INFORMATION TO USERS This reproduction was made from a copy o f a d o cum ent sent to us for microfilming. While the m ost advanced technology has been used to photograph and reproduce this do cu m en t, the quality o f the reproduction is heavily dependent upon the quality o f the material subm itted. The following explanation o f techniques is provided to help clarify markings or notations which may appear on this reproduction. 1 .T h e sign or “ target” for pages apparently lacking from the docum ent photographed is “ Missing Page(s)” . If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication o f either blurred copy because o f m ovem ent during exposure, duplicate copy, or copyrighted materials th at should n o t have been filmed. For blurred pages, a good image o f the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is p art o f the material being photographed, a definite m ethod o f “ sectioning” the material has been followed. It is custom ary to begin filming at the upper left hand co m e r o f a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into y o u r xerographic copy. These prints are available upon request from the Dissertations Custom er Services Departm ent. 5. Some pages in any docum ent may have indistinct print. In all cases the best available copy has been filmed. University. Micrcjffilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8400629 S h a h ro k h , D aryoush A STUDY OF THE AGRICULTURAL COMPETENCIES OF SENIOR VOCATIONAL AGRICULTURE STUDENTS IN MICHIGAN BASED ON THEIR SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAMS Michigan State University University Microfilms International 300 N. Zeeb Road, Ann Arbor, M l 48106 Ph.D. 1983 PLEASE NOTE: In all c a s e s this material has been filmed in the best possible way from the available copy. Problems encountered with this do cu m en t have been identified here with a check mark 7 1. Glossy photographs or p a g e s _______ 2. Colored illustrations, paper or p rin t______ 3. P hotographs with dark b ac k g ro u n d ______ 4. Illustrations a re poor co p y _______ 5. P a g e s with black marks, not original 6. Print show s th roug h a s th e re is text on both s id e s of p ag e _______ 7. Indistinct, broken or small print on several p a g e s 8. Print ex ceed s margin req u irem en ts______ 9. Tightly bound co p y with print lost in spine_______ 10. C om puter printout p ag es with indistinct p rin t______ 11. P a g e (s)____________ lacking w hen material received, and not available from school or author. 12. P a g e (s)____________ seem to b e missing in numbering only a s text follows. 13. Two pages num bered 14. Curling and wrinkled p a g e s ______ 15. O ther_____________________________________________________________________ _ . copy__ \/ 127_______ . Text follows. University Microfilm s International A STUDY OF THE AGRICULTURAL COMPETENCIES OF SENIOR VOCATIONAL AGRICULTURE STUDENTS IN MICHIGAN BASED ON THEIR SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAMS By Daryoush Shahrokh A DISSERTATION S ubm itted to M ichigan S t a t e U n iv e r s ity i n p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n t f o r th e d eg ree o f DOCTOR OF PHILOSOPHY A g r i c u l t u r e and N a tu r a l R esources E d u c a tio n I n s t i t u t e 1983 © C o p y rig h t by Daryoush Shahrokh 1983 ACKNOWLEDGEMENTS I would l i k e to extend s p e c i a l th a n k s to s e v e r a l p e o p le fo r t h e i r s u p p o r t and encouragement a t v a r i o u s s t a g e s in th e c o m p letio n o f t h i s d isse rta tio n . I am g r a t e f u l to Dr. H a rris o n G ardner, my major a d v i s o r , fo r h av ing f a i t h in my a b i l i t y , f o r p ro v id in g me w ith th e n e c e s s a ry encouragement toward co m p le tio n o f th e re q u ire m e n t, f o r b e in g th e epitom e o f p r o f e s s i o n a l i s m , and f o r p ro v id in g p r a c t i c a l g u id a n c e along w ith s u p p o rt and encouragm ent. A p p re c ia tio n i s extended to Dr. G. F r a n k li n B a b b i t t fo r h is s u p p o r t, a d v ic e , and encouragem ent from th e v ery b e g in n in g o f t h e stud y and fo r h is d e d i c a t i o n to c r e a t i v i t y based on i n d i v i d u a l i n t e r e s t and p erform ance. A p p r e c ia tio n i s a l s o extended to d i r e c t i o n and guidance a s a member o f Dr. Ben B ohnhorst f o r h is my com m ittee. A s p e c i a l th a n k s to Dr. Thomas B u rk h ard t f o r h i s u n f a i l i n g i n t e r e s t i n o b s e rv in g th e I a l s o wish to th ank s ta n d a r d s o f p r o f e s s i o n a l s tu d y . Dr. C a r r o l l H. Wamhoff, D ir e c to r o f t h e A g r ic u ltu r e and N a tu r a l R esources E d u c a tio n I n s t i t u t e , and Dr. Don Meaders f o r t h e i r a s s i s t a n c e a t im p o r ta n t s t a g e s o f t h i s s tu d y . H e a r t f e l t g r a a t i t u d e and a p p r e c i a t i o n a re due my m other, M orvarid D iy a n at (S h ah ro k h ), my s i s t e r , Gohar Shahrokh, and my b r o t h e r s Khosrow, Fareidoom, and Ir-aj Shahrokh. W ithout t h e i r i n s p i r a t i o n and u n d e r­ s ta n d i n g , s u p p o r t, and encouragement t h i s would n o t have been p o s s i b l e . TABLE OF CONTENTS LIST OF TABLES.................................................................................................. Page vi C hapter I. II. THE PROBLEM AND ITS SETTING...................................................... 1 I n t r o d u c t i o n ..................................................................................... S ta te m e n t o f t h e Problem .......................................................... Need f o r th e S t u d y ........................................................................ Purpose o f t h e S t u d y ......................................................... O b je c ti v e s o f t h e S tu d y ............................................................... R esearch H y p o th e se s........................................................................ A ssum ptions.......................................................................................... L i m i t a t i o n s .......................................................................................... D e f i n i t i o n o f Terms........................................................................ Summary and O v e r v i e w ................................................................... 1 2 3 7 7 8 14 14 15 18 REVIEW OF RELATED LITERATURE ................................................. 20 In tro d u ctio n . . ....................................................................... The Im portance o f th e S.O .E . Program in V o c a tio n a l A g r i c u l t u r e .......................................................... The Purpose o f t h e S .O .E . P r o g r a m s .................................... The Major O b j e c t i v e s o f th e S.O .E . Program s. . . . . The V alues o f th e S .O .E . Program s......................................... The Im portance o f th e T eacher in C onducting S .O .E . Program s................................................. Types o f S u p e rv is e d O c cu p a tio n a l E x p e rie n c e P rogram s................................................................... S u p e rv is e d Farming Program............................................. S u p e rv is e d C o o p e ra tiv e Farm Placem ent . . . . . S u p e rv is e d L a b o ra to ry Program s.................................... S u p e rv is e d C o o p e ra tiv e A g rib u s in e s s Programs. . S u p e rv is e d E x p lo r a to r y Programs ................................ P la n n in g S u p e rv is e d O c c u p a tio n a l E x p e rie n c e s P r o g r a m s .......................................................................................... E v a lu a tio n o f S .O .E . Program s.................................................. Summary.................................................................................................. 20 iii 21 24 26 29 30 34 36 37 37 38 38 39 42 45 III. IV . DESIGN AND METHODOLOGY............................................................... 46 I n t r o d u c t i o n ..................................................................................... P o p u l a t i o n .......................................................................................... Sampling P ro ce d u re ........................................................................ Development o f I n s t r u m e n t ........................................................... In s tru m e n t V a lid a te d ................................................................... C orrespondence Designed and S ent ......................................... A n a ly s is o f D a t a ............................................................................ Summary................................................................................................... 46 47 48 49 52 53 55 55 FINDINGS AND DISCUSSION............................................................... 57 I n t r o d u c t i o n ..................................................................................... ........................................................................ Response R ate. . C h a r a c t e r i s t i c s o f V o c a tio n a l A g r i c u l t u r e S tu d e n ts . Kinds o f S .O .E . Programs Which The S tu d e n ts Focus. . S t u d e n t s ' F a t h e r s E n ro llm e n t Based on The Kind o f S .O .E . P r o g r a m .......................................................... F .F .A . Membership Based on The Type o f S.O .E . Program............................................................................ S t u d e n t s ' F.F.A Degree Earned and Type o f S.O .E . P rog ram s............................................................................ Type o f F .F .A . Degree Earned Based on t h e Kind o f S .O .E . P rog ram s........................................................... Number o f S e m e ste rs S tu d e n ts E n r o lle d in V o c a tio n a l A g r i c u l t u r e by ty p e o f S .O .E . P r o g r a m s ....................... S tu d e n ts A t t i t u d e s Toward Work and Workers Based on Type o f S .O .E . Programs ....................... The P la c e o f R e s i d e n c e ............................................................... S tu d e n ts Whose F a t h e r had E n r o lle d in V o c a tio n a l A g r i c u l t u r e S c h o o ls Based on t h e P la c e o f R e s i d e n c e ................................................................................. E n ro llm e n t o f S t u d e n t s ' Who Were F .F .A . Members Based on t h e P la c e o f R e s id e n c e ......................................... S t u d e n t s ' F .F .A . Degree Earned Based on The P la c e o f R e s i d e n c e ................................................................... Type o f S t u d e n t s ' F .F .A . Degree Earned Based On P la c e o f R e s id e n c e ............................................................... Number o f S e m e ste rs S tu d e n ts Were E n r o lle d in V o c a tio n a l A g r i c u l t u r e Programs and P la c e o f R e s i d e n c e ................................................................... S tu d e n ts A t t i t u d e s Toward Work and Workers Based on P la c e o f R e s id e n c e ............................................................... A n a ly sis o f V a ria n c e o f t h e Level o f S t u d e n t s ' P e rc e iv e d Competence in P r o d u c tiv e A g r i c u t l u r e by Kind o f S.O .E . Program on Which t h e S tu d e n ts Focused ............................................................... A n a ly sis o f V a ria n c e fo r t h e Level o f S t u d e n t s ' P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e by th e P la c e o f R e s id e n c e ...................................................... 57 58 60 60 iv 61 62 63 65 66 68 69 70 71 72 73 74 75 77 82 V. A n a ly sis o f V a ria n c e fo r th e L ev el o f S t u d e n t s ’ P o s i t i v e A t t i t u d e Toward Work and Workers by t h e Kind o f S.O .E . Programs Which S tu d e n ts Focused ........................................................................ 84 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS....................... 90 Summary................................................................................................... The Problem .......................................................................................... R esearch P r o c e d u r e s ........................................................................ C o n c lu s io n s .......................................................................................... Recommendations..................................................................................... Recommendations f o r F u r t h e r R esearch .................................... 90 91 92 93 100 103 BIBLIOGRAPHY ................................................................................................. 106 APPENDICES Appendix A - C orrespondence With M ichigan V o c a tio n a l A g r i c u l t u r e T each ers andS tu d e n ts . . . Appendix B - Survey In s tru m e n t ........................................... Appendix C - T a b le s Showing - Mean,S ta n d a rd D e v ia tio n , and A n a ly sis o f V a r i a b l e s f o r th e Level o f Students* P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e ( in 52 co m p eten cies) by th e 1- S t u d e n t s ’ Type o f S.O .E . Program, o r 2 - S t u d e n t s ’ P la c e o f R e sid e n c e ............................................. Appendix D - T a b le s Showing - F r e q u e n c ie s and P e rc e n ta g e o f D i f f e r e n t L ev el o f S tu d e n ts* P e rc e iv e d Competence in P r o d u c tio n A g r ic u ltu r e ( i n 52 Com petencies) Based on 1- The S t u d e n t s ’ P la c e o f R esid en ce, and 2 - S t u d e n t s ’ Type o f S.O .E . P r o g r a m ...................................................... v 112 116 119 136 LIST OF TABLES T able Page 1. S t a t e T o t a l Employment R e la te d to V o c a tio n a l E d u c a tio n Program s....................................................................................23 2. Kinds o f M a ilin g s Prompting R eturn o f Usable Data . . . 59 3. Kinds o f S .O .E . Programs in Which S tu d e n ts .......................................................................................... 60 P a rtic ip a te d 4. Frequency and P e rc e n ta g e o f S tu d e n ts F a th e r s E n ro llm e n t Based on t h e Kinds o f S.O .E . Program Which S tu d e n ts Focused ................................................................................. 62 5. Frequency and P e rc e n ta g e o f S t u d e n t s ' E n ro llm e n t i n F .F .A . Based on t h e Kind o f S.O .E . Program Which S tu d e n ts Focused ................................................................................. 63 6. Frequency and P e rc e n ta g e o f S t u d e n t s ' F .F .A . Degree Ownership Land on t h e Kind o f S.O .E . Program Which S tu d e n ts F ocused.........................................................................................64 7. Frequency and P e rc e n ta g e o f S t u d e n t s ' Type o f F.F.A Degree Based on th e Kind o f S.O .E . Program Which S tu d e n ts F o cu sed ...........................................................................65 8. Frequency and P e r c e n ta g e o f Number o f S em ester S tu d e n ts E n r o lle d in V o c a tio n a l A g r ic u ltu r e by Type o f S .O .E . Program ...........................................................................67 9. Frequency and P e r c e n ta g e o f D i f f e r e n t L ev el o f S t u d e n t s ' A t t i t u d e Based on t h e Kind o f S .O .E . Program Which S tu d e n ts F o c u sed ........................................................................... 69 10. Frequency and P e r c e n ta g e o f The Kind o f S.O .E . Program Which S tu d e n ts Have Focused On, Based on t h e S tu d e n ts Home L o c a tio n ...........................................................................70 11. Frequency and P e r c e n ta g e o f S t u d e n t s ’ Whose F a t h e r s Had E n r o lle d in V o c a tio n a l A g r i c u l t u r e , Based On th e S t u d e n t s ' P la c e o f R e s i d e n c e ............................................71 12. Frequency and P e r c e n ta g e o f S t u d e n t s ' E n ro llm e n t in F .F .A . Based on t h e S t u d e n t s ' P la c e o f R esidence . . 72 13. Frequency and P e rc e n ta g e o f S t u d e n t s ' F .F .A . Degree Ownership Based on t h e S t u d e n t s ' P la c e o f R e sid e n c e ................................................................................................. 72 14. Frequency and P e rc e n ta g e o f S t u d e n t s ' Type o f F .F .A . Degree Based on t h e S t u d e n t s ' P la c e o f R e s id e n c e ........................................................................................................73 15. Frequency and P e rc e n ta g e o f Number o f S e m e sters o f S tu d e n ts E n ro llm e n t i n V o c a tio n a l A g r i c u l t u r e Based on t h e S t u d e n t s ' P la c e o f R e s id e n c e .....................................................75 16. Frequency and P e rc e n ta g e o f D i f f e r e n t L e v e ls o f S t u d e n t s ' A t t i t u d e s Based on t h e S t u d e n t s ' P la c e o f R esidence .............................................................................. . . . . . 76 17. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f V a r i a b l e s f o r th e L ev el o f S t u d e n t s ' P e rc e iv e d Competence in P r o d u c tio n A g r ic u ltu r e by th e Kind o f S.O .E . Program on Which S tu d e n ts Focused . . . .77 18. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e Level o f S t u d e n t s ' P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e by th e Kind o f S.O .E . Program Which S tu d e n ts Focused.......................................... 79 19. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e Level o f S t u d e n t s ' P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e by th e Kind o f S .O .E . Program Which S tu d e n ts Focused ................................ 80 20. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e Level o f S t u d e n t s ' P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e by t h e Kind o f S.O .E . Program on Which t h e S tu d e n ts Have F ocused ............................................................................................................ 82 21. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e Level o f S t u d e n t s ' P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e by th e S t u d e n t s ' P la c e o f R e s id e n c e ....................................................................................83 22. Mean, S ta n d a rd D e v ia tio n , and A n a ly sis o f V ariance f o r th e Level o f S t u d e n t s ' A t t i t u d e s Toward Work and Workers by th e Kind o f S .O .E . Program Which S tu d e n ts Focused............................................................................................................ 84 23. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e Level o f S t u d e n t s ' P o s i t i v e A t t i t u d e s Toward Work and Workers by th e Kind o f S .O .E . Program Which S tu d e n ts F ocused.....................................86 v ii 24. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r t h e Level o f S t u d e n t s ' P o s i t i v e A t t i t u d e s Toward Work and Workers by th e Kind o f 5 . 0 . E . Program Which S tu d e n ts Focused ..................................... 87 25. Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e Level o f S t u d e n t s ' P o s i t i v e A t t i t u d e s Toward Work and Workers by th e Kind o f 5 . 0 . E . Program Which S tu d e n ts Focused ..................................... 89 C1 Mean, S ta n d a rd D e v ia ti o n s and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r S t u d e n t s ' P e rc e iv ed Competency S ta te m e n ts (The Perform ance O b je c ti v e s a Secondary V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r May be Teaching) By T h e ir P la c e o f R e s id e n c e .................................................................................... 119 C2 Mean, S ta n d a rd D e v ia ti o n s and A n a ly sis o f V ariance fo r S t u d e n t s ' P e rc e iv e d Competency S ta te m e n ts (The Perform ance O b je c ti v e s A Secondary V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r May be Teaching) and t h e Focus o f T h e ir Type o f S.O .E . P r o g r a m .......................................................................................................... 128 D1 Frequency, P e r c e n ta g e and C h i-s q u a re o f R e l a tio n s h ip Between S t u d e n t s ' P e rc e iv e d Competency S ta te m e n ts (The Perform ance O b je c ti v e s a Secondary V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r May be Teaching) by T heir P la c e o f R esid e n ce . ...................................................................... . 136 D2 Frequency, P e r c e n ta g e and C h i-s q u a re o f R e l a tio n s h ip Between S t u d e n t s ' P e rc e iv ed S ta te m e n ts (The Perform ance O b je c ti v e s a Secondary V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r May be Teaching) by T h e ir Type o f S .O .E .P .................................147 v iii CHAPTER I THE PROBLEM AND ITS SETTING In tro d u ctio n The S u p e rv ise d O c c u p a tio n a l E x p e rie n c e s ( S .O .E .) program a s a v i t a l p a r t o f th e t o t a l program o f a g r i b u s i n e s s and n a t u r a l r e s o u r c e s e d u c a tio n , had i t s o r i g i n s in th e Smith-Hughes Act o f 1917, which s t a t e d ” . . . t h e s c h o o l s h a l l p r o v id e fo r d i r e c t e d or s u p e r v is e d p r a c t i c e in a g r i c u l t u r e e i t h e r on a farm p ro v id e d f o r by th e s c h o o l or o t h e r farm, f o r a t l e a s t s i x months p e r y e a r " (P h ip p s, 1972, p. 578). As a r e s u l t o f t h i s l e g i s l a t i o n and t h e b e l i e f t h a t s u p e rv is e d e x p e r ie n c e i s e s s e n t i a l i f th e program i s to be v o c a t i o n a l , t h e S.O .E . program became an im p o r ta n t p a r t o f t h e v o c a t i o n a l c u r r ic u lu m . S.O .E . programs a re d e fin e d a s t h e perform ance by s t u d e n t s , o f t h e t a s k s r e q u ir e d in a g r i c u l t u r a l o c c u p a tio n s f o r which s y s te m a tic i n s t r u c t i o n and s u p e r v is io n a re p ro v id e d , g iv e s o p p o r t u n i t i e s to l e a r n th ro u g h a c t u a l p erform ance o f t a s k s in a work s e t t i n g (P h ip p s, 1972). Calhoun and Finch (1976, p. 213) su g g e ste d t h a t contem porary v o c a t i o n a l a g r i c u l t u r e programs should fo c u s on: a ) p r e p a r a t i o n and advancement i n any o c c u p a tio n in v o lv in g knowledge and s k i l l o f a g r i c u l t u r e , b) o c c u p a tio n a l e x p e r ie n c e s g u id a n c e , and c o u n s e lin g and c ) developm ent o f a b i l i t i e s e s s e n t i a l f o r e f f e c t i v e c itiz e n sh ip . P u rsu a n t to th e accom plishm ent o f th e s e g o a l s , v o c a t i o n a l a g r i c u l t u r e programs had been d e sig n e d w ith th r e e main p a r t s , classro o m and 1 2 l a b o r a t o r y i n s t r u c t i o n , s u p e r v is e d o c c u p a tio n a l e x p e r ie n c e , and F .F .A . a c tiv itie s. However, s e v e r a l r e s e a r c h e r s r e p o r te d t h a t l e s s emphasis had been p la c e d on S.O .E . programs a t t h a t tim e in v o c a t i o n a l a g r i c u l t u r e s c h o o ls i n t h e s t a t e o f M ichigan, a lth o u g h v o c a t i o n a l a g r i c u l t u r e e d u c a to r s ag re ed t h a t th e S.O .E . programs were n e c e s s a ry f o r an a g r i c u l t u r e program to be t r u l y v o c a t i o n a l in n a t u r e . F u rth er, a lth o u g h a v a r i e t y o f S.O .E . Programs had been d ev elo p ed , t h e r e was l i t t l e evid en c e o f which ty p e was most e f f e c t i v e . An e x h a u s tiv e rev iew o f p r o f e s s i o n a l l i t e r a t u r e r e v e a le d t h a t no r e l a t e d s t u d i e s had been made in M ichigan, such a s G a r n e r 's s tu d y , (G arner, 1951). T his s tu d y was u n d e rta k e n w ith a view t h a t s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s c o uld b e n e f i t from S.O .E . program s. One o f th e u n i v e r s a l te c h n iq u e s to a s s u r e a t t e n t i v e n e s s and p a r t i c i p a t i o n i s to p ro v id e programs in which th e s t u d e n t s have i n d i c a t e d an i n t e r e s t and e s p e c i a l l y tho se t h a t p ro v id e i d e n t i f i e d a g r i c u l t u r a l com p eten c ie s th e y need. S ta te m e n t o f t h e Problem L e a rn in g by doin g i s an e d u c a t i o n a l p r i n c i p l e t h a t has shaped v o c a t i o n a l a g r i c u l t u r e e d u c a tio n f o r o ver s i x t y y e a r s in th e U nited S ta te s. I t has been a p p l i e d th ro u g h v a r i o u s l e a r n i n g m ethods. The S .O .E . program i s one method used in v o c a t i o n a l a g r i c u l t u r e to extend form al e d u c a tio n to a g r i b u s i n e s s , farms and o t h e r s i t e s o f a g r i c u l t u r a l a c t i v i t y , where s t u d e n t s ap p ly t h e i r s k i l l s and dev elo p new co m p eten c ie s in a g r i c u l t u r e under th e s u p e r v i s i o n o f p a r e n t s , em ployers, and t e a c h e r s . 