EVIDENCE WHICH WILL REVEAL THAT OBJECTIVES ARE BEING MET" Number among 35^ programs using the practice bb 139 169 Ordinarily Occasionally Seldom or or usually or sometimes never Mean criterion scores for the practice Criterion (a) Superiority index a -fc b ^c (b) (c) 6.73 5.79 5.22 1.29 1.11 12.38 10 .3b 9.51 1.30 1.09 Resuite 89.93 63.30 bo. 07 2 . 2b 1.58 V Methods lb. 83 lb .1 3 12 .b9 1.19 1 .1b Coordination 7.b9 7.16 5.10 i.b7 l.b o Cooperation 13.01 13 .bb 9.38 1.39 i.b3 l.bs 1.29 II Rural clientele served III IV VI VII Flexibility Mean superiority index Composite superiority index (4) (e) 170 S>» "Systematic study of the community is made to discover changes in farming due to instruction1* Over half the teachers in the study either ordinarily or occasionally made systematic studies in farming due to Instruction. Table XXXI reveals that such studies appear to he very beneficial in the development of good programs of adult education. There seems to be a slightly negative relation to "flexibility" of the program when the practice is occasionally used. Highest value is shown in "results" when the practice was ordinarily used. Shis practice seems to be good. 9. "Class members assist in the evaluation of the results of instruction" Here is strong evidence that evaluation by class members ie very beneficial. Nearly two-thirds of the teachers reporting in the study either ordinarily or occasionally used the practice. Those teachers who ordinarily used the practice had higher quality programs in every phase based on the six criteria, than did teachers who only occasionally used the practice, ®able XXX3 shows that the practice is good. 10. "Part of a special field day is devoted to evaluation" Using part of a special field day for evaluation has elements of self evaluation. It also contains large elements of group 171 TABLE XXXI RELATION BETWEEN SIX MEAN CRITERION SCORES 07 ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "SYSTEMATIC STUDY 07 THE COMMUNITY IS MADE TO DISCOVER CHANGES IN FARMING DUE TO INSTRUCTION" Number among 352 programs using the practice 71 137 11*1* Ordlnar ily Occasionally Seldom or never or usually or sometimes Mean criterion scores for the practice Criterion (a) to (c) Superiority index a+ c brc (d) (e) II Rural clientele 6.38 5.85 5.**o 1.18 1.08 III Flexibility 11.28 9.51 9.77 1.15 .97 IV Results 86.31 53.97 35.18 2.^5 1.53 V Methods 15.59 13.16 12.19 1.28 1.08 VI Coordination 8.51 6.20 ^.92 1.73 1.26 VII Cooperation 12.70 11.71 9.62 1.32 1.22 1.52 1.19 served Mean superiority index Composite superiority index 172 TABLES m i l RELATION BETWEEN SIX MEAN CRITERION SCORES Of ADULT EDUCATION PROGRAMS AND TEE EVALUATION PRACTICE "CLASS MEMBERS ASSIST IN THE EVALUATION 0? THE RESULTS OF INSTRUCTION" Number among 352 programs using the practice 92 Ordinarily or usually 133 Occasionally or sometimes 127 Seldom or never Mean criterion scores for the practice Criterion Superiority index a-^-c b r-C 00 II Rural clientele served 5.87 5.21 5.10 1.15 l.llf III Flexibility 9.93 10.75 9.03 1.10 1.19 VI Results 55.96 58.30 36.7^ 1.52 1.59 V 12. kl 13.7^ 10.97 1.13 1.25 VI Coordination 6.23 5.96 3.86 1.61 1.5^ VII Cooperation 12.06 10.57 7.89 1.53 1.3^ 1.3*» 1.3^ Methods Mean superiority index Composite superiority index 186 TABLE XL! RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "ADVISORY COMMITTEES ASSIST IN THE EVAL­ UATION COT THE PROGRAM" Number among 352 programs using the practice 75 Ordinarily or usually 70 Occasionally or sometimes 207 Seldom or never Mean criterion scores for the practice Criterion (a) 00 (c) Superiority index au c bfc (a) (a) II Rural clientele served 7.17 5.78 5.26 1.36 1.10 9.87 9.99 10.00 .99 1.00 IV Results 79-45 53.27 45.50 1.7$ 1.17 Methods 14.83 14.30 12.36 1.20 1.16 VI Coordination 8.70 7.81 4.94 1.76 1.58 VII Cooperation 14.10 11.67 10.32 1.37 1.13 l.4o 1.19 III Flexibility V Mean superiority index Composite superiority index 1.33 tion. In spite of the fact that the practice has little effect on the criterion of "flexibility* the practice does have merit in the development of a good program of adult education in vocational agriculture for it has a high relation to the remaining five criteria* 19* "Part of the last meeting of the course is used for evaluation" Once again, elements of self evaluation are evidenced in a practice. Using part of the last meeting of a course for evaluation is popular with teachers and apparently popular with class members, as shown in Table XLII. The use of the practice yields less rela­ tion to the criterion "results* when the practice is ordinarily used than when it is occasionally used. When the practice, "part of the last meeting of the course is used for evaluation," is ordinarily used the program of adult education in vocational agriculture is of high quality as judged by the five remaining criteria. 20. "The instructor evaLuates results of instruction as he visits the farm of class members" This practice is closely related to practice number (16). In number (16) there could be a meaningful group evaluation, while in this practice the teacher alone does the evaluation. With the evidence for self evaluation in higher ranking practices, this practice of the instructor doing the evaluation on the farm may be 188 TABLE XLII RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "PART OF THE LAST MEETING OF THE COURSE IS USED FOB EVALUATION8 Number among 352 programs using the practice 158 Ordinarily or usually 108 Occasionally or sometimes 86 Seldom or never Mean criterion scores for the practice Criterion (a) 11 Rural clientele served (*) (c) Superiority index a-4-c b_LC (d) (•) 6.05 6.09 4.87 1.24 1.25 III Flexibility 10.34 10.13 9.10 1.14 1.11 IV Results 50.70 62.62 47.72 1.06 1.31 V Methods 13.21 13.35 10.93 1.21 1.22 VI Coordination 7.37 6.20 4.23 1.74 1.47 VII Cooperation 12.64 11.56 S. 33 1.52 1.39 1.32 1.29 Mean superiority index Composite superiority index 1.31 weak. Although, the composite superiority index is not low for this practice it does rank in the lower ten practices in value. The main weakness lies in Its relation to "flexibility” as shown in Table XLII I. The practice is good and apparently gives a great many instructors needed help in program building as shown by the fact that a great many teachers used the practice. This practice ranks second in degree of use by teachers in the study, 21, "Instruction is evaluated by analysing check lists of approved practices planned and used" Closely related to evaluation of results of teaching by the instructor as he visits the farm is the practice of evaluating instruction by analysing approved practices planned and used. This is to be expected. However, practice number (21) in many cases could be used on the farms of class members. The practice doe8 not indicate that the teacher alone makes the analysis. Table XLIV shows that the use of the practice "instruction is evaluated by analysing check lists of approved practices planned and used" has the greatest relation to the three criteria of "coordination," "cooperation" and "results." that this practice rates consistently good. The analysis shows 190 TABLE ELIII RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE “THE INSTRUCTOR EVALUATES RESULTS OP IN­ STRUCTION AS HE VISITS TEE FARMS OF THE CLASS MEMBERS“ Number among 352 programs using the practice 2^9 Ordinarily or usually 79 Occasionally or sometimes 31 Seldom or never Mean criterion scores for the practice Criterion (a) tt>> (c) Superiority index a-fc b-r-C (a) (e) II Rural clientele served 5.66 5.7^ 5.06 1.16 1.13 III Flexibility 9.92 io.i)6 9.79 1.01 1.07 IV Results 57.65 50. U3 36.07 1.60 1.1)0 V 13.86 12.^ 10.83 1.28 1.15 VI Coordination 7.03 5.02 If.12 1.71 1.22 VII Cooperation 12.95 9.65 8.98 1.1& 1.07 1.37 1.17 Methods Mean superiority index Conposite superiority index 1.31 191 TABLE XLXV RELATION BETWEEN SIX MEAN CRITERION SCORES OP ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "INSTRUCTION IS EVALUATED BY ANALYZING CHECK LISTS OP APPROVED PRACTICES PLANNED AND USED" Number among 352 programs using the practice HP* Ordinarily or usually 97 HI Occasionally Seldom or or sometimes never Mean criterion scores for the practice Criterion (a) 00 (0 Superiority index a-f c h-fc (d) (e) II Rural clientele served 6.16 5.70 5.36 1.15 1.06 III Flexibility 10. 1*2 10.66 8.78 1.19 1.21 IV Results 6l*.l*2 ^9.38 1*5.25 1.U2 1.09 V H*.38 13.66 11.53 1.25 1.18 VI-Coordination 7.21 6.75 k.S5 1.1*9 1.39 VII Cooperation 13.19 11.53 8.59 1.51* 1.3^ 1.31* 1.20 Methods Mean superiority index Composite superiority index 1.29 i*> 22, "A list is made of the kind of evidence needed to indicate that objectives are being net* T M b practice is part of a triad completed by adding to it practices number (7) end (11). Although the composite superiority index is high for each of the three practices,number (22) is decidedly below the other two in rank order of merit as shown by Table XLV. It is difficult to visualise using method and devices for collecting evidence that objectives are being met without first deciding on the kind of evidence needed. This mystery may be solved in part by the fact that nearly all of the teachers reporting in this study are also advisers for the local chapter of Future farmer8 of America. Most chapters have a program of work and emphasis is given to ways and means which is similar to methods end devices. No mention is made of "kinds of evidence . . ."in the Y.E.A. programs of work supervised by most teachers of agri­ culture. Consequently, there is a lack of effective use of the practice of listing the kind of evidence needed to indicate that objectives are being met. However, the practice is good as found in this study. 23. "Evaluation occurs at specific intervals throughout the year" Table XLVI shows that the practice of evaluating a program 193 TABLE XIV RELATION BETWEEN SIX MEAN CRITERION SCORES OE ADULT EDUCATION PROGRAMS AND .TEE EVALUATION PRACTICE "A LIST IS MADE OE TEE KIND OE EVIDENCE NEEDED TO INDICATE THAT OBJECTIVES ARE BEING MET*1 Number among 352 programs using the practice 86 Ordinarily or usually Hi! Occasionally or sometimes 125 Seldom or never Mean criterion scores for the practice Criterion (a) II Rural clientele served (4) (c) Superiority index a4- c l>-?-C (4) (e) 6.29 5.78 5.42 1.16 1.07 III Elexifcility 10.53 10.42 9.06 1.16 1.15 IV Results 66;29 62.29 36.71 1.80 1.70 V 14.44 13.9? 11.70 1.23 1.19 VI Coordination 5.90 6.51 5.17 1.14 1.26 VII Cooperation 11.48 11.76 9.24 1.24 1.27 1.29 1.27 Methods Mean superiority index Composite superiority index 1.28 194 TABLE XLVI RELATION BETWEEN SIX MEAN CRITERION SCORES OE ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "EVALUATION OCCURS AT SPECIEIC INTERVALS THROUGHOUT TEE TEAR* Number among 352 programs using the practice io4 Ordinarily or usually 103 Occasionally or sometimes 145 Seldom or never Mean criterion scores for the practice (a) Criterion II Rural clientele served tt>) (c) Superiority index a-^c b-^c (a) (e) 5. S3 5.86 5.60 1.06 1.05 III Elexibility 10.50 9.91 9.61 1.09 1.03 IV Results 64. c4 60.36 43.07 1.1*9 i.4o V 14.97 13.91 12.03 1.24 1.16 VI Coordination 7.83 6.52 4.77 1.64 1.37 VII Cooperation 13.45 n.59 9.70 1.39 1.19 1.32 1.20 Methods Mean superiority index Composite superiority index 1.28 of adult education in vocational agriculture at specific intervale throughout the year ie highly related to the criterion of “coordination." This fact ie to he anticipated. The practice is good and reflects high quality in four of the criteria for a good program and low quality for the criteria of “rural clientele served* and “flexibility." The practice was used either ordinarily or occasionally by 59 per cent of the teachers reporting in the study. 