Jensen, J.C., State 4-H Ag and Natural Resources Program Leader, Utah State University
Carter, D.M.,, Associate Extension Professor, Utah State University
Patterson, R.K., Associate Extension Professor, Utah State University
Rothlisberger, D. F., Associate Extension Professor, Utah State University
Smith, J.O., Associate Extension Professor, Utah State University
Williams, S.R., Extension Educator, Utah State University

ABSTRACT

For many years, the Utah 4-H Program tested horse project members on topics such as conformation, nutrition, disease prevention, and management. As a result, members enrolled in the horse project have a breadth of horse knowledge that goes beyond riding and showing skills. Furthermore, the testing program has helped youth excel in programs such as horse bowl, horse judging, and hippology contests. Using the horse testing program as a model, Utah 4�-H developed and implemented a Livestock Testing Program in 2009 to measure Science, Engineering and Technology (SET) competency in the Animal Science program. Market livestock exhibitors from across the state voluntarily participate in written exams at the Utah State Fair to evaluate members’ knowledge. Evaluation of test scores from 2009 through 2011 show a statistically significant knowledge gain over the three year period. Findings indicate that the livestock testing program, along with appropriate awards and recognition, helps members learn more about their livestock project beyond showing an animal at the fair.

Introduction

As Extension educators, are we providing educational experiences that teach livestock members about health, reproduction, management practices, record keeping – i.e., real world skills of agriculture? Or are we focusing on skills that teach youth merely to select and exhibit an animal for the fair?

In their research with 112 swine project members, Shurson and Lattner (1991) showed that youth gained less knowledge about proper management, health, reproduction, record keeping, and nutrition versus fitting, showing and selecting the ideal animal. Ward (1996) found that quiz bowls were reported as an effective means of helping youth develop life skills. Further, Nadeau et al (2004) demonstrated that analysis of test scores in the horse program is an effective way to evaluate knowledge gained and to target educational programs to address the “gaps” in members’ knowledge.

For many years, the Utah 4�-H Program tested horse project members on topics such as conformation, nutrition, disease prevention, and management. As a result, members enrolled in the horse project have a breadth of horse knowledge that goes beyond riding and showing skills. Furthermore, the testing program has helped youth excel in programs such as horse bowl, horse judging, and hippology contests. However, developing tests was a time consuming process for Extension staff.

In 2005 Utah 4-H created a question database and Horse Test Generator, which allowed Extension staff to create age-appropriate tests very quickly. Using the horse testing program as a model, Utah 4-H implemented a Livestock Testing Program in 2009 to increase Science, Engineering and Technology competency in the animal science program. Like the horse program, they also created a test database and Livestock Test Generator as a resource for Extension staff to use in developing county level testing programs.

To evaluate members’ knowledge across the state, Utah State Fair livestock exhibitors participated in annual livestock tests starting in 2009. Scores were evaluated over the three year period, which showed statistically significant knowledge gained. While a test is only an evaluative tool, having a livestock testing program, along with appropriate awards and recognition, provides an incentive for members to study their project in depth. The livestock testing program serves as a tool to help members gain knowledge beyond just showing an animal, thus helping them excel in state and national livestock judging and livestock bowl contests, improving the quality of their 4-H livestock portfolios, and improving their ability to answer the judge's questions during showmanship classes.

Objectives

This research provides the framework for Utah 4-H to ask, “Will a livestock testing program, with appropriate awards and incentives for participation, serve as an effective tool in increasing members’ knowledge about their livestock species beyond selection, fitting and showing?”

Methodology

A bank of species specific test questions were developed for beef, sheep and swine and entered into a test generating program. Separate tests were created for each grade division. The question difficulty and test length increased according to grade divisions: Grades 3 to 5 (15 questions), Grades 6-8 (20 questions), and Grades 9-12 (30 questions). Test content included nutrition, conformation, disease, management, breeds, and carcass quality questions in a true or false, multiple choice, and fill in the blank format. Different livestock tests were administered each year with efforts to create tests of similar levels of difficulty. Tests were administered on a voluntary basis for livestock exhibitors at the Utah State Fair, with incentives provided for participation and awards for the top three scores in each species and each grade division. Test scores for the 2009 were compared with scores in 2011 to evaluate the progress made. A Two� Sample T Test was used.

Results

Test scores for the beginning year (2009) were compared with scores in the ending year (2011). In 2009 seventy three tests were taken compared to 80 tests in 2011 (Table 1.).

 

Table 1. Data results showing 2009 test scores compared to 2011 test scores

Variable	N	Mean	SD	SE
Beginning Scores Year 2009	73	57.9**	16.286	1.9061
Ending Scores Year 2011	80	65.8**	16.364	1.8296

** Results showed statistically significant differences at the .01 level.

 

Scores from 2009 were compared with the year 2011 using a Two Sample T Test to see the level of knowledge gain attained by participants. Variances were tested for homogeneity and pooled. The Mean scores from 2009 were 57.9 with a Standard Error of ± 1.9 % and for 2011 were 65.8 with a Standard Error of ± 1.8 %. After comparing the two years, the overall increase of knowledge gain for test participants is 7.8% which was statistically significant at the 0.01 probability level.

Discussions, Implications and Conclusions

Although the increase in knowledge cannot be specifically attributed to participation in the livestock testing program alone, these findings suggest that a livestock testing program may be an effective tool to help increase members’ knowledge of their project animal. It is possible that the knowledge gained through the livestock testing program will result in successes in other aspects of 4-H involvement such as state and national livestock judging and livestock bowl contests, livestock demonstrations and public speaking, improving the quality of 4-H livestock portfolios, and improving members’ ability to answer the judge’s questions during showmanship classes.

Career exploration is an aspect that can influence a youth’s path of a college major as a result of the livestock testing program. These areas can include but are not limited to animal science, reproductive physiology, nutrition, and veterinary science. Additional studies will be needed to see if there is a correlation between success in the livestock testing program and involvement and success in other areas of 4-H livestock education.

References

Nadeau, J., McCabe, Alger, E., Hoagland, T. and Chameroy, K. (2004). Use of a Randomized, Categorized Exam to Determine Horse Knowledge of 4-H Horse Show Participants, Journal of Extension, [Online], 42(3). Available at: http://www.joe.org/joe/2004june/rb5.shtml.

Shurson, J. C. and Lattner, C. L. (1991). Beyond Livestock Contests. Journal of Extension, [Online], 29(4). Available at: http://www.joe.org/joe/1991winter/rb5.html.

Ward, C. K. (1996). Life Skill Development Related to Participation in 4-H Animal Science Projects, Journal of Extension, [Online], 34(2). Available at: http://www.joe.org/joe/1996april/rb2.html.

 

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