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Leaping Ahead: 4-H Public Speaking Life Skills

This report evaluates the impact of the annual 4-H public speaking event on youth participants, including their motivation, benefits, and application of skills in other settings. The report also examines the demographics of the participants and explores the influences on their participation. It concludes that the public speaking experience helps build self-confidence, subject matter knowledge, research skills, goal setting, organizational skills, and communication skills.

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Leaping Ahead: 4-H Public Speaking Life Skills

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  1. Leaping Ahead: 4-H Public Speaking Life Skills Evaluation Report by Ben Silliman, Youth Development Specialist

  2. Event Description • Annual public speaking event • Age-grouped: 9-10; 11-13; 14-18 years • 35+ categories from animal science to technology + “4-H Entertains”5-12 min. demonstration or illustrated talk

  3. Event Description • Rubric judged for • Content: difficulty, accuracy, creativity • Delivery: voice tone, voice, manner, style, clarity of visuals, response to questions

  4. Instruments & Procedures • NW District pilot evaluation, June 2007 • One-page survey on motivation, benefits, climate (98 participants) • 15-min. interview on use of skills in other settings (37 randomly-selected youth) • Scoring rubric by judges

  5. Population Description • Average age = 12 • Half 11-13 years • One quarter each 9-10, 14-18 year-olds • 63 female; 35 male participants

  6. Population Description • 63 female; 35 male participants • over 90% of participants were white • almost half presenting for the first time; • nearly one-third (N = 28) involved 3+ years • “4-H Entertains” participants older, more experienced with public speaking

  7. Influences on Participation • Percentage responding… • Personal interest 81 • Urging of others 50 • Incentives 42 • Enjoyment 34 • Competing with friends 26 (54% cited both internal and external influences)

  8. How the Contest Helps Percentage answering...........“A lot” (>’Some’) Mean • Self-confidence 57 (78) 4.33 | • Learning about my topic 49 (76) 4.14 | • Communicating ideas to others 37 (73) 4.09 | • Organizing ideas 34 (68) 4.02 | • Setting and reaching goals 39 (72) 3.98 • Working with others 32 (59) 3.69 • Doing research 25 (46) 3.54 Alpha Reliability = .77 NS Differences marked with vertical lines

  9. Group Comparisons Youth Outcomes X Age X Gender X Years of Experience X Type of Presentation (speak vs. entertain) -Communication skills -Doing research X Quality of Presentation (judges’ ratings; alpha = .91) -Subject Matter

  10. Relationships between Outcomes Helpfulness dimensions… • Subject matter learning - Research skills (r = .52; p < .001) • Research skills - Organization (r = .42; p .001) • Communication - Goal-setting (r = .42; p < .001) • Confidence - Working with others (r = .43; p < .001) • Goal-setting - Confidence (r = .40; p < .001) • Organization - Communication (r = .40; p < .001) • Years of participation correlated only with improved research skills (r = .23; p < .05)

  11. Help Received Percent responding… Not About More Enough Right Needed …understand my topic 4 10 55 16 1 …prepare my speech 1 10 48 22 12 …practice my speech 2 6 46 22 17 Alpha Reliability = .72 Correlations among items r = .40 to r = .57

  12. Interviews: Applied Skills • 80% applied speaking knowledge and skills to other settings, including… • subject matter • goal-setting • organization • communication • working with others

  13. Interviews: Applied Skills • 90% felt more self-confident in other settings • 78% exercised research and study skills

  14. Interviews: Applied Skills 80% indicated public speaking improved school performance • Self-determined projects (84%) • Volunteer skills (81%) • Ability to relate to others (94%)

  15. Interviews: Applied Skills Presentation Contest improved… • Research and Study Skills (78%) • School Performance • Self-determined projects (84%) • Volunteer Skills (81%) • Ability to Relate to Others (94%)

  16. Interviews: Quotes • Applied in other Subject Areas: “I want to learn more in-depth about cats… …fly fishing…nutrition… “I will major in music…pursue a career in nursing…”

  17. Event Climate Ratings Percent who responded… Very True Mean Rules clearly explained 51 4.26 Judges were fair 77 4.79 Room arranged well 65 4.56 Audience friendly 79 4.79 Alpha reliability = .53

  18. Interviews: Quotes • Life Skills Applications outside school: “I am able to teach workshops… …give speeches… do music…teach dance classes…”

  19. Interviews: Quotes • Communication: “I can work with livestock and pets as well as people…” “I can express myself and work in groups…”

  20. Interviews: Quotes • Areas for growth: “I don’t follow through yet… “I am a little nervous [during speeches]…”

  21. Interviews: Quotes • Self-confidence: “[It ] helped in school presentations, Irish dance, and instruments…helped to know what I can do… “I used to be shy but now am more confident…I am more confident in riding, soccer, and speaking to others.”

  22. Limitations • Sample largely white, middle class (more in-depth, longitudinal designs; unbiased observers) • Possible social desirability bias

  23. Conclusions From the perspective of youth participants, public speaking experience helps build… • Self-confidence • Subject matter knowledge • Research skills • Goal setting and organizational skills • Communication skills …from the first year of participation…

  24. Next Steps • Report—ask how speaking builds life skills, where speaking fits in 4-H career • Refine—ask questions more precisely • Replicate—ask a broader range of youth • Investigate—ask deeper questions about depth and duration of impact • Research—ask control groups

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