2h* The analysis shows the practice to be good. “Pictures of "before" and "after" situations are used" This practice ie not widely used, yet it does reflect high quality of program based on the six criteria. Apparently the use of pictures of "before" and “after" situations has value in the development and use of various types of cooperation needed to conduct a good program of adult education in vocational agriculture. The use of this practice also shows a desirable relation to the criterion of "results" as indicated in Table XLVII. The practice is good. 23. "Farmers and teacher agree on the value of an approved practice" The agreement of farmers and the teacher on the value of an approved practice had wide use by the teachers reporting as revealed I 196 TABLE XLVII RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE “PICTURES OP "BEPORE“ AND “AFTER" SIT­ UATIONS ARE USED" Number among 352 programs using the practice 53 Ordinarily or usually 94 Occasionally or sometimes 205 Seldom or never Mean criterion scores for the practice Criterion (a) II Rural clientele served 00 (c) Superiority index a-rC (4) b-rc (• > 6.1*5 6.35 5.39 1.20 1.18 III Flexibility 10.96 10.71 9.37 1.17 1.14 IV Results 67.38 64.35 46.46 1.45 1.38 V 13.37 14.41 12.37 1.08 1.16 VI Coordination 7.10 7.03 5.56 1.28 1.26 VII Cooperation 13.78 12.05 9.13 1.51 1.32 1.28 1.24 Methods Mean superiority index Composite superiority index 1.27 in Table XLVIII. The use of the practice indicates a high level of student-teacher cooperation, yet when compared, to the other practices it is low in the rank order of merit. The practice is significantly good and highly related to “coordination" and "cooperation." 26. "Besuits of instruction with class members are compared with standards, averages, individual or other goals" This practice does not have widely accepted use, yet Table XLIX shows that it has a strong relation to all criteria except "rural clientele served" and "flexibility". It does not have such a strong association with "results" as might be desired. The strongest relation is shown to "coordination" and "cooperation." The practice is good although low in the rank order of merit. 27. "Change in attitude of class members is noted" This strictly qualitative evaluation of Instruction is widely used and is good, although low on the list of merit when compared to the other 29 practices. Noting the change in attitude of class members has little relation to the criterion of "results." The strongest association is shown with the two criteria of "coordination" and "cooperation." One might expect that attitude would have a reasonably strong association with "cooperation." Even 198 TABLE XLVIII RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND TEE EVALUATION PRACTICE "FARMERS AND TEACHER AGREE ON THE VALUE OF AN APPROVED PRACTICE" Number of 352 programs using the practice 172 Ordinarily or usually 130 Occasionally or sometimes 50 Seldom or never Mean criterion scores for the practice Criterion (a) <*) <®> Superiority index a-r c b-S-C (d) (e) II Rural clientele 5,91 5.76 5.36 1.10 1.07 III Flexibility 10.86 9.32 9.58 1.13 .97 IV Results 61.67 ^.29 53.62 1.15 .8U Methods llf.12 12.53 12.17 1.16 1.03 VI Coordination 7.07 5.80 3.95 1.79 1.U7 VII Cooperetion 13.0^ 10.25 7-82 1.67 1.31 1.33 1.12 served V Mean superiority index Composite superiority index 1.26 I 199 TABLE XLIX RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "RESULTS OF INSTRUCTION WITH CLASS MEMBERS ARE COMPARED WITH STANDARDS, AVERAGES, INDIVIDUAL OR OTHER GOALS" Number of 352 programs using the practice SO 127 145 Ordinarily or usually Occasionally or sometimes Seldom or never Mean criterion scores for the practice Criterion (a) II Rural clientele served (to) (c) Superiority index a-j-c to^-c (d) (e) 5.79 5.46 5.57 i.o4 .98 III Flexibility 10.25 10.31 9.65 1.06 1.07 IV Results 62.36 54.35 50.11 1.24 1.08 V 14.97 14.12 11.4S 1.30 1.23 VI Coordination 7.56 7.27 4.S8 1.55 1.49 VII Cooperation 13.37 12.30 9.26 1.44 1.33 1.27 1.20 Methods Mean superiority index Composite superiority index 1.25 200 though the practice ie low on the list a study of Sable L reveals it to be significantly good, 28, "Production records of class members are used to indicate effectiveness of instruction" Contrary to expectations, data in Sable LI show that the use of production records of class members to indicate effective­ ness of Instruction has a negative association with "results11 when the practice is ordinarily used. She value of the practice im­ proves for getting "results" when occaslonally used. Share is little difference in either the usual or the occasional use of the practice in developing all phases ofa superior program of adult education in vocational agriculture, 29, "Part of an on-farm meeting during the summer is used for evaluation" She practice is closely related to practices number 16 and (20) and is of less value than either number (16) or (20}, She practice is significantly good but it is not as valuable as the previously analysed practices. She data in Sable LII Indicate that the quality of a program is good when the practice is used, 30, "A check of approved practices carried out is maintained on a chart" Maintaining a check of approved practices carried out on a f l 201 BASIS L RELATION BETWEEN SIX MEAN CRITERION. SCONES OF ADULT EDUCATION PROGRAMS AND TEE EVALUATION PRACTICE "CHANGE IN ATTITUDE OF CLASS MEMBERS IS NOTED" Number among 352 programs using the practice 187 Ordinarily or usually 12^ Occasionally or sometimes to Seldom or never Superiority index Mean criterion scores for the practice Criterion (a) II Bural clientele served <*> (c) a-f c b^-c (*) (e) 6.13 5.50 5.00 1.23 1.10 III Flexibility 10.11 lo.ll 8.39 l.ll* l.ll* IV Besuits 53.52 1*8.18 51.81* 1.03 .93 V H *.12 12.6U 11.62 1.22 1.09 VI Coordination 7.10 5.58 3.90 1.82 1*^3 VII Cooperation 12.32 10.37 9.37 1.31 l.ll 1.29 1.13 Methods Mean superiority index Composite superiority index . 1.2l* 202 TABU! LI BULATIOH BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "PRODUCTION RECORDS OF CLASS MEMBERS ARB USED TO INDICATE EFFECTIVENESS OF INSTRUCTION" Number among 352 programs using the practice 60 Ordinarily or usually 99 Occasionally or sometimes 193 Seldom or never Mean criterion scores for the practice Criterion (a) II Rural clientele served 00 (c) Superiority index a-fc brC (4) <•> 5.97 6.01 5.60 1.07 1.07 III Flexibility 10.88 10.06 9.59 1.13 1.05 IV Results 39.*e 56.01 1*3.62 .90 1.28 V 1U.29 l»+.0l 12.58 1.11* l.U VI Coordination 7.65 7.12 5.**2 1 .1a 1.31 VII Cooperation 1U.16 12.07 10.03 1 .1*1 1.20 1 .1s 1.17 Methods Mean superiority index Composite superiority index 1..18 J 203 SABLE LZI RELATION BETWEEN SIX KEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE "PART OF AN ON-FARM MEETING DURING THE SUMMER IS USED FOR EVALUATION" Number among 352 programs using the practice 45 95 Ordinarily Occasionally or usually or sometimes 212 Seldom or never Mean criterion scores for the practice Criterion II Rural clientele served Flexibility III (a) 0 ») (c) Superiority index a-f-c b^-c (d) (e) 6.17 6.03 5.56 1.U 1.08 9.88 10.93 9.57 1.03 1 .1>+ IV Results 60.69 56.97 1*8.92 1 .2l* 1.16 V Methods 13.20 15.32 12.5** 1.05 1.22 VI Coordination 6.99 7.7H 5.31 1.32 1 .U6 Cooperation 11.5^ 13.70 10.lU l.H* 1.35 1.15 1.21* VII Mean superiority index Composite superiority index 1,.18 chart ie the practice holding the lowest value in the rank order of merit, Although significantly good there are 29 other practices that will produce better results than this practice. Table LIII has data to indicate that the occasional use of the practice will produce a higher quality program than a more extensive use. Since this practice is closely related to practice number (21) the evidence seems to indicate that practice number (50) should be omitted from the recommended practices of evaluation. Summary of the Analysis of the Evaluation Practices All of the 30 practices analysed were found to be worth­ while. Some are more valuable than others as shown in Table LIT, In the table only one of the first 15 practices deals with the evaluation of agricultural outcomes. tional outcomes for instruction. The other lb- deal with educa­ In the last 15 practices in the table there are six practices which deal largely with agricultural outcomes for instruction. This indicates that the teachers having stronger programs place major emphasis on developing behavior changes in people, which in turn will result in changes in farming. Nearly all the practices involve some form of group evalua­ tion. There were ten practices, numbers 3» 6 , 9* 10, 12, 16, 18, 19 , 25, and 29, that were primarily of a group nature. Pive of 205 CABLE LIII RELATION BETWEEN SIX MEAN CRITERION SCORES OF ADULT EDUCATION PROGRAMS AND THE EVALUATION PRACTICE »A CHECK OF APPROVED PRACTICES CARRIED OUT IS MAINTAINED ON A CHART* Number among 352 programs using the practice US Ordinarily or usually 56 Occasionally or sometimes 2l*8 Seldom or never Mean criterion scores for the practice Criterion (a) II Rural clientele served (b) (c) Superiority index a+ c b -fc (4) (e) 6.08 5.71 5.57 1.09 1.02 III Flexibility 11.1+6 11.08 9.75 1.18 l.ll* IV Result 8 1*6.96 58.61 5I+.S9 .86 1.07 V 13.^3 15.30 12.1*8 1.08 1.22 VI Coordination 6.13 7.97 6.03 1.02 1.32 VII Cooperation 12.67 12.89 10.1*5 1.21 1.23 1.07 1.17 Methods Mean superiority index Composite superiority index 1,.10 I 206 TABLE! LIT B A M ORDER OF COMPOSITE SUPERIORITY INDICES FOB 30 EVALUATION PRACTICES Evaluation. Practice Superiority Index 1. Progress is compared with progress of other years and progress in other communities. 2. Cooperative activities developed are noted* 3* Business men assist in the evaluation of theprogram. U. Leadership development 1 b noted. 3* Cooperative organisations formed are noted* 6* Other agricultural agencies assist in the evaluation of the program. 7* A list is made of the methods and devices to use in collecting evidence which will reveal that objectives are being met. 8* Systematic study of the community 1b made to discover changes in farming due to instruction. 9. Class members assist in the evaluation of the results of Instruction. 10. Part of a special field day is devoted to evaluation. 11* Clearly stated objectives are used to form the basis for evaluation. 12. Other teachers in the school, administrators, school board members, state supervisory staff and college or university education staff help evaluate the program. 13. Plans and action are based on the analysis and interpretation of the results of evaluation. lb. Enrollment records are analyzed to determine the extent to which the program serves all who want, need or can use adult education. 15. Results of instruction with class members are compared with the economic and social achievement of non-class members. 16. Practices used are observed on tours to farms of class members. 1.5^ 1*5^ 1*53 1,% 1.U6 1*^3 1*U2 l.UL l.tyL 1*39 1*37 1.37 1.36 1*36 1.36 207 17* Attendance records are analyzed to determine regularity of attendance and the type of farmers who are attending. 18. Advisory committees assist in the evaluation of the program. 19. Part of the last meeting of the course is used for evaluation. 20. The instructor evaluates results of instruction as he visits the farms of class members. 21. Instruction is evaluated by analyzing check lists of approved practices planned and used. 22. A list is made of the kind of evidence needed to indicate that objectives are being met. 23* Evaluation occurs at specific intervals throughout the year, 2U. Pictures of "before" and "after" situations are used. 23 . Earners and teacher agree on the value of an approved practice. 26. Results of instruction with class members are compared with standards, averages, Individual or other goals. 27. Change in attitude of class members is noted. 28. Production records of class members are used to indicate effectiveness of instruction. 29. Part of an on-farm meeting during the summer is used for evaluation. 30. A check of approved practices carried out is maintained on a chart. .