WELTON, Richard Frederick, 1933- RELATIONSHIP OF STUDENT CHARACTERISTICS AND PROGRAM POLICIES TO PARTICIPATION IN FFA.
The Ohio State University, Ph.D., 1971 Education, vocational
) University Microfilms,A XEROX Company, Ann Arbor, Michigan [
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED relationship o f s t u d e n t characteristics a n d p r o g r a m
POLICIES TO PARTICIPATION IN FFA
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
B y Richard Frederick Welton, B*S*, M.Ed*
*****
The Ohio State University 1971
Approved by
^ Adviser Department of Agricultural Education PLEASE NOTE:
Some pages have indistinct print. Filmed as received.
UNIVERSITY MICROFILMS. ACKNOWLEDGEMENTS
The writer wishes to express gratitude and sincere appreciation
to the many persons whose assistance has contributed to.the completion
of this study*
To Dr* Ralph E. Bender, his major adviser, for his encouragement
and sincere interest in the writer's graduate program and in his study*
To Dr* J* Robert Warmbrod, who served as research adviser for
this study, for his able assistance and continual understanding*
To Dr* Ralph E* Bender, Dr* J* Robert Warmbrod, Dr* Ralph J*
Woodin, and Dr* L* 0. Andrews for serving on the writer's graduate
committee*
To the National FFA Board of Directors for their financial
support to this study and for their confidence in the writer* Board members who were particularly helpful include: Mr. Jim Dougan, State
Supervisor of Agricultural Education in Ohio; Mr* 1/fin* Paul Gray,
National Executive Secretary of the FFA; and Mr* Neville Hunsicker,
National FFA Adviser*
To the state supervisors of agricultural education for their promotion of this study in their respective states*
To the teachers of vocational agriculture and their junior and
senior students for furnishing the data needed in conducting this study*
To his beloved wife, Corwyn, for her inspiration and faith*
The writer's children Lesley, David, and Valery each deserve special
ii recognition for their patience and understanding# An endeavor of this nature could not have been undertaken without a unified and loving family dedicated to the attainment of an impossible dream#
iii VITA
April 25, 1933 ...... Born - Sidney, Nebraska
1954-1956 «••■•••••«•• United States Marine Corps
1959 ••••••••••••••• B.S., Colorado State University, Fort Collins, Colorado
1959-1962 •••••••«•••• Teacher of Vocational Agriculture, Lyman High School, Lyman, Nebraska
1962-1963 «••••» ...... • Teacher of Vocational Agriculture, Kearney High School, Kearney, Nebraska
1963-1969 ...... Teacher of Vocational Agriculture, Baton High School, Baton, Colorado
1966 «••••••*••••«• Graduate Assistant, Colorado State University, Fort Collins, Colorado
1969-1970 «•••*••*•••• Research Associate, Department of Agricultural Education, The Ohio State University, Columbus, Ohio
1970-1971 «•••••*•«.*• Academic Adviser, University College, The Ohio State University, Columbus, Ohio
iv PUBLICATIONS
"Adjusting the Curriculum in a Nebraska Department," Agricultural Education Magazine, July, 1963, p. 6,
"Battle Plan for FFA Week." The National Future Farmer. December- January, 1964-1965, p. 42.
"Relationship Between Employment in a Non-Farm Production Agricultural Occupation and Farm Experience." Unpublished master's report, Colorado State University, 1966,
"Tribute to Youths FFA/AIC Award Winners." A report and slide presenta tion, American Institute of Cooperation, Annual Meeting, Colorado State University, 1966. (Mimeographed.)
"It's Always Time for Safety." A report and slide presentation, National Vocational Agricultural Teachers Association, 1966, Annual Convention, Denver, Colorado, (Mimeographed.)
"Demonstrating the Need for Balanced Feeding." Feed Management. 12*11, November, 1969, p. 22.
"Demonstrating Nutritional’ Deficiencies." Animal Nutrition and Health. December, 1969, p. 10.
"Colorful Colorado's Agriculture•" Townshend Educator. Department of Agricultural Education, The Ohio State University, XVII*2, March, 1970.
"Do You Need a Poultry Nutrition Demonstration?" Farm Technology. Summer, 1970, pp. 10-12.
"Membership Gap.•.Fact or Fantasy Appraisal." Agricultural Education Magazine. September, 1970, pp. 53-59.
"Demonstrating Your Ability." The National Future Farmer. April-May, 1971, p. 32.
V FIELDS OF STUDY
Major Field: Agricultural Education
Studies in Agricultural Education Professors Ralph E. Bender and J. Robert Warmbrod
Studies in Vocational Education Professor Ralph J* Woodin
Studies in Teacher Education Professor L. O, Andrews
vi TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS . . . ii
VITA ...... IV
LIST OF T A B L E S ...... xii
LIST OF ILLUSTRATIONS ...... xvii
Chapter
I. NATURE OF THE S T U D V ...... 1
The Study '•••••••...... 4 Purpose • •.•••••••• ...... • 4 Objectives 5 Need for the study ♦ • ...... • •••.... 5 Assumptions ...... 9 Limitations • ••••.••.«...«.**.• 9 Methodology . • • ...... • ••••••. 10 Method of investigation ...... II Selection of participants ...... 12 Instrumentation . . « • ...... •...... 15 Development of the instruments ...... 20 Distribution and follow-up of survey i n s t r u m e n t s ...... 22 Analysis of data ...... 26 Definition of Terms • 29
II. REVIEW OF RESEARCH AND RELATED LITERATURE ...... 31
FFA Programs, Policies, and Objectives ...... 32 Characteristics of Students ••••••••.... 35 Student Participation in Organizations •»•••• 40 Need for Modifications in the FFA ••••••.*• 45 Summary ••.•••.••»•»....*..»«« 49
III. ATTRIBUTES OF VOCATIONAL AGRICULTURE DEPARTMENTS AND FFA CHAPTERS ...... 52
Location of departments ..•••••«..•*.. 52 vii TABLE OF CONTENTS-“Continued
Chapter Page
III.--Continued
Course offerings ...... 54 Multiple teacher departments...... '...... 56 Chapter charter • ...... 57 Types of FFA chapters •••••«•••••••* 58 Number of meetings each month ...... 60 Written constitution and by-laws •••••••• 61 Constitution and by-law revision •••••••• 62 Program of activities revision .«•*■•••• 63 FFA essential part of program *•*••«•••• 64 Chapter policy regarding membership ••••••• 65 Number of requirements for membership • •«••• 66 Written program of activities...... 68 Availability of program of activities ••••*• 69 Number of activities planned ...... 70 Membership involved in planning • 71 Opportunity for participation • 72 Recognition according to degree of participation ...... •••••«•••••« 73 Percentage members holding leadership positions ...... • *••••••..«• 74 Successful areas of accomplishment ...... 76 Major problems facing FFA chapters • ••»••• 79 Major changes needed in FFA ...... 82 Relationship Between Mean Participation Score and Selected Attributes...... 84 Static attributes ...... 84 Dynamic attributes ...... 84 Extent of students' involvement in program of activities .«..••« ...... 86 Percentage of membership holding leadership positions • • ...... • . . 88 Summary • ...... ♦ * . 90
IV. CHARACTERISTICS OF VOCATIONAL AGRICULTURE STUDENTS RELATED TO PARTICIPATION IN F F A ...... 93
Characteristics of Vocational Agriculture Students •«••••». ... 93 Number of males and females enrolled «.»•»• 94 Ethnic composition of students 95
viii TABLE OF CONTENTS--Continued
Chapter Page
IV.— Continued
Academic achievement of students *...•••• 96 Occupational experience activities •.«••«» 97 Socio-economic status of students ••••••• 99 Participation in school activities ...... • 102 Participation in community organizations .... 103 Percentage membership •••••••«•«••# 104 Non-members previous affiliation •••••••• 105 Reasons students did not j o i n ...... 107 Changes needed in FFA before non-members would consider membership •••••»•••• 110 Factors Influencing decision to join •••••• 113 Persons influential in membership ..•••«. 115 Improvements needed in organization ••••■• 116 Significant benefit received from membership ••••••*»»»».»•*••• 120. Attendance at meetings • 123 Chapter offices held 124 Participation in chapter committee •••••«• 125 Participation in chapter activities 127 Participation in district activities »••••. 128 Participation in state activities ••*•••« 129 Participation in national activities •••••* 132 Extent of participation in FFA •••••*•«• 133 Relationship Among Selected Characteristics of Vocational Agriculture Students ...... • • 136 Central Region ••.•••••••••••••. 137 North -Atlantic Region ...... 140 Pacific Region 140 Southern Region »*♦*••••••••*••• 142 Sunmary of intercorrelations for all regions ...... 144 Relationship Between Students* Characteristics and Participation in FFA •«••••»*•••• 147 Central R e g i o n ...... 147 North Atlantic Region • ••••••••*••• 148 Pacific Region 149 Southern Region ...... 150 Summary of regression analysis for all regions combined •••«»• ...... 152 Summary ••••».•• ...... 153
ix TABLE OF CONTENTS— Continued
Chapter Page
V* SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS...... 159
Summary of the Study « ...... • ••••»»•• 159 Purpose ...... 159 Objectives ••«••••••••••*•••'•• 159 Methodology • • ...... 160 Major Findings ...... *••****.* 161 Attributes of FFA chapters ...... • • * 161 Relationship between selected attributes of FFA chapters and vocational agriculture departments and the extent to which students participate in FFA ...... *...♦••• 166 Characteristics of vocational agriculture students ...... • • • 168 Relationship between selected characteristics of students and their degree of participation in FFA activities * « * * • • • 173 Conclusions • •••••••. .•••c.*... 175 Recommendations • • ««••••• 178 Recommendations for Further Study ..»••••• 182
APPENDICES...... 184
A ...... 185
B ...... '...... 187
C ...... 199
D ...... 203
E ...... ' ...... 208
...... 217
G ...... 229
H ...... 232
I ...... 239
J ...... 243
x TABLE OF CONTEffTS— Continued
Pago
APPENDICES--Continued
...... • • 251
. 253
M • •.•••.••».*»«••• ...... •• 258
N , , ...... 261
...... 269
BIBLIOGRAPHY ...... 271
xi LIST OF TABLES
Table Page
1. FFA Membership as a Percentage of Vocational Agriculture Enrollment for Selected Years »••••.•• 7
2. Percentage Response to Mailed Vocational Agriculture Department Questionnaires (Form I) from Schools * • . « • 24
3. Percentage Response to Mailed Vocational Agriculture Questionnaire (Form II) from Schools ...•*•.«•*• 25
4# Geographic Location of High Schools Offering Vocational Agriculture * • • • ...... ••• 53
5* Combination of Course Offerings in Vocational Agriculture Departments . • ...... • 55
6* Estimate of the Percentage of Schools Offering Vocational Agriculture and Having More Than One Vocational Agriculture Teacher • 57
7* Length of Time Local FFA Chapters Have Been Chartered • • 58
8. Different Types of FFA Chapters Functioning in Vocational Agriculture Departments • •••••••.•» 59
9. Estimate of the Percentage of Schools That Conduct More Than One FFA Meeting Each Month • »••••»•••». 60
10* Estimate of the Percentage of Chapters That Operate According to a Written Constitution and By-laws In Harmony with State and National Constitutions and By-laws • • ...... • 62
11. Revision of Local Constitution and/or By-laws of Local Chapters ...... 63
12. Estimate of the Percentage of Chapters That Have Not Revised Their Program of Activities Within Past Two Years ...... 64
13. Estimate of the Percentage of Vocational Agriculture Departments Considering FFA a Necessary and Essential Part of the Vocational Agriculture Program «••«**. 65
xii LIST OF TABLES— Continued
Table Page
14. Policy of Chapters Regarding Membership of Vocational Agriculture Students in FFA * ...... 66
15. Estimate of the Average Number of Requirements for Active Membership...... 67
16* Estimate of the Percentage of Chapters with Written Program of Activities ...••••* 68
17* Availability of the Program of activities to Membership in Local Chapters • •••••••••••«.. 69
18. Total Number of Chapter Activities Planned for 1970-1971 Compared to Three Years Ago ...... 70
19. Percentage of Total Chapter Membership Involved in Planning Annual Chapter Activities •••.•••••«• 71
20. Extent Program of Activities Provides Members an Opportunity for Participation ..•••••«.«•*• 72
21. Extent Members Receive Recognition According to Degree of Participation in Chapter Activities • *.... 73
22. Percentage of Chapter Membership Holding Leadership Positions • ••••••••.•••*.«.. 75
23* Most Successful Areas of Accomplishment in Local Chapters as Indicated by Vocational Agriculture Teachers • •••••.•••••••.••.•••»•.* 77
24. Major Problems Facing Local Chapters as Indicated by Vocational Agriculture Teachers ...... 80
25. Teachers’ Opinions of Major Changes Needed in the FFA to Attract More Students • ••».••».«. 83
26* Mean Participation Score for Extent Program of Activities Provides Opportunity for Participation • • • • 87
27. Mean Participation Score for Percentage of Membership Holding Chapter Leadership Positions •••••••••• 89
xiii I
LIST OF TABLES— Continued
Table Page
28* Percentage of Males and Females Enrolled in Vocational Agriculture • 94
29* Ethnic Background of Students Enrolled in Vocational Agriculture . . • • . •••• 95
30. Academic Achievement of Vocational Agriculture Students in All Class Work ...... 96
31. Occupational Experience Activities of Vocational Agriculture Students for 1969-1970 .•••••••..• 98
32. Participation by Vocational Agriculture Students in School Activities ...... • 102
33. Participation in Community Organizations by Vocational Agriculture Students ...... 103
34. Estimate of Percentage of Vocational Agriculture Students in Each Region Who Were FFA Members in 1970-1971 ...... 105
35. When Former FFA Members Were Affiliated With Organization 106
36. Reasons Why Vocational Agriculture Students Did Not Join or Did Not Remain in the FFA 108
37. Changes Needed in FFA Before Non-members Would Consider or Again Consider Membership .*••••»... Ill
38. Main Factors Influencing FFA Members' Decision to Join ...... ••••.. ... 114
39. Persons Who Were Most Influential in Members* Decision to Join the F F A ...... • • * • * 116
40. Improvements Necessary in the FFA Indicated by Members • •••••«•*•»•.•»*•...«». 118
41. . Most Significant Benefit Members Received As a Result of Membership in FFA ...... 121
xiv LIST OF TADLES— Continued
Table Page
42. Members' Attendance at Chapter Meetings ...... « * . 123
43* Offices Members Held In Chapter ...... • ••••.•• 124
44* Member Participation in Chapter Committee Work • • • • . 126
45# Members' Participation in Chapter Activities • •••••• 127
46* Members' Participation In District or Area Activities • • 129
47. Members' Participation in State Activities ...... 131
48. Member Participation in National Activities ...... 132
49. Intercorrelation Among Selected Vocational Agriculture Student Characteristics (Central Region) •••••.•• 138
50. Intercorrelation Among Selected Vocational Agriculture Student Characteristics (North Atlantic Region) ..... 139
51. Intercorrelation Among Selected Vocational Agriculture Student Characteristics (Pacific Region) . . . • • • • » • 141 * 52. Intercorrelation Among Selected Vocational Agriculture Student Characteristics (Southern Region) •••••••• 143
53. Intercorrelation Among Selected Characteristics of Vocational Agriculture Students and Participation in FFA (All Regions Combined) •••••••••••«•» 145
54. Regression Analysis for Vocational Agriculture Student Characteristics (Central Region) ...... 148
55. Regression Analysis for Vocational Agriculture Student Characteristics (North Atlantic Region) ...... •••• 149
56. Regression Analysis for Vocational Agriculture Student Characteristics (Pacific Region) ...... • . 150
57. Regression Analysis for Vocational Agriculture Student Characteristics (Southern Region) «•••••.••••« 151
XV LIST OF TABLES— Continued
Table Page
58* Regression Analysis for Vocational Agriculture Students in All Regions Combined ••••«•« ...... 153
xvi LIST OF ILLUSTRATIONS
Figure . Page
1* Frequency Distribution of Socio-economic Status Score for Vocational Agriculture Students in Each of the Four Regions •••••»••« ...... 100
2* Frequency Distribution of Socio-economic Status Score for Vocational Agriculture Students in All Regions Combined ...... 101
3. Frequency Distribution of Extent of Participation in FFA Activities Score for Vocational Agriculture Students in Each of the Four Regions...... 134
4* Frequency Distribution of Extent of Participation in FFA Activities Score for Vocational Agriculture Students in All Regions Combined •«••••««*»••« 135.
xvii CHAPTER I
NATURE OF THE STUDY
Systematic courses of instruction in vocational agriculture were established under the National Education Act in 1917* Shortly thereafter, a number of local departments in many states developed agricultural clubs to meet student needs for self-expression and leader ship development. These early clubs provided students with an oppor tunity to develop confidence in their own ability and pride in being farm boys. Ventures of this type marked the first expression of high school students studying agriculture to band together for organized activity. The goal of a national organization for students of voca tional agriculture was nearly realized by 1927. Proposals came from throughout the country to formulate a constitution for the Future
Farmers of America (hereafter referred to as FFA) and launch it as a national organization of, by, and for boys studying vocational agri culture. The FFA was organized in 1928, when the constitution was adopted. A vast majority (approximately 30,000) of the students en rolled in vocational agriculture classes became members of the FFA during the 1928-1929 school year.1
From the outset, the FFA has been in a state of change. In
1930, sweeping modifications were made in the constitution and by-laws.
J-The FFA at 25 (Minneapolis: General Mills, 1956), pp. 7-22. 1 2
The Massachusetts Association temporarily permitted girls to become members in 1933. In 1950, by act of the U.S. Congress, the FFA was declared an integral part of vocational agriculture. One of the many purposes of this incorporation act was:
...to create, foster and assist subsidiary chapters com posed of students and former students of vocational agri culture in public schools qualifying for Federal reim bursement under the Smith-Hughes Vocational Education Act.*.2
Thus, Public Law 740 created the FFA as an intra-curricular activity.
In 1953, while celebrating the Silver Anniversary, Dr. W. T. Spanton,
National Adviser, remarked that the first twenty-five years of the FFA had been a formative period. Spanton predicted the future would see better use of the FFA in helping farm boys to develop their talents in leadership, to awaken their sense of civic responsibility, and to stimulate them to work even harder toward their chosen occupation In farming.3
With the passage of the Vocational Education Act of 1963, the concept of vocational agriculture was altered to include: "any occupa tion involving knowledge and skills in agriculture subjects, whether or not such occupation involves work of the farm or farm home*"^ The Act
^Lloyd J. Phipps, Handbook on Agricultural Education in Public Schools, (Danville, Illinois: Interstate Printers and Publisher, 1966), p. 776.
^Ihe FFA at 25. op. clt.. p. 63.
^U. S. Department of Health, Education, and Welfare, Office of Education, Part 104-Administration of Vocational Education: Federal Allotments to States* (Federal Register, August 28, 1964), p. 12353. 3 of 1917 had declared: "vocational education in agriculture*.-designed to meet needs of persons over 14 years of age who have entered or are entering...upon the work of the farm or farm home."^ The 1963 Act made possible broadened vocational education in agriculture and placed stress on the need for youth organizations to develop leadership and citizen ship in all services of vocational education*^
The full impact of the 1963 Act on vocational agriculture and the FFA was dramatized in a speech delivered by President Nixon at the
1968 National FFA Convention. The President revealed clearly that the
FFA has become a tool to strengthen the program of instruction and prac tical experience for students of vocational agriculture. For many years the FFA emphasized production enterprises which taught vocational agri culture students responsibility and thrift, the values of free enter prise, and vocational skills needed to farm. The present program has evolved to include courses which will prepare young men to fill the ex panding manpower demands of the businesses and industries which supply, process, and market the products of farms and ranches. President Nixon, concluded his remarks by advancing the idea that a close bond exists between all students of vocational agricultures
...It stems from an interest in American agriculture and the bright future of the total agri-industrial complex...This common bond exists whether FFA members
5Ibid> £ °State Board for Community Colleges and Occupational Education, Colorado State Plan. (Denver, 1969), p. 67. 4
live on a faun, ranch, in a small town or in one of the large cities where vocational agriculture and FFA programs are being organized**#'
There are indications, however, the bond President Nixon refers
to is not bridging the membership gap* Enrollment in vocational agri
culture is increasing each year; yet the percentage of students in vocational agriculture who become members of the FFA has declined* A review of past enrollment and membership records (the reader is referred to the "Need for Study" section of this chapter for specific figures
from selected years, 1953 to 1970) reveals that approximately 79 per
cent of vocational agriculture students are joining tho FFA* The fact
that as many as 114,000 students in vocational agriculture have not
affiliated with the FFA is an indication all students are not identi
fying with the organization* If the FFA is to continue as aviable youth organization, steps must be taken to narrow this membership gap*
The Study
Purpose
The major purpose of this study was to investigate the relation ship of FFA chapter programs and the characteristics of vocational agriculture students to the degree to which students participate in
FFA activities*
^Richard M. Nixon, Forty-Second National FFA Convention Proceedings (Kansas City, Missouri, 1969), p* 1* 5
Objectives
Three specific objectives were identified as being essential to the development and conduct of this study*
1* To investigate the relationship between vocational agriculture
students' degree of participation in FFA activities and
selected static and dynamic attributes of FFA chapters;
2* To investigate the relationship between vocational agriculture
students' degree of participation in FFA activities and the
personal, family, and social characteristics of vocational
agriculture students;
3# To determine desirable changes needed in FFA programs and
activities which will attract an increasing number of voca
tional agriculture students into FFA membership*
Need for the study
America is involved in social and economic reforms which affect every segment of society* These changes have had and will continue to have a great influence on the role of FFA in the vocational agri
culture program* Emerging changes are necessary to meet present day needs of vocational agriculture students* The necessity for change in the FFA is evident; however changes are not always forthcoming* When modifications are identified, the process of change is usually slow*
This situation exists in the FFA today* Under these circumstances, it may be weli for the FFA to consider the exhortation of Gardner regarding renewal * 6
The ever-renewing organization is not one which is con vinced that it enjoys eternal youth. It knows that it is forever growing old and must do something about it. It knows that it is always producing dead wood and must* for that reason, attend to its seed beds. The seedlings are new ideas, new ways of doing things, new approaches.8
The FFA recognized the need for change in the early 1960's when
two national ad-hoc committees addressed themselves to the constitution
and to other modifications. In 1968, a National Outlook Seminar of
Agricultural Education met and agreed on goals for modifying the FFA.
Among the goals suggested were*
1. To adapt the philosophy that all students should be members
of the FFAj
2. To make adjustments in the FFA so it will properly serve all. g students.
Emphasizing the goals which would properly serve all vocational
agriculture students is an indication the FFA is becoming concerned with
the percentage of vocational agriculture students who are members of the organization. Hunsicker, in 1967, urged vocational agriculture teachers to join him in helping to close the gap between the number of students enrolled in vocational agriculture and the number of active members.
An examination of vocational agriculture enrollment and FFA membership
8John W. Gardner, Self-Renewal; The Individual and the Innovative Society (New York* Harper and Row, 1964), p. 68.
^Wm. Paul Gray, 1968 National FFA Convention Proceedings (Kansas City, Missouri,^968), pp. 46-47.
*8Neville Hunsicker, Between Issues. (Alexandria, Virginias The National Future Farmer, Nov. 1967), p. 1. 7
dating back to 1953 verifies Hunsicker's disclosure. As the gap
between FFA membership and vocational agriculture student enrollment
TABLE 1
FFA MEMBERSHIP AS A PERCENTAGE OF VOCATIONAL AGRICULTURE ENROLLMENT FOR SELECTED YEARS
Vocational Agriculture FFA Year Enrollment3 Membership Per Cent
1953 432,350 363,369 84
1955 456,964 383,219 84
1957 458,242 379,396 83
1960 465,960 378,081 82
1963 488,624 395,812 81
1965 503,878 402,783 80 » 1966 510,279 445,387 87
1967 508,675 438,425 86
1968 528,146 443,041 84
1969 536,039 449,457 84
1970 544,428° 430,044 79
aU,S. Department of Health, Education, and Welfare, Office of Education, Vocational and Technical Education; Annual Report (Washington: U.S. Government Printing Office, 1960, 63, 65-69).
Total Active Membership by Years. Alexandria, Virginia: The National FFA Center, 1970, (Mimeographed.) c Projected enrollment for 1970-1971 based upon the average percentage increase in vocational agriculture enrollment for each year from 1965 to 1969. I 8
widens, an evident trend is indicated; therefore this study will en
deavor to identify factors which may contribute to this trend* It is
interesting to note the sudden increase in FFA membership as a percent
age of enrollment in 1966* This increase can be attributed to over
50,000 New Farmers of America members vvho became affiliated with the
FFA in 1965*** It is also noteworthy to mention that FFA membership
cited in Table 1 does not reflect an exact number of FFA members who
are high school students* FFA members may maintain membership after
high school graduation; thus the FFA enrollment figure cited in the
preceeding table included both in-school and out-of-school FFA members*
In light of this situation", the percentage enrollment figure would be
somewhat lower than indicated*
Identification of the relationship of both vocational agriculture
student and FFA chapter characteristics to degree of participation in
FFA chapter activities could influence the future course of the FFA
organization* The national organization could draw upon the findings
of this study to review and revise activities and to recommend needed modification* Long-range programs planned by the national organization to meet the needs of state associations and local chapters could be a
desirable outgrowth of this study. State associations could use the
study findings to provide more meaningful programs and activities* Lo
cal chapters could use this study information to design a more effective program and effectuate activities to meet the needs and interests of an
•^National FFA Convention, Proceedings of Thirty-Ninth National Convention (Kansas City, Missouri: 1966), p. VII* 9
ever increasing number of vocational agriculture students* The over
all outcome of this study could be to make the FFAprogram more relevant
to more students on the local, state, and national levels*
The findings of this study may be useful to similar youth organi
zations facing the problem of declining membership. This study could
provide assistance to these organizations in establishing guidelines
, to sustain present members and to increase membership*
Assumptions
Three basic assumptions were made by the investigator at the
beginning of this study.
1* The FFA is an integral part of the vocational agriculture
program*
2. There will be a continuing need into the unforeseeable future
for the leadership skills and abilities which are developed
by FFA members as they participate in various FFA activities* 12 3* The Vocational Agriculture Teachers Directory* used to
identify vocational agriculture departments in the sample,
represented an up-to-date listing of departments for the
school year 1969-1970*.
Limitations
The following limitations were recognized by the investigator
from the outset of the study*
^ Agriculture Teachers Directory and Handbook (Montgomery, Alabama* 3042 Overlook, 1970), pp. 66-153* 10
1* This study was limited to those vocational agriculture
departments in operation during the 1969-1970 school year,
as identified in the 1970 edition of the Agriculture
Teachers Directory**-3.
2. Available time and the geographic distribution of the selected
departments imposed a limitation in that the investigator was
unable to personally visit all of the schools*.
3* Responses from vocational agriculture students during the
1970-1971 school year were limited to junior and senior
students only*
4* In order that a full year of participation in FFA activities
could be measured as the dependent variable of the study,
extent of participation in FFA activities was limited to
those vocational agriculture students who were FFA members
during the 1969-1970 school year.
5* The sample population was drawn from vocational agriculture
departments in each of the fifty states with the exception of
Alaska and Puerto Rico* (The Agriculture Teachers Directory^-4
did not list vocational agriculture departments in this state
and territory*)
Methodology
Vocational agriculture departments in operation in the United
States during 1969-1970 comprised the universe for this study* Junior
13 Ibid*
14MMMM Ibid* t 11 and senior high school students enrolled in vocational agriculture programs during the 1970-1971 school year were identified as the target population* Instruments were designed to collect data from the voca tional agriculture departments and the designated students enrolled in the departments which comprised the sample* Data obtained from the two mailed questionnaires were coded, recorded on data processing cards, and analyzed* Statistical tests which were appropriate measures of the secured data were utilized and the results recorded*
Method of investigation
The writer conferred with the National FFA Staff in Alexandria,
Virginia, on January 28, 1970, on a specific method of investigation which should be utilized in this study* Preliminary discussions indi cated that a project of this nature would be more useful if conducted on a national scope rather than on a statewide or regional basis*
Further consultation .with the writer’s graduate adviser, staff members of the Agricultural Education Department at The Ohio State University, and staff members of the Ohio State Department of Education, Division of Vocational Education, concurred with initial plans for a nationwide study* After taking into consideration such factors as the geographic distribution of the universe, cost of conducting the study, and time involved, the investigator concluded that interviewing each of the teachers in the vocational agriculture departments and the vocational agriculture students involved in the study would be out of the question$ I 12 thus the survey method was chosen to collect the desired data for this study.
Best*^ describes the survey method as a means of gathering data from a relatively large number of cases. Surveys generally are not concerned with the characteristics of individuals as individuals, but rather with generalized statistics that result when data are abstracted from a number of individual cases. Albeit the survey method has limi tations as disclosed by Best,*^ Van Dalen,^ and Kerlinger,*® it pre sented the writer with the most desirable means of gathering data for this study. As Kerlinger submitted*
...survey research has the advantage of wide scope*•• While surveys tend to be more expensive than laboratory and field experiments...for the amount and quality of information they yield, they are economical...Survey research is accurate— within sampling error range of course. The accuracy of properly drawn samples is frequently surprising, even to experts in the field.*9
Selection of participants
Selection of the vocational agriculture departments to partici pate in the study was made on the basis of a random sample. Vocational
*®John w. Best, Research in Education (Englewood Cliffs, N.J.* Prentice-Hall, Inc., 1959), p. 107.
16Ibid., p. 160.
^Deobold B. Van Dalen, Understanding Educational Research (New York* McGraw Hill, 1962), p. 207.
*®Fred N. Kerlinger, Foundations of Behavorial Research (New York* Holt, Rinehart and Winston Inc., 1964), p. 407,
19Ibid. 13 agriculture departments offering courses during the 1969-1970 school year were identified with the aid of the Agriculture Teachers Directory and Handbook> 1970 edition.^ This directory was considered by the writer to be the most up-to-date and easily accessible source available to identify departments offering vocational agriculture. The number of vocational agriculture departments in each region and the number from each region included in the sample is a part of Appendix A*
The vocational agriculture departments were stratified according to the four administrative regions of the FFA. Best attested to the desirability of stratifying a population "into smaller, homogeneous groups, in order to get more accurate representation."21 stratification according to region was made for several other reasons:
1* To allow comparison between regionsj
2. To permit generalizations according to regions}
3* As the number of departments and students in each region
vary, geographic, social, and economic conditions may differ
among regions}
4. A higher degree of urbanization may be found within various
regions;
5. Vocational agriculture programs within the regions may differ
as they strive to meet the existing conditions*
^Agriculture Teachers Directory and Handbook op. cit.
^Best, op. cit.. p. 205. 14
Vocational agriculture departments in each state of the four regions were identified by number and a probability sample was made following the procedures of a simple random sample. According to
Downie and Heath22 a simple random sample is a basic type of probabil ity sampling in which every individual in the sample has an equal chance of being drawn into the sample*
Only when we deal with probability samples can we know the frequency distribution of the sample statistics gen erated by the sampling procedure repeatedly applied to the same population. It is this knowledge that allows us to infer from a sample to its population.23
A table of random numbers was utilized to draw this sample.
The sample size of each state represents the proportion of departments in that state to the total number of vocational agriculture departments in the country*. For example, 318 vocational agriculture departments were identified in Ohio* The number of departments in
Ohio represents 3.7 per cent of the total number of vocational agri culture departments in the country. Numbers that exceeded five-tenths of a per cent were rounded up to the next whole number (e.g., 48.75=49).
Conversely, numbers wh'ich were less than five-tenths of a per cent were rounded down to the next whole number (e.g., 48.33=48). Thus, four vocational agriculture departments were selected from Ohio to partici pate in the study. In many states, the total number of vocational agriculture departments represented less than 1 per cent of the total
m , Downie and R. W. Heath, Basic Statistical Methods (New York: Harper and Row, Publishers, 1959), p. 119." .
23Ibid. 15 number In the country* In order that every state would be represented
in the study, the writer decided to include at least one vocational
agriculture department from each state regardless of the number of departments. With this provision, the study became one of nationwide scope except for Alaska and Puerto Rico. Regional sample size is a
summation of selected schools within each region.
The random sample v/as drawn on August 15, 1970. A total of 112
schools were selected to participate in the study. See Appendix B for a complete listing of selected schools. An alternate sample v/as drawn at random (at the same time) to replace those schools in the original sample which were non-respondents. Non-response was caused mainly by department closure.
Junior and senior vocational agriculture students were identi fied by the v/riter as the target population. The decision to exclude
freshmen and sophomore vocational agriculture students was determined: because of sophomore students' limited experience in FFA activities during the 1969-1970 school yearj and because freshmen students would have had no experience as they- were not members in 1969-1970.
Instrumentation
One of the early concerns faced by the writer in this research project was the development of a suitable instrument to measure parti cipation in FFA activities. Participation by FFA members in 1969-1970 activities was identified as the dependent variable of the study* As a specific model was unavailable to incorporate into the study and 16 previous research studies in FFA participation were non-existent, it became evident to the writer that the development of a unique measuring device was needed*
Participation in organized group activities is one of the most relevant problems of social research* An early attempt to develop a quantitative scale for measuring social participation was made by
Chapin* This instrument has become one of the most widely used of its kind* The Chapin Social Participation Scale was published in 1937,^ with revisions in 1952.^5 It is a general scale of participation in voluntary organizations of all kinds— professional, civic, and social#
The final score of the Chapin Scale is computed by assigning arbitrary weights to membership, attendance, contributions, membership on com mittees, and position as an officer*^ In a study of union locals,
Tannenbaum used a participation index which included activity at the » number of meetings attended, activity at meetings, holding office, committee work, and other activities*^7 While the participation inde- ces developed by Chapin and Tannenbaum were useful as a guide, neither were suitable in entirety to measure FFA participation*
2^F* Stuart Chapin, "A Quantitative Scale for Rating the Home and Social Environment," Journal of Educational Psychology. XIX*2 (February, 1928), 100-101*
25Delbert C* Miller, Handbook of Research Design and Social Measurement (New York* David McKay Company," IncV, 1970), p* 291*
^F*.Stuart Chapin, "Social Participation and Intelligence," American Sociological Review. 4:2 (April, 1939), 158*
^7Arnold S* Tannenbaum and Robert Kahn, Participation in Union Locals (Evanston, Illinois: Row, Peterson and Company, 1958J, pp7 50-51* 17
As the writer considered the basis for an acceptable scale, an observation by Chapin provided a starting point for developing a parti cipation index#
In the measurement of social phenomena we may resort to any kind of the following devices as a means of getting our observations in quantitative form# 1. Applying to a new problem a quantitative scale devised or perfected in other investigations* 2# Constructing a scale of ratings set by a con sensus of opinions of experts from whom inde pendent judgements are procured# 3. Constructing a scale by arbitrarily weighting the data#38
The writer chose to follow the latter two devices proposed by
Chapin in developing an FFA participation scale# The first suggestion was ruled out as an index to measure FFA participation as studies were. unavailable# Graduate students were helpful in constructing a scale and in affixing values to the components of the scale#
* The scale designed for this study reflects the degrees of parti cipation or involvement advanced by Black29 and Warner#30 A description and explanation of the participation scale devised for this study is shown in Appendix C# .
28Chapin, "A Quantitative Scale for Rating the Home and Social Environment," op* cit«, 100#
29Therel R# Black, "Formal Social Participation: Method and Theory," Rural Sociology# XII (March, 1951), 61-64#
Keith V/# Warner, Membership Participation in Voluntary Organizations Research Bu11etin 263, (Madison , Wisc•: University of Wisconsin, 1965)# * 18
The index utilized in the study to measure socio-economic status was developed by Everson*^ A similar method is advocated by Reiss^ and employed by the U.S. Bureau of Census^ to measure socio-economic status*
The indices used for the measuring instrument were: 1) occu pation of the head of house* 2) education of the head of house; and
3) family possessions. The father was considered to be the head of the house; however if the father was deceased or not present in the home* the supporting parent or guardian was considered as head of the house.