3 S tu d e n ts in v a rio u s ty p e s o f S.O .E . programs (a ) farm or a g r i b u s i n e s s p la ce m e n t, (b) s c h o o l land l a b o r a t o r i e s , (c) home farm p r o d u c tio n ) , who r e s i d e in v a r i o u s p l a c e s a re e n r o l l e d in v o c a t i o n a l a g ric u ltu re . Such d i f f e r e n c e s among s t u d e n t s should be c o n s id e re d in d e v e lo p in g S .O .E . programs to p ro v id e s t u d e n t s w ith i n d i v i d u a l i z e d le a rn in g in a g r ic u ltu r e . A knowledge o f how s t u d e n t s w ith d i f f e r e n t ty p e s o f S.O .E . programs and p l a c e s o f r e s i d e n c e p e r c e iv e th e im p o rtan c e o f t h e i r S .O .E . program in d ev elo p in g a g r i c u l t u r a l c o m p eten c ie s i s needed to p ro v id e a b a s i s f o r d e v elo pin g improved v o c a t i o n a l a g r i c u l t u r e S .O .E . programs and s u p p o r tiv e c u rric u lu m . T his stu d y i s d e sig n e d to i d e n t i f y th e r e l a t i o n s h i p between: 1) s t u d e n t s in v o lv e d in p r o d u c tio n a g r i c u l t u r e in S.O .E . programs t h a t fo c u s on (a ) farm or a g r i b u s i n e s s placem ent, (b) s c h o o l land l a b o r a t o r i e s , or (c) home farm p r o d u c tio n and th o se s t u d e n t s 1 p l a c e s o f r e s i d e n c e : (a ) on a farm, o r (b) in a town or non-farm a r e a ; and 2) th e a g r i c u l t u r a l c o m p e te n c ie s a t t a i n e d by th e s e s t u d e n t s a s measured th ro u g h s p e c i f i e d perform ance o b j e c t i v e s in p r o d u c tio n a g r i c u l t u r e . Need f o r th e Study S in c e t h e p a ss a g e o f t h e Smith-Hughes Act in 1917, t h e r e s p o n s i b i l i t i e s and d u t i e s o f t h e t e a c h e r o f v o c a t i o n a l a g r i c u l t u r e have in c re a s e d tre m end o usly (M o rris, 1956). T h i s , a lon g w ith changes i n s o c i e t y and th e s c h o o l c u r r i c u l a , have in c r e a s e d th e need f o r w ell o rg a n iz e d S.O .E . programs, i f th e t e a c h e r i s to p r e p a r e s t u d e n t s to s u c c e s s f u l l y e n t e r and advance in a g r i c u l t u r a l o c c u p a tio n s . A v a rie ty o f such programs have been e s t a b l i s h e d and th e r e i s a need t o i d e n t i f y 4 t h e most e f f e c t i v e o f th e s e programs i n t h e s t a t e o f M ichigan. The s t u d e n t e n r o llm e n ts in sec o n d a ry v o c a t i o n a l a g r i c u l t u r e programs in M ichigan have been c o n s i s t e n t l y l a r g e o v er th e l a s t f o u r academic y e a r s f o r which d a ta a re a v a i l a b l e : 14,424 s t u d e n t s in 1975-76; 14,916 in 1976-77; 14,406 in 1977-78; and 14,616 i n 1978-79 (M ichigan Department o f E d u c a tio n , 1979). C o n tin u in g e n ro llm e n t f i g u r e s o f t h i s m agnitude e s p e c i a l l y w ith d e c l i n i n g o v e r a l l sch o o l e n r o llm e n ts , j u s t i f i e s c o n tin u in g to p re p a re and improve e f f e c t i v e S .O .E . programs f o r M ichigan v o c a t i o n a l a g r i c u l t u r e s t u d e n t s . The S u p e rv ise d O c c u p a tio n a l E x p e rie n c e program sho uld be a v i t a l and i n t e g r a l p a r t o f th e i n s t r u c t i o n a l program . S in c e only one r e s e a r c h stu d y had been made in t h e p a s t 30 y e a r s , t h e r e was a need fo r r e s e a r c h to d e term in e which ty p e s o f S .O .E . programs a re most e ffe c tiv e . E f f e c t i v e n e s s i s d e m o n strated th ro u g h e v id e n c e o f a p o s i t i v e r e l a t i o n s h i p between S .O .E . programs and l e a r n i n g achievem ent. The r e s e a r c h e r l o c a t e d t h r e e s t u d i e s t h a t i n v e s t i g a t e d t h e r e l a t i o n s h i p between S u p e rv is e d O c c u p a tio n a l E x p e rie n c e and l e a r n i n g achievem en t ( C h r i s t e n s e n , 1966 ; Cushman, 1968; and N e a n i l l , 1979). However, an e x t e n s i v e s e a rc h o f t h e l i t e r a t u r e r e v e a le d no r e s e a r c h s t u d i e s in v o c a t i o n a l a g r i c u l t u r e in M ichigan t h a t examined th e r e l a t i o n s h i p betw een: 1) th e q u a l i t y o f v a r i o u s ty p e s o f S.O .E . programs and 2 ) s t u d e n t achievem ent i n t e c h n i c a l knowledge r e l a t e d to a g ric u ltu re . S u p e rv is e d O c c u p a tio n a l E x p e rie n c e s programs have been an im p o r ta n t component o f v o c a t i o n a l a g r i c u l t u r e e d u c a tio n s i n c e 1917. 5 N a tio n a l l e a d e r s i n v o c a t i o n a l e d u c a tio n , such a s Hamlin, Deyoe, Hammond, P h ip p s , W illia m s, and B in k le y , have w r i t t e n much o v e r th e y e a r s to s u p p o r t and expand t h e co n ce p t o f o c c u p a tio n a l work e x p e rie n c e in a g r ic u ltu r e . However, s i n c e t h e V o c a tio n a l E d u catio n Act o f 1963, l e s s emphasis had been g iv en to th e S.O .E . component o f th e program. B in k le y (1977), a f t e r a t o u r o f v o c a t i o n a l a g r i c u l t u r e d evelopm ents in v a r io u s s t a t e s in 1975, e x p re s s e d co ncern t h a t S.O .E. programs had d e c re a s e d to a low l e v e l . O th e r r e s e a r c h e r s , such as Lawrence, 1991; G arner, 1976; M a l l i l o , 1979; and N o r r i s , 1975, have a tte m p te d to i d e n t i f y S .O .E . program problem s and s t r e n g t h s th ro u g h a d e te r m in a tio n o f p r e s e r v i c e and i n s e r v i c e needs ex p re ssed by v o c a t i o n a l a g ric u ltu re teach ers. I n M ichigan, t h e r e was a need to d e term in e which g e n e r a l ty p e o f 5 . 0 . E . program i s most h e l p f u l to s t u d e n t s in d ev elo p in g d e s i r a b l e a g r i c u l t u r a l c o m p e te n c ie s; i . e . , S .O .E . programs t h a t fo c u s on a) farm o r a g r i b u s i n e s s p la c e m e n ts , b) s c h o o l land l a b o r a t o r i e s , o r c) home farm p r o d u c tio n . F u r t h e r , t h e r e was a need to d e te rm in e what im pact th e s t u d e n t s ' p l a c e o f r e s i d e n c e had on th e developm ent o f d e s i r a b l e a g r i c u l t u r a l c o m p eten c ie s ( i . e . farm or nonfarm a r e a ) . F i n a l l y , th e r e was a r e l a t e d need to compare s t u d e n t s ' a t t i t u d e s toward th e world o f work and th e fo c u s o f S .O .E . programs i n one o f th e fo llo w in g ; a) farm o r a g r i b u s i n e s s p la c e m e n t, b) s c h o o l lan d l a b o r a t o r i e s , o r c) home farm p r o d u c tio n program s. S tu d e n ts w ith d iv e r s e e d u c a t i o n a l and o c c u p a tio n a l p l a n s , ty p e s o f 5 . 0 . E . programs, and p l a c e s o f r e s i d e n c e a re e n r o l l e d in v o c a ti o n a l a g r i c u l t u r e (B y le r, 1976). Such d i f f e r e n c e s among s t u d e n t s should be 6 c o n s id e re d in d ev elo p in g S .O .E . programs, to p ro v id e s t u d e n t s w ith in d iv id u a liz e d le a rn in g in a g r ic u ltu r e . A knowledge o f how s t u d e n t s w ith d i f f e r e n t c h a r a c t e r i s t i c s p e r c e iv e t h e im p ortan ce o f t h e i r S.O .E. program in d ev elo p in g a g r i c u l t u r e co m petencies, and a knowledge o f th e im p o rtan ce o f s t u d e n t inv olv em en t i n v a r io u s ty p e s o f S.O .E . program f a c t o r s a re needed to p r o v id e a b a s is f o r f u r t h e r d ev elo p in g v o c a t i o n a l a g r i c u l t u r e , th e S.O .E . programs and s u p p o r tiv e c u rric u lu m m a t e r i a l s . F i n a l l y , a need e x i s t s f o r any stu dy which p u r p o r ts to shed l i g h t on improving th e e f f e c t i v e n e s s o f t e a c h e r s o f v o c a t i o n a l a g r i c u l t u r e . Research conducted by W illiam s (1977) showed t h a t help given s t u d e n t s by v o c a t i o n a l a g r i c u l t u r e t e a c h e r s was among th e to p f i v e f a c t o r s t h a t i n f l u e n c e s t u d e n t s ' S.O .E . programs. In th e p r e s e n t stu d y i t was noted t h a t many s e n io r s t u d e n t s in v o c a ti o n a l a g r i c u l t u r e programs a re in a p o s i t i o n to o b ta in m eanin gfu l in fo rm a tio n a b o u t t h e i r e x p e r ie n c e s th e m s e lv e s , which i s a ls o r e l e v a n t to t h e i r c a r e e r a s p i r a t i o n s in a g ric u ltu re . Such in f o r m a tio n and e x p e r ie n c e s can be p ro v id e d by t e a c h e r s and p a r e n ts o f v o c a t i o n a l a g r i c u l t u r e s t u d e n t s th ro u g h S.O .E . p ro gram s. There a re no a v a i l a b l e su rvey r e s u l t s o f v o c a t i o n a l a g r i c u l t u r e t e a c h e r s ' and s t u d e n t s ' developm ent needs in th e S.O .E . programs, which cou ld be o f h e lp in p la n n in g such programs a t a s t a t e l e v e l . C u rre n t l i t e r a t u r e i n d i c a t e s t h a t th e i d e n t i f i c a t i o n and use o f needs i n f o r m a tio n in p la n n in g S .O .E . programs a re e s s e n t i a l e lem en ts o f p r o f e s s i o n a l developm ent. The S.O .E . programs have been a c c e p te d a s b e n e f i c i a l to v o c a t i o n a l a g r i c u l t u r e t e a c h e r s and th o s e s t u d e n t s who a re e n r o l l e d in th e S .O .E . programs. 7 Purpose o f t h e Study The main purpose o f t h i s stu dy was to compare p e rc e iv e d e d u c a t i o n a l c o m p eten cies o f v o c a t i o n a l a g r i c u l t u r e s t u d e n t s e n r o l l e d in a p r o d u c tio n a g r i c u l t u r e program and t h a t fo c u s e s on: 1) In v o lv e d in an S .O .E . program a ) farm or a g r i b u s i n e s s placem ent program; b) s c h o o l lan d l a b o r a t o r i e s ; o r c) home farm p ro d u c tio n in t h e s t a t e o f M ichigan, 2) The s t u d e n t s ' p la c e o f r e s i d a n c e , a ) on a farm, o r , b) in a town, c i t y or non-farm a r e a . The secondary purpose o f t h i s stu dy was to a n a ly z e r e l a t i o n s h i p s between th e s e p e rc e iv e d e d u c a t i o n a l co m p eten c ie s and v a r io u s a t t i t u d e s o f th e s t u d e n t s . I t i s t h e r e s e a r c h e r 's o p in io n t h a t t h i s in f o r m a tio n w i l l be h e l p f u l to v o c a t i o n a l a g r i c u l t u r a l t e a c h e r s i n p la n n in g and d e v e lo p in g S .O .E . programs in t h e s t a t e o f M ichigan. O b je c ti v e s o f th e Study The s p e c i f i c o b j e c t i v e s o f t h i s r e s e a r c h stud y a re t h e fo llo w in g : 1. To i d e n t i f y th e ty p e o f S.O .E . programs i n which M ichigan 1981-82 s e n io r v o c a t i o n a l p r o d u c tio n a g r i c u l t u r e s t u d e n t s p a rtic ip a te d . 2. To i d e n t i f y th e p l a c e o f r e s i d e n c e o f Michigan 1 9 8 1-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s who were e n r o l l e d in p r o d u c tio n a g r i c u l t u r e and p a r t i c i p a t e d in a S.O .E . program. 3. To i d e n t i f y 1982-83 s e n i o r s t u d e n t s in M ichigan, who were e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e ( p r o d u c tio n a g r i c u l t u r e ) , and d e te rm in e t h e i r p e r c e p t i o n s o f t h e i r own competence in se le c te d te c h n ic a l a re as. 4. To o b ta in a d e s c r i p t i o n o f t h e secon dary v o c a t i o n a l a g r i c u l t u r e d e p artm en t land l a b o r a t o r i e s i n th e su rv e y sample. 5. To o b ta in a d e s c r i p t i o n o f th e fo c u s o f t h e S.O .E . program o f each o f t h e 1981-82 M ichigan s e n i o r secon dary v o c a t i o n a l 8 a g r i c u l t u r e s t u d e n t s e n r o l l e d in a p r o d u c tio n a g r i c u l t u r e program. 6. To d eterm in e v o c a t i o n a l a g r i c u l t u r e t e a c h e r s ' a s s e s s m e n t o f each o f th e M ichigan 1981-82 s e n i o r s e n r o l l e d in seco nd ary v o c a t i o n a l ( p r o d u c tio n ) a g r i c u l t u r e , r e g a r d in g : a. b. 7. To d eterm in e i f th e r e i s a d i f f e r e n c e between t h e p e rc e iv e d a g r i c u l t u r a l co m p eten c ie s o f M ichigan 1981-82 s e n io r a g r i c u l t u r a l s t u d e n t s i n p r o d u c tio n a g r i c u l t u r e and t h e major fo c u s o f th e S.O .E . programs in which th e s t u d e n t s p artic ip a te d : a. b. c. 8. The a b i l i t y o f th e s t u d e n t to g e t along w ith o t h e r s , The p r o b a b i l i t y o f t h e s t u d e n t s ' s u c c e s s in t h e w orld o f work. Farm or a g r i b u s i n e s s placem ent School land l a b o r a t o r i e s , or Home farm p r o d u c tio n . To determ in e i f th e r e i s a d i f f e r e n c e between t h e p e rc e iv e d a g r i c u l t u r a l c o m p eten c ie s o f M ichigan 19 8 1-82 s e n io r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e and th e p la c e o f r e s i d e n c e o f s t u d e n t s : a. b. On a farm, or In a town, c i t y or nonfarm a r e a . R esearch Hypotheses As d is c u s s e d above, t h e main p u rp o s e s o f t h i s stu d y a re t o : 1. Compare s t u d e n t s ' p e rc e iv e d co m p eten c ie s i n p r o d u c tio n a g r i c u l t u r e , a c c o rd in g to t h e i r S .O .E . programs, t h a t fo c u s on one o f t h e fo llo w in g , a s i n d i c a t e d by t h e i r t e a c h e r s : 2. a. Farm o r a g r i b u s i n e s s placem ent, b. School land l a b o r a t o r i e s , or c. Home farm p r o d u c tio n . Determine t h e im pact o f s t u d e n t s ' p l a c e o f r e s i d e n c e on t h e developm ent o f d e s i r a b l e a g r i c u l t u r a l c o m p eten c ie s: 9 3. a. On a farm, o r b. I n a town, c i t y or non-farm a r e a ; and Compare s t u d e n t s ’ a t t i t u d e s toward th e world o f work and t h e fo cu s o f t h e i r S .O .E . programs, a s i n d i c a t e d by t h e i r te a c h e rs : a. Farm or a g r i b u s i n e s s placem ent program, b. S ch oo l land l a b o r a t o r i e s , or c. Home farm p r o d u c tio n . I n accord w ith th e se o b j e c t i v e s , t h e fo llo w in g h y p o th e se s and c o rre sp o n d in g n u l l h y p o th e s e s a re t e s t e d in t h i s r e s e a r c h : H y p o th esis 1 H1 : M ichigan 1981-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s i n p r o d u c tio n a g r i c u l t u r e , whose S.O .E . programs fo c u sed on s c h o o l land l a b o r a t o r i e s , w i l l have a h ig h e r l e v e l o f p e r c e iv e d competence in p ro d u c tio n a g r i c u l t u r e th a n th o s e whose S.O .E . program focused on home farm p r o d u c tio n . Hq : Michigan 1981-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s i n p r o d u c tio n a g r i c u l t u r e , whose S.O .E . programs fo c u sed on s c h o o l land l a b o r a t o r i e s , w i l l n o t have a h i g h e r l e v e l o f p e r c e iv e d competence in p r o d u c tio n 10 a g r i c u l t u r e th a n th o s e whose S.O .E . programs fo c u sed on home farm p r o d u c tio n , H1: H0 : mi Ss m 2 < M2 <*-- .05 H y p o th e sis 2 ^1: M ichigan 19 8 1-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e , whose S.O .E . programs fo c u sed on s c h o o l land l a b o r a t o r i e s , w i l l have a h ig h e r l e v e l o f p e r c e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e whose S .O .E . programs fo c u s e d on farm or a g r i b u s i n e s s p la ce m e n t. H0 : Michigan 1 9 8 1-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e , whose S .O .E . programs focused on s c h o o l land l a b o r a t o r i e s , w i l l n o t have a h i g e r l e v e l o f p e r c e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e whose S .O .E . programs fo c u s e d on farm or a g r i b u s i n e s s p la ce m e n t. H1 : ^1 £ m2 Ho : m1 H y p o th e sis 6 : Michigan 19 8 1—82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e , whose S.O .E . programs fo c u sed on farm or a g r i b u s i n e s s placem ent program s, w i l l have a h ig h e r l e v e l o f p o s i t i v e a t t i t u d e s toward work and w ork ers t h a n th o s e whose S.O .E . programs have focused on s c h o o l land l a b o r a t o r i e s . 13 Michigan 19 8 1-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e , whose S .O .E . programs fo c u s e d on farm or a g r i b u s i n e s s p lacem en t program s, w i l l n o t have a h ig h e r l e v e l o f p o s i t i v e a t t i t u d e s toward work and w orkers th a n th o s e whose S .O .E . programs fo c u sed on s c h o o l land la b o ra to rie s . H1: ^ 5 m2 H0 : m2 a = .05 H y p o th e sis H1 : M ichigan 19 8 1-82 s e n io r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e whose S .O .E . programs fo c u s e d on farm or a g r i b u s i n e s s p lacem en t program w i l l have more p o s i t i v e a t t i t u d e s toward work and w o rk e rs th a n th o s e whose S .O .E . programs fo cu sed on home farm p r o d u c t i o n . H0 M ichigan 19 8 1-82 s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e , whose S.O .E . programs fo c u se d on farm or a g r i b u s i n e s s p la ce m e n t, w i l l n o t have more p o s i t i v e a t t i t u d e s toward work and w o rk e rs th a n th o s e whose S .O .E . programs fo c u sed on home farm p r o d u c t i o n . H1: m^ m2 H0 : Mi < m2 a = .0 5 14 Assumptions The fo llo w in g a ssu m p tio n s were made by th e r e s e a r c h e r in c o n d u ctin g t h i s s tu d y . 1. I t was assumed t h a t th e v o c a t i o n a l a g r i c u l t u r e t e a c h e r s and t h e i r s e n io r s t u d e n t s who were in c lu d e d in th e s tu d y sample would be w i l l i n g to c o o p e ra te w ith th e s tu d y by a c c u r a t e l y f i l l i n g o u t and r e t u r n i n g th e survey q u e s t i o n n a i r e s . 2. I t was assumed t h a t a l l t h e i r r o l e s as t e a c h e r s re s p o n d e n ts in t h e stu d y u n d erstoo d or s t u d e n t s o f v o c a t i o n a l a g r i c u l t u r e and answered h o n e s tl y . 3. I t was assumed t h a t a l l o f th e t e a c h e r s in c lu d e d in t h e stu d y were engaged in e f f e c t i v e l y te a c h in g v o c a t i o n a l a g r i c u l t u r e and co n d u ctin g S .O .E . programs. 4. I t was assumed t h a t th e s t u d e n t s s e l e c t e d to rev iew th e q u e stio n n a ire s fo r th is stu dy were q u a l i f i e d to i d e n t i f y t h e i r own p e rc e iv e d c o m p eten c ie s in p r o d u c tio n a g r i c u l t u r e . 5. I t was assumed t h a t th e l i s t s o f competency s ta te m e n ts randomly s e l e c t e d to r e p r e s e n t th e ra n g e o f perform ance o b j e c t i v e s were v a l i d l i s t s o f im p o rta n t co m p eten cies f o r s e n io r v o c a t i o n a l s t u d e n t s in p r o d u c tio n a g r i c u l t u r e . 6. R esearch e r r o r s a r e random, in d e p e n d e n tly and norm ally d i s t r i b u t e d ab o u t z e r o mean and w ith a common v a r ia n c e . L im ita tio n s I t i s re c o g n iz e d t h a t t h i s stu dy h a s th e fo llo w in g l i m i t a t i o n s : 15 1. T h is stu d y fo c u se d on v o c a t i o n a l a g r i c u l t u r a l t e a c h e r s te a c h in g a g r i c u l t u r e in M ic h ig a n 's com prehensive h ig h s c h o o ls and M ichigan v o c a t i o n a l a g r i c u l t u r e s t u d e n t s c l a s s i f i e d a s s e n i o r s in p r o d u c tio n a g r i c u l t u r e (0 1 .0 3 0 1 ) d u rin g t h e 1981-82 school y ear. I t i s p o s s i b l e t h a t d i f f e r e n t c o n c lu s io n s may h ave been drawn from r e s p o n s e s o f i n s t r u c t o r s employed, o r s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s e n r o l l e d , d u rin g o t h e r tim e p e r i o d s . 2. The f i n d i n g s o f t h i s stu d y w i l l be l i m i t e d to th e M ichigan p o p u l a t i o n o f i n s t r u c t o r s and s t u d e n t s d e s c r ib e d in t h i s s tu d y . 3. Data were g a th e r e d d u rin g th e 1981-82 sch o o l y e a r and g e n e r a l i z a t i o n to th e c u r r e n t y e a r or o t h e r p e r i o d s may be l i m i t e d by tim e c o n s i d e r a t i o n s . D e f i n i t i o n o f Terms C e r t a i n term s r e l a t i n g to S u p e rv is e d O c c u p a tio n a l E x p e rie n c e programs a re used r a t h e r f r e q u e n t l y by p r o f e s s i o n a l s in v o c a t i o n a l a g r i c u l t u r a l e d u c a tio n . S in c e t h e i r m eanings, a s used in t h i s s tu d y , may n o t be c l e a r l y u n d e rs to o d by a l l r e a d e r s o f t h i s r e p o r t , th e fo llo w in g d e f i n i t i o n s a r e t h e c o n c e p t u a l i z a t i o n s o f th e s e l e c t e d term s t h a t were used th r o u g h o u t t h e s tu d y : 1. V o c a tio n a l E d u c a tio n —A program o f e d u c a tio n below c o l l e g e l e v e l , o r g a n iz e d to p re p a re th e l e a r n e r f o r e n t r a c e i n t o a p a r t i c u l a r chosen v o c a tio n or to upgrade employed w orkers (Good, 1973, PP. 64 5). 16 2. V o c a tio n a l A g r i c u l t u r e —E d u c a tio n in a g r i c u l t u r e fo r p e rs o n s engaged in , or e x p e c tin g to engage in an a g r i c u l t u r a l o c c u p a tio n , e i t h e r nonfarm or farm (Good, 1973, pp. 2 3 ). 3. S u p e rv is e d O c c u p a tio n a l E x p e rie n c e ( S .O .E .) programs in A g r i c u l t u r e —A ll o f th e p r a c t i c a l a g r i c u l t u r e a c t i v i t i e s o f e d u c a t i o n a l v a lu e conducted by s t u d e n t s o u ts id e o f t h e form al c lassro o m , f o r which s y s te m a tic i n s t r u c t i o n and s u p e r v i s i o n a r e p ro v id e d by t h e i r t e a c h e r s , p a r e n t s , em ployers or o t h e r s (P h ip p s, 4. 1972, pp. 185). School Land L a b o ra to ry —A s c h o o l land l a b o r a t o r y i s an a r e a o p e ra te d by a s c h o o l to i n s t r u c t i n t e n s i v e o b s e r v a tio n and d e m o n s tra tio n o f t h e p ro c e s s o f a g r i c u l t u r e . A ccording to Dr. H. G ardner (1 9 8 2 ), " I t p r o v id e s o p p o r t u n i t i e s f o r p r a c t i c a l hands-on e x p e r ie n c e s f o r s t u d e n t s who p la n to work i n or manage a g r i b u s i n e s s e s or fa r m s ." I t i s an a r e a o f land u s u a l l y c lo s e to th e s c h o o l where approved p r a c t i c e s may be t r i e d o u t by s t u d e n t s , and f u n c t i o n s a s a very e f f e c t i v e a id fo r t e a c h e r s , by s t r e g t h e n i n g and adding meaning to th e s t u d e n t s ' e x p e r ie n c e s (Cook, 1963, p. 3 ). 5 . Improvement P r o j e c t —A p r o j e c t conducted by a s t u d e n t in v o c a t i o n a l a g r i c u l t u r e , n o t p r i m a r i l y f o r th e purpose o f an immediate or d i r e c t f i n a n c i a l r e t u r n , b u t to improve an a g r i c u l t u r a l b u s i n e s s , e i t h e r nonfarm or farm (Good, 1973, p. 451). 6. Home Farm P ro d u c tio n P r o j e c t —A phase o f th e S .O .E . program in v o c a t i o n a l a g r i c u l t u r e concerned p r i n c i p a l l y w ith th e 17 i n t r o d u c t i o n o f new farm ing p r a c t i c e s and t h e a c q u i s i t i o n o f new farm ing s k i l l s , p ro v id in g e x p e r ie n c e on t h e s t u d e n t s ' home farm , in a d d i t i o n to t h a t a f f o r d e d by o t h e r a g r i c u l t u r a l p ro d u c tio n and improvement p r o j e c t s . 7. Farm Placem ent program s— Farm p lacem ent p r o v id e s e d u c a tio n a l o p p o r t u n i t i e s f o r nonfarm s t u d e n t s and th o s e who do n o t have home farms a d eq u a te fo r d e v elo p in g th e d e s i r e d e x p e r ie n c e s in fa rm in g . P a r t i c i p a t i n g s t u d e n t s a re p la c e d on l o c a l farm s, and programs a re developed in c o o p e r a tio n w ith th e farm owners t o p ro v id e p r a c t i c a l l e a r n i n g e x p e r ie n c e s i n farm ing, (M ichigan D epartm ent o f E d u c a tio n , 8. 1972, p. 2 ) . Competency— B e h a v io ra l c h a r a c t e r i s t i c s o f knowledge, a t t i t u d e s and judgment g e n e r a l l y r e q u ir e d f o r th e s u c c e s s f u l perform ance o f a t a s k ( s ) or th e sum t o t a l o f a t t i t u d e s , knowledge, and s k i l l s which e n a b le a p e rso n to perfo rm e f f i c i e n t l y and e f f e c t i v e l y a g iv en f u n c tio n (McClay, 1978, p. 7)« 9. A g r i c u l t u r e C om petencies—A g r ic u ltu r e com p eten c ie s a re th o s e r e q u i r i n g a t t i t u d e s tow ard, s k i l l s in and knowledge o f anim al s c i e n c e , p l a n t s c i e n c e , s o i l s c ie n c e , a g r i c u l t u r a l m echanics, a g r i b u s i n e s s , and farm and b u s in e s s management. 10. R u ra l Farm P o p u la tio n —As d e fin e d by th e U .S.C ensus o f 1970, a l l p e r s o n s n o t p a r t o f th e urban p o p u la tio n and r e s i d i n g on farms o f 10 or more a c r e s from Which th e s a l e s o f farm p r o d u c ts amounted to $50 or more t h e p re v io u s y e a r , o r r e s i d i n g on farms o f l e s s th a n 10 a c r e s from which such s a l e s amounted to $250 or more. 18 Summary and Overview This stu d y was implemented to : 1. Compare M ichigan s e n i o r v o c a t i o n a l a g r i c u l t u r a l co m p eten c ie s in p r o d u c tio n a g r i c u l t u r e a c c o rd in g to t h e i r S.O .E . programs, t h a t fo c u s on one o f th e f o llo w in g : 2. a. Farm or a g r i b u s i n e s s placem ent b. School land l a b o r a t o r i e s c. Home farm p r o d u c tio n - Determine t h e im pact o f Michigan v o c a t i o n a l a g r i c u l t u r e and t h e s t u d e n t s ' p l a c e o f r e s i d e n c e on t h e developm ent o f d e s i r a b l e a g r i c u l t u r a l c o m p e te n c ie s: 3. a. On a farm, or b. In a town, c i t y or non-farm a r e a ; and Compare t h e M ichigan v o c a t i o n a l a g r i c u l t u r e s t u d e n t s ' a t t i t u d e s toward th e w orld o f work and w ork ers and t h e fo c u s o f t h e i r S.O .E . program in a : a. Farm or a g r i b u s i n e s s p lacem ent b. School land l a b o r a t o r y , or c. Home farm p r o d u c tio n S e le c t e d t o p i c s were d is c u s s e d f o r th e purpose o f doing t h i s su rv e y stu d y i n M ichigan. C h ap ter two fo c u s e s on a re v ie w o f th e l i t e r a t u r e p e r t a i n i n g to : Im portance o f th e S .O .E . Program in V o c a tio n a l A g r i c u l t u r e , Purpose o f 5 . 0 . E . Programs, Major O b j e c t i v e s o f S .O .E . Program s, The Values o f 5 . 