^ 13 1.33 1.31 1.31 1.29 1.28 1.28 1.27 1.26 1.25 .6 1 2 1.18 1.18 1.10 I these ten practices appear in the first 12 of the practices listed in Table LIV, the table. The others are scattered through the remainder of This indicates that neither the teacher alone nor the student alone nor any particular person can effectively eveL uate a program of adult education in vocational agriculture. The summary of findings, conclusions, recommendations and implications for use of the 30 evaluation practices appear in the next chapter. CHAPTER VI SUMMARY AND CONCLUSIONS The final part of this study summarises the method and findings, and provides certain conclusions, recommendations and implications. This interpretation necessarily reveals the investigator's philosophy and experience. Method The major purpose of this study was to discover and to appraise practices used in evaluating local programs of adult education in vocational agriculture. A contributory purpose called for the establishment of criteria for a good program of adult education in vocational agriculture. A review of literature provided the basis for the initial statement of ten criteria and the accompanying assumptions for a good program of adult education in vocational agriculture. Twenty leaders in agricultural education and/or in adult education evaluated the criterion statements and assumptions, found them acceptable and added none. Measures for each of the ten criteria and a list of 30 evaluation practices drawn from the literature were sent to 505 experienced teachers of agriculture for adults in nine north-central states. Returns 210 totaled 362 or 70.7 P®r cent, of which 35^ vere usable. Six of the ten criteria were proven valid on the basis of Pearson correlations of all scores for each criterion measure provided in each of the 332 programs. The establishment of the relation between each evaluation practice and each of the six criteria found to be valid determined the worth of the 30 evaluation practices. The combining of the results of this item analysis formed a superiority index for each practice. The evaluation practices were ranked in order of merit on the basis of the superiority index. All 30 evaluation practices were found to be positively related to good programs based on the six criteria. Summary of the Findings. ConcluB ions and Be commendations Dealing With the Criteria Ten criteria for a good program of adult education in voca­ tional agriculture were studied. The names for the ten criteria were: 1 . Relative size of program 6. Coordination 2. Rural clientele served 7. Cooperation 3. Flexibility 8 , Activities materializing k. Results 9. 5. Methods 10. Percentage of attendance Maintenance of activity 211 Six of the ten criteriawerefound to be valid measures for a good program of adult education invocational agriculture.These six retained for use in analyzing the value of 30 evaluation prac­ tices vere: 1. Bural clientele served Methods 2* flexibility 5» Coordination 3. Besuits 6. Cooperation Even though only six of the criteria were used in the analysis of the evaluation practices a summary of the findings, conclusions and recommendations for each of the ten is desirable. 1. "Belative Size of Program" findings The relative size of the adult education program in voca­ tional agriculture was not proven to be related to the quality of the program. There was a large grouping of the scores for this criterion at the low end of the frequency distribution of scores. Conclusions The criterion "relative size of program" is not as good as other criteria in appraising adult education in vocational agriculture. However, the lack of validity of this criterion found in this study does not negate the importance attached 212 to this criterion by teachers, school administrators and others who pay for the program. Since systematic instruction with small groups is emphasized in adult education in voca­ tional agriculture, a different measure for "relative size of program" probably should be developed. The skwwed distribu­ tion of the criterion scores also emphasizes this need. Recommendations Since the criterion "relative size of program" was not found to be significantly related to other criteria, teachers of adult classes in vocational agriculture should consider other bases for evaluation. 2. "Rural Clientele Served" Findings The criterion "rural clientele served" was found to be valid and was more highly related to "methods" than to any other criterion. Conclusions Teachers of vocational agriculture apparently are cogni­ zant of rural population groups and are devising ways and means of meeting the needs of these people. Recommendations Teacher b of vocational agriculture should continue to examine the needs of each and every rural clientele group in the community. When formulating the bases for evaluating programs of adult education in vocational agriculture, persons responsible for evaluation should he cognisant of the rural groups. “Flexibility" Findings The criterion of “flexibility" was found to be valid. The highest relation of any pair of criteria in the study existed between "flexibility" and "percentage of attendance". A positive and strong relation occurred between "flexibility" and "methods." "Cooperation" and "rural clientele served" were also highly related. Conclusions The study shows what leaders in the field have stressed for a number of years, namely: it is important to provide systematic instruction on a flexible basis which will meet the needs of class participants, Becommendatlons Programs of adult education in vocational agriculture should be provided at a time of day, week end year and at a place which will more fully meet the needs of farm people. The criterion of "flexibility" should he considered when the bases for evaluating programs of adult education in vocational agriculture are formulated, •^Results" Findings In this study "results11 was found to be valid and related to "rural clientele served", to "cooperation" and to "coordina­ tion." There was a peculiar distribution of scores on "results." About one-eighth of the scores were extremely high, while the remainder formed a more normal distribution. Conclusions The criterion "results" forms a sound basis for evaluation, "Results", however, are difficult to measure; the respondents' methods of counting or defining approved practices seem to differ greatly and it is difficult to separate results due to instruction from other factors. Recommendation Persons responsible for evaluation should consider the criterion "results" when formulating the bases for evaluating programs of adult education in vocational agriculture. "Methods” Findings The criterion "methods" was found to be valid. used a wide range of methods. more highly dependent criteria. Respondents This criterion wae one of the It was related to "coordination," "cooperation", "results", "rural clientele served" and "flexibility," Conclusions The use of good methods is one of the essentials for a good program of adult education in vocational agriculture. The use of many methods seems to be related to quality in other phases of the program. Recommendat1ons When instructing adult farmers, teachers of vocational agriculture should use a variety of good methods adapted to local requirements. Evaluators should consider the criterion "methods" when formulating bases for evaluating a program of adult education in vocational agriculture. "Coordination" Findings Although this criterion was looked upon with most dis­ favor by the judges, it rated high when correlated with 216 other criteria in the study. "Coordination" correlated highest with "cooperation." Conclusion Programs of adult education in vocational agriculture need to he coordinated with other adult education activities within the school and community. Recoamendat 1ons Teachers of vocational agriculture and local school administrators should consider and plan for good coordination of the program of adult education in vocational agriculture. Those responsible for evaluation should consider the cri­ terion "coordination" when formulating bases for evaluating programs of adult education in vocational agriculture. 7. "Cooperation" Findings All criteria were positively related to "cooperation" \ except "relative size of program" and "activities materiali­ zing". There was a slight grouping of "cooperation* scores at the upper end of the distribution. Conclusions Personnel responsible for programs of adult education in vocational agriculture need to cooperate with other adult education workers if a high quality program of adult 217 education in vocational agriculture is to be provided. Recommendations Teachers of vocational agriculture must take the lead in the local community by cooperating with other personnel in the school and community who are responsible for adult education activities. The consideration of the criterion ncooperationa is important in the formulation of bases for evaluation of programs of adult education in vocational agriculture, g. "Activities Materializing" Jladings This criterion had the lowest mean correlation coefficient of the ten criteria. Since the mean correlation was con­ siderably below the 95 per cent level of significance, the criterion was not considered valid even though most of the schools reporting had 100 per cent of their activities materializing. Conclusions Either the original assunption that activities will materialize if they are based on education needs and interests of farm people and if they are adequately planned, announced executed is not valid or there are factors in the study I which cause a poor relation between the criterion of activities materializing and the other criteria. Eecomasndatlone Since “activities materializing" was not found to he valid in this study, teachers should consider the use of other criteria in formulating the bases for evaluating programs of adult education in vocational agriculture. Teachers in superior programs should cons ider plans for new and innovating activities with the idea that not all activities will or should materialize. “Maintenance of Activity" Findings This criterion bore no consistent dependent relation to the other nine criteria. It did show some dependent relation to “cooperation", “percentage of attendance" and "relative size of program." Conclusions Apparently either certain factors prevent the development of a clear-cut relation of this criterion to other criteria, or the assumption is not valid that properly conducted activi­ ties based on the educational needs and interests recognized 219 fey farm people would cause people to attend throughout the period planned* Reconmendatlone Since "maintenance of activity11 was not found to fee valid in this study, teachers should consider the use of other criteria in formulating the feases for evaluating pro­ grams of adult education In vocational agriculture. 10. "Percentage of Attendance" Findings This criterion was in the middle ground of no relation, either positive or negative, to the other criteria. "Per­ centage of attendance" showed a high relation to "flexibility" moderate relation to "coordination," to "cooperation" and to "maintenance of activity," and a high negative relation to "relative size of program." The schools reporting had a wide range of percentage of attendance. Conclusions People will attend adult education classes more regularly when classes are conducted at convenient times and places, likewise when a program is well coordinated and conducted in cooperation with other groups and agencies there is likely to fee a good percentage of attendance throughout the period 220 planned. Larger numbers of people enrolled may mean a lower percentage of attendance. However, the criterion "percentage of attendance" is not sufficiently related to the other criteria to be considered valid. Either the assumption that percentage of attendance is a valid basis for evaluation is incorrect or contaminating factors clouded the analysis. Becommendations Since "percentage of attendance" was found not to be significantly related to other criteria in this study, teachers of adult farmers in vocational agriculture should consider the use of other bases for evaluation. Teachers of vocational agriculture, local administrators, state supervisors, teacher educators and others concerned with adult education in vocational agriculture should minimise program evaluation based on such criteria as "relative sise of program", "percentage of attendance," "activities materializing" and "maintenance of activities." Acceptable criteria for evaluation include "rural clientele served," "flexibility," "results," "methods," "coordination" and •cooperation." Summary of the I1ladings, Conclusions and BecommendstIons Dealing With the Evaluation Practices 1. finding Three of the 30 evaluation practices in the study point out the relation between evaluation and instructional planning and teaching. a. These practices are: A list is made of the methods and devices to use in collecting evidence which will reveal that objectives are being met. b. Class members assist in the evaluation of results of instruction. c. Plans and action are based on the analysis and inter­ pretation of the results of evaluation. The better programs of adult education use evdnation prac­ tices which are associated with instructional planning and teaching. Conclusions Evaluation in adult education in vocational agriculture is a part of instructional planning and teaching. The use of acceptable practices of evaluation improves instructional planning and teaching. BecommendatIons Teachers should provide for evaluation when they plan instruction. 