Life situation and personal characteristics that contribute to the functional skills experiential learning outcomes of the adult volunteer 4-H leader

The study investigated the influence of selected life situation and personal characteristics on the functional skills and experiential learning outcomes of adult volunteer 4-H leaders. Data were obtained from a self-selected sample of 134 adult volunteer leaders from 48 out of the 50 US states.

One third were individuals chaperoning Citizen Washington Focus program in Washington, DC. The remaining leaders surveyed came to the National 4-H Center to participate in training workshops. Because of the possible homogeneity of the sample, a smaller comparison study of 21 leaders was conducted in rural Charles County, Maryland. The two groups were found to be statistically comparable. Howe's Self-Assessment Skills Inventory was developed specifically for the study. Data were analyzed by one-way analysis of variance and t-tests. Showing a significantly positive relationship with functional skills learning outcomes included: certain levels of formal education, primary occupation (other than farming) and levels of exposure to the 4-H hierarchy. Findings did not support the remaining personal and life situation characteristics hypothesized as bearing significance on an individual's functional skills experiential learning outcomes: self-esteem, learning style, age, 4-H membership as a youth, being engaged in other volunteer activities, tenure as a volunteer leader, type of community lived in, being a farmer or farm wife, gender, or duties performed within the 4-H organization.