0 . E . Program s, Im p o rtan c e o f th e T eacher in Conducting S.O .E . 19 Programs, Types o f S.O .E . Program s, S u p e rv is e d Farming Programs, S u p e rv ise d C o o p e ra tiv e Farm Placem ent, S u p e rv is e d L a b o ra to ry Program, S u p e rv ise d C o o p e ra tiv e A g rib u s in e s s Program, P la n n in g S u p e rv is e d O c c u p a tio n a l E x p e rie n c e Programs, and f i n a l l y , E v a lu a tio n o f S.O .E . Programs. C h apter t h r e e d e s c r i b e s t h e Methodology used to conduct th e r e s e a r c h s tu d y . fo u r. The f i n d i n g s o f t h e s tu d y a re d is c u s s e d in c h a p te r C hapter f i v e i s a summary o f th e stu d y a s w e ll a s c o n c lu s io n s and recom m endations. Copies o f c o rre sp o n d e n c e w ith th e M ichigan v o c a t i o n a l a g r i c u l t u r e t e a c h e r s and s t u d e n t s a re lo c a t e d in Appendix A. Appendix B c o n t a i n s a copy o f th e surv ey i n s t r u m e n t s . T a b le s showing Mean, S ta n d a rd D e v ia tio n , and A n a ly sis o f V a r ia b le s f o r th e l e v e l o f s t u d e n t s ' p e rc e iv e d competence in P ro d u c tio n A g r ic u ltu r e ( i n 52 c o m p e te n c ie s): By th e 1 - S t u d e n t s 1 ty p e o f S.O .E . program, or 2 - S t u d e n t s ' P la c e o f R esid en ce are found in Appendix C. T a b le s showing Frequency and P e rc e n ta g e o f D i f f e r e n t Level o f S t u d e n t s ' P e rc e iv e d Competence in P ro d u c tio n A g r i c u t l u r e ( I n 52 co m p eten cies) based on 1-The S t u d e n t s ' P la c e o f R esid en ce, and 2 - S t u d e n t s ' ty p e o f S .O .E . Program a re found in Appendix D. CHAPTER I I REVIEW OF RELATED LITERATURE In tro d u ctio n Due to changes in t h e economy in M ichigan, t h e U nited S t a t e s and o t h e r r e g io n s o f th e w o rld , p r o f e s s i o n a l s a re engaged in r e v i s i n g and im proving t h e i r e d u c a t i o n a l system s. A b a s ic concern u n d e rly in g th e s e e f f o r t s i s to make e d u c a tio n f u n c t i o n a l and r e l e v a n t to th e needs o f th e i n d i v i d u a l and o f s o c i e t y . The r e s e a r c h e r b e lie v e d t h a t educa­ t i o n a l systems a re becoming i n c r e a s i n g l y i s o l a t e d from th e l a r g e r s o c i a l , c u l t u r a l and develo pm en tal g o a ls o f s o c i e t y . T his i s o l a t i o n i s f u r t h e r in c r e a s e d when t h e p ro c e ss o f l e a r n i n g i s s e p a r a te d from th e p erform ance o f a c t i o n and work, and i s nowhere a s v i s i b l e a s in th e f a i l u r e o f e d u c a tio n to p ro v id e youth and a d u l t s w ith an a c t i v e com prehension o f th e world o f work. The re sp o n se to t h i s problem i s r e f l e c t e d in a v a r i e t y o f programs u t i l i z e d in th e U nited S t a t e s . One such program i s t h e S u p e rv ise d O c c u p a tio n a l E x p e rie n c e ( S .O .E .) program. The S.O .E . Program may be d e f in e d a s a secondary v o c a t i o n a l a g r i c u l t u r e s t u d e n t ' s plan ned p a r t i c i p a t i o n in one or more a g r i c u l t u r a l o c c u p a tio n s . Some a u th o r s , such a s David L. W illiam s (19 77 ), may r e f e r to such e x p e r ie n c e a s a s t u d e n t ' s F .F .A . p r o j e c t . There a re s e v e r a l k in d s o f S.O .E . programs which a re a d d i t i o n a l to r e g u l a r classro o m a c t i v i t i e s . These in c lu d e farm or a g r i b u s i n e s s placem ent program s, s c h o o l land l a b o r a t o r i e s , and 21 home farm p r o d u c tio n program s. The major t h r u s t o f t h i s c h a p te r i s to c o n s id e r th e l i t e r a t u r e p e r t i n e n t t o th e scope o f S u p e rv ise d O c cu p a tio n a l E x p e rie n c e programs i n v o c a t i o n a l a g r i c u l t u r e d e p artm en ts in M ic h ig a n 's secondary s c h o o ls , by re v ie w in g documents and o t h e r r e p o r t s o f r e s e a r c h in t h i s a r e a . The l i t e r a t u r e c i t e d in t h i s c h a p te r i s p r e s e n te d under th e fo llo w in g h e a d in g s : The Im portance o f t h e S.O .E . Program in V o c a tio n a l A g r i c u l t u r e , The Purpose o f S.O .E . Program s, Major O b je c ti v e s o f S.O .E . Programs, The Values o f S.O .E . Program s, The Im portance o f th e T eacher in Conducting S .O .E . Program s, Types o f S.O .E . Program s, S u p e rv ise d Farming Program, S u p e rv is e d C o o p e ra tiv e Farm Placem ent, S u p e rv is e d L a b o ra to ry Program, S u p e rv is e d C o o p e ra tiv e A g rib u s in e s s Program, S u p e rv ise d E x p lo r a to r y Program, P la n n in g S u p e rv is e d O c cu p a tio n a l E x p e rie n c e Programs, and f i n a l l y , E v a lu a tio n o f S.O .E . Programs. The Im portance o f t h e S.O .E . Programs in V o c a tio n a l A g r i c u l t u r e The Smith-Hughes Act o f 1917 p ro v id e d f o r th e f i r s t n a t i o n a l movement o f v o c a t i o n a l e d u c a tio n in a g r i c u l t u r e . As a r e s u l t o f t h i s l e g i s l a t i o n , v o c a t i o n a l a g r i c u l t u r e h a s s i n c e become a s i g n i f i c a n t program in many American secon dary s c h o o ls . T h is v o c a t i o n a l e d u c a tio n l e g i s l a t i o n has d i r e c t e d v o c a ti o n a l a g r i c u l t u r e in th e p r e p a r a t i o n o f s t u d e n t s f o r e n t r y i n t o and achievem ent in a g r i c u l t u r a l o c c u p a tio n s f o r over f i f t y y e ars. In 19 6 3 » new v o c a t i o n a l e d u c a tio n l e g i s l a t i o n was passed to improve and expand v o c a t i o n a l o p p o r t u n i t i e s th ro u g h o u t th e U nited 22 S ta te s. T h is l e g i s l a t i o n c h a lle n g e d e d u c a to r s in v o c a t i o n a l a g r i c u l t u r e to p re p a re s t u d e n t s f o r work in th e o c c u p a tio n a l a r e a s o f a g r i c u l t u r a l p r o d u c tio n , a g r i c u l t u r a l s u p p l y / s e r v i c e s , a g r i c u l t u r a l m echanics, a g r i c u l t u r a l p r o d u c t s , h o r t i c u l t u r e , renew able n a t u r a l r e s o u r c e s , and f o r e s t r y . T a b le 1 p r e s e n t s M ic h ig a n 's demand (E xpansion and Replacement n e e d s ), c u r r e n t s u p p ly , and p r o j e c t e d su p ply from v o c a t i o n a l e d u c a tio n , f o r peop le in v o c a t i o n a l a g r i c u l t u r a l e d u c a tio n programs f o r th e decade 1976-1987, 13 y e a r s a f t e r th e new a c t was passed. Through th e y e a r s , S .O .E . programs in a g r i c u l t u r e have proven to be an e f f e c t i v e l e a r n i n g pro c e d u re fo r s t u d e n t s . Farm p r a c t i c e , s u p e r v is e d p r a c t i c e , s u p e r v is e d farm ing program s, work e x p e rie n c e programs, t h e S u p e rv ise d O c cu p a tio n a l E x p e rie n c e program and o t h e r terms had been used to r e f e r to t h i s ty p e o f l e a r n i n g e x p e r ie n c e . The 5 . 0 . E . program in a g r i c u l t u r e in c lu d e d a p la n n ed s e r i e s o f le a r n i n g e x p e r ie n c e s which were a p a r t o f th e v o c a t i o n a l a g r i c u l t u r e program. I t p ro v id e d a means f o r s t u d e n t s to p a r t i c i p a t e a c t i v e l y in an a g r i c u l t u r a l o c c u p a tio n where th e y could a p ply a g r i c u l t u r a l knowledge and s k i l l s and d e velo p a d d i t i o n a l c o m p e te n c ie s. Such e x p e r ie n c e s r e s u l t e d in improved p r a c t i c e s and f a c i l i t i e s a t t h e s t u d e n t ' s home, on a farm, a t s c h o o l, o r in a community b u s i n e s s . A s t u d e n t ' s s u p e r v is e d o c c u p a tio n a l e x p e r ie n c e would in c lu d e some or a l l o f th e fo llo w in g ty p e s o f e x p e r ie n c e , o w n e rsh ip , employment, o r w o r k - r e la te d re sp o n sib ilitie s. B in k le y , (1969, pp. 152-153) in d e s c r i b i n g th e 5 . 0 . E . program s t a t e d t h a t " . . . t h e f o u n d a tio n s to n e o f th e i n s t r u c t i o n a l programs a r e a t th e c e n t e r o f th e b a t t l e ; n o t a s k irm is h Table 1 S t a t e T o t a l Employment O p p o r t u n i t i e s R e la te d to V o c a tio n a l E d u c a tio n Programs* OCCUPATIONAL TITLE DEMAND Expansion & Replacement Needs EmployAverage Openings ment i n 1980 1980-82 1976-85 CURRENT SUPPLY TOTAL 1,786 A g r i c u l t u r a l P ro d u c tio n PROJECTED SUPPLIES from V o c a tio n a l E d u c a tio n 1983 1984 1985 1986 1987 1,753 1,701 1,651 1,602 1,555 A g r i c u l t u r a l S u p p ly / s e r v ic e 5 ,530 150 340 25 24 23 22 21 20 A g r i c u l t u r a l Mechanics 8,480 110 480 535 520 506 489 676 460 A g r i c u l t u r a l P ro d u c ts 4,120 90 230 7 7 7 7 7 7 17,910 700 1,180 778 706 685 606 666 625 291 286 281 876 271 266 102 71 70 69 68 67 H o rtic u ltu re Renewable M a te r ia ls 01.0700 Resources F o restry T o tal 2,600 30 3,524 3,367 3,271 3,178 3,087 3,000 *The Michigan Department o f E d u c a tio n - "The Annual and Long Range S t a t e P la n fo r V o c a tio n a l E d u c a tio n in M ich ig an ." L an sin g, M ichigan. 1982. (p . 9 4 ). 24 on th e f r i n g e . " C epica, (1977) d e s c r ib e d a stu d y o f a com parison o f th e summer program o f Oklahoma v o c a t i o n a l a g r i c u l t u r e t e a c h e r s ’ p e r c e p t i o n s o f s e l e c t e d a c t i v i t i e s in a summer program. The f i n d i n g s showed t h a t t e a c h e r s ranked working w ith h ig h sch o o l s t u d e n t s , working w ith p r o s p e c t i v e s t u d e n t s , and F .F .A . a c t i v i t i e s a s t h e t h r e e most im p o r ta n t a c t i v i t i e s in c lu d e d in summer program s. In a stu dy o f th e summer a c t i v i t i e s o f Colorado t e a c h e r s , Anderson (1962) r e p o r t e d t h e amount o f time t e a c h e r s s p e n t on e le v e n c a t e g o r i e s o f o f f i c i a l s c h o o l- c o n n e c te d a c tiv itie s. In c lu d e d in th e s e a c t i v i t i e s were t h e fo llo w in g : F .F .A . a c t i v i t i e s 31.41* S u p e rv is e d Farming programs 17.63* P r o f e s s i o n a l Improvement 14.68* Im proving P h y s i c a l F a c i l i t i e s 11.83* P la n n in g Next Y e a r's program 9.03* D eveloping Teaching M a t e r i a l s 4 .0 8* C o n ta c tin g S t u d e n t s and P a r e n t s 8.73* Perform ing P u b li c R e l a t i o n s 3.56* C orrespondence, R ec o rd s, R ep o rts 2.70* Community A c t i v i t i e s .99* O u t-o f-S c h o o l program .48* The Purpose o f th e S .O .E . Programs The p rim ary g o a l o f v o c a t i o n a l e d u c a tio n in a g r i c u l t u r e i s to p re p a re s t u d e n t s f o r o c c u p a tio n s in v o lv in g knowledge and s k i l l s in a g ric u ltu re . Calhoun and Finch (1976, p. 213) s t r e s s t h a t v o c a t i o n a l 25 e d u c a tio n a t th e seco n d ary l e v e l i s r e s p o n s i b l e f o r p ro v id in g th e s k i l l s n e c e s s a ry f o r jo b e n t r y and s u g g e s t t h a t contem porary programs i n v o c a ti o n a l e d u c a tio n sh o u ld em phasize: a - p r e p a r a t i o n and advancement i n any o c c u p a tio n in v o lv in g knowledge and s k i l l s in a g r i c u l t u r e ; b o c c u p a tio n a l e x p l o r a t i o n , g u id a n ce , and c o u n s e lin g ; and c - developm ent o f a b i l i t i e s e s s e n t i a l f o r e ffe c tiv e c itiz e n s h ip . The 1917 v o c a t i o n a l e d u c a tio n l e g i s l a t i o n (Smith-Hughes Act) p r e s c r i b e d p r a c t i c a l e x p e r ie n c e in a g r i c u l t u r e under th e t e a c h e r ' s s u p e r v i s i o n a s an i n t e g r a l p a r t o f th e v o c a t i o n a l a g r i c u l t u r e c u rric u lu m . In 1933 Spanton (1933, p. 185) w rote t h a t : This a t t i t u d e r e g a r d in g th e n e c e s s i t y f o r p a r t i c i p a t i n g e x p e r ie n c e in v o c a t i o n a l a g r i c u l t u r e i s p s y c h o l o g i c a l l y sound, and can n o t be q u e s tio n e d by anyone who r e c o g n iz e s t h a t t h e one b ig o b j e c t i v e o f a program o f v o c a t i o n a l e d u c a tio n in a g r i c u l t u r e i s to develop a b i l i t y , s y s te m a tic t r a i n i n g , and p a r t i c i p a t i n g e x p e r ie n c e fo r g r e a t e r p r o f i c i e n c y in farm ing o c c u p a tio n s . In 1944, Ross and C lim e n ts (1944, p. 1), d e s c r ib e d an S.O .E . program a s b e in g an i n t e g r a l p a r t and v i t a l p a r t o f v o c a t i o n a l a g r i c u l t u r e , n o t an ap p en d ag e, when th e y s t a t e d t h a t 11. . .su ch e x p e r ie n c e a i d s th e i n d i v i d u a l s t u d e n t i n d e v elo p in g a b i l i t i e s , a c q u i r i n g s k i l l s , and s o l v i n g r e a l farm ing problems on h i s own l e v e l and should le a d to a d e f i n i t e g o a l, s a t i s f a c t o r y e s ta b lis h m e n t in fa rm in g '1. During the year in which the 1963 V ocational Education Act was p a ss e d , Thomson (1963, pp. 3 0 -3 1 ), w rote t h a t : The prim ary purpose o f a s u p e r v is e d program f o r a h ig h sc h o o l s t u d e n t e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e i s to p ro v id e e x p e r ie n c e s t h a t w i l l c o n t r i b u t e to th e developm ent o f th e a b i l i t i e s needed f o r e f f i c i e n c y in 26 t h e ty p e o f work i n a g r i c u l t u r e in which t h e s t u d e n t i s l i k e l y to en g ag e. I t p r o v id e s an o p p o r t u n i t y to d e v e lo p d e ep e r u n d e r s ta n d in g th ro u g h a p p l i c a t i o n o f p r a c t i c e and p r i n c i p l e s i n a c t u a l s i t u a t i o n s . Ph ip p s (1972, p. 62) s t a t e d t h a t S.O .E . programs " . . . o f f e r many o p p o r t u n i t i e s f o r an i n s t r u c t o r to do an e f f e c t i v e jo b o f s u p e r v i s i o n and t e a c h in g on th e j o b . " Cepica (19 79 ), r e p o r t e d t h a t a Texas s tu d y i d e n t i f i e d n in e p r i o r i t y a r e a s w ith r e g a rd to summer program a c tiv itie s. He l i s t e d t h e s e a c t i v i t y a r e a s a s f o ll o w s : 1. S u p e r v i s i o n o f o c c u p a t i o n a l e x p e r ie n c e program s, 2. Work w ith p r o s p e c t i v e new s t u d e n t s , 3- P r o f e s s i o n a l improvement, 4. Program p l a n n in g , 5. C onducting F u tu re Farmer o f America (F .F .A ) a c t i v i t i e s , 6. A d u lt and young fa rm e r e d u c a tio n , 7. Im proving f a c i l t i e s and equipm ent, 8. Community s e r v i c e , 9. R ecords and r e p o r t s . I n 1974, Bender and T a y lo r (1 9 7 4 ), r e p o r t e d t h a t a S .O .E . program sh o u ld p ro v id e s p e c i a l i z e d e d u c a t i o n a l e x p e r ie n c e s , a i d in e s t a b l i s h m e n t i n an a g r i c u l t u r a l o c c u p a tio n , and c o n t r i b u t e o p p o r tu n i ty f o r e a r n in g on th e farm . Major O b j e c t i v e s o f t h e S .O .E . Program A s u p e r v is e d o c c u p a t i o n a l e x p e r ie n c e program i s an i n t e g r a l p a r t o f a v o c a t i o n a l e d u c a tio n program in t h e sec o n d a ry p u b lic s c h o o ls and c o n t r i b u t e s to th e g e n e r a l o b j e c t i v e s o f e d u c a tio n . The e x p e r ie n c e s 27 p ro vided c o n t r i b u t e to t h e developm ent o f th e s t u d e n t ' s a b i l i t y to t h i n k and s tu d y , and to s o l v e problems e f f e c t i v e l y , a s w ell a s to s k i l l i n c o l l e c t i n g and i n t e r p r e t i n g d a t a . A ccording to Phipps (1972, p. 8 ), a g r i c u l t u r a l e d u c a tio n programs in t h e secon dary p u b lic s c h o o ls a ls o a id in th e developm ent o f d e s i r a b l e a t t i t u d e s and i n t e r e s t s and in th e development o f s o c i a l s e n s i t v i t y and r e s o u r c e f u l n e s s o f s t u d e n t s . He a ls o b e l i e v e s t h a t p u b lic sch o o l e d u c a tio n in a g r i c u l t u r e should a tte m p t: 1- to develop th e i n d i v i d u a l s a s c o m p le tely a s p o s s i b l e . 2 - t o promote p e r s o n a l - group r e l a t i o n s h i p s w ith emphasis upon home and fa m ily l i f e a s fundum ental to t h e i n d i v i d u a l ' s growth and to th e p u b lic w e l f a r e . 3- t o make i n d i v i d u a l s and groups r e s p o n s iv e to th e n e ed s o f o t h e r i n d i v i d u a l s and g ro u p s, o f com m unities, o f governm ents, and o f o t h e r d e s i r a b l e s o c i a l a g e n c ie s . Deoe (19*13, pp. 1 8 -2 6 ) s t a t e d t h a t a S u p e rv ise d O c c u a p tio n a l E x p e rie n c e program sh o u ld : 1. P ro v id e e x p e r ie n c e s which c o n t r i b u t e to t h e developm ent o f a b i l i t i e s needed f o r p r o f i c i e n c y in farm ing o f t h e ty p e in which th e s t u d e n t i s l i k e l y to engage. 2. P ro v id e a means f o r e a r n in g money. 3. Aid in p r o g r e s s i v e e s ta b lis h m e n t in farm ing. U. Lead to improvements i n t h e Home-Farm b u s i n e s s . 5. Lead to improved farm ing in th e community. 6. C o n trib u te to t h e a t t r a c t i v e n e s s o f farm homes and farm l i f e . 7. Lead to in c r e a s e d i n t e r e s t i n a g r i c u l t u r e and in farm ing . 8. Aid in t h e developm ent o f a t t i t u d e s and a b i l i t i e s o f c o o p e r a tio n . 9. P ro v id e TRY-OUT o r e x p l o r a t o r y e x p e r ie n c e s w ith c e r t a i n p h a se s o f farm ing (pp. 18-26). 28 Bender and T a y lo r (1 9 7 4 ), p o in te d o u t t h a t t h e S .O .E . program should p ro v id e s p e c i a l i z e d e d u c a tio n a l e x p e r ie n c e , a id in e s ta b lis h m e n t in an o c c u p a tio n , and c o n t r i b u t e o p p o r t u n i t i e s f o r e a r n i n g s . The c u r r e n t major program o b j e c t i v e s e s t a b l i s h e d in 1965 by th e U.S. O f f i c e o f E d u c a tio n (1 9 6 5 1 PP* 5 -6 ) , f o r sec o n d a ry programs in v o c a t i o n a l a g r i c u l t u r e , a r e a s fo llo w s : 1. To develop a g r i c u l t u r a l c o m p eten c ie s needed by i n d i v i d u a l s enganged in or p r e p a r in g to engage in p r o d u c tio n a g r i c u l t u r e . . . . 2 . To develop a g r i c u l t u r a l c o m p eten c ie s needed by i n d i v i d u a l s engaged in o r p r e p a r in g to engage in a g r i c u l t u r a l o c c u p a tio n s o t h e r th a n p r o d u c tio n a g ric u ltu re . . . . 3 . To develop an u n d e rs ta n d in g o f and a p p r e c i a t i o n f o r c a r e e r o p p o r t u n i t i e s in a g r i c u l t u r e , and t h e p r e p a r a t i o n needed to e n t e r and p ro g r e s s in a g r i c u l t u r a l o c c u p a tio n s . . . 4 . To develop th e a b i l i t y to s e c u re s a t i s f a c t o r y placem ent and to advance in an a g r i c u l t u r a l o c c u p a tio n th ro u g h a program o f c o n tin u in g e d u c a tio n . 5. To develop th o se a b i l i t i e s in human r e l a t i o n s which a re e s s e n t i a l in a g r i c u l t u r a l o c c u p a tio n s . . . 6 . To develop th e a b i l i t i e s neded to e x e r c i s e and f o llo w e f f e c t i v e l e a d e r s h i p in f u l f i l l i n g o c c u p a t i o n a l , s o c i a l , and c i v i c r e s p o n s i b i l i t i e s . . . A ccording to Bishopp (1949), t h e major o b j e c t i v e s o f th e S.O .E . programs in v o c a t i o n a l a g r i c u l t u r e programs were: (1 ) d o in g , (2) to develop a d e s i r e t o c o o p e r a te , p a r e n t - s c h o o l r e l a t i o n s h i p s , and (4 ) (3) to l e a r n by to promote to p ro v id e o c c u p a tio n a l g u id a n c e . These o b j e c t i v e s were w r i t t e n in 1949, b u t a re c o n s i s t e n t w ith c u r r e n t e d u ca tio n a l p r in c ip le s . 29 The V alues o f S .O .E . Programs Some o f th e v a lu e s o f S u p e rv is e d O c c u p a tio n a l E x p e rie n c e programs in v o c a t i o n a l a g r i c u l t u r e , d is c u s s e d in th e l i t e r a t u r e a re summarized below (Hammond, 1950; P e te r s o n , 1. 1973; P h ip p s , 1972): E x ten ds c la s s ro o m i n s t r u c t i o n to th e farm, l a b o r a t o r y , home or a g rib u sin e ss. 2. E ncourages use o f approved p r a c t i c e s . 3. P r o v id e s f o r developm ent o f o c c u a p tio n a l s k i l l s . 4. Prom otes c l o s e r r e l a t i o n s h i p s between s t u d e n t and t e a c h e r . 5. Prom otes c o o p e r a t i o n between p a r e n t s and t e a c h e r s , and between t e a c h e r and a g r i b u s i n e s s p e o p le . 6. Makes te a c h in g e f f e c t i v e in a r e a l l i f e s i t u a t i o n . 7. H elps s t u d e n t s see t h e r e le v a n c e o f i n s t r u c t i o n . 8. G ives s t u d e n t s e x p e r ie n c e s in th e b u s in e s s w orld . 9. Encourages s t u d e n t s to l e a r n to work w ith o t h e r s . 10. P r o v id e s an avenue fo r s t u d e n t s to grow i n t o farm ing or o t h e r o c c u p a tio n s r e q u i r i n g knowledge and s k i l l s in a g r i c u l t u r e . 11. P r o v id e s o p p o r t u n i t y to e a r n , s a v e , and use money. 12. P r o v id e s m o t i v a t i o n f o r l e a r n i n g and prom otes i n t e r e s t in a g ric u ltu re . 13. Develops p r i d e o f ow nership or employment, i n i t i a t i v e , s e l f - c o n f i d e n c e , and m a n a g e ria l a b i l i t y . 14. P r o v id e s an o p p o r t u n i t y f o r c o n t r i b u t i o n s to improvement o f th e home, farm and fa m ily l i v i n g . 15. Allows s t u d e n t s to r e c o g n iz e problems in farm ing or a g r i b u s i n e s s jo b s t h a t can be so lv ed in v o c a t i o n a l 30 a g ric u ltu re c la sse s. 16. Enhances th e e f f e c t i v e n e s s o f F .F .A . a c t i v i t i e s . 17. C o n t r i b u t e s to community improvement. 18. Develops o p p o r t u n i t i e s f o r i n d i v i d u a l i z e d i n s t r u c t i o n . 19. P r o v id e s a b a s i s f o r e v a l u a t i n g th e e f f e c t i v e n e s s o f v o catio n al a g ric u ltu re in s tru c tio n . I n 1970, B in k le y (1 97 0, pp. 24-25) s t a t e d t h a t "A v e ry im p o r ta n t t h i n g a f f e c t i n g l e a r n i n g i s t h e s a t i s f y i n g n e s s o f th e le a r n in g e x p e r ie n c e . S a t i s f y i n g n e s s prom otes le a r n in g in two ways: 1) i t e n co u rag e s more e x p e r ie n c e s o f th e same k in d , and 2 ) i t adds to th e i n t e n s i t y o f th e e x p e r ie n c e " . The r e s u l t s o f a r e s e a r c h stu dy by Raymond H. Morton (1 97 9), a l s o p o in te d o u t t h e q u a l i t y o f S.O .E . programs, a s measured in term s o f s t u d e n t income, p r o j e c t scop e, and l e v e l o f achiev em ent on a m u l t i p l e - c h o i c e t e s t d e sig n e d to measure t e c h n i c a l knowledge in p ro d u c tio n a g r i c u l t u r e f o r hig h sch o o l s t u d e n t s e n r o l l e d in p ro d u c tio n a g ric u ltu re . The Im p o rtan ce o f t h e T each er i n C onducting S.O .E . Programs I t i s im p o r ta n t t h a t t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r , a s w e ll a s o t h e r p e rs o n s who a re concerned w ith th e developm ent o f th e s e program s, u n d e rs ta n d th e aims and purposeis o f S.O .E . program s. T h is should be e s p e c i a l l y t r u e in v o c a t i o n a l a g r i c u l t u r e programs where u n s a t i s f a c t o r y e x p e r ie n c e programs have r e s u l t e d from a la c k o f t e a c h e r , p a r e n t, s t u d e n t , o r employer u n d e r s ta n d in g , o r from in a d e q u a te s u p e r v i s i o n by th e in s tr u c to r . P h ip p s (1 9 7 2 ), s t a t e d t h a t ". . . t h e s u c c e s s or f a i l u r e 31 o f th e S u p e rv is e d O c c u p a tio n a l E x p e rie n c e s programs i s l a r g e l y depend ent on th e e f f o r t s o f th e t e a c h e r o f a g r i c u l t u r e . " He a l s o d e s c r ib e d th e r e s p o n s i b i l i t y o f th e t e a c h e r , a s f o llo w s : 1. T eacher must b e l i e v e in t h e program. 2. T each er must know h is s u b j e c t . 3. T each er must u n d e rs ta n d th e program. He must u n d e rs ta n d what i s meant by a good S .O .E . program. 4. T eacher must improve h i s / h e r p r o f e s s i o n a l s t a t u s by a t t e n d i n g i n s e r v i c e e d u c a tio n c l a s s e s , c o n fe re n c e s , f i e l d t r i p s , r e a d in g , w orkshops, and g r a d u a te c o u rs e s o f f e r e d d u rin g t h e sch o o l y e a r o r d u rin g th e s h o r t summer s e s s i o n s . 5. T e a ch e r must p ro v id e g u id an ce f o r s t u d e n t s . 6. T each er must v i s i t homes and jo b s . It is c le a r th an th e t h a t th e s t u d e n t ' s S .O .E . program w i l l n o t be b e t t e r te ac h e r of v o catio n al a g r ic u ltu r e . The t e a c h e r must u n d e rs ta n d and b e lie v e in t h e v a lu e o f th e S.O .E . program. (1944), s t a t e d t h a t th e Clements and Ross t e a c h e r must u n d e rs ta n d t h e s t u d e n t s ' p l a n s f o r p a r t i c i p a t i o n in a g r i c u l t u r e . P e te r s o n and M cCreight (1973, pp. 2 45 -24 6), d e s c r ib e d t h e r e s p o n s i b i l i t y o f th e t e a c h e r a s f o ll o w s : One o f th e f i r s t re q u ir e m e n ts o f an a g r i c u l t u r a l e d u c a to r i s to have a r e a l d e d i c a t i o n and commitment to a S u p e rv is e d O c c u p a tio n a l E x p e rie n c e program f o r e v ery s t u d e n t . The " h e a r t " o f a v o c a t i o n a l a g r i c u l t u r e c u rric u lu m i s th e S .O .E . program. I t has been s t a t e d t h a t e d u c a tio n i s v o c a t i o n a l when i t i s ta u g h t in r e l a t i o n t o a c t u a l work and o b s e r v a t i o n o f s p e c i f i c o c c u p a tio n s . From th e s e a c t u a l work and o b s e r v a tio n e x p e r ie n c e s come t h e p ro blem s, f o r c l a s s d i s c u s s i o n . W ith ou t S .O .E . program s, v o c a t i o n a l a g r i c u l t u r e w i l l l i k e l y ev o lv e to a "bo ok ish more c lassro o m only e x p e r ie n c e " w ith a b s t r a c t a p p l i c a t i o n . The i n t e g r a l r e l a t i o n s h i p o f th e F .F .A . aw ards program to t h e o c c u p a tio n a l e x p e r ie n c e program w i l l a l s o be 32 l o s t . C onsequently o c c u p a tio n a l e x p e r ie n c e programs a r e r e a l l y th e key. A S u p e rv ise d O c c u p a tio n a l E x p e rie n c e program sho uld be r e q u ir e d o f e v ery s tu d e n t e n r o l l e d in a t r u l y v o c a t i o n a l a g r i c u l t u r e c o u rs e . Because o f th e n a tu re o f some S.O .E . programs, a p o r t i o n o f th e s u p e r v i s i o n must be conducted by p e rs o n s o t h e r th a n t h e t e a c h e r . Such p e rs o n s a re t h e p a r e n t s o f a s t u d e n t w ith a s u p e r v is e d farm ing program on t h e home farm, o r an employer fo r a s t u d e n t p la c e d in an a g rib u sin ess. su p erv isio n . However, t h i s sh ou ld n o t e lim in a te t h e need f o r t e a c h e r Reasons f o r home and job s u p e r v is o r y v i s i t s by th e te a c h e r , a s s t a t e d by Schm idt (19 3 2 ), in c lu d e t h e fo llo w in g : 1. Making su re t h a t t h e S .O .E . programs a re p r o p e r ly p lan ned . 