Author ORCID Identifier
https://orcid.org/0000-0002-5841-261X
Abstract
Since 1902, 4-H Youth Development programs have been implemented by Cooperative Extension agents or educators for teaching, influencing, and leading youth to new life skills that can positively impact their futures. The 4-H motto is “learn by doing” and is practiced with a hands-on learning approach. Unfortunately, during the COVID-19 pandemic, 4-H programs and clubs around the nation were confined to home or distance learning and no group interaction, limiting this hands-on learning approach. This study analyzes how 4-H, specifically in South Carolina, was implemented without meeting in person and how it affected retention rates during the pandemic. Analysis of quantitative data revealed a change in knowledge after participating in the virtual and take-home activities. The theoretical framework undergirding this study was McClelland’s Need for Achievement Theory, which comprises three factors, or needs: achievement, affiliation, and power. Future recommendations include, but are not limited to, gathering more input from 4-H youth and their families to understand needs and to ensure programs are relevant and appealing to all eligible persons, as well as aligned with the Essential Elements of 4-H, plus training for Extension professionals to create consistent surveys using 4-H Common Measures.
Recommended Citation
Hood, L. B.,
Eck, C. J.,
Layfield, K. D.,
&
Donaldson, J. L.
(2024). Were The “Best Made Better”? A Content Analysis of South Carolina 4-H Programming.
Journal of Human Sciences and Extension, 12(2), 14.
DOI: https://doi.org/10.55533/2325-5226.1484
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
