Juniors and seniors in three C and 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.","abstract_html":"New federal and state regulations and a changing workforce are forcing comprehensive full-time Career and Technical schools (C and 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 and T classes. In the "half-day" about IDS, instruction is delivered by providing one-half day of academics and one-half day of C and T instruction.</p><p> Juniors and seniors in three C and 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.","abstract_has_math":false,"creators":["Jones, Michael"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Lynda A. Cook","Robert B. Bartos","Robert W. Clark"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:54Z","subjects":["education","Pennsylvania"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/707","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynda A. Cook","Robert B. Bartos","Robert W. Clark"]},{"key":"dc:creator","label":"Author","values":["Jones, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education","Pennsylvania"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/707"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["New federal and state regulations and a changing workforce are forcing comprehensive full-time Career and Technical schools (C and 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 and T classes. In the \"half-day\" about IDS, instruction is delivered by providing one-half day of academics and one-half day of C and T instruction.
Juniors and seniors in three C and 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."]},{"key":"dc:title","label":"Title","values":["Relationship between Student Attitude toward Learning Academics and Instructional Delivery Systems of Comprehensive Full-Time Career and Technical High Schools"]}]}],"canonical_facts":{"dc:contributor":["Lynda A. Cook","Robert B. Bartos","Robert W. Clark"],"dc:creator":["Jones, Michael"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["New federal and state regulations and a changing workforce are forcing comprehensive full-time Career and Technical schools (C and 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 and T classes. In the \"half-day\" about IDS, instruction is delivered by providing one-half day of academics and one-half day of C and T instruction.
Juniors and seniors in three C and 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."],"dc:identifier":["https://dsc.duq.edu/etd/707"],"dc:language":["English"],"dc:subject":["education","Pennsylvania"],"dc:title":["Relationship between Student Attitude toward Learning Academics and Instructional Delivery Systems of Comprehensive Full-Time Career and Technical High Schools"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:54Z"}