2. Making su re t h a t program p la n s a re c a r r i e d o u t. 3. E ncouraging th e use o f knowlege gained a t s c h o o l. 4. Showing a s p e c i a l i n t e r e s t in th e s t u d e n t ’s work. 5. G aining th e s u p p o r t and c o o p e r a tio n o f p a r e n t s or em ployers. 6. To g iv e a d d i t i o n a l a d v ic e . 7. To te a c h a d d i t i o n a l s k i l l s . 8. To help s o lv e problem s. 9. To e v a lu a te t h e work and p ro g r e s s o f th e s t u d e n t . 10. To c o l l e c t i d e a s f o r i n - s c h o o l i n s t r u c t i o n . 11. To be s u re t h a t program r e c o r d s a re m a in ta in e d . 12. To p ro v id e an o p p o r tu n i ty f o r th e s t u d e n t to do t h i n g s co rre ctly . McCracken (1975, pp. 182-183), e x p la in e d t h e im p ortance o f t e a c h e r s u p e r v i s i o n a s f o llo w s : The s u c c e ss or f a i l u r e o f an o c c u p a tio n a l e x p e r ie n c e program f o r a s t u d e n t depends to a l a r g e degree upon th e e f f e c t i v e n e s s o f th e s u p e r v i s i o n by th e t e a c h e r . 33 E f f e c t i v e s u p e r v i s i o n r e q u i r e s p lan ned program s, i n s t r u c t i o n , so each s t u d e n t can s u c c e e d , and e f f e c t i v e e v a l u a t i o n to in s u r e t h a t t h e p la n has been a cc o m p lish e d . W illiam s (1 9 7 7 ), conducted a stud y to d e te rm in e how im p o r ta n t v o c a t i o n a l a g r i c u l t u r e s t u d e n t s th o u g h t t h e i r ty p e s o f S .O .E . programs ( i n v o c a t i o n a l a g r i c u l t u r e ) were in d e v e lo p in g o c c u p a tio n a l s k i l l s . He compared th e o p in io n s o f s t u d e n t s w ith p lacem en t programs w ith th o s e who had ow nership p r o j e c t s . The s t u d e n t s i n p lacem ent programs b e lie v e d t h a t th e y had dev elo ped more th a n th o s e who had ow nership p ro je c ts. These f i n d i n g s may i n d i c a t e t h a t ow nership S .O .E . programs were n o t a s e f f e c t i v e in d e v e lo p in g some o f th e i d e n t i f i e d s k i l l s a s a re o t h e r ty p e s o f S .O .E . program s. McMillan and A u v ille (19 76 ), conducted a s tu d y to examine f a c t o r s a s s o c i a t e d w ith th e s u c c e s s o f s u p e r v is e d farm ing programs i n V i r g i n i a . I t was h y p o th e s iz e d t h a t y e a r s o f te a c h in g e x p e r ie n c e (a n in d e p e n d e n t v a r i a b l e ) would be p o s i t i v e l y r e l a t e d to b oth F .F .A . c h a p t e r a c t i v i t y l e v e l and th e S .O .E . program sco p e . Among t h e f i n d i n g s r e p o r t e d was t h a t th e r e was a r e l a t i o n s h i p found between age o f t h e t e a c h e r and farm in g program s c o r e s . Farming program s c o r e s f o r s t u d e n t s o f t e a c h e r s i n t h e u n d e r - t h i r t y age group were lo w e s t. T e a c h e rs 31-40 y e a r s old had s t u d e n t s in p r o d u c tio n a g r i c u l t u r e w ith t h e h i g h e s t farm ing program s c o r e s ; t h e s c o r e s d e c li n e d g r a d u a l l y f o r o l d e r te a c h e rs. In t h i s stud y they a l s o found s i g n i f i c a n t c o r r e l a t i o n between th e p e r c e n t o f s t u d e n t s l i v i n g in r u r a l a r e a s and 1) t h e a v e ra g e number o f s u p e r v is o r y v i s i t s p e r s t u d e n t , and 2 ) t h e s t u d e n t s ' farm in g program 34 scores. S cho ols r e p o r t i n g more th a n 76 p e r c e n t o f t h e i r s t u d e n t s from r u r a l a r e a s had th e h i g h e s t mean farm ing program sc o re and averaged th e h i g h e s t number o f s u p e r v is o r y v i s i t s . Among th e c o n c lu s io n s o f a s tu d y by W illiam s (1981), in t h e s t a t e o f Iowa, was t h e f i n d i n g t h a t s t u d e n t s p e rc e iv e d t h e i r v o c a t i o n a l a g r i c u l t u r e t e a c h e r s to b e o f th e g r e a t e s t a s s i s t a n c e in a r e a s r e l a t e d to k e epin g r e c o r d s , p ro v id in g encouragem ent, s e t t i n g e d u c a t i o n a l g o a ls and l e a r n i n g s k i l l s in a g r c u l t u r e . R esearch completed in North C a r o lin a by M i l l e r (1980) i n d i c a t e d t h a t S .O .E . programs i n North C a r o lin a were c l a s s i f i e d a s "weak” o r "v ery weak" by a b o u t o n e - t h i r d o f t h e t e a c h e r s (34 p e r c e n t ) , w h ile o n e - f o u r t h o f th e group c l a s s i f i e d t h e i r programs a s " s t r o n g " o r "very stro n g ". In t h e same s tu d y th e r e s e a r c h e r d is c o v e re d t h a t most te a c h e rs were o f f e r i n g c lassro o m stud y on S.O .E . programs, b u t most s t u d e n t s were g e t t i n g an in a d e q u a te number o f s u p e r v is o r y v i s i t s from t h e i r t e a c h e r s , and even th o s e were d e c r e a s i n g . Types o f S u p e rv ise d O c c u p a tio n a l E x p e rie n c e Programs An im p o rta n t p a r t o f v o c a t i o n a l a g r i c u l t u r e programs a re t h e S u p e rv ise d O c c u p a tio n a l E x p e rie n c e programs o f th e s t u d e n t s . The S.O .E . programs make t h e i n s t r u c t i o n in an a g r i c u l t u r a l c o u rse p r a c t i c a l and m eanin gful to t h e s t u d e n t . v a lu e . As P h ip p s, They have g r e a t m o ti v a t i o n a l (1979) s t a t e d , t h e term , " S u p e rv ise d O c cu p a tio n a l E x p e rie n c e " program s, a r e used to encompass b oth e x p e r ie n c e programs f o r p e rs o n s who a re p r e p a r in g f o r farming and e x p e r ie n c e programs f o r p e rs o n s who a re p r e p a r in g f o r non-farm o c c u p a tio n s r e q u i r i n g knowledge 35 and s k i l l in a g r i c u l t u r e . Lamar (1971, pp. 154-165), l i s t e d f o u r ty p e s o f programs t h a t p ro v id e e x p e r ie n c e s r e l a t e d to farm ing o c c u p a tio n s : 1. S u p e rv is e d farm ing program s. 2. Farm p la ce m e n t program s. 3. Farming e x p e r ie n c e on a s c h o o l farm . 4. C om binations o f t h e above t h r e e a l t e r n a t i v e s . P e a rc e, (1965, p. 60) made t h e fo llo w in g o b s e r a t i o n a b o ut t h e S u p e rv is e d O c c u p a tio n a l E x p e rie n c e programs in meeting th e n eed s o f a l l v o c atio n al a g ric u ltu re s tu d e n ts: S o c ie ty i s i n a s t a t e o f c o n t i n u a l change, y e t many programs a re b a s i c a l l y no d i f f e r e n t th a n th e y were tw enty y e a r s ago. Too many have f a i l e d to ta k e in t o a c c o u n t th e i m p l i c a t i o n s o f c h an g e s, such a s : 1) t h e d e c r e a s in g o p p o r t u n i t i e s to b e gin and advance in t h e v o c a ti o n o f fa rm in g . . . , 2) many o f t h e i n d i v i d u a l s e n r o l l i n g in a g r i c u l t u r a l programs a re n o t from farms w h ile o t h e r s a re n o t i n t e r e s t e d in farming a s a v o c a ti o n , 3) changing te c h n o lo g y and advancing auto m ation which has a l t e r e d th e make up o f th e demand o f th e la b o r f o r c e , and 4 ) r e c e n t l e g i s l a t i o n p ro v id in g a b ro a d e r p e r s p e c t i v e fo r th e improvement o f program s. In t h e same a r t i c l e P earce (1965 p . 60), s t a t e d t h a t , "The im portance o f a g r i c u l t u r a l t r a i n i n g h a s n o t d e c re a s e d by th e s e changes, on t h e c o n t r a r y , th ey i n d i c a t e t h a t a g r i c u l t u r a l t r a i n i n g i s more n e c e s s a ry th a n e v e r b e f o r e " . S in c e t h e Smith-Hughes Act was p a sse d on F eb ruary 7 , 1917, v o c a t i o n a l a g r i c u l t u r e programs i n many sec o n d a ry s c h o o ls have been expanded to in c lu d e p r e p a r a t i o n f o r a number o f d i f f e r e n t o c c u p a tio n s in a g ric u ltu re . The e x p a n sio n has c r e a t e d a need to expand t h e ty p e s o f th e S.O .E . programs a v a i l a b l e t o s t u d e n t s . 182-183), d e s c r ib e d th e need a s f o llo w s : McCracken (1975, pp. 36 There can be no a d eq u a te t r a i n i n g in an a g r i c u l t u r a l o c c u p a tio n t h a t does n o t have i t s f o u n d a tio n s in e x p e r ie n c e p a r t i c i p a t i o n in t h e t a s k s f o r which th e a b i l i t i e s a re needed. I n d i v i d u a l s i n ev ery group t a u g h t sho uld have e x p e r ie n c e program s. What one p r a c t i c e s , what he e x p e r i e n c e s , what he p a r t i c i p a t e s i n he l e a r n s . P e te r s o n and M cC reight, (1973, pp. 245-246) in a j o u r n a l a r t i c l e , i d e n t i f i e d f i v e ty p e s o f S .O .E . programs t h a t could p ro v id e o p p o r t u n i t i e s f o r s t u d e n t s who a r e e n r o l l e d in v o c a t i o n a l a g r i c u l t u r a l program, a s f o ll o w s : 1. S u p e rv is e d farm ing program. 2. S u p e rv is e d farm p la c e m e n t program. 3. S u p e rv is e d l a b o r a t o r y program s. 4. S u p e rv is e d c o o p e r a t i v e a g r i b u s i n e s s program s. 5. S u p e rv is e d e x p l o r a t o r y program s. A b r i e f d e s c r i p t i o n o f each program i s g iv e n below. 2.1 S u p e rv is e d Farming Program T his ty p e o f program p r o v i d e s an a l t e r n a t i v e f o r ow nership, se lf-e m p lo y m e n t, and management e x p e r ie n c e . H i s t o r i c a l l y , s u p e r v is e d farm ing programs have been p lan ned to i n c lu d e : 2.11 P r o d u c tio n farm p r o j e c t s , 2 .1 2 Improvement p r a c t i c e s , and 2 .1 3 O c c u p a tio n a l or a g r i c u l t u r a l s k i l l s . The program i s d e sig n e d f o r s t u d e n t s who a re becoming p re p a re d to farm. I t i s a ls o re c o g n iz e d by a u t h o r s quoted e a r l i e r in t h i s s tu d y , such as Hammond, (19 50 ); P e te r s o n & M cC reight, (1 97 3); and N i a g i l l , an e x c e l l e n t a g r i b u s i n e s s p r e p a r a t i o n program . (1933) as 37 2.2 S u p e rv is e d C o o p e ra tiv e Farm Placem ent S tu d e n ts w ith o u t r e s o u r c e s f o r a s u p e r v is e d farm ing program may e l e c t to develop c o m p eten c ie s i n p r o d u c tio n a g r i c u l t u r e th ro u g h employment on a farm . Labor laws and r e g u l a t i o n s must be c o n sid e re d in t h i s ty p e o f program. A ccording to B ink ley (1 9 7 0 ); Phipps (1 9 7 2 ); and T a f t (19 6 0 ), t h r e e k in d s o f t h i s ty p e o f S .O .E . program a r e : 2.21 Farm p la ce m e n t, 2 .2 2 Improvement p r o j e c t (on e i t h e r th e s t u d e n t ' s home or e m p lo y e r’s fa rm ), and 2 .2 3 2 .3 A g ric u ltu ra l s k i l l s . S u p e rv ise d L a b o r a to r y Program T his ty p e o f S .O .E . program was o r i g i n a l l y l i m i t e d to a s c h o o l ’s farm . But, a s P e te r s o n & M cCreight (1973) and Lamar (1971) s t a t e d , to day th e s e k in d s o f e x p e r ie n c e s may in v o lv e p r o d u c tio n p r o j e c t s u s in g t h e s c h o o l 's farm , g reen h o u se, o r sho p . Such e x p e r ie n c e s would o c c u r o u t s i d e o f th e normal c la s s ro o m s e t t i n g and shop a c t i v i t i e s . O ther p h a se s o f th e program would in v o lv e improvement p r o j e c t s and th e developm ent o f a g r i c u l t u r a l s k i l l s . As s t a t e d in t h e Michigan S u p e rv is e d A g r i c u l t u r a l E x p e rie n c e Record Book (1981), t h e s c h o o l farm, f o r e s t , o r s p e c i a l land l a b o r a t o r y should p ro v id e s e v e r a l w orthw hile l e a r n i n g e x p e r ie n c e s . I n many c a s e s , s t u d e n t s w i l l have an o p p o r tu n i ty to p a r t i c i p a t e in t h e p r o d u c tio n o f c ro p s and l i v e s t o c k u n d e r p ro p e r su p erv isio n . A c t i v i t i e s should in c lu d e t h e o p e r a t i o n o f farm equipm ent, t h e use o f new approved p r a c t i c e s , t h e p la n n in g and c a r r y in g th ro u g h to c o m pletio n o f improvement p r o j e c t s , and t h e s e c u r in g o f p r a c t i c a l e x p e r ie n c e in farm a c c o u n tin g and management. 38 2 .4 S u p e rv ise d C o o p e ra tiv e A g r ib u s in e s s Programs A s u p e r v is e d c o o p e r a tiv e a g r i b u s i n e s s program r e f e r s to a program w herein s t u d e n t s r e c e i v e t h e i r o c c u p a tio n a l e x p e r ie n c e under a c t u a l o n t h e - j o b s i t u a t i o n s in c o o p e r a tio n w ith an employer. The program is c o o p e r a t i v e in n a t u r e , s i n c e th e employer r e c o g n iz e s h i s / h e r r o l e in making th e e x p e r ie n c e e d u c a t i o n a l . I t i s h i s / h e r r e s p o n s i b i l i t y to h e lp p ro v id e e x p e r ie n c e s and o n - t h e - j o b i n s t r u c t i o n d i r e c t l y r e l a t e d to t h e o c c u p a tio n f o r which th e s t u d e n t i s b ein g p re p a re d . As Phipps (1972) s t a t e d , a good e x p e r ie n c e program in an o f f - f a r m a g r i b u s i n e s s i s made iq? o f p lann ed jo b s and r e s p o n s i b i l i t i e s in s e l e c t e d c o o p e r a tin g bu sin esses. In t h i s program, s t u d e n t s may be on r e l e a s e d tim e from s c h o o l or may work a f t e r s c h o o l or d urin g th e summer months. W illiam s (1977) s t a t e d , la b o r laws and As r e g u l a t i o n s r e s t r i c t t h i s ty p e o f program to s t u d e n t s who a re 16 y e a r s o f age or o l d e r . 2 .5 S u p e rv ise d E x p l o r a t o r y Programs T his ty p e o f program may be a b eg in n in g e x p e r ie n c e f o r some v o c atio n al a g ric u ltu re s tu d e n ts. The program, a s P e te r s o n & McCreight ( 1973) s ta t e d , has th re e p a r ts : 2.51 S t u d e n ts a re r e q u i r e d to in t e r v i e w a number o f em ployers and employees in a g r i b u s i n e s s f i r m s , 2 .5 2 Home improvement p r o j e c t s , and 2 .5 3 O c c u p a tio n a l s k i l l s t h a t may be p r o d u c tio n or a g r i b u s i n e s s in n a t u r e . 39 P la n n in g S u p e rv is e d O c c u p a tio n a l E x p e rie n c e s Programs S u p e rv is e d o c c u p a t i o n a l e x p e r ie n c e programs which p ro v id e maximum l e a r n i n g i n v o c a t i o n a l a g r i c u l t u r e in t h e sec o n d a ry s c h o o ls r e q u i r e c a r e f u l p la n n i n g . The t e a c h e r o f v o c a t i o n a l a g r i c u l t u r e sh o u ld a c c e p t t h e r e s p o n s i b i l i t y f o r d i r e c t i n g p la n n in g . The p u rp o s e s in p la n n in g a s t u d e n t ' s S .O .E . program, a s W illiam s (1977) and M a g ill (1933) d e s c r i b e d , can be summarized a s fo llo w s : 1. To te a c h s t u d e n t s how to a n t i c i p a t e t h e emergence o f c o n d i t i o n s and p roblem s, and be p re p a re d to d e a l w ith them. 2. To p r o v id e a d e f i n i t e p la n fo r te a c h in g s t u d e n t s to a n a ly z e an o c c u p a tio n . 3. To te a c h a s t u d e n t to r e c o g n iz e and e v a l u a t e improvement p ra c tice s. 4. To e n a b le t h e s t u d e n t to d e te rm in e t h e p o s s i b i l i t i e s f o r p r o f i t or income from an o c c u p a tio n or b u s in e s s t r a n s a c t i o n . 5. To be a s s u r e d t h a t s t u d e n t s w i l l c a r r y o u t jo b s and e x p e r ie n c e s s a t i s f a c t o r i l y . 6. To p r o v id e more m ean in g fu l in - s c h o o l i n s t r u c t i o n to meet s t u d e n t n e ed s, and to g iv e more in f o r m a tio n in r e g a rd to a g r i c u l t u r a l o c c u p a tio n s . These p u rp o s e s r e p r e s e n t e d a com posite o f th e e x p re s s e d b e l i e f s o f a group o f t e a c h e r s o f a g r i c u l t u r e , s t a t e s u p e r v i s o r s , and t e a c h e r e d u ca to rs. The m o tiv a tio n f o r t h e i r group th i n k i n g a b o u t S.O .E . program s, a s M ag ill (19 33 , pp. 57-58) s t a t e d , was t h a t " . p urpose o f p la n n in g i s to promote l e a r n i n g . ” . .th e r e a l 40 B inkley (1970), a s he s t a t e d in h is book, b e lie v e d t h a t . .Good p la n n in g h e lp s i n s u r e a t l e a s t a moderate amount o f su c c e ss in th e f i r s t u n d e r t a k i n g ." In an a r t i c l e , M i l l e r , (1976, pp. 147, 148), i n d i c a t e d t h a t v o c a t i o n a l a g r i c u l t u r e t e a c h e r s can j u s t i f y th e s u p e r v i s i o n o f S .O .E . programs a s a p a r t o f c u rric u lu m c o n te n t because o f th e modern co n ce p t o f S .O .E . program s. He a ls o wrote in t h e same a r tic le th a t: A ll s t u d e n t s in v o c a t i o n a l a g r i c u l t u r e need to le a r n th e what, why, and how o f s u p e rv is e d o c c u p a tio n a l e x p e r ie n c e . There i s in a d e q u a te tim e to do t h i s v ia i n d i v i d u a l home v i s i t s : t h u s , group i n s t r u c t i o n becomes a mandate. Not j u s t a few days b u t p e rh a p s a s much a s s i x weeks i s needed to e s t a b l i s h t h e co n cep ts and help s t u d e n t s i d e n t i f y th e o p p o r t u n i t i e s im p o r ta n t to them and to p re p a re p la n s f o r becoming in v o lv e d . R esearch completed by W illiam s (1 9 77 ), r e p o r t e d t h a t v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in th e S t a t e o f Iowa, i d e n t i f i e d t h e h e lp given by t h e i r p a r e n t s and t h e i r v o c a t i o n a l a g r i c u l t u r e t e a c h e r s among th e most im p o r ta n t f a c t o r s i n p la n n in g and c o n d u c tin g t h e i r S.O .E . program s. Johnson (1954, p. 4 ), e x p la in e d t h e need fo r p la n n in g th e S.O .E . programs by u s in g s u p e r v is e d farm ing programs a s an example. The s t u d e n t s must r e a l i z e t h a t to develop a long time farm ing program in t o a p r a c t i c a l and sound farm ing b u s in e s s w i l l r e q u i r e much tim e , th o u g h t, and work. Every i n d i v i d u a l farm in g program must have a w e ll developed working p la n from th e b e g in n in g . The s t u d e n t s must p la n , s tu d y , and e x ec u te p l a n s . T h in king th ro ug h to a sound d e c i s i o n r e q u i r e s s y s te m a tic s tu d y . T h is n e c e s s i t a t e s t h a t th e i n s t r u c t o r o f f e r i n d i v i d u a l , group, and c l a s s i n s t r u c t i o n , based l a r g e l y on t h e farm ing program o f th e s t u d e n t s . In a s tu d y o f f a c t o r s r e l a t e d to th e s u c c e ss o f New Mexico v o c a t i o n a l a g r i c u l t u r e a s F .F .A . a d v i s o r s by Vaughn (1976), i t was 41 found t h a t th e r e was a s i g n i f i c a n t r e l a t i o n s h i p between t h e deg ree o f s u c c e s s o f th e F .F .A . c h a p t e r and t h e s i z e o f th e community where t h e v o c a t i o n a l a g r i c u l t u r e d e p artm en t was l o c a t e d . T h is r e l a t i o n s h i p was n e g a t i v e in t h a t as th e p o p u la tio n s i z e o f a community d e c r e a s e d , th e d eg ree o f F .F .A . c h a p t e r s u c c e ss in c r e a s e d . N e r v i l l e (1973) conducted a stu d y to i n v e s t i g a t e t h e co m p eten cies o f t e n t h g rad e v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in Ohio and r e p o r t e d a s i g n i f i c a n t p o s i t i v e r e l a t i o n s h i p between t h e number o f S.O .E . programs and achievem ent s c o r e s . In th e same s tu d y , t h e r e s e a r c h e r a l s o found a p o s i t i v e r e l a t i o n s h i p between achievem ent t e s t s c o r e s and l i v i n g on a farm . On th e whole, an im p o r ta n t s te p toward q u a l i t y c o n t r o l in an e d u c t i o n a l p r o c e s s i s t h e s e t t i n g o f p l a n s f o r th e p r o c e s s . T his s te p p r o v id e s a framework f o r s e l e c t i n g a c t i v i t i e s to meet t h e s t a n d a r d s o f t h a t e d u c a tio n a l p r o c e s s and e v a l u a t i n g th e e f f e c t i v e n e s s o f a c t i v i t i e s i n meeting th e s t a n d a r d s . R athurn (1976), in h is s tu d y , found a s i g n i f i c a n t p o s i t i v e r e l a t i o n s h i p between th e e x t e n t to which a s t u d e n t p a r t i c i p a t e s in a v o c a t i o n a l s t u d e n t o r g a n i z a t i o n and h i s / h e r development o f l e a d e r s h i p , c i t i z e n s h i p , c h a r a c t e r , w i l l i n g n e s s to a c c e p t r e s p o n s i b i l i t y , c o n fid e n c e in s e l f and work and c o o p e r a tiv e s p i r i t and e f f o r t . He a l s o found, in t h e same s tu d y , t h a t s t u d e n t s who were more a c t i v e were p e rc e iv e d by t h e i r t e a c h e r s , em ployers or p a r e n t s a s h av ing h ig h e r l e v e l s o f a b i l i t y in l e a d e r s h i p , c i t i z e n s h i p , r e s p o n s i b i l i t y , c o n fid e n c e , and c o o p e r a tio n , th a n s t u d e n t s who were l e s s a c t i v e . Employment s u c c e ss o f s t u d e n t s was found to be s i g n i f i c a n t l y r e l a t e d to H2 th e l e v e l o f p a r t i c i p a t i o n and le n g th o f t r a i n i n g . E v a lu a tio n o f S .O .E . Programs The g o a l o f a g r i c u l t u r a l e d u c a tio n and t r a i n i n g p e r s o n n e l, a d m i n i s t r a t o r s , and i n s t r u c t o r s who a re in v o lv e d in S .O .E . program s, i s to o f f e r th e h i g h e s t q u a l i t y program p o s s i b l e , g iv en t h e r e s o u r c e s a v a i l a b l e . To a c h ie v e t h i s , i t i s im p o r ta n t to e v a l u a t e t h e S .O .E . component i n v o c a t i o n a l a g r i c u l t u r a l e d u c a tio n programs in o r d e r to a c h ie v e th e f o llo w in g : 1. Find o u t t h e s t r e n g t h s and w eaknesses o f t h e S .O .E . program. 2. Help th e v o c a t i o n a l a g r i c u l t u r e t e a c h e r to e v a l u a t e t h e e ffe c tiv e n e ss o f h is /h e r a c t i v i t i e s . 3. Determine ways and means o f improving the S .O .E . program. E v a lu a tin g a S.O .E . program a l s o a s s i s t s i t s t e a c h e r in improving h i s / h e r program. R e c o g n itio n a l s o must be g iven to t h e f a c t t h a t a S .O .E . program i s e v a lu a te d c o n tin u o u s ly by th o se who a re d i r e c t l y and in d ire c tly a ffe cted . I t i s d i f f i c u l t f o r s t u d e n t s to e v a l u a t e t h e i r own e x p e r ie n c e and r e c o g n iz e t h e i r p r o g r e s s in l e a r n i n g . To help s t u d e n t s r e c o g n iz e t h e i r a ch ie v e m en ts, t h e t e a c h e r can d i r e c t th e stu d e n ts: 1 - To compare a ch ie v e m en ts w ith g o a ls s e t in t h e p la n n in g s t a g e , 2 - to c o n s id e r c o n t r i b u t i o n s o f o c c u p a tio n a l e x p e r ie n c e in a g r i c u l t r u e to m eeting n e e d s , 3 - to i d e n t i f y ways i n which th e e x p e r ie n c e in a g r i c u l t u r e r e l a t e d to h i s p e r s o n a l d evelo pm ents, and H - to fin d th e v a lu e in h is e x p e r ie n c e fo r o c c u p a t i o n a l , and e d u c t i o n a l p la n n in g . (U.S. O f f i c e o f E d u c a tio n , 1965, p. 66) M easuring outcomes o f an S .O .E . program i s th e b e s t way o f 43 d e te rm in in g p r o g r e s s toward e d u c a t i o n a l o b j e c t i v e s . A lso , i t i s th e most d i f f i c u l t p a r t o f t h e whole p ro c e s s o f e v a l u a t i o n . The outcomes i n which th e t e a c h e r sh o u ld be i n t e r e s t e d a re t h e growth and developm ent o f i n d i v i d u a l s in th e achievem ent o f t h e S .O .E . program o b je c tiv e s. The growth o f i n d i v i d u a l s in S.O .E . programs a r e o f te n measured i n d i r e c t l y by m easuring changes in a g r i c u l t u r e . The e v a l u a t o r who a s s e s s e s S .O .E . programs in terms o f th e s e outcomes sho uld r e a l i z e t h a t th e r e s u l t s may be a f f e c t e d by i n i t i a t i v e , s u b s i d i e s , u n u su al w e a th e r c o n d i t i o n s , new v a r i e t i e s , o r o t h e r v a r i a b l e s . S le d g e (1960) s t a t e d t h a t i n v o c a t i o n a l a g r i c u l t u r e t h e t e a c h e r can e v a lu a te e i t h e r 1) outcomes, r e s u l t s , and e f f e c t s , 2) p r o c e s s , method, p ro c e d u re s , and te c h n i q u e s , o r 3) a c o m b in a tio n o f one and two. T his p o i n t s o u t t h a t program e v a l u a t i o n sh o u ld o c c u r d u rin g th e p la n n in g and c o n d u c tin g s t a g e s , a s w e ll a s a f t e r an outcome or r e s u l t h a s been r e a l i z e d . H arold M a tte rs o n (1972) e x p la in e d t h a t v o c a t i o n a l e d u c a to r s a re g e n e r a l l y concerned w ith two ty p e s o f e v a l u a t i o n s : im proving a program, and (2 ) im p o rtan c e o f a program. (1 ) e v a l u a t i o n fo r e v a l u a t i o n fo r p ro v in g th e v a lu e and One purpose f o r th e second ty p e i s to show t h e v a lu e o f a program, o r a s p e c i f i c component o f a program. Smith (1 9 5 7 1 p. 25 0), su g g e s te d s e v e r a l c r i t e r i a f o r use in e v a l u a t i n g th e S .O .E . program s: 1. I s i t i n t e r e s t i n g to th e s t u d e n t ? 