The respondents were asked to check the highest level of educa tion attained by their father, supporting parent, or guardian* The list of family possessions incorporated into the index was basically identical to the twelve items which comprised the Everson index. The third component of the socio-economic status scale was the occupation of the head of house. The occupations were classified according to
Coleman*^ Points were assigned to the levels of occupations according
^Norman O. Everson, "Factors Affecting Participation in Voluntary Organizations by Rural Youth of Differential Socio-Economic Status Levels," (unpublished Ph.D. dissertation, University of Wisconsin, 1966)*
^Albert J. Reiss, Jr., Occupations and Social Status (New Yorks The Free Press, 1965), pp. 139-162*
S^U.S. Bureau of Census, Methodology and Scores of Socioeconomic Status (Washington, D.C.: Government Printing Office,^I960),' pp. 1-6.
^4James S* Coleman, Equality of Educational Opportunity (Washington, D.C.: Government Printing Office, 1966), pp* 634-636* I 19 to a revised scale for rating occupations by Warner, Meeker, and
Eells.35 The description of categories and the point values of each component of the socio-economic status index is a part of Appendix D.
The degree to which the pre-test instrument measured the stu dents* socio-economic status was verified by comparing student responses to that of the teachers. For educational level attained by the sup porting parent, the comparison revealed that the teacher differed with the 72 student responses by a total of 26 grade levels. This repre sented a mean teacher-student difference of .36. Seventy students indicated the occupation of their supporting parent. Teachers and students differed on parental occupation by a total of 86 occupational levels. The mean difference between teacher and student response was
1.14 occupational levels. The mean difference between the student's total socio-economic status score and the rating of the teachers on the socio-economic status scale was found to be six-tenths of a point.
Thirty-eight was the highest possible score that a student could have attained.
In addition to obtaining a participation score and socio-economic status rating, if was within the objectives of the study to identify selected attributes of FFA chapters and characteristics of vocational agriculture students; thus the Vocational Agriculture Department Ques tionnaire, and part of the Vocational "Agriculture Student Questionnaire
35W. Lloyd Warner, Marchis Meeker, and Kenneth Eells, Social Class in America (Chicago* Science Research Associates, 1949), pp. 121-159. 20 were constructed to achieve these objectives. These sections were designed to explore selected features and characteristics of the FFA chapter and vocational agriculture student. Items enabling one to describe differences and similarities of the responding schools and students were included.
Development of the instruments
Two instruments were developed to obtain data l-elative to the purpose and specific objectives of this study. The first instrument was identified as Form I (Vocational Agriculture Department Question naire). See Appendix E. The second data gathering instrument was labeled Form II (Vocational Agriculture Student Questionnaire). See
Appendix F. Each instrument was color coded to expedite identification.
The Vocational Agriculture Department Questionnaire was designed to elicit information from vocational agriculture teachers concerning attributes of local FFA chapters. This instrument dealt with selected dynamic and static characteristics of the chapter program, policies, and activities. The approach to measuring organizational characteris tics was similar to studies by B e a l . 36
The second instrument, Vocational Agriculture Student Question naire, was developed to secure information from junior and senior vocational agriculture students relative to the students' characteris tics and degree of participation in various school and community activ ities. Selected student characteristics included those which were
^George M. Beal, "Additional Hypotheses in Participation Research," Rural Sociology. 21 (September-December, 1956), 249-256.. 21 personal, family, and social* The writer found participation studies by Warner^7 and Everson^® helpful in identifying various student attributes*
Drawing upon a review of the literature and personal experience, the writer identified the vocational agriculture department and voca tional agriculture student characteristics needed to carry out the intent of the study objectives* Following the identification of the selected characteristics of vocational agriculture students and depart ments, tentative instruments were submitted to various persons for evaluation* Persons involved in the evaluation included staff members from: the National FFA Center; the Department of Agricultural Education,
The Chio State University; the Ohio State Department of Education,
Division of Vocational Education; and the investigator’s Graduate
Committee* Staff members reviewed the instruments for comprehensive ness and also determined those procedural items that could be combined to reduce the number of items* A group of graduate students were also involved in a check of comprehensiveness and appropriateness in the various items*
To improve the quality and utility of both instruments, a pilot test was conducted in four vocational agriculture departments located
^Warner, op. cit.« p* 15*
^Norman O* Everson, "Factors Affecting Participation in Voluntary Organizations by Rural Youth of Differential Socio-Economic Status Levels, Part IT, Wisconsin Cooperative Extension Service, 1966, pp. 1-5, (Mimeographed.) 22 within close proximity of The Ohio State University* The first pilot test was conducted at Marysville, on September 21, 1970* On the succeeding three days, tests were conducted at Centerburg, Canal
Winchester, and Westerville* Exposure of the Vocational Agriculture
Student Questionnaire to students in the classroom pointed out the need for a standardized set of instructions for vocational agriculture teachers to follow when administering this questionnaire* A Vocational
Agriculture Teachers* Procedure Sheet was developed for this purpose*
This procedure sheet may be seen in Appendix G* Teachers were requested to list the names of those students who were absent from class the day the questionnaire v/as administered, and to return the procedure sheet only if students were absent from class* Tho writer utilized the basic foimat employed by the Coleman Study^^ in setting forth instructions to student respondents* The suggestions and comments of all persons and groups were then incorporated into the final instruments* Following the needed revisions, the instruments were duplicated in preparation for mailing*
Distribution and follow-up of survey instruments
Initial groundwork was laid at the 1970 National FFA Convention for the distribution and follow-up of mailed instruments. At that
^Coleman, op* cit*> p* 470* « 23 time* the writer addressed the annual meeting of the National Associa tion of Supervisors of Agricultural Education* It was felt that the nationwide scope of the study would necessitate the cooperation of supervisors of agricultural education in each state* During the meeting* the writer explained the purpose and objectives of the study and entreated the supervisors* assistance in the administration of the questionnaires. Their collaboration was requested in notifying the selected schools in their states for cooperation in the study*
A letter explaining the nature of the study was mailed to the selected vocational agriculture departments by the National FFA
Adviser, H. N. Hunsicker, 'on October 30, 1970* On Novanber 5, 1970*
Form I (Vocational Agriculture Department Questionnaire) along with a cover letter was sent to vocational agriculture teachers in each voca tional agriculture department involved in the study. Shortly after the first instrument was mailed to the participating schools, each state supervisor of agricultural, education was notified concerning those vocational agriculture departments within their states involved in the project* A form letter for the state supervisors to utilize In urging schools in their respective states to participate in the study accom panied the initial contact with the supervisors. The first follow-up letter was mailed to those schools who had not returned Form I within fifteen days* Second and third follow-up letters* if needed, were mailed at two week intervals* Form I and follow-up letters associated with this phase of the study are a part of Appendix H* * 24
Of the 112 Form I instruments mailed, 109 were returned with useable data# This represents a response rate of 97 per cent# The percentage response to Form I is shown in Table 2#
TABLE 2
PERCENTAGE RESPONSE TO MAILED VOCATIONAL AGRICULTURE DEPARTMENT QUESTIONNAIRES (FORM I) FROM SCHOOLS
Number Number Returns Per Cent Schools from Useable Region Contacted Schools Returns
Central 33 33 100
North Atlantic 16 16 100
Pacific 16 16 100
Southern 47 44 94
TOTALS 112 109 97
The number and percentage response of useable returns for each mailed contact for the Vocational Agriculture Department Questionnaire is summarized in Appendix I#
Form II (Vocational Agriculture Student Questionnaire) along with a cover letter and a Vocational Agriculture Teachers' Procedure
Sheet were mailed to each school when Form I was returned. The number' of Form II copies each school received was determined by a response on Form I* vocational agriculture teachers indicated the number of junior and senior students presently enrolled in the department# 25
Follow-up letters were mailed at approximately two week intervals to
those schools not returning completed copies of Form II* Three
follow-up letters were needed to contact non-responding schools* Oi
January 5, 1971, state supervisors of agricultural education in those
states v/ith vocational agriculture departments not returning Form II
were contacted by letter. These state supervisors were requested to
contact those schools in their state and urge them to return the com-
pleted forms as soon as possible. A form letter was sent to the
TABLE 3
PERCENTAGE RESPONSE TO MAILED VOCATIONAL AGRICULTURE QUESTIONNAIRE (FORM II) FROM SCHOOLS
Number Schools Number of Schools Per Cent Reqion Contacted Resoondinq Returns
Central 33 32 97
North Atlantic 16 14 87
Pacific 16 15 94
Southern 44 44 100
TOTALS 109 105 96
supervisors for this purpose* On January 26, 1971, Mr* H. N. Hunsicker,
National FFA Adviser, sent an air mail letter to each department failing
to return completed copies of Form II* Sample copies of the Form II
instrument and other forms associated with this phase of the study can
be found in Appendix 26
One hundred and nine schools received copies of the Form II
Instrument. Responses from 105 were returned for a return rate of
96 per cent. Percentage response to Form II is presented in Table 3*
The number and percentage of Vocational Agriculture Student
Questionnaires which were mailed to the 105 departments, and the number of questionnaires which were returned for analysis are included in
Appendix I. Appendix I also contains the number and percentage of schools that returned copies of the Vocational Agriculture Student
Questionnaire for each mailed contact.
A final letter of appreciation was mailed on February 19, 1971, to the 105 vocational agriculture departments returning both Form I and Form II of the study. See Appendix K for a copy of this letter.
Analysis of data
Useable data were obtained from 109 vocational agriculture de partments and from 2,773 vocational agriculture students enrolled In the responding departments. All data were coded in the right-hand margins of the instruments by the investigator for coding on data processing cards. To insure consistency and accuracy, all data were coded on the questionnaires by the investigator. Oice the instruments were coded in the margins, the data were punched on data processing cards through the facilities of The Ohio State University Computer
Center. To reduce possible error in key punching, all the data were verified. Arrangements were made with the Computer Center to have the data processed by the Center's IBM 360 computer. 27
The nature of the variables identified as FFA chapter attributes and vocational agriculture student characteristics necessitated the presentation of a frequency distribution* These variables were quan tified in terms of the distribution of cases and the percentage of the
categorized data* A program designed by The Ohio State University
Computer Center was utilized to determine frequency distribution*
To obtain a mean score for extent of FFA participation by mem bers in each chapter, a simple data description program (BMD01D)40 was used* This program provided the mean extent of participation score, standard deviation, standard error of the mean, and the range of the
FFA participation variable*
The relationship between vocational agriculture students1 extent of participation in FFA activities and selected static and dynamic attributes of FFA chapters, was calculated by a multivariate analysis of variance program (MAN0V360)*^* This program computed an analysis of variance between the mean FFA participation score for each chapter and each of the selected chapter attributes* The output included an analy sis of variance table including within groups, between groups, sums of squares, degrees of freedom, mean squares, F ratio, and the probability*
40b m D; Biomedical Computer Program* ed* by W* J* Dixon, (Los Angeles: University of California, School of Medicine, 1965), pp. 42-48*
^*David Poor and Lorne Rosenblood, "Multivariate Analysis of Variance," (The Ohio State University: Social Psychology Laboratory)* 28
The mean and standard deviation for the extent of participation score of each level of chapter attribute was calculated* In this phase of the study, the *05 level of probability was used to deteimine signifi
cance*
One of the objectives of the study was to investigate the rela tionship betv/een vocational agriculture students* degree of participa tion in FFA activities and the personal, family, and social character istics of vocational agriculture students. To achieve this objective a stepwise regression (BMD02R),^ a method of multiple regression cal culation, was selected as the most appropriate statistical model to utilize* The stepwise regression computation included: l) the compu tation of a simple correlation matrix; 2) the computation of partial and multiple correlation coefficients; ancl 3) the formulation of a multiple regression equation* This analysis technique permitted the organization of an intercorrelation matrix to show relationships among the selected characteristics of vocational agriculture students* The mean and standard deviation of each variable in the stepwise regression technique were calculated* The *025 level of significance was selected as the confidence limit to use in determining statistical significance for the intercorrelations*.
4^EMD: Biomedical Computer Program* op* clt*. pp. 233-257d* 29
Definition of Terms
The following items need clarification to minimize possible misunderstanding and misconception*
1* Vocational agriculture. This means instruction offered by
public secondary schools to prepare students for occupations
requiring knowledge and skill in agricultural subjects*
whether or not such occupation involves work of the farm or
of the farm home*
2* Future Farmers of America. FFA is an organization of, by, and
for students studying vocational agriculture in public schools*
3* Extent of participation* This refers to the range of voca
tional agriculture students* participation in FFA activities.
Degree of participation may be thought of as being on a con-
tinum which varies from no participation to varying degrees
of participation in activities on the local, district, state,
and national levels*
4* Dynamic attributes of FFA chapters* This refers to those
chapter characteristics which are amenable to change by
personnel of the organization (e.g., requirements for member
ship, time of meotings, and the number of members holding
leadership positions within the chapter).
5* Static attributes of FFA chanters. This refers to those chap
ter characteristics which are not accessible to change by
personnel of the organization without also changing the 30
membership composition (e.g., number of members, enrollment
in high school, and year charter was granted)*
6* Regular FFA chanter* This defines the chapter considered to
be the parent FFA chapter in a department of vocational agri
culture: that chapter which is usually chartered by the state
FFA association*
7* Subsidiary FFA chapter* This refers to the chapter(s) con
sidered to be supplemental to the regular FFA chapter. Sub
sidiary chapters are organized and designed to meet the needs
of students enrolled in specialized vocational agriculture
courses (e.g., Ornamental Horticulture Chapter, Agricultural
Mechanics Chapter, Junior Chapter)*
» CHAPTER II
REVIEW OF RESEARCH AND RELATED LITERATURE
This chapter is designed to present a review of related lit erature and research of organizational participation and the FFA pro gram. Participation research directed by rural and other sociologists proved to be a valuable source of related literature for this study.
Educational research studies, professional magazines, and reports of meetings were also reviewed.
Vocational agriculture student participation in FFA activities was not considered a serious issue before the passage of the Vocational
Education Act of 1963; thus participation research in the FFA has been limited. Membership participation has, however, been a persistent problem of many voluntary organizations. They have conducted research accordingly.
The following subdivisions were outlined, presenting review of literature and research of the problem:
1. FFA programs, policies, and objectives;
2. Characteristics of students participating in organizations;
3. Student participation in organizations;
4. Need for modifications in the FFA.
31 * 32
FFA Programs, Policies* and Objectives
The primary aim and purposes of the FFA have undergone minor revisions within recent years; however the basic philosophy, developed during the formative years of the organization, remains unchanged# A contemporary philosophy conceived at the 1969 National FFA Convention was reported in the proceedings*
The primary aim of the FFA organization is the develop ment of agricultural leadership, cooperation, and citizen ship. Other purposes include: strengthening the confi dence of youth in themselves and their work; more in telligent choice of agricultural occupations; creating and nurturing a love of country life; improving the rural home and its surroundings; encouraging cooperative effort; encouraging* thrift; improving scholarship; pro viding organized recreational activities and supplementing, by means of student-initiated and student directed activ ities, the systematic instruction offered to students regu larly enrolled in vocational agriculture courses.!
The FFA Manual suggested that these goals are realized principally through member participation in group activities and the chapter pro gram of activities. This report implied that participation in these activities has a tendency to draw out the best in FFA members. An exceptional program of activities is the foundation of every success ful FFA chapter. The program of activities should be based upon the o needs of members and the organization as a whole. The FFA organiza tion was and is designed to supplement training opportunities for students progressing toward the goal of establishment in agriculture.
^■National FFA Convention. Proceedings of Forty-Second Meeting (Kansas City, Missouri: 1969), p. V.
^Official Manual for Future Farmers of America (Alexandria, Va., 1969j, p. 36. 33
By member participation in FFA activities, a cooperative spirit may be fostered and individual talent discovered and developed# In these
activities, members learn the art of working together for a common o goal# Montgomery lends credence to these FFA concepts in a recent report s
•••As we enter this new era in vocational education we should give due attention to the proper place and function of youth groups in achieving our total purposes in preparing youth for the world of work*4
Juergenson in 1967, addressed himself to the "integral aspect" of FFA and vocational agriculture by attesting that most youth clubs
are extra-curricular and usually independent of the instructional program# The FFA is nearly the reverse of this situation. In most
schools it is difficult to see the separation between the chapter and
instructional program# This seems to be of real value. Much of the
instruction and work in the FFA is realized after school; yet a great « deal of leadership training and practice can take place as a part of a
classroom instruction* Juergenson inferred that the traditional oneness of FFA and vocational agriculture may not be as significant in the future
as it has been in the past# Traditionally, membership in the FFA was
close to 100 per cent for each chapter; however strong departments at present may have lower membership.^
3lbid#. p# 8*
^R.W. Montgomery, "Youth Organizations and Awards to Youth in Vocational Education," American Vocational Education Journal# (March, 1964), 5#
®E. M. Juergenson, "The Job of the Teacher Educator," Teacher Education in Agriculture (Danville, 111#* Interstate, 1967), pp# 72-74# 34
Warren, in a report at the 1967 National Seminar of Youth
Organizations, implied that the 1963 Act added responsibilities to youth organizations; thereby affecting their programs and policies.
He concluded that youth organizations should adjust their objectives to serve youth with academic, socio-economic or other handicaps:
1. By providing an opportunity for youth to be responsible;
2. By giving youth a chance to meet new people in a voluntary
association;
3. By being a part of an activity— for youth can learn by doing;
4. By helping youth learn to express themselves in an organi
zation;
5. By helping to give youth a feeling of belonging to something £ meaningful through an organization of their peers.
Minear recently made the following observation regarding the
FFA program:
The FFA provides a unique relationship— combination of education and life. It allows the student to get away from the sterile academic program. It helps the student to identify with the world of work, and contributes to more effective teaching in the various occupational areas in agriculture. Students find in the FFA ways and means of learning which the teacher cannot very well, in any other way, make a part of the learning experience*..and to be recognized for the development of proper attitudes and leadership abilities needed in today's competitive society.7
^James V/. Warren Jr., "Involvement of Disadvantaged Students in Vocational Youth Organizations," National Seminar of Youth Organizations. (University of Kentucky, 1967), p. A-40.
7Leon P. Minear, "An Educator's View of FFA," The National Future Farmer. August-September, 1969, pp. 11-12* 35
Policies of the FFA, which have remained static for several years, are being challenged to meet the contemporary demands of all students who are enrolled in vocational agriculture* The program of activities has been the primary source of individual and group activi ties as students become involved in unique learning experiences of the
FFA chapter*
Characteristics of Students
Everson explored the differences in certain personal, family, and social characteristics and the degree to which these characteristics affected youth participation in voluntary organizations* Membership in groups such as 4-H, Boy Scouts, and Girl Scouts were included in the study*
The findings regarding differences in characteristics revealed rural youth from lower socio-economic families were different than rural youth from higher socio-economic families* Lower socio-economic status youth, when compared to higher socio-economic status youth:
1* Came from larger families;
2* Participated less in voluntary youth organizations;
3* Had parents with fewer previous memberships in youth
organizations;
4* Had parents holding fewer leadership positions in youth
organizations;
5* Had parents who participated less in community adult
organizations; 36
6. Had parents who were less interested in having their children
join youth organizations!
7* Attended church less regularly;
8* Had more youth with no religious preference; 8 9. Participated less in school clubs and activities,
Everson concluded the report with a summary of several characteristics of youth which affected their participation in voluntary organizations*
1, Regardless of socio-economic status, parental feelings
toward having their children join clubs was more signifi
cantly related to youth participation in voluntary clubs
than any other characteristic studied. Mothers' feelings
were more highly related to participation of higher socio
economic youth; whereas fathers’ feelings were more highly
related to participation of lower socio-economic youth.
Characteristics significantly related to participation in
clubs by youth of both socio-economic groups included*
parents1 leadership in youth organizations; mothers* par
ticipation in adult organizations; and the number of friends
belonging to youth organizations,
2, Characteristics significantly related to participation by
lower socio-economic status youth in voluntary clubs, but
®Notman 0, Everson, "Factors Affecting Participation in Voluntary Organizations by Rural Youth of Differential Socio-Economic Status Levels," Part II, Wisconsin Cooperative Extension Service, 1966, pp, 1-5, (Mimeographed,) 37
not by higher socio-economic youth included: the number of
children in the family; parents* previous membership in
youth club;?; and church attendance by youth*
3* Characteristics significantly related to participation by
higher socio-economic youth, but not by lower socio-economic
youth included: siblings* membership in youth clubs; fathers*
participation in adult organizations; fathers* previous
membership in 4-H; and residence*
4* Characteristics of youth not related to participation in
voluntary organizations for either socio-economic group
included: religious preferences; grade in school; and
participation in school clubs and activities*
One of the major implications of Everson’s study revealed the challenge facing youth leaders in working with lower socio-economic status rural youth to be that of-changing unfavorable attitudes many parents had toward their children belonging to voluntary organizations.
He inferred need for a concentrated effort in working with the family to develop a positive attitude toward having their children participate in voluntary organizations.9
The characteristics of students who participate in organizations was reported by Monroe* The conclusions from this report lend support to Everson’s findings regarding socio-economic status:
9 Ibid. I 38
•••evidence indicated that participation is related to social status and occupation of parents* Students whose fathers are professional men, proprietors, clerks and salesmen tend to participate to a greater degree than those whose parents are classified as skilled, semi skilled, and unskilled laborers**0
De Lauder,11 Selland,12 and Vog13 replicated a study involving the factors which were associated with membership and non-membership in the FFA by vocational agriculture students in Maryland, Michigan, and Oregon respectively* Data for the studies were obtained from vocational agriculture students and FFA advisers randomly selected within their particular state* Major findings from these three studies were identical in the following aspects?
1* A higher proportion of FFA members lived on farms, worked in
rural areas and had agricultural work experience than did
non-members*
2* FFA members were involved in slightly more school and com
munity activities than were non-members*
10Walter S* Monroe, ed., Encyclopedia of Educational Research (Revised ed*} New York: The MacMillan Co*,1952), p* 425*
11Robert S* De Lauder, "Factors Associated With Membership and Non-Membership in FFA of Maryland Vocational Agriculture Students" (unpublished master's thesis, University of Maryland, 1969), pp* 120-122*
12Larry G* Selland, "Factors Associated With Membership in FFA of Michigan Vocational Agriculture Students" (unpublished master's thesis, Ifaiversity of Maryland, 1968), pp* 124-127*
13Wallace M* Vog, "Factors Associated With Membership and Non- Membership in FFA of Vocational Agriculture Students in Oregon" (unpublished master's thesis, University of Maryland, 1968), pp* 169-170* 39
3* FFA members had more relatives who had been members of the
FFA than had non-members.
The findings of De Lauder and Selland concurred in that: no one appeared to have an influence on non-members* decisions not to join the FFA; and most of the non-members were first year vocational agriculture students.
Findings from the De Lauder and Selland studies Warrant individ ual consideration as they bring to bear several pertinent views of mem bership. De Lauder found:
1. Friends had the greatest influence on FFA members to join the
FFA followed closely by FFA advisers, FFA members, and rela
tives.
2. A change in the name of the FFA was not felt necessary by a
majority of the vocational agriculture students involved in
the study.
3. Many FFA members and non-members reported that the FFA had
little to offer non-farm youth.
Selland*s findings revealed:
1. Members spent more hours at work each week than did non-mem
bers.
2. FFA advisers had the greatest amount of influence on members*
decisions to join the FFA; followed in order of degree of
influence by FFA members, friends, and parents.
Research indicated that student participation in organizations is influenced by personal, family, and social characteristics. There is considerable evidence to suggest that parental characteristics may 40
effect student participation to a substantial degree. Students who
participated in FFA activities were predominantly those who lived on
a farm and had more relatives in the FFA than non-members.
Student Participation in Organizations
Participation by members in organizations is essential in achiev
ing group objectives. The very nature of voluntary organizations pre
sents a persistent problem in getting members to participate in the
activities and programs of the group. In many instances the preoccu
pation of the organization in maintaining membership participation
becomes an end in itself, even when this is at the expense of the pri
mary purposes of the group. Warner suggested that the basic causes of’
this problem lie in the way the group is organized and operated*^
Another perplexing problem facing organizations is the relatively
low extent of student participation in activities of school organiza
tions. Studies have shown that a large segment of the student body
never participated in any activities. On the other hand, a small number
of students dominated the clubs and offices* The non-participants con
tributed most of the drop-outs from secondary schools. It is also clear
from various studies that upper income families have a much better
chance of participating in school activities than students from a low
income situation. In the area of leadership in these activities, the
l^Keith W. Warner, Membership Participation in Voluntary Organizations Research Bulletin 263, (Madison Wise.s University of Wisconsin, 1965), p. 7. 41 disparity is even more pronounced in favor of the upper income youth, according to Harris.*^
Bender recognized that one of man's basic needs is to develop a sense of belonging. He observed that a person needs to feel accepted as a part of something bigger than himself.*^ A closer examination of the needs of youth should be taken into consideration when planning educational activities. The following list is suggested as criteria to consider when planning youth activities:
1. The need for belonging to a group of students v/ho have
similar interests and purposes}
2. The need for self-recognizable achievement;
3. The need for a reasonable degree of freedomto determine
one's own course of action;
4. The need for recognition of others;
5. The need for learning .opportunities which providefor
individual differences.^
Close examination of these conditions concerning the needs of youth are recognizable as characteristics of FFA chapters. Wall stated that one reason students join the FFA is because they are able to identify
^Chester W. Harris, ed., Encyclopedia of Educational Research (3rd ed.; New York: The MacMillanTio*7’ 1960)', "p." 412.
^Ralph E. Bender, "Youth Organizations A Significant Part of Vocational. Education," American Vocational Association Journal, (March, 1964), 6.
■^E. E. Clanin, "FFA-Synonymous or Contributory?" Agricultural Education Magazine. (December, 1954), p. 123. 42
themselves with a strong school organization. Usually students like
to belong to something worthwhile, where they can make plans and be
responsible for doing things in their own way.*® The FFA contributes to this educational process by providing an opportunity for student participation in a variety of activities. When students become in volved in activities, their learning becomes more interesting and mean
ingful. Minear lends support to this concept with'his disclosures
One reason the FFA program is so outstanding is that it takes a direct and positive approach to the student and gets him involved in activities that benefit him... It provides youth with opportunities for personal de velopment through experience which should benefit the FFA, the school, the community, and the student. ^
Warner and Hefferman conducted a study to test the proposition that the greater the degree of benefit-participation contingency, the greater will be the membership participation* Subsequent research investigated two hypothesis involving participation. The first dealt with the greater the number of benefits, the greater tho participation.
The second proposed to determine whether degree of benefit-participation affected participation. Data were obtained from farm operators who reported membership in voluntary farm organizations. By using attend ance at meetings as a measure of participation and response to open- ended questions regarding benefits (other than income) received from the organization, ambiguous results were obtained regarding the
l®Stanley Wall, A More Effective FFA (Danville, 111.: Interstate, 1960), p. 32.
l i n e a r , op. cit.. p. 11. 43 relationship between number of benefits and attendance* The second hypothesis was supported, and this relationship was evident under a number of controlled conditions.2®
Three broad categories of benefit contingency in organizations were described in the Warner study# In the first category are benefits having no contingency# These are "public goods" available to both members and non-members# There was very little inducement for these benefits# A second category included a "system rewards" available only to members, but not very dependent on the amount of participation or contribution to the organization. This kind of benefit might motivate an individual to become and remain a member, but would not be any in ducement to greater activity than the minimum needed to remain in the organization# A third category included benefits with a high degree of contingency# These were "individual rewards" available only to members; furthermore only to each member in relation to his participa tion in or contribution to the organization# Warner.summarized the use of these three categories in the following manner* "If these bene fits are sufficiently valuable, the costs low enough, and the alter natives less attractive, individual rewards can motivate a great deal of membership participation and support#"2*
2®Keith V/# Warner and William D# Hefferman, "The Benefit-Parti- cipation Contingency in Voluntary Farm Organizations," Rural Sociology# 32:2 (June, 1967), 139-140.
21Ibid* 44
Everson examined the differences between rural youth of lower socio-economic status and rural youth of higher socio-economic status*
1. In their participation in voluntary organizations;
2. In their reasons for participation or non-participation in
voluntary organizations;
3* In the aspects they liked and disliked from participation in
voluntary organizations;
4* In organizational aspects they desire in a hypothetical
voluntary organization*
The Everson study was summarized in the following manner*
1* Youth of lower socio-economic status do not participate to
as great an extent as youth of higher socio-economic status*
2* A small number of youth are deeply involved in organizational
activities, but .substantial numbers of youth, especially from
families of lower socio-economic status, are virtually un
touched by organized groups*
3* Small differences exist among rural youth of differential
socio-economic status levels in their basic interests and
motivations toward participation in voluntary organizations*
4. Rural youth from families having lower socio-economic status
want to belong to voluntary organizations and would join if
clubs were available, if they were asked to join, and if their
families would approve*22
22Everson, op. cit** Part II, pp* 1-5* 45
One of the perennial problems facing voluntary organizations is to get new members to participate* In many cases, membership partici pation becomes one of the primary goals of the organization at the expense of more basic purposes* The members who are participating do not represent a true cross-section of the student body* Research revealed that low income families are disproportionately represented in organizational activities. Two means of increasing participation are suggested: benefit participation contingency and Involving more people in responsibility*
Meed for Modifications in the FFA
Gardner disclosed several interesting concepts relative to change in his book, Self-Renewal* which may have application to the
FFA*
When talking about...revitalizing an organization, the tendency is to place exclusive emphasis on finding new ideas. Usually new ideas are in abundance; the problem is to get a hearing for them. This may mean breaking the rigidity and complacency of the status quo* The defense of a mature society or organization against change is often so stubborn a shock treatment may be required to bring about renewal* As organizations mature, they develop patterns: becoming more orderly, efficient, and systematic; and becoming less willing to look freshly at each day's experience* Increasingly fixed routines are congealed in an elaborate body of written rules* There is a rule or precedent for everything as it moves into the final stages of organi zational senility* It is recorded that the last act of a dying organization is to get out a new and en larged edition of the rule book*23
23Gardner, o p . clt*, p* 43. 46
Thero is no indication that the FFA is in its death throe* Total membership is increasing, even though the percentage of vocational agriculture students who become members is below 100 per cent* One is reminded, however, of recent efforts to revise the constitution and by-laws of the national organization and the development of a new handbook on guidelines for FFA Foundation Awards* These efforts should not be construed to mean the dying gasp of an organization, but rather a sign of a growing organization faced with the problem of involving an increasing number of members in activities*
The need for modification in the FFA program was recognized by
Gray in 1963:
Agriculture will continue to change in the future as it has in the past and there is no doubt but what the instructional program of vocational agriculture will continue to be modified to fit the interests and needs of its students. Thus, the FFA program will need to change and continue to improve.**24
Krebs asserted that agricultural educators still have choices to make regarding the FFA; however if the choices are not made quickly and correctly, the FFA may be placed in the middle of some human relation ship problems which will remain for a long time and may eventually destroy the organization. Krebs summarized his remarks:
•••the FFA is on trial. The basic strength and philos ophy which has guided the program is being tested. It may hurt to make the needed changes, but it will only hurt for a little while and some hurting seems to be part of the growing up process. It might be kept in
Paul Gray, "national Trends in FFA Activities," Agricultural Education Magazine. (January, 1963), p* 133* 47
mind that there is only one alternative to growing older#2**
A recent study by Manley implied that objectives should always be in a process of change. A lack of change or emphasis on objectives and purposes of the FFA has concerned many people. Changes must be made within the present framework of FFA objectives if the organiza tion is to continue as a dynamic and successful organization#2**
The FFA is becoming more aware of its obligation and opportunity to serve the entire agricultural industry. According to Hunsicker, the organization is gradually modifying its contests, awards, objectives, and programs to stimulate achievement toward agricultural careers; thus we may expect a thorough overhaul of the National Constitution and
By-laws. These modifications will be reflected in constitutional and by-law changes by states and local chapters#2?
In 1969, Russell2** proposed that the "Future Farmers of America" name be changed to the "Agricultural Careers Club of America#" The name change was advanced primarily: 1) to de-emphasize the fanner image of the organization which restricts public acceptance of the total agri business aspect of the educational program; 2) because it is difficult
25Alfred H# Krebs, "The FFA on Trial," Agricultural Education Magazine. (October, 1964), pp# 85, 99*
26Fred W# Manley, "The FFA Objectives-For '28, *38, or *68?” Agricultural Education Magazine. (May, 1967), pp. 250-252#
2^Meville Hunsicker, "FFA-A Look to the Future," Agricultural Education Magazine. (March, 1969), pp# 205-206*
2**Earl Russell, "A New Student Organization for High School Students," Agricultural Education Magazine. (March, 1969), p# 218# 48 to change the public concept of the FFA without a complete name changej and 3) because student participation may be limited by the inception of sub-organizations such as Future Horticulturists* In a follow-up report of the original proposal, Russell^ indicated the responses to his proposal varied greatly* Of the twenty-one persons who sent letters in response to the proposal, persons directly affiliated with the FFA were generally opposed to change* Those who were not affiliated with the FFA (primarily teacher educators) generally favored the proposal*
Structural changes in the FFA were proposed by Bender in 1969*
The article urged everyone interested in the FFA to accept the challenge of effecting change and to use their leadership ability in providing an adequate structure* This might mean the formation of a Federation of
Future Agriculturists with divisions such as Future Farmers, Future
Horticulturists, and Future Agricultural Business Leaders* The frame work on the national level should provide state and local chapter per sonnel with opportunity and freedom in developing local units to meet needs and be consistent with overall objectives of a strong agricul tural youth organization*
The need for drastic changes in the FFA was first brought to light in 1963 with the passage of the Vocational Education Act* It was with this Act that the concept of agricultural education was broadened
^Earl Russell, "Reactions to a Proposal to Change FFA," Agricultural Education Magazine* (September, 1970), pp. 68-69*
^°Ralph E« Bender, "FFA Has Been Effective-But Change Is Necessary," Agricultural Education Magazine* (March, 1969), p* 204* * 49 to include those skills and the knowledge necessary for occupations on and off the farm# Several leaders in agricultural education recognized this need and began to lay the foundation for needed changes# They urged that reform come from within the existing structure of the organi zation* Gradually changes began to occur# Modifications of the nation al constitution and by-laws and revision of objectives, policies, pro grams, and contests were part of the transformation taking place within the organization; however there are those persons who argue that agri cultural educators have been too late with too little and urge struc tural changes to meet the contemporary demands of a growing membership*
Summary
Information presented in the preceeding section of this chapter represents a review of research and writings which have bearing upon this study* These research findings offer the FFA organization several viable alternatives which may be followed as a means of increasing mem bership and student participation* The writings which appear through out the review represent the thoughts and opinions of many leading edu cators in both general and agricultural education# The overwhelming concern of these- writers is to make the FFA an evenmore relevant aspect of the vocational agricultural program as it exists today in the public secondary school# Many of the research writers indicated that the survival of the FFA may very well depend upon acceptance and adjust ment to the changing needs of the contemporary student of vocational agriculture* 50
The findings presented in this chapter advocate a need to recog
nize change in the FFA program. Recognition is the first step toward
modification. Everyone associated with the FFA on all levels of the
organization must attune their ears to the interests and needs of ail
vocational agriculture students if membership and participation are to
be increased. Reviewed research suggest that FFA chapters hold the
potential for increasing member participation. Cne method which chap
ters may find useful is the benefit-participation contingency* members
are rewarded or recognized in accordance to their extent of participa
tion or contribution to the chapter. Findings advanced the idea that
individual rewards can motivate a great deal of membership participa
tion and support. Chapters may also increase member participation by
involving more people in the responsibilities of the organization.
Research indicates that chapter activities should be designed
to meet the needs of all students, regardless of their background*
There is strong evidence which points toward a lack of participation
on the part of lower socio-economic status students: students with
higher socio-economic status are participating to a higher degree in various school activities. If FFA personnel will recognize the specific
needs of the lower participator, by planning and implementing chapter
programs accordingly, participation may then become a fulfilling ex
perience for a greater percentage of members. A variety of activities
would present an opportunity for greater participation by all students.
Friends, FFA advisers, and FFA members were found to be influ
ential persons affecting vocational agriculture students' decision to « 51 become FFA members. Vocational agriculture teachers are in a position to capitalize on this influence. They could exert influence throughout the community by promoting the FFA. Teachers could encourage present
FFA members to discuss FFA membership with potential members. The value of peer persuasion should be recognized and utilized as a means of incresing membership.