2. Plans for evaluation should he carried out, Binding In the first nine evaluation practices as shown in T&hle LIV it nay he noted that at least three require the assistance of persons other than the teacher of vocational agriculture in making evaluations. The three practices ares a. Business men assist in evaluation of the program, h. Other agricultural agencies assist in the evaluation of the program, c. Class members assist in the evaluation of the results of instruction. Six of the 30 evaluation practices are based wholly on the use of class participants. Twenty-two of theother practicesin­ volve or could involve some student participation in evaluation. Bive of the ten practices that are essentially group evaluation are found in the first 12 of the 30 evaluation practices placed in the rank order of merit. Conclusions Many individuals are required to make effective evaluations of the better programs of adult education in vocational agriculture. Recommendations Persons other than the teacher of vocational agriculture should assist in evaluation. evaluators. The teacher is only one of several The conception that one person can evaluate adequately a program of adult education in vocational agriculture is erroneous. To he effective, evaluation must he a group undertaking. Adequate use should he made of class participants in eval­ uation.. People from outside the community should he used to evaluate local programs of vocational agriculture. State super­ visors and teacher educators in vocational agriculture and other fields of education can assist in evaluation and help implement evaluation practices. These individuals may he ahle to supply stimulating points of view to the evaluation which would increase the objectivity of the evaluation. Other people in the community who are not class partici­ pants should also help evaLuate adult education in vocational agriculture. 3. Finding None of the 30 evaluation practices eliminates the use or the possible use of the class members with or without the help of the teacher in the evaluation program. This is self evaluation. The practice “class members assist in the evaluation of the results of instruction11 Is more of a self evaluation practice than Is the practice "business men assist in the evaluation of the program." Only three of the latter type appear in the 30 practices. Conclusions Self evaluation by the class members or with the help of the teacher is effective in evaluation and should he clearly recognized as an important part of evaluation. Becommendat1ons She teacher and local school administrators should assume leadership in providing for effective self-evaluation in local adult education programs in vocational agriculture, 1*. JFlndlng Only six of the 30 evaluation practices deal largely with agricultural results of instruction. Buch practices should not he ignored, However, the Importance of ffor instance, use of prac­ tice number 8, "systematic study of the community is made to dis­ cover changes in farming due to instruction," can provide very worthwhile information on the quality of instruction. Practices numbered 21, 2k , 26, 28, 29 and 30 are important in providing specific types of evaluative information. Twenty-four evaluation practices dealing with educational outcomes of instruction attest to the importance of measuring such outcomes. Condiae long It can be concluded from the above findings that both educational and agricultural results of instruction are important. Of the two types of results the educational outcomes are more important than agricultural results because more of the evaluation practices deding with educational results appear in the upper por­ tion of the rank order listing of the 30 practices. Becommendat ion Primary importance should be given to evaluation of educational outcomes of instruction* and secondary importance should be given to evaluation of agricultural outcomes in adult education in vocational agriculture. Stressing the development of behavior changes in people will bring about changes in farming. 5. Binding A n 0f the 30 evaluation practices analysed were found to be good. Table LIV. The practices are listed in rank order of merit in The fact that some closely associated practices such as numbers 7 , 11 and 22 are not listed closely to each other in the table indicates that the rank-order of listing does not mean that practices used in order of listing will produce results in the same rank order. The low relation found between the valid criteria may have caused closely through the rank order list. related practices to be scattered The differing ability of the respon­ dents using the practice may have caused the variation. Conclusion Since closely related practices are scattered through the rank order list, judgment must be used in selecting and implementing each of the 30 practices or any combination of the practices. Moreover, a person's skill in using the practice may be more important than the value of the practice. However, those persons concerned with evaluation of adult education in vocational agriculture should become familiar with the 30 evaluation practices. Becommendat ion The following persons should become familiar with the 30 evaluation practices: teachers of vocational agriculture, farmers, members of local advisory councils, local school-board members, local school administrators, state supervisory staff members in vocational agriculture and teacher-«ducation personnel. These people should either use or recommend for -use the more valuable practices of evaluation if maximum progress is to be achieved in adult education in vocational agriculture. Persons associated with and concerned about programs of adult education in vocational agriculture are responsible for using 227 evaluation practices that are sufficiently varied to fit local conditions. Implications of the EvA nation Practices for the Teacher of Vocational Agriculture This section will deal with the indications of each of the 30 evaluation practices for the teacher of vocational agriculture. Since responsibility for the evaluation program will fall chiefly on the teacher, the practices will be listed in the rank order of merit with the most valuable practice listed first. 1. "Progress is compared with progress of other years and progress in other communities.n This is one of the practices that shared first place in the rank order of merit for the 30 practices. for the practice are many. The implications In an adult education program in voca­ tional agriculture teachers may desire to keep accurate records of accomplishment which can be compared with similar records kept from year to year by the local department and with comparable records kept in other communities. Other good evaluation practices which are presented in this section may be used also in determining progress of the local program. Such practices as those which in- volve class merater8 , other local people and people from outside the community in evaluation of progress may he very beneficial. 2. "Cooperative activities developed are noted." The very hi^i rating of this practice may he associated with the emphasis that many teachers of vocational agriculture and people in agriculture put on cooperative activities. Cooperative activities are recommmded in the objectives for vocational educa­ tion in agriculture.^ The results of teaching cooperation may be reflected in youth and adult work in vocational agriculture. The use of this practice, "cooperative activities developed are noted," apparently influences strongly the quality of the adult -education program in vocational agriculture. Teachers of vocational agriculture should remain cognisant of cooperative activities developed at the adult level. These activities might include the cooperative buying of livestock, seed, fertiliser, farm equipment and supplies. Other cooperative activi­ ties might include cooperative use of farm machinery, cooperative harvesting of crops and cooperating to promote social and economic benefits for people in the community. Educational Objectives in Vocational Agriculture. Voca­ tional Division Monograph Ho. 21, U. S. Office of Education Bulletin, 19bo, Washington, D. C.j Government Printing Office, P. 1. 229 3. "Easiness men assist in the evaluation of the program.* The high rating of this practice indicates the value of using local people in the evaluation process who are not directly associated with the program of adult education in vocational agri­ culture. Local business people should be used. This can be ac­ complished by including them in the advisory council (practice number 18) which is also recommended for use in evaluating a local program of adult education in vocational agriculture. Other techniques may include the use of business men on planning committees and/or as special teachers which would enable them to evaluate from a different point of view. U, “Leadership development is noted.* Many teachers of adult farmers have relied on the use of local leaders in developing the local program. This study shows that noting leadership development markedly benefits the quality of the adult education programs in vocational agriculture. Teachers should continue to be aware of leadership development in all phases of the agricultural community. 5. "Cooperative organizations formed are noted." This evaluation practice is closely related to practice number (2). Noting the formation of cooperative organizations denotes a higher level of cooperation than noting cooperative activities carried out. Since both evaluation practices rated high* preference should be given to noting the cooperative organi­ zations formed. If cooperative organizations are functioning properly people should engage more readily in cooperative activities than when no cooperative organizations exist. Cooperative organizations such as artificial breeding asso­ ciations* livestock and crop purchasing and marketing associations* insurance and fire protection associations are examples of coopera­ tive associations that teachers of agriculture help 6. to develop. "Other agricultural agencies assist in the evaluation of the program." The use of other agricultural agencies in evaluating the program of adult education in vocational agriculture is an indicator of cooperation found to be related to high quality programs of adult education in vocational agriculture. Other agricultural agencies can assist in evaluation and thereby promote good interprogram coordination and cooperation. Needed technical information can also be secured through good working relationships with other agricultural agencies. 231 7* 11A list is made of the methods and devices to use in collecting evidence which will reveal that objectives are being met.