2. Does th e program em phasize p e r t i n e n t b a s i c s k i l l s ? 3. Does the program improve present con d ition s or introduce new p ra ctices? 44 4. Does th e program show f i n a n c i a l r e t u r n to th e stu d en t? 5. Does th e program p r o v id e a b a s i s f o r te a c h in g a p p r o p r i a t e com p eten c ie s? 6. I s t h e program o rg a n iz e d and o p e r a te d in a b u s in e s s l i k e way? 7. I s t h e program l e a d i n g to o c c u p a tio n a l e n t r y or to a d d i t i o n a l t r a i n i n g ? I n an a n a l y s i s o f f a c t o r s r e l a t e d to t h e e d u c a t i o n a l p l a n s o f v o c a t i o n a l a g r i c u l t u r e s t u d e n t s i n t h e s t a t e o f Iowa, B y le r (1975) found no s i g n i f i c a n t d i f f e r e n c e in t h e p e rc e iv e d v a lu e o f t h e S.O .E . programs f o r th e o c c u p a tio n s which s t u d e n t s p la n n ed t o e n t e r when th e y were grouped a c c o rd in g to t h e i r e d u c a t i o n a l p l a n upon g r a d u a t i o n from h ig h s c h o o l. However, B y le r (1976) in a n o th e r s tu d y o f f a c t o r s r e l a t e d to o c c u p a tio n d e c is io n -m a k in g o f s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s i n t h e s t a t e o f Iowa, found t h a t s t u d e n t s l i v i n g on farms p e r c e iv e d t h e v a lu e o f t h e i r S u p e rv is e d O c c u p a tio n a l E x p e rie n c e s , f o r t h e o c c u p a tio n th e y planned to e n t e r , to b e s i g n i f i c a n t l y g r e a t e r th a n t h e v a lu e p e r c e iv e d by o f f - f a r m s t u d e n t s . Kash and B a r ic k (1978) p r e s e n te d t h a t : The elem en t common to a l l e v a l u a t i o n programs t h a t have s u c c e s s f u l l y i n c r e a s e d p u p i l s e l f - e s t e e m i s t h e p r o v i s i o n o f fe e d b ac k u n d e r c o n d i t i o n s t h a t are n o n -ju d g m e n ta l, and t h a t fo c u s a t t e n t i o n on t h e p u p i l , h i s or h e r c o n d i t i o n s , c o n c e rn s , and a b i l i t i e s . R u p e r t (1956) e x p la in e d in h i s a r t i c l e t h a t e v a l u a t i n g s u p e r v is e d o c c u p a t i o n a l e x p e r ie n c e programs i s n o t an e asy t a s k . To know w h eth er o r n o t a program i s m e etin g th e n e ed s o f t h e s t u d e n t s , and to know 45 w hether or n o t i t i s a cc o m plish ing i t s d e s i r e d pu rpo se, r e q u i r e s c a r e f u l a ss e ss m e n t. Summary The s u c c e ss o f a v o c a t i o n a l a g r i c u l t u r e program, in re a c h in g some o f i t s most im p o r ta n t aims and o b j e c t i v e s , can be ach ie v e d u sin g s u p e r v is e d o c c u p a tio n a l e x p e r ie n c e program s. I t i s a l e a r n i n g by doing c o n ce p t o f v o c a t i o n a l a g r i c u l t u r e , which d e f i n e s te a c h in g in a n o n t r a d i t i o n a l manner, and in c lu d e s s y s te m a tic i n s t r u c t i o n and s u p e r v i s i o n o u t s i d e t h e c lassro o m . The e d u c a t i o n a l v a lu e o f S.O .E . programs have been t e s t e d in p r e v io u s y e a r s ; most o f them have been summarized and d is c u s s e d in t h i s c h a p t e r . However, i t h a s a l s o been found t h a t s e l e c t i o n and p la n n in g o f S .O .E . programs c o u ld be more e f f e c t i v e i f s p e c i f i c ty p e s o f S.O .E . programs and te a c h in g methods were used. The l i t e r a t u r e c i t e d in t h i s c h a p t e r was p r e s e n te d in th e f o llo w in g a r e a s : The Im portance o f th e S.O .E . Program in V o c a tio n a l A g r i c u l t u r e , The Purpose o f S.O .E . Program s, Major O b je c ti v e s o f S.O .E . Programs, The V alues o f S.O .E . Program s, The Im p o rtance o f t h e T eacher in C onducting S .O .E . Programs, Types o f S.O .E . Program s, S u p e rv is e d Farming Program, S u p e rv is e d C o o p e ra tiv e Farm Placem ent, S u p e rv is e d L a b o ra to ry Program, S u p e rv is e d C o o p e ra tiv e A g rib u s in e s s Program, S u p e rv is e d E x p lo ra to ry Program, P la n n in g S u p e rv is e d O c c u p a tio n a l E x p e rie n c e Program, E v a lu a tio n o f S .O .E . Program s. CHAPTER I I I DESIGN AND METHODOLOGY In tro d u ctio n The p rim ary p urpose o f t h i s s tu d y was f i r s t to compare t h e p e r c e iv e d e d u c a t i o n a l c o m p e te n c ie s o f M ichigan v o c a t i o n a l a g r i c u l t u r e s t u d e n t s who were e n r o l l e d in a p r o d u c tio n a g r i c u l t u r e program w ith a S u p e rv is e d O c c u p a tio n a l E x p e rie n c e program t h a t focused on one o f th e f o ll o w i n g : (a ) farm or a g r i b u s i n e s s p la ce m e n t program s; (b) s c h o o l land l a b o r a t o r i e s ; o r (c ) home farm p r o d u c t i o n , a n d , t h e s t u d e n t ' s p la c e o f r e s i d e n c e ; a ) on a farm, o r b) in a town, c i t y , o r n on -farm a r e a . A second purpose was, to a n a ly z e r e l a t i o n s h i p s between t h e s t u d e n t s 1 t y p e s o f S .O .E . program, and t h e a t t i t u d e s o f th e v o c a t i o n a l a g ric u ltu r a l stu d en ts. A m a ile d q u e s t i o n n a i r e was used to c o l l e c t t h e d a ta from t e a c h e r s and s t u d e n t s c o n c e rn e d . Cover l e t t e r s accompanied t h e m ailed q u e s t i o n n a i r e s to e x p l a i n t h e s tu d y and r e q u e s t t h e c o o p e r a tio n o f t e a c h e r s and s t u d e n t s in v o lv e d in t h e stu d y (s e e Appendix B ). The q u e s t i o n n a i r e was developed in t h r e e p a r t s . P a r t I o f th e q u e s t i o n n a i r e was develo ped to o b ta in d a ta from v o c a t i o n a l a g r i c u l t u r e t e a c h e r s , in r e g a r d t o : 1. The major fo c u s o f t h e S .O .E . program in which each s t u d e n t i n t h e su rv e y was in v o lv e d ; (a) Farm or a g r i b u s i n e s s p lacem en t program, 46 47 (b) S chool la n d l a b o r a t o r i e s , or (c ) Home farm p r o d u c tio n , 2. The p la c e o f r e s i d e n c e o f each s t u d e n t ; (a) Farm, or (b) Non-farm a r e a ; and 3. The s t u d e n t ' s g e n e r a l a t t i t u d e s toward work and fe llo w w o rkers. P a r t I I o f th e q u e s t i o n n a i r e was d e sig n e d to o b ta in d a ta from s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s , in c lu d in g p e r s o n a l in fo r m a tio n and a d e s c r i p t i o n o f t h e r e s p o n d e n t 's S.O .E . program. P a r t I I I o f th e q u e s t i o n n a i r e c o n ta in e d competency s ta t e m e n ts randomly s e l e c t e d from "Recommended Minimum V o c a tio n a l/T e c h n ic a l Program Perform ance O b j e c t i v e s . " (M ichigan D epartment o f E d u c a tio n V o catio n T e c h n ic a l E d u c a tio n G u id e lin e s , 1972). The p ro c e d u re s used by th e r e s e a r c h e r in acc o m p lish in g th e o b j e c t i v e s o f th e stu d y a re d e s c r ib e d in t h i s c h a p t e r . p ro c e d u re s a re o rg a n iz e d a s f o ll o w s : These P o p u la tio n , Sampling P ro c e d u re s, Development o f I n s tr u m e n ts , M ailin g P r o c e d u re s , and Methods o f Data A n a ly s is . P o p u la tio n The t a r g e t p o p u la tio n ^ i n t h i s stu d y c o n s i s t e d o f a l l Michigan h ig h sch o o l s t u d e n t s e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e who were 1. As d e fin e d by Borg & G a ll (1979) i t means a l l t h e members o f a r e a l or h y p o t h e t i c a l s e t o f p e o p le , e v e n ts , o r o b j e c t s to which t h e r e s e a r c h e r w ish es to g e n e r a l i z e t h e r e s u l t s o f h i s / h e r research . 48 c l a s s i f i e d a s s e n i o r s i n p r o d u c tio n a g r i c u l t u r e (0 1 .0 3 0 1 ) d u rin g th e 1981-82 s c h o o l y e a r . A l i s t i n g o f t h i s p o p u la tio n in t h e s t a t e o f M ichigan was o b ta in e d from th e p u b l i c a t i o n , "Reimbursed V o c a tio n a l A g r i- b u s in e s s and N a tu r a l R esources programs in M ichigan" (M eaders, 1982 ), and th e "M ichigan A g r ic u ltu r e and N a tu r a l R esources E d u catio n 1981-82; D i r e c t o r y . " The t a r g e t p o p u la tio n c o n s is te d o f a l l s t u d e n t s e n r o l l e d in 143 h ig h s c h o o ls and a r e a v o c a t i o n a l c e n t e r s t h a t were randomly s e l e c t e d from th e s e two s o u r c e s . Sampling Procedure The f i r s t s te p in sam plin g i s to d e f in e th e t a r g e t p o p u la tio n which has a lr e a d y been m entioned. The sam pling pro cedu re in v olv ed th e s e l e c t i o n o f a p o r t i o n o f t h e p o p u la tio n , a s r e p r e s e n t a t i v e o f th e t a r g e t p o p u la tio n . To e n su re t h a t v o c a t i o n a l a g r i c u l t u r e t e a c h e r s and s t u d e n t s from th e t a r g e t p o p u la tio n in t h e S t a t e o f Michigan would be r e p r e s e n te d in th e sam ple, s y s te m a tic random sam pling p ro c e d u re s were used to o b ta in a sample from th e t a r g e t p o p u la tio n . The s y s te m a tic random sam pling p ro c e d u re i s one in which each i n d i v i d u a l in t h e d e fin e d t a r g e t p o p u la tio n h as an e q u a l chance o f b e in g in c lu d e d . As d e s c r ib e d by Borg and C a ll (1979) > t h e p o p u la tio n used in t h i s stu d y had been l i s t e . in a S t a t e D i r e c t o r y o f T e a ch e rs o f V o c a tio n a l A g r ic u ltu r e ( 1981 - 8 2 ), th e d i r e c t o r y l i s t e d a l l o f t h e t e a c h e r s in a l p h a b e t i c a l o r d e r by s c h o o l. The l i s t o f s c h o o ls used in t h i s s tu d y were randomly choosen from t h i s s o u rc e . The main purpose f o r u s in g a random sam pling te c h n iq u e was t h a t s y s te m a tic random sam ples y i e l d r e s e a r c h d a ta t h a t can be g e n e r a liz e d 49 to a l a r g e r p o p u la tio n w ith in m argins o f e r r o r t h a t can be d eterm ined sta tistic a lly . S y s te m a tic random sam p ling was a ls o p r e f e r r e d because i t p e r m itte d t h e r e s e a r c h e r to ap p ly i n f e r e n t i a l s t a t i s t i c s to th e d a ta . I n f e r e n t i a l s t a t i s t i c s enabled t h e r e s e a r c h e r to make c e r t a i n i n f e r e n c e s a b o u t th e p o p u la tio n v a lu e s (mean, s ta n d a rd d e v i a t i o n , and c o r r e l a t i o n c o e f f i c i e n t ) on t h e b a s i s o f sample v a lu e s o b ta in e d . The s i z e o f th e sam ples f o r t h i s s tu d y was 43 s c h o o ls , o r , n e a r ly o n e - t h i r d o f th e t o t a l p o p u l a t i o n . A ccording to Gay (1981), Borg & G all (1979)» and Roseae (1975) t h e sample s i z e in t h i s stu d y exceeded t h e minimum number (10-20 p e r c e n t o f t o t a l p o p u l a t i o n , o r a t l e a s t 30 s u b j e c t s ) o f s u b j e c t ( s c h o o ls ) b e lie v e d to be a c c e p ta b le f o r g e n e r a l i z i n g r e s e a r c h r e s u l t s from sample to t a r g e t p o p u l a t i o n . Development o f In s tru m e n t The in s tr u m e n t used in th e s tu d y was d e sig n e d to o b ta in d e s c r i p t i v e d a ta needed to f u l f i l l t h e o b j e c t i v e s o f th e s tu d y . P art I o f th e su rv e y in s tr u m e n t was d e sig n e d to o b ta in d a ta from v o c a t i o n a l a g ric u ltu re te ac h e rs. Data r e q u e s te d in c lu d e d : (1 ) t h e major fo c u s o f th e S.O .E . programs i n which each s t u d e n t i n t h e surv ey was in v o lv e d , (2 ) t h e p l a c e o f r e s i d e n c e o f each s t u d e n t , and (3 ) each s t u d e n t ’s a t t i t u d e s toward work and o t h e r w o rk e rs. The developm ent o f th e s e q u e s t i o n s in v o lv e d a s s i s t a n c e from th e r e s e a r c h e r ' s d o c t o r a l program c o n m itte e in re v ie w in g th e q u e s t i o n s f o r c l a r i t y and a p p r o p r i a t e n e s s . P a r t s I I and I I I o f th e s u rv e y in s tr u m e n t were developed to o b t a i n d a ta from s e n i o r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s . P a r t I I in c lu d e d e i g h t q u e s t i o n s , d e sig n e d to o b t a i n p e r s o n a l in f o r m a t io n and a d e s c r i p t i o n o f 50 t h e major focus o f each r e s p o n d e n t 's S.O .E . program. P a r t I I I o f th e q u e s t i o n n a i r e c o n ta in e d 52 competency s ta t e m e n ts which were randomly s e l e c t e d from "Recommended Minimum V o c a tio n a l T e c h n ic a l program Perform ance O b j e c t i v e s " , T e c h n ic a l G u id e lin e s , (Michigan Department o f E d u c a tio n V o c a tio n a l 1972) (a s y s te m a tic sam pling te c h n iq u e was u s e d ) . The r e s e a r c h e r developed th e r e s e a r c h in s tr u m e n t, in t h e fo llo w in g step s: I. Design o f r e s e a r c h q u e s t i o n s to e l i c i t an o b j e c t i v e r e s p o n s e , f o r ease in t a b l u l a t i n g in f o r m a tio n from th e r e s p o n s e s . II. C a t e g o r i z a t i o n o f p erform an ce o b j e c t i v e q u e s t i o n s by ty p e . The fo llo w in g c a t e g o r i e s were c r e a t e d . A. Forced c h o ic e ( s i n g l e c h o i c e ) . T his ty p e o f q u e s t i o n was used when only one c h o ic e was d e s i r a b l e . There were seven such q u e s t i o n s r e l a t i v e to th e fo llo w in g : 1. The major foous o f each s t u d e n t 's S.O .E . program, 2 . Each s t u d e n t ' s p la c e o f r e s i d e n c e , 3 . The t e a c h e r ' s a ss e ss m e n t o f each s t u d e n t ' s a t t i t u d e toward work and o t h e r w orkers, 4 . The e n ro llm e n t o f th e s t u d e n t 's f a t h e r in v o c a t i o n a l a g r i c u l t u r e d u rin g h i s h ig h s c h o o l c a r e e r , th e s t u d e n t ' s F .F .A . membership, and 5 . The s t u d e n t ' s p e rc e iv e d l e v e l o f com petence. B. R a tin g q u e s t i o n s . q u estio n . There was a l i s t o f item s fo llo w in g each The i n s t r u c t o r s and s t u d e n t s were to r a t e t h e i r p e r c e p t i o n s o f e v e ry ite m l i s t e d . ra tin g q u e stio n s. There were two ty p e s o f The f i r s t ty p e to be completed by t e a c h e r s , 51 had a f i v e - c h o i c e s c a l e o f r a t i n g s f o r th e s t u d e n t s ' a t t i t u d e s toward work and w o rk e rs. T h e ir re s p o n s e s could ra n g e from v e ry p o s i t i v e to very n e g a ti v e . The second ty p e o f r a t i n g q u e s tio n p ro v id e d a f o u r - c h o i c e o p tio n to be made on a L i k e r t S c a le . S tu d e n ts were asked to d i s t i n g u i s h w hether or n o t each o f th e competency s ta t e m e n ts was a p a r t o f t h e i r program. They could d e s i g n a t e , f i r s t , ta u g h t d u rin g t h e i r i f th e competency had n o t been e d u c a t i o n a l programs i n v o c a t i o n a l a g r i c u l t u r e by p la c in g a check mark in th e a p p r o p r i a t e re sp o n se column. I f th e y determ in ed t h a t a s p e c i f i c competency had been ta u g h t , they were to check one o f th e fo u r c h o ic e s on t h e L i k e r t S c a le i n d i c a t i n g how w e ll t h a t competency had been develop ed . Ill. O rg a n iz a tio n o f t h e C a te g o r ie s o f Q u e stio n s Three s e t s o f d i r e c t i o n s were p re p a re d , one s e t fo r each p a r t o f t h e q u e s t i o n n a i r e to a c h ie v e t h e fo llo w in g : 1. To o b ta in from th e s t u d e n t ' s t e a c h e r a s i n g l e resp o n se in r e g a rd to th e major fo c u s o f th e S .O .E . program in which each s tu d e n t was in v o lv e d , th e p la c e o f r e s i d e n c e o f each s t u d e n t , and each s t u d e n t ' s g e n e r a l a t t i t u d e toward work and fe llo w w o rkers. 2. To o b ta in from each s t u d e n t r e s p o n d e n t, a s i n g l e re sp o n se in re g a rd to p e r s o n a l in f o r m a tio n and a d e s c r i p t i o n o f th e major fo cu s o f th e r e s p o n d e n t 's 52 S .O .E . program. 3. To o b ta in from each s tu d e n t re s p o n d e n t a s e l e c t i o n o f th e a p p r o p r i a t e l e v e l o f p e r c e iv e d competence f o r each competency s ta te m e n t randomly s e l e c t e d to r e p r e s e n t t h e ra n g e o f perform ance o b j e c t i v e s a sec o n d a ry v o c a t i o n a l a g r i c u l t u r e i n s t r u c t o r sho uld be t e a c h i n g . To o b t a i n a r a t i n g o f each o f th e f i f t y - t w o competency s ta t e m e n ts i n term s o f t h e s t u d e n t s ’ p e r c e p t i o n s , u sin g t h e fo llo w in g r a t i n g s c a l e . 1 - I cannot do t h is . 5. 2 -1 can do t h i s i f somebody h e lp s me. 3 -1 can do t h i s by m y s e lf. 4 -1 cou ld show o t h e r s how to do t h i s . 5 -1 have n o t been ta u g h t t h i s . To combine d i r e c t i o n s to handle a l i k e l i s t o f responses. Instrument validated The in s tru m e n t was developed u s in g in f o r m a tio n from th e l i t e r a t u r e and th e r e s e a r c h e r ’s a d v is o r y committee o f f a c u l t y members a t Michigan S ta te U n iv e rsity . The committee c o n s is te d o f two r e p r e s e n t a t i v e s w ith m a jo rs in v o c a ti o n a l a g r i c u l t u r a l e d u c a tio n , in t h e A g r ic u ltu r e and N a tu r a l R esources E d u c a tio n I n s t i t u t e , one r e p r e s e n t a t i v e w ith a major i n A g r i c u l t u r a l E n g in e e rin g Technology and e x p e r ie n c e te a c h in g A g r i c u l t u r a l M echanics, in t h e Department o f A g r i c u l t u r a l E n g in e e rin g , 53 and f i n a l l y a r e p r e s e n t a t i v e w ith a major and background e x p e r ie n c e in c u rric u lu m and c u rric u lu m developm ent in seco n d ary s c h o o ls , from th e Department o f Secondary E d u c a tio n and C urriculum . The committee members reivew ed and made s u g g e s tio n s f o r improvement in th e c o n te n t and d e s ig n o f th e q u e s t i o n n a i r e . Two members o f th e committee a s s i s t e d th ro u g h o u t i t s developm ent. Upon s u g g e s tio n s from th e members o f th e committee, q u e s t i o n s were e l i m i n a t e d , added, o r r e d e s ig n e d . F o llo w in g a r e t h e item s a tte n d e d to and th e r e a s o n s why. C orrespondence Designed and Sent Four s e p a r a t e l e t t e r s and q u e s t i o n n a i r e s were developed and mailed to v o c a ti o n a l a g r i c u l t u r e t e a c h e r s to be given to t h e i r s e n io r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in c o l l e c t i n g th e d a ta fo r t h i s s tu d y . F i r s t cover l e t t e r T h is was an Im p e rso n a l, f a c t - o r i e n t e d l e t t e r in tr o d u c in g th e p ro je c t. (See Appendix A.) The r e s e a r c h e r made an a tte m p t to o rg a n iz e t h e in fo r m a tio n in a way t h a t would be most u s e f u l to t h e r e c i p i e n t . The c o n te n t in f o r m a tio n was o rg a n iz e d a s f o ll o w s : s u b j e c t s were t o l d what was i n th e q u e s t i o n n a i r e , what th e g o a ls o f th e r e s e a r c h were and who might be p a r t o f i t , how th e y could h e lp , how and why they were b ein g asked to h e lp , what th e a tt a c h e d survey q u e s t i o n n a i r e form c o n ta in e d , and what c o n s i d e r a t i o n s should be made b e fo re com pleting th e q u e s t i o n n a i r e form. The f i r s t co v er l e t t e r w ith th e a p p r o p r i a t e su rvey q u e s ti o n n a ir e 54 forms f o r both v o c a t i o n a l a g r i c u l t u r e c o n d i t i o n s , new v a r i e t i e s , or o th e r v a ria b le s . Sledg e (I9 6 0 ) s t a t e d t h a t in v o c a t i o n a l a g r i c u l t u r e t h e t e a c h e r can e v a lu a te e i t h e r 1 - outcom es, r e s u l t s , and e f f e c t s , 2 - p r o c e s s , method, p ro c e d u re s , and te c h n i q u e s , or 3 - a co m bination o f one and two. This p o i n t s out t h a t program e v a l u a t i o n sh o u ld o c c u r d u rin g th e p la n n in g and c o n d u c tin g s t a g e s , a s w ell a s a f t e r an outcome or r e s u l t has been r e a l i z e d . Harold M a tte rso n (1972) e x p la in e d t h a t v o c a t i o n a l e d u c a to r s are g e n e r a l l y concerned w ith two ty p e s o f e v a l u a t i o n s : im proving a program, and 2 im portance o f a program. 1- e v a l u a t i o n fo r e v a l u a t i o n f o r p ro v in g th e v a lu e and One purpose f o r th e second ty p e i s to show th e v a lu e o f a program, o r a s p e c i f i c component o f a program. Smith (1957, p. 250), su g g este d s e v e r a l c r i t e r i a f o r use in e v a l u a t i n g th e S.O .E . program s: 1. I s i t i n t e r e s t i n g to th e s tu d e n t ? 2. Does th e program em phasize p e r t i n e n t b a s i c s k i l l s ? 3. Does th e program improve p r e s e n t c o n d i t i o n s or in tr o d u c e new p r a c t i c e s ? 4. Does th e program show f i n a n c i a l r e t u r n to th e s tu d e n t ? 5. Does th e program p r o v id e a b a s i s f o r te a c h in g a p p r o p r i a t e com petencies? 6. I s th e program o rg a n iz e d and o p e ra te d in a b u s in e s s l i k e way? 7. I s th e program l e a d i n g to o c c u p a tio n a l 55 e n tr y or to a d d i t i o n a l t r a i n i n g ? In an a n a l y s i s o f f a c t o r s r e l a t e d to t h e e d u c a t i o n a l p la n s o f v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in t h e s t a t e o f Iowa, B y le r (1975) found no s i g n i f i c a n t d i f f e r e n c e in t h e p e rc e iv e d v a lu e o f th e S.O .E . programs f o r th e o c c u p a tio n s which s t u d e n t s p la n n ed t o e n t e r when th e y were grouped a c c o rd in g to t h e i r e d u c a t i o n a l p l a n upon g r a d u a tio n from high s c h o o l. However, B y le r (1976) i n a n o th e r s tu d y o f f a c t o r s r e l a t e d to o c c u p a tio n d e c is io n -m a k in g o f s e n io r v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in t h e s t a t e o f Iowa, found t h a t s t u d e n t s l i v i n g on farms p e rc e iv e d th e v a lu e o f t h e i r S u p e rv is e d O c c u p a tio n a l E x p e rie n c e s , f o r t h e o c c u p a tio n th e y planned to e n t e r , to be s i g n i f i c a n t l y g r e a t e r th a n t h e v a lu e p e rc e iv e d by o f f - f a r m s t u d e n t s . Kash and B a r ic k (1978) p r e s e n te d t h a t : The elem ent common to a l l e v a l u a t i o n programs t h a t have s u c c e s s f u l l y i n c r e a s e d p u p i l s e l f - e s t e e m i s t h e p r o v i s i o n o f fe ed back under c o n d i t i o n s t h a t a re n o n -ju d g m e n ta l, and t h a t fo c u s a t t e n t i o n on t h e p u p i l , h i s or h e r c o n d i t i o n s , c o n c e rn s , and a b i l i t i e s . R u p ert (1956) e x p la in e d in h is a r t i c l e t h a t e v a l u a t i n g s u p e r v is e d o c c u p a tio n a l e x p e r ie n c e programs i s n o t an easy t a s k . To know w hether or n o t a program i s m e etin g th e n e ed s o f t h e s t u d e n t s , and to know w h ether or n o t i t i s a c c o m p lis h in g i t s d e s i r e d p u rp o se , r e q u i r e s c a r e f u l a s s e s s m e n t. Summary The s u c c e s s o f a v o c a t i o n a l a g r i c u l t u r e program, in re a c h in g some o f i t s most im p o r ta n t aims and o b j e c t i v e s , can be a ch ie v e d u sin g s u p e r v is e d o c c u p a tio n a l e x p e r ie n c e program s. I t i s a l e a r n i n g by doing 56 c o n ce p t o f v o c a t i o n a l a g r i c u l t u r e , which d e f i n e s te a c h in g in a n o n t r a d i t i o n a l manner, and in c lu d e s s y s te m a tic i n s t r u c t i o n and s u p e r v i s i o n o u t s i d e th e c lassro o m . The e d u c a t i o n a l v a lu e o f S.O .E . programs have been t e s t e d in p r e v io u s y e a r s ; most o f them have been summarized and d is c u s s e d in t h i s c h a p t e r . However, i t h as a l s o been found t h a t s e l e c t i o n and p la n n in g o f S .O .E . programs c o u ld be more e f f e c t i v e i f s p e c i f i c ty p e s o f S .O .E . programs and te a c h in g methods were used. The l i t e r a t u r e c i t e d in t h i s c h a p t e r was p r e s e n te d in t h e fo llo w in g a r e a s : The Im p ortance o f th e S .O .E . Program in V o c a tio n a l A g r i c u l t u r e , The Purpose o f S.O .E . Program s, Major O b je c ti v e s o f S.O .E . Program s, The V alues o f S .O .E . Program s, The Im p ortan ce o f t h e T eacher in Conducting S .O .E . Program s, Types o f S.O .E . Program s, S u p e rv is e d Farming Program, S u p e rv is e d C o o p e ra tiv e Farm P lacem ent, S u p e rv is e d L a b o ra to ry Program, S u p e rv is e d C o o p e ra tiv e A g rib u s in e s s Program, S u p e rv ise d E x p lo r a to r y Program, P la n n in g S u p e rv is e d O c c u p a tio n a l E x p e rie n c e Program, E v a lu a tio n o f S .O .E . Program s. CHAPTER IV FINDINGS AND DISCUSSION In tro d u ctio n This c h a p t e r p r e s e n t s th e a n a l y s i s o f th e M ichigan v o c a t i o n a l a g r i c u l t u r e s e n i o r s t u d e n t s ' p e rc e iv e d competence in p ro d u c tio n a g ric u ltu re , (0 1.0301) d u rin g 1981-82. The main purpose o f t h i s stud y was to compare s t u d e n t p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e and involvem ent in an S.O.E program t h a t focused on one o f th e f o llo w in g ; a ) farm or a g r i b u s i n e s s placem ent program, b) s c h o o l land l a b o r a t o r i e s , or c) home farm p r o d u c tio n . F u r t h e r , th e second purpose was to determ in e what im pact th e s t u d e n t ' s p la c e o f r e s i d e n c e a) farm, o r b) in a town, c i t y , o r non farm a r e a had on p e r c e iv e d competence. F i n a l l y , t h e t h i r d purpose o f th e s tu d y was to compare s t u d e n t s ' a t t i t u d e s toward th e w orld o f work and t h e fo c u s o f t h e i r S.O .E . program in one o f th e f o llo w in g ; a - farm or a g r i b u s i n e s s placem ent program, b - s c h o o l land l a b o r a t o r i e s , o r c - home farm p r o d u c tio n . In t h i s p a r t o f t h e s tu d y , most t a b l e s were d e sig n e d to p r e s e n t th e number o f r e s p o n s e s from s t u d e n t s t h a t were used (N), f r e q u e n c i e s o f th e c a s e s ( f ) , and p e r c e n ta g e s o f th e c a s e s {%). p r i o r i t i z e d in most t a b l e l i s t i n g s . V a r i a b l e s are They a re p r i o r i t i z e d a c c o rd in g to th e h i g h e s t freq u e n cy o f t h e c a s e s from h i g h e s t to lo w e s t. P r i o r to th e d i s c u s s i o n o f th e major h y p o th e se s, o t h e r r e l a t i o n s h i p s a re examined to e x p lo re p o s s i b i l i t i e s f o r f u r t h e r r e s e a r c h . 