|
Research
Studies Specific to 4-H
Affecting
Environmental Attitudes through Camping
Description:
This 4-H study examines attitude changes as results of camping
experiences.
Authors:
Clinton L. Shepard and Larry R. Speelman
Year Published:
Not listed
Findings:
1.There is a relationship between
program length and conservation attitude development;
2. An initial acclimation period for urban campers is desirable before
implementing conceptual activities; and,
3. There is a greater opportunity to develop positive conservation
attitudes in first-time campers.
To get a copy of the study results: See:
Shepard, Clinton L. and Speelman Larry R. Affecting Environmental
Attitudes Through Outdoor Camping. The Journal of Environmental
Education. A 4-H study.
Assessing
Leadership Life Skills Gained Through 4-H
Description: The
goal of the study was to determine whether 4-Hers gain leadership skills
through 4-H activities and examine which skills are developed. 125 youth
responded.
Year Published:
1998
Authors:
Charlie Clark, Carol Wilcoxen, Cheryl Geitner, Dianne White, Sarah
Anderson, Diane Baker, Illinois Extension Service
Findings:
69 to 86 % gained moderate to much
leadership skills during their involvement in a 4-H Club.
45 to 49% improved much of their leadership skills in getting along with
others, having a friendly personality, respecting others and setting
goals.
45 to 61% improved moderately in determining needs, using information to
solve problems, showing responsible attitudes, and being tactful.
40 to 44% improved much of their skills in trusting other people and using
logical thinking.
40 to 44% improved their skills in considering alternatives, solving
problems, considering input from all group members, being flexible,
selecting alternatives, handling mistakes, listening effectively, having
positive self-concept, clarifying values, and having good manners.
50% obtained leadership skills from animal projects, 11% from arts, 8%
from special events and the remainder obtained leadership skills from
other activities such as child care, safety and citizenship.
To get a copy of study results: Contact
any of the authors.
4-H
Youth Voice Survey
Description:
The
National 4-H Youth Directions Council conducted the study. 440 youth
staff, and program leaders from 44 states responded to a survey examining
youth voices within the 4-H system.
Year Published:
2000
Authors:
National 4-H Youth Directions Council team
Findings:
76% of
youth ages 18 and under have input in fair board issues.
62% of counties have a youth council.
45% of youth play an active role in planning and leading state events and
programs.
19% of youth have an equal voice in state advisory boards.
18% of youth are involved in the selection process for 4-H staff.
6% of youth have a voice in the selection process of state 4-H staff and
faculty.
To get a copy of study results: Check
http://www.fourhcouncil.edu
National
4-H Impact Assessment
Description:
A
national survey of 1300 youth and 195 adults associated with 4-H Youth
Development Programs examined perceptions about the benefits of 4-H.
Authors:
University of Arizona Cooperative Extension provided leadership to this
multi-state effort.
Year Published:
Preliminary results in 2000, more comprehensive results became available
in 2001
To get a copy of the study results:
Check online at: http://ag.arizona.edu/icyf/evaluation/4himpact.htm
The
Cornell Study
Description:
A
two-year, multi-method study by Cornell Cooperative Extension on the
impact of 4-H club membership. Fifty counties resulting in 3198 youth
respondents.
Year Published: 1999
Authors:
June Mead, Eunice Rodriguez, Thomas Hirschl, & Stephen Gogan, Cornell
Cooperative Extension.
Findings: Controlling
for the influences of age, gender, family structure, and father=s
education, comparisons were made of all Search Institute survey
respondents who did and did not participate in other clubs with youth in
4-H clubs. 4-H club youth in New York scored higher than both the Search
Institute's
youth with club participation and without club participation on all
(significantly higher on most) developmental assets tested including:
educational aspiration, achievement motivation, desire to help others,
school grades, self-esteem, decision-making, having a value system,
interaction with adults, and ability to make friends.
To get a copy of the study report: Visit
the Cornell
Study online. Scroll down the page and click on 4-H Club study in
html or ms-word files to read more about this study with New York youth.
The
4-H Great Lakes Natural Resources Camp Study
Description:
This particular study is a follow-up on the original study of the same
name.
Authors:
Murari Suvedi and Shari L. Dann
Year Published:
1992
Findings:
The camp increased participants'
level of awareness of environmental problems, interest in the outdoors,
developed leadership skills and influenced career decisions.
To obtain a copy of the study results:
See: Suvedi, Murari and Dann, Shari
L. The 4-H Great Lakes Natural Resources Camp: A Follow-up Study.
AEE Center for Evaluative Studies. 1992.
The
Montana Study
Description:
A statewide study conducted in 21 randomly selected counties with
approximately 2,500 fifth, seventh and ninth grade youth to examine
benefits of 4-H (out of school activities).
Year Published:
2001
Authors:
Kirk Astroth and George Haynes of Montana State University.
Findings: Be
looked up to as role models by other kids
Help
others in the community
Also,
4-H youth reported that they are less likely than other youth to:
Shoplift
or steal
Use illegal drugs of any kind to get high
Ride in a car with someone who has been drinking
Smoke cigarettes
Damage property for the fun of it
Skip school or cut class without permission
To get a copy of the study report:
Read the press
release (html) or the
report (pdf file).