* This evaluation practice need not be an academic procedure. Local adult-farmer class members should help choose methods and devices for collecting evidence which will reveal that objectives are being met. This activity may be crucial in many communities where teachers and administrators use different methods and devices than do farmers in collecting evidence that objectives are being met. A "meeting of the minds11 can be achieved by using the above practice. 8. "Systematic study of the community is made to discover changes in farming due to instruction." This practice denotes the use of formal methods of evaluation. The task of making such a study can be large and difficult. Here consultants from outside the community may help in setting up and conducting the study. Admitting that it is difficult to separate the results of instruction in vocational agriculture from other factors that affect results, the practice of making a systematic study is still recommended. It rates sufficiently high to warrant consideration as one of the more important practices to use. Persons responsible for evaluation must judiciously decide on the frequency for systematic study. 232 9. "Class members assist in the evaluation of the results of instruction." Class members may assist at any time in evaluation of instruc­ tion. Such evaluation may occur formally or informally both in the classroom and on the farm. The total class, a small group, or individual class members may assist with the evaluation. The only limitations to the use of such a practice will be the limitation of the imagination of the teacher or the limitation of his ability to use many methods of evaluation. The practice of using class members to assist in the evaluation of results of instruction is highly recommended because of its high place in the rank order of merit and its great flexibility. 10. "Part of a special field day is devoted to evaluation." This practice is closely related to the preceding practice. H e l d situations for observing results of instruction provide an informal atmosphere highly desired by farm people. The field day could include demonstrations on the operation of farm equipment, on proper tillage, seeding and harvesting operations, on farm construction methods, on livestock raising, sanitation and disease control, on landscaping or other farm problems. 233 11. "Clearly stated objectives are used to form the basis for evaluation.* This practice is one of the starting points for good evalua­ tion. For example, in practice number (1), if objectives were not used it would be difficult to make progress comparisons. A decision has to be made regarding the specific phases of education or agriculture that are to be evaluated, such as the farm management, crops raising, livestock raising, farm mechanics, leadership development or other phases of farming. Objectives for these phases must be established and suitable methods determined for measuring progress toward the objectives. 12. "Other teachers in the school, administrators, school board meabers, state supervisory staff and college or university educa­ tion staff help evaluate the program.* The use of this practice implies that using ideas, methods and objectivity from outside the local program of vocational agri­ culture is helpful in the evaluation program. Professional people from outside the community usually have broad experience and have the ability to provide worthwhile suggestions for improvement of local evaluation. The influence of outside people is stimulating. Local people not in the program of vocational agriculture are also 1 valuable for the different viewpoints they can provide for evalua­ tion. Local school people and professional workerB in education from outside the community should woxk together to create greater mutual understanding. Continued use should he made of other teachers in the school, administrators, school hoard members, state super­ visory staff and college or university education staff in the evaluation of local adult education programs in vocational agricul­ ture. 13, “Plans and action are based on the analysis and interpretation of the results of evaluation." Good evaluation involves the establishment of immediate and long-time adjustments in the program based on earlier secured evidence. If an established goal or objective is not achieved, evaluation should provide so h b clue for the difficulty. Tor example, if the goal for a certain year is the establishment of six neighborhood discussion groups in adult education in vocational agriculture and only four become active, good evaluation should provide some evidence for lack of full accomplishment as well as evidence for future plans. Ilf. "Enrollment records are analysed to determine the extent to which the program serves all who want, need or can use adult educa- Teachers of vocational agriculture should study the popula­ tion composition of the community and make a cross check between groups present and groups being served. Just the simple fact of age distribution of farmers may provide the basis for developing a program that meets the needs of a group that is being overlooked. Identifying the wants and needs of farm people can become a complex problem. There are good methods to use for the accurate identifi­ cation of wants and needs. The study and use of these methods by teachers seems desirable. 15. "Results of instruction with class members are compared with economic and social achievement of non-class members." Although often difficult to measure, results of instruction are important in evaluation. Certain visual changes in crop and livestock production, care and repair of home grounds, buildings, machinery and equipment may be measured without great difficulty. Less obvious changes may create problems for evaluation. The use of outside resource people may help develop adequate use of the practice. 16. "Practices used are observed on tours to farms of class members. This practice inplies that people in addition to the teacher and class members are present at each farm to observe farming prac— 236 tices. The farmer on the tour can compare his farming with the farming of other class members. Skill is needed by the teacher to help farmers analyse good agricultural practices without embarrass­ ment to anyone, which might lead to alienation. The tours can occur at any time of the year and can be arranged to study any farm problem or activity. 17. "Attendance records are analyzed to determine regularity of attendance and the type of farmers who are attending." Some attention should be given to regularity of attendance. This factor may not be critical in a good program of adult educa­ tion in vocational agriculture since there appears to be no relation between the percentage of attendance andother criteria for a good program as found in the analysis of the criteria in this study. It may be desirable that perfect attendance should be the aim for class participants, if systematic instruction is provided. How­ ever, as the programs are now conducted, all class members may not need the learning involved in every lesson. Possibly lessons are not closely related or farmers need only certain parts of a course to fulfill felt needs. Apparently the significance of the practice lies in studying the attendance records to determine the type of farmers who is attending class. This point is emphasized in the analysis of practice number (lb). Apparently the matter of recog­ nising and serving all segments of the rural population is significant for the maintenance of a good adult education program in vocational agriculture. IS. "Advisory committees assist in the evaluation of the program." The use of advisory committees is related to other practices such as number (3) where business men assist in the evaluation of the program. The use of committees can be a time saver compared to the use of individuals for evaluation. The techniques for using such committees can be simple or complex. For example, a committee from a class can help plan instruction, social activities for the class or an achievement program. On the other hand, a larger committee or council representing the whole community can aid in planning a comprehensive program of adult education in vocational agriculture. Persons desiring further information on the use of advisory committees are referred to a study of the literature in the field. 19. "Part of the last meeting of the course is used for evalua­ tion. " This practice inplies that participants in learning activi­ ties are competent judges of thevalue of their experience. The practice can be simple or conqolex according to the wishes of the 238 teacher and the class members. 1he use of informal comments on various phases of the class activities, check lists, rating scales or written evaluative statements all have a place in the last meeting of the course. In certain cases it may he inadvisable to wait until the last meeting for an evaluation. A current check-up on instruction may he valuable for planning and conducting succeeding learning activities. 20. BThe instructor evaluates results of instruction as he visits the farms of class members.” Two values may come from using this practice. Firstly, the teacher may determine weaknesses in his instruction and secondly, the farmer may detect inadequacies in the application of supposed learning. The alert teacher would probably draw the farmer into the evaluation of results of instruction. Some method for keeping a record of changes proposed by the farmer may be helpful. Approved practice lists developed by the class and used by the members, or an accumulative record kept up to date by the farmer and the teacher, might be helpful in making appraisal of instruction on the farm. 21, "Instruction is evaluated by analyzing check: lists of approved practices planned and used," The analysis of approved practices planned and used can occur on an individual basis with, each farmer or can be made of all approved practices planned and used by one class or several classes. Mobley found that approved practices planned was not a p satisfactory method of evaluation, ' The present study certainly substantiates the analysis of the use of the approved practices. The analysis of approved practices planned and used should show the instructor how completely class members carried out earlier Intentions, 22, "A list is made of the kind of evidence needed to indicate that objectives are being met.* This practice will be of greatest value if used with prac­ tices numbered (7) and (11). Kinds of evidence needed in evaluation may include approved practices and skills appropriate for the situation, productive efficiency records, accumulated data which reveal accomplishments in terms of goals set, annual profits, increased net worth, improvement in farming status, home and grounds improvement, elected and appointed leadership positions held in the community by class members and cooperative buying and selling activiB. Mobley, "An Evaluation of Evening Class Instruction in Terms of Changed Practices." Unpublished Master's Thesis, library, Cornell University, Ithaca, New York, 1930, 155 PP* (From Summaries of Studies in Agricultural Education. Vocational Bivision Bulletin No. ISO, Federal Security Agency, Washington, D. C.: Government Printing Office, P. 127.) 2M0 ties. Judgment and esroerience Is necessary in selecting the proper evidence to indicate that an objective is being met. 23* "Evaluation occurs at specific intervals throughout the year." Evaluating results of instruction at specific intervals throughout the year gives support to the need for more than once-ayear evaluation. The specific intervals may be regular or irregular in length, or may occur at significant periods such as at the beginning, middle or close of a series of class meetings or activi­ ties. 2k. "Pictures of "before" and "after" situations are used." This practice gives added support to other practices used to evaluate results of instruction. Colored transparencies, moving pictures and black-and-white pictures may be taken by the instructor or the class members to show specific or general changes accomplished through instruction. 