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Relationship between student attitud...

Jones, Michael G.

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Relationship between student attitude toward learning academics and instructional delivery systems of comprehensive full-time career and technical high schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationship between student attitude toward learning academics and instructional delivery systems of comprehensive full-time career and technical high schools./
Author:	Jones, Michael G.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2162.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178678
ISBN:	9780542185991

Relationship between student attitude toward learning academics and instructional delivery systems of comprehensive full-time career and technical high schools.
Jones, Michael G.

Relationship between student attitude toward learning academics and instructional delivery systems of comprehensive full-time career and technical high schools. - 171 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2162.

Thesis (Ed.D.)--Duquesne University, 2005.

New federal and state regulations and a changing workforce are forcing comprehensive full-time Career and Technical schools (C & T) to examine the academic component of their programs. This study examined the effect of "week about" and "half-day about" instructional delivery systems (IDS) on students' general attitude toward learning academics. In the "week about" IDS, instruction is delivered through rotating weeks of academic and C & T classes. In the "half-day" about IDS, instruction is delivered by providing one-half day of academics and one-half day of C & T instruction.

ISBN: 9780542185991Subjects--Topical Terms:

539262
Education, Secondary.

Relationship between student attitude toward learning academics and instructional delivery systems of comprehensive full-time career and technical high schools.
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245 1 0 $a Relationship between student attitude toward learning academics and instructional delivery systems of comprehensive full-time career and technical high schools.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2162.
500 $a Chair: Lynda A. Cook.
502 $a Thesis (Ed.D.)--Duquesne University, 2005.
520 $a New federal and state regulations and a changing workforce are forcing comprehensive full-time Career and Technical schools (C & T) to examine the academic component of their programs. This study examined the effect of "week about" and "half-day about" instructional delivery systems (IDS) on students' general attitude toward learning academics. In the "week about" IDS, instruction is delivered through rotating weeks of academic and C & T classes. In the "half-day" about IDS, instruction is delivered by providing one-half day of academics and one-half day of C & T instruction.
520 $a Juniors and seniors in three C & T schools in Pennsylvania were surveyed using a one-page questionnaire prepared by the researcher and three one-page surveys that are part of the Academic Perceptions Inventory (API) developed by Soares (2002). A statistically significant relationship was found to exist between students' perception of school and the "half-day about" IDS. Students enrolled in a school with a "half-day about" IDS have a significantly better perception of their school than students enrolled in a school with a "week about" IDS. Students enrolled in a school with a "week about" IDS assign a significantly greater value to the importance of learning academics than students enrolled in a school with a "half-day about" IDS. Regardless of IDS, females have a higher concept of themselves as students than do males, instructional delivery systems do affect students' attitudes toward learning academic subjects; however, student attitude does not affect academic achievement as measured by grade point average (GPA). Student attitudes only accounted for 1.4% of the variance in GPA. The implication is that IDS may not have any effect on students' academic performance.
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