CHARACTERISTICS AND VOLUNTEERING BEHAVIORS OF PURDUE MASTER GARDENER
INTERNS AND MASTER GARDENERS
ELIZABETH A. GALL MASTER’S THESIS PRESENTATION
Context and OverviewPurpose and Research QuestionsTheoretical FrameworkMethodologyConceptual FrameworkResults and DiscussionsConclusionsImplicationsRecommendations for Future Study
OUTLINE
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.
CONTEXT
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 PROGRAM
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 others
Volunteering- actively giving of your time or resources to your community or someone other than a friend or family member and without monetary compensation
Self-effi cacy- the confidence, or belief, in one’s ability to perform a behavior (Bandura 1986; Bandura, 1989
DEFINITIONS
Provide a “snapshot” of the PMG ProgramDemographics of Purdue Master Gardener
Interns and Master GardenersExperience of Educational TrainingDescribe relationships between variables and
predict volunteering behaviors of Purdue Master Gardener Interns and Master Gardeners
OVERVIEW OF THE STUDY
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 QUESTIONS
#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 QUESTIONS
The Theory of Planned Behavior- Ajzen, 1991
THEORETICAL FRAMEWORK
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
METHODOLOGY
Largely Quantitative
2 Main Sections Predictive Variables
10 Demographic items 11 Attitudes items 12 Self-effi cacy items 5 Participation in the PMG Program items 8 Prior Volunteering Experience items
35 Educational Training Evaluation items
METHODOLOGY
CONCEPTUAL FRAMEWORK
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 ITEMS
673 Respondents173 Purdue Master Gardener Interns and 500
Purdue Master GardenersCounties in Indiana with Master Gardener
Programs (except Tippecanoe County- participated in pilot test)
SAMPLE
Frequencies and Central Tendency calculated Demographics Items from Educational Training Evaluation
Correlations and ANOVAs calculated for relationships Between predictive variables and total volunteer
hours Among predictive variables
Ordinal regression to construct the predictive model
DATA ANALYSIS
Demographic Data- Res. Question 1aEducational Training Evaluation- Res.
Question 1bRelationships between predictive variables
and total volunteer hours- Res. Question 2Relationships among predictive variables-
Res. Question 3Predictive Model- Res. Question 4
RESULTS & DISCUSSIONS
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.html
Q#1A- DEMOGRAPHIC DATA
Q#1A- DEMOGRAPHIC DATA
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 Interns
Q#1B- EDUCATIONAL TRAINING EVALUATION
The Master Gardener
Program…
Strongly
DisagreeDisagree
Slightly
Disagree
Slightly
AgreeAgree
Strongly
AgreeM 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 steward
1 3 6 19 89 55 5.06 0.90
…helped me to save money
2 14 23 76 39 19 4.12 1.10
Q#1B- EDUCATIONAL TRAINING EVALUATION
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 = strong
Q#3- RELATIONSHIPS AMONG PREDICTIVE VARIABLES
Correlation Matrix- 47 x 47 cells
Attitudes and self-effi cacy; r = 0.676Intern or Master Gardener and years as a
Master Gardener; r = 0.783Intern or Master Gardener and Master
Gardener status; r = 0.719Years as a Master Gardener and Master
Gardener status; r = 0.787
Q#3- RELATIONSHIPS AMONG PREDICTIVE VARIABLES
Seven items within the predictive variables were entered into a regression as independent variables:
EducationSelf-effi cacyYears as a Master GardenerBefore volunteeringService-learningIf one volunteered as a child or young adultIf one had influential adults in one’s life who
emphasized volunteering
Q#4- PREDICTIVE MODEL
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 R2 0.141
Q#4- PREDICTIVE MODEL
Note. N = 601.
Conclusion #1- Purpose and Aim of the Purdue Master Gardener Program are Met
Teaches horticultural information and facilitates the use of volunteers to disseminate horticultural information
Value of volunteering hours Validation of time, energy, and resources by USDA
and Purdue University
CONCLUSION #1
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 #2
Conclusion #3- Predictive Model to Volunteering Behavior and Role of Purdue Master Gardener Program in Volunteering Behavior
Total Volunteer Hours = 0.715 (Self-effi cacy) + -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 #3
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 maintenance
IMPLICATIONS
Why some demographic groups do not participate
Change in the use of gardening practices through participation in PMG Program
Fostering of strong, positive attitudes about volunteering
More in-depth study of self-effi cacy of Purdue Master Gardener Interns and Master Gardeners
RECOMMENDATIONS FOR FUTURE STUDY
Ajzen, I. (1991). The theory of plannedbehavior. Organizational Behavior and Human Decision
Processes, 50(2), 179-211. doi:10.1016/07495978(91)90020-T
Bandura, A. (1986). Social foundations of thought andaction: A social cognitive theory. Englewood
Cliff s,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
REFERENCES
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