25. "Farmers and Teacher agree on the value of an approved practice." The agreement of the value of an approved practice may occur during the teaching period, or on the farm of a class member before, during or following class instruction. Advisory committees and 2ia councils may also help determine the value of an approved practice. 26. "Besults of instruction with class members are compared with standards, averages, individual or other goals." This practice can be used either for group or for individual evaluation purposes. to apply. The measures are objective and not difficult Such measures include comparison of individual income and production records with farm management reports published by the land grant colleges. Crop and livestock production records of the individual may be conpared with individual or group goals, or state or national averages. Quality of crop and livestock products may be compared with the legal standards, or standards established by the individual or group. 27. "Change in attitude of class members is noted." Before a change in a farming practice can occur there must be a change in the attitude of the farmer. Teachers who are skill­ ful in detecting attitude change can determine receptiveness for instruction. Attitude change may be detected by observing the farmer in class, in on-farm learning activities or in other learning situations. 2kB 28, "Production records of class members are used to indicate effectiveness of instruction." This practice is closely related to practice number (26). Practice number (26) probably ranks higher because there is in­ volvement of the class member in the educational process of establishing a goal. Practice number (26) could include other than production factors. The use of production records to indicate effectiveness of instruction is an objective approach. cases production records are relatively easy to obtain. In many The use of production records for evaluation should be encouraged. 29. "Part of an on-farm meeting during the summer is used for evaluation." If conditions are suitable to use an on-farm meeting during the slimmer for evaluation the teacher should use the situation. Otherwise the use of practices number (16) and (20) will yield higher results in terms of an effective program. Two superior practices of a similar nature are "practices used are observed on tours to farms of class members" and "the ins tructor evaluates the results of instruction as he visits the farm of class members." The practice of using part of an on-farm meeting during the summer for evaluation might have ranked higher if more than one time of the year had been indicated for the evaluation. 21+3 30. "A check of approved practices carried out is maintained on a chart." This practice is acceptable though weaker than the 29 other evaluation practices. Practice number (21), "instruction is evaluated by analyzing approved practices planned and used" is superior to number (30) and is recommended for use rather than number (30). Maintaining a check of approved practices carried out on a chart could be a part of the more valuable practice of making an analysis of practices planned and used. Twenty-nine of the thirty evaluation practices studied are recommended for use in local communities where people desire superior programs of adult education in vocational agriculture. Judgment should be used in making application of the practices. Practices high on the rank-order-of-merit list should be considered first. Suggestions for Further Research The discovery of 29 good evaluation practices has revealed the need for determining the best methods to use in implementing each practice. Most of the 29 evaluation practices will be initiated by teachers of vocational agriculture. Recommendations for use of the practices should be oriented toward this group of teachers. An investigation could be done on the practices that state supervisors and teacher education personnel in vocational sgriculture use to evaluate local programs of adult education* There may he discrepancies between the evaluation practices and criteria found to be good in this study and the evaluation practices and criteria used by the above two groups. Further study is needed on the criteria for a good program of adult education in vocational agriculture. The findings on the criteria in this study were very similar to the findings of Keiqpfer in a like study in general adult education. This provides strong support for the need for further research which will explain why a difference exists between the opinions of the Judges and the statistical findings on the criteria. BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS Bailey, Liberty Hyde, The Holy Earth, Sons, 1915» I7I PP» New York: Charles Scribner* Brubacker, John S., A History of the Problems of Education. New York: McGraw-Hill fcook TJourpany, Inc. , 19571 pp. Cooperative Sttidy of Secondary School Standards, Evaluative Criteria. Menaeha, Wisconsin:George Banta Publishing Company, 1950. 305 pp. Cook, Glen C«, Walker, Clyde and Snowden, 0, L., Practice-1 Methods of Teaching Earm Mechanics. Danville, Illinois: The Inter­ state Publishing Company,-"1952. 658 pp. Cubberly, Elwood P., Public Education in the United States. New York: Houghton Mifflin Company, 1919* 782 pp. Deyoe, George P., Supervised Earmlng. Danville, Illinois: Interstate Publishing Company, 19**3» 502 pp. The Ekstrom, George P., and McClelland, John B., Adult Education in Vocational Agriculture. Danville, IllTnois: The Interstate Publishing Company, I 952. 590 pp. Dixon, Wilfred J., and Massey, Prank J. Jr., Introduction to Statistical Analysis. New York: McGraw-Hill Book Company, Inc., I95I. 370 PP. Bssert, Paul L., Creative Leadership of Adult Education. Prentlce-filell, inc., l95^« t- 333 PP. New Yoik Hawkins, Layton S., Prosser, Charles A., and Wright, John C., Development of Vocational Education. Chicago: American Technical Society, 1951* 650 PP» Hamlin, Herbert M , , Agriculture Education in Community Schools. Danville, Illinois * The Interstate Publishing Company, 1950. 588 pp. Knowles, Malcolm S., Informal Adult Education. New York: Association Press, 1950* 272 pp. Phipps, Lloyd J., and Cook, Glen C., Handbook on Teaching Vocational Agriculture. Danville, Illinois: The Interstate Publishing Company, 1952, 1023 PP* Eeport of the Cooperative Study of Institutional On-Jarm Training in fhe Central feegion. Danville, Illinois: The Interstate Publishing Company, 1950, J1 pp. Sanderson, Dwight, Sural Sociology and Sural Social Organisation. New York: John Wiley and Sons, Inc., I 9U2 . 1806 pp. Schults, Theodore W., Agriculture in An Unstable Economy. York: McGraw-Hill Book Company, Inc., 191+5” New XIX + 299 PP» Struck, Theodore P., Vocational Education For a Changing World. New York: John Wiley and Sons, Inc., 19^5« 550 pp. “The Measurement of Understanding? Forty-fifth Yearbook of the National Society for the Study of Education. Part I , Chicago: University of Chicago Press, 191*6. 33S pp. Webster’s Collegiate Dictionary, Fifth Edition. Springfield, ' Massachusetts: G. C. iterriam Company,' 19^7• 1275 PP* 19h5 United States Census of Agriculture, Oeaeral Seport. Volume IIT”Part 1-6, Chapter V, Washington: U. S. Government Printing Office, I 9U7. PP I-LVIII, 275-301, 869-937. 1950 Census of Agriculture, General Seport. Volume1 II, Washington: '1U. S."TxOvernment Printing Office, 1952. I36U pp. Fiftienth Census of the United States, 1930, Agriculture, General Seport. Volume IV, Washington: U. S, GovernmentPrinting Office. 1932. 999 PP. 1950 United States Census of Population, General Characteristics. " Washington: tf. S. Government JPrTnting Office, 195^. 160 pp. 1950 Census of Population, Volume I, Number of Inhabitants. Washington: U. S. Government Printing Office, 1952. 5**10 pp. 2*48 B. PERIODICAL ARTICLES "Hurdles for Evaluators." 1953. "What is Leadership." Adult Leadership, 1:11, p. 12, April, Adult Leadership, 1:2, p. 7* June, 1952. Byram, Harold M., "Some directions Research is Taking in Determining How Agricultural Education in Secondary Schools Measures Up." The Agricultural Education Magazine, 13 :1914, April, 19*41. Cook, Allen, "Giving Evening Schools a Peeling of Permanence." Agricultural Education Magaalne, 3*169, May, 1931. The Deyoe, George P., "Evaluating Outcomes of Supervised Panning Programs." The Agricultural Education Magazine, 1*4:1*46, February, 19*42. Fife, Ray, "Evaluating Agriculture Education - A Reply." The Agricultural Education Magazine, 1*4*6, July, 19*41. , "Evaluation - Another Reply." Magazine, 1*4:67, October, 19*41. The Agricultural Education Gibson, H. H., "Trends and Developments in Agricultural Education as Hoted on a Recent Tour of the United States." The Agri­ cultural Education Magari. ne, 21:1*4, July, 19*48. Gregory, R. W., "Progressive Agricultural Education." tural Education Magazine, 13*3» July, 19*40. The Agricul­ Hall, D. M., "Evaluating Educational Programs." The Agricultural Education Magazine, 15:1*47, February, 19*43. Hamlin, Herbert M., "The Future of Adult Education in Agriculture." The Agricultural Education Magazine, 17*8*4, November, 19*4*4. , "The Unique Role of Public School Education in Agriculture." The Agricultural Education Magazine, 26*32, August, 1953. Hamlin, Herbert M., "Planning and EvaL nation in Agricultural Education,* The Agricultural Education Magaaine, 13:204-207* May, 1941. , "Summary of Measurement Studies in Agricultural Education," The Agricultural Education Magazine, 6196, December, 1933* tlon." 3-937• , "Agricultural Planning and Agricultural Erd.uaTEe Agricultural Education Magazine, 10:64* October, , "Why Concern Ourselves With Part-Time and Evening Classes, The Agricultural Education Magazine, 14:48, September, 1941, , "Adult Education in 1942-43," The Agricultural Education*"Magazine, 15:17.0-173* March, 1943* , "What Next in Evaluation,* The Agricultural Education""Magazine, 20:235*237* 19^8* , "Values of Evening Schools." Education Magazine, 15 :17, March, 1943* The Agricultural , "Educating Earm People for Their Part in National and WorlcT’Affairs," The Agricultural Education Magazine, _ 20:8, July, 1947. , "A Eebuttal." The Agricultural Education Maga­ zine, 14:0, federal Security Agency, Washington, D. 0., p. 127.) Noakes, Harold L., "A Study of Adult Education in Southern Cayuga County As Organised at Moravia High School." Unpublished Master'8 Problem, Library, Cornell University, Ithaca, New York, 19*40. 86 pp. Parent, Weber Joseph, "Certain Factors Influencing the Success of Evening School Work in Vocational Agriculture." Unpublished Master’s Thesis, Library, Louisiana State University and Agricultural and. Mechanical College, Baton Bouge, 19*4-1* 62 pp. Patrick, James Leon, "An Evaluation of the Chocowinity Agricultural Department and Local School Program With Suggestions for Changes Toward the Further Promotion of Individual and Community Development." Unpublished Master's Thesis, Library, University of North Carolina, Baleigh, 1951* 135 PP* 255 Byram, H, M, , Chairman, "Regional Study for Adult Education in Vocational Agriculture," Adult Education Research Committee for the North Central States of Teacher Education in Vocational Agriculture, Department of Agricultural Education, Michigan State College, East Lansing, Schedule B, 1* pp, Schroeder, Valter P., "A Case Study of the Development and Evalua­ tion of a Program of Agricultural Improvement With Adults in the Olivet, Michigan Community,“ Unpublished Master's Thesis, Library, Michigan State College, East Lansing, 19^7. 185PP. Schroeder, Walter P., "Developing the Program of Adult Education in Agriculture at Olivet (Michigan) With Special Attention Given to Follow-Up Instruction.” Unpublished Problem, Department of Agricultural Education, Michigan State College, East Lansing, 19^9. 