Relationship between Student Attitude toward Learning Academics and Instructional Delivery Systems of Comprehensive Full-Time Career and Technical High Schools

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.

Name thesis:degree_name

EdD

Level thesis:degree_level

Immediate Access

Discipline thesis:degree_discipline

English

Year dc:date.available

2005

Author dc:creator

• Jones, Michael

Contributors dc:contributor

• Lynda A. Cook
• Robert B. Bartos
• Robert W. Clark

• education
• Pennsylvania

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/707

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-1723