57 No r e s e a r c h 58 h y p o th e se s were s t a t e d f o r th e s e r e l a t i o n s h i p s which were examined u s in g Chi sq uare a n a l y s i s to fin d p o s s i b l e r e l a t i o n s h i p s between v a ria b le s. Some o f th e t a b l e s were summarized more c o m p le te ly in a d d i t i o n a l t a b l e s in Appendix C and D. T h is was done to a id t h e r e a d e r who wants q u ic k ly to i d e n t i f y and compare t h e item s most responded to by th e i n s t r u c t o r s and s t u d e n t s . Response Rate Of th e 43 v o c a t i o n a l a g r i c u l t u r a l s c h o o ls t h a t had a p ro d u c tio n a g r i c u l t u r e program (0 1 .0 3 0 1 ) and were randomly s e l e c t e d and s e n t a s e t o f survey q u e s t i o n n a i r e s , 41 completed and r e t u r n e d a s u rv e y . re sp o n se r a t e was 95.3 p e r c e n t . s e t s r e tu r n e d ) were used . The F o r ty s e t s (9 7 .5 p e r c e n t o f th e 41 T h e r e f o r e , 93.0 p e r c e n t o f th e s e t s o f th e su rv ey q u e s t i o n n a i r e s m ailed were used. The re a s o n s t h a t one o f th e t o t a l r e tu r n e d s e t s o f t h e su rv ey q u e s t i o n n a i r e s were n o t used w ere, a) - P a r t I o f th e q u e s t i o n n a i r e was n o t completed by i n s t r u c t o r , b) - P a r t I I I o f th e q u e s t i o n n a i r e was n o t com pleted by th e s t u d e n t s , c) - A f te r sen d in g a n o th e r s e t o f th e su rv ey o f q u e s t i o n n a i r e in c lu d in g a p e r s o n a l c o v e r l e t t e r to th e i n s t r u c t o r , t h e com pleted s e t o f th e su rv ey q u e s t i o n n a i r e was n ev er r e t u r n e d . Table 2 i n d i c a t e s th e number o f survey q u e s t i o n n a i r e s t h a t were used (N), t h e number o f s e t s o f q u e s t i o n n a i r e s ( N .S . ) , p e rc e n ta g e s p e r kind o f c o l l e c t i n g d a t a , f r e q u e n c i e s o f s c h o o ls ( F . S ) , and f r e q u e n c i e s o f s tu d e n ts ’ q u e stio n n aire (F ). In c lu d e d w ere: q u e s t i o n n a i r e and c o v er l e t t e r , b) c) a) f i r s t survey fo llo w -u p rem in der l e t t e r , f i r s t fo llo w -u p rem ind er te le p h o n e c a l l , and f i n a l l y d) second 59 fo llo w -u p rem in der te le p h o n e c a l l . q u e s t i o n n a i r e s used . second m a ilin g s , There was a t o t a l o f 331 su rvey I n th e p e rio d o f time between t h e f i r s t and 192 s u rv e y q u e s t i o n n a i r e s were r e t u r n e d . In t h e p e rio d between th e second and t h i r d fo llo w -u p m a ilin g s and te le p h o n e c a l l s , 55 su rv ey q u e s t i o n n a i r e s were r e t u r n e d . In th e sp ace o f time between th e t h i r d c o n t a c t w ith th e i n s t r u c t o r , and th e f i r s t fo llo w -u p rem ind er te le p h o n e c a l l (and f o u r th c o n t a c t ) , t h e second fo llo w -u p rem ind er te le p h o n e c a l l , 52 u s a b le survey q u e s t i o n n a i r e s were r e t u r n e d . In th e space o f time th e f o u r th c o n t a c t w ith v o c a t i o n a l a g r i c u l t u r e i n s t r u c t o r and th e in f o r m a tio n was e n te r e d i n to th e computer, 32 u s a b le su rv e y q u e s t i o n n a i r e s were r e t u r n e d . Table 2 Kinds o f M ailin g s Prompting R eturn o f Usable Data (N.S. = 40, N = 331) Kinds o f M ailing F i r s t survey q u e s t i o n n a i r e Reminder l e t t e r F i r s t rem ind er te le p h o n e C a ll Second rem ind er te le p h o n e c a l l T o ta l Survey R eturned t h a t were u s a b le F.S K % % 23 53.4 6 13.9 7 16.2 4 9 .3 40 100.0 192 58.0 55 16.6 52 15.7 32 9.6 331 100.0 60 C h a r a c t e r i s t i c s o f V o o a tio n a l A g r i c u l t u r e S tu d e n ts One o f th e p u rp o s e s o f t h i s stu d y was to p r o v id e s ta t e w id e i n f o r m a tio n ab o u t some d e s c r i p t i v e c h a r a c t e r i s t i c s o f th e v o c a t i o n a l a g r i c u l t u r e s t u d e n t s who were in v o lv e d in S.O .E . programs in th e s t a t e o f Michigan, and to p r o v id e in f o r m a tio n in re g a rd to t h e i r p e r c e p t i o n o f t h e i r p r o f e s s i o n a l developm ent. T his p a r t d e s c rib e d th e p e r s o n a l c h a r a c t e r i s t i c s o f t h e v o c a t i o n a l a g r i c u l t u r e s t u d e n t s who were chosen to p a r t i c i p a t e in th e r e s e a r c h sample and t e s t e d f o r s i g n i f i c a n t r e l a t i o n s h i p s o f s e l e c t e d v a r i a b l e s and th e s t u d e n t s 1 fo c u s o f S.O .E . program in v o c a t i o n a l a g r i c u l t u r e program, and th e s t u d e n t s ' p la c e o f r e s i d e n c e . Kinds o f S.O .E . Programs on Which t h e S tu d e n ts Focused Table 3 shows t h e number o f survey q u e s t i o n n a i r e s t h a t were used (N) freq uency (F) and p e r c e n ta g e s (%) o f each ty p e o f S.O .E . programs which served a s th e fo c u s o f th e s t u d e n t s ' e x p e r ie n c e s in v o c a t i o n a l a g r i c u l t u r e d u rin g t h e i r e n ro llm e n t in an a g r i c u l t u r a l p r o d u c tio n program. T a b le 3 Kinds o f S .O .E . Programs in Which S tu d e n ts P a rticip a te d (N = 331) Kinds o f S.O .E . programs Frequency o f Response F % Home Farm P ro d u c tio n 129 38.9 School Land L a b o r a t o r i e s 109 32.9 Farm or A g rib u s in e s s P lacem ent program 93 28.1 T o ta l 331 100.0 61 In a n a ly z in g th e d a ta p e r t a i n i n g to th e ty p e o f S .O .E . program th e s t u d e n t focused on, a t o t a l o f 331 su rv ey q u e s t i o n n a i r e s were used. One hundred tw e n ty - n in e ( 3 8 .9 p e r c e n t) o f th e s t u d e n t s u t i l i z e d Home Farm P ro d u c tio n programs to o b ta in t h e i r s u p e r v is e d o c c u p a tio n e x p e r ie n c e , one hundred n in e (3 2 .9 p e r c e n t) o f t h e r e s p o n d e n ts r e p o r te d p a r t i c i p a t i o n in School Land L a b o ra to ry programs a s t h e i r major s o u rc e o f s u p e r v is e d e x p e r ie n c e , and 93 o f th e s t u d e n t s (2 8.1 p e r c e n t) used Farm or A g rib u s in e s s Placem ent program to o b ta in most o f t h e i r o c c u p a tio n a l e x p e r ie n c e when e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e . I t i s i n t e r e s t i n g to n o te t h a t o ver 60 p e r c e n t o f t h e r e s p o n d e n ts ga in ed most o f t h e i r s u p e r v is e d o c c u p a t i o n a l e x p e r ie n e th ro u g h o t h e r th a n a home farm p r o d u c tio n program. Stud ents* F a th e rs * E n ro llm e n t Based on t h e Kind o f S .O .E . Program . The f a t h e r s o f r e s p o n d e n ts who e n r o l l e d in v o c a t i o n a l a g r i c u l u r e a r e r e p o r te d in Table 4 , by th e ty p e o f S.O .E . programs in which th e stu d e n ts p a r tic ip a te d . Of th e s t u d e n t s whose S .O .E . program fo cu sed on School Land L a b o r t o r i e s , a lm o st t h r e e f o r t h s (7 4 .5 p e r c e n t ) o f th e s t u d e n t s ' f a t h e r s were n o t e n r o lle d in v o c a t i o n a l a g r i c u l t u r e program d u rin g t h e i r h igh sch o o l y e a r s . Of th o s e who p a r t i c i p a t e d in an S.O .E . program t h a t focused on a Farm or A g rib u s in e s s Placem ent program, a b o u t o n e - t h i r d (3 4 .8 p e r c e n t) o f t h e i r f a t h e r s were e n r o l l e d in a v o c a t i o n a l a g r i c u l t u r e program . But i n t h e Home Farm P r o d u c tio n program s l i g h t l y l e s s th a n h a l f o f th e r e s p o n d e n ts f a t h e r s ( 4 3 .8 p e r c e n t) were e n r o l l e d . On t h e whole, a lm o st two t h i r d s o f th e s t u d e n t s f a t h e r s ( 6 4 .9 p e r c e n t) 62 were n o t e n r o l l e d in a v o c a t i o n a l a g r i c u l t u r e program d u rin g h igh s c h o o l. The C h i-s q u a re v a lu e o f 8 .3 was s i g n i f i c a n t a t th e .0 5 l e v e l o f s ig n ific a n c e in d ic a tin g th a t a s ig n if ic a n t r e la tin s h ip ex isted between th e s t u d e n t s 1 f a t h e r s ' e n r o llm e n t and t h e s t u d e n t s ty p e o f S.O .E . program on which th e y fo c u s e d . Table 4 Frequency and P e r c e n ta g e o f S tu d e n ts F a t h e r s E n ro llm e n t Based on t h e Kinds o f S .O .E . Program Which S tu d e n ts Focused Kinds o f S .O .E . program For S tu d e n ts S tu d e n ts * F a th e r E n ro llm e n t E n ro lle d Not E n ro lle d T o tal' N % N N % i Home Farm P ro d u c tio n 53 43.8 68 56.2 121 100.0 School and Land L a b o r a t o r i e s 27 25.5 79 74.5 106 100.0 Farm or A g rib u s in e s s P lacem ent program 32 34.8 60 65.2 92 100.0 35.1 207 64.9 319 100.0 T o tal 112 Chi Square = 8.34 df = 2 M issing O b s e rv a tio n s = 12 F .F .A . Membership Based on Type o f S .O .E . Program T able 5 p r e s e n t s t h e freq u en cy and p e r c e n ta g e o f r e s p o n s e s to th e q u e s t i o n , "Are you an F .F .A . member?” Over 80 p e r c e n t o f th e r e s p o n d e n ts whose S .O .E . program fo cused on e i t h e r Home Farm P ro d u c tio n (8 4 .9 p e r c e n t) or Farm or A g rib u s in e s s Placem ent program (8 6 .0 p e r c e n t) were F .F .A . members. S l i g h t l y more th a n o n e - h a l f (5 8 .3 p e r c e n t ) o f th e v o c a t i o n a l a g r i c u l t u r e s t u d e n t s who u t i l i z e d School Land L a b o r a t o r i e s 63 e x t e n s i v e l y r e p o r te d t h a t th ey were members o f th e F .F .A . T able 5 Frequency and P e r c e n ta g e o f S t u d e n t s ' E n ro llm e n t in F .F .A . Based on t h e Kind o f S .O .E . Program Which S tu d e n ts Focused. Kinds o f S.O .E . Programs For S tu d e n ts Home Farm P ro d u c tio n Frequency o f Responses F.F.A Not F .F .A . Member Member T o ta l N % N % N % 107 84.9 19 15.2 126 100.0 School Land L a b o r a t o r i e s 63 58.3 45 41.7 108 100.0 Farm or A g rib u s in e s s Placem ent program 80 86.0 13 14.0 93 100.0 250 7 6 .5 77 23.5 327 100.0 T o tal Chi square = 29.44 df = 2 M issing o b s e r v a t i o n s = 4 The C h i-sq u are was used to t e s t f o r s i g n i f i c a n t r e l a t i o n s h i p s between th e s t u d e n t s ' t y p e o f S .O .E . program and t h e i r F .F .A . membership. C h i-sq u are v a lu e o f 29 .44 was s i g n i f i c a n t a t th e .05 l e v e l . The T h erefore, th e r e was a s i g n i f i c a n t r e l a t i o n s h i p t h a t e x i s t e d between t h e s t u d e n t s ' t y p e o f S .O .E . program and t h e i r F .F .A . membership. S t u d e n t s ' F .F .A . Degree Earned and Type o f S .O .E . Program There was n o t a s i g n i f i c a n t r e l a t i o n s h i p between s t u d e n t s ' ty p e o f S .O .E . program and th e F .F .A . d e g re e e arn ed a s i n d i c a t e d by th e C h i-sq u are v a lu e o f 4 8 .5 5 , a s r e p o r te d in Table 6 . Of th e r e s p o n d e n ts who earned an F .F .A . d e g re e , a l a r g e m a j o r i t y o f s t u d e n t s , in a Farm or 64 A g rib u s in e s s Placem ent program (8 2 .8 p e r c e n t ) , o r in Home Farm P r o d u c tio n (8 4 .9 p e r c e n t ) had earned an F .F .A . d e g re e . Less th a n o n e - h a l f (4 7 .2 p e r c e n t) o f th e r e s p o n d e n ts in a Land L a b o ra to ry Program e a rn e d an F .F .A . d e g re e . Over o n e - f o u r t h o f t o t a l number o f r e s p o n d e n ts to th e s u rv e y (28.1 p e r c e n t) had n o t earned an F .F .A . d e g re e . T able 6 Frequency and P e r c e n ta g e o f S t u d e n t s 1 F .F .A . Degree Ownership Land on t h e Kind o f S.O .E . Program Which S tu d e n ts Focused (N = 331) Kind o f S.O .E . Programs For S tu d e n ts Home Farm P ro d u c tio n Frequency o f Response F.F’.A. Degree No F,.F.A . Degree N N % % T o ta l N i ' 107 84.6 19 15.1 129 100.0 School Land L a b o ra to rie s 51 47.2 57 52.8 108 100.0 Farm or A g rib u s in e s s P lacem ent 77 82.8 16 17.2 93 100.0 235 71.9 92 28.1 327 100.0 T o tal C h i-s q u a re = 48.55 df = 2 M issin g O b s e rv a tio n s = 4 Table 6 i n d i c a t e s a C h i-s q u a re o f 48.55 was found. The p r o b a b i l i t y o f o b t a i n i n g a v a lu e t h i s l a r g e w ith 2 d e g re e s o f freedom i s l e s s th a n .0000; i s ". . . l e s s th a n one chance in 10,000" (NIE, 1975 p. 22 4 ), so th e r e s e a r c h e r concluded t h a t t h i s C h i-sq u are i s v e ry l a r g e in d e ed . S ince t h e c e l l f r e q u e n c i e s d e v ia t e so much from what we would e x p e c t under th e c o n d i t i o n s o f s t a t i s t i c a l independence, th e r e s e a r c h e r 65 concluded t h a t a s y s te m a tic r e l a t i o n s h i p d id e x i s t between th e kind o f S.O .E . program and t h e F .F .A . degree earned by s t u d e n t s . Type o f F .F .A . Degree Earned Based on t h e Kind o f S .O .E . program The ty p e o f F .F .A . d eg ree earned by th e re s p o n d e n ts a re r e p o r te d i n Table 7 . Of th o s e whose S.O .E . program focused on Home Farm P ro d u c tio n alm o st o n e - h a l f (4 7 .3 p e r c e n t) r e p o r t e d t h a t th e C h apter Farmer degree was th e h i g h e s t F .F .A . deg ree e a rn e d ; o n e - f o u r t h (24 .3 p e r c e n t) were h o ld in g a S t a t e Farmer d e g re e ; and a sm all p o r t i o n (1 4 .7 p e r c e n t) had n o t earned a F .F .A . d e g re e . Table 7 Frequency and P e rc e n ta g e o f S t u d e n t s ' Type o f F.F.A Degree Based on t h e Kind o f S.O .E . Program Which S tu d e n ts Focused (N = 331) Kind o f S.O .E. Program For S tu d e n ts Home Farm P ro d u c tio n School Land L ab o rato ries Farm or A g rib u s in e ss Placem ent T o ta l G.H.D.* Type o f F .F .A . Degree C .F .D .” S .F .D .” * No Degree wt W$ H/% T o ta l 14 10.9 61 47.3 31 24.8 19 14.7 129 100.0 7 T ?r 36 33.0 8 7.3 57 51.4 108 100.0 9 9 .7 30 9-2 52 55.9 149 45.7 16 17.2 55 16.9 16 17.2 92 28.2 93 100.0 326 100.0 C h i-s q u a re = 4 -8 0 d f = 4 M issing O b se rv a tio n = 4 •G.H.D. = Green hand Degree •C .F .D . = C h ap ter Farmer Degree • S .F .D . = S ta te Farmer Degree 66 Of th e re s p o n d e n ts w ith a focus on e x p e r ie n c e in Land L a b o r a t o r i e s , l e s s th a n o n e - h a l f had earn ed a F .F .A . d e g re e , and l e s s th a n o n e - t h i r d (3 3 .0 p e r c e n t) o f th e r e s p o n d e n ts had a C h ap ter Farmer degree a s th e h ig h e s t degree e a rn e d . S l i g h t l y more th a n o n e - h a l f (5 5 .9 p e r c e n t) o f th e r e s p o n d e n ts who fo cused on Farm or A g rib u s in e s s Placem ent programs were h o ld in g a C h ap ter Farmers d e g re e . In t h i s group, a sm all p o r t i o n (1 7 .2 p e r c e n t) o f th e s t u d e n t s had n o t earned any F .F .A . d e g re e . o f 4.8 0 was not s i g n i f i c a n t a t th e .05 l e v e l . The C h i-sq u a re v a lu e T h e r e f o r e , i t may be concluded t h a t no r e l a t i o n s h i p e x i s t e d between kind o f S.O .E . program and ty p e o f F .F .A . degree earned by v o c a t i o n a l a g r i c u l t u r e s t u d e n t s . Number o f Semesters Students Enrolled in Vocational A griculture by Type o f S.O.E. Program Table 8 shows th e freq u e n cy and p e rc e n ta g e o f re s p o n e s to t h e q u e s ti o n "How many s e m e s te rs o f h igh sch o o l v o c a t i o n a l a g r i c u l t u r e have you com pleted?” S l i g h t l y more th a n o n e - h a lf o f th e s t u d e n t s (53*7 p e r c e n t) who focused on Home Farm P ro d u c tio n S.O .E . programs were e n r o l l e d 8 s e m e s te r s or more in v o c a ti o n a l a g r i c u l t u r e . Of th e 121 s t u d e n t s in Home Farm P r o d u c tio n , seven s t u d e n t s (5 .7 p e r c e n t) were e n r o l l e d between 1-3 s e m e s te r s , and 4 0 .5 p e r c e n t o f th e r e s p o n d e n ts in t h i s group were e n r o l l e d between 4 -7 s e m e s te r s . In t h e s c h o o l Land L a b o r a t o r i e s g roup, alm o st o n e - h a l f o f t h e s t u d e n t s (4 5.1 p e r c e n t) were n o t e n r o lle d more th a n t h r e e s e m e s te r s ; 26.9 p e r c e n t o f 67 Table 8 Frequency and P e r c e n ta g e o f Number o f S em ester S tu d e n ts E n r o lle d in V o c a tio n a l A g r i c u l t u r e by Type o f S .O .E . Program (N = 331) Number o f Semesters 8 4-7 N N % % Type o f S.O.E. Program For Students N % Home Farm Production 7 5 .7 49 40.5 65 47 45.1 28 26.9 7 8.0 45 61 19.5 122 School Land Laboratories Farm or Agribusiness Placement Total 1-3 t Total • N % 53.7 121 100.0 29 27.8 106 100.0 51.7 35 40.2 87 100.0 39.1 129 41.3 312 100.0 C h i-s q u a re = 69.99 d f = 6 M issing o b s e r v a tio n = 19 ( 5 .7 1 ) t h e s t u d e n t s were e n r o l l e d between 4 -7 sem em sters, and t h e r e s t o f th e s t u d e n t s in t h i s group (2 7 .8 p e r c e n t) were e n r o l l e d e i g h t or more s e m e s te r s . More th a n o n e - h a l f (5 1 .7 p e r c e n t) o f s t u d e n t s in Farm or A g rib u s in e s s Placem ent programs were e n r o l l e d between 4 -7 s e m e s te r s in v o c a t i o n a l a g r i c u l t u r e program s; 40.2 p e r c e n t were e n r o l l e d e i g h t or more th a n e i g h t s e m e s te r s i n t h e program and a sm all p o r p o r t i o n o f t h e s e s t u d e n t s ( 8 .0 p e r c e n t ) were e n r o l l e d l e s s th a n t h r e e s e m e s te r s . A l a r g e m a jo r ity o f th e s t u d e n t s (8 0 .4 p e r c e n t ) in a l l t h r e e groups were e n r o l l e d f o u r or more th a n fo u r s e m e s te r s in t h e v o c a t i o n a l a g r i c u l t u r e program d u rin g h ig h s c h o o l. In Table 7 , a very l a r g e C h i-s q u a re o f 69.99 was r e p o r t e d . The p r o b a b i l i t y o f o b t a i n i n g a v a lu e t h i s l a r g e w ith 6 d e g re e s o f freedom i s l e s s th a n .0 0 0 0 , " . . . l e s s th a n 1 chance in 10,000" (NIE, 1975, p. 68 2 2 4 ). I t is, in d e ed , s t a t i s t i c a l l y s i g n i f i c a n t a t th e .0001 l e v e l . We can conclude t h a t a s y s te m a tic r e l a t i o n s h i p did e x i s t between t h e ty p e o f S.O .E . program and t h e number o f s e m e s te r s s t u d e n t s e n r o l l e d in v o c atio n al a g r ic u ltu r e . S tu d e n ts A t t i t u d e s Toward Work and Workers Based on Type o f S .O .E . Program. Table 9 r e p r e s e n t s th e freq u e n cy and p e r c e n ta g e o f th r e e g ro u p s o f s t u d e n t s and t h e i r l e v e l o f p o s i t i v e a t t i t u d e s toward work and w o rk e rs . S l i g h t l y l e s s th a n t h r e e - f o u r t h s (73*6 p e r c e n t ) o f t h e s t u d e n t s who focused on Home Farm P ro d u c tio n h e ld p o s i t i v e or v ery p o s i t i v e a ttitu d e s. Only a very sm all p o r t i o n o f s t u d e n t s (3*1 p e r c e n t) had n e g a t i v e a t t i t u d e s and none o f th e s t u d e n t s had v ery n e g a ti v e a t t i t u d e s toward work and w o rk e rs . Of th e 108 s t u d e n t s in School Land L a b o ra to ry programs only two s t u d e n t s ( 1 .9 p e r c e n t) had v ery n e g a ti v e a t t i t u d e s , and more th a n s i x t y p e r c e n t o f s t u d e n t s i n t h i s group had p o s i t i v e or v e ry p o s i t i v e a t t i t u d e s toward work and w o rk e rs. In t h e t h i r d group, (Farm or A g rib u s in e s s Placem ent p ro g ram s), s l i g h t l y more t h a n s e v e n ty p e r c e n t o f th e s t u d e n t s had v ery p o s i t i v e or p o s i t i v e a t t i t u d e s and o n ly 9 .7 p e r c e n t r e p o r t e d l y had n e g a t i v e a t t i t u d e s toward work and w o rk e rs. Only two o u t o f a l l o f th e r e s p o n d e n ts (330) in t h e stu d y r e p o r te d t h a t they had very n e g a t i v e a t t i t u d e s ; 20 s t u d e n t s (4 .1 p e r c e n t) had 69 Table 9 Frequency and P e r c e n ta g e o f D i f f e r e n t Level o f Stud ents* A t t i t u d e Based on t h e Kind o f S.O .E . Program Which S tu d e n ts Focused (N = 331) Very P o s i t N/ % Kina o f S.O .E . Program For S tu d e n ts Home Farm P ro d u c tio n Very Neg. T o t a l N/* N* 55 42.6 40 31.0 30 23.3 4 3.1 0 0 129 100 18 16.7 31 33.3 47 43.5 35 37.6 34 31.5 18 19.4 7 6.5 9 9.7 2 1.9 0 0 108 100 93 100 104 31.5 122 37.0 82 24 .8 20 5.1 2 330 100 School Land L ab o rato ries Farm or A g rib u s in e s s Placem ent Program T otal S tu d e n ts ’ A ttitu d e s P o s it Medium Negat W% W% W% .6 C h i-s q u a re = 26.40 d f = 8 M issin g o b s e r v a tio n s = 1 n e g a t i v e a t t i t u d e s ; and more th a n o n e - t h i r d o f th e s t u d e n t s in th e survey had p o s i t i v e or v e ry p o s i t i v e a t t i t u d e s toward work and w o rk e rs. The C h i-sq u a re v a lu e o f 2 6 .4 0 was n o t s i g n i f i c n t a t t h e .05 l e v e l o f sig n ific a n c e . T h e r e f o r e , i t was concluded t h a t no r e l a t i o n s h i p e x i s t e d between s t u d e n t s ' t y p e o f S .O .E . programs and t h e i r l e v e l o f a t t i t u d e s toward work and w o rk e rs. The P la c e o f R esidence T ab le 10 p r e s e n t s t h e freq u en cy and p e r c e n ta g e o f r e s p o n d e n ts by t h e i r p la c e o f r e s i d e n c e and t h e fo c u s o f t h e i r S.O .E . programs. A ccording to t h e c o l l e c t e d d a t a , s l i g h t l y more th a n o n e - h a l f o f a l l o f th e r e s p o n d e n ts ( 5 5 .9 p e r c e n t ) l i v e d on a farm . N early a l l o f th e s e 70 s tu d e n ts (9 2 .2 p e r c e n t) w ith a HomeFarm P ro d u c tio n S.O .E . program l i v e d on a farm; and l e s s th a n o n e - te n th r e s i d e d in a Non-farm a r e a . Of th e s t u d e n t s w ith a School Land L a b o ra to ry , S .O .E . program, (78.0 p ercen t) liv e d in a Non-Farm a r e a . Almost o n e - h a l f o f th e s t u d e n t s (4 5 .2 p e r c e n t) whose S .O .E . program fo cu sed on Farm or A g rib u s in e s s P lacem ent l iv e d on a farm , and 5 4 .8 p e r c e n t were from a non farm a r e a . T able 10 Frequency and P e r c e n ta g e o f The Kind o f S.O .E . Program Which S tu d e n ts Have Focused On, Based on t h e S tu d e n ts Home L o c a tio n ___________________________________ (N = 331)_________________________________ P la c e o f R esidence For S tu d e n ts ___________ Frequency o f Response_____________________ Home Land Farm or P ro d . Lab. A gbusiness T o tal "n ~n ~ir n % n % Farm 119 92.2 24 22.0 42 42.5 185 55.9 10 7 .8 85 78.0 51 56.8 144 44.1 100.0 109 100.0 93 100.0 Not on Farm T otal r 129 331 100.0 S tu d e n ts Whose F a t h e r s had E n r o lle d i n V o c a tio n a l A g r i c u l t u r e S chools Based on th e P la c e o f R esidence Table 11 p r e s e n t s t h e freq u e n cy and p e r c e n ta g e o f re s p o n s e s to th e q u e s t i o n , "Did your f a t h e r e n r o l l in v o c a t i o n a l a g r i c u l t u r e d u rin g h ig h s c h o o l? " S l i g h t l y more th a n o n e - h a l f (5 7 .0 p e r c e n t) o f th e s t u d e n t s who l i v e d on a farm resp on ded t h a t t h e i r f a t h e r s d id n o t e n r o l l in v o c a t i o n a l a g r i c u l t u r e d u r in g h ig h sch o o l Only o n e - f o u r th o f th e s t u d e n t s who came from n o n -farm a r e a s i n d i c a t e d t h a t t h e i r f a t h e r s were e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e program d u rin g h ig h s c h o o l. The 71 C h i-sq u are v alue was n o t s i g n i f i c a n t a t th e .05 l e v e l . T h e r e f o r e , we can conclude t h a t no r e l a t i o n s h i p e x i s t e d between s t u d e n t s ' p l a c e o f r e s i d e n c e and t h e i r f a t h e r s ' e n ro llm e n t i n v o c a t i o n a l a g r i c u l t r u e d u rin g h ig h s c h o o l. T able 11 Frequency and P e r c e n ta g e o f S tu d e n ts Whose F a th e r s Had E n ro lle d in V o c a tio n a l A g r i c u l t u r e , Based On t h e S t u d e n t s ' P la c e o f R esidence (N = 331) P la c e o f R esidence For S tu d e n ts S t u d e n t s ' F a t h e r s ' E n ro llm en t E n r o lle d Not E n ro lle d T o ta l N N N % % % Farm 77 43.0 102 57.0 179 100.0 Not on Farm 35 25 .0 105 7 5.0 140 100.0 112 35.1 207 64.9 319 100.0 T o tal C h i-sq u are = 1 0.A1 d f = 1 M issing o b s e r v a tio n s = 12 E nro llm en t o f S tu d e n ts who were F .F .A . Members Based on t h e P la c e o f R esidence A s i g n i f i c a n t r e l a t i o n s h i p e x i s t e d between s t u d e n t s ' p la c e o f r e s i d e n c e and t h e i r F .F .A . membership a s i n d i c a t e d by th e C h i-sq u are v a lu e o f .004 r e p o r te d in Table 12. More th a n e ig h ty -tw o p e r c e n t o f t h e re s p o n d e n ts who l iv e d on a farm were F .F .A . members. S i x t y - n i n e p e r c e n t o f t h e s t u d e n t s who did n o t l i v e on a farm, were F .F .A . members. A m a j o r i t y o f th e t o t a l re s p o n d e n ts (7 6 .5 p e r c e n t) were F .F .A . members. 