25 pp. Strong, Wayne D,, "Organisation of the Instructional Program in Agricultural Evening Schools in Iowa.” Unpublished Master's Thesis, Library, Iowa State College, Ames, 19^6* 56 HP* Wall, Robert Alexander, "A Study to Determine Some of the Influences Effecting the Trial and Completion of Inprovable Farm Practices by Evening School Students," Unpublished Master's Thesis, Library, Virginia Polytechnic Institute, Bladcsburg, 1935* *29 PP. APPEHDIX APPENDIX A. Judges of the Criteria B. Request to the Judges C. Judges' Acceptance Card D. Cover Letter to the Judgee Accompanying the Criteria and Assumptions E. Judges' Score Sheet for Criteria P. Questionnaire - A Study of Evaluation in Adult Education in Vocational. Agriculture G« Cover Letter for Questionnaire H. First Follow-up Card I. Second Follow-up Card JUDGES OF THE CRITERIA S. S. Sutherland, Head Teacher Trainer Agricultural Education, University of California College of Agriculture, University Farm Davis, California H. M, Hamlin, Head Teacher drainer Agricultural Education Department 103 Gregory Hall, University of Illinois Urhana, Illinois Lloyd J. Phipps, Teacher Trainer Agricultural Education Department 103 Gregory Hall, University of Illinois Urhana, Illinois K. W. Kiltz, Itinerant Teacher Trainer Purdue University Lafayette, Indiana C. E, Bundy, Assistant Teacher Trainer Vocational Education Department Icnra State College Ames, Iowa Harry W. Zitts, Assistant Teacher Trainer Agricultural Education Department University of Minnesota, University Farm St. Paul S, Minnesota G, F. Ekstrom, Head Teacher Trainer Agricultural Education Department University of Missouri Columhia, Missouri C, C. Scarborough, Head Teacher Trainer State Agricultural College State College Station Ralei^i, North Carolina 259 9. Harry Hesman, Chief Agricultural Education division Department of Public Instruction Lansing, Michigan 10. L. M. Sasman, Chief Agriculturel Education Division Department of Public Instruction Madison, Wisconsin 11. E. M. Clark, Teacher Trainer Department of Agricultural Education Michigan State College East Lansing, Michigan 12. E. E. Hauler Agricultural Education Specialist TJ. S. Office of Education Federal Security Agency Washington, D. C. 13. Elmer Lightfoot Agricultural Education Division Department of Public Instruction Lansing, Michigan lH. Homer Kempfer Specialist in Adult Education U. S, Office of Education Federal Security Agency Washington, D, C. 15. Malcolm Knowles Project Director, Adult Leadership 7U3 N. Wabash Chicago, Illinois 16. John Holden Continuing Education Service Michigan State College East Lansing, Michigan w h m h I 260 17. Howard McClusky School of Education University of Michigan Arm Arbor, Michigan 18, Robert Sharer Continuing Education Service Michigan State College East Lansing, Michigan 19. H, M, Byram, Head Agricultural Education Department Michigan State College East Lansing, Michigan 20, Ealph Bender, Head Teacher Trainer Department of Agricultural Education The Ohio State University Columbus, Ohio I EEQJJEST TO TEE JUDGES Olivet, Michigan July 7. 1952 Dear , Under the guidance of E. M. Byram, head of vocational education at Michigan State College, I am making a study of evaluation in adult education in vocational agriculture. Part of the study calls for establishment of criteria in 0 this phase of agricultural education. Your name has been suggested as one whose judgment will he helpful in this endeavor. If a three-page list of criteria and assumptions were mailed to you, would you he willing to express your opinion on the validity of the criteria? Your assistance in judging the criteria would he of great value. A post card is enclosed for your reply. Sincerely yours, Walter Schroeder Director of Adult Education JUDGES• ACCEPTANCE CARD I will act as a Judge of the list of criteria. It will he inqpossihle for me to act as a Judge. Name ___________ 263 D COTOE LETTER TO THE JUDGES ACCOMPANYING THE CRITERIA AND ASSUMPTIONS Olivet, Michigan July 11, 1952 D e a r ___________ , Thank you for consenting to judge criteria for adult educa­ tion in vocational agriculture. Any recommended revisions based on your experience will be appreciated. It is my plan to intercorrelate scores of criterion measures from about 200 programs. This should provide more evidence of the validity of each criterion. By a statistical process the responses to 30 practices used in evdLuation in adult education in vocational agriculture will be measured against criterion scores. Through this method, practices used in schools with superior programs can be weighed against practices used in schools with inferior programs. Finally, reliable practices used in evaluation of adult education in vocational agriculture should be ready for release. Your judgment on the enclosed criteria and assumptions will be of value in this study. Directions for recording your opinion appear on the score sheet. Sincerely yours, Walter Schroeder Director of Adult Education I 26U B JUDGES SCORE SHEET FOR CRITERIA Directions: To record your opinion, place an X in the appropriate spaces after either choice which appears under the name of the cri­ terion. If you wish to qualify your opinion or make any statement please write in the space for comments, on the hack of this sheet or on the page where the criterion appears, X. SIZE Agree _________ Disagree ___________ ________ Disagree __________ Comments: II. CLIENTELE SERVED Agree Comments: III. FLEXIBILITY Agree ______ __ Disagree__________ ____ Agree ___________ Disagree ____ Agroe Disagree . Comments: IV. RESULTS Comments j V. METHODS Comments: VI. COORDINATION Agree ______ Comments: Disagree ____________ VII. COOPERATION Agree Disagree Comments: VIII. ACTIVITIES MATERIALIZING Agree Disagree Comments: IX. MAINTENANCE OP ACTIVITY Agree Disagree Comments: X. PERCENTAGE OP ATTENDANCE Agree Comments: Disagree A Study of Evaluation in Adult Education in Vocational Agriculture E X PL A N A T IO N —T he p u rp o se of th is stu d y is to d e te rm in e c rite ria fo r a good p ro g ra m in v o catio n al ed u c a tio n in a g ric u ltu re fo r ad u lts an d to d e te rm in e u se fu l e v a lu a tio n p rac tice s u sed in su ch p ro g ra m s. Please ex a m in e c a re fu lly th e in stru c tio n s th a t a re g iv en a t th e b e g in n in g of ea c h sectio n an d su p p ly th e answ ers n e e d ed w ith th e b e st av ailab le in fo rm a tio n fro m y o u r 1951-1952 p ro g ra m . P lease r e tu r n y o u r re p ly a t th e e a rlie s t possible d a te in th e enclosed envelope. N am e of school sy stem ................................................................................................................................................................................................ N am e of re sp o n d e n t...................................................................................................................................................................................................... P osition h e ld ................................................................................................................................................................................................................... A d d r e s s ........................................................................................................ C i t y .............................................. S t a t e .................... ....................... P A R T ONE M EA SU R ES F O R C R IT E R IA IN A D U LT R espond io each c rite rio n m easu re as in d ic ated . E D U C A TIO N IN V O C A T IO N A L A G R IC U L TU R E B ase y o u r resp o n ses on th e 1951-1952 p ro g ra m . I. R ELA TIV E S IZ E O F PR O G R A M In d icate in th e space a t th e le ft th e a p p ro p ria te n u m b e r fo r each of th e fo llo w in g q u estio n s: II. 1. W h a t w as th e to ta l clock h o u rs a tte n d a n c e fo r a d u lt fa rm e r a c tiv itie s co n d u cted as a p a r t of sy stem a tic in stru c tio n ? E x am p le—O ne m a n atte n d in g a ll tw o h o u r sessions of a 10 session course w o u ld h a v e 20 clock h o u rs atten d a n ce . 2. H ow m a n y fa rm e rs are th e re in y o u r com m u n ity ? RU RAL C L IE N T E L E SERV ED P lace an X before each segm ent served. 1. III. Y oung a d u lt fa rm e rs (age 25-35) 2. M id d le-ag ed a d u lt fa rm e rs (age 35-55) 3. F a rm e rs n e a rin g re tire m e n t (age 55 u p to re tire m e n t) 9. C ity or v illag e b u sin essm en ag ric u ltu ral occupations 10. F a rm o w n ers n o t fa rm in g 11. F a rm w o m en in 4. R e tire d fa rm e rs 12. F o re ig n -b o rn fa rm la b o re rs 5. T e n a n t fa rm e rs 13. N ativ e fa rm la b o re rs 6. P a rt-tim e fa rm e rs 14. W o rk ers in re la te d a g ric u ltu ra l o ccu p atio n s 7. N o n -farm in g r u r a l p o p u la tio n 15. Illite ra te s en g a g ed in farm in g 8. F a rm le ad e rs 16. Illite ra te s en g a g ed in re la te d a g ric u ltu ra l o ccu p atio n s F L E X IB IL IT Y P lace an X before th e one item in each section th a t d escrib es th e to ta l p ro g ra m in y o u r co m m unity. A. Class ac tiv itie s w ere co nducted d u rin g : 1. B. C. D. E. re la te d M orning h o u rs only 4. M o rn in g an d afte rn o o n 2. A ftern o o n h o u rs only 5. A ftern o o n a n d ev en in g 3. E v en in g h o u rs only 6. M orning, afte rn o o n an d ev en in g 3 o r 4 days p e r w eek A ctiv ities w ere conducted: 7. 1 d ay p e r w e e k 9. 8. 2 d ays p e r w ee k 10. 5 o r m o re d a y s p e r w ee k A ctivities w ere co n d u cted in: 11. 1 lo catio n 13. 3 to 5 lo catio n s 12. 2 locations 14. 6 or m o re lo catio n s A ctiv ities w ere sch ed u led d u rin g : 15. 1 q u a rte r of th e y e a r 17. 3 q u a rte rs of th e y e a r 16. 2 q u a rte rs of th e y e a r 18. 4 q u a rte rs of th e y e a r C o ntin u o u s ac tiv itie s w ere sc h ed u le d for: 19. 1 q u a rte r of th e y e a r or less 21. 3 q u a rte rs of th e y e a r 20. 2 q u a rte rs of th e y ea r 22. 4 q u a rte rs of th e y e a r F. A c tiv itie s w e re sc h e d u le d fo r a se rie s of: 23- 10 m e e tin g s p e r y e a r 25. 21 - 30 m e e tin g s p e r y e a r 24. 11 - 20 m e e tin g s p e r y e a r 26. 31 o r m o re m e etin g s p e r y e a r IV. RESULTS R e sp o n d to ea ch m e a su re b elo w b y p la c in g y o u r a n s w e r in th e sp ace b efo re each m easu re. A. G iv e th e a v e ra g e n u m b e r of ap p ro v e d p ra c tic e s p u t in to u se p e r fa rm e r in th e p ro g ra m in: 1. F arm m an ag em en t 5. C rop fa rm in g 2. M a rk e tin g 6. Im p ro v e d liv in g on th e fa rm 3. S o il a n d w a te r c o n s e rv a tio n 7. F a rm m ech an ics 4. L iv e sto c k fa rm in g B. G iv e th e n u m b e r of co o p e rativ e b u y in g a n d se llin g a c tiv itie s o rg an iz ed as a r e s u lt of in stru c tio n in adult e d u c a tio n in v o c a tio n a l a g ric u ltu re . C. G iv e th e n u m b e r of c o o p e ra tiv e o rg a n iz a tio n s fo rm e d as a r e s u lt of in stru c tio n in a d u lt ed u catio n v o c a tio n a l a g ric u ltu re . D. G iv e th e n u m b e r of f a rm o rg a n iz a tio n s fo rm e d as a r e s u lt of in stru c tio n in a d u lt e d u c atio n in vocational a g ric u ltu re . E. G iv e th e n u m b e r of fa rm e rs used as sp e cia l te a c h e rs of a d u lt classes. F . G iv e th e n u m b e r of f a rm e rs w ho h e lp e d v o c a tio n a l a g ric u ltu re . G. in to p la n th e in stru c tio n a l p ro g ra m in a d u lt ed u c atio n in G iv e th e n u m b e r of o th e r le a d e rsh ip a c tiv itie s assu m ed b y class m em b ers. H. G iv e th e n u m b e r of co m m u n ity b e tte r m e n t p ro je c ts w h ic h h a v e b e e n com pleted. I. P lac e an X b efore m o re p erso n s. each ite m below w h ere, as a n o u tg ro w th of in stru ctio n , im p ro v em en t w as noted in one or 1. D e p e n d a b ility ............ 8. L ite ra c y 2. S cie n tific a ttitu d e s ............ 9. H om e a n d fa m ily liv in g 3. F a ir p la y ............ 10. 4. B ro a d m in d e d n e ss ............ 11. R e crea tio n 5. P u b lic p ro b lem s ............ 12 S en se of g ro u p u n ity 6. In te r e s t in fa rm in g ............ 13. A ctiv itie s in th e co m m u n ity 7. A b ility in self e x p re ssio n ............ 