Learning Styles of 4-H Members

Research suggests individuals learn best when taught using methods that complement their preferred learning styles. This study's purpose was to profile the preferred learning styles of 4 -H members in Pennsylvania. Specific objectives were to describe 4-H members': (1) cognitive learning style-their approach to processing information, (2) perceptual learning style-initial responses to receiving information, and (3) instructional preferences.

The target population for the study included all 86,000 4-H members in Pennsylvania during 1989-90. The 4-H population was stratified by type of program (traditional club and school enrichment program) and geographical representation within each of the administrative regions. The sampling units were intact 4-H Clubs and school classes, which resulted in 539 4-Hers participating in the study.

The Learning Style Profile (LSP) developed by the National Association of Secondary School Principals consists of 23 subscales, which provide data within three major areas-cognition, perceptual learning styles, and response to study and instructional environments. Data for this study were collected from March through June 1990 by seven county agents who received detailed training from the researchers. Comparisons were made between 4-H members and the national norms contained in the Learning Style Profile Technical Manual.1

As a group, 4-H members were below the national norm on four of the five cognitive subscales-analytical, spatial, discriminating, sequential-and above the norm for the memory subscale. Their perceptual preferences-visual, auditory, or emotive-were more heavily tuned to kinesthetic or emotional (emotive) reactions. In an instructional environment, 4-H members were more persistent in working at difficult tasks, less anxious and more willing to take risks, indicated a stronger preference for manipulative types of activities, and preferred smaller group settings in which to receive instruction than the national sample. The 4-H members were similar to the national sample in their orientations for an instructional environment and preferences for a time to study during the day.

Based on the findings of this study, Pennsylvania 4-H members had substantially less-developed skills in four cognitive areas measured in this study-analytical, spatial, discriminating, and sequential skills-when compared to a national cross-section of youth. Their cognitive skill-memory and preferences for perceptual responses were comparable to the national norm. There were also significant differences between traditional clubs and school enrichment programs. Club members scored significantly higher on four of the six cognitive skill subscales, were more willing to verbalize and state opinions, and preferred morning study times. Members of school enrichment programs were more persistent and preferred afternoon learning and study times.

Are 4-H members "learning to do" at the expense of "learning to think"? Intervention strategies and methods to promote critical thinking, problem solving, and decision making are needed, especially as 4-H moves toward more science- and technology-based curriculum. Inservice education of agents should include cognitive development-teaching "how to think"-to leaders and teachers. We can teach 4-H members how to use their cognitive abilities, one of the most basic life skills.

1. J. Keefe and J. Monk, Learning Style Profile Technical Manual (Reston, Virginia: National Association of Secondary School Principals, 1988).