Elizabeth A Gall Masters Thesis Presentation Context and Overview Purpose and Research Questions Theoretical Framework Methodology Conceptual Framework Results and Discussions Conclusions ID: 708891
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CHARACTERISTICS AND VOLUNTEERING BEHAVIORS OF PURDUE MASTER GARDENER INTERNS AND MASTER GARDENERS
Elizabeth A. Gall Master’s Thesis PresentationSlide2
Context and Overview
Purpose and Research Questions
Theoretical FrameworkMethodologyConceptual FrameworkResults and DiscussionsConclusionsImplicationsRecommendations for Future Study
OutlineSlide3
Purdue Master Gardener (PMG) Program
The
purpose of the PMG Program is to teach people more about growing plants and to more effectively extend information related to plants. Its specific aim is to provide information and technical assistance in the areas of gardening and home horticulture through the use of trained and certified volunteers.
ContextSlide4
Complete educational training (35 hours) and passing of knowledge exam with 70% accuracy- Purdue Master Gardener Intern
Complete volunteer service hours (35 hours), earn certification of Purdue Master Gardener
Other certifications are available after additional educational training and volunteer service hours (Advanced, Bronze, Silver, Gold)Structure of the PMG ProgramSlide5
Service-learning- a strategy that integrates an educational topic with community service associated with that same
topic
Social Responsibility- the belief that one has the responsibility to help othersVolunteering- actively giving of your time or resources to your community or someone other than a friend or family member and without monetary compensationSelf-efficacy- the confidence, or belief, in one’s ability to perform a behavior (Bandura 1986
;
Bandura, 1989
DefinitionsSlide6
Provide a “snapshot” of the PMG Program
Demographics of Purdue Master Gardener Interns and Master Gardeners
Experience of Educational TrainingDescribe relationships between variables and predict volunteering behaviors of Purdue Master Gardener Interns and Master GardenersOverview of the StudySlide7
Purpose:
The
purpose of this study is to identify predictive variables of volunteering behaviors of Purdue Master Gardeners and describe the characteristics of the Purdue Master Gardener Program. Research Questions:#1- Characteristics of the Program and
Participants
1a. What are the demographics of Purdue Master Gardener Interns and Master Gardeners
?
1b. How did the participants of the Purdue Master Gardener Program Educational Training (Pre-Intern) view their experience?
Purpose and Research QuestionsSlide8
#2- What are the relationships between predictive variables and volunteering behaviors, as measured by total volunteer hours, of Purdue Master Gardener Interns and Master Gardeners?
#3- What are the relationships
among predictive variables?#4- What variables predict volunteering behaviors, as measured by total volunteer hours, of Purdue Master Gardener Interns and Master Gardeners?
Research QuestionsSlide9
The Theory of Planned Behavior-
Ajzen
, 1991Theoretical FrameworkSlide10
Program Evaluation Tool was previously developed by a Purdue Master Gardener Advisory Committee
Created a dual purpose Qualtrics questionnaire incorporating the Program Evaluation Tool and items to measure demographics and predictive variables to volunteering behaviors
Conducted Pilot TestFinal QuestionnaireEmail sent to Purdue Master Gardener County CoordinatorsIncluded letter to Purdue Master Gardener Interns and Master Gardeners with details and link to Qualtircs
questionnaire
MethodologySlide11
Largely Quantitative
2 Main Sections
Predictive Variables10 Demographic items11 Attitudes items12 Self-efficacy items5 Participation in the PMG Program items8 Prior Volunteering Experience items
35 Educational Training Evaluation items
MethodologySlide12
Conceptual FrameworkSlide13
Please indicate your level of agreement for the following statements
...(
Strongly Disagree, Disagree, Slightly Disagree, Slightly Agree, Agree, Strongly Agree, No Opinion)I can have a positive impact on social problems. What kind of Master Gardener activities are you currently/ have volunteered for in the past year? (Choose all that Apply.)Program administration (Including, but not limited to, board member, committee work, reporting, etc.)
Community
service (non-educational, such as beautification projects)
Info
booth (fair, etc.)
Communications
(newsletter, etc.)