14. U n d e rsta n d in g of b asic p rin cip les of farm in g H o u sin g V. METHODS W h a t w e re th e g e n e ra l m e th o d s u sed in y o u r p ro g ra m ? R a te e a c h ite m b y u sin g : 0 if se ld o m o r n e v e r u sed 1 if o ccasio n ally or so m e tim es u se d 2 if o rd in a rily o r u su a lly u sed 1. C ourses w e re o ffe re d as a p a r t of a se rie s on o n e g en e ral su b ject. 2. C ourses w e re o ffered as se p a ra te u n its. 3. F ie ld trip s w e re co n d u cted . 4. R adio b ro a d c a sts w e re g iv e n in c o n te n t fie ld s b y th e a g ric u ltu ra l in stru c to r. 5. R a d io -liste n in g discu ssio n g roups w e re held . 6. T elev isio n -v ie w in g d iscu ssio n g ro u p s w e re h eld . 7. W orkshops, sh o rt in s titu te s or co n fe re n ces w e re used. 8. C ourses w e re o ffe re d in c o o p e ratio n w ith in d u s tria l, b u sin e ss an d civic org an izatio n s. 9. S ch o o l-sp o n so red clubs w e re o rg an iz ed fo r a d u lts. 10. G u id an ce se rv ic es w e re p ro v id e d fo r ad u lts. 11. C e rtific a te s o r d ip lo m as w ere g iv e n fo r c e r ta in lev els 12. C lasses w e re ta u g h t by: a. b. 13. , rr- } ‘ of acco m p lish m en t. A g ric u ltu ra l in s tru c to r W o rk e r fro m a llie d a g ric u ltu ra l o cc u p atio n s c. F a rm e r d. E x ten sio n specialist u n d er supervision of a g ric u ltu ra l te ac h er As a p a rt of system atic in stru c tio n th e follow ing m ethods w e re used: ........ a. F o ru m d. S y m p o siu m b. L e c tu re series e. P a n e l ....... C. D e b a te f. Group discussion g. Demonstration h. Reports VI. CO O RD IN A TIO N W h a t m ethods w ere used to co o rd in a te th e p ro g ra m s of a d u lt e d u c atio n in v o ca tio n a l ag ric u ltu re? R a te ea ch ite m b y using: 0 if seldom or n e v e r u sed 1 if occasionally o r som etim es used 2 if o rd in a rily o r u su a lly u sed 1. A dvisory council fo r w hole a g ric u ltu re p ro g ra m 2. ................ 3. V II. In fo rm a l gro up m e etin g s w ith lead ers In fo rm a l m eetin g s w ith in d iv id u als 4. A d ire c to r (or co o rd in ato r) en gaged b y th e p u b lic school 5. E x a m in a tio n of p u b lish e d lite r a tu r e of o th e r ag en cies 6. A g re em en ts d efin in g th e field of e d u c a tio n a l a c tiv ity 7. A school policy d efin in g th e field s of e d u c a tio n a l a c tiv ity vocatio n al ag ric u ltu re a n d in stitu tio n a l o n -fa rm tra in in g 8. In te g ra tio n w ith to ta l school a d u lt ed u c a tio n p ro g ra m 9. O ther b e tw e e n th e school a n d o th e r a g ric u ltu ra l agencies of ad u lt, y o u n g fa rm e rs an d d a y school (specify) CO O PE R A T IO N W h a t ty p e s of co operation are p ra c tic e d by y o u r school w ith refe re n c e to o th e r a d u lt ed u catio n ag en cies in y o u r co m m unity a n d w ith re fe re n c e to p e rso n n e l in th e school? R a te each b y using: 0 if seldom or n e v e r done 1 if occasionally or som etim es done 2 if fre q u e n tly done 1. C ooperate w ith o th e r a g ric u ltu ra l agen cies (o th er than- p u b lic school) com m u n ity w ide e d u c atio n p ro jec ts in a g ric u ltu re su ch as g rass day, d em o n stratio n s an d soil conservation. in p la n n in g an d c a rry in g o u t fa rm face lifting, h a y m a k in g 2. C ooperate w ith e d u c a tio n a l an d co m m u n ity g ro u p s in th e s u p p o rt of o th e r projects, such as p a rk im p ro v e m e n t a n d clea n -u p cam paigns. w o rth w h ile co m m u n ity 3. C ooperate w ith o th e r ad u lt education agencies in th e p u b licatio n of an ad u lt ed u catio n d irecto ry w ith a listin g a n d /o r d escrip tio n of ed u c atio n al ac tiv itie s of each agency. 4. In te rc h a n g e w ith non-school p e rso n n e l as reso u rce persons. 5. M ake availab le th e ag ric u ltu ra l lib ra ry in th e school to r u r a l co m m u n ity groups. 6. In te r-lo a n w ith non-school groups, p ro jec to rs an d o th e r sim ila r item s. su c h sp ecialized e q u ip m e n t as ce m e n t m ix ers, m ovie a n d 7. C ooperate w ith th e in stitu tio n a l o n -fa rm -tra in in g te a c h e r in th e a g ric u ltu ra l e d u c atio n p ro g ram s. 8. C ooperate w ith th e te a c h e r of th e y o u n g fa rm e r p ro g ra m s of a d u lt education. school in p la n n in g group in th e school in p la n n in g slide an d c a rry in g o u t an d ca rry in g out 9. C o-operate w ith th e shop te a c h e r(s) in use of shop facilities. 10. C o-operate w ith a ll persons responsible fo r or in v o lv ed in th e to ta l p ro g ram of ad u lt public school in p la n n in g an d ca rry in g o u t ed u c a tio n a l a c tiv itie s in th e school. 11. C ooperate w ith a ll perso n s resp o n sib le fo r or in v o lv e d in th e ed u c atio n al ac tiv itie s w ith in th e school an d co m m u n ity . V III. ed ucation in th e to ta l school p ro g ra m in d ev elo p in g A C T IV IT IE S M A T E R IA L IZ IN G In d ic a te in th e space a t th e le ft th e a p p ro p ria te n u m b e r fo r each of th e fo llo w in g q u estio n s: 1. H ow m a n y courses w e re p lan n ed ? 2. H ow m a n y field trip s an d o th e r ac tiv itie s w e re p la n n ed ? (re fe r to sectio n V) 3. Of th e courses an d ac tiv itie s listed in q u estio n s 1 a n d 2 above, h o w m a n y a c tu a lly sta rted ? IX . M A IN T E N A N C E O F A C T IV IT Y In d ic a te in th e space a t th e le ft th e a p p ro p ria te n u m b e r fo r each of th e fo llo w in g q u estio n s: X. 1. Of th e n u m b e r of com pletion? courses a n d ac tiv itie s listed in q u estio n 3 of sectio n V III, ho w m an y w e re c a rrie d to 2. Of th e n u m b e r of courses a n d ac tiv itie s listed in q u estio n 3 of sectio n V III, ho w m a n y w ere com b in ed because of d eclin in g a tten d a n ce ? 3. Of th e n u m b e r of courses an d •ac tiv itie s liste d in q u estio n 3 of sectio n V III, ho w m a n y h eld m eetin g s in ad d itio n to th o se p la n n ed ? PE R C E N T A G E OF A TTEN D A N C E In d ica te in th e space a t th e le ft th e p e rc e n ta g e of a tte n d a n c e . C o m p u te th e p e rc e n ta g e o f a tte n d a n c e b y to ta l­ ing th e av e rag e session a tte n d a n c e fo r all g ro u p s a n d classes an d d iv id e th e su m b y th e to ta l e n ro llm e n t in th e program . PART TWO PRACTICES USED IN EVALUATING ADULT EDUCATION IN VOCATIONAL AGRICULTURE R a te each e v a lu a tio n p ra c tic e liste d b elo w acccord in g to th e follow ing ra tin g scale: 0 1 2 if seldom or n e v e r used if o ccasionally o r som etim es used if o rd in a rily o r u su ally u se d B a se y o u r re sp o n se s o n y o u r 1951-52 p ro g ra m . 1. C lea rly sta te d o b jectiv es a r e used to fo rm th e b asis fo r ev alu atio n . 2. A list is m ad e of th e k in d of evidence n eed ed to in d icate th a t objectives a re b eing m et. 3. A lis t is m a d e of th e m e th o d s and d ev ices to u se in collecting ev idence w h ich w ill re v e a l th a t objec­ tiv e s a re b e in g m e t. 4. E v a lu a tio n o ccu rs a t sp e cific in te rv a ls th ro u g h o u t th e y ear. 5. In stru c tio n is ev a lu a te d by an aly zin g ch eck lists of ap p ro v ed p rac tice s p la n n ed an d used. 6. A check of ap p ro v e d p ra c tic e s c a rrie d out is m a in ta in ed on a ch a rt. 7. P ro d u c tio n re c o rd s of class m e m b ers a r e u sed to in d icate effectiv en ess of in stru ctio n . 8. P a r t of th e la st m e e tin g o f th e co u rse is u se d fo r ev alu atio n . 9. E n ro llm e n t re c o rd s a re a n a ly z e d to d e te rm in e th e e x te n t to w h ich th e p ro g ram serves all w ho w ant, n ee d o r can use a d u lt education. 10. A tte n d a n c e rec o rd s a re an a ly z ed to d e te rm in e re g u la rity of a tte n d a n c e an d th e ty p e of farm ers who are a tte n d in g . 11. C hange in a ttitu d e of class m em b ers is noted. 12. L ea d ersh ip d ev elo p m en t is noted. 13. C o -o p e ra tiv e a c tiv itie s developed are n o ted . 14. C o -o p e ra tiv e o rg a n iz a tio n s fo rm e d a r e noted. 15. R e su lts of in stru c tio n w ith class m e m b ers a r e com pared w ith sta n d ard s, av erag es, in d iv id u al or other goals. 16. R e su lts of in stru c tio n w ith class m e m b ers a re com pared w ith th e econom ic an d social achievem ent of n o n -c la ss m em bers. 17. P ro g ress is co m p ared w ith p ro g ress of o th e r y e a rs and p ro g ress in o th e r com m unities. 18. S y stem atic stu d y of th e com m unity is m a d e to discover changes in farm in g du e to in stru ctio n . 19. P ra c tic e s used a re o b served on to u rs to farm s of class m em bers. 20. P a r t of a special field day is devoted to ev alu atio n . 21. P a r t of an o n -fa rm -m e e tin g d u rin g th e su m m er is used fo r ev alu atio n . 22. P ic tu re s of “b e fo re ” and “a f te r ” situ a tio n s a re used. 23. F a rm e rs a n d th e te a c h e r a g re e on th e v alu e of an ap p ro v ed p ractice. 24. T h e in stru c to r ev a lu a tes re s u lts of in stru c tio n as he v isits th e fa rm s of th e class m em bers. 25. A dvisory com m ittees assist in th e e v a lu a tio n of th e p ro g ram . 26. Class m e m b ers assist in th e ev a lu a tio n of th e re su lts of in stru ctio n . 27. B u sin ess m e n a ssist in th e e v a lu a tio n of th e p ro g ram . 28. O th er te ac h ers in th e school, ad m in istra to rs, school b o ard m em bers, state su p e rv iso ry sta ff an d college or u n iv e rsity ed u catio n s ta ff help e v a lu a te th e p ro g ram . 29. O th er a g ric u ltu ra l education agencies assist in th e ev alu atio n of th e program . 30. P la n s an d action a re b ased on th e an a ly sis a n d in te rp re ta tio n of th e resu lts of evaluation. P lease r e tu rn th is com pleted form to: W a lte r P . S chroeder I n stru c to r in V ocational E ducation 206 M o rrill H all M ichigan S tate College E ast L ansing, M ichigan 270 & COVER LETTER FOR QUESTIONNAIRE The increasing emphasis on vocational education for adult farmers has created the need for validating practices used by teachers in eveluating the programs for which they are responsi­ ble. You are one of the selected teachers in Illinois from whom I am asking information. Is it possible for you to use about thirty minutes of your time to provide information on criteria and practices as carried out by you in your program of adult education? I know that you have a busy schedule from the one fact that you are interested in adult education. I know too. that much of the satisfaction you get from your work comes through activity with adult farmers. Will you help adult education progress by filling out the enclosed questionnaire, putting in the envelop provided and mailing it today? This study has the approval and support of Mr. J. E. Hill, head state supervisor for Illinois. As I am interested in the general use of evaL uation practices in Illinois, neither schools nor personnel will be identified in the study. Your cooperation in this project is highly appreciated. Sincerely yours, Walter P. Schroeder Instructor in Vocational Education WPS/d 271 H PIE ST FOLLOW-UP CARD East Lansing, Michigan Dear Sir, T o w completed questionnaire on e v d nation in adult education is still neededj Can you take about 30 minutes now, fill it out and send it to me today? Please feel free to ask for another questionnaire if you need one. Your work on this study will he hightly ap­ preciated. Sincerely yours, W. P. Schroeder, Instructor In Vocational Education Michigan State College 272 I SECOND EOLLOW-UP CAES East Lansing, Michigan Dear Sir, If the questionnaire on evaluation in adult educa^ tion that I sent you isn't in the mail, could you take about 39 ninutes now, fill it out and send it to ms today? It is highly desirable that your information be submitted in order to provide valid data from your state for this study which is being done in nine north central states. Tour efforts on this project are highly appreciated. Sincerely yours, Walter P. Schroeder Instructor in Vocational Education Michigan State College