Summary information, advanced by reviewed literature, offered potential solutions: to increasing participation by members; and to increasing membership in the FFA. In addition to providing the writer with possible solutions to the objectives of the study, the resume of this review and the subsequent reporting provided background knowledge for the development of the chapters which follow* I
CHAPTER III
ATTRIBUTES OF VOCATIONAL AGRICULTURE DEPARTMENTS AND FFA CHAPTERS
Data presented in this chapter, obtained from the Vocational
Agriculture Department Questionnaire, provide an overview of selected attributes of vocational agriculture departments and FFA chapters#
These selected attributes are presented in a form which will: l) reveal their descriptive nature; and 2) show their relationship to the mean participation score of vocational agriculture students in FFA activities#
Information obtained by the questionnaire was considered in two classi fications: static and dynamic# Both of these categories will be ex amined separately in the latter part of this chapter. This background information is presented with the intent of acquainting the reader with those department and chapter attributes which have been selected by the writer as being related to the degree to which vocational agriculture students participate in FFA activities# Of the 112 vocational agricul ture departments selected to participate in the study, 109 useable ques tionnaires were returned for a response rate of 97 per cent* The data in each table are summarized according to the four administrative regions of the National FFA# ♦
Location of departments
Table 4 summarizes the location of high schools offering voca tional agriculture# An examination of regional location indicates
52 53
TABLE 4
GEOGRAPHIC LOCATION OF HIGH SCHOOLS OFFERING ' VOCATIONAL AGRICULTURE
Per Cent by Region
North Total Location Central Atlantic Pacific Southern Per of Schools (n=33) (n=16) (n=16) (n=44) Centa
Rural area 52 25 31 52 47
Small t o m (5,000 or less) 33 31 38 25 30
City (5,000 to 50,000) 12 31 13 14 15
Residential suburb 3 6 0 5 4
Residential area of a large city 0 0 13 2 2
Industrial suburb 0 0 0 0 0
Inner city of a large city 0 0 0 0 0
No response 0 6 6 2 3
TOTALS 100 100 100 100 100
Weighted estimate of percentage of schools in the population in each geographic location calculated as followss
E Ph «h' P ------N ------/\ P = estimated percentage of schools in the population in each geographic location.
= percentage of schools in the sample in each geographic location for each stratum (Central, North Atlantic, Pacific, Southern). (See Table 59, page 186.)
N. - number of schools in population in each stratum where h 2 «h = N. 54
that 77 par cent of the high schools were either in a rural area or in
a small town# The North Atlantic Region offered a somewhat more diverse
location of high schools* In this region* a higher percentage of schools
offered vocational agriculture in cities with a population of 5,000 to
50,000* Schools in the Pacific Region were located in residential areas of large cities to a higher degree than schools in the other regions*
There was an absence of vocational agriculture in the industrial suburbs
and inner city of larger cities*
Vocational agriculture was originally offered in the rural, small
communities in close proximity to rural students. Even though this
concept is gradually changing, it appears that vocational agriculture
course offerings have not moved away from the rural location* If the • need and demand for students trained in off-farm agriculture continues,
an increased emphasis in urban education in agriculture could be ex- « pectedj thus expanding programs into the city, suburbs, and residential areas* Potential for expansion into the suburbs and inner city may hold tremendous possibilities for the further development of vocational agriculture*
Course offerings
The data in Table 5 reveal that a majority of departments offered a combination of one or more courses* Production agriculture appears to be the core of course combinations* Production agriculture was a part of 78 per cent of the course offering combinations and was the only course offered in 12 per cent of the responding schools* Production agriculture appears in a total of 90 per cent of the course offerings* TABLE 5 COMBINATION OF COURSE OFFERINGS IN VOCATIONAL AGRICULTURE DEPARTMENTS
- Per Cent by Region
North Total . Combination of Central Atlantic Pacific Southern Per Course Offerings (N=33) (N=16) (N=16) (N=44) Cent3
Production agriculture, agricultural mechanics and two or more other courses 55 31 63 36 45
Production agriculture, agricultural mechanics and. only one other course 18 19 19 14 15
Production agriculture and agriculture mechanics only 9 13 6 18 13
Production agriculture only 9 0 0 18 12
Production agriculture with one or more course offerings*5 (not including agricultural mechanics) 3 6 6 7 5
Agricultural mechanics and one or more course(s) (not including production agriculture) 3 19 0 5 5
Courses without production agriculture or agricultural mechanics 0 6 6 2 3
No response 3 6 0 0 2 TOTALS 100 100 100 • 100 ' 100 t
■Weighted percentage. V Other course offerings include: agricultural products, agricultural resources, agricultural supplies and services, forestry, and ornamental horticulture. Forty-five per cent of the respondents indicated that production agri
culture, agricultural mechanics, and two or more other courses were
offered in their departments* This number may be an indication of the
diversity in courses being offered in vocational agriculture departments.
Using the data in the table, the average number of course offerings for
each department was calculated to be 3.5. There was considerable varia
tion in the percentage of schools in each region offering production
agriculture, agricultural mechanics, and two or more other courses. The
highest percentage (63) in this category was noted in the Pacific Region, while the lowest percentage (31) was found in the North Atlantic Region.
It is noteworthy to mention the regional variation found in schools
offering production agriculture only* Neither the North Atlantic nor
the Pacific Regions reported production agriculture only as a course
offering. The Southern Region shov/ed 18 per cent of the schools offering production agriculture only.
Multiple teacher departments
An estimate of the total percentage of schools with multiple
teacher departments is shown In Table 6. As revealed in this table, a
total of 27 per cent of the departments were staffed by more than one
teacher. The North Atlantic Region showed the highest percentage of multiple teacher departments with 38 per cent*
The total number of multiple teacher departments reported in this
study is similar to a finding disclosed by Woodin'*' in a 1970 study. He
J-Ralph J. Woodin, Supply and Demand for Teachers of Vocational Agriculture in 1970 (Columbus, Ohio: The Ohio State University, Department of Agricultural Education, 1970), p. 13. 57
reported that 35 per cent of the vocational agriculture departments were
staffed by more than one teacher*
TABLE 6
ESTIMATE OF THE PERCENTAGE OF SCHOOLS OFFERING VOCATIONAL AGRICULTURE AND HAVING MORE THAN ONE VOCATIONAL AGRICULTURE TEACHER
Number of Schools
Per Cent V/ith In In More Than Reoion Population Sample Cne Teacher
Central 2814 33 24
North Atlantic 742 16 38
Pacific 929 16 25
Southern 4036 44.______27
TOTALS 8521 109 27a
a Weighted estimate*
Chapter charter
As shown in Table 7, the largest percentage (78 per cent) of
the FFA chapters received their charter 10 or more years ago* This
statistic reflects the longevity, since 1928, the FFA has enjoyed in vocational agriculture* It is somewhat surprising to note the increase
in nunber of FFA chapters for all regions within the past 10 years*
This growth is no doubt influenced by the expansionist provisions of the Vocational Education Act of 1963, and the state and federal legis lation which followed the Act* This Increase may also be a reflection 58 of school consolidation and the subsequent approval of new chapter charters in consolidated schools*
TABLE 7
LENGTH OF TIME LOCAL FFA CHAPTERS HAVE BEEN CHARTERED
Per Cent by Region
When North Total Chapter Central Atlantic Pacific Southern Per Chartered______(N=33) (N=16)______(N~16) (N=44) Cent3
Within past two years 0 6 0 2 2
Two to five years ago 9 0 13 2 5’
Five to ten years ago 9 0 0 9 7
• Ten years or more ago 76 81 88 77 78
Do not know 6 6 0 7 6
No response 0 6 0 2 2
TOTALS 100 100 100 100 100
aWeighted percentage*
Types of FFA chapters
The type and combination of FFA chapters (regular chapters* subsidiary chapters* and junior chapters) found in vocational agricul ture departments are shown in Table 8* Ninety-two per cent reported only a regular chapter* There is a slight indication that Junior FFA 59
chapters were being utilized to supplement regular chapters. A total of 4 per cent of the responding departments had Junior FFA chapters in operation. The number of subsidiary chapters functioning by themselves or with regular chapters showed only 2 per cent.
As vocational agriculture departments are adding new course of
ferings to meet specialized interests of students, it becomes apparent that these same students also have specialized organizational needs.
TABLE 8
DIFFERENT TYPES OF FFA CHAPTERS FUNCTIONING IN VOCATIONAL AGRICULTURE DEPARTMENTS
Per Cent by Region
North Total Types of Central Atlantic Pacific Southern Per Chanters (N=33) (N=16) (N=16) (N=44) Cent
Regular chapter only 94 88 88 93 92
Regular chapter with Junior FFA only 6 0 6 2 4
Subsidiary chapter only 0 6 6 0 1
Regular chapter with subsidiary chapters*3 (not including Junior FFA) 0 0 0 2 1
No response 0 6 6 2 2
TOTALS 100 100 100 100 100
aWeighted percentage.
^Subsidiary chapters include: agricultural mechanics, agricultural products, agricultural resources, agricultural supplies and services, forestry, and ornamental horticulture. 60
On the other hand, it may very well be that regular FFA chapters are offering a wide variety of activities which meet the needs and interests of those students who are enrolled in the specialized agriculture courses*
Number of meetings each month
As revealed in Table 9, the percentage of FFA chapters conducting more than one meeting each month is 29* The average number of meetings conducted by all of the chapters in the sample was 1*3 each month* In the North Atlantic Region, 50 per cent of the reporting chapters held meetings more than once monthly* In the Central Region, only 21 per cent indicated meeting more than once a month*
TABLE 9
ESTIMATE OF THE PERCENTAGE OF SCHOOLS THAT CONDUCT MORE THAN ONE FFA MEETING EACH MONTH
Number of Schools
Per Cent With In In More Than Region Population Sample One Meeting
Central 2814 33 21
North Atlantic 742 16 50
Pacific 929 16 31
Southern 4036 44 30
TOTALS 8521 109 29a
aWeighte'd estimate* » 61
The frequency of meetings in chapters may be influenced by several local factors* Oie factor which may have a tendency to inhibit a higher average number of monthly meetings is the time of day when the organization meets to conduct business* This writer assumes that meetings held outside of school time would have the effect of decreasing the number of monthly meetings: meetings conducted during school time would tend to increase the nunber of monthly meetings*
Written constitution and by-laws
Ninety-three per cent of the schools function according to a written constitution and by-laws in harmony with state and national constitutions and by-lav/s, as reported in Table 10* Qne-hundred per cent of the respondents in the Pacific Region indicated their consti tutions to be in complete accord with the state and nation constitu tions* In the North Atlantic Region, 87 per cent reported harmonious constitutions with those of the state and national*.
The 93 per cent estimate does not appear to be in agreement with data presented in Table 11 which indicate that 26 per cent of the chapters had not revised their constitution and by-laws within the past five years* In addition, these schools reported thoir constitution and by-laws to be iri harmony with state and national constitutions* It is quite possible that the schools reporting accord among local, state, and national constitutions and by-laws are ill-informed and perhaps unaware of recent modifications in the national constitution* Most notable among recent changes was the Inclusion of girls in the organi zation* If this is the situation, the FFA may be faced with the need t 62
to launch a massive public information program to inform regional,
state, and local personnel of recent modifications*
TABLE 10
ESTIMATE OF THE PERCENTAGE OF CHAPTERS THAT OPERATE ACCORDING TO A WRITTEN CONSTITUTION AND BY-LAWS IN HARMONY WITH STATE AND NATIONAL CONSTITUTIONS AND BY-LAWS
Number of Schools
Per Cent With In In Written Region Population Sample Constitution
Central 2814 33 93 -
North Atlantic 742 16 87
Pacific 929 ' 16 100
Southern 4021 44 93
TOTALS 8521 109 93a
Weighted estimate*
Constitution and bv-law revision
Data in Table 11 indicate 34 per cent of the chapters revised the chapter constitution and/or by-laws within the past two years*
Chapters In the Pacific and Central Regions both showed the highest percentages for recent (within the past two years) revision* These two regions indicated 44 and 42 per cent respectively* The high percentage of chapters not revising their constitution and by-laws within the past I 63 two years may be an indication many chapters are failing to keep pace with occurring changes and modifications in the national organisation
and in many state associations*
TABLE 11
REVISION OF LOCAL CONSTITUTION AND/OR BY-LAWS OF LOCAL CHAPTERS
Per Cent by Region
Constitution North Total and/or Central Atlantic Pacific Southern Per Bv-laws Revision (M=33) (N=16) (N=16) _ (Nrr44) Cent1
Within past two years 42 25 44 27 34
Two to five years ago 21 . 13 38 11 18
Five to ten years ago 18 13 19 14 16
Ten years or more ago 3 19 0 16 10
Do not know 12 25 0 28 19
No response 3 6 0 5 4
TOTALS 100 100 100 100 100
aWeighted percentage*
Program of activities revision
As revealed in Table 12, 4 per cent of the chapters were not
involved in a program of activities revision within the past two years* » 64
TABLE 12
ESTIMATE OF THE PERCENTAGE OF CHAPTERS THAT HAVE NOT REVISED THEIR PROGRAM OF ACTIVITIES WITHIN PAST TIVO YEARS
Number of Schools
Per Cent Not In In Revising Program Region Population Sample of Activities .
Central 2814 33 3
Nortli Atlantic 742 16 13
Pacific 929 16 0
Southern 4036 44 5
TOTALS 8521 109 4a
Weighted estimate*
This low percentage rate of non-revision is an indication that local chapters are undergoing regular and periodic revision of chapter activ ities* The North Atlantic Region recorded the highest incidence (13 per cent) of non-revision within the specific period; whereas the Pacific
Region shows a perfect record (100 per cent) of recent revision*
FFA as essential part of program
The percentage of chapters considering the FFA an important and essential part of the vocational agriculture program are shown in Table
13* Data in this table reveal that 95 per cent of the responding teachers consider the FFA is important and essential* Observation on a I 65 regional basis shows the Central Region with the highest percentage
(100), and the North Atlantic Region with the lowest percentage (75)*
TABLE 13
ESTIMATE OF THE PERCENTAGE OF VOCATIONAL AGRICULTURE DEPARTMENTS CONSIDERING FFA A NECESSARY AND ESSENTIAL PART OF THE VOCATIONAL AGRICULTURE PROGRAM
...... r t t i i
Number of Schools
Percentage In In Considering FFA Region Population Sample Necessary
Central 2814 33 100
North Atlantic 742 16 75
Pacific 929 • 16 88
Southern 4036 44 ...... : - 5 a
TOTALS 8021 109 95a
Weighted estimate.
Chapter policy regarding membership
Data in Table 14 support a strong case for voluntary membership of vocational agriculture students in the FFA. Seventy-seven per cent reported that membership in the FFA was on a voluntary basis. This general practice reflects the philosophy of the FFA organization that membership of vocational agriculture students is voluntary.2
20fflcial Manual for Future Farmers of America (Alexandria, Va., 1969)7'p« 5. 66
TABLE 14
POLICY OF CHAPTERS REGARDING MEMBERSHIP OF VOCATIONAL AGRICULTURE STUDENTS IN FFA
Per Cent by Region • North Total Chapter Central Atlantic Pacific Southern Per Policv ______(N=3_3.) (N=16) (N=16) (M=44) C_en.ta
Membership voluntary 82 81 100 68 77
Membership required 15 13 0 32 21
No response 3 ’ 7 0 O 2
TOTALS 100 100 100 100 100
aWeighted percentage*
The rate of student participation in FFA activities was slightly higher
in chapters with a voluntary membership policy when compared to chapters
requiring membership* The mean participation score was 13*5 in the vol
untary chapter, v/hile required membership chapters showed a mean parti
cipation score of 12*
Number of requirements for membership
In Table 15 is shown the average number of requirements for active membership in local chapters* Each of the four regions show a similar
number of requirements* The range among the regions varies from a low of
4*3 in the North Atlantic Region to a high of 4*8 in the Pacific Region*
The combined average number of requirements for the regions is 4*5* 67
Thirty-eight combinations of membership requirements were checked by teachers in the responding chapters* The percentage for each combi nation of requirements was below 10 per cent* One exception was noted in the combination of "required to pay dues, be enrolled in vocational agriculture, and attend meetings*" Twelve chapters or 11 per cent checked this combination of requirements*
TABLE 15
ESTIMATE OF THE AVERAGE NUMBER OF REQUIREMENTS FOR ACTIVE MEMBERSHIP
Number of Schools
Average Number. In In of Region Population Sample Requirements3
4*5 Central 2814 • 33
North Atlantic 742 16 4*3
Pacific 929 16 4*8
Southern 4036 44 4*45
TOTALS 8521 109 4*5b
g Requirements for membership included: maintaining minimum grades; paying dues; being enrolled in vocational agriculture; ov;ning an FFA jacket; attending meetings; participating in activities; being approved by active membership; and following chapter code of ethics*
^Weighted estimate* 68
Written program of activities
The percentage of chapters in each region with a written program of activities is indicated in Table 16* The overwhelming response from schools was that the program of activities is in written form. A total of 95 per cent responded in this manner# A certain degree of variation was noted within regions* The Central Region indicated a 100 per cent positive response, while the North Atlantic Region reported 81 per cent*
This information would tend to support the proposition that a vast majority of chapters operate according to a written program of activi ties*
TABLE 16
ESTIMATE OF THE PERCENTAGE OF CHAPTERS WITH WRITTEN PROGRAM OF ACTIVITIES
Number of Schools
Per Cent In In With Reaion Pooulation Sanrnle Written Program
Central 2814 33 100
North Atlantic 742 16 81
Pacific 929 16 94
Southern 4036 44 ____ 95
TOTALS 8521 109 95a
aWeighted estimate* 69
Availability of program of activities
Table 17 indicates the availability of the annual chapter program of activities to local membership. Whether members have their own per sonal copy or only have access to a reference copy was reported by about equal percentages of chapters. Variance on availability is found among regions indicating no set pattern of established practice concerning availability of program of activities to membership. The Central Region had the highest percentage (73 per cent) of chapters providing personal copies for members. Oi the other hand, the Southern Region reported that members in 59 per cent of the chapters had access to a reference copy only. Large numbers of members in chapters and the expenses in volved in reproducing sufficient copies for all members may influence this practice in the Southern Region.
TABLE 17 *
AVAILABILITY OF THE PROGRAM OF ACTIVITIES TO MEMBERSHIP IN LOCAL CHAPTERS
Per Cent by Region
Availability North Total of Programs Central Atlantic Pacific Southern Per of Activities (N=33) (N=16) (N=16) fN=44) Cent3
All members have personal copy 73 44 50 25 45
Only reference copy available 18 38 31 59 41
No response 9 19 19 16 14
TOTALS 100 100 100 100 100
aWeighted percentage. 70
Number activities planned
Analysis of the number of chapter activities planned for 1970-1971 compared to the number of activities conducted three years ago is prei- sented in Table 18. Throughout the country, the majority of chapters have generally planned about the same number of activities for 1970-1971 as were conducted three years ago* The only exception is in the Central
Region where 52 per cent of the chapters revealed they planned more ac tivities in 1970-1971 than three years ago* Thirty-five per cent of all the chapters reported more activities planned for the 1970-1971 school year* These figures indicate chapters to be holding the number of activities fairly constant, but at the same time are initiating additional activities*
TABLE 18
TOTAL NUMBER OF CHAPTER ACTIVITIES PLANNED FOR 1970-1971 COMPARED TO THREE YEARS AGO
Number 1970-1971 Per Cent by Region Activities ______Compared to Number North Total Activities Three Central Atlantic Pacific Southern Per Years Aqo (N=33) (N=16).. (N=16) (N=44) Cent1
Fewer 3 0 6 5 4
About the same 36 56 63 59 52
More 52 31 31 25 35
Do not know 9 6 0 11 9
No response 0 6 0 0 .1
TOTALS 100 100 100 100 100
g Weighted percentage* 71
Membership involved in planning
The data reported in Table 19 show the percentage of membership
involved in planning the annual chapter activities* There is consider
able variation from region to region regarding the percentage of member
ship involvement in planning* The Pacific and Southern Regions reported
56 and 45 per cent* respectively} of their chapters involve more than
one-half of their members in planning* Fifty-six per cent of the North
Atlantic Region chapters involve 20 to 34 per cent of their members in planning for activities* Overall} 31 per cent of the chapters in the
sample involved 50 per cent or more of the members in yearly planning*
TABLE 19
PERCENTAGE OF TOTAL CHAPTER MEMBERSHIP INVOLVED IN PLANNING ANNUAL CHAPTER ACTIVITIES
Per Cent by Region
Percentage North Total Membership Central Atlantic Pacific Southern Per Involved (N=33) (N=16) (N=16). (N=44) Centa
5# to 19# 3 0 25 39 22
20# to 34# 36 56 19 14 25
35# to 49# 52 31 0 2 21
50# or more 9 6 . 56 45 31
No response 0 6 0 0 1
TOTALS 100 100 100 100 100
aWeighted percentage* 9 7 2
Conversely, 22 per cent of the chapters reported that fewer than
one-fifth of the membership was involved in planning yearly chapter
activities*
Opportunity for participation
Forty-four per cent of the reporting chapters indicated members had "complete" opportunity for participation through the program of
activities as reported in Table 20* All regions were near agreement on their reporting for the four responses indicating opportunity for participation* Vocational agriculture instructors perceive the program
TABLE 20
EXTENT PROGRAM OF ACTIVITIES PROVIDES MEMBERS AN OPPORTUNITY FOR PARTICIPATION »
Per Cent by Region
Opportunity North Total for Central Atlantic Pacific Southern Per Participation (N=33) (N=16) _ . (N=16) . (N=44) . _ Cent*
Not at all 0 0 0 0 0
Little 3 0 6 9 6
A lot 55 31 38 50 49
Completely 42 56 56 41 44
No response 0 13 . * 0 0 . . . . . 1
TOTALS 100 100 100 100 100
aWeighted percentage* 73 of activities as an excellent means for membership participation« This is not surprising as the. program of activities is, in many instances, the sole means of providing an opportunity for member involvement in activities#
Recognition according to degree of participation
Inspection of Table 21 shows that members in 57 per cent of the responding schools receive "a lot" of recognition according to their degree of participation in chapter activities* Twenty-four per cent of the schools reported members were recognized "completely" for their participation* In the Central Region, 73 per cent of the schools re ported that members are receiving "a lot" of recognition for their participation*. TABLE 21
EXTENT MEMBERS RECEIVE RECOGNITION ACCORDING TO DEGREE OF PARTICIPATION IN CHAPTER ACTIVITIES
• Per Cent by Region Recognition According to North Total Degree of Central Atlantic Pacific Southern Per Particioation (N=33) . (N=16)____ (Nt=16) (N=44) Cent*
Not at all 0 0 0 0 0
Little 12 25 19 23 19
A lot 73 50 63 45 57
Completely 15 19 19 32 24
No response 0 6 0 0 1
TOTALS 100 100 100 100 100
Weighted percentage* I 74
These data indicate members are being recognized for the extent of their participation* The concept that individual rewards can moti vate a great deal of membership participation and support was advanced by Warner*'* Warner refers to this concept as the benefit-participation contingency* The FFA record appears to be in accord; however this area may hold the potential for vast improvement in increased activity and in membership satisfaction*
Percentage members holding leadership positions
An analysis of the percentage of members holding leadership posi tions in chapters is shown in Table 22* Thirty-one per cent of the chapters reported 20 to 29 per cent of their membership were holding leadership positions* This was the highest percentage reported. There were no schools reporting in the "less than 5 per cent" holding leader ship position category*
Regional variations were minimal throughout all the categories indicating the percentage of membership holding leadership positions*
Only 6 per cent of the schools were reported in the two categories showing less than 10 per cent of membership holding leadership positions*
The highest total percentage was shown in the 20 to 29 per cent category*
The categories from 30 to more than 50 per cent accounted for 31 per cent of the schools*
^Keith Warner, Membership Participation in Voluntary Organizations Research Bulletin 263, (Madison, Wise*V University of Wisconsin, 1965)* TABLE 22
PERCENTAGE OF CHAPTER MEMBERSHIP HOLDING LEADERSHIP POSITIONS
Per Cent by Region
Holding North Total Leadership Central Atlantic Pacific Southern Per Positions (N=33) (N=16) (N=I6) (M=44) ... Cent®
Less than 5J6 0 0 0 0 0
5% to 9% 3 6 0 9 6
10% to 14% 12 6 25 20 17
15& to 19% 18 . 0 13 14 14
20% to 29% 36 38 19 30 31
30% to 49% 15 19 19 14 15
50% or more 15 ' 25 25 14 16
No response 0 6 0 0 1
TOTALS 100 100 100 100 100
aExamples of leadership positions included chapter officer and committee chairmen*
^Weighted percentage
Member involvement in leadership positions was no doubt influenced by availability of such positions and the size of the chapter* The writer assumes that larger chapters provide less opportunity for leader
ship positions: thus, fewer members are involved and have the opportun
ity for leadership experiences* t 76
Successful areas of accomplishment
Each vocational agriculture teacher indicated three areas con sidered to be the most successful in their chapter. Teachers* responses to areas of accomplishment are presented in Table 23. Items showing the highest percentages are: 1) financing the FFA program, 46 per cent;
2) developing leadership, 42 per cent; and 3) improving relations with other groups and organizations in the school and community, 39 per cent.
Other closely following areas are: improving attendance, 30 per cent; and obtaining active involvement of members, 29 per cent. Ten per cent of the vocational agriculture teachers considered improving the image of the FFA to be a successful accomplishment. This finding corresponds with the data reported in Table 24 where teachers revealed the organi zational image to be the main problem of the FFA.
It is not surprising that vocational agriculture teachers would recognize leadership and public information as areas of successful accomplishment. These areas are considered by many advocates of the
FFA to be the strongest aspects of the organization.
By comparing data in Table 23 with information presented in
Table 24, a contradiction appears. Cn one hand, vocational agriculture teachers indicate that financing the chapter is a major problem. On the other hand, they report financing to be an area of successful accomplish ment. This contradiction can not be attributed to regional differences, as all four regions were similar in reporting pertaining to this activ ity. Factors which may influence teachers* opinions on financing may be accounted for by local conditions such as size of the chapter and the economic situation of the community. TABLE 23
MOST SUCCESSFUL AREAS OF ACCOMPLISHMENT IN LOCAL CHAPTERS AS INDICATED BY VOCATIONAL AGRICULTURE TEACHERS
Per Centa by Region
North Total Central Atlantic Pacific Southern Per, Successful Accomplishments (N=33) (N=16} (N=16) (N=44) Cent
Financing the FFA program 52 44 44 43 46
Developing leadership 52 56 38 34 42
Improving relations with other groups and organizations in the school and community 30 25 69 41 39
Improving attendance of members at chapter meetings 33 25 6 34 30
Obtaining active involvement of members 30 44 31 25 29
Planning and conducting better meetings 24 19 13 25 23
Increasing membership 9 6 38 30 22
Reaching goals and objectives 18 13 19 • 25 21
Planning activities relevant to the needs of individuals
18 13 19 14 77 TABLE 23— Continued
Per Cent3 by Region
North Total Central Atlantic Pacific Southern Perw Successful Accomplishments (N=33) (N=16) (t£=16) (N=44) Cent”
Obtaining understanding of the chapter and its objectives by members 27 6 6 7 13
Improving the image of the FFA from that of a ■ farm youth organization to one with appeal for all students who have a career objective in agriculture 3 0 6 18 10
Others 3 0 6 0 2
Percentages total more than 100 because teachers could name more than one successful area*
Weighted percentage. 79
Major problems facing FFA chapters
Vocational agriculture teachers who responded were asked to dis close three major problems affecting the local FFA chapter. Data from
Table 24 suggest that the teachers view several areas as potential or actual problem areas. Three were easily identifiable as major areas of concern. Forty-three per cent of the teachers identified improving the image of the FFA as the number one concern. IV/o other major problems which predominated the findings were active involvement of members* 34 per cent* and financing the program* 30 per cent. A lesser percentage of teachers indicated that keeping the FFA name as it is, obtaining en couragement and assistance from FFA officials for changing the program* and inappropriateness of the FFA emblem to be items causing the fewest problems and least concern*
Another possibly conflicting finding which appears in Table 24 is that 43 per cent of the teachers reported image problems, but only 12 per cent reported "changing program to serve all vocational agriculture students" as a major problem. Changing the program may be one way to improve the image.
In the North Atlantic Region, the item which received the highest percentage (63 per cent) as a major problem was "improving the image."
This was likewise named highest by 45 per cent of the teachers in the
Southern Region as a major problem* The problem which received the highest percentage in the Central Region was "obtaining active involve ment of members." Pacific Region teachers identified "planning and conducting better meetings" as the major problem with a response rate TABLE 24
MAJOR PROBLEMS FACING LOCAL CHAPTERS AS INDICATED BY VOCATIONAL AGRICULTURE TEACHERS
Per Centa by Region .
North Total Central Atlantic Pacific Southern Per. Maior Problems (N=33) (H=16) (N=16) (N=44) Cent®
Improving the image of the FFA from that of a farm* i youth organization to one with appeal for all stu dents who have a career objective in agriculture 39 63 31 45 43
Obtaining active involvement of members 42 31 38 . 27 34
Financing the FFA program 21 13 25 41 30
Obtaining understanding of the chapter and its objectives by non-members in the school and community 27 25 13 30 27
Planning and conducting better meetings 33 13 44 18 25
Developing leadership 12 13 19 32 22
Planning activities relevant to the needs of individuals 21 19 1 23 20
Improving attendance of members at chapter meetings 24 19 25 14 19
Increasing membership 12 CD 18 13 19 7 o TABLE 24— Continued
Per Cent3 by Region
North Total Central Atlantic Pacific Southern Per Malor Problems 0*=33) (N-16) (N=i6) (N=44) Cent"
Reaching goals and objectives 18 13 6 9 12
Changing program to serve all vocational agriculture students 15 13 13 9 12
Improving relations with other groups and organizations in the school and community 3 6 0 14 8
Obtaining understanding of the chapter and its objectives by members 6 6 6 5 5
Keeping the ”FFA" name as it is 3 0 0 7 4
Students feel the FFA emblem Is outdated and inappropriate 6 0 0 5 4
Obtaining encouragement and assistance from FFA officials for changing the program 3 0 6 5 4
Others 6 6 25 5 7
a Percentages total more than 100 because teachers could name more than one problem area*
Weighted percentage* 82 of 44 per cent* In the Judgement of the writer, items receiving the highest percentage of responses represent those areas deserving immedi ate attention by FFA personnel on all levels*
Maior changes needed in FFA
The major changes needed in the FFA to attract more vocational agriculture students are shown in Table 25* These changes represent opinions of the vocational agriculture teachers whose departments were involved in the study* The vocational agriculture teachers' responses to an open-ended question were categorized under the ten headings appearing in the Table 25* The category indicated by the largest total percentage of teachers was contests and awards: thirty-eight per cent of the teachers indicated this as a major change needed in FFA* Teachers were also concerned with the image of the FFA (19 per cent), modifica tions (19 per cent), and public relations (15 per cent). Examples of teacher responses in each of the four categories listed above are:
1) "contests and awards", more contests and awards, more awards for urban students, and revision of state and national awards system; 2) "im age of the FFA", a more realistic view of agriculture and less emphasis on production agriculture; 3) "modifications", revision of FFA creed and change of name to Include agribusiness; and 4) "public relations", more publicity on state and national levels and improvement of local support*
A complete list of teacher responses In each of the four categories is contained in Appendix L* These four categories represent the areas in which teachers reported the greatest change is needed in order to attract more vocational agriculture students into the FFA* The writer does not 83
TABLE 25
TEACHERS' OPINIONS OF MAJOR CHANGES NEEDED IN THE FFA TO ATTRACT MORE STUDENTS
Per Cent9 by Region
Category North Total of Central Atlantic Pacific Southern Per Change (M=33) (M=16) fN=16) (N=44) Cent* « Contests and awards 36 31 38 41 38
Image of FFA 24 25 25 14 19
Modifications 21 44 31 10 19
Public relations 10 38 0 18 15
Students and participation 6 25 6 14 11
Finances 3 6 6 16 10
Meetings 12 6 0 10 9
Membership 3 6 6 10 7
Advisers 3 . 0 0 7 4
Miscellaneous 15 6 25 10 13
Percentages total more than 100 because teachers could name more than one change*
Weighted percentage*
assume these four categories are the only changes which are needed* It may be that this list represents the areas needing improvement with
highest priority* Each category deserves considerable attention, with
those near the top of the list requiring special action* 84
Relationship Between Mean Participation Score and Selected Attributes
An objective of this study was to investigate the relationship between vocational agriculture students* degree of participation in
FFA activities and selected attributes of FFA chapters# To satisfy this objective, mean FFA participation score of vocational agriculture students and each static and dynamic attribute in the responding FFA chapters were tested by an analysis of variance# The resulting data from this analysis show the mean and standard deviation of the partici pation score for each level of the attribute being investigated#
Static attributes
Those attributes which are not readily amenable to change with out changing the membership composition of the FFA were classified as static# The following static attributes were identified according tos
1# Geographic location of high school offering courses in
vocational agriculture;
2# Number of teachers in the vocational agriculture department;
3# When the FFA was chartered#
The results of the analysis of variance involving each of the foregoing attributes and the mean FFA participation score revealed no statistically significant differences at the #05 level of significance#
The findings of these computations are included in Appendix M#
Dynamic attributes
Several of the vocational agriculture department and FFA chapter attributes were classified as dynamic* that is, those characteristics 85 which could be readily changed* The dynamic attributes investigated in
the study were:
1* Number of course offerings in the vocational agriculture
department?
2* Number of chapters in the vocational agriculture department?
3* Number of monthly chapter meetings?
4. If chapter is operating according to a written constitution
harmonious to state and national constitutions;
5* Chapter policy regarding vocational agriculture student
membership?
6* Number of requirements for active membership;
7* Program of activities in written form?
8* Availability of program of activities to membership?
9. When program of activities was last revised;
10* Number of activities compared to three years ago?
11* Percentage of membership involved in planning program of
activities;
12* Extent members receive recognition according to participation
in activities?
13* Extent program of activities provides opportunity for
participation?
14* Percentage of membership holding leadership positions*
An analysis of variance test was made for each of the fourteen
dynamic variables listed. In each case the dependent variable was a 86
chapter*s mean participation score which measured the degree to which
FFA members in a chapter participate in FFA activities. The levels of
the independent variable in each case are indicated in the tables in
Appendix N* The analysis of variance tests revealed no statistically
significant (.05 level of significance) differences in mean participa
tion scores among the levels of the independent variables indicated by
the first twelve attributes given. The interpretation of the finding
•is that for each of these attributes there is no significant relation
ship between the school*s level of that attribute and the extent to which students participate in FFA. Statistically significant differ
ences in mean participation scores among the levels of the independent
variables indicated by attributes 13 and 14 were found, however. The
findings and discussion of the analysis of these two attributes and
the mean participation score are presented in the ensuing section.
Extent of students* involvement in program of activities.— Data
obtained from an analysis of variance of mean participation scores and
each category indicating the extent the program of activities provides
opportunity for members to participate is presented in Table 26. The
differences in mean participation scores were significant at the .05
level. The mean participation score increased as the level of oppor
tunity for involvement in the program of activities became more exten
sive. The mean participation score ranged from 9.07 for "little1'
opportunity for involvement to 14.36 for "complete" opportunity to
participate in the program of activities. 87
TABLE 26
MEAN PARTICIPATION SCORE FOR EXTENT PROGRAM CF ACTIVITIES PROVIDES OPPORTUNITY FOR PARTICIPATION
Participation Score Extent Program of Activities Provides Opportunity to Participate Number Mean3 SD
Little 6 9.07 2.54
A lot 47 12.56 4.69
Completely 46 14.36 4.72
F = 4*31; p < .016
aMean participation scores connected by a solid line indicate no significant difference between mean scores.
Using the Scheffe^ method of multiple comparisons, the mean for extent program of activities provided "little" opportunity to partici pate was statistically less than the mean for the extent program of activities provides "complete" opportunity to participate. No other comparison of pairs of means were statistically significant#
The extent the program of activities provides an opportunity for members to participate was identified as a dynamic attribute} therefore it could be influenced by personnel of the organiration. It becomes
4Geno Glass and Julian Stanley, Statistical Methods in Education and Psychology (Englewood Cliffs, N. J.* Prentice-Hall, Inc., 1970), pp. 388-395# 8B essential for the FFA to consider the moans which may be employed to increase the opportunity for members to participate in the program of activities. The initial reaction of the writer is to presume that a variety of activities with appeal to a wide range of members* interests is one means to increase involvement in the program of activities.