72 Table 12 Frequency and P e rc e n ta g e o f S t u d e n t s ' E n ro llm e n t in F .F .A . Based on th e S t u d e n t s ' P la c e o f R esidence (N = 331) Place o f Residence For Students Students' F.F.A Membership F .F .A . Membership Not. F.F.A. Member N N i * To ta l N c4 fo Farm 150 82.4 32 17.6 182 100.0 Not on Farm 100 69.0 45 31.0 145 100.0 Total 250 76.5 77 23.5 327 100.0 C h i-sq u are = .004 d f = 1 M issing o b s e r v a tio n s = 4 S t u d e n t s ' F .F .A . Degree Earned Based on th e P la c e o f R esidence The number o f s t u d e n t s who earned a F .F .A . degree a re r e p o r te d in Table 13. Over 80 p e r c e n t o f th e re s p o n d e n ts (8 1 .9 p e r c e n t) who liv e d on a farm had earned a t l e a s t one F .F .A . d e g re e . Table 13 Frequency and P e r c e n ta g e o f S t u d e n t s ’ F .F .A . Degree Ownership Based on th e S tu d e n ts* P la c e o f R esidence N=331 Place o f Residence For Students Frequency of Response F.F.A. Degree No F.F.A. Degree W N % % Farm 149 81.9 33 18.1 182 100.0 86 59.3 59 40.7 145 100.0 235 55.7 92 44.3 327 100.0 Not on a Farm Total C h i-sq u are =20.31 d f = 1 M issing o b s e r v a tio n s = 4 Total N i 73 S l i g h t l y more th a n o n e - h a l f (5 5 .7 p e r c e n t) o f th e s t u d e n t s from non-farm a r e a s re c e iv e d one or more F .F .A . d e g re e s d u rin g h ig h s c h o o l. The C h i-sq u are was used to t e s t fo r a s i g n i f i c a n t r e l a t i o n s h i p between t h e p la c e o f r e s i d e n c e and th e F .F .A . degree e a rn e d . v a lu e o f 20.31 was s i g n i f i c a n t a t th e .05 l e v e l . The C h i-sq u a re T h e r e f o r e , we can c o n clud e t h a t a s i g n i f i c a n t r e l a t i o n s h i p e x i s t e d between s t u d e n t s 1 p la c e o f r e s i d e n c e and t h e F .F .A . degree e a rn e d . Type o f Stu den ts* F .F .A . Degree Earned Based on P la c e o f R esidence Tab le 14 p r e s e n t s t h e frequency and p e rc e n ta g e o f re s p o n s e s to th e ty pe o f F .F .A . deg re e earn ed d u rin g h ig h s c h o o l. Of t h e 331 s u rv e y s used fo u r s t u d e n t s d id n o t respond to t h i s q u e s t i o n . th e re s p o n d e n ts (1 8 .1 3 p e r c e n t ) who T h irty -th re e of liv e d on a farm r e p o r te d th e y had Table 14 Frequency and P e rc e n ta g e o f S t u d e n t s ' Type o f F.F.A . Degree Based on t h e S t u d e n t s ' P lace o f R esidence (N = 331) P la c e o f R esidence For S tu d e n ts C .H .D .* wi Farm Not on a Farm T o ta l Type o f F .F .A . Program C .F .D .** S . F . D . *** No D. W% W% wi T o tal N/56 18 9 .8 9 12 8 .2 8 83 45.60 66 45.52 48 26.37 8 5.52 33 . 18.13 59 40.69 182 100.0 145 100.0’ 30 9.17 149 45.57 56 17.13 92 28.13 327 100.0 C h i-sq u are = 15.96 d f = 2 M issing o b s e r v a tio n s = 4 *G.H.D. = Green Hand Degree **G.F.D. = Chapter Fanner Degree ***S.F.D. = S tate Farmer Degree 74 n o t earned an F .F .A . d e g re e . However, f i f t y - n i n e s t u d e n t s (40.1 p e r c e n t) who liv e d in a Non-farm a r e a had n o t earned an F .F .A . d e g re e . A number o f s t u d e n t s in b o th groups (45 p e r c e n t) had a C hap ter Farmer d e g re e . The p e r c e n ta g e in both groups who had earned o n ly a Green Hand degree was v e ry c lo s e ( f o r th o s e s t u d e n t s from a farm, 9.8 p e r c e n t ; and f o r th o se from a non-farm a r e a was 8 .2 p e r c e n t ) . But, alm o st f i v e tim e s t h e number o f s t u d e n t s who l iv e d on a farm e arn ed a S t a t e Farmer degree th a n th o s e s t u d e n t s from a non-farm a r e a . The C h i-s q u a re v a lu e o f 15.9 was s i g n i f i c a n t a t th e .0 5 l e v e l , i n d i c a t i n g t h a t a s i g n i f i c a n t r e l a t i o n s h i p e x i s t e d between s t u d e n t s ' p l a c e o f r e s i d e n c e and t h e ty p e o f F .F .A . degree e a rn e d . Number o f S e m e sters S tu d e n ts were E n r o lle d i n V o c a tio n a l A g r i c u l t u r e Programs and P la c e o f R esidence Table 15 shows t h e freq u e n cy and p e rc e n ta g e o f r e s p o n s e s to th e q u e s ti o n "How many s e m e s te r s o f h ig h s ch o o l v o c a t i o n a l a g r i c u l t u r e have you com pleted?" S l i g h l t y more th a n o n e - h a l f o f t h e s t u d e n t s who liv e d on a farm (5 2 .6 p e r c e n t ) were e n r o l l e d in a v o c a t i o n a l a g r i c u l t u r e program e i g h t s e m e s te r s or more. A lso , 35.9 p e r c e n t o f th e s t u d e n t s from th e same group were e n r o l l e d between fo u r and seven s e m e s te r s , and th e re m a in d er ( 1 0 .6 p e r c e n t ) i n t h i s group were e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e programs t h r e e s e m e s te r s or l e s s . Almost o n e - t h i r d o f th e s t u d e n t s ( 3 0 .9 p e r c e n t) who did n o t l i v e on a farm were e n r o l l e d in a v o c a t i o n a l a g r i c u l t u r e program th r e e s e m e s te r or l e s s , (4 1.7 p e r c e n t) o f them were e n r o l l e d between 4 -7 s e m e s te r s , and o n ly s l i g h t l y more th a n o n e - f o u r t h (2 7 .3 p e r c e n t ) were e n r o l l e d e i g h t s e m e s te r s or more. 75 T a b le 15 Frequency and P e r c e n ta g e o f Number o f S e m e sters o f S tu d e n ts E n ro llm e n t i n V o c a tio n a l A g r i c u l t u r e Based on t h e S t u d e n t s ' P la c e o f R esidence (N = 331) N i N Number o f S e m e sters 8T o ta l % N N % % Farm 18 10.6 64 36 .9 91 52.6 173 100.0 Not on a Farm 43 30.4 58 41.7 38 27.3 139 100.0 T o ta l 61 19.5 122 39.1 129 41.3 312 100.0 P la c e o f R esidence 1-3 4-7 C h i-s q u a re = 29.44 d f : 3 M issing O b s e rv a tio n = 19 (5 .7 p e r c e n t) In Table 15, a C h i-s q u a re o f 29.66 was found. The p r o b a b i l i t y o f o b ta in in g a v a lu e t h i s l a r g e w ith 3 d eg ree o f freedom i s l e s s th a n .0000 . . l e s s th a n one chance in 1 0 ,0 0 0 ," (NIE, 1975 p . 224) so we c o n clu d e t h a t t h i s C h i-s q u a re i s v e ry l a r g e in d e ed . I n t h i s c a s e , th e c h i- s q u a r e i s s t a t i s t i c a l l y s i g n i f i c a n t a t th e .0001 l e v e l . The r e s e a r c h e r concluded t h a t a s y s te m a tic r e l a t i o n s h i p d id e x i s t between t h e s t u d e n t s ' p l a c e o f r e s i d e n c e and th e number o f s e m e s te r s t h e s t u d e n t s were e n r o l l e d in v o c a t i o n a l a g r i c u l t u r e . S tu d e n ts A t t i t u d e s Toward Work and Workers Based on P la c e o f R esidence Table 16 shows t h e freq u e n cy and p e rc e n ta g e o f re s p o n s e s by l e v e l o f p o s i t i v e a t t i t u d e s toward work and w o rk e rs. The p e r c e n ta g e o f s t u d e n t s who l iv e d on a farm and had a very p o s i t i v e a t t i t u d e i s more 76 th a n two tim e s th e p e r c e n ta g e o f s t u d e n t s who a re from non-farm a r e a s and who had very p o s i t i v e a t t i t u d e s . The p e r c e n ta g e o f s t u d e n t s who had p o s i t i v e a t t i t u d e s i n b oth groups (Farm a r e a , 37.3 p e r c e n t and no n-farm a r e a , 35.6 p e r c e n t ) were alm o st t h e same. The p e r c e n ta g e o f s t u d e n t s who l iv e d on a non-farm a r e a and had a n e g a ti v e l e v e l o f a t t i t u d e (1 0 .3 p e r c e n t) was s l i g h l t y l e s s th a n f i v e tim e s th e p e r c e n ta g e o f s t u d e n t s who l iv e d on a farm ( 2 . 7 p e r c e n t) w ith n e g a t i v e a ttitu d e s. T able 16 Frequency and P e r c e n ta g e o f D i f f e r e n t L evels o f S t u d e n t s ' A t t i t u d e s Based on t h e S t u d e n t s ' P la c e o f R esidence (N = 331) P la c e o f R esidence For Students Farm Not on a Farm Total S tu d e n ts A t t i t u d e s Very P o s itiv e N/ % P o sitiv e W% Medium W* Negative w i 77 41.6 27 18 . 6" 69 37.3 53 36.6 34 18.4 48 33.1 5 2.7 15 10.3 122 37.0 82 24.8 2 6.1 106 31.5 Very Negative W% 0 0 2 1.4 185 100 145 100 2 370 100 .6 C h i-sq u are = 31.13 d f = 4 M issing O b s e rv a tio n s = 1 The C h i-s q u a re v a lu e o f 31.13 was s i g n i f i c a n t a t t h e .0 5 l e v e l o f s ig n if ic a n t, in d ic a tin g th a t a s ig n if ic a n t re la tio n s h ip , ex isted between s t u d e n t s ' p l a c e o f r e s i d e n c e and t h e i r l e v e l o f p o s i t i v e a t t i t u d e s toward work and w o rk e rs . Total W% 77 A n a ly sis o f V a ria n ce o f t h e Level o f Stu den ts* P e rc e iv ed Competence i n P ro d u c tiv e A g r i c u l t u r e by Kind o f S.O .E . Program on Which The S tu d e n ts Focused Table 17 p r e s e n t s th e mean, s ta n d a r d d e v i a t i o n s , F - r a t i o s , and th e s i g n f i c a n c e o f F f o r t h r e e ty p e s o f S.O .E . programs: a) Farm or a g r i b u s i n e s s placem ent program; b) School land l a b o r a t o r i e s , or c) Home farm p r o d u c tio n . When t h e re s p o n d e n ts were grouped a c c o rd in g to th o s e who focused on th e s e program s, a s i n d i c a t e d in Table 17, t h e F - r a t i o i s s i g n i f i c a n t , so th e r e s e a r c h e r concluded t h a t th e r e was enough e v id en c e to be a t l e a s t 95? c o n f id e n t t h a t a given s t u d e n t ’s p e rc e iv e d competence in p ro d u c tio n a g r i c u l t u r e depends on th e ty p e t h e s t u d e n t fo c u se d . o f S.O .E . program on which For co m peten cies w ith a s i g n i f i c a n t F - r a t i o , t - t e s t s were c a r r i e d o u t to compare means. Table 17 Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f V a ria n ce fo r th e Level o f S tu d e n ts* P e rc e iv ed Competence in P ro d u c tio n A g r ic u ltu r e by th e Kind o f S.O .E . Program on Which S tu d e n ts Focused (N = 331) Kind o f S.O .E . Program For S tu d e n ts Mean S.D. Home Farm P ro d u c tio n 2 .4 0 .545 School Land L a b o r a t o r i e s 2 .32 .502 Farm or A g rib u s in e ss Placem ent Program 2.59 .482 a = .05 F -ra tio S ig n . F 6 .867 .001 78 H y p o th esis 1 H1 : Michigan 19 8 1—82 s e n io r seco nd ary v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p ro d u c tio n a g r i c u l t u r e whose S.O .E . programs focused on Home Farm P ro d u c tio n w i l l have a h ig h e r l e v e l o f p e rc e iv e d competence i n p ro d u c tio n a g r i c u l t u r e th a n th o se whose S.O .E . programs have focused on School Land L a b o r a t o r i e s . H0 : Michigan 1981-82 s e n io r seco n d ary v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p ro d u c tio n a g r i c u l t u r e whose S.O .E . programs focused on Home Farm P ro d u c tio n w i l l n o t have a h ig h e r l e v e l o f p e rc e iv e d competence in p r o d u c tio n a g r i c u t l u r e th a n th o s e whose S.O .E . program have focused on School Land L a b o r a t o r i e s . H1 : =2 M2 Hq : a = .0 5 R e s u lts o f th e t - t e s t fo r t h e f i r s t h y p o th e s is a re summarized in Table 18. As i n d i c a t e d in Table 18, t h e r e was n o t enough e v id e n c e to be 95% c o n f i d e n t t h a t a g iv e n s t u d e n t ' s p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e depends on t h e focus o f h i s / h e r S.O .E . program (S chool Land L a b o r a t o r i e s or Home Farm P r o d u c ti o n ) . So t h e r e s e a r c h e r can conclude t h a t th e r e was enough e v id en c e to be 95% c o n f id e n t to r e j e c t Hq ^ t h a t i n d i c a t e d group one ( s t u d e n t s who focused on School Land L a b o ra to ry programs) w i l l have a h ig h e r l e v e l o f p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n group two ( t h e s t u d e n t s who fo cused on t h e Home Farm P ro d u c tio n program ). 79 Table 18 Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D i f f e r e n c e s f o r th e L e v e l o f S tu d e n ts* P e rc e iv e d Competence in P ro d u c tio n A g r ic u ltu r e by th e Kind o f S .O .E . Program Which S tu d e n ts Focused. (N = 331) Kind o f S.O .E . Program Mean School Land L a b o r a t o r i e s 2 .32 .50 Home Farm P ro d u c tio n 2.40 .54 S.D. t-v a lu e 1.16 P -v a lu e .24 a = .05 H y p o th esis 2 H-|: Michigan 1981-82 s e n io r seco nd ary v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e whose S.O .E . programs focused on School Land L a b o r a t o r i e s w i l l have a h ig h e r l e v e l o f p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e whose S.O .E . programs have focused on Farm or A g rib u s in e s s Placem ent program s. Michigan 1981-82 s e n io r seco nd ary v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e whose S.O .E . programs fo c u sed on S chool Land L a b o r a t o r i e s w i l l n o t have a h ig h e r l e v e l o f p e rc e iv e d competence in p r o d u c tio n a g r i c u t l u r e th a n th o s e whose S.O .E . program have focused on Farm or A g rib u s in e s s Placem ent program s. H1 : m1 ^ m2 H0 : Mi< m2 Q = .05 Comparisons between th o se s t u d e n t s who focused on t h e School Land L a b o r a t o r i e s f o r t h e i r S .O .E . program and s t u d e n t s who focused on Farm o r A g rib u s in e s s P lacem ent programs in t h e a r e a o f p e rc e iv e d 80 c o m p e te n c e ie s and t e s t i n g above h y p o th e s is a re summarized in Table 19. As Table 19 shows, t h e P - v a lu e i s s i g n i f i c a n t , so t h e r e s e a r c h e r can conclu d e t h a t th e r e was enough e v id e n c e to be a t l e a s t 95% c o n f i d e n t t h a t a giv en s t u d e n t ' s p e r c e iv e d competence in p r o d u c tio n a g r i c u l t u r e depends on t h e fo c u s o f h i s / h e r S .O .E . program (S ch o o l Land L a b o r a t o r i e s or a Farm or A g rib u s in e s s Placem ent p ro g ram ). T a b le 19 Mean, S ta n d a rd D e v ia ti o n , and t - t e s t A n a ly s is o f D i f f e r e n c e s f o r th e L e v e l o f S t u d e n t s ' P e rc e iv e d Competence in P r o d u c tio n A g r i c u l t u r e by th e Kind o f S .O .E . Program Which S tu d e n ts Focused (N = 331) Kind o f S .O .E . Program Mean S.D. School Land L a b o r a t o r i e s 2.32 .50 t-v a lu e 2.58 o o• - 3 .7 9 Farm or A g rib u s in e s s Placem ent Program P - v a lu e .48 a = .05 The mean s c o r e o f p e r c e iv e d c o m p eten c ie s on p r o d u c tio n a g r i c u l t u r e programs f o r s t u d e n t s who focused on Farm or A g r ib u s in e s s s Placem en t programs was s i g n i f i c a n t l y h i g h e r th a n s t u d e n t s who focused on School Land L a b o r a t o r i e s . T h e r e f o r e , t h e h y p o th e is r e j e c t e d and t h e d i r e c t i o n a l h y p o th e s i s o f HQ which i n d i c a t e d t h a t th o s e s t u d e n t s who focused on Farm or A g r ib u s in e s s Placem ent programs w i l l have a h i g h e r l e v e l o f p e r c e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e s t u d e n t s who focused on School Land L a b o r a t o r i e s can be a c c e p te d . 81 H y p o th e sis 3 ^ i: Michigan 1 9 8 1-82 s e n i o r sec o n d a ry v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e whose S.O .E . programs fo c u sed on Home Farm P ro d u c tio n w i l l have a h ig h e r l e v e l o f p e r c e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e whose S.O .E . programs have focused on Farm or A g rib u s in e s s Placem ent program. M ichigan 1 9 8 1-82 s e n io r seco n d ary v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e whose S .O .E . programs fo c u sed on Home Farm P r o d u c tio n w i l l n o t have a h i g h e r l e v e l o f p e r c e iv e d competence in p r o d u c tio n a g r i c u t l u r e th a n th o s e whose S .O .E . program have focused on Farm or A g rib u s in e s s Placem ent Program. Hi : £ m2 Hq : Pi < m2 a = .05 Table 20 p r e s e n t s means, s ta n d a r d d e v i a i t o n s , t - v a l u e and t h e P v a lu e f o r th e two g ro u p s o f s t u d e n t s who focused on Home Farm P ro d u c tio n programs and Farm or A g rib u s in e s s Placem en t i n t h e a r e a o f t h e p e rc e iv e d co m p eten c ie s in p r o d u c tio n a g r i c u l t u r e . As Table 20 shows, t h e P - v a lu e i s s i g n i f i c a n t , so t h e r e s e a r c h e r can c o n clu de t h a t th e r e was enough e v id e n c e to b e a t l e a s t 95$ c o n f i d e n t t h a t a given s t u d e n t ’s p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e depends on t h e fo c u s o f h i s / h e r S .O .E . program ( a Home Farm P r o d u c tio n o r a Farm or A g rib u s in e s s Placem ent program ). 82 T ab le 20 Mean, S ta n d a rd D e v ia tio n , and t - t e s t A n a ly sis o f D if f e r e n c e s f o r th e Level o f S t u d e n t s ' P e rc e iv e d Competence in P r o d u c tio n A g r ic u ltu r e by th e Kind o f S.O .E . Program on Which th e S tu d e n ts Have Focused (N = 331) Kind o f S .O .E . Program Mean S.D. Home Farm P ro d u c tio n 2 .4 0 .56 t-v a lu e -2 .6 0 Farm or A g rib u s in e s s Placem ent Program 2.58 P -v a lu e .01 .68 a = .05 Based on t h e Mean s c o r e s , t h e group o f s t u d e n t s who focused on Farm or A g rib u s in e s s P lacem ent programs had a h i g h e r v a lu e o f Mean th a n th o se who focused on Home Farm P ro d u c tio n program s. T h e r e f o r e , th e h y p o th e is ^1 i s r e j e c t e d and t h e d i r e c t i o n a l h y p o th e s is Hq which i n d i c a t e d t h a t th o s e s t u d e n t s who fo cused on Farm or A g rib u s in e s s Placem ent program w i l l have a h ig h e r l e v e l o f p e r c e iv e d competence in p ro d u c tio n a g r i c u l t u r e th a n th o s e s t u d e n t s who focused on Home Farm P r o d u c tio n program s. A n a ly s is o f V a ria n c e f o r th e L ev el o f S t u d e n t s ' P e rc e iv e d Competence i n P ro d u c tio n A g r i c u l t u r e by t h e P la c e o f R esidence H y p o th e sis 4 : Michigan 1981-82 s e n i o r s e c o n d a ry v o c a t i o n a l a g r i c u l t u r e s t u d e n t s in p r o d u c tio n a g r i c u l t u r e whose p la c e o f r e s i d e n c e i s in a town, c i t y ex* n o n-farm a r e a w i l l have a h ig h e r l e v e l o f p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e whose p la c e o f r e s i d e n c e i s on a r u r a l farm . hq! Michigan 19 8 1-82 s e n io r s e c o n d a ry v o c a t i o n a l a g r i c u l t u r e 83 s t u d e n t s i n p r o d u c tio n a g r i c u l t u r e whose p la c e o f r e s i d e n c e i s in a town, c i t y or non-farm a r e a w i l l n o t have a h ig h e r l e v e l o f p e rc e iv e d competence in p r o d u c tio n a g r i c u l t u r e th a n th o s e whose p la c e o f r e s i d e n c e i s on a r u r a l farm . Hi : ^ n 2 H0 : ^ e u X a P la c e o f R e s id e n c e V a 00 3 O *0 u e c £ F ... N/ 18 % 1 -1 c a n i d e n t i f y , s e l e c t , an d ra n k a g ro u p o r c a t t l e f o r p ro d u c tio n o f b re e d in g s to c k o r o r feed e rs FARM N o t o n FARM 10 7 .0 56 3 9 -2 23 1 6 .1 5 3 .5 2 -1 can id e n tir y , s e le c t, an d ra n k a g ro u p o f d a i r y a n im a ls* FARM 10 5 -5 68 3 7 .b 69 3 7 .9 11— 1 2 .6 12 6 .6 182 5 5 .7 N o t o n FARM 12 51 3 5 .2 21. a 3L- 8 5 .5 43 2 9 .7 145 4 4 .3 U7 2 5 l 3 76 2 2 .0 XT 26 1 7 .9 37 2 5 .5 2b 1 6 .6 28 65 2 5 T 23 27 7 . TX 3 -1 can i d e n t i r y , s e l e c t , b ird s fo r s p e c iric p ro d u c tio n p u rp o s e s . FARM N o t o n FARM no TFT 16 6 4 TX rrx 182 5 5 .7 i 57 3 9 .3 145 9 4 .3 .7 4 IT T 182 5 5 .7 0 0 73 5 0 .3 145 9 4 .3 b9 2 6 .9 16 8 .8 1 7 .6~ 182 5 5 .7 IB bi 28 12 . b 2 8 .3 1 9 .3 6 9 .1 3 5 .9 145 4 4 .3 FARM 29 1 5 .9 56 3 0 .8 67 3 6 .8 13 7 .1 17 9 -3 182 5 5 .7 N o t o n FARM 19 1 3 .1 59 1 4 .7 38 9 6 .2 4 25 1 7 .2 145 4 4 .3 9 -1 can id e n tir y , s e le c t, an d ra n k a g ro u p o f b re e d in g sh e e p , fo r s p e c i f i c p ro d u c tio n p u rp o ses. FARM N o t o n FARH 38 2& X 5 -1 can id e n tif y , s e le c t, and ra n k a g ro u p o f s w in e T or s p e c i f i c p ro d u c tio n p u rp o s e s . FARM 10 5 .5 75 bi .2 6 - 1 c a n nam e t h e p r i m a r y p a r t s and i d e n t i f y fu n c tio n s o r th e r e ­ p r o d u c tio n s y ste m o f p la n ts . 15X N o t o n FARM ■ ra x 9 TT u TX d f S ig n ai 01 o tn 77 4 4 4 3 3 .2 5 4 .0 0 * 3 8 .0 8 4 .0 0 * 1 9 .7 2 4 .0 0 * 1 9 .7 2 4 .0 0 * 2 3 .3 2 4 .0 0 * 1 2 .4 3 4 .0 1 * TABLE D1 Continued u 7 -1 c a n d e te rm in e th e e x p e c te d d a te o f b i r t h o r h a tc h in g o f v a r i o u s fa r m a n im a ls o r b lr d a . FARM 8 - 1 c a n c o m p a re an d e v a lu a te e f f ic ie n c y a n d e c o n o m ic s o f m a te r i a l h a n d lin g s y ste m s * FARM 9 -1 c a n p e rfo rm su ch p e rtin e n t s k ills as c a s t r a t i n g , d eh o rn ­ in g , r in g in g , dock­ i n g , an d d e h e a d in g . FARM O *tJ t) « >s 3 S X o x m W) b CX _y_a_ IV * o c U T3 N /» e u » N /» wi 7 3 -9 95 2 9 .9 79 9 0 .9 29 21 3 C o Ji X X ' hi sq. e w N o t o n FARM n z 9 0 .7 1 .00* 3 2 .3 3 .00* 2 1 .5 6 .00* 1 3 .3 2 .00* 5 5 .5 1 9 .2 2 1 5 .5 ** 181 96 2 5 .9 9 0 .7 d f S ig n c 0 5 5 .7 3 FARM 1 3 -1 c a n g ra d e e g g s . V 0 X ■o J. N o t o n FARH 1 0 -1 c a n r e c o g n i z e t h e f u n c t io n o f and p la n th e e r r i c i e n t u s e o f fe e d a d d itiv e s , 1 2 -1 c a n i d e n t i r y th e a l t e r n a t i v e sy ste m s f o r m a r k e tin g fa rm a n im a ls. «W a P la c e o f R e s id e n c e iv« ten C o m p e te n c y S t a t e m e n t not ta u g h t F r e q n e n rv n f R e sp o n se 5 *• .0 0 * 195 9 9 .5 181 1 .5 8 5 .81 TABLE 01 Continued F re o n rn ev o f R esp o n se 1 R -I c a n d e t e r m i n e w hen a n d how t o m a rk e t m ilk . P la c e o r R e s id e n c e FARM N o t o n FARM FARM 1 6 -1 c a n i d e n t i f y p la n t n u trie n t d e fic ie n c ie s w h ic h a f f e c t a p a r t i c u l a r M ic h ­ ig a n a g r i c u l t u r a l f ie ld c ro p . FARM N o t o n FARM N /» N /» wt tvt H/t 21 11 .6 59 3 2 .6 M0 6 55 2 2 .1 3 -3 30 . k 5 5 .5 21 32 2 2 2 .1 1.R 75 5 1 .7 195 Ik .5 15 1 0 .3 32 1 7 .7 82 k 5 .3 27 IU .9 7 3 .9 32 1 7 .7 5 5 .5 R9 3 3 -8 30 2 0 .7 1 R3 2 9 .7 1U5_ R R.5 33___ 19.0 68 32 11 3 9 .1 18 . k 6 .3 30 1 7 .2 17k 5k. 5 I ’____ k i.k 55 3 7 .9 17 1 1 .7 2 i.k Ik 2 7 .6 3 1 .7 27 1 5 .0 102 5 6 .7 k8 2 6 .7 0 0 16 2k . 8 65 R6 .1 18 1 2 .8 58 3 3 .k 77 R 3 .0 1 3 ___ 18 . k 5 31_ 22 FARM N o t o n FARM 7 5 .0 1 6 -1 c a n s t a t e t h e FARM 6 1 9 -1 c a n re c o m e n d t h e c r o p and v a rie ty fo r a f a r m i n a n y home c o u n try . C hi s q . <3 1 7 -1 c a n d e te r m in e w h en c r o p s a r e re a d y to be h a rv e s te d . o p tim u m ti m e o f p la n tin g fo r a p a r tic u la r c ro p . O O w u 0 c e m 0 U TJ 1 5 .2 N o t o n FARM V u s: u « s 0 e c *> « c > » . « 0 -c TJ j: C u * T3 >N 8 C >» CJ .O .7 N/ % 181_ N o t on FARM FARM ITT 12 N o t on FARM _1R1 10 .o i» 11 . 1k k . 02* ko .69 k .o o » R 9 .8 5 k .0 0 » R 9 .9 3 k ,0 0 » iZ 2 _ 5 5 .6 3 0 .8 R5 3 1 .5 12 k8 2 6 .8 51. k 21_ 18 10.1 9 5 .0 iZ9_ 26 31 9 3 1 .7 ' 21. k 6 .2 3i_ 1R 5_ k k .8 2k . 8 k k'3 .9 6 23 1 5 .9 1 3 .6 2 160 kk___ 6 .7 .0 0 * 5 6 .1 2 .8 22. k k k 5 .5 16 1 1 .2 k .2 2 0 .7 2 UR.5 181 2 1 1 .3 d f S ig n 138 1 5 -1 c a n c a t e g o r i z e e a c h p l a n t a n d w eed o n a l i s t a s to w h e th e r i t i s a w in te r o r s p rin g a n n u a l. AM H a ^an show la th e rs how C o m p e te n c y S t a t e m e n t 9 1? 3 k k .k 5 5 .2 7 TABLE Dl Continued Freguenrv i.f C o m p e te n c y S t a t e m e n t P la c e o f R e s id e n c e C hl s q . _yj*_ _y.£ _ -JJSL. H /» N /» (V i K /l N /* 66 3 6 .9 67 3 7 .4 15 8 .4 16 8 .9 179 5 5 .2 24 1 6 .6 49 3 3 .8 15 1 0 .3 8 5 .5 49 7 3 .8 11 6 .1 179 5 5 .4 144 4 4 .6 Wt 2 0 -1 ca n c h o o se th e th r e e m ost n e a rly I d e a l s e e d bed s itu a tio n s fo r a g iv e n c ro p . FARH 2 1 -1 can d e te rm in e o p tim u m ro w u l d t h se e d in g r a t e , d e p th o f s e e d , f e r t i l i z e r p la c e ­ m e n t, a n d p r o p e r s e e d tre a tm e n t f o r e a c h cro p g ro w n i n my home c o u n try . FARH 17 9 .5 91 SOTT 50 2 7 .9 10 5 .6 N o t o n FARH 27 1 8 .8 58 1 4 .3 iZ lS .8 J _ 2 .1 ?2 _ 2 0 .1 2 2 -1 c a n re c o o n e n d p r o p e r a m o u n ts o f c h e m i c a l w eed c o n tro l fo r a s p e c i f i c w eed. FARH 27 1 5 .1 77 S f lc T 41 2 2 .9 10 5 .6 24 1 3 .4 1 7 9 -. 5 5 .6 N o t o n FARH 26 1 8 .2 47 3 2 .9 21 1 4 .7 J ___ 2 .1 46 3 2 .2 143 4 4 .4 FARH 4 2 .2 39 2 1 .8 97 5 4 .2 27 1 5 .1 12 6 .7 179 5 5 .2 N o t o n FARH 11 FARH 24 7TB" 54 3 7 .2 88 59 7 2 " 51 3 5 .2 50 2 7 .9 13 9 .0 8 5Tf 16 1 1 .0 19 T O " 145 4 4 .8 179 5 5 .4 57 3 9 .6 25 1 7 .4 2 1 .4 2 5 -7 2 1 -1 can Id e n tif y i n s e c t p ro b le m s , t e l l I f c o n tro l Is n e c e ssa ry , a n d m ake a re c o m e n d a tio n fo r c o n tro llin g e a c h p r o b le m . 5 3 .4 7 7 4 .00* 2 4 .8 1 N o t o n FARH —i — 1 6 .0 8 9 7 8 .0 0 * 145 4 4 .8 139 2 3 -1 can Id e n tif y s e v e r a l con n o n fo rm s o f s e e d s and p la n ts . J 5 _ 8 .4 d f S ig n 144 4 4 .6 2 0 .6 4 4 .0 0 * 2 2 .1 3 4 .0 0 * 2 3 .0 1 4 .0 0 * Table Dl Continued F req iien c v o f Reanonae C o m p e ten c y S t a t e m e n t a P l a c e o r R e s id e n c e O X X TJ c * o u n Wl FARH 2 6 -1 can b a la n c e a fa r m a c c o u n t . FARH Hot cm FARH Hot 2 7 -1 c a n s e c u re a fa rm lo a n a n d m ake r e g u l a r p i j r M n t s on I n t e r e s t an d p rin c ip a l. FARH 2 8 -1 c a n l i s t th e f i v e s te p s In p r o d u c i n g an d m a rk e tin g a co m m o d ity . FARH 2 9 -1 c a n l i s t th r e e liv e s to c k g ra d ln g s y ste a s . FARH 3 0 -1 c a n l i s t an d e x p l a i n th e f u n c t i o n s an d p u rp o ses o f th r e e lo c a l g o v e rn m e n t a g e n c ie s such a s A .S .C .. C .P .A . a n d F .H .A . 1^ 28 19.1 «j JLL IV% 82 R7T 16 31.9 56 31.1 5 1 IT ITT 37.5 60 WT 33.3 25 35_ 17.1 21.3 6 3.3 FARH Not on FARH Not or FARH Not of FARH FARH 32 TffTF 23 15.9 33 1T3- 60 P7T 18 32TT 61 28 Si 23^ 61 33-9 31 19.3 29 i5 7 T Hot d a Farm 33 23.2 WT 217r >x 0 1 ii e :k un ja W$ 11 23.0 ifX 80 I t t 51 20* 21.5 17 257T 19 13-1 38 21.3 26 17.9 53 29> 23 i?7r w u o n e u • • 6* ex i« > «« V-O. - I J Wt 3i7F 21 11 13.3 7.8 11 7.6 l i T ? 