1. Exploring the Theory of Learned Behavior Within a Classroom Intervention Project
Alex Tingle, Dr. Stacy Vincent, Dr. Joan Mazur, Morgan Schafbuch, Jennifer Watson and Dr. Kang Namkoong

2. Need for the Study Educational based behavioral change Intervention
Knowledge based learning is not effective in changing behaviors or students (Finger, 1994; Kaiser & Furher, 2003; Nolet, 2009; and Stern, 2000)
Educational behavioral change must include cognitive, social, psychomotor and emotional dimensions (Boone & Boone, 2005)
Experiential learning = Deeper understanding of concepts (Mabie and Baker, 1996)
“Passive” curriculum and experiential learning results in measurable behavioral change (Beckman & Smith, 2008)

3. Theoretical Framework
Apprenticeship of Observation
vs.
Theory of Planned Behavior

4. Theoretical Framework
Apprenticeship of Observation (Lortie, 1975)
Commonly referenced in teacher education
Reverting to observed behaviors in a new situation
Theory of Planned Behavior (Ajzen, 1991)
Intentions are the main factors influencing behavior (Ajzen,1991)
3 intention factors
Attitude towards the behavior
Subjective norms
Perceived behavioral control
(Ajzen, 1991)
VS.

5. Purpose
Determine what factors effect behavioral change through an educational intervention
- Research Questions
Did the students’ attitudes, subjective norms and perceived behavioral control change throughout the duration of the educational intervention?
Did students report positive intentions of changing their behavior in regards to tractor safety?

6. Four- Part Educational Intervention
Methods
Four- Part Educational Intervention
Interactive Curriculum
Youth- Adult Partnerships
Experiential Learning Project
Youth and Community

7. Methods Qualitative Case Study High School Agricultural Classrooms
3 States in Appalachian Region
Kentucky
North Carolina
Tennessee

8. Population and Sample Southern Appalachian Region 15 Schools
Smaller Farms
Steep Terrain
Older Model tractors frequently used
(Cole, 2007)
Resource Depleted Communities
15 Schools
KY, TN, & NC
437 Students
63 Interviewed

9. Data Analysis Open Coding Axial Coding
Creation of Themes and Sub-Themes
Three Major Themes with Subthemes Emerged

10. Findings
Theme 1: Factors influencing student behavior prior to the educational intervention
Subtheme A: Subtheme A: Beginning attitudes towards/ knowledge of tractor safety
Subtheme B: Beginning subjective norms
Subtheme C: Beginning perception of behavioral control

11. Findings
Theme 1: Factors influencing student behavior prior to the educational intervention
Subtheme A: Beginning attitudes towards/ knowledge of tractor safety
“No, not really. I didn’t know the dangers of getting on it at the time.”- Alex
“No. That tractor has been there since I was little and I’ve been driving it since I was little.”- Jordan
“No. I’ll drive anything.”- Morgan

12. Findings
Theme 1: Factors influencing student behavior prior to the educational intervention
Subtheme B: Beginning subjective norms
“There is probably only a select few tractors that I’ve ever seen with a ROPS on it, and that’s probably one of them [ROPS built in class]. It’s pretty common around here.”- Justin
“I mean it’s usually papaw that I’m with on the tractor, but I mean we’re always safe. We don’t do anything not safe, you know what I’m saying?”- Mark

13. Findings
Theme 1: Factors influencing student behavior prior to the educational intervention
Subtheme C: Beginning perception of behavioral control
“We’ve got Deere’s and they don’t have plans for them. I mean I guess I could buy one, but that is a lot of money.”- Jordan

14. Findings Theme 2: Change in behavior Subtheme A: Change in attitude
Subtheme B: Changes in subjective norms
Subtheme C: Change in behavioral control

15. Findings Theme 2: Change in behavior
“I had no idea. Before then, yeah, I wouldn’t have cared, but now I say one [ROPS] has to be on it [Tractor]…”- Mark

16. Findings Theme 2: Change in behavior Subtheme A: Change in attitude
“…And if you don’t wear your seat belt it’s [ROPS] basically ineffective. I never thought about that and I never wore a seatbelt on a tractor.” - Jordan
“…I mean I had heard it all my life, but until I saw what all could happen, it didn’t really click.”- Mitchel

17. Findings Theme 2: Change in behavior
Subtheme B: Changes in subjective norms
“Oh yeah, they are all around this place [tractors without ROPS]. They should probably get one.” - Josh
“…I was pulling it with a little Kubota lawn tractor and we were over there joking like ‘oh, we need to build a rollover bar for that’.” - Alex

18. Findings Theme 2: Change in behavior
Subtheme C: Change in behavioral control
“Yeah I could build one [ROPS]. Yeah, I mean especially if I was working for somebody and they had a Ford or Massey or something. I’d talk to them about it because it could save my life or his.”- Jordan
“But I have talked to him [neighbor] and told him we can get him one if he’d be willing to pay for it and he’s thinking about it.”- Luke

19. Findings Theme 3: No Change in Behavior
“No not really. I mean it’s a pretty common thing around here. You know, not everybody can afford a new tractor with the ROPS on them.”- Ashton
Identified culture
Behavioral issues
Extreme poverty

20. Conclusions Reversed negative behaviors learned through the AoO
Educational intervention can strengthen and change student intentions
External factors that limited the success of the four- part model
Ex: “Too Expensive”
Students could experience combinations of change intention factors, but still change behavior.
No change in subjective norm, change in behavior

21. Recommendations
Teacher focus on altering Attitude and Perceived Behavioral Control
Can change behavior without subjective norm
Positive teacher attitude and extra mile
More time spent teaching curriculum than the construction project
Curriculum writers and teachers include more localized content to better engage students
Organize teacher professional development prior to teaching curriculum
Student Communication (App)

22. Conclusions

23. Recommendations
The proposed visual concept was developed to better understand the factors effecting the behavioral change, or lack thereof, resulting from this educational intervention.
Uses
Teachers
A guide in creating future educational interventions.
Referenced to trouble shoot future educational interventions while evaluating their success of behavioral change
Researchers
A guide to further analyze each of the four parts within this educational intervention.
Future research should build upon this study to examine the teacher qualities that lead to the biggest influence of behavioral change.
Experimenting with behavior change in other agricultural areas

24. Thank You!