Percentage of membership holding leadership positions.— Data contained in Table 27 reveal the mean participation scores for the categories indicating the percentage of membership holding leadership positions within the chapter. As the percentage of members holding leadership positions increases from 5 to over 50, the mean participa tion scores increase correspondingly. Mean participation scores varied from 8.91 to 15.56. The differences in mean participation scores re ported in Table 27 were statistically significant differences at the
•05 level.
This finding agrees with Warner*s^ study in which he proposed that involving more people in the responsibilities of an organization will result in greater participation and involvement. In another investigation conducted by Warner,he concluded that organizations with high division of labor (proportion of members holding office) have
Keith W. Warner, "Attendance and Division of Labor in Voluntary Associations," Rural Sociology 29*4 (Dec. 1964), 397.
^Warner, Membership Participation in Voluntary Organizations. op. cit.. p. 32. t
89
TABLE 27
MEAN PARTICIPATION SCORE FOR PERCENTAGE OF MEMBERSHIP HOLDING CHAPTER LEADERSHIP POSITIONS
Participation Score Per Cent Membership Holding Chapter Leadershio Positions Number Mean SD
5% to 9% 7 8.91 1.96
10% to 14% 18 12.16 6.08
1$% to 19% 14 11.87 3.56
20% to 29% 30 13.52 4.31
30% to 49% 14 14.06 2.85
503j or more 17 ' 15.56 5.62
F = 2.683; p <.026 higher rates of involvement than do groups with low levels of division of labor*
If member participation is to be expanded by involving an in creased number of members in leadership positions, two conditions need
to be present: l) the availability of activities for member participa
tion; and 2) the existence of leadership positions within the chapter organizations. If the number of activities is limited in scope, they should be broadened* if an adequate number of leadership positions do not exist, positions should be created to accommodate member potential*
With the provision of these two conditions, member participation may be increased* « 90
Summary
This chapter has presented data describing selected attributes of vocational agriculture departments and FFA chapters* The data represent returns from 109 vocational agriculture departments from throughout the country*
Forty-seven per cent of the vocational agriculture departments were located in rural areas. Another 30 per cent were situated in small towns with a population of 5,000 or less* A majority of the de partments offered a combination of one or more courses in vocational agriculture* Production agriculture was included in 90 per cent of the total course offerings. Twenty-seven per cent of the departments were staffed by two or more teachers.
The largest percentage (78 per cent) of the chapters received their charters ten or more years ago. Ninety-two per cent of the re porting departments indicated only one regular FFA chapter functioning in the school. Twenty-nine per cent of the chapters indicated meeting more often than once a month* The vast majority (93 per cent) of chap ters indicated a written constitution harmonious to state and national constitutions* Local constitutions and by-laws were revised within the past two years by 34 per cent of the responding chapters* Only 4 per cent of the respondents reported they had not revised the chapter pro gram of activities within the past two years. The FFA was considered to be an essential part of the vocational agriculture program by 95 per cent of the respondents* Seventy-seven per cent of the reporting 91
departments considered membership in the FFA to be voluntary# The
average number of requirements for chapter membership was 4*5#
A written program of activities was found in 95 per cent of the
chapters with 45 per cent of the schools indicating all members having
a personal copy# Fifty-two per cent of the schools revealed "about the
same" number of activities planned for 1970-19715 as compared to three years ago. Thirty-one per cent of the schools reported that 50 per cent or more of their membership was involved in planning chapter activities.
Forty-nine per cent of the schools disclosed the extent the program of
activities provides members an opportunity for participation was "a lot."
A majority (57 per cent) of the chapters indicated members received
"a lot" of recognition according to their degree of participation in •
chapter activities* Regarding the percentage of chapter membership holding leadership positions, 31 per cent of the chapters reported 20
* to 29 per cent of their members holding leadership positions#
Vocational agriculture teachers reported the three most success
ful areas of chapter accomplishment to be: 1) financing the program;
2) developing leadership; and 3) improving relations in the school and
community. On the other hand, they submitted a list of problems facing local chapters. Notable among the list were: l) improving the image of the FFA; 2) obtaining active involvement of members; and 3) financing the program# When the teachers were requested to disclose needed changes in the FFA, they identified: 1) contests and awards; 2) the FFA image; and 3) modifications in the FFA as the three categories needing the most
change to attract additional students into membership# * 92
An investigation of the relationships between the extent to which members participate in FFA and the static attributes of the vocational agriculture department and FFA chapter showed no significant relationships* When the same type of relationships between FFA parti cipation and the dynamic attributes of departments and chapters were investigated, no significant relationships were found for 12 of the 14 attributes* The two dynamic attributes which showed a significant rela tionship to mean participation score were: 1) the extent the program of activities provides an opportunity for participation; and 2) the percent age of chapter membership holding leadership positions*
The statistically significant relationships concerning the dynam ic attributes indicated that the mean participation score increased as the opportunity for member involvement in the program of activities be came more extensive. The mean participation score also increased as the percentage of members holding leadership positions increased* CHAPTER IV
CHARACTERISTICS OF VOCATIONAL AGRICULTURE STUDENTS RELATED TO PARTICIPATION IN FFA
The purpose of this chapter is twofold: first* to identify and
describe personal, family, and social characteristics of vocational
agriculture students Included in this investigation; and second, to
determine the relationship between these characteristics and the stu
dents' participation in various FFA activities on the local, district,
state, and national levels*
The analyses are presented in three sections which include: 1) a
description of selected characteristics of vocational agriculture stu dents; 2) the relationshipt among selected characteristics of vocational agriculture students; and 3) the relationship between characteristics of vocational agriculture students and their participation score in
FFA activities*
Characteristics of Vocational Agriculture Students
The first phase of the analyses was a description of the personal, family, and social characteristics of students of vocational agriculture*
These data were obtained from 2,773 useable Vocational Agriculture Stu dent Questionnaires completed by junior and senior vocational agricul ture students in 105 departments*
93 94
Number of males and females enrolled
Information in Table 28 shows the percentage of male and female
students enrolled in vocational agriculture* It was not surprising
that 92 per cent of the total student enrollment were males* The per
centage of females enrolled varied from region to region. The Central
Region reported 2 per cent of the total enrollment to be females; whereas the Pacific Region reported a high of 14 per cent. Female en
rollment may be closely associated to the geographic location of the vocational agriculture department and the variety of course offerings.
A trend is no doubt being established regarding increased female en
rollment. In the future it is possible that we may expect the percentage
of females enrolling in vocational agriculture to increase as more voca
tional agriculture departments remove previously established restrictions
for their enrollment in vocational agriculture and membership in FFA.
TABLE 28
PERCENTAGE OF MALES AND FEMALES ENROLLED IN VOCATIONAL AGRICULTURE
Per Cent by Region
Sex of North Total Students Central Atlantic Pacific Southern Per Enrolled (N=696) (N=274) (N=545) (N=12S8) Cent
Female 2 6 1 4 9 8 Male 98 94 86 90 _ _ 92
TOTALS 100 100 100 100 100 95
Ethnic composition of vocational agriculture students
Data in Table 29 show the ethnic background of vocational agri culture students* Vocational agriculture continued to attract white students into the program* 83 per cent were noted in this category*
All minority groups combined were 16 per cent of the total enrollment*
An examination of each region points out the minority enrollment within each region (e*g*» the highest frequency of Mexican American students were enrolled in the Pacific Region and the largest number of black stu dents in vocational agriculture were in the Southern Region)* Enrollment
TABLE 29
ETHNIC BACKGROUND OF STUDENTS ENROLLED IN VOCATIONAL AGRICULTURE
Per Cent by Region
Ethnic North Total Background Central Atlantic Pacific . Southern Per of Students (N=696) fN=274) (N=545) (N=1258) Cent
White 97 95 77 75 83
Black 0 3 4 18 9
Mexican American 0 0 7 5 4
American Indian 1 1 3 1 2
Oriental 0 0 2 0 1
Other 0 0 5 0 1
No response 0 1 2 1 1
TOTALS 100 100 100 100 100 96 in the Pacific and Southern Regions included a greater variety of racial mixture than did the other two regions.
Academic achievement of students
Each student of vocational agriculture who participated in this study indicated the grades received in all high school courses* Table
30 shov/s the academic achievement of vocational agriculture students*
Forty-nine per cent of the students received mostly C*s in all their class work. Interestingly, the data indicated that 34 per cent received mostly B'sj over 89 per cent of the students were average and above in
TABLE 30
ACADEMIC ACHIEVEMENT OF VOCATIONAL AGRICULTURE STUDENTS IN ALL CLASS WORK
Per Cent by Region
Grades North Total Students Central Atlantic Pacific Southern Per Received (N=696) (N=274) (N=545) (N=1258) Cent
Mostly A's (A-, A, or A+) 5 7 6 6 6
Mostly B's • (B-j B, or B+) 32 33 42 31 34
Mostly C ’s (C-, C, or Of) 50 47 44 50 49
Mostly D's (D-, D, or D+) 9 7 3 8 7
Don't know 2 3 2 3 2
No response 1 4 2 2 ■ 2
TOTALS 100 100 100 100 100 97
academic achievement* These data would seem to dispute the prevalent
opinion that vocational .agriculture enrollees are primarily those stu
dents lower in ability and slower in achieving* The academic status
of students may be an indication that vocational agriculture is not the
"dumping ground" for the potential drop-out and under-achiever*
Student occupational experience activities
Data provided by vocational agriculture students and summarized
in Table 31 show the occupational experience activities of the respond
ents* Thirty-nine per cent reported livestock enterprises as part of
their occupational experience activity* The next highest experience
activity percentage was in crop enterprises with 22 per cent* TVventy-
six per cent of the respondents reported no occupational experience
activity of any kind in operation* Placement in ornamental horticulture
and other agricultural placement showed the lowest total percentage of
occupational experience*
The category of "no occupational experience activities" is worthy
of mention as this situation is a departure from the traditional enter prise orientation of vocational agriculture* It is possible that some
of these students were receiving occupational experience on a school
faim or by other means which were not categorized in the instrument*
Conversely, it is possible that 26 per cent of the respondents were not
involved in occupational experience programs*
Data were used from Table 31 to estimate the average number of occupational experience programs carried by each student enrolled in TABLE 31
OCCUPATIONAL EXPERIENCE ACTIVITIES OF VOCATIONAL AGRICULTURE STUDENTS FOR 1969-1970
Per Cent3 by Region
Occupational North Total Experience Central Atlantic Pacific Southern Per Activities (N=696) (N=274) (N=545) (N=1258) Cent
Livestock enterprise 35 28 40 42 39
Crop enterprise 35 18 17 22 22
Placement in agricultural production 12 19 17 6 11
Ornamental horticulture enterprise 3 14 9 7 7
Other enterprise 5 7 7 7 6
Placement in sales and service 8 8 4 5 6
Poultry enterprise 4 4 7 5 6
Forestry enterprise 5 6 7 4 5
Placement in ornamental horticulture 0 1 3 2 2
Other agriculture placement 2 3 2 1 2
No occupational experience activity 14 28 34 28 26
03 Percentages total more than 100 because students could have more than one occupational experience activity* 99 vocational agriculture* The average number was found to be 1*13 per
student* This estimate included 26 per cent of the respondents who
reported no experience activities for the current year*
Socio-economic status of students
A socio-economic status scale was devised to determine status of
the responding vocational agriculture students* Education of the sup porting parent, items which the family possessed, and the occupation
of the supporting parent were the components of the index used to measure socio-economic status* Appendix D contains the socio-economic
status score card* A student's socio-economic status score was included
in the study, providing al response was recorded for each of the three
status components* If one of the three components was omitted, a status
score was not recorded for that student*
The mean socio-economic status score for vocational agriculture
students in each of the four regions is shown in Figure 1* The mean
socio-economic status score for the Central, North Atlantic, and Pacific
Regions was approximately the same with a score of 25* The status score for the Southern Region (22*7) was slightly lower than the scores re corded for the other three regions* Student scores ranged from a low of 6 to a high of 38* Example profiles of students with "low" and
"high" socio-economic status scores are contained in Appendix D*
Figure 2 shov/s the mean socio-economic score (23*78) for all regions combined* The total number of students who completed each component of the index was 2,305* Frequoncy Frequency 20 40 20 60 £0 0 0 I.'orth X « n « 960 24*74 A t l a n t i c R e g i o n o o e o c l t t s S o e Socio-economic Status Score Sodo-econcolc Status Score o o e o o l t t s S o e Socio-economic Status Score , , Sodo-econoolc Status Score 10 10 20 20 30 30' e a c h o f t h e f o u r r e g i o n s s t a t u s s c o r e f 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 F i g . l . < —F r e q u e n c y d i s t r i b u t i o n o f e o c l o - o c o n o a l c 40 40 a 40 a 5 40 20 C e n t r a l R e g i o n n n = 622 X = n a 493 P a c i f i c R e g i o n 24.^4 10 20 20 30 40 O O All Regions Ccrabinod X c 23.70
5 10 15 20 25 30 35 40 Socio-economic Status Score
Fig. 2.— Frequency distribution of socio-oconomic status score for vocational agriculture students in all regions combined O 102
Participation in school activities
Information recorded in Table 32 shows the school activities in which vocational agriculture students participated during the 1969-1970 school year* Sixty-three per cent of the vocational agriculture stu dents participated in one or more school activities* The largest num ber (33 per cent) were involved in varsity sports* Fifteen per cent reported involvement in "other" activities which were not included in the instrument* "Other" activities included Honor Society, intramural sports, and other vocational education youth clubs*
TABLE 32
PARTICIPATION BY VOCATIONAL AGRICULTURE STUDENTS IN SCHOOL ACTIVITIES
Per Centa by Region
North Total School Central Atlantic Pacific Southern Per Activities (N=696) (N=237) (N=545) (N=1258) Cent
Varsity sports 42 24 28 33 33
Band or glee club 22 11 10 12 14
Student government 11 7 11 7 9
Dramatics 8 5 8 6 7
Science club 6 6 4 6 6
Journalism club 6 3 4 3 4
Other 14 8 17 16 15
Did not participate 7 20 32 15 17
Percentages total more than 100 because students could participate in more than one activity. 103
Attention is directed to regional differences shown in the table*
Central Region participation percentages in nearly all categories ex
ceeded that of the other regions* The non-participation rate was lowest
in the Central Region*
Participation in community organizations
The rate of participation by vocational agriculture students in
community organizations during 1969-1970 is presented in Table 33* A
total of 66 per cent of the respondents reported participation in church
TABLE 33
PARTICIPATION IN COMMUNITY ORGANIZATIONS BY VOCATIONAL AGRICULTURE STUDENTS
Per Cent3 by Region
North Total Community Central Atlantic Pacific Southern Per Orqanizations (N=696) (N=237) (N=545) (N-1258) Cent
Church 68 44 54 74 66
4-H Club 26 17 13 15 17
Scouts 9 13 12 10 10
Jr* Fair Board 5 5 3 5 4
Jr* Farm Bureau 3 5 2 3 3
Jr* Grange 2 5 1 3 2
Other 6 13 15 8 9
Did not participate 25 40 33 20 25
Percentages total more than 100 because students could participate in more than one activity* 104 organizations* The next organization in percentage of participation was 4-H Club with 17 per cent* Participation in junior farm organi zations showed the lowest rate of participation* Seventy-five per cent of the respondents reported participation in one or more community organizations during 1969-1970*
The reader is directed to the regional percentages to note dif ferences among regions* Notable differences appear between the Southern and North Atlantic Regions regarding overall participation* The highest participation rate (80 per cent) in community organizations was in the
Southern Region, while the lov/est (60 per cent) was reported in the .
North Atlantic Region*
Percentage membership
An estimate of the percentage of vocational agriculture students who were FFA members during 1970-1971 is shown in Table 34* The total percentage of vocational agriculture students who were FFA members was-
79 per cent* Considerable variation was evident within the four regions*
The highest percentage of membership was found in the Central and
Southern Regions* The percentage of the vocational agriculture students enrolled in the FFA in each region was 85 and 83 per cent respectively* i The lowest percentage was reported in the Pacific Region (48 per cent)*
In the Pacific Region, the low membership percentage of vocational agriculture students in the FFA may have been due in part to the loca tion of high schools offering vocational agriculture* The highest in cidence of vocational agriculture departments in cities (5 ,0 0 0to 50,000 105
population) and in residential areas of large cities was within this
region? perhaps the many urban students who were enrolling in vocational
agriculture were not identifying with a farm youth organization* the FFA.
The total estimated percentage (79 per cent) reported in Table 34
was identical to data reported in Chapter I. In Table 1 past records
of vocational agriculture enrollment and FFA membership show an estimated
percentage of vocational agriculture students who were members of the
FFA for 1970 to have been 79 per cent.
TABLE 34
ESTIMATE OF PERCENTAGE OF VOCATIONAL AGRICULTURE STUDENTS IN EACH REGION WHO WERE FFA MEMBERS IN 1970-1971
Number of Schools
Per Cent In In Vocational Agriculture Region Region Sample Students in FFA
Central 2814 33 85
North Atlantic 742 16 72
Pacific 929 16 48
Southern 4036 44 83
TOTALS 8521 109 79*
aWeighted estimate.
Non-members previous affiliation
Each year vocational agriculture students who have been FFA members reject membership for the succeeding year. Table 35 provides 106 data which reveal the length of time former members were affiliated with the FFA and the time during high school that they became FFA
"drop-outs*"
Thirty-eight per cent of those students who elected not to con tinue their membership in 1970-1971 were affiliated during the ninth and tenth grades* This high percentage is followed closely by those students who were in the FFA only during the tenth‘grade (29 per cent) and ninth grade (25 per cent)* It is not surprising that over 90 per cent of those students who did not re-affiliate had completed ninth and/or tenth grade* TABLE 35
WHEN FORMER FFA MEMBERS WERE AFFILIATED WITH ORGANIZATION
Per Cent by Region
North . Total When Central Atlantic Pacific Southern Per Affiliated (N=39) (N=15) _ (N=48) (N=73) Cent
Ninth and tenth grade 62 20 29 36 38
Tenth grade 23 33 42 22 29
Ninth grade 10 20 25 33 25
Junior high through tenth grade 3 7 4 5 5
Seventh and/or eighth grade (junior high) 0 20 0 1 2
Eleventh grade 3 0 0 1 1
Junior high and tenth grade 0 0 0 1 ______JL TOTALS 100 100 100 100 100 107
Data obtained from this table were used to determine an estimate of the percentage of non-FFA members who were formerly affiliated with the organization* The findings reveal that a total of 6 per cent of the respondents who were not members in 1970-1971 were former members*
The range was from 4 per cent (North Atlantic Region) to 9 per cent
(Pacific Region)* The attrition rate of membership in the FFA was placed at 6 per cent annually*
Reasons students did not .join
Respondents who were not FFA members in 1970-1971 were asked to indicate three reasons why they did not join or did not remain in the
FFA organization. The results of their responses are summarized in
Table 36. Foremost among the reasons why vocational agriculture stu dents are not remaining in or joining the FFA was that they were in volved in other activities and did not have time to participate in the FFA. Fifty-one per cent indicated insufficient time to partici pate as the main reason for being non-FFA members* Other students
(27 per cent) indicated that the FFA was primarily an organization for farm-oriented persons. A third reason for students* non-membership was the time chapter meetings were scheduled* In this category, 21 per cent reported they could not attend meetings5 thus they did not join or remain in the FFA* Findings indicate that chapter rules were not inhibiting membership, as only 3 per cent responded in this manner*
A review of regional data reveal considerable differences among regions on certain responses* The Central and Southern Regions TABLE 36
REASONS WHY VOCATIONAL AGRICULTURE STUDENTS DID NOT JOIN OR DID NOT REMAIN IN THE FFA
Per Cent3 by Region '
North Total Reasons for Central Atlantic Pacific Southern Per Non-membershio (N=101) (N=76) (N=282) (N=217) Cent
Too many other things for me to do 51 47 55 46 51
The organization is primarily for students who want to faun 27 25 27 28 27
Meetings were scheduled v.hen I could not attend 18 24 18 24 21
Too much time required to participate in FFA activities. 24 17 23 7 17
Had a scheduling conflict between vocational agriculture and other subjects 13 17 14 23 17
Only planned to enroll in vocational agriculture for one year 16 12 10 22 15
Dues were too high 16 4 8 22 13
My friends did not join 9 11 9 11 10
My parents did not approve 5 4 5 9 7 1 TABLE 36— Continued
Per Cent3 by Region
North Total - Reasons for Central Atlantic Pacific Southern Per Non-membershio (N-lOl) (N=76) (N=282) (N=217) Cent
I don't want to be called a "fanner" 6 5 5 6 6
Ceremonies and rituals seemed "square" 11 5 5 5 6 • i The FFA jacket and emblem "turned me off" 9 4 6 4 5
Chapter rules would not allow my membership 3 4 3 3 3
Had a conflict with FFA adviser 8 1 2 0 2
Oth ei^3 28 27 30 22 27
Percentages total more than 100 because students were asked to check three responses* b Reasons for students not joining which appeared frequently in the summary of the data included: not interested, did not want to join, working when meetings were held, no other girls were members, did not realize girls could join, no money for dues, just changed schools, no transportation to meetings, did not want to get involved in too many organizations, and did not know about the FFA*
o vO 110 expressed higher concern over dues than did the other two regions# The
Southern Region findings were somewhat below the other regions in the category "too much time required to participate in FFA activities*"
Changes needed in FFA before non-members would consider membership
The opinion of non-FFA members on how the organization needs to change before they would consider or again consider membership is taken into account in Table 37* Each non-FFA respondent selected three changes they considered essential for future membership*
Leading the list was the suggestion that chapter meetings be scheduled when the non-member could attend* In this category, 30 per cent indicated a change of this nature was needed. Modification in the FFA image was selected by 25 per cent* A third change necessary, for increased membership was more interested members, with 24 per cent checking this response* Former FFA members and non-members did not place a great deal of emphasis on a name change* If they were to con sider membership, only 8 per cent indicated a name change to be necessary*
Regional differences appeared in the data with one seeming to be noteworthy* The Pacific Region respondents did not place high emphasis on more appropriate activities for their interest* This may be indica tive of the thoroughness of this region in planning activities for mem bership participation*
Needed changes in the FFA which received the highest percentage in the reported data correspond to the reasons why students did not affiliate as shown in Table 36* On one hand, students did not join TABLE 37
CHANGES NEEDED IN FFA BEFORE NON-MEMBERS WOULD CONSIDER OR AGAIN CONSIDER MEMBERSHIP
Per Cent3 by Region
Changes Needed North Total to Consider Central Atlantic Pacific Southern Per Membership (N=10l) ... (N=76) _ (N=282) (N=217) . Cent
Meetings held when I can attend 27 37 26 35 30
Change the image of the FFA from that of a farm 'youth organization to one with appeal for all students who have a career objective in agriculture 33 25 23 24 25
More interested members 33 20 23 23 24
More appropriate activities to suit my interests 38 33 3 39 23
Activities held when I can participate 22 24 14 24 20
Opportunity for more members to participate in activities 16 12 13. 16 14 Opportunity for more members to share in leadership roles of the chapter 16 8 7 ' 18 12
More awards and recognition 8 9 6 13 9
Change the name 10 13 7 6 8 TABLE 37— Continued
Per Centa by Region
Changes Needed North Total to Consider Central Atlantic Pacific Southern Per Membership______(N=10l) (H=76) (ft=282) (N=217)______Cent
Get rid of the blue jacket and paraphernalia 11 5 7 5 7
More capable advisers 4 8 6 4 5
Fewer activities 3 5 2 6 4
Other 11 4 18 8 12
a Percentages total more than 100 because students were asked to check more than one response* 113
t or remain in the FFA because the organization is for those who want
to farm* At the same time, students indicated meetings need to be held when they could attend. The problem of the FFA image is clearly pointed out as data in the Tables 36 and 37 are examined* Students did
not join because the FFA has a farmer image; however they would consider membership if this image was modified to include appeal for all students who have a career objective in agriculture*
Factors influencing decision to join
Several factors appeared to influence vocational agriculture stu dents' decisions to become members of the FFA as can be seen from Table
38* One reason seemed to stand out* 55 per cent indicated they joined to take part in' FFA activities* Forty-three per cent decided to be
come members because of the opportunity for special events, such as trips, tours, and fairs. The influence of peers was evident as 42 per
cent elected to join because their friends were members* The require ment that all vocational agriculture students become FFA members appeared to be least influential on students' decisions to join as 22 per cent checked this response*
Three variations in the data reported within regions are worthy of examination* The Pacific Region reported the lowest percentage
(8 per cent) for FFA being required of all vocational agriculture stu dents and the highest regional percentage (66 per cent) for the desire to participate in FFA activities* The Southern Region showed the lowest percentage (25 per cent) for a career goal in agriculture as being an TABLE 38
MAIN FACTORS INFLUENCING FFA MEMBERS* DECISION TO JOIN
Per Cent3 by Region
Reasons North Total for Central Atlantic Pacific Southern Per Joinino (N=594) (N=198) fN=26l) (N=I033) Cent
Wanted to participate in FFA activities 54 51 66 54 55
Special events (such as trips, fairs, tours) 46 45 46 41 43
My friends were members 42 39 34 45 42
An opportunity to work with others 34 36 36 42 38
My career goal is in agriculture 41 41 43 25 33
Interested in leadership activities of the FFA 27 30 34 28 28
Required of all vocational agriculture students 19 22 8 27 22
Other 7 6 12 6 7
Percentages total more than 100 because students could respond to several options* 1 115
influence on deciding to become members* Otherwise the data show a
minimum of percentage variation within regions for each response*
An examination of the data summarized in Table 38 indicates that
many reasons came to bear upon the student's decision to join the FFA*
No doubt each reason deserves close examination* The student's desire
to participate in FFA activities is a dominant factor in the final
analysis* This finding suggests that FFA activities may be a key to
attracting additional vocational agriculture students into FFA member
ship; therefore activities should be well planned, diversified in
nature, and broad in scope* Ideally, chapter activities should be de
veloped to meet the needs of all vocational agriculture students*
Persons influential in membership
Those persons who were most influential in members' decisions
to join the FFA are shown in Table 39* Three groups appeared to have
the greatest influence upon students considering membership in FFA*
They are: friends, FFA advisers, and FFA members* The percentage re
sponse in these three groups are 39, 38, and 33 respectively* Without
a doubt, peer persuasion seemed to have the greatest effect on students' decisions to join* If these two groups are viewed cunmulatively, the peer effect becomes even more potent* The group which exerted the least
influence on students to become FFA members was other high school facul
ty* The total per cent reported in this situation was 7 per cent*
It is interesting to note the differences reported between regions*
In the Southern Region, the FFA adviser appeared to exert less influence 116 on members than the other regions* Adviser influence was replaced by persuasion by friends in the Southern Region* Parents seemed to be more influential in the Contral and Pacific Regions*
TABLE 39
PERSONS WHO WERE MOST INFLUENTIAL IN MEMBERS1 DECISION TO JOIN THE FFA
Per Cent3 by Region
North Total Influential Central Atlantic Pacific Southern Per Persons (N=594) (N=198) (U=261) (N=1033) Cent
Friends 38 . 36 40 41 39
FFA adviser 49 47 43 29 38
FFA member 35 34 43 29 33
Parents 31 19 29 19 24
Former FFA member 18 21 24 18 19
Older brother 21 10 24 15 17
Other high school faculty 7 5 5 8 7
Others 7 5 10 6 7
aFercentages total more than 100 because students could respond to several options*
Improvements needed in organization
Data collected from FFA members and summarized in Table 40
show the improvements which the respondents believe are necessary in 117 the FFA* Respondents were requested to indicate three responses from the list of alternatives*
Vocational agriculture students who were FFA members indicated that "more appropriate activities to suit the interest of all members" was the primary change needed in the organization* A total of 53 per
* cent selected this response item* Other changes indicated v/ere "more interested members", and "opportunity for more members to participate*"
These two responses received a total of 43 and 29 per cent respectively*
The response with the smallest percentage was "fewer activities" (2 per cent)*
A comparison of response in this table with similar response by non-FFA members in Table 37 reveal a somewhat diverse arrangement of needed changes* An examination of the three responses in each table with the highest total percentages shows: 1) both groups were concerned « with more interested members; 2) the FFA member was more concerned with participation in appropriate chapter activities than the non-FFA member; and 3) the non-FFA member did not join because meetings were scheduled when he could not attend and because he had difficulty associating with a farm youth organization* The differences and concerns of the FFA and non-FFA member point to the importance of vocational agriculture teachers and other FFA personnel to recognize and understand needs and interests of these two groups* If the FFA is concerned with maintaining present membership levels and expansion in the future, we must carefully examine and evaluate the needs and interests of members and potential members and then plan programs accordingly* TABLE 40
IMPROVEMENTS NECESSARY IN THE FFA INDICATED BY MEMBERS
Per Cent3 by Region -
North Total Central Atlantic Pacific Southern Per Improvements Needed (N=594) (N=198) (N=26l) fN=1033) Cent
More appropriate activities that will interest all members 52 50 56 54 53
More interested members 46 46 39 42 43
Opportunity for more members to participate in activities 24 33 30 30 29
More awards and recognition 23 19 26 31 27
Opportunity for more members to share in leadership roles of the chapter 29 26 27 21 24
Meetings held when more members can attend 23 24 23 23 23
Change the image of the FFA from that of a farm youth organization to one with an appeal for all students who have a career objective in agriculture 25 24 21 • 20 22
Activities held when more members can participate 20 19 26 19 20 TABLE 40— Continued
Per Cent3 by Region
North Total Central Atlantic Pacific Southern Per Improvements Needed (N=594) (N=198) (N=26l) (N=1033) Cent
More capable advisers 8 7 5 8 7
Change the name 4 7 2 5 5
Get rid of the FFA jacket and paraphernalia 2 3 2 3 3
Fewer activities 2 2 1 2 2
Other 4 4 6 3 4
g Percentages total more than 100 per cent because students were asked to check three responses* I 120
Significant benefit received from membership
Respondents who were FFA members during the 1970-1071 school year were asked to indicate the most significant benefit they received directly as a result of their membership in the organization* An analysis of their responses is summarized in Table 41*
Responses were evenly distributed among the possible alternatives*
Two responses did, however, stand out in the total percentage column*
Developing agricultural skills was selected by a total of 26 per cent . of the respondents* Eleven per cent indicated that learning about career opportunities in agriculture was the main benefit they received from their FFA experience* - It is interesting that only 1 per cent reported becoming a competent public speaker was the benefit they re ceived as a result of FFA participation.
Although regional differences are minimal, the reader will note
Interesting contrasts by reviewing the findings for each region* These data indicate that FFA members were not unanimous as to a single benefit they received from their FFA participation* These findings do not seem to follow the major aim of the FFA* development of leadership, cooper ation, and citizenship* Cooperation (8 per cent), leadership (8 per cent), and citizenship (5 per cent) were the categories high in the total percentage column, but they were not predominant as one might expect. The high percentage (26 per cent) recorded for the category
"developing agricultural skills" indicates that FFA members encounter some difficulty when asked to separate vocational agriculture from the FFA. It would seem that members benefit from their experience in TABLE 41
MOST SIGNIFICANT BENEFIT MEMBERS RECEIVED AS A RESULT OF MEMBERSHIP IN FFA
Per Cent3 by Region
Significant North Total Benefit Central Atlantic Pacific Southern Per Received (N=563) (N=172) _ (N=239)_ . (N=874) Cent
Developing agricultural skills 20 . 19 33 30 26
Learning about career opportunities in agriculture 10 10 10 13 11
Working with people 7 9 6 10 8
Developing leadership 10 10 3 7 8
Learning to conduct a meeting competently 7 6 5 7 7
Becoming a responsible citizen 6 10 3 5 5
Developing self-confidence 8 4 4 5 5
Realizing pride in belonging to an organization 6 6 5 4 5
Meeting and making friends from other chapters 6 6 6 3 4
Traveling as an FFA member 3 6 5 5 4
Meeting other people 5 4 8 3 4 121M fO I-* Being a capable officer in an organization 1 3 3 1 1 TABLE 41— Continued
Per Cent3 Region
Significant North Total Benefit Central Atlantic Pacific Southern Per Received (N=563) (N=172) (N=239) (N=874) Cent
Becoming a competent public speaker 1 0 2 0 1
Other 1 1 2 2 2
No response 10 5 5 4 6
a Percentages total more than 100 because students were asked to check three responses* 123 a number of ways. Students may have benefited in a manner which suits their own particular needs and interests* The variety of ways in which a student benefits by participation may be one of the strong selling points for the organization.
Attendance at meetings
Figures contained in Table 42 show the regularity of members’ attendance at chapter meetings during the 1969-1970 school year#
Member attendance at chapter meetings appeared to be regular, with 70 per cent attending all meetings# Eighty-six per cent reported that they attended one-half to all the meetings. Only 7 per cent reported never being in attendance#
TABLE 42
MEMBERS' ATTENDANCE AT CHAPTER MEETINGS
Per Cent by Region
North Total Attendance Central Atlantic Pacific Southern Per at Meetinqs . . (Nt.S63), (N=172) (N=239) (N=874) — cg.ni Always (all meetings) 67 63 72 73 70
Sometimes (about one-half) 21 18 16 12 16
Once in a while (a few) 7 10 7 6 7
Never attend 5 9 6 9 ____.7
TOTALS 100 100 100 100 100 124
Chapter offices held
Table 43 shows the offices held by members in the local chapter
during the 1969-1970 school year. Seventy-two per cent of the respond
ents indicated they did not hold a local office during the preceeding
school year. A regular chapter office was held by 19 per cent. A total
TABLE 43
OFFICES MEMBERS HELD IN CHAPTERS
Per Cent by Region
North Total Central Atlantic Pacific Southern Per Offices Held (N=563) (N=172) ... (N=239) fN=874) Cent
Did not hold office 71 72 73 72 72
Regular chapter office 21 24 20 16 19
FFA class officer 2 3 3 8 5
Assistant to regular chapter officer 6 2 3 4 4
No response 0 0 0 0 0
TOTALS 100 100 100 100 100
. of 9 per cent were involved in officer responsibilities other than a
regular chapter office. Only 28 per cent of the respondents were offi
cers in their chapters during the preceeding year.
The Central Region reported a higher percentage (6 per cent) of
assistant officers than did the other regions. FFA class officers
were utilized to a greater extent (8 per cent) in the Southern Region. 125
The relatively small number of members involved in officer responsibilities may be due to several factors: 1) members were not seeking offices? 2) only offices for the regular FFA chapter were avail able, thus opportunity is limited as to number of offices available? and
3) the offices were held by graduating seniors*
The data presented in Table 43 indicate a lack of opportunity for students to participate in various chapter offices* An evaluation of existing chapter policy regarding the number of offices available should be made with the end result being the creation of additional officer opportunities within the chapter organization.
