Abstract
Youth enrolled in 4-H can participate in livestock skillathon and hippology contests to increase knowledge and leadership skills. Our objectives were to determine how contest involvement impacts youths’ content knowledge, 21st century skills, and plans following high school. Participants were selected from 2017 National 4-H Livestock Skillathon (LS) and 2018 Western National 4-H Roundup Hippology Contests (HP). Respondents (HP n = 17, LS n = 33) completed a survey consisting of binary and Likert scale questions to assess impact on post-high school plans, 21st century skill development and content knowledge gain. Two focus groups (HP n = 2, LS n = 5) were also asked 12 questions, with responses recorded by video and scribe, then transcribed and coded using axial codes. The HP contestants gained knowledge (signed rank t test; P < .05) in nutrition (gain of 1.6 on Likert scale of 1-5), visual judging (.9), equipment (.8), reproduction (1.3), and anatomy (1.3). The LS contestants gained knowledge in nutrition (.9), performance evaluation (.9), meat evaluation (1.4), equipment (1.2), breeds (1.2), quality assurance (1.0), and hay and wool judging (1.8). No significant difference (Wilcoxson rank sum test; P > .05) in development of 21st century skills between HP and LS was observed. Similarly, there was no significant difference between contests in knowledge gained in the common areas, nutrition, equipment, and breeds. For both contests, frequency of 4 and 5 responses on the Likert scale was >80% for teamwork, >60% for public speaking and leadership, and >70% for work ethic, responsibility, and ability to understand complex information. Focus group participants valued these contests for developing career and academic preparatory skills. Participation in 4-H Livestock Skillathon and Hippology contests resulted in significant knowledge increases in content areas. No difference was observed between contests on impact of 21st century skill development or youths’ career plans following high school.
Fostering 21st Century Skill Development by Engaging Students in Authentic Game Design Projects in a High School Computer Programming Class