21 IB 11.7 10.0 1 .7 * 7 7 5 2T 2 TT 8 ITT 9 TT 1^ 1 .7 oa M o a H/X Wi ii 10.7 6.2' !2_ 1 zT C h i s q * d f S ig n * u s 9 7 7 32 11.2 ih r 3?_ 21.3 51 35.2 10 8 180 55.6 31.60 1 .00* 'IRA 11.1 180 55.6 13.11 1 .00* 1SS_ R1.1 55.8 115 15.2 m_ 55.1 115 112_ 9 18.33 1 .00* 9.21 1 .05* W .9 180 55.9 ihr 51 3 8 .0 178 55.3 27.28 1 .00e 111 11.7 ii.i 21.61 1 .0 0 * 140 2 5 -1 ca n d e te rm in e th e th e q u a l i t y o f each a n a ly s is o r f e r t i l i z e r n ee d e d t o m ost n e a r l y m eet re c o w e n d e d f e r t i l i z e r re q u ire ­ m e n ts p e r a c r e f o r e a c h c r o p I n my home c o u n t y . 8 H • Table Dl Continued F re q n e n rv o f R esponse u CL C o m p e ten c y S t a t e m e n t P l a c e o f R e s id e n c e u 3 1-1 c a n f i l l o u t a a t a n d r a r d fa rm a g ree m en t c o n t r a c t c o rre c tly . 3 2 -1 c a n e x p l a i n t h e « 0 ^ -o e u u 0 e -0 C h i s q . d f S ig n J . c e ji v a X XI -4 w _h_ _ U jP . «l u § 2 ; § 1 v f~ N /f IV * IV * N /* FARH 17 9 .5 61 !* rr 5A 3 0 .2 9 5 .0 38 2 1 .2 179 5 5 .6 H ot on FARH 23 i& TT 85 A 31 .5 16 1 1 .2 T T 55 3 0 183 aa. r FARH 8 r r 62 3 A. 6 81 5 0 13 7 .3 1« 7 .9 N o t on FARH 12 3 !___ 2 3 .9 5 5 ___ 8 5 .6 12— 2 3 .2 . 1 2 .8 T T 3 3 -1 ca n u r l t e a l e g a l d e s c rip tio n o f a g iv e n a c re a g e o r la n d o r lo c a te a r e a s and g iv e a c r e a g e In a p lo t book. FARH 38 -1 c a n l l a t a t FARH 3 5 - 1 c a n c o m p le t e t h e U .S . t a x f o r m a , 10*10 a n d sc h e d u le F ( u a i n g a fa rm re c o rd book. AB C O w> 0 0 TJ >. N/% p u rp o aea o f a " m ill* . l e a s t t e n la w s a f f e c t i n g th e e m p lo y m e n t o f a m in o r a t u d e n t . « > j= N ot o n FARH N ot o n FARH FARM N o t on FARH 38.7 9 .00* 1 8 .9 9 .00* A 3.61 .00* 9 .A 7 .0 5 * 22.80 .00* 178 l O 11 182 MR.A 23 12 . T 60 3 3 .5 57 3 1 .8 16 8 .9 ?2 __ 2 0 .3 11__ 2 1 .7 22 1 5 .A A 77 5 " 57 3 9 .9 38 1 9 .0 53 2975 38 2 1 .2 13 7 .3 81 2 2 .9 U 9_ 3 2 .6 27 1 8 .9 81 2577 2 1 .7 1 .7 8 j __ 3 0 .1 183 8 8 .8 18 7 T 88 2 5 .6 75 2 1 .9 iI tt 13 T .T 1I5> 32 75 16 85 82 3T 7T 2 0 29 2 0 .3 i? l_ TT75" 11 7 .7 31 2 5 .2 6 U 2_ 5 5 .6 9 9 9 183 5 0 8 8 .8 Table 01 Continued C o m p e ten c y S t a t e m e n t P l a c e o r R e s id e n c e 36-1 can I d e n tir y a two - and a Tour cy cle e n g in e . FARM 37-1 can d isa sse m b le , FARM I n s p e c t, and r e ­ assem ble p ro p e rly th e I g n itio n components o f a b a tt e r y o r magneto aytem. 3B-I can d isa sse m b le and d is p la y p a r ts In an o rd e rly m anner. In s p e c t and r e p a i r or r e p la c e w r n p a r ts and r e ­ assem ble a c a r ­ b u r e to r. 39-1 can I d e n tir y th e s e p a r ts r a c e , m argins, r e t a i n e r s , e x h au st s p r in g s . In ta k e s p r in g , and value g u id e s . AO-1 can perT ors th e d a l ly p re v e n tiv e m aintenance s k i l l s For an e n g in e . Not on FARH Not 1*1 FARM FARM Not on FARM FARM Not on FARM FARM Not on FARM TABLE Dl 9 2 -1 ca n tu r n o n , s e le c t, co rre c t o p e ra tin g p re s s ­ u r e s , l i g h t and a d j u s t t h e f la m e an d tu r n o f f e x y a c e ty le n e w e ld in g and c u t tin g e q u ip ­ m e n t. FARM 5 2 .8 J0 noc ta u g h t N/I V O * -3 > . ■ v» V a a * H/» W% K/i N /t 22_ 58 * 7 .5 36 2 0 .1 20 1 8 .9 e 6 JZ (A U 59 * 1 .3 33„ 28 9 .2 2 3 .1 1 9 .6 FARM 9 2 .2 32 1 7 .9 17 3 3 -6 93 2 9 .0 22 127F N o t o n FARM 7 T T 15 1 0 .5 53 3 7 .1 38 30 2 1 .0 5 25 liL O 19 5 0 .3 91 2 2 .9 18 35 _ 2 9 .5 i i _ * 3 -1 c a n d e m o n s tra te t h e sa T e u s e and m a in te n a n c e p r o ­ c e d u re in u s in g a c i r c u l a r saw , e le c tric d r ill, a n d J ig s a w o r s a b r e saw . FARM 9 9 -1 ca n c u t th re a d a n d fo rm a s t a t i o n * a r y " t e e ” o r 90 e l b o , a u n io n r e d u c i n g f r o m 3/ 1 " t o 1 /2 " a n d a s ta tio n a ry a u to m a tic w a te r bucket or s im ila r u n it. 16 18___ n u N /t 179 55J 1«3 HM.U 9 2 6 .6 _ !7 9 _ 5 5 .6 9 9 .0 5 * 2 .3 9 9 .9 9 8 .6 5 9 .0 7 HD.i) 179 5 5 .6 1 0 .1 193 Mii.ii 3 -5 1 2 .6 FARM 10 5 .6 92 2 3 .6 66 5 7 .1 26 ___ 1 9 .6 39 ___ 19.1 J7 8_ 5 5 .8 N o t o n FARM 12 8 .5 2 5 .5 90 2 8 .9 12 8 .5 91 2 9 .1 191 9 9 .2 16.1 9 .3 6 i53_ 62 9 3 .9 H o t o n FARM d f S ig n ..i- 11 .2 7 9 .9 H o t o n FARM Chi s q . 143 it 1 - 1 c a n s e l e c t a r c w e l d i n g a n d w e ld ­ in g s a f e t y e q u ip ­ m ent th a t w ill a d e q u a te ly p ro ­ t e c t my e y e s , s k i n a n d c l o t h i n g fro m b um s. u O c e n -jo •j P la c e o f R e s id e n c e Have been C o m p e te n c y S t a t e m e n t Can d o with h e l p Continued 9 12 TABLE Dl Continued Frt'»|iimrv of Rpsnruise C o m p e te n c y S t a t e m e n t P la c e of R e s id e n c e . CB 3o Jc Chi sq . ow> c cc mo u -o o •a ■G c “ rf Wt Wt H/% N/% H/% Wt FARH 8 4 .5 51 2 9 .0 64 3 6 .4 20 11.4 33 18.8 176 5 5 .2 Not on FARM 10 7 .0 41 2 8 .7 45 3 1 .5 673" 38 __ 2 6 .6 143 4 4 .8 FARM 12 6 .7 56 3 1 .5 66 37.1 20 1 1.2 24 1 3 .5 178 5 5 .5 Not on FARM 13 9 .1 49 3 4 .3 42 2 9 .4 8 5 .6 31 2 1 .7 143 4 4 .5 FARM 14 7 .9 5B 3 2 .6 53 2 9 .6 14 7 .9 39 2 1 .9 178 5 5 .5 Not on FARM 16 1 1 .2 53 37.1 32 2 2 .4 8 5 .6 34 2 2 .8 143 4 5 .5 4 8 -1 can remove and r e p la c e th e f u e l ta n k , l i n e s and f i l t e r s , check th e sy stem fo r le a k s and damage, and make th e n e c e s sa r y r e p a ir s o f a t r a c t o r . FARM 11 6 .1 43 2 4 .0 22----2 3 .0 24 13.4 24 1 3.4 179 5 5 .2 6 Not on FARM 8 5 .6 39 2 7 .3 54 3 7 .8 13 9.1 29 2 0 .3 143 4 9 -1 can both remove e x p la in th e fu n c t io n s and and r e p la c e th e th e r m o sta te and ch eck th e com plete u n it fo r le a k s on a tr a c to r . FARM 9 5 .0 44 2 4 .6 68 3 8 .0 12.8 1 9.6 179 1 5.6 8 5 .6 34 2 3-8 55 3 8 .5 10 7 .0 36 2 5 .2 I4 2 _ 4 4 .4 o 4 5 -1 can la y o u t the c o r n e r s o f a 60' x 50* r e c t a n g l e . 4 6 -1 can I d e n t if y th e p a r ts o f a farm t r a c t o r . 4 7 -1 can tim e th e i g n i t i o n system o f a tr a c to r . Not on FARM pj >. £- •C V) (A U V C .C <4 *-» v> Q cJ n oi = d f S ig n oa. o ain» 12 10 5 .7 9 .21 18.15 .0 8 3 .7 5 10 9 9 U.H8 .3*» 3 .8 7 .U2 inr/ir TABLE 01 Continued P req n en cv o f R esp o n se C o m p e te n c y S t a t e m e n t a « P la c e o f R e s id e n c e o c U -s FARH 5 1 —1 c a n i n s p e c t FARH N o t o n FARM FARH 5 2 -1 c a n a d j u s t a t r a i l e r m o u n te d o r s e a i-m o u n te d p lo w . N o t o n FARM of = .0 5 u N /» 11/ * > 3 V ^ C hi s q . U1 o c. c ^ <3 s IV * 8 30 __ 9 .5 1 6 .8 5 9 .2 29 1 3 .2 20 1 1 .2 179 5 5 .6 7 TM 31 2 1 .7 57 3 9 .9 16 1 1 .2 32 2 2 .9 193 9 9 .9 8 97 2 6 .3 78 9 3 .6 20 1 1 .2 26 1 9 .5 179 5 5 .6 10 39 2 7 .3 193 9 9 .9 8 5 .6 97 3 2 .9 2 7 .1 7 .0 9 5 .0 96 2 5 .7 80 9 9 ^7 29 1 3 .9 ' 20 9 1>.3 91 99 3 9 .3 9 6 .3 35 2 9 .5 2 8 .7 9 9 d r S ig n — tv * x r and re p la c e w o rn p a r t s o f a w eed s p r a y e r . • -S ig n ific a n t a t N o t o n FARM C U £ 66 u 3 o * C V c a -S o J1 u e 2 n H /t 1 0 .9 5 9 .0 2 * 1 5 .9 9 .0 0 * 1 9 .8 0 9 .0 0 * 179 5 5 .6 1 l '.2 I u 3_ 9 3 9 .9 145 5 0 -1 c a n I d e n t i f y th e p a r te o f s e le c te d f a r m im p le m e n ts b a s e d on th e o p e r a t o r ' s m a n u a l. TJ a u. « ■n >. e u .0 IV * TABLE 03 F r e q u e n c y , P e r c e n t a g e , a n d C h i - s q u a r e o f R e l a t i o n s h i p B e tw e e n S t u d e n t s ' P e r c e i v e d C o m p e te n c y S t a t e m e n t s (T h e P e r f o r m a n c e O b j e c t i v e s a S e c o n d a r y V o c a t i o n a l A g r i c u l t u r e I n s t r u c t o r May b e T e a c h i n g ) By T h e i r T y p e o f S . O . E . P . (H = 3 3 1 ) C o m p e te n c y S t a t e m e n t F o cu s on S .O .E .P . 1 -1 c a n i d e n t i f y , s e l e c t , an d ra n k a g ro u p o f c a t t l e f o r p ro d u c tio n o f b re e d in g s to c k o r o r fe e d e rs L and L a b o r a to r y 2 -1 can id e n tif y , s e l e c t , and ra n k a g ro u p o f d a i r y a n im a ls. L an d L a b o r a t o r y Home P r o d u c t i o n A g r ib u s in e s s Home P r o d u c t i o n A g rib u s in e s s 3 -1 c a n i d e n t i f y , s e l e c t , an d ra n k a g ro u p o f b ird s fo r s p e c iric p ro d u c tio n p u rp o se s. L an d L a b o r a t o r y Home P r o d u c t i o n A g rib u s in e s s 8 -1 can id e n tif y , s e l e c t , an d ra n k a g ro u p o f b re e d in g sh e e p , fo r s p e c i f i c p ro d u c tio n p u rp o ses. 5 -1 can I d e n tif y , s e l e c t , an d ra n k a g ro u p o f s w in e f o r s p e c i f i c p ro d u c tio n p u rp o s e s . Land L a b o r a to r y Home P r o d u c t i o n A g r ib u s in e s s L an d L a b o r a t o r y Home P r o d u c t i o n A g rib u s in e s s 0 c c 0 0 l ; -3 N /I Can do w ith h e l p F r p n u r n r * ' n f V p srio n se ki 3 7 .8 7 5 .6 7 7 .5 36 3 3 .3 ' 5? 8 3 .7 28 18 22 2075" 35 27X 13 0 c -0 > e C -3 U U3 N /* 8 7 .k 9 7 .1 5 5 .5 wrr s 3 8 .0 57 k 5 .2 M2 5572' 3 0.1 38 s 12 1 1 .1 33___ 2 6 .2 28 3 0 .8 17 1 5 .7 k7 3 7 .3 36 3 8 .7 fi Li c — — -J _V -_2H /t V k "3 .7 15 1 1 .9 k k .k 6 57T 11 8 .7 18 3571" 15 1 3 .9 7 5 .6 0 0 k 18 0 0 Ik.o 2 7 .0 28 3 0 .1 22 20. k 26 20 75" 18 19. 8 17 1 5 .7 39 3 1 .0 16 1 7 .2 2 1 .9 16 1 2 .7 12 1 2 .9 11 1 0 .2 9 7 .1 8 8 .6 32 2 9 .6 57 5 5 .2 27 2 9 .0 15 i 3 .9 36 2 8 .6 26 2 8 .0 2 ~0 cn V 3 .2 1 9 .8 0 0 ' 7 5 .6 2 2 .2 2 i7 § 9 7 .1 11 1 1 .8 £. sc L> 3 O 3 C D WC > V — S! •J c c C h i s q . d f S ig n T N /( 11/ 83 2 9 .8 12 7 .5 12 1 3 .2 108 3 3 .2 126 3 8 .8 91 2 8 .0 ki 35 7 0 6 8 .8 8 8 .6 53 8 9 .1 86 3 6 .5 3 k___ 3 6 .6 6 k 88 8 8 .8 15 1 1 .9 21 2 2 .6 .000* 6 3 .3 8 8 2 5 .8 8 8 .001* 3 6 .7 0 8 .000* HR.88 8 . 000* 108 320 k 126 3 8 .5 93 2 8 .8 k 108 3 3 .0 126 3 8 .5 23 _ 2 8 .8 8 108 3 3 .0 126 3 8 .5 93 2 8 .8 67 6 2 .0 38 3 0 .2 8 5 _ 8 8 .8 108 3 3 .0 126 3 6 .5 93 2 8 .8 87.18 8 .000* Table 02 Continued F re q iie n rv o f A esn o n se C o m p e te n c y S t a t e m e n t CL 01 o JC -o C LI F o c u s on S .O .E .P . Wt 6 - 1 c a n nam e t h e p r i m a r y p a r t s and I d e n t i f y f u n c tio n s o f th e r e ­ p r o d u c tio n s y ste m o f p la n ts . 8 - 1 c a n c o m p a re a n d e v a lu a te e ffic ie n c y a n d e c o n o m ic s o f m a te r i a l h a n d lin g s y ste m s . 9 -1 c a n p e rfo rm su ch p e rtin e n t s k ill s as c a s t r a t i n g , d eh o rn ­ in g . r in g in g , dock­ in g , an d d e h e a d in g . 1 0 -1 c a n r e c o g n i z e t h e f u n c t io n o f and p la n th e e f f i c i e n t u se o f feed a d d itiv e s . 10 9 .3 25 1 9 .8 ___ n ji 00 O <0 0, u c c. _ y .o . IV * > 01 g A. C h i s q . d f S ig n J 5 ___ 3 2 .A AA 2 1 .9 A !2 ___ 1 7 .6 1 J___ ia . o 12 3 8 .9 A0 3 3 .7 33 3 5 .5 3 1 .9 26 2 0 " 3 .2 11 1 1 .8 1 0 .3 10 1 0 .8 Land L a b o r a to r y 22 2 o7 T 2A 2 2 .2 ! _ 7 .2 8 8 .6 2 ^F 20 2 1 .5 3 3 -3 A 3 .7 12 9 X 20 2 1 .5 AS AS. 5 Home P r o d u c t i o n 10 9 .3 51 s o 2 j ___ 10 9 .3 A2 3 3 .3 21 2 2 .8 1 .9 7 S T A A .3 A6 A 2 .6 ii_ _ 1 2 .0 A5 3 6 .0 3A 3 6 .6 A 3 -7 20 1 6 .0 1A 1 5 .1 A5 S i .7 11 8 .8 12 1 2 .9 Home P r o d u c t i o n A g rib u s in e s s A g r ib u s in e s s L and L a b o r a to r y Home P r o d u c t i o n A g r ib u s in e s s Land L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s Land L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s 16 1 A .5 8 6 .3 8 8 .7 _2_ 8 .3 J ____ 6.1) 6 6 .5 _|6___ 1A .8 10 "57T 7 7 .7 35 3 2 .A 2770" 31 3 3 -7 J7 ___ 3 A .3 A1 3 2 .8 27 2 9 .0 28 2 5 .9 52 S IT T AO AA.O 22 2 0 .A 33 1570" 25 2 7 .5 A 3 .7 12 T T 10 1 1 .0 Wt 108_ 3 3 -0 126 Wt 2 0 .1 6 8 .0 0 9 * 7 3 -3 0 8 .0 0 0 * 28.11 8 . 000 * 5 8 .5 7 8 .0 0 0 * 3*1.75 8 .000* 3 8 .5 93 2 8 .5 108 12___ 1 5 .2 1A 1 5 .1 28 30 . A 108 3 3 -1 125 3573" 92__ 2 8 .5 _2® __ 3 5 .2 16 1 3 .0 9 9 .9 9 108 3375 123 3 5 .2 “ 91 2 8 .3 147 T -I c a n d e te rm in e th e e x p e c te d d a te o f b i r t h o r h a tc h in g o f v a r i o u s farm a n im a ls o r b ir d s . Land L a b o r a to r y Jj..?. Wt g 01 O 0) TJ >. e _y_£. N /> Table B? Continued F r r q u r n r v o f P pftnnnfip a -I C o m p e te n c y S t a t e m e n t o Itxr. T3 > F o c u s on S .O .E .P . c M-VH/% 1 1 -1 c a n i n t e r p r e t t h e r e s u l t s o f c o m p u te r p r i n t o u t. L an d L a b o r a t o r y A g rib u s in e s s L a jd L a b o r a t o r y Home P r o d u c t i o n 1 3-1 c a n g r a d e e g g s . 2 18.5 15 1 3 .9 16 1 2 .9 1 7 .2 28.0 1 2 .9 2 ,2 9 8 .3 29 2 6 .9 96 17 1 5 .7 29 1 9 .2 29 2 5 .8 0 0" 9 __ 7 .2 9 9 .3 _L9__ 19 1 7 .6 19 1 5 .2 17 1 3 -3 ' 3 55 22 20 16.1 16 13 1 0 .9 A g rib u s in e s s L and L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s 10 10.8 11 10.2 16 T O 8 o r 1 4 -1 c a n d e t e r m i n e w h en a n d how t o m a rk e t m ilk . Land L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s 19 1 3 .0 17 1 3 .6 11 T O ' 1 5 -1 c a n c a t e g o r i z e e a c h p l a n t a n d w eed * o n a l i s t a s to w h e th e r i t i s a w in te r o r s p rin g a n n u a l. L and L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s a A. H/% H/% 20 18 1 6 .7 .?3— 26 36.8 31__ 3 8 .7 20 1 0 .5 30 2 9 .0 25 2 6 .9 23 2 1 .3 36___ 2 8 .8 32 3 9 .5 urnr 32 2 9 .6 ?3__ .13_ 18 .9 ii T O 9 2 .9 96 9 9 .5 12 10 9 .3 31__ 2 9 .8 19 15.1 22 20.2 20___ 16.0 15 16.1 1 .9 ' 6 9 .8 2 51 9 7 .2 52__ 9 8 .6 37 3 9 .8 53 9 9 .1 33— 2 6 .9 2 0 .9 2.8 5 0 .9 57 _ 12 .9_ 9 5 .6 10 33 10.8 3 5 .5 61 0 o' 5 ¥.0 3 3 .2 1 5 6 .5 J6___ 2 8 .8 33 35 ;5 .9 33 30 3 __ 25 2 .9 9 9 .3 20.0 17 1 8 .3 H/% 108 3 3 .2 124.. 3 8 .2 7 .0 6 8 .5 2 9 2 7 .8 9 8 .0 0 0 * 19 .6 8 8 .0 6 5 2 7 .6 7 8 .0 0 0 * 1 5 .6 7 8 .1 0 9 22— 28.6 108 33.1 125 § 8 .3 93 _ 2 8 .5 148 1 2 -1 c a n I d e n t i f y a l t e r n a t i v e s y ste m s f o r m a rk e tin g f a r o a n im a ls . C h i s q . d f S ig n H/% 2 0 .9 Home P r o d u c t i o n <-> > H/% 6 o J -C o x in WU V e£ 108 33.1 325_ 3 8 .3 93 2 8 .5 108 33.1 125 3 8 .3 93 2 8 .5 108 33-1 125 _ 3 8 .3 93. _ 2 8 .5 Table 02 Continued F req u en cv n f A esnonse C o m p e te n c y S t a t e m e n t Land L a b o r a t o r y 1 T -I c a n d e te rm in e w hen c r o p s a r e re a d y to be n a rv e s te d . Land L a b o r a t o r y A g rib u s in e s s Hone P r o d u c t i o n A g rib u s in e s s L and L a b o r a t o r y Hone P r o d u c t i o n A g rib u s in e s s 19 -1 o a n r e o o a a e n d t h e c r o p an d v a rie ty fo r a f a r a In any hoae c o u n try . 2 0 -1 oan c h o o se th e th r e e n o s t n e a rly I d e a l s e e d b ed s itu a tio n s fo r a g iv e n c r o p . Wt Wt 12__ 36 ... 33-6 53__ **.5 $78 16 15.0 16 13.* 17 1873 23 22.1 *2 2 irx TX £ r 2 16 2 .2 17X s ix *8 52.2 3 lX *7 3?X 2* 257!" 28 27X *6 37.1 *7 50.5 5 TX 77 17.7 12 12.9 2* 22.* 6 28 23.5 17 TB7T 6 ¥78" 2 12 11.* 7 TX 3 3.2 Land L a b o r a t o r y "l*7o 2?__ 27.1 Hone P r o d u c t i o n t£x A g r ib u s in e s s TX § X 33 35-9 t I tt fh 7 Land L a b o r a t o r y H one P r o d u c t i o n A g rib u s in e s s wt Wt 17.8 Hone P r o d u c t i o n C h l s q . d f S ig n 15 T 5X 11 12.0 51 8o73" 28 13X 50 X 2 1.9 5___ * .2 6 8X ,3 12.2 27 21.6 2* 2S 7T 11 T X iv t Wt J*__ 31.8 12__ 1*.3 12_ 20.* 107 33-5 n s_ 16 T¥X 0 0 2 2 .2 25 2378 j __ * .0 JL _ 7 .5 3 x .6 TX 6 T X 36 39.1 10 1 0 .9 1* br 12 ^X 9X 6 6.5 16 13.1 37 29X 31 33.7 12 .072 3 7 .8 5 .000* * 2 .8 5 .000* 5 0 .8 3 .000* 37.29 .000* S3_ 29.2 10* 32.* 125 38.9 10 S x 106 3 2 .6 1 2 l_ 38.5 J3 _ 9 2 8 .9 107 33-0 125 3878 7 lix 107 33-0 125 3878 10 8X 17X H .3 8 3 7 .3 92 7 28.* 149 1 6 -1 c a n I d e n t i f y p la n t n u trie n t d e fic ie n c ie s w h ic h a r f e c t a p a r t i c u l a r M ic h ­ ig a n a g r i c u l t u r a l f i e l d cro p . 1 8 -1 c a n s t a t e t h e o p tim a tin e o f p la n tin g fo r a p a r t i c u l a r c ro p ,1 ■ 5m itN F o c u s on S .O .E .F . Table D2 Continued F re q u e n c y o f R p sn o n se Competency S tatem en t a a £o F ocus on S .O .E .P . 21-1 can d e te rm in e optimum row w idth s e e d in g r a t e , d e p th o f se ed , f e r t i l i z e r p la c e ­ m ent, and p ro p er se e d tre a tm e n t f o r each crop grown in my home c o u n tr y . Land L a b o ra to ry 22-1 can recommend p ro p e r amounts o f ch e m ic a l weed c o n tro l fo r a s p e c i f i c weed. Land L ab o rato ry 23-1 can I d e n t if y s e v e r a l common form s o f seeds and p l a n t s . Land L a b o ra to ry wt Wt N/* Wt Hz'* 21 19 11.3 9 9 .8 97 93-9 §8 _ 9 6 .8 99 97.6 18 16.8 23 _ 26.6 1 .9 8 6 .5 9 l«. 3 20 18.7 11 8 .9 9 9 .8 19 13.2 13 29.0 9 9 .9 90 37.7 96 36-8 38 im r 19 17.9 2 1.9 8 6 .9 30 3 .3 31 2 9 .2 18 19.9 21 23.1 8 7 .5 0 0 1 _ 7 .6 36 8 7 .5 19 15.2 U _ 19.1 16 15.0 9 7 .2 3 3 .7 39 36.9 71__ 5 6 .6 38_ 91.3 20 18.7 10 X T 7 91 38.3 63 5 0 .8 91 99.6 20 18.7 22— 2 6 .6 22 23-9 0 0 5 9 .0 5 5 .9 26 2573 .12__ 17 37 39.9 58 97 .2 33 36.5 18 2 1.9 7 5 .7 6 6 .5 32 1 9 .6 Home P ro d u c tio n A g rib u sin e s s Chi s q . d f S ig n 26 2 8 .3 N/l I?7 33.1 17.**2 8 .026* 1 7.22 8 .027* 31.05 8 . 000 * 2 2.61 8 .003* 17.17 8 .028* 38.* 92 _ 2ir.5 150 Horae P r o d u c t i o n A g rib u sin e s s Horae P ro d u c tio n A g rib u sin e s s 2U -I can i d e n t i f y i n s e c t problem s, t e l l i r c o n tr o l i s n e c e s s a ry , and make a recom m endation f o r c o n tr o llin g each problem . Land L a b o ra to ry 25-1 can d eterm in e th e th e q u a li t y o f each a n a ly s is o f f e r t i l i z e r needed to most n e a r ly m eet recommended f e r t i l i z e r r e q u ir e ­ m ents p e r a c re f o r each c ro p in my hone c o u n ty . Land L a b o ra to ry Horae P ro d u c tio n A g rib u sin e s s Home P ro d u c tio n A g rib u sin e s s hr 16.0 22 17.9 19 i5 .i 3 3 .6 26 20.8" 31__ -fib 20 2 2 .0 17.0 21 17.1 23 29.7 3-3 1 0 .5 17 1X 5 " 3 0 .2 15 12.2 17 18.3 106_ 32.9 123_ 38.2 93 28.9 Table D? Continued rre n n e n c v o f R esponse l o C o m p e ten c y S t a t e m e n t F o c u s on S .O .E .P . 1 ^ o 2 6 -1 c a n b a l a n c e L an d L a b o r a t o r y a fa r m a c c o u n t . Home P r o d u c t i o n A g rib u s in e s s 2 7 -1 can e e c u re a Tarm l o a n an d m ake r e g u l a r p a y m e n ts on I n t e r e s t and p rin c ip a l. 2 8 -1 c a n l i s t t h e f i v e s t e p s In p ro d u c in g and m a rk e tin g a c o M o d lty . 2 9 -1 can l i s t th r e e l i v e s t o c k g ra d in g * s y ste m s . Land L a b o r a t o r y Hone P r o d u c t i o n L an d L a b o r a t o r y Home P r o d u c t i o n A g r ib u s in e s s L and L a b o r a t o r y H one P r o d u c t i o n A g rib u s in e s s 3 0 -1 c a n l i s t an d e x p l a in th e f u n c t i o n s and p u rp o ses o f th r e e lo c a l g o v ern m en t a g e n c ie s su ch a s A .S .C ., C .P .A . a n d F .H .A . O > IV * II loTT 5 O 7 T.5 30 2ff7F 47 37.6 2 i_ 35.5 !1 _ 12.3 24 26 2*3 45 5 0 24 25.6 wt A g rib u s in e s s L and L a b o r a t o r y Home P r o d u c t i o n A g rib u s in e s s •• — u -o IV % 18 i? 3 s e ^ 50 40.0 $ 3 12 9 .6 27 25.5 11 8 .8 f r 14 15.1 ks 23 21.7 Or 28 30.1 ,3 __ iir ^ 3 - 24 22.9 39 3n r 29 31.2 15 37T mw x o i* Table 02 Continued F rrn u rn rv nf S es-onae C o m p e te n c y S t a t e m e n t U IS a. H F o cu s on S .O .E .P . O .1 JZ B d >. „ V .J L Wt 3 6 -1 c a n I d e n t i f y a tw o - a n d a f o u r c y c le e n g in e . Wt wt 2m . • _ v .a . Wt L an d L a b o r a t o r y a.-,Home P r o d u c t i o n 26 207T 26_ A g rib u s in e s s 2 5 .0 L an d L a b o r a t o r y 38 -1 c a n d l s a a s e a b l e L and L a b o r a t o r y and d is p la y p a r ts I n an o r d e r ly aa n n e r, In sp e c t and r e p a i r o r r e p l a c e w orn p a r t s and r e ­ a s s e m b le a c a r ­ b u re to r. 3 9 -1 c a n I d e n t i r y th e s e p a r ts f a c e , m a rg in s , r e ta in e r s , ex h au st s p r in g s . I n ta k e s p r in g , and v a lu e g u id e s . 1 0 -1 c a n p e r f o r m t h e d a l ly p re v e n tiv e m a in te n a n c e s k i l l s f o r an e n g in e . IB 1 7 .1 Home P r o d u c t i o n 3 1 _ 2 5 .6 30 3 3 .1 A g rib u s in e s s JO 2877 62 3577 62 6 5 .7 Home P r o d u c t i o n A g r ib u s in e s s L an d L a b o r a t o r y Home P r o d u c t i o n A g r ib u s in e s s L and L a b o r a t o r y Home P r o d u c t i o n 8 77? 2577 3Z__ 3 5 .2 10 2I_ 32.0 20_ i2 l7 .0_ J6_ 2 1 .7 5 0 .0 18 38 3572 65 5 2 .T 56 6 0 .2 57F 6 575' 9 87T 6 3 .2 A g r ib u s in e s s 2 2 .2 173 19 1 5 .3 6 6 .5 5 X 8 5 8 mm as a . J2_ 9 .6 J ___ 1.1 6 28 5 .7 7877 26 2 1 .3 2_ 8 .6 105 3 3 .0 122 3 8 .6 13 12 21__ 2 0 .0 $72 7 ? 3 122 3877 12 21.88 . 00 1 * 2 3 .6 7 .002* St 1B 5_ 3 2 .6 16 126 i5 7 7 25 2 6 .9 12^9 3 8 .5 92 2 8 .9 6 . 00 1 * H r? 20 6 .3 8 105 3 2 .9 15 123 1 2 .5 1 6_ » 173 7 3 2 5 .2 1 *2 2 8 .6 105 3 2 .9 122 3877 6 6 .5 . 0 00 * 3 3 .9 8 28.8 J_ 7 .7 wt a .r § 7 ? 2 1 .3 _ t-_ !0 5 _ 3 2 .5 125 3 8 .7 STS’ 26 12 _ U _ 26_ 11 C h i s q . d f S ig n n Wt 9 .0 15 1 6 .5 IT T IT 1 8 .5 m m c 0 0. 153 3 7 -1 c a n d l s a a s e a b l e . I n s p e c t, and r e a s s e a b le p ro p e rly t h e I g n i t i o n com­ p o n e n ts o f a b a t t e r y o r m a g n e to a y te m . «a M3 0 1 e u 31.62 8 . 000 * TABLE D2 Continued F requencv o f h esco n se 4 2 -1 ca n tu r n o n , s e le c t, co rrec t o p e ra tin g p re s s ­ u r e s , l i g h t and a d j u s t t h e f la m e and tu r n o f f e x y a c e ty le n e m e ld in g and c u ttin g e q u ip ­ m e n t. Land L a b o r a to r y 4 3 -1 c a n d e m o n s tra te th e s a f e u s e and m a in te n a n c e p ro ­ c e d u re in u s in g a c i r c u l a r sam , e le c tric d r ill, a n d J lg s a m o r s a b r e sam . L an d L a b o r a t o r y 4 4 -1 c a n c u t th r e a d a n d fo rm a s t a t i o n ­ a r y " t e e " o r 90 e l b o , a u n io n r e d u c i n g fro m 3 / 4 " t o 1 /2 " a n d a s ta tio n a ry a u t o m a t ic m a te r bucket or s im ila r u n it. L and L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s Home P r o d u c t i o n A g rib u s in e s s 4 3 .8 2 1 .6 6 6 .5 6 5 .7 1 .8 4 4 .3 5 4.8 Home P r o d u c t i o n A g rib u s in e s s 2X 2 2.2 u __ 10.6 Home P r o d u c t i o n 7 IX A g rib u s in e s s 4 4.4 15__ 1 4 .3 24 1 9 .4 10 1 0 .8 14 1 3 -3 25__ 2 0 .2 8 ■0.6 X 00 U 3 O * C ** • e > V j V H/% H/% H/% H /* 41 3 9 -0 18 1 7 .1 21 1 8 .5 ?I _ 2 5 .7 18 1 4 .5 ]Q 5 _ 51___ 4 6 .0 46 4 9 .5 31_ 3 1 .4 5J__ 4 1 .1 47 5 0 .5 _ 124 3 8 .5 9 3 .2 26 2 4 .8 25 2 0 .2 26 2 4 .8 22 1 7 .2 39__ 4 23__ 3 2 .3 4 .3 2 8 .9 21 20.0 15 12.1 25 2375 30.1 IX £2__ 27.9 30 2*71 12__ 21 2 0 .2 8 35__ 33-7 48 10 30" 31 _ "B7T 12__ 22.4 2 0 .9 4 0 .7 20 22.0 11 12.1 fix 23 7.7 S ig n 2 8 .6 8 8 .0 0 0 " 2 9 .9 8 8 .0 0 0 " 2 1 .9 1 8 .0 0 5 * 32.51 8 .000* 2 3__ 2 0 .9 3 0 .1 40 38.1 40 5874" 52 55.9 d f 3 2 .6 28 14 13.3 23 I5TF 6 6.5 Chi s q . 154 Land L a b o r a to r y c c <9 O O -J N /S q i l " |w u e ^ j 4 1 -1 can s e l e c t a rc m e l d i n g a n d m e ld ­ in g s a f e t y e q u ip ­ m ent th a t m ill a d e q u a te ly p ro ­ t e c t my e y e s , s k i n a n d c l o t h i n g fro m b u rn s. 0 op F o c u s on S .O .E .P . 9 0 S X 2 » A W V c — -J W f j *1 4r> H csp o n se dyaq C o m p e te n c y S t a t e m e n t 44 V 0 * 8 c 105 32.6 124 3 8 .5 105_ 3 2 .6 124 3 5 .5 93 _ 28 T 9 5 12 TABLE 02 Continued P re q 'ip n c v n f A e sponse I £ o ° „ C o m p e te n c y S t a t e m e n t 9 5 -1 c a n la y o u t th e c o r n e r s o f a 60* x 5 0 ' re c ta n g le . e £ Home P r o d u c t i o n A g rib u s in e s s L and L a b o r a to r y Horae P r o d u c t i o n A g r ib u s in e s s 9 7 -1 c a n tim e th e I g n i t i o n sy ste m o f a tra c to r. L and L a b o r a to r y Home P r o d u c t i o n A g rib u s in e s s Wt N /S 6 5 .7 8 6 .6 9 9 .3 30 2 8 .6 33 2 7 .3 29 3 1 .2 3" 3279 93 3 5 .5 11 1 0 .5 9 7 .3 5 575 19 3 8 .1 99 3 5 .8 21 2 3 3 22 2 1 .0 13 1 2 .5 9 7 .3 a 8 .6 91 1 9 3 91 3 3 .1 __ 3 1 .2 32 39 3 __ J! 3 0 .9 98 513 16 1 5 .9 273 35 3 7 .6 v a. wt X£ wt 6 5 .7 11 9 .1 12 1 2 .9 29 2 7 .6 26 2 1 .5 5 57F 11 T .9 12 1 2 .9 27 2 5 .7 21 1 7 .1 7 7 .5 _» N/J > 2 1 .9 8 5 3 12 1 2 .9 Wt 105_ 3 2 .9 121_ 16 1 7 .2 3? 12 i! 2 9 -2 J05_ 3 2 .7 123 3 3 .9 1 8 .0 0 0 * 3 1 .2 0 8 . 000* 5 1 .1 3 8 . 000* 2 8 .3 0 8 . 000 * 353 ?3 _ 10 _ 2 9 .0 10 9 3 2 .9 3 0 .8 129 9 . 9 .7 .6 2 9 6 .2 0 3 7 .9 10 3 8 .6 93 2 9 .0 9 8 - 1 c a n re m o v e a n d e x p l a i n th e f u n c t i o n s and r e p la c e th e fu e l ta n k , l i n e s , and f i l t e r s , c h e c k th e s y s te m Tor le a k s and dam age, and m ake t h e n e c e s s a r y re p a irs o f a tra c to r. Land L a b o r a to r y 105_ Home P r o d u c t i o n _129__ 3 8 .5 4 9 - 1 c a n b o t h re m o v e e x p l a in th e f u n c t i o n s an d a n d r e p l a c e th e t h e r m o s t a t e an d c h e c k t h e c o m p le t e u n i t f o r l e a k s on a tra c to r. Land L a b o r a to r y 32.6 A g rib u s in e s s 2 8 .9 Home P r o d u c t i o n A g rib u s in e s s 9 B 75~ 6 9 .8 2 2 .2 29 2 2 .9 35 2 8 .2 19 20 X 32 3 0 .5 91 3 3 .1 ' 50 533 8 7 .6 11 8 .9 19 1 5 .1 32 3 0 .5 31 2 5 .0 8 T S .T 105 32.6 129 3 8 .5 9 3 __ 2 8 .9 155 9 6 -1 can i d e n t i f y th e p a r ts o f a fa rm t r a c t o r . C h i s q . d f S ig n n u F o cu s on S .O .E .P . Land L a b o r a to r y eo o m TABLE 02 Continued F re -u e n c v of b es^o n se C o m p e te n c y S t a t e m e n t 5 0 -1 c a n I d e n t i r y t h e p a r ts o f s e le c te d f a r m Im p le m e n ts b a s e d on th e o p e ra to r's manual. '■> -a t) 3 v -o Wt H/ t Hf* 39 j r :i 67 5 b .0 b8 s irr Land L a b o ra to ry Home P r o d u c t i o n Agribusiness L and L a b o r a to r y 5 1 -1 ca n I n s p e c t and re p la c e w o rn p a r t s o f a w eed s p r a y e r . Home P r o d u c t i o n 2b . 2 A g rib u s in e s s L and L a b o r a to r y 5 2 -1 ca n a d ju s t a t r a i l e r m o u n te d o r s e s l-m o u n te d p lo w . • - S ig n ific a n t a t C h i s q . d f S ig n F o c u s on S .O .E .P . Home P r o d u c t i o n Agribusiness of = . 0 5 23 2 1 .9 52 2 1 .9 U2 b 5 .2 N/» N/J H/ t 10 31 2 9 .5 16 1 2 .9 5 5X 105 3 2 .6 9 :5 12 9 .7 18 ffT T __ 12b a 32. b 109 3 2 -6 £ _ 7 .3 26 2 1 .0 12b 11 5 TTX T X 29 27TT 52 b l.9 b8 9 JTT 1 7 .2 29 2 7 .6 19 1 5 .3 J ___ 7 .5 B 6 .5 16 8 . 000 * 3 2 .6 9 8 .0 0 0 * 2 9 .6 0 8 . 000* 93 2 8 .9 9 .5 10 2 9 .6 8 3 8 .5 93 _ 2 8 .9 105_ 3 2 .6 12b 38^ 13_ 2 8 .9 tn O'