Nebraska
Public Speaking Study
This study of former 4-H members showed that past 4-H participants valued
the public speaking skills they learned in 4-H.
To get a copy of the study report: Visit
their website (pdf file).
The
Texas 4-H Impact Assessment
Description:.A
study conducted in 1999, with 52 counties and 1,313 youth respondents,
examined the impact that Texas 4-H has on its youth participants. Of the
1,313 youth participating in the study, 545 were community club members.
Forty percent of the respondents reside in a non-rural
setting.
Year Published: 2000
Authors:.Texas
4-H Youth Research Unit, Texas Agricultural Extension Service
Findings:.
88%
indicated that 4-H teaches them to work out differences peacefully
86% indicated that 4-H has taught them problem-solving skills
89% indicated that 4-H has taught them decision-making skills
91% indicated that 4-H has helped teach them how to develop a plan to
reach their goals
94% felt that 4-H has helped them accept differences in others
91% felt that 4-H helped teach them skills to be a leader
To
get a copy of the complete study results:
The report
is online as a pdf
file.
|
|
Research
Studies on the Outcomes and Impacts of Youth Programs Similar to 4-H
An
Environmental Education Survey
Description:
Educators in the field of Environmental Education within the University of
Illinois Cooperative Extension Service were surveyed to produce these
findings, among others.
Authors:
N. J. Smith-Sebasto
Year Published:
1998
Findings: 88.2%
of the surveyed environmental educators perceived that their programming
contributed to the development of environmentally literate citizens.
To get a copy of the study results:
See: Smith-Sebasto, N.J. Environmental Education in the University of
Illinois Cooperative Extension Service: An Educator Survey. The
Journal of Environmental Education, 1998, Vol. 29, No. 2, 21-30
.
A
Study on Camping
Description:
A
study on the benefits of camping on youth.
Authors:
James C. Stone
Year Published:
1986
Findings:
Campers made a statistically significant gain overall, and increases in
the following characteristics:
Responsibility.
Skill in being accountable for one's
own behavior.
Decision Making. Skill in thinking
for one self.
Self-concept. Skill
in getting along with others.
Interpersonal Relations.
Skill in making friends and being accepted.
Citizenship.
Skill in respecting the rights of
others.
Environmental concern.
Skill in appreciating one=s
natural surroundings.
To get a copy of the study results: Not
Provided
Note:
Even though this study is dated, the results continue to be
validated in other studies and this study is viewed by some as the original
source.
Building
Vibrant Youth Groups
Description:
The author studied two research questions:
Why are some youth groups more effective than others?
What are the distinguishing characteristics of highly effective
youth groups? Five youth
groups were studied for a total of 163 youth.
Authors:
Kirk Astroth, Montana State University
Year Published:
1996
Findings:
Vibrant youth groups have ten essential characteristics. Vibrant youth groups:
Concerned with weaning, not winning (i.e. help youth have ownership of the
group)
Change how they do things, but not what they do (i.e. firm yet flexible)
Work hard and play hard
Empower young people (i.e. authorize, delegate meaningful
responsibilities)
Communicate with and listen to young people
Balance chaos with rigidity (i.e. can change with and respond to changing
times and circumstances)
Affirm and support one another
Use mentoring system to socialize newcomers into the club
Value and practice service to others
Take time for training
Recognize that the whole is greater that the sum of its parts (i.e. each
individual brings skills, talents, etc. to work together to achieve the
larger goal of the group)
To get a copy of the study results:
Contact the author at Montana State University, 210 Taylor Hall, Bozeman,
MT 59717-0358
Moral
and Ego Development Study
Description:
This study was intended to serve as a program evaluation checklist for
peer-helping activities.
Authors:
N. A. Sprinthall
Year Published:
written 1997
Findings:
Programs that effectively demonstrate impact on the moral and ego
development of participants have five common elements. Young people who
take leadership in helping/service programs benefit greatly when these
five conditions are present. The five elements are:
1.
Role-taking experience in real-life helping.
2.
Guided reflection
3.
Continuity
4.
Balance of reflection and activity
5.
Blend of support and challenge for the young people involved
To
get a copy of the study results:
Unpublished.
Study
of Community Youth Programs
Description:
The authors studied community youth programs offering developmentally
appropriate adult monitored activities.
Authors:
S.B. Heath and M.W. McLaughlin
Year Published:
1991
Findings:
The successful organizations had these things in common:
A
positive hopeful vision of the future.
A clear, focused mission.
A dedicated staff who value youth and are dedicated to their success.
An identification not linked to social institutions or social problems
(i.e. an after-school or pregnancy prevention program).
They provide diverse opportunities for activities, varied rhythms of work
and play, opportunities to value different talents and ages, and
approaches that are firm and flexible.
They create a sense that members belong to an intimate group.
They give power to young people rather than treat them like infants.
They have clear goals and rules of membership.
Their range of developmentally appropriate activities are overseen by
consistent and reliable adults who send the message that everyone involved
is responsible for enforcing the rules and taking leadership for pieces of
the program.
To get a copy of the study results:
See: Heath, S.B. & McLaughlin, M.W. (1991). Community Organizations
as Family: Endeavors that Engage and Support Adolescents. Phi Delta
Kappan. April, 1991, 623-627
. |