Participation in chapter committee
Analysis of member participation on various levels of chapter committees during the 1969-1970 school year is shown in Table 44*
A total of 61 per cent of the respondents were involved in some form of chapter committee work* Thirty-nine per cent served as members of the program of activities committee. A total of 8 per cent were chair men of a section of the program of activities* Over one-third of the respondents (39 per cent) did not participate in any form of chapter committee responsibility* This percentage may be viewed as a potential source of untapped student power. The task at hand may be to provide an opportunity for each FFA member to share in committee business and assignments. Perhaps a goal within the reach of each chapter should be to involve 100 per cent of the membership in committee work* TABLE 44
MEMBER PARTICIPATION IN CHAPTER CCMMITTEE WORK
Per Cent3 by Region
North Total Participation in Central Atlantic Pacific Southern Per Committee Work (N=563) (N=172) (N=239) (N=874) Cent
None at all 32 41 31 45 39
« Member program of activities 40 33 46 37 39
Chairman program of activities 11 8 7 7 8
Chairman of other chapter committees 7 9 7 5 6
Member program of activities and chairman 4 4 2 3 3
Member, chairman program of activities 3 2 3 1 2
Member, chairman program of activities and chairman of other committee 2 2 1 1 1
Chairman program of activities and other committee 1 0 1 0 1
No response 0 1 1 0 0
aPercentages could total more than 100 because students participated in more than one area of committee work. w 127
Participation In chapter activities
The data which were compiled in Table 45 Indicate member parti" cipation in various chapter activities during the 1969-1970 school year* An examination of the data presented reveals that 70 per cent of the respondents participated in chapter activities* Nearly one-half
(47 per cent) took part in judging contests* Thirty per cent participated
TABLE 45
MEMBERS' PARTICIPATION IN CHAPTER ACTIVITIES
Per Cent3 by Region
North Total Chapter Central Atlantic Pacific Southern Per Activities (N=563) (N=172) (N=239) (W=874) Cent
Judging contests 45 57 54 44 47
Parliamentary procedure 29 35 29 30 30
Chapter safety 25 8 8 19 19
Agricultural proficiency and establishment in farming awards 18 17 14 14 16
Agricultural demonstrations 14 20 18 12 14
Public speaking 11 11 21 9 11
Creed speaking 6 5 10 11 9
Did not participate 31 24 20 33 30
Q Percentages total more than 100 because students could participate in more than one activity* 128
In parliamentary procedure* It is not surprising that creed speaking was the lowest percentage reported* This contest is usually reserved for first year FFA members; thus the participation rate for junior and senior students would naturally be low*
Notable differences were shown in the regional percentages* The region with the highest participation rate was the Pacific Region (80 per cent) while the Southern Region reported the lowest level (33 per cent) of participation by FFA members* Participation in the chapter safety program showed a range from 25 per cent in the Central Region to 8 per cent in both the North Atlantic and Pacific Regions*
Participation in district activities
The kind of participation by members in district or area acti vities during the 1969-1970 school year is reported in Table 46*
Fifty-six per cent of the respondents did not participate in district activities. Judging contests and parliamentary procedure were the activities with the highest rate of participation* They showed a 35 per cent and 12 per cent participation rate respectively. Creed speaking was the activity with the lowest participation rate (2 per cent)*
The rate of participation on the district level may be somewhat lower than expected. This rate may be low because activities are not available on the district or area level. The variances noted in the four regions may reflect the availability of particular contests on the district level* 129
TABLE 46
MEMBERS * PARTICIPATION IN DISTRICT OR AREA ACTIVITIES
Per Cent3 by Region
North Total District Central Atlantic Pacific Southern Per Activities (N=563) (N=172) (N=239) (N=B74) ___ Cent
Judging contests 34 38 51 30 35
Parliamentary procedure 17 21 7 8 12
Agricultural demonstrations 5 9 9 4 5
Public speaking 4 4 5 3 3.
Creed speaking 2 1 1 2 2
Did not participate 55 . 51 - 40 62 56
Percentages total more than 100 because students could participate in more than one activity*
Participation In state, activities
The participation rate of respondents In state activities during
1969-1970 is summarized In Table 47* Forty-one per cent of the re sponding FFA members participated in one or more of the fourteen state ac tivities which were included* More (19 per cent) students participated
In state fairs than any other single activity* This activity was closely followed by a 17 per cent participation rate in judging contests* Attend ance at the state convention was ranked third in order of participation 130 with 14 per cent* Participation in band, chorus, public speaking, creed speaking, and service as a state officer were each limited to 1 per cent of the total participation percentage*
Examination of regional differences in percentage of participation reveals many interesting contrasts* The lowest level non-participation rate (32 per cent) and the highest level of non-participation (69 per cent) were observed in the Pacific and Southern Regions respectively*
State fair participation was highest in the Pacific Region with 46 per cent. The Southern Region participation in judging contests, attendance at state conventions, and leadership or officer training was consider ably lower than the three other regions. Participation in proficiency awards and parliamentary procedure was somewhat higher in the North i Atlantic Region when compared to the other regions*
Participation in many state activities is limited in certain in stances to those students who qualify in district competition. Selec tion of participants is no doubt reflected in the low participation levels in creed speaking, public speaking, and parliamentary procedure*
Limited opportunity is available for students in band, chorus, and state office positions* In other state activity areas, the opportunity to participate is unlimited*
With a total of 41 per cent of the respondents indicating par ticipation In one or more activities, it appears that participation on this level is relatively high when considering the restriction of state participation* There may be room for improvement, however* In those areas where participation is unlimited, students should be encouraged 131 TABLE 47
MEMBERS * PARTICIPATION IN STATE ACTIVITIES
Per Cent3 by Region
North Total State Central Atlantic Pacific Southern Per Activities (N=563) (N=172 )__ (N=239) (N=874) Cent
State Fair * 12 17 46 16 19
Judging contests 20 28 33 9 17
Attend convention 20 26 14 8 14
Leadership or officer training 10 13 12 5 8
Delegate to convention 9 9 7 5 7
FFA camp 6 3 2 4 4
Agricultural demonstrations 4 8 6 2 3
Agricultural proficiency and establishment in farming awards 3 9 3 2 3
Parliamentary procedure 3 9 1 2 3
Band 2 2 0 0 1
Chorus 1 1 1 1 1
Creed speaking 1 1 0 1 1
Public speaking 1 1 1 0 1
Elected to state office 1 1 1 0 1
Did not participate 57 51 32 69 59
Percentages total more than 100 because students could participate in more than one activity* 132 to explore the possibilities of involvement* In other activities where participation is limited| it may be well for FFA officials and other in volved personnel to reconsider those policies which Inhibit student par ticipation*
Participation in national activities
Figures contained in Table 48 show the participation of members in national activities during the 1969-1970 school year* As one might
TABLE 48
MEMBER PARTICIPATION IN NATIONAL ACTIVITIES
Per Cenf3 by Region
North Total National Central Atlantic Pacific Southern Per Activities (N=563) (N=172) (N=239) (N=874) Cent
Attend convention 12 8 8 2 6
Judging contests 2 7 3 2 3
Agricultural proficiency and establishment In farming awards 1 1 0 0 0
Chorus 1 1 0 0 0
Band 0 1 0 0 0
Public speaking 0 0 0 0 0
Did not participate 85 88 91 95 91
aPercentages total more than 100 because students could participate in more than one activity* 133
expect, the percentage of members taking part in activities on the national level was lows only 9 per cent reported participation. Six per cent attended the national convention and 3 per cent competed in judging
contests*
A region by region comparison of the percentage levels for parti
cipation showed a minimal variation among the Central, North Atlantic, and Pacific Regions* The percentage of participation by students in the Southern Region was generally lower in nearly all categories* These
small numbers reflect the selective nature of all activities on the national level* Qualification on the state level is a prerequisite for all national events, with the exception of attending the national con vention* Even here, the number who may attend the convention is limited by state and national policies*
Extent of participation in FFA
Member participation in local, district, state, and national activ
ities was the basis for determining extent of participation in FFA*
Appendix C contains a scorecard for extent of FFA participation* In this investigation, extent of participation in FFA was the dependent variable*
An analysis of the extent members participated in FFA activities in each of the four regions in shown in Figure 3* The mean participa tion score for students in the Pacific Region was the highest score re ported with a value of 14*7* The mean score for the North Atlantic and
Central Regions followed closely behind the Pacific Region* The extent of participation score for the Southern Region was somewhat lower than Frequency Frequency 20 20 60 60 40 0 10 10 E x t e n t o f P a r t i c i p a t i o n I n F F A E x t e n t O f P a r t i c i p a t i o n i n F F A 20 20 X '= 30 C e n t r a l R e g i o n n - 239 X = P a c i f i c R e g i o n 12.8 14.7 40 0603040 e a c h o f t h e f o u r r e g i o n s i n F F A a c t i v i t i e s e c o r o f 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 * I n 50 F i g . 3 . * —F r e q u e n c y d i s t r i b u t i o n o f e x t e n t o f p a r t i c i p a t i o n 60 u. £ e tr » Cr c O S O" h 80 60 20 20 40 40 60 80 0 0 10 10 E x t e n t o f P a r t i c i p a t i o n I n F F A E x t e n t o f P a r t i c i p a t i o n i n F F A 20 20 30 30 ^172 ^ n X a N o r t h A t l a n t i c R e g i o n 14.4 40 40 50 60 Frequency 100 125 150 25 50 75 » l.oin combined all.rogions nFAatvte soe o oainlarcluesuet in students agriculture vocational for score activities FFA in Fig. 4*--Frequency distribution of extent of participation of extent of distribution 4*--Frequency Fig. 10 Extent of Participation in FFA in Participation of Extent 20 30 12.3 a X Combined Regions All 40 50
135
60 I 136 the scores found In the othor three regions* Extent of participation scores ranged from a low of 0 to a high of 62* Example profiles of members with "low", "medium", and "high" extent of participation scores are contained in Appendix C*
Figure 4 reveals the mean extent of participation in FFA score for all regions combined to be 12.3* The total number of FFA members with a participation score was 1,848* The number of members with a participation score varied from the total number of members (2,086) in the study by 238* This difference is accounted for by first year junior and senior members*
Relationship Among Selected Characteristics of Vocational Agriculture Students
In the second phase* of the analyses, intercorrelations among the characteristics of vocational agriculture students are considered* Data for the intercorrelation analyses were included from only* l) those students who completed each of the three components of the socio-economic status information; and 2) those students who were participating FFA members during 1969-1970*. This combinatibn of student data was required for the analyses* Because of these restrictions, sample size was re duced from 2,305’ (in the case of all students with a socio-economic status score) and 1,848 (in the case of all members who had an FFA par ticipation score) to 1,544* A comparison of the mean scores (socio economic status and FFA participation) between the original sample size and the reduced sample size may be made by examining data in Figures 1 through 4, and Appendix 0* 137
Central Region
Data In Table 49 were obtained from 492 respondents in the
Central Region. A coefficient of correlation of .098* was signifi cant at the .025 level of significance for the number of cases con sidered in this region. Of the 28 correlations shown in Table 49* one-half were statistically significant* 'Five of the student charac teristics are significantly related to the extent of participation in
FFA activities*
The extent of participation in school and community activities was most closely related to the dependent variable (extent of partici pation in FFA activities)* In this case, a coefficient of correlation of .382 was indicated* Grades attained in high school were also related to participation in FFA activities with a correlation coefficient of
-•283* Other characteristics significantly related to FFA participation were: 1) number of occupational experience programs ; 2) socio-economic status; and 3) years of vocational agriculture in high school*
In addition to showing the characteristics that were significantly correlated to the extent Of participation in FFA activities, the inter correlation matrix revealed those variables which had only slight rela tionships with FFA participation* The characteristic with the least relationship to FFA participation was sex of the student (-*057)* The intercorrelation matrix also revealed relationships existing among the
*Allan L* Edwards, Statistical Methods (New York* Holt, Rinehart and Winston, 1967), p. 426* TABLE 49
INTERCORRELATION AMONG SELECTED VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (CENTRAL REGION n=492)
(Refer to Numbered Characteristics at Left of Table) Characteristics______1 ■ 2 3 4 5 6______7______8
1* Extent of participation in FFA activities3 1*00 0.382d -0.057 0 . 0 6 3 0.162d -0.283d 0.208d 0 . 179d
2. Extent of participation in school activities and community organizations 1.0 0 0.037 0.071 0.104d -0*31ld 0.158d 0.223d
3. S e x 13 1.00 0.045 0 . 0 9 0 0. 042 0 . 0 3 3 0.093
4. Year in high school 1.00 0 . 4 9 1 d -0.074 0.124d -0 . 0 1 4
5. Years of vocational agriculture 1.00 - 0 .026 0.175d -0.083
6* Grades in high school 1.00 -0.166d -0.131d
7* Number of occupational experience activities *1.00 0.080
8* Socio-economic status0 1.00
^mponents of participation score are shown in Appendix C.
^Females were coded 1 and males 2 in the analysis* 138 c Components of socio-economic status are shown in Appendix D*
Significant at the *025 level of significance* TABLE 50
INTERCORRELATION AMONG SELECTED VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (NORTH ATLANTIC REGION n=l45)
(Refer to Numbered Characteristics at Left of Table) Characteristics I 2 ______3______4______5______6______7______8
1* Extent of participation in FFA activities3 1.00 0.393d 0.078 -0.008 0.144 -0.264d 0 *4 52d 0.315c
2. Extent of participation in school activities and community organizations * 1.00 0.007 -0.062 -0.032 -0.228d 0.287d 0.404(
3. S e x 11 1.00 0.108 0.194d 0.013 0.187d 0.046
4* Year in high school 1.00 0.564d -0.140 0.000 -0.073
5. Years of vocational agriculture 1.00 -0.010 0.121-0.145
6, Grades in high school 1.00 -0.192d -0.087
7. Number of occupational experience activities 1.00 0.259<
8. Socio-economic status0 1.00
Components of participation score are shown in Appendix C. b_ Females were coded 1 and males 2 in the analysis* c Components of socio-economic status are shown in Appendix D.
^Significant at the *025 level of significance* 140 characteristics of students* For example, a high correlation (*491) was shown between year in high school and years in vocational agri culture*
North Atlantic Region
In the North Atlantic Region, data were secured from 145 voca tional agriculture students (Table 5 0 ) * A coefficient of correlation o of *174 was significant at the * 0 2 5 level of significance for a sample size of 145* Four of the characteristics which had a simple correla tion with the extent of participation in FFA activities were significant at the *025 level of significance*
The nunber of occupational experience activities carried by voca tional agriculture students was most closely related to student parti cipation in FFA activities* The coefficient of correlation was .452*
Participation in school and community activities was also closely re lated to participation in FFA activities* The coefficient of correla tion was *393* A third characteristic which was significantly related to participation in FFA activities, with a coefficient of correlation of *315, was socio-economic status* The characteristic with the least relationship to FFA participation was year in high school (-*008)*
Pacific Region
The data compiled in Table 51 were obtained from 216 vocational agriculture students* For this number of cases, a coefficient of
2 Ib id . TABLE 51
INTERCORRELATION AMONG SELECTED VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (PACIFIC REGION n=216)
(Refer to Numbered Characteristics at Left of Table) Character!sti cs 1____ 2 3 4 5 6 ______7 ______8
1. Extent of participation in FFA activities3 1 .00 0.229d 0.086 0.098 0.318d -0.266d 0 . 1 0 3 0 . 182c
2. Extent of participation in school activities and community organizations 1.00 -0.028 0.081 0.102 -0.279d -0.012 0.305c
3. S e x *3 1.00 -0.072 0.071 0.096 0.102 - 0.011
4. Year in high school 1.00 0.388d -0.019 0.046 - 0.100
5. Years of vocational agriculture 1.00 -0.035 0.151d 0.050
6. Grades in high .school 1.00 -0.108 0.164c
7. Number of occupational experience activities 1.00 - 0 *053
8. Socio-economic status® 1.00
aComponents of participation score are shown in Appendix C.
^Females were coded 1 and males 2 in the analysis.
cComponents of socio-economic status are shown in Appendix D. J Significant at the .025 level of significance. 3 correlation of *138 was significant at the *025 level of significance*
Nine of the 28 correlations shown in the intercorrelations were statis
tically significant*
The intercorrelation table revealed that four of the characteris
tics which had a simple correlation with extent of participation in FFA
activities were significant at the * 025 level of significance'* With
•318 as a coefficient of correlation* the characteristic which had the
greatest extent of relationship was years of vocational agriculture*
This degree of correlation was followed by grades in high school (-*266),
extent of participation in school and community activities (*229)* and
socio-economic status (*182)*
The significant negative correlation between grades in high school
and the two characteristics indicated that students with lower grades
tend to participate more in FFA activities and school and community
organizations than those students with higher grade averages*
Southern Region
Data in Table 52 were obtained from 691 vocational agriculture
students in the Southern Region* A coefficient of correlation of *0 8 8 4
was significant at the *0 2 5 per cent level of significance for the number of cases considered in this region* Of the 28 correlations shown
in the table* 26 were significant at the predetermined level of signi- TABLE 52
INTERCORRELATION AMONG SELECTED VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (SOUTHERN REGION n=691)
(Refer to Numbered Characteristics at Left of Table) Characteristics ______1 2 3 4 5 6__ 7______8
1# Extent of participation in FFA activities 1.00 0#265d 0.520d 0.482d 0.556d 0.374d 0.416d 0*5l4d
2. Extent of participation in school activities and community organizations 1.00 0.062 0 . I04d 0 . 1 19d -0.079 0 . 158d 0.150d
3# Sex13 1.00 0.867d 0.899d 0.844d 0.571d 0. 903d
4. Year in high school 1.00 0.851d 0.707d 0*480d 0.785d
5. Years of vocational agriculture 1.00 0 . 7 3 2 d 0 . 578d 0.8lld
6# Grades in high school 1.00 0.484d 0.736d
7. Number of occupational experience activities 1.00 0.543d
8# Socio-economic status0 1.00
Components of participation score are shown in Appendix C.
^Females v/ere coded I and males 2 in the analysis# A Components of socio-economic status are shown in Appendix D.
Significant at the #025 level Of significance# 144
Each of the seven characteristics correlated to the extent of participation in FFA activities were found to be significantly related at the *025 level of significance* The characteristic with the highest correlation to FFA participation was years of vocational agriculture with a coefficient of correlation of *556*
A mean socio-economic score of 22*7 was reported for 960 Southern
Region students* When the restriction of being a participating FFA member was applied to these students, 691 were eligible for the inter correlation analysis* The mean socio-economic score decreased to 13*82 for the students involved in the intercorrelation analysis.
Summary of intercorrelations for all regions
An analysis of responses from 1*544 vocational agriculture stu dents in all four regions is shown in Table 53* With this number of * c cases, a coefficient of correlation of *0613 was significant at the
•025 level of significance* All of the 28 correlations shown in the intercorrelations were statistically significant*
The intercorrelation table revealed that each of the seven char acteristics had a simple correlation with extent of participation in
FFA activities at the *025 level of significance* Years of vocational agriculture in high school showed the highest relationship (*446) to participation in FFA activities* This degree of correlation was fol lowed by socio-economic status (.441)* The lowest correlation was be tween FFA participation and grades attained in high school (*166)*
5 Ibid* . TABLE 53
INTERCORRELATION AMONG SELECTED CHARACTERISTICS OF VOCATIONAL AGRICULTURE STUDENTS AND PARTICIPATION IN FFA (ALL REGIONS COMBINED n=1544)
(Refer to Numbered Characteristics at Left of Table) Characteristics______1_____ 2 3 4 5______6______7______8
1* Extent of participation in FFA activities* 1.00 0.34S 0.394d 0.344d 0*446d 0*166d 0.370d 0.441d
2. Extent of participation in school activities and community organizations l.'OO 0.105d 0.122d 0.149d - 0.090d 0.185d 0.227d
3. Sex15 1.00 0.753d 0.838d 0.752d 0.483d 0.847d
4* Year in high school 1.00 0.790d 0.546d 0*390d 0.650d
5. Years of vocational agriculture 1.00 0.623d 0.489d 0.725d
6. Grades in high school 1.00 0.320d 0.612d
7. Number of occupational experience activities 1.00 0.458d
8. Socio-economic status0 1.00
in Appendix C. i
^Females were coded 1 and males 2 in the analysis.
Components of socio-economic status are shown in Appendix D.
^Significant at the .025 level of significance. t 146
A negative correlation (-♦090) was shown between extent of participa tion in school activities and community organizations and grades in high school• The highest intercorrelation was between sex of students and socio-economic status of students.
The high correlations between extent of participation in FFA activities and years of vocational agriculture indicate that students with vocational agriculture experience tend to participate more than those students with fewer years of vocational agriculture experience*
The correlation between FFA participation and socio-economic status in dicates that students with higher socio-economic status scores tend to participate more than students who have lower socio-economic status*
Students with lower grades in high school tend to participate in FFA activities as much or slightly more than students with higher grades*
The intercorrelatiohs between socio-economic status and student
characteristics reveal many interesting tendencies* It would appear that students with higher socio-economic status: 1) participate to a greater extent in school activities and community activities? 2) pro
gress further in high school; 3) have more years of experience in vo cational agriculture; 4) are attaining higher grades In high school;
and 5) have more occupational experience activities than students with
a lower socio-economic status* Male vocational agriculture students appear to have a higher socio-economic status than female vocational
agriculture students. 147
Relationship Between Students* Characteristics and Participation in FFA
The final phase of the analysis deals with correlation between selected characteristics of the vocational agriculture students and their extent of participation In FFA activities. Multiple regression analysis was utilized to select the combination of characteristics of students which best predict the extent to which students participate in FFA.
The five tables which follow (one for each region and one for all regions combined) report the results of employing multiple regression analysis techniques to the data, with the FFA participation score serving as the dependent.variable. The tables show the extent to which the variation away from the mean FFA participation score was explained by the selected characteristics of vocational agriculture students.
Central Region
The seven characteristics of vocational agriculture students shown in Table 54 accounted for 2 2 . 2 9 per cent of the variation away from the mean participation score in FFA activities. Participation in school and community organizations accounted for 14.6 per cent of the variation in participation score. This one characteristic accounted for nearly two-thirds of all the variation among all seven student char acteristics considered in this study. Grades in high school (2.98 per cent) and the number of occupational experience activities (1.87 per cent) accounted for an additional 4 . 8 8 per cent variation in the extent of participation score. 148
TABLE 54
REGRESSION ANALYSIS FOR VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (CENTRAL REGION n=492)
Order of Cumulative Entry into Name Percentage of Regression of Computed Variance Accounted Analysis Characteristic R for bv R
Participation in school and 1 community organizations (Xy) 0*382 14.6
2 Grades in’high school (X4) 0*419 17.58
Number of occupational 3 experience activities (X5) 0*441 19 . 46
Years of vocational 4 agriculture (X3 ) 0*453 2 0 . 5 3
5 Socio-economic status (X5) 0 . 4 6 2 2 1 . 3 8
6 Sex (X2 ) . 0 . 4 6 9 2 2 . 0 8
7 Year in high school (X^) 0 . 4 7 2 a 2 2 . 2 9
aStandard error of estimate = 8. 9 8
Regression equation: Y = 1 4 * 3 9 - 6*07x2 " i»05X2 + 2 *lx 3" 2*08X4
+ 1*29x5 + #2'*’x6 + *42jc7
North Atlantic Region
The regression analysis for vocational agriculture student characteristics in the North Atlantic Region is summarized in Table
55* The seven student characteristics accounted for over 33 per cent of the variation in the mean FFA participation score* The number of occupational experience activities accounted for 2 0 * 4 5 per cent varia tion* Participation in school and community organizations accounted I 149
TABLE 55
REGRESSION ANALYSIS FOR VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (NORTH ATLANTIC REGION n=145)
Order of Cumulative Entry into Name Percentage of Regression of Computed Variance Accounted Analysis Characteristic R for bv R
Number of occupational 1 experience activities (X5) 0.452 20.45
Participation in school and 2 community organizations (X7 ) 0.529 27.99
3 Grades in high school (X^) 0.545 29.74
4 Socio-economic status (X5) 0.558 31.14
Years of vocational 5 agriculture (X^) 0.573 32.87
6 Years in high school (X2) 0.581 33.83
7 Sex (X2 ) 0.5813 33.85
aStandard error of estimate = 10.75
Regression equations Y = - 4.1 - •72Xjl - 3*03x2 + 3*65x 3 -
+ 4.35 x 5 + *37x£ + *4x 7 for an additional 7*54 per cent variation. Nearly 2 per cent varia tion was added by grades in high school. These three characteristics accounted for 87 per cent of all variation among the seven character istics in the study.
Pacific Region
The regression analysis for vocational agriculture student characteristics in the Pacific Region is presented in Table 56. The 150
TABLE 56
REGRESSION ANALYSIS FOR VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (PACIFIC REGION n=2I6)
Order of Cumulative Entry into Name Percentage of Regression of Computed Variance Accounted Analysis Characteristic R for by R
Years of vocational 1 agriculture (X^) 0 . 3 1 8 10.1
2 Grades in high school (X4 ) 0 . 4 0 7 1 6 . 6 0
Participation in school and 3 community organizations (X7) 0 . 4 2 8 1 8 . 3 5
4 Socio-economic status (X$) 0 . 4 3 8 1 9 . 2 4
5 Sex (Xj) 0 . 4 4 7 2 0 . 0 4
Number of occupational 6 experience activities (Xg) 0 . 4 4 9 2 0 . 1 6
7 Year in high school (X5) 0 . 4 4 9 a 2 0 . 1 7
aStandard error of estimate = 10*0
Regression equation* Y » - 4*88 + 4 . ^ ~ -27X2 + 4,0X3 " 2* ^ X 4
+ .34x5 + *19x£ + *21x7 first entry into the regression equation was years of vocational agri culture* This characteristic accounted for 10 per cent of the variation in the extent of participation in FFA activities score* The next two entries in the equation were grades in high school and participation in school and community organizations* They accounted for 6*5 and 1*75 per cent respectively for additional variation from FFA participation score* 151
The first three characteristics entered into the regression equation accounted for 90 per cent of all variation among the seven character istics analyzed in the table*
Southern Region
The seven characteristics of vocational agriculture students in the Southern Region, shown in Table 57, accounted for 3 6 . 6 7 per cent
TABLE 57
REGRESSION ANALYSIS FOR VOCATIONAL AGRICULTURE STUDENT CHARACTERISTICS (SOUTHERN REGION n=69l)
Order of Cumulative Entry into Name Percentage of Regression of Computed Variance Accounted Analysis Characteristic R for bv R
Years of vocational 1 agriculture (X3 ) 0 . 5 5 5 3 0 . 9
Participation in school and 2 community organizations (X7 ) 0 . 5 9 0 34 . 9
Number of occupational 3 experience activities (X5 ) 0 . 5 9 8 3 5 .79
4 Socio-economic status (X^) 0 . 6 0 3 3 6 .37
5 . Grades in high school (X4) 0 . 6 0 4 3 6 .58
6 Sex (Xx ) 0 . 6 0 5 3 6 . 6 6
7 Year in high school (&,) 0 . 6 0 5 a 3 6 .67
aStandard error of estimate =6.59
Regression equations Y = - .18 + *98x2 " «19x2 + * * ^ 3 “
+ + *3 X7 of the variation away from the mean participation score in FFA activi ties. The first characteristic, years of vocational agriculture, ac counted for 3 0 . 9 per cent of the variation. The second and third entries, participation in school and community organizations, accounted for. an additional 4 . 8 5 per cent variation away from the mean participation score* These three characteristics accounted for nearly all the varia tion (97 per cent) among the seven characteristics investigated in the study.
Summary of regression analysis for all regions combined
The regression analysis for all responding vocational agriculture students in the four regions combined is reported in Table 58. The seven student characteristics accounted for 33 per cent of the varia tion in the mean participation score in FFA activities. The number of years students were enrolled in vocational agriculture accounted for nearly 20 per cent of the variation in the extent of participation score.
Nearly two-thirds of all the variation among all seven student charac teristics was accounted for by this one characteristic. Extent of par ticipation accounted for an additional 7. 9 5 per cent variation. Approx imately 2 per cent variation was added by the number of occupational experience activities. The combined effect of these three characteris tics accounted for nearly 90 per cent of all the variation among the seven characteristics* 153
TABLE 58
. REGRESSION ANALYSIS FOR VOCATIONAL AGRICULTURE STUDENTS IN ALL REGIONS COMBINED (n=1544)
Order of Cumulative Entry into Name Percentage of Regression of Computed Variance Accounted Analysis Characteristic R for bv R
Years of vocational 1 agriculture (X3) 0.446 1 9*9
Participation in school and 2 community organizations (X^ 0.527 2 7 * 8 6
Number of occupational 3 experience activities (X^) 0.545 2 7 . 9 8
4 Socio-economic status (X^) 0 . 5 5 4 3 0 . 8 5
5 Grades in high school (X^) 0.571 3 2 .55
6 Year in high school (X^) 0.571 3 2 . 6 4
7 Sex (X2 ) 0 .5 7Ia 32 . 65
aStandard error of estimate = 8.5 •
Regression equation: Y = - .691 + •45Xl - •77X2 + 2 *4 3 * 3 ' + 1*39x5 + .37x? + *22X6
SUMMARY
Data presented In this chapter were obtained from 2 , 7 7 3 voca tional agriculture students in the four FFA regions in the United States*
These data summarize selected characteristics of vocational agriculture students and explore the relationship between selected characteristics and the extent students participate in FFA activities* I 154'
The findings showed that 92 per cent of the enrollment in voca tional agriculture consisted of male students. Eighty-three per cent of the total enrollment was white, while minority group students com prised 16 per cent of the total enrollment* Over 89 per cent of the vocational agriculture students reported a "C" or better grade in all high school subjects. More students were carrying livestock and crop enterprises than any other type of occupational experience activity*
Approximately one-fourth of the students were not involved in any type of occupational experience activity* The average number of occupational experience activities for all students was 1*13,
The socio-economic status score of students reporting a score in each region varied from a high mean score of 2 4 * 7 4 in the North Atlantic
Region to a low of 22*7 in the Southern Region. The mean socio-economic status score for students in all regions combined was 23,78*
When considering participation in school activities, the study showed that 83 per cent of the students participated in one or more school activities* Seventy-five per cent of the respondents were in volved in one or more community organizations. The majority were in volved in church activities.
An examination of the percentage of vocational agriculture students joining 1£ie FFA revealed that 79 per cent paid their dues for 1970-1971.
Ninety-two per cent of the vocational 'agriculture students who were formerly affiliated with the FFA but were not members in 19 7 0 -19 71 were members during the ninth and/or tenth grade. The main reasons 155 students reported for not joining the FFA v/ere: 1) too many other things to do; 2) FFA was considered to be primarily for students who wanted to farm; and 3) meetings were scheduled when students could not attend#
Non-FFA members were queried as to the changes needed in the FFA before they would consider membership with these results: 1) schedule meetings when students could attend; 2) change the image of the FFA; and 3) more interested members#
FFA members were influenced in their decision to join the FFA primarily by the desire to participate in FFA activities, special events, and because their friends v/ere members# Friends, FFA advisers, and
FFA members v/ere the persons most influential in a studentfs decision to become an FFA member. FFA members indicated that more appropriate activities which v/ould suit the interests of all members was the most important improvement needed in the FFA. Developing agricultural skills was the most significant benefit received directly as a result of FFA membership by those respondents who were in the FFA during 1969-1970#
During the 1 9 6 9 - 1 9 7 0 school year, 86 per cent of the members attended one-half to all the chapter meetings# Seventy-two per cent of the respondents who v/ere FFA members during 1 9 6 9 - 1 9 7 0 did not hold an office in the local chapter. Sixty-one per cent indicated that they participated in some form of chapter committee v/ork during the pro ceeding year# Member participation in chapter activities showed that
70 per cent were involved in some type of activity. Participation was the highest (47 per cent) in chapter judging contests# 156
Fifty-six per cent of the 1 9 6 9 - 1 9 7 0 FFA members did not parti cipate in district FFA activities* The most popular district activity was judging contests with 35 per cent of the members participating*
Forty-one per cent of the responding ETA members participated in one or more state activities* More (19 per cent) members partici pated in state fairs than any other single activity*
Only 9 per cent of the FFA members took part in national. FFA activities in 1969-1970* Of the total participating on the national level, 6 per cent attended the national convention*
The mean extent of participation score in ETA for members in
1 9 6 9 - 1 9 7 0 local, district, state, and national activities varied from a value of 14*7 in the Pacific Region to 10.1 in the Southern Region*
The'mean FFA participation score for members in all regions combined was 12*3 *
A significant correlation between each of the seven selected characteristics of vocational agriculture students and extent of parti cipation in FFA was shown in the analysis which combined all regions*
The highest relationships reported were for years of vocational agri culture, socio-economic status, and sex of the student* The lowest correlation shown was for grades in high school*
In the intercorrelation analysis for all regions combined, socio-economic status was significantly correlated to each of the seven characteristics of students* The correlations with the highest rela tionship were sex of the student and years of vocational agriculture* I 157
The lowest relationship was shown for extent of participation in school
activities and community organizations*
A significant correlation between extent of participation in FFA
and 1) socio-economic status; 2) participation in school activities and
community organizations; and 3) grades in high school was reported in
each of the four regions* A negative correlation for grades in high
ischool was shown for the Central, North Atlantic, and Pacific Regions*
The exception was noted in the Southern Region where there was a high positive correlation between high school grades and extent of partici pation in FFA*
Significant intercotrelations were shown in each of the four regions between* 1) year in high school and year in vocational agri
culture; and 2) socio-economic status score and extent of participation in school activities and community organizations*
The relationship among selected characteristics of vocational agriculture students in the Southern Region were much more pronounced than in the other three regions*
The regression analysis for all regions combined showed the best predictors of the degree to which students participate in the FFA to be years of vocational agriculture, extent of participation in school and community organizations, and the number of occupational experience activi ties* These three student characteristics accounted for nearly one-third of the variation in the extent of participation in FFA' score.
Results of the regression analysis in each region showed the following student characteristics accounting for the greatest amount of 9 158 variation in the extent of participation in FFA score* 1) Central Region, extent of participation in school and community organizations and grades in high school} 2) North Atlantic Region, number of occupational exper- ience activities and extent of participation in school and community organizations; 3) Pacific Region, years of vocational agriculture and grades in high school; and 4) Southern Region, years of vocational agri culture and extent of participation in school and community activities* CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter is a summary of the study* The purpose, objectives, and need for the study are reviewed briefly along with the methods em ployed in the investigation* The major findings are summarized and con clusions drawn* On the basis of the findings and conclusions, recom mendations for future action are presented* Final consideration Is given to areas needing future study*
Summary of the Study
Purpose
The major purpose of this study was to investigate the relation ship of FFA chapter programs and the characteristics of vocational agri culture students to the degree to which students participate in FFA activities*
Objectives
Three specific objectives were identified as being essential to the development and conduct of this study*
1* To investigate the relationship between vocational agriculture
students* degree of participation in FFA activities and
selected static and dynamic attributes of FFA chapters)
159 160
2# To investigate the relationship between vocational agriculture
students* degree of participation in FFA activities and the
personal, family, and social characteristics of vocational
agriculture studentsi
3* To determine desirable changes needed in FFA programs and
activities which will attract an increasing number of voca
tional agriculture students into FFA membership#
Methodology
Following the development of the purpose and objectives of the study, it became evident that data from a national sampling would be more useful than one from a state or regional study# The vocational agriculture departments participating in the investigation were drawn at random from the 197 0 edition of the Agriculture Teachers Directory and Handbook#* All junior and senior students in vocational agricul ture departments in the United States were identified as the target population of the study*
Two survey instruments were developed to gather data# The first instrument, identified as the Vocational Agriculture Department Question naire, was designed to elicit information from vocational agriculture teachers concerning attributes of FFA chapters# The second instrument,
Vocational Agriculture Student Questionnaire, was developed to secure information from junior and senior vocational agriculture students
*Agriculture Teachers Directory and Handbook (Montgomery, Alabama * 30 4 2 Overlook, 1970), pp# 66-153. 161
relative to their personal} family} and social characteristics and the
extent to which they participated in FFA activities.
Vocational Agriculture Department Questionnaires were returned
from 109 of the 112 schools receiving the instrument. A total of 2 #773
Vocational Agriculture Student Questionnaires} or 83 per cent of the total eligible respondents} returned useable survey instruments.
The data were coded on the questionnaires and then punched on data processing cards through the facilities of The Ohio State University
Computer Center. Arrangements were made with the Computer Center to have the data analyzed utilizing the Center*s IBM 360 computer.
Major Findings
The findings of this study are summarized in the following terras*
1) attributes of FFA chapters; 2) the relationship between selected FFA chapters and vocational agriculture departments and the extent to which students participate in FFA; 3) characteristics of vocational agricul ture students; and 4) the relationship between selected characteristics of vocational agriculture students and their degree of participation in FFA activities.
