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
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
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.