UNIVERSITY OF OKLAHOMA

GRADUATE COLLEGE



ASSOCIATION OF HISTORICAL EVENTS AND THE DEVELOPMENT

OF SELF-DIRECTED LEARNING READINESS OF

AMATEUR RADIO OPERATORS



A Dissertation

SUBMITTED TO THE GRADUATE FACULTY

in partial fulfillment of the requirements for the

degree of

Doctor of Philosophy



By

TERRENCE RUSSEL REDDING
Norman, Oklahoma
1997


© Copyright by TERRENCE RUSSEL REDDING

 

 

ACKNOWLEDGMENTS

It is with deep gratitude that I acknowledge the significant contribution of my chairman, Dr. Huey B. Long. His gifted direction, dedication to excellence, quiet encouragement and belief in my abilities will always be remembered. It has been a honor and pleasure to work with him.
A grateful expression of appreciation must also be extended to the other members of my dissertation committee: Drs. Gary Green, James Kinderdine, Michael Langenbach, and James Pappas. You will remain in my thoughts and prayers.

Special thanks is also extended to the Kellogg research fellows at the Oklahoma Research Center for Continuing, Professional and Higher Education for becoming my extended family, colleagues, and friends. Best of life and luck.

Others who deserve special recognition include: My wife, Barbara, for her understanding and unfailing support. My mother-inlaw, Alice Boyette. My children, Katherine Ann (now deceased), Terry Jr., Sandra Arlene, Cynthia Dawn, Mary Elizabeth, and Sarah Lynn for accepting that their father was a perpetual student and being proud of it. Drs. Gary Confessore, Gordon Eisenman, and Roger Hiemstra for their unfailing encouragement.

Finally, I must acknowledge the special role my mother and father played by instilling in me a love of learning and the firm belief that God continues to bless those who are willing to use His gift of talents to serve others.

 

 

TABLE OF CONTENTS

Title Page

Acknowledgments

Table of Contents

List of Tables

List of Figures

Abstract

Chapter

I Introduction

Problem Statement
Purpose
Significance

II Review of the Literature

Nature of Self-Directed Learning Readiness
Nature of Self-Directed Learning
Origins, Development, and Maintenance
Nature versus Nurture
Psychological Component of Self-Directed Learning
Social Context
Research Methods Used to Study Self-Directed Learning
Design and Methodology
Instrumentation
Self-Directed Learning Readiness Scale
Summary of the Literature Review

III Research Design and Methodology

Conceptual Framework
Assumptions
Limitations
Procedures
Subjects
Instrumentation
Research Questions
Statistical Treatment


IV Quantitative Analysis

General Descriptive Statistics
Findings Concerning Research Questions
Discussion
Conclusions

V Qualitative Analysis

Procedures and Population
Coding Process and Categories
Interviews
Discussion and Findings

VI Conclusions, Implications and Recommendations for
Further Research

Final Characterization
Conclusions
Implications
Hypotheses
Suggestions for Further Study

References

 

LIST OF TABLES


Tables

4.1 Descriptive Data for the Total Sample of 262 Radio
Operators by Demographic Variables as a
Function of Standard Deviation 38


4.2 Descriptive Data for the Total Sample of 262 Amateur
Radio Operators by Demographic Variables as a
Function of Frequency of Response

4.3 Class of Amateur Radio License and Difficulty

5.1 Summary of Lowest Quartile Interview Responses

5.2 Summary of Highest Quartile Interview Responses

5.3 Comparison of Low and High Quartile Descriptive
Statistics for SDLRS and Birth Year

5.4 Comparison of Low and High Quartile Descriptive
Statistics for Micro and Meso Experiences

5.5 Comparison of Low and High Quartile Descriptive
Statistics for Macro Experience and Delay in
Licensing


LIST OF FIGURES

Figures

1 An Illustration of the Relationship Between Pedagogical
And Psychological Control in Self-Directed Learning

2 The Contextual Model for Analysis of Interacting
Variable Categories in Self-Directed Learning

3 An Interaction Model for Analysis of Interacting
Variables of Categories in Self-Directed Learning

4 Histogram of US Amateur Radio Operators by Age

5 Percent of US Population that are Amateur Radio Operators
by Birth Year

6 Histogram of Sample by Age

 

ABSTRACT


ASSOCIATION OF HISTORICAL EVENTS AND THE DEVELOPMENT
OF SELF-DIRECTED LEARNING READINESS OF
AMATEUR RADIO OPERATORS

BY: TERRENCE R. REDDING
MAJOR PROFESSOR: HUEY B. LONG, Ph. D.

This study was designed to determine the association between historical events and the development of self-directed learning readiness of amateur radio operators as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale. The research design was based on the following four-step procedure.


First, 262 amateur radio operators were asked to respond to eleven questions on a demographic survey and to complete Guglielmino's Self-Directed Learning Readiness Scale (SDLRS). Second, after analysis of the SDLRS, 40 respondents--20 from the highest quartile and 20 from the lowest were selected for in-depth interviews to obtain qualitative information concerning the circumstances surrounding the development of their initial interest in amateur radio. Third, micro, meso, and macro events associated with the respondents interest in becoming an amateur radio operator were identified and analyzed to find patterns of association between the events and adult self-directed learning readiness. Fourth, abnormally high and low numbers of amateur radio operators by birth year were correlated with major conspicuous events in American history to identify patterns that could be associated with the development of SDLR.


Four conclusions emerged from this investigation:


1. Self-directed learning readiness as measured by Guglielmino's SDLRS is associated, in the sample studied, with being an amateur radio operator, sex, educational level, preference to study alone, number of hobbies, and occupation.


2. Historical events, whether micro, meso, or macro are associated with developing an interest in amateur radio, and thus by definition demonstrating high SDL. The interaction of these experiences, the age of the respondent, and the importance of the larger macro cultural framework in the development of high SDLR is unclear.


3. Respondents in the High group tended to be younger when they developed an interest in amateur radio.


4. The explanation for the association between historical events, whether micro, meso, or macro and adult self-directed learning readiness is complex.