Attributes of FFA chapters
Location of departments.— -Forty-seven per cent of the vocational agriculture departments were located in rural areas. Another 30 per cent were found in small towns; thus a total of 77 per. cent were located either in a small town or in a rural area* There was a complete absence of departments in the industrial suburbs and inner cities. t 162
Course offerings.--Production agriculture, agricultural mechanics,
and two or more other course offerings were included in 45 per cent of
the responding schools# Production agriculture was included in 90 per
cent of the combinations of course offerings in the sample schools#
Production agriculture was not the sole course offering in any school
in the North Atlantic and Pacific Regions# Only 12 per cent of the
departments in the other two regions reported production agriculture as
an only course offering#
Multiple teacher departments#— 1Twenty-seven per cent of the re
porting vocational agriculture departments were staffed by two or more
teachers# The number of teachers in multiple departments ranged from
one to five#
Chapter charter,-"Chapter charters were received by 78 per cent
of the FFA chapters ten or more years ago# Within the past ten years,
14 per cent of the chapters received a new charter# The remaining 8
per cent did not know or did not respond#
Types of FFA chapters#— A regular FFA chapter only was reported
in 92 per cent of the vocational agriculture departments# The remaining percentage consisted of junior FFA and subsidiary chapters operating
individually or in conjunction with the regular chapter#
Number of meetings each month#--Twenty-nine per cent of the FFA
chapters reported conducting more than one meeting monthly for an average of 1#3 per month#
Written constitution and bv-laws#— Ninetv-three per cent of the
chapters indicated a written constitution in harmony with state and 163 national constitutions and by-laws# The highest percentage (100 per cent) was reported in the Pacific Region, while the lowest percentage
(87 per cent) was found in the Southern Region#
Constitution and bv-law revision#— The largest percentage of constitutions and by-laws of local FFA chapters were revised within the past two years, with 34 per cent reporting. Sixty-eight per cent were revised within the past ten years# Compared to the Central and
Pacific Regions, revisions in the constitution during the past five years were lov/er in the North Atlantic and Southern Regions#
Program of activities revision#— Four per cent of the reporting chapters indicated the local program of activities had not been revised within the past two years# The highest incidence of non-revision was shown in the North Atlantic Region with 13 per cent# The Pacific Region reported a 100 per cent revision within the past two years#
FFA essential part of program .--The FFA was considered to be an essential part of the vocational agriculture program by 95 per cent of the responding schools# Regional differences showed the Central Region reporting 100 per cent, while 75 per cent of the schools in the North
Atlantic Region indicated the FFA to be an essential part of the program#
Chapter policy regarding membership#— Membership was considered voluntary in 77 per cent of the chapters. Twenty-one per cent indicated that membership was required. The mean participation score for chapters with voluntary membership was 13.5 compared to a mean participation score of 12#0 in those chapters requiring membership# I 164
Number of requirements for membership.— An average of 4.5
requirements for active membership was reported by local chapters.
Requirements for membership included* maintaining minimum grades;
paying dues; being enrolled in vocational agriculture; owning an FFA
jacket; attending meetings; participating in activities; being approved
to active membership; and following chapter code of ethics.
Written program of activities and availability of members,-“A
total of 95 per cent of the chapters reported their program of activ
ities to be in written form. Forty-five per cent of the chapters in
dicated that all their members have a personal copy of a program of
activities, A reference copy only was reported by 41 per cent of the
chapters.
Number of activities planned,— Fiftv-four per cent of the re
porting chapters indicated that "about the same" number of activities were planned for 1970-1971 as compared to activities three years ago,
"More" activities were planned by 35 per cent of the chapters.
Membership involved in planning,— 'Thirty-one per cent of the
chapters reported that 50 per cent or more of their members were in volved in planning chapter activities. Twenty-two per cent of the
chapters reported that fewer than one-fifth of the membership was in volved in planning annual activities.
Opportunity for participation,— Fortv-nine per cent of the chap ters indicated that members had "a lot" of opportunity for participation through the program of activities. An additional 44 per cent reported
"complete" opportunity and 6 per cent reported "little" opportunity for participation through the program of activities. 165
Recognition according to degree of participation.— -A majority
(57 per cent) of the chapters reported members received "a lot" of recognition according to their degree of participation in chapter activities* In the "not at all" category, there were no chapters reporting. Seventy-three per cent of the schools in the Central Region reported that members received "a lot" of recognition compared to 45 . per cent In the Southern Region*
Percentage membership holding leadership positions*— Thirty-one per cent of the chapters reported from 20 to 29 per cent of their mem bership held leadership positions* The percentage of members holding leadership positions in this category was the highest reported* Of the chapters reporting, 62 per cent showed that 20 to 50 per cent or more of their membership were involved in positions of chapter leader ship*
Successful areas of accomplishment*— The three most successful areas of accomplishment in FFA chapters, indicated by vocational agri culture teachers, were* 1) financing the FFA program; 2) developing leadership; and 3) Improving relations with other groups and organi zations in the school and community* The least successful area was reported to be improving the image of the FFA*
Manor problems facing FFA chapters*— 1Three problems were iden tified by vocational agriculture teachers as areas of major concern#
Forty-three per cent of the teachers indicated that improving the image of the FFA was the number one concern* Active involvement of members was marked by 34 per cent and financing the program was checked by 30 166
per cent* Compared to the other three regions, tho North Atlantic
Region recorded the highest percentage (63 per cent) of responses for
"improving the image."
Major changes needed in FFA."-Vocational agriculture teachers'
responses to major changes needed in the FFA to attract.more members
revealed that 38 per cent checked "contests and awards." Nineteen per
cent marked "image of the FFA" and "modifications" as necessary changes.
Relationship between selected attributes of FFA chapters and vocational agriculture departments and the extent to which students participate in FFA
Static attributes.—-Attributes which are not readily amenable
to change without changing the membership composition of the FFA were •
classified as static. No statistical relationship between the extent
to which students participate in FFA activities and the static attri- t butes of vocational agriculture departments and FFA chapters was shown
in the investigation* Static attributes identified were: 1) geographic
location of high school offering courses in vocational agriculture;
2) number of teachers in the vocational agriculture department; and
3) when the FFA chapter was chartered.
Dynamic attributes.--Dynamic attributes were classified as those
department or chapter characteristics which could be readily changed.
Two of the fourteen dynamic variables investigated showed a significant
relationship to extent of participation in FFA activities. Student in
volvement in.the program of activities and mean participation scores were found to be significant. The mean participation score increased
as the level of opportunity for involvement in the program of activities 167 became more extensive* A significant relationship was shown between the percentage of members holding leadership positions and the extent of participation in FFA activities* As the percentage of members holding positions of leadership increased from 5 to 50» the moan par ticipation scores increased correspondingly*
The dynamic variables not significantly related to students' degree of participation were*
1* Number of course offerings in vocational agriculture
departments;
2. Number of chapters in vocational agriculture department;
3* Number of chapter meetings held monthly;
4. Chapter operating according to a written constitution
harmonious to state and national constitutions;
5* Chapter policy regarding vocational agriculture student
membership;
6* Number of requirements for active membership;
7* Program of activities in written form;
8* Availability of program of activities to membership;
9* When program of activities was last revised;
10* Number of activities compared to three years ago;
11* Percentage of membership involved in planning program of
activities;
12* Extent members receive recognition according to participation
in activities;
13* Extent program of activities provides opportunity for,
participation# 160
Characteristics of vocational agriculture students
Sex of students enrolled.-->Ninety-two per cent of the students enrolled in vocational- agriculture were male* The highest percentage of female enrollment was reported in the Pacific Region with 14 per cent* The Central Region showed the lowest female enrollment with
2 per cent*
Ethnic background of students.--Eighty"three per cent of the students enrolled in vocational agriculture were white* The highest percentage of minority student enrollment was in the Southern Region where 18 per cent was reported.
Academic achievement of students*— "Mostly C's" was the grade average 49 per cent of the students reported receiving in all high school classes. Forty per cent reported receiving mostly B's or A ’si
Occupational experience activities.— Livestock and crop enter prises were the production enterprise which involved the highest per centage of students. The largest percentage of students reporting a cooperative or off-farm occupational training activity indicated this activity to be in placement in agricultural production. A total of
26 per cent of the students reported no occupational experience active ity. The average number of occupational experience activities was 1.13 for all students reporting.
Socio-economic status of students*— The mean socio-economic status score for students in all regions combined was 23*78. The socio-economic status score was based upon educational attainment and the occupation of students’ fathers and possessions of the family. 169
The scores ranged from 6 to 38* Thirty-eight was the highest possible score a student could receive* The socio-economic status score for vocational agriculture students in all regions varied from a high score of 24*74 in the North Atlantic Region to a low of 22*7 in the
Southern Region*
Participation in school activities.— The highest percentage of participation in school activities was reported to be varsity sports*
Seventeen per cent of the students indicated they did not take part in school activities* The lowest rate of non-participation was in the Central Region*
Participation in community organizations*— Vocational agriculture student participation was the highest in church organizations* Twenty- five por cent reported they were not involved in community organizations*
The Southern Region reported the lowest non-participation percentage*
Percentage membership in FFA*— Seventy-nine per cent of the voca tional agriculture students responding were members of the FFA* The
Central and Southern Regions reported 85 and 83 per cent vocational agriculture student membership in the FFA respectively* The Pacific
Region showed 48 per cent membership in the' FFA for vocational agricul ture students*
Non-members previous affiliation*— 'Thirty-eight per cent of the vocational agriculture students who were not FFA members in 1970-1971 had been members during ninth and tenth grades* Ninety-two per cent of the vocational agriculture students who were not FFA members in
1970-1971, had been members during ninth and/or tenth grade* 170
Reasons students did not loin or remain In the FFA.— Non-FFA members did not join or remain in the FFA for three primary reasons: l) too many other things to do; 2) organization was primarily for students who wanted to farm; and 3 ) meetings were scheduled when they could not attend.
Changes needed to consider membership*— Non-FFA respondents indicated that many changes were needed in the FFA before they would consider or again consider membership* Leading the list of changes needed were: 1) holding meetings when they could attend; 2) changing the image of the FFA; 3) more interested members; 4) more appropriate activities to suit their interests; and 5) activities held when they could participate*
Factors influencing decision to join*— The most frequently given reason students indicated for deciding to join the FFA was to * take part in activities and special events such as fairs, trips, and tours. A second factor, in order of influence, affecting members* decisions to join was that their friends were members. The oppor tunity to work with others was also influential upon decision to join*
Persons influential in membership*— Friends* FFA advisers and
FFA members exerted the greatest influence on members* decisions to join. The percentage response in these three groups was 39, 38, and
33 per cent respectively. Twenty-four per cent of the respondents reported parents as being influential in their decision to join. I 171
Improvements needed in organization.— Fifty-three per cent of the FFA members indicated that more appropriate activities to interest all members was the major improvement necessary in the FFA organiza tion. More interested members was a necessary improvement checked by
43 per cent. Two additional improvements with high percentage responses were the opportunity for members to participate in activities (29 per cent) and more awards and recognition (27 per cent).
Significant benefit received for membership.--Developing agri cultural skills was the response selected by 26 per cent of the re spondents as the most significant benefit received directly as a result of membership in the FFA. - Eleven per cent indicated that learning about career opportunities in agriculture was the most significant benefit.
Becoming a competent public speaker was the response selected by only
1 per cent of the students.
Attendance at meetings.— Attendance at all chapter meetings was reported by 70 per cent of the responding FFA members. Sixteen per cent of the members attended about one-half of the meetings.
Chapter offices held.— Seventy-two per cent of the FFA members indicated they were not involved in officer responsibility. Only 19 per cent reported holding a regular chapter office.
Participation in chapter committees.— Over one-third (39 per cent) of the responding FFA members indicated they did not partici pate in any type of chapter committee work. Thirty-nine per cent of the respondents reported they were members of a program of activities committee. 172
Participation in chapter activities.--Nearly one-half (47 per cent) of the responding FFA members participated in chapter judging contests# Other activities in which members participated were:
1) parliamentary procedure, 30 per cent; 2) chapter safety, 19 per cent;
3) agricultural proficiency awards, 16 per cent; 4) agricultural demon strations, 14 per cent; and 5) public speaking, 11 per cent# A total of
30 per cent reported they did not participate in chapter activities#
Participation in district activities.— Fiftv-six per cent of the respondents indicated they did not take part in district activi ties# Those members who did participate were involved primarily in judging contests, as 35 per cent checked this response#
Participation in state activities.— Participation by FFA mem bers in state activities was principally in the form of state fairs
(19 per cent), judging contests (17 per cent), and attendance at state conventions (14 per cent)# Fifty-nine per cent of the respondents reported they did not participate in state activities#
Participation in national activities#— Nine per cent of the
FFA members reported participation in activities on the national level#
Included were attendance at the national convention (6 per cent) and judging contests (3 per cent)#
Extent of participation in FFA activities.— The range in extent of participation score in FFA was from 0 to a high of 62. Each FFA member was scored on the basis of degree of participation in chapter, district, state, and national activities# Participation in various activities was weighted and then combined to represent an extent of 173 participation score in FFA* The mean participation score for members in activities varied from a high score of 14*7 in the Pacific Region to 10*1 in the Southern Region. The mean score for students in all regions combined was 12*3*
Relationship between selected characteristics of students and their degree of participation in FFA activities
Central Region.-"Extent of participation in school activities and community organizations was statistically related to participation in FFA at the *025 level of significance. This relationship was ex pressed by a coefficient of correlation of *382. Also related statis tically to FFA participation was socio-economic status (*179)* number of occupational activities (.208), and years of vocational agriculture
(.162). Grades in high school were negatively related (-.283) to FFA participation, indicating an inverse relationship between grades earned in high school and degree of participation in FFA activities*
North Atlantic Region.— The number of occupational experience activities was statistically related to FFA participation at the *025 level of significance with a coefficient of correlation of .452. Other student characteristics statistically related to FFA participation were socio-economic status (.315) and extent of participation in school acti vities and community organizations (.393). The relationship between grades and FFA participation was negatively correlated (-.264), indi cating an inverse relationship between grades earned in high school and degree of participation in FFA activities. 174
Pacific Region.— Years of vocational agriculture was statis tically related to FFA participation at the *025 level of significance*
This relationship was expressed with a coefficient of correlation of
.318* Other student characteristics statistically related to FFA participation were extent of participation in school activities and community organizations (*229) and socio-economic status (*182)* A statistically negative correlation (-*266) was noted between grades in high school and FFA participation, indicating an inverse relation ship between grades earned in high school and degree of participation in FFA activities*
Southern Region*— Each of the seven student characteristics were statistically related to participation in FFA at the *025 level of significance* The highest correlation (*556) was shown between years of vocational agriculture and participation in FFA* This correlation was closely followed by the relationship between sex of the student (*520) and FFA participation*
All regions combined*— The relationship between FFA "partici pation and each of the seven student characteristics was statistically significant at the *025 level of significance* Years of vocational agriculture and socio-economic status showed the highest relationship to FFA participation with coefficients of correlation of *446 and *441 respectively*
Vocational agriculture students with a higher socio-economic status tended to participate to a greater extent not only in FFA activ ities but also in school activities and community organizations than 175 did students with a lower socio-economic status* Students with lower grades in high school classes tended to participate more in FFA and in school activities and community organizations than did students with higher academic grades in high school*
Conclusions
The following conclusions are based upon findings of the study and subsequent interpretation by the writers
1* The extent to which vocational agriculture students partici
pate in FFA activities is influenced primarily by the number
of years students have been enrolled in vocational agricul
ture* Vocational agriculture students who are active in
school activities and community organizations tend also to
be actively participating in FFA activities*
2* Vocational agriculture students who are FFA members with a
higher socio-economic status participate to a greater extent
in FFA activities than vocational agriculture students with
lower socio-economic status*
3. In three of the four regions, a slight negative relationship
is shown between grades in high school and extent of partici
pation in FFA activities and school and community organiza
tions* Vocational agriculture students with lower grades in
high school tend to participate as much or slightly more in
FFA activities and school and community organizations than
vocational agriculture students with higher academic records
in high school* 4* Participation of members in FFA activities is increased as
chapters provide an opportunity for a high degree of member**
ship participation in the local program of activities#
5# Participation of members in FFA activities is increased as
chapters provide an opportunity for a high percentage of
the membership to become involved in leadership positions
within the chapter#
6# Vocational agriculture students who are not FFA members, and
to some extent FFA members, perceive the FFA as an organiza
tion primarily for vocational agriculture students who plan
to enter into the business of farming#
7# Improvement of the FFA image is a major problem of the organi
zation recognized by vocational agriculture teachers and
vocational agriculture students who are not FFA members#
8# Vocational agriculture teachers identify changes in contests
and awards as a major modification needed in the FFA to attract
more vocational agriculture students into the organization*
9# Both vocational agriculture students who are not FFA members
and students who are FFA members recognize the need for more
interested members as an important step in the overall improve
ment of the FFA organization#
10# FFA members believe the FFA organization would best be improved
by providing more appropriate activities which would interest
a higher percentage of the membership# 177
11* Vocational agriculture students who are FFA members indicate
that their main motive for becoming members is to participate
in FFA activities. Their decisions to become members are
influenced principally by friends, FFA advisers, and FFA
members,
12, Vocational agriculture students who are not FFA members indi
cate they did not join or remain in the FFA primarily because
of their involvement in other school activities'and community
organizations and because chapter meetings v/ere scheduled at
a time when they could not attend*
13* Vocational agriculture students who are not FFA members indi
cate they would be more inclined to become members of the
organization if more appropriate chapter activities were
planned to suit .their interests and if chapter meetings were
held at a time when they could be present*
14* Nine out of every ten students enrolled in vocational agricul
ture are male. White student enrollment outnumbers minority
group enrollment by a ratio of nearly four students to one*
15. Nearly one-half of the vocational agriculture students receive
mostly C*s for all high school course work*
16* Vocational agriculture students with occupational experience
activities are involved primarily in enterprises dealing with
production of agricultural products. Slightly more than
one-fourth of all the students indicate they do not have
occupational experience activities* 178
17* FFA Is a necessary part of the vocational agriculture program
according to nine out of ten vocational agriculture teachers*
18* Nine out of ten vocational agriculture departments include
production agriculture in combination with one or more other
course offerings or as the only course offering in the depart
ment*
19. Comparison of the data from each of the four FFA regions are
similar in nearly all variables shown* One of the exceptions
to this generalization is the percentage of vocational agri
culture students who are FFA members* In the Central and
Southern Regions, nearly nine out of every ten vocational
agriculture students are also FFA members; however in the
Pacific Region, only five out of every ten vocational agricul
ture students join the FFA*
Recommendations
The recommendations which follow in this section are presented as a means of implementing the findings of this investigation* In pre paring the recommendations the writer was constantly aware of the facts and data revealed in previous sections of this study; however judgements of the writer were also influenced by personal experience and knowledge
* of the study areas* It is recommended x
1* That the FFA launch an intensive nationwide effort to change
the image of the FFA from that of a youth organization pri
marily for farm youth to one with appeal for all students who « 179
have a career objective in agriculture. With a modified
image which embraces all vocational agriculture students*
the FFA would then be considered acceptable by many of the
thousands of vocational agriculture students who have not
been associating with the organization. This effort should
be pursued through the mass media* youth organizations with
pre-secondary school members, and career orientation and
exploration programs in pre-secondary schools. The program
should be directed to all segments of youth, with special
emphasis placed upon reaching those youth with an urban
background.
2. That the FFA develop a program which will increase the extent
of participation in FFA activities by those vocational agri
culture students with a lower socio-economic status. How
ever, if the FFA expects to increase participation of the
lov/er socio-economic members, modifications and new approaches
in chapter activities need special consideration. Projects
and activity offerings must be of interest to the students,
require minimum financial resources, and help the students
develop self-confidence and a feeling of achievement.
3. That training programs for vocational agriculture teachers,
both in-service and pre-service, should incorporate informa
tion on social, cultural, and economic characteristics of
urban and rural youth from lower socio-economic families.
It is essential that a concern for and commitment to work 180
with these youth be developed by teachers of vocational
agriculture* Teachers need to learn who the lower socio
economic status youth are and the factors which affect their
participation in the FFA*
4* That FFA chapters exert more of an effort to encourage first
year vocational agriculture students to join the FFA* It is
imperative that members maximize their longevity in vocational
agriculture if extent of participation in FFA is to be in
creased* Prospective first year members should be personally
contacted by the vocational agriculture teacher and FFA mem
bers* These contacts should be made on an individual and
group basis* The vocational agriculture teacher should con
tact the parents of prospective members personally and by
letter to explain the nature of vocational agriculture and
the FFA program*
5* That vocational agriculture departments establish multiple • . FFA chapters* The creation of subsidiary chapters will allow
for* 1) an opportunity for more extensive participation and
involvement by a greater percentage of members 5 2) additional
leadership positions as officers and in committee activities;
and 3) the needs of special interest groups (e*g*9 agricultural
mechanics and horticulture) to be fulfilled* Subsidiary chap
ters would be organized to supplement the program of the reg
ular or parent chapter* Subsidiary chapters would consist of 181
any one or combination of the following: Junior FFA Chapter
(first year vocational agriculture students), Vocational
Agriculture Class Chapter(s), Agribusiness Chapter, Horticul-
ture Chapter, and other special interest chapters#
6* That the FFA on the local, state, and national levels evalu
ate the nature of activities available for member participa
tion* Existing activities should reflect the diverse needs
and interests of all students who belong to the organization*
The availability of needed and necessary activities on all
levels represents a key to increased member participation
and interest* As local chapters consider these activities,
resource personnel in the school and community could be called
upon to lend assistance during the period of initiation and
implementation*
7* That FFA chapters provide each member with an opportunity to
participate in local chapter committee responsibility* Each',
member should be assigned, preferably on a voluntary basis,
to either a section of the program of activities or a standing
committee of the chapter* Members should have the preference
of serving on those committees in which they have an interest
or special ability which can be utilized by the committee.
Members may serve on a committee in the capacity of chairman,
co-chairman, or member* Level of responsibility would be
determined by student interest, experience, and ability* It
is within the capacity of every chapter to provide committee
experience and responsibility for all chapter members* 182
8# That FFA chapters schedule meetings and activities at a time
when the maximum number of members will be available to attend
and participate.
9. That local chapters, state associations, and the national
organization examine and evaluate any policies which may limit
student participation. In those instances where the limita-
• tion is not justifiable, students should be allowed to parti-
pate.
10. That the National Board of Directors and National FFA Officers
recognize the need for continuing research efforts on behalf
of the organization by providing a budget for this purpose.
This body of officials should specify problems and concerns 1
which they consider appropriate for research.
Recommendations for Further Study
During the conduct of this study, the writer became aware of the need for further research related to this investigation. The following list represents those areas which need additional investigation*
1. To determine the effect of organizational modifications re
cently enacted by National FFA Convention delegations re
garding increased membership and participation in FFA activi
ties.
2. To determine the desirability of a name change for the FFA.
3. To determine the activities which will interest a high per
centage of FFA members* 183
4. To determine the course of action a nationwide public infor
mation program should follow to effectively improve the image
of the FFA from that of a farm youth organization to one with
appeal for all students who have a career objective in agri
culture*
5* To determine the relationship between vocational agriculture
students' degree of participation in FFA activities to the
size of the FFA chapter and the percentage of vocational agri
culture students who are FFA members*
6* To determine the relationship between participation in FFA
activities to occupational success after graduation*
7. To conduct a long-range study to determine the future role of
the FFA in the total vocational agriculture program and to
propose suitable^ programs*
8* To determine the role of the vocational agriculture teacher
in planning and supervising FFA activities* APPENDICES I
APPENDIX A
185 186
TABLE 59
DISTRIBUTION OF VOCATIONAL AGRICULTURE DEPARTMENTS AND NUMBER INCLUDED IN SAMPLE FRCM EACH REGION
Number of Departments
Offering Realon Vocational Aariculture In Samole
Central 2814 33
North Atlantic 742 16
Pacific 929 16
Southern 4036 47
TOTALS 8521 112a
aNumber of schools in the sample represents 1.3 per cent of the total number of vocational agriculture departments in the United States. APPENDIX B 188
VOCATIONAL AGRICULTURE DEPARTMENTS IN EACH ADMINISTRATIVE
REGION OF THE FFA SELECTED TO PARTICIPATE
IN THE STUDY
Vocational Agriculture Teacher Central Region and Department
Illinois Mr* James Hanlin Atwood-Hamond C. U. #39 Atwood, Illinois 61913
Mr. John M. Hunt Beardstown Senior High School Beardstown, Illinois 62618
Mr. Evan Allen Stonington Unit District #7 Stonington, Illinois 62567
Mr. Burton Shan Sumner Township High School Sumner, Illinois 62466
Mr. Paul Nicely Tampico High School Tampico, Illinois 61283
Indiana Mr. Jerry Zahner North Campus High School Bunker Hill, Indiana 46914
Mr. John F. Russell Switzerland County High School Vevay, Indiana 47043
Mr. Jerry Cook Wolcott High School Wolcott, Indiana 47995
Iowa Mr. Robert R. Shelton Wayne High School Corydon, Iowa 50060 189
Mr* William W* Stewart Maquoketa Community School Maquoketa, Iowa 52060
Mr* Kenneth R* Redman, Sr* Pekin Community High School Packwood, Iowa 52580
Kansas Mr* Bobby G* Farrar Flint Hills AVTS Emporia, Kansas 66801
Mr* Francis B* Shoup Mulvane High School Mulvane, Kansas 67110
Kentucky Mr* Lee Brown Owsley County High School Booneville, Kentucky 41314
Mr* Larry Leath Todd County Central High School Elkton, Kentucky 42220
Michigan Mr. Donald Hi CTandall Gaylord Community Schools Gaylord, Michigan 49735
Mr* Kenneth Weirich. Union City High School Union City, Michigan 49094
Minnesota Mr* Ellis F* Hein Evansville High School Evansville, Minnesota 56326
Mr. Larry Larsen Goodue High School Goodue, Minnesota 55027
Mr* Noel Hatle Long Prairie IND. School Dist. 792 Long Prairie, Minnesota 56347 190
Missouri Mr* Floyd Stover Bakersfield High School R-4 Bakersfield* Missouri 65609
Mr* Lon R* Rozell Crane High School District R III Crane, Missouri 65633
Mr* J* Darrel Cathey Marion C* Early School • Morrisville, Missouri 65710
Nebraska Mr* Larry Schrick Blue Hill High School Blue Hill, Nebraska 68930
North Dakota Mr* Westley Wankel Hillsboro High School3 Hillsboro, North Dakota 58045
Ohio Mr* Ronald Lee Fuller Barnesville High School Barnesville, Ohio 43713
Mr* Donald Watson East Knox High School Howard, Ohio 43028
Mr* Jay Benham Talawanda High School Oxford, Ohio 45056
Mr* Edwin Kranz Northeastern High School Springfield, Ohio 45501
South Dakota Mr* Marlin R* Jenner Garretson High School Garretson, South Dakota 57030
Wisconsin ‘ Mr. Ronald E* Anderson Amery Senior High School Amery, Wisconsin 54001 « 191
Mr# G. E. Schroeder Hillsboro High School Hillsboro, Wisconsin 54634
Mr. W# K. Jaeger Reodsville High School Reedsville, Wisconsin 54230
North Atlantic Region
Connecticut Mr# David Breakell Ellis E* Clark Regional Vocational Agriculture Center Woodbury, Connecticut 06798
Delaware Mr# James Testeman Lake Forest High School Felton, Delaware 19943
Maine Mr. Kenneth E# Clark Fort Fairfield High School Fort Fairfield, Maine 04742
Maryland Mr# Charles Cramer South Hagerstown High School Hagerstown, Maryland 21740
Massachusetts Mr# Arthur Frost North Brookfield High School® North Brookfield, Massachusetts 01535
New Hampshire Mr. Alfred F# Conner Pinkerton Academy Derry, New Hampshire 03038
New Jersey Mr# Joseph Telan Passaic County Vocational School Wayne, New Jersey 07470 192
New York Mr* Lewis S* Wood Frankllnville High School Franklinville, New York 14737
Mr* Sigmund Ucasz Homer High School® Homer, New York 13077
Mr* Paul Gabriel Alfred-Almond C. S.a Almond, New York 14804
Pennsylvania Mr* David A. Boyer Grove City Area High School Grove City, Pennsylvania 16127
Mr* Howard J* Nicklow Meyersdale Area High School Meyersdale, Pennsylvania 15552
Mr* Samuel E* Hayes Tyrone Area High School0 Tyrone, Pennsylvania 16686
Rhode Island Mr* Tom Marron Coventry High School Coventry, Rhode Island 02816
Vermont Mr* Robert Stone Lyndon Institute Lyndon Center, Vermont 05850
West Virginia Mr* John H* Aylor Wardensville High School Wardensville, West Virginia 26851
Pacific Region
Arizona Mr* Delmar Stauffer Safford High School Safford, Arizona 85546 193
California Mr* M* Ed* Fisher Hilmar High School Hilmar, California 95324
Mr* Bill Downes Hanford High School Hanford, California 93230
Mr* Wm. Dealy, Jr* San Dieguito High School Cardiff-By-The-Sea, California 95326
Mr* Joseph J* Stark J. C* Fremont High School Los Angeles, California 90003
Colorado Mr* Bob Freeman Briggsdale High School Briggsdale, Colorado 80611
Hawaii Mr. Yeiko Arakaki Maui Hi Hamakuapoko, Paia Hawaii 96732
Idaho Mr* Kay Hult Shelley High School0 Shelley, Idaho * 83274
Montana Mr* Tom Cunningham Missoula County High School Missoula, Montana 59801
Nevada Mr* Robert Johnson Churchill County High School Fallon, Nevada 89406
New Mexico Mr. Roque Sanchez Los Lunas High School Los Lunas, New Mexico 87031 194
Oregon Mr. Richard Buckovic Molalla Union High School Molalla, Oregon 97038
Utah Mr. Byron Memmott Lehi High School Lehi, Utah 84043
Washington Mr. Allan Barger • South Kitsap High School Port Orchard, Washington 98366
Mr. Frederick A. Blauert Washtucna High School Washtucna, Washington 99371
Wyoming Mr. Qrvin Christopherson Ten Sleep High School Ten Sleep, Wyoming 82442
Southern Region
Alabama Mr. Emmett L. Rodgers Coffeeville High School Coffeeville, Alabama 35424
Mr. Gordon Anderson Southside High School Gadsden, Alabama 35901
Mr. James D. Kendrick Randolph County High School Wedowee, Alabama 36278
Arkansas Mr. Gary T. McGee England High School England, Arkansas 72046
Mr. Halton Gordon Greenwood High School Greenwood, Arkansas 72936
Mr. Richard G. Hughes Siloam Springs High School Siloam, Arkansas 72761 195
Florida Mr. Gordon Walther Baker High School Baker, Florida 32531
Mr. James W. Sims Wymore Vocational Technical Centex9 Hatonville, Florida 32751
Mr. Harry E. Byrd, Sr. Southeast High School Bradenton, Florida 33505
Georgia Mr. Q. R* Hardage Calhoun High School Calhoun, Georgia 30701
Mr. T. 0. Gurley Jonesboro Senior High School3 Jonesboro, Georgia 30236
Mr. Lenoris E. Abrams Central High School Thomasville, Georgia 31792
Louisiana Mr. Luther M. Hamlin abc Jasper Henderson High School Chatam, Louisiana 71226
Mr. Gabriel S. Dartez Maurice High School Maurice, Louisiana 70555
Mississippi Mr. Marshall S. Stevens George County High School Lucedale, Mississippi 39452
Mr. J. N. Rankin Mendenhall High School Mendenhall, Mississippi 39114
Mr. Ralph G. Shoemake Weir High School Weir, Mississippi 39772 North Carolina Mr* Boyd I. Sharpe Rutherford High School Forest City, North Carolina 28043
Mr* Roy L* Owen Northwest Ashe High School Warrensville, North Carolina 28693
Mr* Reddin Aston Simmons Lucama High School Lucama, North Carolina 27851
Mr* D. A* Boyd, Jr* Central High School Lexington, North Carolina 27292
Mr* R* H* Sadler Bartlett Yancey High School3" 0 Yanceyville, North Carolina 27379
Mr* Robert Hill J. F* Webb High School Oxford, North Carolina 27565
Oklahoma Mr. Donald Chandlee Carney High School Carney, Oklahoma 74832
Mr* John Golliver Chouteau High School Chouteau, Oklahoma 74337
Mr. C* G* McMindes Eldorado High School Eldorado, Oklahoma 73537
Mr* Bill Harrison Leedey High School Leedey, Oklahoma 73654
South Carolina Mr* Alphonza Hanna, Jr* . Chestnut Consolidated High School Ocean Drive, South Carolina 29582
Mr* D. E* Stoudemire Cheraw High School Cheraw, South Carolina 29520 Mr. C. R. Bennett Mid-Carolina Prosperity, South Carolina
Mr. Herman VJoody Meigs County High School Decatur, Tennessee 37322
Mr. Joe C. Combs Sunbright High School Sunbright, Tennessee 37872
Mr. David R. Summers Yorkville High School Yorkville, Tennessee 38389
Mr. Bill Doudney Anna High School Anna, Texas 75003
Mr. Bob Spacek Bruni High School Bruni, Texas 78344
Mr. Chester L. Rickel Colmesneil High School Colmesneil, Texas 75938
Mr. Isaac Carter Madison High School3 Houston, Texas 77045
Mr. D. W. Parker Groveton High School ' Groveton, Texas 75845
Mr. Robert W. Morris Hebronville High School Hebronville, Texas 78361
Mr. Don Barnett Iraan-Sheffield High School Iraan, Texas 79744
Mr. Kenneth Faubion Leander High School Leander, Texas 78641 198
Mr* Wesley Odell Canyon High School New Braunfels, Texas 78130
Mr. James B* Jones Prairieland High School Pattonville, Texas 75468
Mr. Jerome Tymrak Rio Hondo I. S. District Rio Hondo, Texas 78583
Virginia Mr. Homer Hall Blue Ridge High School Ararat, Virginia 24053
Mr. W. R. Mitchell Lee-Davis High School Mechanicsville, Virginia 23115
Mr. S. C. Broyles Culpepper High School® Culpepper, Virginia 22701
aAlternate selection. L Did not return Form I.
"Did not return Form II. I
APPENDIX C
199 200
SCALE FOR MEASURING EXTENT OF PARTICIPATION IN FFA ACTIVITIES1
Weighted Kind of Participation. Score,
A* Attendance at chapter meetings
V Always 4
Sometimes 2
Once in a while 1
Never attend 0
B* Highest office held in chapter
Regular officer 4
FFA class officer 3
Assistant to regular officer 2
Did not hold office 0
C* Chapter committee work *
Chairman of program of activities 4
Chairman of other committee .3
Member of program of activities 2
None at all 0
D* Chapter activities (for each activity) 1
E# District or area activities (for eachactivity) 2
F* State activities (for each activity) 3
G. National activities (for each activity 4
Developed by Richard F. Weiton and Robert Warmbrod. 201
Extent of participation in FFA activities score is the total degree of member participation in chapter, district, state, and national activities.
EXAMPLE PROFILES OF VOCATIONAL AGRICULTURE STUDENTS WITH "LOW", "MEDIUM", AND "HIGH" EXTENT OF PARTICIPATION SCORES
A. Profile of an FFA member with a "low" extent of participation
score in FFA activities. During the year, this member;
Score Card Value
Attended about one-half of the chapter meetings 2
Participated in the state creed speaking contest ^3t_
Total Participation Score 5
B. Profile of an FFA member with a "medium" extent of participation
score in FFA activities. During the year, this member:
Score Card Value
Attended all chapter meetings 4
Was a member of the program of activities committee 2
Participated in the following chapter activities: public speaking and two judging contests 3
Participated in a district poultry contest 2
Participated in the following state activities: poultry judging, the state fair, and attended the state convention 9
Attended the National FFA Convention
Total Participation Score 24 202
D* Profile of an FFA member with a "high" extent of participation
score in FFA activities* During the year, this member*
Score Card Value
Attended all chapter meetings 4
Served as a regular chapter officer 4
Was a chairman of the program of activities committee and chairman of another chapter committee 7
Participated in the following chapter activities* chapter safety, parliamentary procedure, agricultural demonstrations, and three judging contests 6
Participated in two judging contests on the district level 4
Participated in the following state activities: one judging contest, one agricultural proficiency award, the state fair, attended state convention and leadership training 15
Total Participation Score 40 «
APPENDIX D
203 2 0 4
SCALE FOR MEASURING SOCIO-ECONOMIC STATUS OF VOCATIONAL AGRICULTURE STUDENTS
A* Education of head of house (scoring based upon scale developed 2 by Everson )t
Weighted Highest Grade Completed Score
None or some grade school 2
Completed grade school 4
Some high school but did not graduate 6
Graduated from high school 8
Some college, business or vocational school after high school 10
Graduated from a four yearcollege 12
B. Family possessions (scoring based upon scale developed by
Everson )t
Weighted Possessions ' Score
Weekly news magazine
Checking account in bank
Record player, hi-fi, or ster6o
Clothes dryer
Automatic clother washer (no wringer)
Television set (color)
o Norman 0. Everson, "Factors Affecting Participation in Voluntary Organizations by Rural Youth of Differential Scoio-economic Status Levels" (unpublished Ph.D. dissertation, University of Wisconsin, 1966), pp. 194-196.
