Influence of 4-H and other factors on attitudes, knowledge, and abilities acquired in the home economics judging activity by selected senior 4-H girls in Tennessee

This study was concerned with the Tennessee 4-H Home Economics Judging Activity. The overall purposes of this study were (1) to compare participants and nonparticipants in the Home Economics Judging Activity and (2) to evaluate the influence of certain characteristics of the respondents on their ability to judge products in the clothing, interior design and food-nutrition areas. The specific objectives were: 1. To compare judging and attitude toward judging scores of all respondents based on selected characteristics. 2. To determine the influence of participation in Home Economics judging on the knowledge of subject matter by participants and nonparticipants. 3. To determine the influence of participation in Home Economics judging on the ability to give reasons for decisions made by participants and nonparticipants. 4. To determine the influence of participation in Home Economics judging on the judging ability (placing score) of participants and nonparticipants. Data were collected from 294 4-H members (girls) in attendance at Senior 4-H Leadership Conferences held at the four 4-H training centers in Tennessee during the summer of 1973. Data from 238 respondents were classified under the following major headings and comparisons were made on the basis of their judging scores: 1. personal characteristics 2. 4-H involvement and participation 3. judging team participation 4. participation in Home Economics school related activities. A t-test was used to test significance of differences in mean scores of various classifications of respondents. The 95 percent level of confidence was used to reject null hypotheses of no significant difference in mean scores. Computations were done with the help of The University of Tennessee Computing Center. Major conclusions of the study were: 1. Since there was no significant difference in the knowledge score of the participants and nonparticipants, it is concluded that participation in the home economics judging activity made no significant change in the knowledge scores in the clothing, interior design or food-nutrition areas. 2. Since judging team participants averaged a significantly higher score in each of the three judging areas for ability to give reasons than nonparticipants, it could be concluded that the home economics judging activity was providing some training in giving reasons for decision making in judging. Very low scores on reasons given by judging team members as well as nonmembers, would suggest the need for additional training in this area. 3. Since judging team participants averaged a significantly higher placing score in food-nutrition than nonparticipants, it could be concluded that the home economics judging activity was providing some positive training in actual judging activity. 4. Since judging team participants are more actively involved in other 4-H projects, activities, contests, and training meetings than nonparticipants it could be concluded that the home economics judging activity was involving primarily the 4-H members active in other 4-H projects and activities. 5. Respondents in the tenth grade or over; fifteen years of age or older; 4-H member seven years or longer, and served as a 4-H leader averaged a higher total knowledge, reason and placing score in both judging areas than respondents who were in the ninth grade or under; fourteen years of age or younger, 4-H member six years or less, and had not served as a 4-H leader it could be concluded that the home economics judging activity was oriented toward the older more active senior member. 6. Since girls who attended judging training sessions made higher total knowledge, reason and placing scores than those not attending training sessions it could be concluded that judging training sessions were important as a tool for teaching knowledge and skills for judging home economics products.