Demonstration
garden
Hotline
Teaching
others
Working
with/ teaching youth
Other
____________________________
Sample Questionnaire ItemsSlide14
673 Respondents
173 Purdue Master Gardener Interns and 500 Purdue Master Gardeners
Counties in Indiana with Master Gardener Programs (except Tippecanoe County- participated in pilot test)SampleSlide15
Frequencies and Central Tendency calculated
Demographics
Items from Educational Training EvaluationCorrelations and ANOVAs calculated for relationshipsBetween predictive variables and total volunteer hoursAmong predictive variablesOrdinal regression to construct the predictive model
Data AnalysisSlide16
Demographic Data- Res. Question 1a
Educational Training Evaluation- Res. Question 1b
Relationships between predictive variables and total volunteer hours- Res. Question 2Relationships among predictive variables- Res. Question 3Predictive Model- Res. Question 4Results & DiscussionsSlide17
Q
#
1a- Demographic Data
Demographic
Purdue Master Gardener
Interns and Master Gardeners
2010 Indiana
Census
Race
95.4% (% white)
84.3% (%
white)
Income
$60,001-$80,000 (median)
$48,000 (median)
Education
59.5% (Bachelor degree or higher)
22.4% (Bachelor degree or higher)
Indiana
Quick Facts
from the US Census
Bureau; http
://quickfacts.census.gov/qfd/states/18000.htmlSlide18
Q
#
1a- Demographic DataSlide19
Q
#
1a- Demographic DataSlide20
Most commonly cited reason for participation is to increase horticultural knowledge
Educational Training Sessions were rated Excellent or Good by the majority of Purdue Master Gardener Interns
Logistics of Educational Training Sessions were rated Excellent or Good by the majority of Purdue Master Gardener InternsQ#
1b- Educational Training EvaluationSlide21
The Master Gardener
Program…
Strongly
Disagree
Disagree
Slightly
Disagree
Slightly Agree
Agree
Strongly
Agree
M
SD
…was
worth my time and money
1
0
2
8
38
124
5.62
0.72
…helped
me to become a better gardener
1
0
1
12
76
83
5.38
0.73
…helped me to become a better environmental steward1361989555.060.90 …helped me to save money214237639194.121.10
Q#1b- Educational Training EvaluationSlide22
Q
#
2- Relationships between Predictive Variables and Total Volunteer Hours
Scale: 0.0-0.09 = none; 0.1-0.3 = small; 0.3-0.5 = medium; 0.5-1.0 = strongSlide23
Q
#
3- Relationships Among Predictive Variables
Correlation Matrix- 47 x 47 cellsSlide24
Attitudes
and
self-efficacy; r = 0.676Intern or Master Gardener and years as a Master Gardener; r = 0.783
Intern or Master Gardener
and
Master Gardener status
;
r
= 0.719
Years as a Master Gardener
and
Master Gardener status
;
r
= 0.787
Q
#
3-
Relationships Among Predictive VariablesSlide25
Seven items within the predictive variables were entered into a regression as independent variables:
Education
Self-efficacyYears as a Master GardenerBefore volunteeringService-learning
I
f one volunteered as a child or young adult
I
f one had influential adults in one’s life who emphasized volunteering
Q
#
4- Predictive ModelSlide26
Variable
Parameter Estimate
Standard Error
Wald Statistic
Sig.
Self-efficacy
0.715
0.147
23.565
<0.001
Years as a Master Gardener- Intern
-0.950
0.258
13.53
<0.001
Years as a Master Gardener-
Less
than 1 year
-0.808
0.353
5.250
0.022
-2 log likelihood
1443.74
x
2
1643.66
df
14
Nagelkerke
R
2
0.141
Q
#
4- Predictive ModelNote. N = 601.Slide27
Conclusion #1- Purpose
and Aim of the Purdue Master Gardener Program are
MetTeaches horticultural information and facilitates the use of volunteers to disseminate horticultural informationValue of volunteering hours
Validation of time, energy, and resources by USDA and Purdue University
Conclusion #1Slide28
Conclusion #2- Purdue Master Gardener Interns and Master Gardeners Strengthened Capacity to Volunteer and Make a Positive Impact in the
Community
Were already volunteering
Strong attitudes about volunteering
Increased self-efficacy
Conclusion #2Slide29
Conclusion #3- Predictive Model to Volunteering Behavior and Role of Purdue Master Gardener Program in Volunteering
Behavior
Total Volunteer Hours = 0.715 (Self-efficacy) + -0.950 (Years as a Master Gardener- Intern) + -0.808 (Years as a Master Gardener- Less than a year)
Self-efficacy
Years as a Purdue Master Gardener
Conclusion #3Slide30
Provides a framework for predicting total volunteer hours of Purdue Master Gardener Interns and Master Gardeners
For use within national Extension Master Gardener and PMG Programs
Description (“snapshot”) of the PMG ProgramProgram implementation and maintenanceimplicationsSlide31
Why some demographic groups do not participate
Change in the use of gardening practices through participation in PMG
ProgramFostering of strong, positive attitudes about volunteeringMore in-depth study of self-efficacy of Purdue Master Gardener Interns and Master GardenersRecommendations for future studySlide32
Ajzen
, I. (1991). The theory
of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. doi:10.1016/0749 5978(91)90020-T
Bandura, A. (1986). Social foundations of thought
and action
: A social cognitive
theory. Englewood
Cliffs,NJ
: Prentice-Hall
.
Bandura, A. (1989). Human agency in social
cognitive theory
.
American
Psychologist
, 44(9),
1175-1184.
doi
:
10.1037/0003-066X.44.9.1175
Indiana
quick facts
from the US Census Bureau. (
2012, January
17).
302
Found
. Retrieved
May 4,
2012, from http
://quickfacts.census.gov/qfd/states/18000.html
ReferencesSlide33
Thank You!