3 Ibid. 205
Weighted Possessions Scale
Set of encyclopedias 1
Automobile, 1967 or newer 1
Daily newspaper 1
Dictionary 1
Wall to wall carpet inthe living room 1
Running hot water 1
C, Occupation of head of house (Scoring based upon Warner, Meeker, 4 and Eells Occupation Scale. Description of occupations follows 5\ the scheme devised by Coleman. ):
Weighted Description of Occupations Scale
Farm or ranch manager or owner 10
Tenant fanner 6
Migrant farm worker on one or more than one farm 4
Technical— such as draftsman, surveyor, agricultural technician, etc. 12
Official— such as manufacturer, officer in a large company, banker, government official, inspector, etc 14
Manager— such as sales manager, store manager, office manager, factory supervisor, etc. 12
Lloyd Warner, Marchis Meeker, and Kenneth Eells, Social Class in America (Chicago: Science Research Associates, 1949), pp. 121-159. 5 James S. Coleman, Equality of Educational Opportunity (Washington, D.C.: Government Printing Office, 1966), pp. 470- 4 7 9 . 206
Weighted Description of Occupations Score
Proprietor or owner— such as owner of a small business, wholesaler, retailer, contractor, restaurant owner, etc* 12
Semiskilled worker-such as factory machine operator, bus or cab driver, meat cutter, etc. 6
Clerical worker— such as bank teller, bookkeeper, sales clerk, office clerk, mail carrier, etc. 6
Service worker— such as a barber, waiter, etc# 6
Protective worker— such as policeman, detective, sheriff, fireman, etc. 6
Salesman— such as real estate or insurance salesman, factory representative, etc. 10
Workman or laborer— such as factory or mine worker, fisherman, filling stationattendant, etc. 2
Professional— such as accountant, artist, clergyman, dentist, doctor, engineer, lawyer, librarian, scientist, college professor, social worker, teacher, etc# 14
Skilled worker or foreman— such as baker, carpenter, tailor, electrician, enlisted man in the armed forces, mechanic, plumber, plasterer, foreman in a factory or mine, etc# •
Socio-economic status score is the total of the education, possessions, and occupation scores; The highest possible score
a student could receive would be 38# 207
EXAMPLE PROFILES OF VOCATIONAL AGRICULTURE STUDENTS WITH "LOW" AND "HIGH" SOCIO-ECONOMIC STATUS SCORES
A* Profile of a vocational agriculture student with a "low"
socio-economic status score*
Score Card Value
The highest educational level attained by the student’s father was to complete grade school
Family possessions or items found in the home include: an automatic clothes washer, a color television set, and a dictionary
The student's father is employed as a workman or laborer
Total Socio-economic Status Score
B* Profile of a vocational agriculture student with a "high"
socio-economic status score:
Score Card Value
The highest educational level attained by the student's father was to graduate from a four year college 12
Family possessions or items found in the home include* a weekly nev/s magazine, a record player, an automatic clothes washer, a color television set, a set of encyclopedias, an automobile (1967 or newer), a daily newspaper, a dictionary, wall to wall carpeting in the living room, and running hot water 11
The student's father is employed in a professional occupation 14
Total Socio-economic Status Score 37 APPENDIX E 209 THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210
COU.ECR OF AGRICULTURE AND IIOMP. ECONOMIC* DEPARTMENT OP l*itrM lo9—R+tt*rcJk-~ZiUtM9 ACRICUL1UKM. t UUCAllOH ACIICflTVlAL APMIM|((JiHO « BtHtMNO 2120 f x r t i Jt04» Tttutttttt ili m i November 5, 1970
Mr. Bob Freeman Vocational Agriculture Instructor Briggsdale High School Briggsdale, Colorado 80611
Dear Mr. Freeman* Your vocational agriculture department has been selected as one of 112 schools from across the country to participate in the first nationwide effort to identify membership problems confronting the FFA. This study is being supported by the National FFA Board of Directors and the National FFA Office. Your help is needed to identify many of the problems facing the FFA. This study will be conducted in two parts. In the first phase you will be asked to identify the attributes of your vocational agriculture depart ment and FFA chapter. The form to determine this information is enclosed. The second phase vdll deal vdth characteristics of selected vocational agriculture students in your department. This material will be sent to you when Form I has been returned to me. Since the ntmber of vocational agriculture departments selected to partici pate in this study is limited, your contribution is vitally important. To facilitate your reply, a stamped, self-addressed envelop is enclosed. Thank you in advance for your cooperation. Sincerely,
Richard F. Weiton Research Associate Department of Agricultural Education RF’Wicaw Enclosure FORM I
The Ohio State University Department of Agricultural Education Columbus, Ohio
VOCATIONAL AGRICULTURE DEPARTMENT QUESTIONNAIRE (please print) Name of school______... Address of school ____ .. ____ City ______State ______Zip code Name of person completing this questionnaire,______• .• Position . . . . -
Ii'GTRUCTIONS FOR COMPLETION The items in this questionnaire are designed to gather information about vocational agriculture departments with and without FFA chapters* If your vocational agriculture department does not have an FFA chapter, answer only questions one through eight* For those departments with FFA chapters, follow the instructions on the questionnaire and respond to all the questions indicated. Accuracy and completeness are essential* Therefore, it is important that you road each question carefully before indicating your responses in the space provided. All information taken from this questionnaire will be reported only in group data. The information provided will be held In strict confidence*
PLEASE RETURN BY NOVEMBER 13, TOi Dick Pelton Department of Agricultural Education.' The Ohio State University Columbus, Ohio 43210 211
For coding office ~2- use only
1. Vlhich best describes the location of your high school? (check one) 1 ~ 2 ~3 a* In a rural area “b. In a residential suburb c. In an industrial suburb "d. In a small town {5,000 or less) o* In a city of 5,000 to 50,000 f. In a residential area of a larger city (over 50,000) In the inner city part of a larger city (over 50,000) 2. V/hich courses are offered in the vocational agriculture depart" ment of your high school? (check those items v/hich apply) 6 7 a* Agricultural Mechanics b * Agricultural Production. _ Agri.rMitural Products 8 , agricultural Resources e. Agricultural Supplies and Services f. Forestry g. Ornamental Horticulture h* Other (pleaso state) 3* Hov/ many persons are now teaching full time in the vocational agriculture department of your high school? (indicate the number) Total number of teachers 4. V/hat is the total number of high school students now enrolled in the vocational agriculture course offerings of your school? (please 10 11 refer to the vocational agriculture enrollment report you send to your state office and indicate the exact numbers) a. Number of females 12 “13 14 b. Number of males Y/hat is the total number of junior and senior (grade 11 and 12) students presently enrolled in vocational agriculture class 15 16 17 offerings in your high school? (please indicate the exact number) a* Number of juniors b* Number of seniors 6* Is there a chartered FFA program in your high school? (check one)
a« Yes (if your answer is yes, omit questions number 7 and 8 . 10 and continue completion of the questionnaire*) b * No (If your answer is no, complete only questions number 7 and 8.) 7*.YJhat do you consider to bo the major reasons why there is not an FFA chapter in the local high school? (please indicate specific 19 20 reasons) a*. _ b. 212
For coding -3- office uso only
8* Y.'hat do you consider to be some major chances needed in the FFA which would make it more attractive to students? (please indi 21 22 cate specific changes) ______a. ______;______b. ._____ .______c.
If you ansvtered questions 7 and 8 . this completes the questionnaire THANK YOU FOR YOUR COOPERATION.
9. When was the local chapter chartered? (check one) a. Within the past two years 23 b. Two to five years ago c. Five to ten years ago d . Ton years or more ago e. Don't know 10. How many of tho students who are now enrolled in vocational agriculture courses in your high school are members of the FFA? 24 25 (please refer to the FFA membership report you send to the State FFA Executive Secretary and indicate the exact numbers) a-. Number of females 26 27 28 b . Number of males
* 11. How many FFA chapters are functioning in your vocational agricul ture department? (check each category as it applies to your 29 30 situation) Number of Chapters a. Regular FFA chapter 31 b. Subsidiary FFA chapters 1) Agricultural Mechanics 2 ) Agricultural Products 3 ) Agricultural Resources 4 ) Agricultural Supplies and Services 5 ) Forestry 6 ) Junior FFA 7 ) Ornamental Horticulture 8) Other______(please s t a t e ) . 12. How often does the regular FFA chapter meet? (indicate the number) Numbor times each month 32
If you have subsidiary chapters as indicated in question 11, answer questions 13 and 14. If you do not have subsidiary chapters, omit ■ questions 13 and 14 and continue with question 15. I 213
For coding office -4- use only
13, If you have more than one FFA chapter operating in your vocational agriculture dopartmentj what arrangements are made for meetings? 33 (check one) a, Subsidiary chapters (for example— ornamental horticulture) never meet with the regular FFA chapter b, Subsidiary chapters meet with the regular FFA chapter occasionally c, Subsidiary chapters always meet with the regular FFA chapter d« Subsidiary chapters do not have meetings e. Subsidiary chapters always meet with the regular FFA chapter and hold meetings as needed in class 14, If you have subsidiary chapters, how often do they meet each month on the average? (indicate the number) 34 ___ Number of times each month 15, Does the chapter operate according to a v/ritten constitution and ■ by-laws which are in harmony with the state and national con 35 stitutions and by-laws? a. Yes b* Mo 16, When was the local constitution and/or by-laws last revised? (check one) 36 a. Within the past two years b . Two tofive years ago t c. Five to ton years ago d , Ten years or more ago e, Don't know 17, Is the FFA conducted as a necessary and essential part of the vocational agriculture department? (chock one) 37 a. Yes b. No 18* What is the chapter policy, as stated in the local constitution} regarding vocational agriculture students' membership in the FFA? 30 (check one) a. Membership is voluntary b . Membership is required 19, What arc the requirements for active membership in the local FFA chapter(s)? (check those vMch apply) 39 40 a. Maintain minimum grades b. Pay dues . c . Be enrolled in vocational agriculture program 41 d. Qvn FFA jacket e. Attend meetings f. Participate in activities g . Bo approved by active membership _ h . Follow chapter code of ethics 1, Other (please- state ) 2 1 4
For coding offico -5- use only
20* Does the chapter have a written program of activities? a. Yes (If yes, chock the following item which applies) 42 43 *' ' 1) Only reference copies are available for chapter members 2) All members have a personal copy b * Ho • 21* When was the chapter program of activities last revised? (check one) 44 a * This year (1970) b . Last year (1969) c * V'ithin the past two years (1968-1969) d* More than two years ago e. Don’t know 22. How does the total number of chapter activities planned for this year compare to three years ago? (check one) 45 a. Fewer b. About the same c. More d* Don't know 23. T/hat per cent of the total chapter membership is involved in planning the annual program of activities? (check one) 46 ' a. 5# to 19$ b, 20# to 34/£ c. 351$ to 49# d . SOfi or more ■ . 24. To what extent does the chapter program of activities provide suitable opportunity for participation by all chapter members? 47 (check one) . a. Not at all b. Little c. A lot d. Completely 25* To what extent do FFA members receive recognition according to the degree of their participation in chapter activities? (check one) 48 a. Not at all b. Little c. A lot d. Completely 26* What per cent of the total chapter membership hold leadership positions within the chapter? (for example— off icers( chairmen 49 of committees— check one) a. Less than 5J» b. 55> to 9 % C* 1 Q % to 14# d. 15/£ to 195$ e* 2C& to 29# f. 30tf to 49JJ q« 5C5o or more 215
For coding office use only
27* What do you consider to be some major changes needed in the FFA which would make it mora attractive to students? (please indicate 50 51 specific changes) a . ______.______:______b. I 1 . LC • 28. l/hat ore three major problems facing your local chapter? (check only three— please read all choices before checking any) 52 53 a. Improving attendance of members at chapter meetings b..Increasing membership c. Developing leadership 54 55 d . Planning and conducting bettor meetings e . Obtaining active involvement of members f. Reaching goals and objectives 56 57 g. Obtaining understanding of the chapter and its ojajectives by non-members in the school and community h« Financing the FFA program i. Obtaining understanding of the chapter and its objectives ' ■by members j . Improving relations with other groups and organizations in the school and community k* Improving the image of the FFA from that of a farm youth organization to one with appeal for all students who have a career objective in agriculture 1. Changing program to- serve all vocational agriculture students m. Keeping the *’FFA" name as it is n* Obtaining encouragement and assistance from FFA officials for changing the program o. Students feel the FFA emblem is outdated and inappropriate p . Planning activities relevant to the needs of individuals a. Others (please state) ■ 29* Which three of the following statements represent the most successful areas of accomplishment in your local FFA? (more 58 59 choices are indicated on the following page— check only three— please read all choices before checking any) a. Improving attendance of members at chapter meetings 60 61 b . Increasing membership c. Developing leadership d . Planning and conducting better meetings 62 63 e. Obtaining active involvement of members f. Reaching goals and objectives q. Obtaining understanding of the chapter and its objectives by members h . Financing the FFA program 1« Improving relations with other groups and organizations in the school and community 216
-7-
,3* Improving the image of the FFA from that of a farm youth organization to one with appeal for all students who have a career objective in agriculture k* Planning activities relevant to the needs of individuals 1* Others______(please state)
THIS IS THE END OF THE QUESTIONNAIRE THANK YOU FOR YOUR ASSISTANCE AMD COOPERATION APPENDIX F 218
THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210 COLUCE of AGRICULTURE AND HOME ECONOMICS DEPARTMENT o p Rtiiiitt tnnk—kslrnsit* AGRICULTURAL EDUCATION
A uim m ti, AtvuuirM tiM fB v u m m o 2120 Trrri Hut TuiruoMi 4J24M1
Thank you for tho attention given to tho first phase of the National FFA Research Project. Tho form containing information rciativo to your vocational agriculture department was received in my office today. Your willingness to cooperate in this nationwide effort is indeed appreciated. Tho response received from the selected voca tional agriculture departments who are participating in this study has been excellent. We are now ready to move into the final phase of tho project. Enclosed you will find copies of Form II (Vocational Agriculture Student Questionnaire) to be completed by each of tho junior and senior students in your vocational agriculture department. The total number of questionnaires I have included corresponds with tho number of junior and senior vocational agriculture students you re ported to bo enrolled in your department. It Is important that each of those students complete Form II as a group in tho classroom, under your direction. Approximately 30 minutes of class time will be re quired to complete this questionnaire. I have enclosed a sot of pro cedures for your use in administering this form to your classes. Prompt return of this final form Is essential for the successful completion of the project. To expedite your return, a stamped, self-addressed cnvclopo is enclosed. Please make sure this envelope is scaled sccuroly boforo mailing to prevent content loss enroute to Columbus. Thank you again for your continued interest and cooperation. Sincerely,
Richard F. Welton Research Associate Department of Agricultural Education RFVJ:caw Enclosures I 219
FORM II
The Ohio State University Department of Agricultural Education Columbus, Ohio
VOCATIONAL AGRICULTURE STUDEIIT QUEST IOi !I 'AIRE
(please print)
Student namo______last first middle initial Name of high school City______l______State
INSTRUCTIOiS FOR COMPLETION On the following pages of this questionnaire! you will find a series of questions concerning your background as a student of voca tional agriculture and your participation in various high school acti vities. This is not an examination. Please answer each question to the best of your knowledge. It is essential that you road the instruc tions for each question carefully before responding* In some instances, only one answer will be required. Other questions will require several responses. Please answer all questions completely. When tho word "other" is the appropriate answer, write your response in the space provided. All of your answers will remain confidential* If you have any specific questions, ask your vocational agriculture teacher for assistance* . ______For Coding Office Use Only Card 1 "7 ”2 1 “4 “5 “5 "7 "8 220
- 2- For coding office • SECTION A. VOCATIONAL AGRICULTURE STUDENT INFORMATION use only
This soction is to be completed by ALL STUDENTS
1* I am a (check ono) a. Female b . Male' • * 2* This year in high school I am a (check one) ■ •• a. Junior ... 10 b . Senior 3. Including this year, I have been enrolled’in vocational agriculture for (check one) 11 a. One year c» Three years b» Two years .... d. Four years 4. I am (check one) a« American Indian d. Oriental 12 b. Mexican American . o. White • c« Negro ...... f* Other 5* The grades I make in all of my classes are (check one) a. Mostly A's (A-, A, or A+) 13 b « Mostly B's (d - B, or B+) c. Mostly C's (C- C, or C+) d . Mostly D ’s (D- D, or D+) o« I don't know My occupational experience program in vocational agriculture for the past year consisted of (check those which apply) . a. Crop enterprise .. . • •. • 14-15 _b. Forestry enterprise '* 16-1?" c. Livestock enterprise • . 16-19" !<*• Ornamental horticulture enterprise 20 - 21" o. Poultry enterprise . . . 22-23’ "f. Other enterprise 24-25" (please, state) ■ .9- Placement in agricultural production 26-27 h. Placement in ornamental horticulture . 26-29" i. Placement in sales and service 3 0 3 1 " j. Other agricultural placement ______32-33" (please state) ■ ** k. No occupational ejJperienco program last year _ . 34-35 How far did your father, supporting parent or guardian go in school? (check one) 36 a» None or some grade school b* Completed .grade school • c. Some high school, but did not graduate d * Graduated from high school e. Some college, businoss or vocational school after high school f . Graduated from a four year collogo q> 1 don't know 221
.... — 3- For coding .office 8* From the following list of items, please indicate those which use only your family possesses or which are found in your homo (check those which apply) . • a. Weekly news magazine • 37 38 b . Chocking account in bank * , c. Record player, hi-fi, or stereo i d. Clothes dryer •. . 0. Automatic clothes washer (no v/ringer) f. Television set (color) q . Sot of encyclopedias ‘ h. Automobile, 1967 or newer. ‘ .. i« Daily newspaper j . Dictionary k . V/all to wall carpet in. the living room . 1 . Running hot water 9.,V/hat work does your father, supporting parent or guardian do? You .may not find his exact job listed, but check the one that comes 39 40 . closest. If he is now out of work or if he is retired,■mark the one that he usually did. Mark only his main job if he works on more than one. (check one) a.- Farm or ranch manager or owner 41 42 b . Tenant farmer ' c«- Migrant farm worker on one or more than one farm d . Technical— such as draftsman, surveyor, agricultural •technician, etc. e. Officjal— such as manufacturer, officer in a largo company, banker, government official, inspector, etc. ■ f. Manager— such as sales manager, store managert office manager, factory supervisor, etc. Proprietor or owner— such as owner of a small business,’ . wholesaler, retailer, contractor, restaurant owner, etc. q. Semiskilled worker--such as factory machine operator, bus • or cab driver, meat cutter, etc. • Clerical worker— such as bank teller, bookkeeper, sales clerk, office clerk, mail carrier, etc. * ■. * • Service worker— such as a barber, waiter, etc. . • • « Protective worker— such as policeman, detective, sheriff, fireman, etc. h. ‘Salesman— such as real estate or insuranco salesman, factory representative, etc. ' • i«• Workman or laborer— such as factory or mine worker, fisherman, filling station attendant, etc. * ■ • j. Professional— such as accountant, artist, clergyman, dentist, doctor, engineer, lawyer, librarian, scientist,- college professor, social worker, teacher, etc. k. Skilled worker or foreman— such as baker, carpenter, : tailor, electrician, enlisted man in the armed forces', mechanic, plumber, plasterer, foreman, in a f a c t o r y o x ■' mine, etc. ■ ...... ■ . . 1* I don*t know •
(Turn to page 4* question 10) I 222
-4- For coding office 10. During tho past year, I participated in the following comnunitv use only and school activities. (For each activity in which you parti cipated, 1} place a check in the space to the left of tho specific activity and then 2) circle the number to the right which best describes the extent of your participation in that activity. Tho extent of participation is indicated by tho follovdng scale.)
Very Fairly Hot Very Little or Active Active Active_ Ho Activity
Activities Extent of Participation CCM.iUNITY SERVICE a . Church 4 3 2 1 (43-44) _ b. 4-H Clubs 4 3 2 1 (45-46) _ c . Jr. Farm Bureau 4 3 2 1 (47-48) _ d. Jr. Grange 4 3 2 1 (49-50) _ o. Scouts 4 3 2 1 (51-52) _ f. Jr. Fair Board 4 3 2 1 (53-54) _ g. Other (55-56) _ (please state) (57-58) (please state) h. I did not participate in (59) _ community activities SCHOOL 1. Band or glee club 4 3 2 1 (60-61) j. Dramatics 4 3 2 2 (62-63) _ k. FFA 4 3 2 1 (64-65) 1. Journalism club 4 3 2 1 (66-67) m . Science club 4 3 2 1 (68-69) _ n. Student government 4 3 2 1 (70-71) _ o . Varsity sports 4 3 2 1 (72-73) _ Other (74-75) ___ (please state) (76-77) _ (please state) _q* I did not participato (70) „ in school activities
11* Are you a member of the FFA for tho 1970-71 school year? (79) _ a. Ho (if your answer is no, PROCEED TO SECTIOM D on the following page of this questionnaire) End of card b. Yes (if your answer is yes, PROCEED -TO SECTIOH C of this questionnaire on page 6 and answer only Begin card 2 questions 16 through 27)
5 6 7 223
-5- For coding office SECTIOH D. INFORMATION REQUESTED FRCM VOCATIONAL AGRICULTURE use only STUDEi'fTS l.'HO ARE MOT FFA MEMBERS FOR THE 1970-1971 SCHOOL YEAR
This section is to be completed by MOM-FFA MEMBERS ONLY.
12. Have you ever been a member of the FFA? (check one) a. Yes (if your answer is YES, answer only Questions ~~9 13. 14, and 15. When these three questions are answered, you have completed the questionnaire. Thank you for your cooperation.) b. Mo (If your answer, is MO, answer only questions 14 and 15. When these two questions are answered, you have completed tho questionnaire. Thank you for your cooperation.) 13. I was an FFA member during (check the responses which apply) a. Junior high (7th and/or 8th grade) 10 b. Freshman year (9th grade) c* Sophomore year (lCth grade) 14. The three main reasons I did not join or did not remain in the FFA were (chock only three— please read all before checking any) 11 12 a. Tho organization is primarily for students who want to farm b . Had a scheduling conflict between vocational agriculture and other subjects ■ " 13 14 c. Chapter rules v/ould not allow my membership d. Dues were too high g . My parents did not approve 15 16 f. Too many other things for me to do g« Only planned to enroll in vocational agriculture for one year ■ 1 h. Too much time required to participate in FFA activities , i. Had a conflict with FFA advisor j. My friends did not join k. Ceremonies and rituals seemed "square" ■ - • • 1. The FFA jacket and emblem "turned me o f f m . I don’t want to be called a "farmer" n. Meetings were scheduled when I could not attend o. Other ____ ‘ • ■ (please state)
(Turn to page 6, question 15) ■ ' 224
For coding -6- office 15* Three changes which are needed in tho FFA before X would use only consider or again consider membership are {checl: only three— please read all before checking any) a. More appropriate activities to suit my interests _b. Fewer activities 17 18 c* Meetings held* when 1 can attend “d. Activities held when X can participate e* Opportunity for more members to participate in activities 19 20 If. Opportunity for more members to share in leadership roles of the chapter .9* More awards and recognition 2 1 . 22 h. More interested members - • 'i. More capable advisors Change the image of the FFA from that of a farm youth . ; organization to one with appeal for all students who have a career objective in agriculture k. Change tho name II. Get rid of the blue jacket and paraphernalia m. Other______:______‘______' (please state)
SECTION C, INFORMATION REQUESTED FROM VOCATIOI'IAL AGRICULTURE STUDENTS WHO ARE FFA MEMBERS FCR THE 1970-1971 SCHOOL YEAR ‘
This section is to be completed . by FFA MEMBERS ON'LY.
16. Last year, I attended chapter meetings (check one) a. Alv/ays (attended all meetings) . . 23 b. Sometimes (attended about one-half) .. c. Once in a while (attended a fev-/) . . d. Never attended meetings - 17. The highest office I held in the chapter last year was (check one) ’ 24 a. A regular chapter office _ . b. An assistant to a regular chapter office ’ * c. An FFA class office (such as Junior FFA, Vocational Agrl- . culture II class, Ornamental Horticulture, and etc.) d. I did not hold an office . 10. Last year, I participated in chapter committee work as (check those which apply) . 25 a.-A member of program of activities committee . b . A chairman of program of activities committee c. A-chairman of other committees besides tho program of activities d. None at all 225
-7- For coding ♦ office 19. During tho past year, I participated in the following use only CHAPTER ACTIVITIES, (check those which apply) a. Creed speaking (2 6 ) _ b. Public speaking • . ' - .(27) _ c. Chapter safety (20) __ d» Parliamentary procedure • ..... (29) _ _ e> Agricultural demonstrations (30) _ f. FFA judging contests (such as livestock, conservation, (31) — horticulture— list those contests in which you partici pated belov/) 1) (please state)
.... 2) (please state) ...... ______3) (please state) • ■ -- . g. FFA agricultural proficiency and establishment in farming "(32) _ awards (such as Chapter Star Farmer-, Agricultural Electri fication, Crop Farming— list those areas in which you participated below) 1) (please state) 2 ) (please state) ...... 3) .. (please state) ■' h. I did not participate in chapter activities (33) 20. During the past year, I participated in the following FFA activi ties on the DISTRICT CR AREA LEVEL, (check those which apply) . a. Creed speaking . ’’ . ' . (34) _ b. Public speaking . • . ■ • (35) _ c. Parliamentary procedure (36) „ d. Agricultural demonstrations " ‘ (37) _ _ e. FFA judging contests (such as livestock, conservation,■ :(38)__ horticulture— lisfthose contests-in which you * ’participated below) . _ 1) (please state) ~ ■• • • ■ - . . * 1 2 ) . . * (please state) ’ 3) (please state) . f. I did not participate in district or area activities ■ ■ ( 3 9 ) _ \ 21. During the past year, 1 participated in the following STATE ACTIVITIES. (check those which apoly) # a. Creed speaking •' • ■ (40) _ T : b. Public speaking (41) _ c. Parliamentary procedure • (42 • d. Agricultural demonstrations ■ (43)\_
(Turn to page 8, question 21e) I 226
-8- For coding office FFA judging contests (such as crops, dairy, agricultural use only mechanics— list those contests in which you participated below) (44) „ 1) (please state) .2) (please ;tate) .3) (pleaso state) f. FFA agricultural proficiency and establishment in farming (45) awards (such as State Agribusinessman, Poultry Production, Home Improvement— list those areas in which you partici pated below) -- ,______- D (please state) ' -2) (pleaso state) -3) (please state) _g. State fair (46) „ _h. Chapter delegate to state convention (47) _ J. State band (4B) __ State chorus (49) „ ,k. Attended state convention (50) _ 1. State FFA camp (51) _ m . Leadership or -officer training (52) _ n. Elected to a state office (53) _ o . I did not participate in state activities (54) _ 22. During the past year, I participated in tho following MATIOHAL ACTIVITIES, (check those which apply) a. Attended national convention (55) „ b. Member of national band (56) „ c« Member of national chorus (57)— d . Public speaking (5C) _ e. Judging contest (59) _ (please state) f. FFA agricultural proficiency (60) _ award applicant (pleaso state) g . I did not participate in national activities (61) 23. Tho persons who were most influential in my decision to join the FFA were (check those which apply) 62 63 a. FFA advisor (64) _ , b. FFA member (65) _ c. Older brother (66) _ d . Former FFA member (67) _ e. Friends (6 8 ) _ f. Other high school faculty (69) __ q . Parents (70) „ h . Others (71)._ (please state) End card 2 rBegin card 3 227
-9- For coding < 4 ■ ! . office 24. During the'past year, the most significant, benefit which ! use only received directly as a result of my membership in the FFA was (check only one) a. Learning how to conduct a meeting competently • b« Becoming a responsible citizen c. Developing leadership ' . Id. Becoming a. competent public speaker ' e. Working with people • Meeting and making new friends from other chapters ~g- Meeting other people ■ ■■ r h. Developing self confidence ' • • ■ . .. i. Developing agricultural skills j. Learning about career opportunities in. agriculture k. Being a capable officer in an organization . • 1. Realizing pride in belonging to an organization m . Traveling as an FFA member n. Other ‘ (please state) 25. How much of this benefit do you feel certain you would have received without taking an active part in FFA activities? (check one) a. Not at all . b. Little c . A lot d. Completely 26. Three improvements which I feel are necessary in the FFA are (check only three— please read all before checking any) 3 .4 a* More appropriate activities that will interest all members _b« Fewer activities _c. Meetings held when more members can attend *5 ~6 _d. Activities held when more members can participate e. Opportunity for more members to participate in activities 'f. Opportunity for more members to share in leadership roles 1 ~8 of the chapter _g. More awards and recognition _h. More interested members ^i. More capable advisors j * Change tho image of the FFA from that of a farm youth organization to one with an appeal for all students v/ho have a career objective in agriculture k. Change the name 1« Got rid of the FFA jacket and paraphernalia . m . Other ______(pleaso state)
(Turn to page 10, question 27) « 228
- 10- For coding office 27. The three main factors which influenced my decision to become an use only FFA member were (check only three— -please read all before checking a£!l[) a* Required of all vocational agriculture students 9 10 b» Interested in leadership activities of tho FFA c• My friends were members d« Wanted to participate in FFA activities IT 12 o. My career goal is in agriculture f. An opportunity to work with others q, Special events (such as trips, fairs, tours) 13 14 h» Others ______(pleaso state)
THIS IS THE EKD CF THE QUESTIONNAIRE THANK YOU FCR YOUR COOPERATION APPENDIX G 230
VOCATIONAL AGRICULTURE TEACHER'S • PROCEDURE SHEET This sheet contains instructions for the administration of Form II (Voca tional Agriculture Student Questionnaire) to the junior and senior voca tional agriculture students in your vocational agriculture department* All of the directions which you should announce to the students are enclosed in boxes. The actual time required to administer Form II will cover approx- ‘ . imately 30 minutes* You should allow additional time for tho distribution and collection of the questionnaires and for the reading of the directions to the students. All of the materials necessary for tho administration--of Form II are on the following list with check spaces for your convenience. ( ) 1* These instructions— Vocational Agriculture Teacher’s , Procedure Sheot ( ) 2. Copies of Form II-Vocational Agriculture Student Questionnaire ( ) 3* Several extra pencils— students should be told in advance to have pencils with them When the students have been seated and arfe ready to begin, read the directions which follow, pausing where four dots appear to allow the appropriate amount of time-for the procedure described to be carried out* • ,1s there anyone who does not have a* pencil with an eraser?...* Givo.a pencil to any student who does not have one. Each of you will- be given a Vocational Agriculture Student Questionnaire. When you receive your questionnaire, read the Instructions on the front cover and complete the information requested near the top of tho page. Look Up at mo when you have finished. Do not open the questionnaire until I tell you to do so. Distribute a questionnaire to each .student. When every student has had time to road the instructions *and complete.thd; requested information on the front cover, say: The instructions for answering the questions.are self explanatory. It is Important that you read the instructions carefully for each question. Remember, this is not an examination. Answer each question to tho best of your knowledge. There are questions on the back of each page. Bo sure you do not skip a page or omit a question you should answer. The blank spaces in tho right hand margins are for . coding purposes. Do not write in these spaces. Are .there any questions?.... Answer all questions on procedures, then sayt Mow turn your questionnaire to page 2, Section A. We will all complete Section A to the bottom of page 4. When you have answered question 11, stop. When everyone has completed this section, I will give you instructions for the remaining sections.
(continued of reverse sldo) 231
The tv/o remaining sections in the questionnaire are designed to gather infor mation from vocational agriculture students who are FFA and non-FFA members* ‘ Section B is for the non-FFA student, while Section C is for the FFA member* If you have students in both of these categories, read the instructions in both 1 and 2 below. If you bavo all FFA members in tho class, omit 1 and . road only 2* • 1. For the students who are not FFA members for this school year, answer the questions on page 5 and 6 as directed in Section B* When you have answered those questions, you have completed the . questionnaire. Close the form and wait for the remainder of tho. class to finish. Are there any questions?.... Answer all questions, then says 1. You may now begin answering tho questions in Section B. 2. Students who are presently members of tho FFA will answer the questions in Section C beginning on page 6. You will note that many of the questions refer to your participation in various FFA activities during the past year. This time would refer to the 1969-7.0 school year, not this year. Emphasis is placed upon your participation, not your placing or ranking in activities. In this section,.reference is made to FFA Agricultural Proficiency and Establishment in Farming awards. I will list examples of these awards on the blackboard for your reference. Vlhere you participated in FFA Proficiency and Establ ishnent in Farming awards and judging contests, please write those specific activities in the spaces provided. When questions 16 through 27. are answered, you have completed the questionnaire. Close the form and wait for the remainder of the class to finish. Are there any questions?...* Ansv/dr all questions, then say: 2. You may now begin answering the questions in Section C. A complete listing of FFA Agricultural- Proficiency awards may be found in the, new National FFA publication, Tho Agricultural Proficiency Award Program. The Establishment in Farming awards would include Chapter Star Farmer, State Star Farmer, Star Agribusinossman, and etc. It would be helpful to tho studenti is you would list examples of these awards on the blackboard for- their reference. Vfhen everyone has finished, collect the completed ques tionnaires. Check to make sure you have a questionnaire from each student. Please return the completed forms promptly to: i Richard F. V/olton , . . . Department of Agricultural Education** ■ . ’ • Agricultural Administration Building - The Ohio Stato University ’ - Columbus, Ohio 43210 .... If a student Is absent from class when tho questionnaire is being administered, pleaso list the names of -those students below. ■• * , -3. - - 2. r" 4. .**.:* Return this Procedure Sheet ONLY if students are absent from class. THANK YOU FOR YOUR ASSISTANCE AND COOPERATION APPENDIX H 23 3
&u/((‘ie oj? j d m e l r c a
THE NATIONAL ORGANIZATION FOR STUDENTS OF VOCATIONAL AGRICULTURE tn Coop$ra tUn IWtA OFFICE OF EDUCATION. U. S. DEPARTMENT OF HEALTH. EDUCATION. AND WELFARE • WASHINGTON. D. C. 20202 orrtce or NATIONAL ADVISOR October 30, 1970
Within recent years, a significant trend in the Future Farmers of America has been the decline in FFA membership as a percentage of vocational agriculture enrollment. Enrollment in vocational agriculture is increasing each year; yet the percentage of students in vocational agriculture who become members of the FFA is declining from 8 5 7. in 1965 to 8 3 7. in 1969. It would seem that this phe nomenon has created the need for research efforts to gather data which would be useful to create new chapter programs and increase membership.
A nationwide study of the FFA will scon be undertaken by Dick Welton, Research Associate in the Depi *•;;> f Agricultural Education at The Ohio State Univer sity. The National fit.. _ Directors and the National FFA Officers voted to endorse this research project during their July, 1970, meeting. In addition it has been explained in detail to the State Supervisors at a recent session of their association In Kansas City. The National FFA staff will also be support ing this effort. The purpose of this study will be to investigate various reasons why students of vocational agriculture are not affiliating with the FFA. Vocational agriculture teachers in designated departments throughout the United States, along with their students, will be asked to supply information. .
Your school is one of one hundred and twelve vocational agriculture departments from across the country selected.to participate in this research project. You will receive additional details from Dick Helton within a few days. At that time, an explanation will be made concerning the contribution you and your voca tional agriculture department will make to this study.
He cannot overemphasize the Importance of completing and returning the requested information promptly. Thank you in advance for your continued interest in the improvement of the FFA program.
Sincerely yours,
H. H. Ilunstcker National Advisor Future Farmers of America 234
THE OHIO STATE UNIVERSITY COI.UMDUS, OHIO 13210 COtLPGEXcuifut OP AGJUCCLTVftn t*itTuai‘*~*rtf*r
I am most appreciative to the National Association of Supervisors of Agricul tural Education for allowing me to explain the details of my FFA research pro ject at your meeting in Kansas City in October* I am hopeful the time we spent together will provide us with an understanding of my FFA study. As you will re call, the nature of the study is basically to investigate the reasons why FFA membership enrollment is. declining and to explore possible ways this membership may be expanded. A recent letter from fir. H. II. Hunsicker, National FFA Advisor, to your office explained the intent and purpose of the project. As I explained during the Kansas City meeting, 112 schools from throughout the nation were selected for the study. A list of the school(s) which will represent your state is enclosed. Form I, which is designed to determine vocational agri culture department and FFA chapter attributes was mailed November 6th. Form II will be sent to the Involved schools when they return Form I to me. The second phase will deal v/ith characteristics of selected vocational agriculture students in the respective departments. The time required to complete those forms will be minimal. Both were designed with the busy vocational agriculture teacher in mind. At this time, I am asking you to support and promote this research effort by con tacting each of the participating school(s) in your state with a personal letter. I havo taken the liberty of preparing a form letter which you may use for this pur pose. This letter is enclosed. If you wish to edit in any way, please feel free to do so. Your personal encouragement will be most helpful in assuring a 100 per cent return from the selected school(s) in your state. Provisions havo been made to provide your office with a copy of this study when it is completed early in 1971. You may expect a copy at that time. Thank you for your cooperation and support in promoting this study. Sincerely,
Richard F. Welton Research Associate Department of Agricultural Education RFWtbls Enclosure 235
Divisionor vocational EDUCATION S t a t e o f o h i o
Department of Education «tt su it ornct luittina C o l u m b u s
M AFITIH e s s c x 43213 SUTHIHWHD rK T O r BVHL D. SHOEMAKER runic instruction DIRECTOR
November 16, 1970
Mr. Edwin Kranz Vocational Agriculture Instructor Northeastern High School Routo *6 Springfield, Ohio 45501 Dear Mr. Kranz: Recently you received material concerning a National FFA resoarch project being conducted by Dick Kolton, Research Associate at The Ohio State University, This study wa3 approved by the National FFA Board of Directors and wo in Ohio are familiar with tho pur poses and objectives of the project and urge your full cooperation. No feel that roscarch of this nature*can bo-useful in providing new and moaningful programs and activities for our state associa tion as well as for local chaptors. When you receive corras I and II of this study we urge you to com plete both of them as soon as possible. You will bo making a real contribution to our total Agricultural Education and FFA pro gram on tho local, state, end national lovel. Sincerely,
James E. Dougan Assistant Director Vocational Education AGRICULTURAL EDUCATION JED/sw cc: Richard tfelton 23 6
THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210
COLLEGE OF AGRICULTURE AND HOME ECONOMICS DEPARTMENT OF K ttiirnt t*iirx
November 20, 1970
Dear Vocational Agriculture Teacher* Recently you were asked to complete Form I (Vocational Agriculture Department Questionnaire) of the National FFA Research Project. As of today, your reply has not been received* The initial response has been excellent. However, since tho number of vocational agriculture departments selected to participate in the study is limited, it is extremely impor tant that Form I from your department be included. ■ ■ . In the event that your reply has already been placed in the mail, please disregard this letter* Otherwise, will you return Form I completed as soon as possible? Thank you* Sincerely yours.
Richard F. V/elton Research Associate Department of Agricultural Education RFW :caw 237
THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210
COLLEGE or AGRICULTURE AND HOME ECONOMICS ' DEPARTMENT OF Rttilm l littrumn*—XtirM tk—t.\trm>io* AGRICULTURAL EDUCATION AClltt'ltL'atL A.M IHIIIlltnN U liihko 2120 F ull D u T iuriioxi 411-SJ1I
December 5, 1970
Dear Vocational Agriculture Teacher* Some time ago Form I (Vocational Agriculture Department Questionnaire) of the National FFA Research Project was sent to you for your completion. We havo not yet received your reply. Responses from over eighty per cent of those schools selected to participate have been received. We would certainly like to have the requested information from your vocational agriculture department so it may be included in the study. Enclosed is another copy of Form I in the event the first one has been misplaced. A stamped, self-addressed envelope is also enclosed to facilitate your reply. Thank you. Sincerely yours,
Richard F, Y.'elton Research Associate Department of Agricultural Education RFV/i caw Enclosure 23.8
THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210
COLLEGE OP ACmttJLTURF. AND HOME ECONOMICS DtFAfcrMENT OP AGklCULlURAL F.UUCATIOS
A uicm uiu AtMiitiMMmiiB u i i m c 3129 F lirt Ao«t Ttttfttoaft U2 4 JJ1
December 11, 1970
Dear Vocational Agriculture Teacher: Recently you were asked to complete Form I of the National FFA Research Project* As of today, your reply has not been received* It is essential that we know the extent to which you are willing to cooperate in this project* A post card is enclosed for your convenience to indicate your intentions* Please check the appropriate item and return tho card as soon as possible. -If/e are hopeful that you v/ill remain a part of this nationwide study* Thank you. Sincerely yours,
Richard F, V-'elton Research Associate Department of Agricultural Education RFV/: caw Enclosure APPENDIX I 2 4 0
TABLE 60
PERCENTAGE OF RESPONSES FOR EACH MAILED CONTACT FOR THE VOCATIONAL AGRICULTURE DEPARTMENT . QUESTIONNAIRE (FORM l)
Number Contact of Per Cent Number Nature of Contact Returns ..Returns
Cover letter with 1 instrument 80 73
2 First follow-up letter 17 1C
Second follow-up letter 3 with instrument 9 8
4 Third follow-up letter 3 3
TOTALS 109 100
*
TABLE 61
PERCENTAGE OF RESPONSES TO MAILED VOCATIONAL AGRICULTURE QUESTIONNAIRE (FORM II) FROM SCHOOLS IN EACH REGION
Number -Schools Number of Schools Per Cent Reqion Contacted Responding Returns
Central 33 32 97
North Atlantic 16 14 87
Pacific 16 15 94
Southern 44 44 100
TOTALS 109 105 96 t 241
TABLE 62
PERCENTAGE OF RESPONSES FOR EACH MAILED CONTACT FROM SCHOOLS FOR THE VOCATIONAL AGRICULTURE STUDENT QUESTIONNAIRE (FORM II)
Number Contact of ■ Per Cent Number Nature of Contact Schools Resoondinq Returns
Cover letter with I instruments 45 43
2 First follow-up letter 37 35
3 Second follow-up letter 12 11
4 Third follow-up letter 11 ______U
TOTALS 105 100 242
TABLE 63
NUMBER AND PERCENTAGE OF VOCATIONAL AGRICULTURE STUDENT QUESTIONNAIRES MAILED, RECEIVED, AND ANALYZED FROM THE 105 RESPONDING SCHOOLS IN EACH REGION
Used In Mailed Returned Analysis
Students Students Per Cent Per Reqion Number3 Present Absent" Returned Number Cent
Central 834 713 22 88 696 98
North Atlantic 395 278 7 72 274 99
Pacific 712 605 46 91 545 90
Southern 1691 1295 61 79 1258 97
TOTALS 3632 2891 136 83 2 7 7 3 9 6 *
aEach school received Vocational Agriculture Student Question naires in accordance to the number of junior and senior students indicated on the Vocational Agriculture Department Questionnaire*. b Vocational agriculture teachers indicated on the returned Vocational Agriculture Teachers Procedure Sheet these students were absent, dropped class, or had moved when the instrument was administered*. APPENDIX J 244
THE OHIO STATE UNIVERSITY COLUMBUS, OHIO <3210 c o l u c e op A oicuLiuiea n d d o m e e c o n o m ic* Ktiiictl Ktirtrti— lxinihl DFFAtrMCNT OF ACUCULTUEAL UHJCAtlON A nam rim i A.wimiiiitKn I w i u m 2(20 Fm i l» i T u u m w i O J4JH
December 11, 1970
Dear Vocational Agriculture Teacher* Recently copies of Form II of the Rational FFA Research Project were sent to you for completion by the junior anti senior vocational agri culture students in your department. These copies were sent to you by special fourth class mail, the return envelopes were also stamped for fourth class return, normally fourth class is the most economical means of transporting objective test material* However, events of tho past tv/o days on the national scene have drastically changed the movement of this type of mail. Reference is made to the railroad unions’ strike and the subsequent embargo by the United States Post Offico of all second, third, and fourth class mall. It is essential that Form II be returned as soon as possible. Existing conditions will not permit your immediate return of the questionnaires. Therefore, I am requesting that you return the com pleted copies of Form II by first class mail. This will allow tho forms to move through the Post Office system without delay. There vdll be some difference in postage between the fourth class mailer v/hich you received and the first class postage you add. This difference will bo sent to you in the form of stamps if you so dosiro and Indicate this request to me. In the event you have already placed the forms in the mail, please disregard this letter. If you have not, may I count on you to re turn them by first class mail7 Thank you. I would like to take this opportunity to vdsh you and your vocational agriculture students a blessed Christmas. Sincere wishes for a suc cessful 1971 are also extended. Sincerely yours.
Richard F. Welton Research Associato Department of Agricultural Education RFW *caw 245
THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210 COLLEGE OF ACRICL'LTIIItC AND HOME ECONOMICS DFFARTMENT OF K t t i / n l AG*1CULTW'K-\l"e1)UCA1 trJM A tuH itiv.u A*Mivfin Recently you wore asked to havo the junior and senior students in your vocational agriculture department complete Form II (Vocational Agriculture Student Questionnaire) of the National FFA Research Project. As of today, those forms have not been received. Tho initial response has been excellent. However, since the number of vocational agriculture students selected to parti cipate in this study is limited, it is extremely important that all copies of Form II from your department be included. The information requested from your vocational agriculture students is a supplement to Form I (Vocational Agriculture Department Questionnaire) which you have completed and re turned recently for inclusion in the study. In the event you have already placed these forms in the mail, please disregard this letter* Otherwise, will you return tho completed copies of Form II as soon as possible? Thank you. Best wishes to you and your vocational agriculture students for a successful New Year. Sincerely yours, Richard F. Vfelton Research Associate Department of Agricultural Education RFWtcaw 246 THE OHIO STATE UNIVERSITY COLUMBUS, OHIO 43210 COLLEGE OF AGRICULTURE AND HOME ECONOMICS t t r v i m h l l m j M - k'nrtni —f> / r »i tea : DFPARTMENT OF agricultural e d u c a t io n AUICUIIUIIL A.UIHIlTIITin. Bu'LKHa 2120 fttri Ru»» T u iH is n t4 Z1-CJ2I Somo time ago you received copies of Form II (Vocational Agriculture Student Questionnaire) for the junior and senior students in your vocational agriculture department to complete* As of today* these forms have not been received. Responses from over eighty per cent of the schools who are participating in this study have been received. The information in Form II is essential to supplement Form I which you have completed and returned. It is important that we have the requested information from your vocational agriculture students so it may be included in the study. i If you have already placed these forms in the mail, please disregard this letter. Otherwise, will you return the completed copies of Form II as soon as possible? To speed your response, mark ‘'First Class" on the return mailed. The amount of postage due will be handled when the material arrives at The Chio State.University. Thank you for your prompt attention and return* j • • Sincerely y Richard F, Welton Research Associate Department if Agricultural Education i RFW *caw ' I i 2 4 7 THE OHIO STATE UNIVERSITY COLUMDUS, OHIO 43210 COilfCE OP ACKIOJLTUJtF. ANO II0ME ECONOMIC! DEPARTMENT OP U tiitm t biMHIiti-biwii-Ciimlu AGRICULTURAL EDUCATION AMICUMVMt A.HIIUimtlOH ButtHKa 2110 F o il Rat* Tltl/Ilaxt ill-M I Some time ago Mr. VJm, Paul Gray, National Executive Secretary of the FFA, requested that I forward to you and your office copies of Form I and Form II of the National FFA Research Project. Copies of these forms are enclosed. The response from state supervisors from throughout the country was such that Mr. Gray wanted each of you to have these personal copies for your examina tion. There has been some delay in fulfilling this request. The reason for the time lapse has been to allow ample time for returns from the study to reach me and thus provide you with a progress report on the study. This brief report follows. The initial mailing of Form I to the 112 selected vocational agriculture departments was made on November 5, 1970. From that time to the present, 104 schools have responded. This represents over a 90 per cent return from the schools on Form I. When copies of Form I were returned to me, sufficient copies of Form II wore immediately sent bad: to the teacher for all the junior and senior vocational agriculture students in that department to complete. To date, returns have been received from 76 of the 104 schools who are par ticipating. This represents over a 70 per cent return rate on Form II. Tho response and cooperation on the part of the selected schools has been excellent. No doubt one reason for this splendid attitude is tho letter you sent for me to the selected schools in your state. For this assistance I am grateful. Once again I am asking you for assistance in promoting the' study. Will you please contact the school or schools in your state who have not returned Form II by sending a personal letter? I have enclosed a form letter which you may use for this purpose. A list of the schools who need to be contacted is attached to the form letter. Please feel free to edit any way you wish. Your personal encouragement will again be most helpful In assuring a 100 per cent return from your state. As I indicated in'a letter earlier, provisions have been made with the National FFA Doard of Directors to provide your office with copies of this study. You may expect these copies by early summer when tho study is.com-. pleted. Thank you again for your cooperation and support in promoting this study* . * Sincerely yours. Richard F. Welton Research Associate Department of Agricultural Education RFWscaw Enclosures FOR/4 LETTER (to be sent to vocational agriculture depart ments in your state who have not returned Form II) The National FFA Research Project being conducted by Dick V/olton of The Ohio State University is moving into its • final stages. Nationally, the response from the partici pating vocational agriculture departments has been tremen dous. Over seventy per cent of tho schools participating in the project have returned completed copies of the Vocational Agriculture Student Questionnaire (Form II)* However, Mr. V/elton indicates that he has not received these forms from your department* We are hoping for one hundred per cent cooperation from all the schools in (your state) who are involved in this project. V/o feel that it is important for our state to be fully represented in this nationwide effort. t In case you have already returned these forms, please dis regard this letter. If not, I am confident that we can count on you to send the completed copies of Form II to Mr. V/olton right away. Thank you for your continued cooperation. Sincerely yours, State Supervisor Agricultural Education 249 THE OHIO STATE UNIVERSITY . .. COLUMBUS, OHIO -13210 COLLEGE OF AGRIOILTUIF. AND HOME ECONOMICS . DFrARTMENT OF ttu d rtl Iwilrtttlium— AGRICULTURAL EDUCATION AtllCUltVUl A.m .llrM IlOH BVIIUHU lit) F ull Ro»» IiH M m i 41Z-6J21 January 5, 1971 Dear State Supervisor* Some time ago Mr* V/m. Paul Gray, National Executive Secretary of the FFA, requested that I forward to you and your office copies of Form I and Form II of the National FFA Research Project. Copies of these forms are enclosed* The response from state supervisors from throughout the country was such that Llr. Grjiy‘V’anted each of you to have these personal copies for your examina tion. There has been some delay in fulfilling this request. Tho reason for the time lapse has been to allow ample time for returns from the study to reach me and thus provide you with a progress report on the study. This brief report follows. The initial mailing of Form I to the 112 selected vocational agriculture departments was made on November 5, 1970. From that time to the present, 104 schools have responded, This represents over a 90 per cent return from the.schools on Form I. When copies of Form I were returned to me, sufficient copies of Form II were immediately sent back to the teacher for all the junior and senior vocational agriculture students in that department to complete. To date-, returns have been received from 76 of the 104 schools who are par ticipating. This represents over a 70 per cent return rate on Form II. The response and cooperation on tho part of the selected schools has been excellent. No doubt one reason for this splendid attitude is the letter you sent for me to the selected schools in your state* For this assistance I am grateful* As I indicated in a letter earlier, provisions have boon made with the National FFA Board of Directors to provide your office with copies of this study. You may expect these copies by early summer when the study is com pleted. Thank you again for your cooperation and support in promoting this study. Sincerely yours, Richard F. Welton Research Associate Department of Agricultural Education RFW scaw Enclosures 250 _*■ i O - * ; t V v THE NATIONAL ORGANIZATION FOR GTUOEMTS OF VOCATION At, AORICUI-TUnS / a Coopttathn W<(K OFFICE OF EDUCATION. U. S. DEPARTMENT OK HEALTH. EDUCATION. AND WELFARE • WASHINGTON, D. C. 20202 O F F IC E O F NATIONAL ADVISOR January 26, 1971 Mr. J. M. Campbell Statu Supervisor, Agricultural Education Stntn Roard of Kducafcion Richnoud, Virginia 23216 Dear Mr. Cannbellr You ara aware of tho ITA study being conducted by P.lcbard P. Vclton, Research Aaooclnto at Ohio State TJnivaraity. Mr. Welton has Informed uo that tho study In proareaainR very well and ha In hopeful of having all the data in by tho end of January, eo that ho night begin writing tho report. Mr. Welton hon advised ua that the junior and senior voca tional agriculture students have not completed the question naires frots tho following school in your State. Uo hao stated that ebout ninety percent of tha schools participating have returned Form II. If you can be of assistance to Hr. Welton in getting theno completed quentiorwairco to hiia ltrmadlately, it would bo appreciated. Mr. Hotnor Hall Vocational Agriculture Instructor Slue Ridge High School Ararat, Virginia 26053 Sincerely youra. H. N. Kunnickcr Notional Advisor ruturo Varccro of Auusrica ccr Mr. Hall Mr. Welton APPENDIX K 252 THE OHIO STATE UNIVERSITY COLUMJ1US, OHIO 43210 coiX Eceor AcmcuLTUBRa n d h o m e e c o n o m ic s DEBASEMENT OF AGKICULTUKAL FDCCATION AoKWHnU AMUHlirUTNK BolLtlDt 1U0 Fur* l« l T u u m i 1U-63M February 19, 1971 Dear Vocational Agriculture Teacher* Your cooperation in returning Form I and Form II of the National FFA Research Study is greatly appreciated* The interest which you and the other participating vocational agriculture teachers have exhibited is an indication of the concern we all share for the Future Farmers of America* You may be interested in knowing that over '95 per cent of the schools selected for the study cooperated fully by returning the requested information. This data is now being compiled for final reporting by early summer* You may expect a copy of the study abstract by that time. On behalf of the National FFA Board of Directors* National FFA Office, your state office, and myself, I extend to you a sincere and hearty thank you. Best wishes for continued success to you and your students in the FFA and vocational agriculture. Sincerely yours, Richard F. Welton Research Associate Department of Agricultural Education RFWscaw APPENDIX L 25 4 CATEGORIES WITH HIGHEST PERCENTAGES OF TEACHERS* OPINIONS CONCERNING MAJOR CHANGES NEEDED IN FFA TO ATTRACT MORE STUDENTS A* Contests and awards: Teacher Responses Frequency More and better contests and awards 4 Restudy contests and awards program 2 More careful evaluation of awards program 2 Up-date activities 2 Better awards for urban students 1 More competition in ornamental horticulture Projects for urban students Contest revision more meaningful Expand foundation awards More individual recognition and awards Increase number of contests on all levels Provide national awards in areas other than production agriculture Revision of state and national contests More contests for freshmen Offer scholarships Have two Star Farmers per area More chapter chains More recreational activities Less parliamentary procedure Recognize chapters with 100 per cent membership 255 Teacher Responses Frequency More competition between chapters 1 Provide working activities for all students 1 More stock show participation 1 State fair participation 1 More leadership training 1 More leadership competition betweenchapters 1 More local leadership workshops 1 Keep members busy 1 More educational programs 1 Community improvement contests going tonational level 1 Required project, record books 1 Require projects 1 Furnish planned program 1 B. Image of the FFA* Teacher Responses * Frequency Improve image 3 Change name to accomodateagribusiness 3 Emphasize FFA not words 2 Less emphasis on farming 2 Change FFA name 1 Change attitude 1 FFA is not just for farmers but for urban and rural students and male and female students 1 I 256 Teacher Responses Frequency De-emphasize farm youth organization 1 More realistic view of agriculture X Students in natural resources resent being called farmers 1 Emphasis on agribusiness and agricultural related occupations 1 C* Public relations* Teacher Responses Frequency More year around publicity on state and national levels 4 Improve relations with other groups 2 More public relations among FFA chapters Recognition and comment in news media Respect by state and national leaders Infoim senators Invite public to FFA activities Local publicity for all outstanding achievements More advertisements on importance of agriculture More local support D* Modifications* Teacher Responses Frequency Be more modern 4 Revise and/or change FFA Creed 3 Modernize dress 1 Modernize ceremonies 1 Modernize and change FFA emblem 1 t 2 5 7 Teacher Responses Frequency Up-date FFA Manual 1 Up-date rituals inFFA Manual 1 Involve word science 1 Change program to fit all 1 I APPENDIX M 258 9 25 9 TABLE 64 MEAN PARTICIPATION SCORE FOR GEOGRAPHIC LOCATION OF HIGH SCHOOL Participation Score Number of Geographic Location Schools Mean SD Rural area 47 12.95 4.65 Residential suburb 4 18.55 8.45 Small town (5,000 or less) 29 12.62 4.95 City of 5,000 to 50,000 15 13.57 3.24 Residential area of large city (over 50,000) 3 13.59 3.29 F = 1*45; P <.225 260 TABLE 65 MEAN PARTICIPATION SCORE FOR NUMBER CF TEACHERS IN DEPARTMENT Participation Score Number Number of of Teachers Schools Mean SD 1 71 13.40 4.49 2 19 12.45 5.99 3 5 10.77 4.48 4 3 13.99 5.10 5 1 * 16.80 F = 0.62; P ^ .65 TABLE 66 MEAN PARTICIPATION SCORE FOR WHEN CHAPTER WAS CHARTERED Participation Score Number When Chapter of Chartered Schools Mean SD Within past two years 2 9.86 3.08 * Two to five years ago 6 14.06 5.87 Five to ten years ago 6 9.99 2.83 Ten years or more ago 79 13.43 4.89 Don't know 6 12.62 3.61 F = 1.025; P < .399 APPENDIX N 262 TABLE 67 MEAN PARTICIPATION SCORE FOR NUMBER OF COURSE OFFERINGS IN VOCATIONAL AGRICULTURE DEPARTMENTS Participation score Number ______Number of of Courses Offered Schools Mean _ _ . . SD 1 11 12.53 3.98 2 14 13.96 3.67 3 20 13.85 6.73 4 19 14.30 5.44 5 17 11.73 3.43 6 14 12.04 3.91 7 4 13.04 3.35 8 1 12.27 F = - .619; P <.739 263 TABLE 68 MEAN PARTICIPATION SCORE FOR NUMBER OF CHAPTERS IN DEPARTMENT Participation Score Number Number of of Chapters Schools Mean SD 1 93 13.23 4.87 2 5 12.99 1.79 3 1 13.60 4 1 5.82 F = .797; P <*499 TABLE 69 MEAN PARTICIPATION SCORE FOR NUMBER OF CHAPTER MEETINGS MONTHLY Participation Score Number Number of Meetings of Monthly Schools Mean SD 1 70 12.54 4.36 2 26 14.30 5.71 3 1 19.00 4 2 14.79 1.68 F a 1.733* P <.165 264 TABLE 70 MEAN PARTICIPATION SCORE FOR OPERATING ACCORDING TO WRITTEN CONSTITUTIONS AND BY-LAWS IN HARMONY WITH STATE AND NATIONAL CONSTITUTIONS Participation Score Operate Number According to of Written Constitution Schools Mean SD Yes 95 13.24 4.82 No 5 10.83 3*69 F = *968; P <*328 TABLE 71 MEAN PARTICIPATION SCORE FOR CHAPTER POLICY REGARDING VOCATIONAL AGRICULTURE STUDENTS’ MEMBERSHIP IN FFA Participation Score Chapter Policy Number Regarding 4 of Membership Schools Mean SD Voluntary 77 13*47 5.08 Required 22 11.97 3.44 F = 1*685; P <*197 265 TABLE 72 MEAN PARTICIPATION SCORE FOR NUMBER OF REQUIREMENTS FOR ACTIVE MEMBERSHIP Participation Score Number of ‘ Number Requirements of for Membershio Schools Mean SD 1 3 9.96 .53 2 6 12.18 2.87 3 19 11.91. 3.60 4 23 14.05 5.66 5 23 13.24 5.12 6 16 12.64 4.83 7 9 15.89 4.35 8 1 12.25 # F = .987; P <*446 TABLE 73 MEAN PARTICIPATION SCORE FOR WRITTEN PROGRAM OF ACTIVITIES Participation Score Program of Number Activities of Written Schools Mean SD Yes 95 13.30 4.71 No 4 10.47 6.09 F = 1*363; P < * 2 4 6 266 TABLE 74 MEAN PARTICIPATION SCORE FOR AVAILABILITY OF PROG RAJA OF ACTIVITIES TO STUDENTS Participation Score Availability Number of Program of of Activities Schools Mean SD Reference copies only 38 12.64 4.85 All members have copy 48 14.28 4.77 F *= 2.462; P < • 12 TABLE 75 MEAN PARTICIPATION SCORE FOR LAST REVISION CF PROGRAM OF ACTIVITIES • Participation Score Last Revision Number of Program of of Activities Schools Mean SD This year (1970) 83 13.42 4.97 Last year (1969) 6 12.70 2.41 Within past two years (1968-1969) 2 14.21 1.60 More than two years ago 4 11.04 5.88 Don't know • 5 7.94 1.03 F = .8681 P < . 486 267 TABLE 76 MEAN PARTICIPATION SCORE FOR NUMBER OF ACTIVITIES COMPARED TO THREE YEARS AGO Number 1970-1971 Activities Participation Score Compared to Number of Number Activities Three of Years Aero Schools Mean SD Fewer 3 17.38 13.19 About the same 53 12.81 4.58 More 35 13.73 4.06 Don't know e 11.78 4.53 F = 1.279; P <.286 . • TABLE 77 MEAN PARTICIPATION SCORE FOR PERCENTAGE OF MEMBERSHIP INVOLVED IN PLANNING PROGRAM OF ACTIVITIES Participation Score Percentage of Membership Number Involved in Planning of Prooram of Activities Schools Mean SD 5# to 19# 32 11.49 4.88 20# to 34# 18 14.74 4.97 35# to 49# 4 14.13 2.35 50# or more 45 13.70 4.53 F = 2,305; P <.082 268 TABLE 78 MEAN PARTICIPATION SCORE FOR EXTENT MEMBERS RECEIVE RECOGNITION ACCORDING TO PARTICIPATION IN ACTIVITIES Participation Score Extent Members Receive Number Recognition According of to Particioation Schools Mean SD Little 20 11.01 3.15 A lot 57 13.72 4.65 Completely 23 13.57 5.79 F = 2.587} P <.08 APPENDIX 0 270 TABLE 79 MEAN SOCIO-ECONOMIC STATUS SCORE FOR VOCATIONAL AGRICULTURE STUDENTS IN EACH REGION (n = 1544) Socio-economic Status Score Number of Reqion Students Mean SD North Atlantic 145 25.59 5.73 Pacific 216 25.08 5.49 Central 492 24.63 5.03 Southern 691 13.82 11.90 TABLE 80 MEAN PARTICIPATION FOR FFA MEMBERS IN EACH REGION (n = 1544) FFA Participation Score Number of Region Students Mean SD Pacific 216 15.61 10.97 North Atlantic 145 15.28 12.89 Central 492 13.43 10.12 Southern 691 7.62 8.23 BIBLIOGRAPHY 271 . 272 BIBLIOGRAPHY Public Documents U.S* Bureau of Census* Methodology of Scores of Socioeconomic Status* Washington, D.C.* Government Printing Office, I960* • U.S. Department of Agriculture* Age of Transition-Rural Youth in a Changing Society. Agricultural Handbook 347, Washington, D.C.* Government Printing Office, 1969* U.S* Department of Health, Education, and Welfare, Office of Education* Part 104-Administration of Vocational Education* Federal Allotments to States* Federal Register, August 28, 1964* U.S. Department of Health, Education, and Welfare, Office of Education. Vocational and Technical Education; Annual Report* Washington* U.S* Government Printing Office, 1960, 63, 65-69* Books MricultureJTeachers Directory and Handbook* Montgomery, Alabama* 3042 Overlook, 1970. Bender, R* E*f Clark, R. M.j and Taylor, R. E.j The FFA and You* Danville, 111** interstate, 1962. " Best, John W* Research in Education. Englewood Cliffs, N.J.* Prentice- Hall, Inc., 1959* BMPs Biomedical Computer Program* ed* by W. J. Dixon, Los Angeles* University of California, School of Medicine, 1965. Coleman, James S* Equality of Educational Opportunity. Washington, D.C.* Government Printing Office, 1966. Downie, N. M«, and Heath, R« W* Basic Statistical Methods* New York* Harper and Row, 1959* Edwards, Ailen L* Statistical Methods* New York* Holt, Rinehart and Winston, Inc., 1967* 273 Gardner, John W* Self "Renewal a The Individual and the Innovative Society* New York* Harper and Row, 1964* Glass, Gene, and Stanley, Julian* Statistical Methods In Education ancj Psychology. Englewood Cliffs, N*J.i Prentice-Hall, Inc*, 1970* Kerlinger, Fred N* Foundations of Behavorial Research* New York* Holt, Rinehart and Winston, Inc., 1964* Miller, Delbert C* Handbook of Research Design and Social Measurement* New York* David McKay Company, Inc*, 1970* Official Manual for Future Farmers of America* Alexandria, Va., 1969* Phipps, Lloyd J* Handbook on Agricultural Education in Public Schools* Danville, 111** Interstate Printers and Publishers, 1966. Reiss, Albert J., Jr* Occupations and Social Status* New YorktThe Free Press, 1965* Sower, Cristopher, et al* Community Involvements The Webs of Formal and Informal Ties Make for Action* Glencoe, Ill*s The Free Press, 1957. Tannenbaum, Arnold S*, and Kahn, Robert* Participation in Union Locals. Evanston, lilt Row, Peterson and Company, 1958. The FFA at 25. Minneapolis: General Mills, 1956. Van Dalen, Deobold B* Understanding Educational Research. New Yorkt McGraw Hill, 1962. Venn, Grant. Man* Education and Work? Po3t"secondarv Vocational and Technical Education. Washington, D*C* t American Council on Education, 1968. Wall, Stanley. A More Effective FFA. Danville, Ill.t Interstate, 1960. Warner, Lloyd W.j Meeker, Marchis; and Eells, Kenneth. Social Class in America* Chicago* Science Research Associates, 1949. Warran, Ronald F. The Community in America. Chicago* Rand McNally, 1963. 274 Published Reports Everson* Norman O# "Factors Affecting Participation in Voluntary Organizations by Rural Youth of Differential Socio-Economic Status Levels#" Part II: Wisconsin Cooperative Extension Servicei 1966, (Mimeographed#) Hemp, Paul E# An Analysis and Appraisal of FFA and Vocational Agriculture Contests and Awards Program in Illinois# College of Education, University of Illinois, 1961# Kreitlow, Burton, and Lidster, Echo# Who Joins 4-H Clubs? Part 2# Research Bulletin 254, University of Wisconsin, 1964# National Seminar to Improve the Use of Youth Organizations in Vocational Education as Teaching Devices# George Foster, chairman, University of Kentucky, Lexington, 1967# Warner, Keith V/# Membership Participation in Voluntary Organizations# Research Bulletin 263, Madison, Wise: University of Wisconsin, 1965# Warran, James W#, Jr# "Involvement of Disadvantaged Students in Vocational Youth Organizations," National Seminar of Youth Organizations# University of Kentucky, 1967# , Williams, David L#, and Hull, William L# Personal and Situational Variables Which Inhibit or Stimulate the Adaption of Agricultural Occupations Curricula as an Innovation in Vocational Agriculture by Institute Participants# Stillwater, Oklahoma: The Oklahoma State University, Research Foundation, 1968# Woodin, Ralph J# Supply and Demand for Teachers of Vocational Agriculture in 1970# Columbus, Chiot The Ohio State University, Department of Agricultural Education, 1970# Proceedings Gray, Wm# Paul# 1968 National FFA Convention Proceedings# Kansas City, Missouri, 1968# National FFA Convention# Proceedings of Thirty-ninth Meeting# Kansas City, Missouri, 1966# « 275 National FFA Convention* Proceedings of Forty-second Meeting* Kansas City, Missouri, 1969* Nixon, Richard M* Forty-second National FFA Convention Proceedings* Kansas City, Missouri, 1969* Articles in Journals and Magazines Beal, George M* "Additional Hypotheses in Participation Research*" Rural Sociology* 21 (September-December, 1956), 249-256* Bender, Ralph E* "FFA Has Been Effective-But Change is Necessary*" Agricultural Education Magazine* March, 1969, p* 204* Bender, Ralph E* "Youth Organizations A significant Part of Vocational Education*" American Vocational Association Journal* (March, 1964), 6* Berg, Gordon t* "It's Time To Change the FFA*" Agricultural Education Magazine* October, 1964, pp* 92-93* Black, Therel R* "Formal Social Participationj Method and Theory*" Rural Sociology* XII (March, 1951), 61-64* Boyd, Joe Dan* "They're Out to Revamp Vo-Ag*" Farm Journal* (December, 1969), 26-27, 32. Chapin, F* Stuart. "A Quantitative Scale for Rating the Home and Social Environment*" Journal of Educational Psychology* XIX*2 (February, 1928), 100-101. Chapin, F* Stuart* "Social Participation and Intelligence*" American Sociological Review* 4:2 (April, 1939), 158* Clanin, E. E. "FFA-Synonymous or Contributory?" Agricultural Education Magazine. December, 1954, p* 123* Cromer, C. A* "New Horizons for the FFA." Agricultural Education Magazine* October, 1964, p. 98* Gray, Vta* Paul* "National Trends in FFA Activities." Agricultural Education Magazine* January, 1963, p* 133* Hunsicker, H. N* Between Issues* Alexandria, Virginia* The National Future Farmer* November, 1967* I 276 Hunsicker, H. N. "FFA-A Look to the Future*11 Agricultural Education Magazine* March, 1969, pp* 205-206* Hunsicker, H. N* "The Fanners of the Future*" American Education* 2i2 (February, 1966), 20* Juergenson, E. M* "The Job of the Teacher Educator*11 Teacher Education in Agriculture* Danville, 111** Interstate, 1967* Kantner, Earl F* "New Horizons for FFA*" Agricultural Education Magazine* March, 1969, pp* 212-213* Kantner, Earl F*, and Bender, Ralph E* "The FFA in a Changing Vo-Ag Program*" Agricultural Education Magazine* May, 1967, pp* 246-248* Krebs, Alfred H* "The FFA on Trial*" Agricultural Education Magazine* October, 1964, pp* 85, 99* Manley, Fred W* "The FFA Objectives-For '28, *38 or *68?" Agricultural Education Magazine* May, 1967, pp* 250-252# Minear, Leon P* "An Educator's View of FFA*" The National Future ’ Fanner* August-September, 1969* Montgomery, R* W* "Youth Organizations and Awards to Youth in Vocational Education*" American Vocational Education Journal* (March, 1964), 5* Russell, Earl* "A New Student Organization for High School Students*" Agricultural Education Magazine* March, 1969, p* 218* Russell, Earl* "Reactions to a Proposal to Change FFA*"Agricultural Education Magazine* September, 1970, pp* 68-69* Scarborough, Cayce* "Model T? Model A? V-8? Thunderbird?" Agricultural Education Magazine* May, 1967, pp* 243-244* "Three Cheers for the Boys in Blue*" Farm Journal* (February, 1970), 106* Waimbrod, J* Robert* "Do We Need Another National Student Organization?" Agricultural Education Magazine* March, 1969, p* 204* Warner, Keith V/. "Attendance and Division of Labor in Voluntary Associations*" Rural Sociology, 29:4 (December, 1964), 397* Warner, Keith W*, and Heffeiman, William D* "The Benefit-Participation Contingency in Voluntary Farm Organizations*" Rural Sociology* 32*2 (June, 1967), 139-140. 277 Article in an Encyclopedia Harris, Chester W*, ed* Encyclopedia of Educational Research* 3rd ed* New Yorks The MacMillan Co*, I960* Monroe* Walter S*, ed. Encyclopedia of Educational Research* Revised ed* Now York: The MacMillan Go*, 1952* Unpublished Materials De Lauder, Robert S* "Factors Associated With Membership and Non-membership in FFA of Maryland Vocational Agriculture Students*" Unpublished master's thesis. University of Maryland, 1969* Everson, Norman- 0. "Factors Affecting Participation in Voluntary Organizations by Rural Youth of Differential Socio-Economic Status Levels*" Unpublished Ph*D* dissertation, University of Wisconsin, 1966* Kantner, Earl F* "Adapting the FFA to a Changing Program of Vocational Education*” Unpublished Ph*D* dissertation, The Ohio State University, 1965* Poor, David, and Rosenbloo’d, Loxne* "Multivariate Analysis of Variance*11 The Ohio State University: Social Psychology Laboratory, 1970* Selland, Larry G* "Factors Associated With Membership and Non-membership in FFA of Michigan Vocational Agriculture Students*" Unpublished master's thesis, University of Maryland, 1968* State Board for Community Colleges and Occupational Education* Colorado State Plan* Denver, 1969* Total Active Membership by Years* Alexandria, Virginia* The National FFA Center, 1970* (Mimeographed*) Vog, Wallace M* "Factors Associated With Membership and Non-Membership in FFA of Vocational Agriculture Students in Oregon*" Unpublished master's thesis, University of Maryland, 1968*