ED 117 491

AUTHORTITLE.

DOCUMENT RESUME

CE 006,162

Peterson, Don; And Others(Ari=zona] Field Test Report. Vol: 4.

4We Need One

Another-.-1974-75.ols, ArizDept. oe_Researah'And

Evalua-ti.qPONS_AGENCY _Arizona S ate Dept of._Educationiv-Phoenix-.PUB DATE 'Jun 75 -

NOTE 48p.,; For related documents, see CF. 006 159-170; Forthe unit evaluated, see CE 004 717

EDRS PRICE MF-$0.83 PlusPostage. EC Not Available from EDRS.DESCRIPTORS Career Awareness; *Career Education; *Curriculum

Evaluation; *Economic Education; Evaluation Methods;Grade 3; Primary Education; *Priogram Attitudes;

_Questionnaires; *Self Concept; 'Tables (Data); Unit"Plan

IDENTIFIERS Arizona; *Field Testing

ABSTRACTThe field test report on the "We Feed One Another"

instructional unit for grade 3 is one of a series of reports on theArizona developed Career Education Curriculum Units. Presented isspecific information as to the success of the units in terms of thelearner's cognitive, affective, and psychomotor behavior according toexpressed performance and behavioral objectives. Cognitive andstudent and teacher attitudinal data were collected from six sitesand projects in Arizona, Following the introduction, a briefdescription of the unit is givene The body of the document presentsand 4iscusses various tables showing field test results in thefollowing areas: (1) infOrmation describing the field test, ipcludingdemographic chteacteristics of both participating teachers andlearners, (4): attitudinal data from bofh teachers and learnersconcerning the unit, (3) learner performance data o:Lthelessonsspecific itelts, and (4) teacher recruitment, refinement data,analysis, and comments. Four brief conclusions and recommendationsare included. The document concludes with two appendixes: statisticsand tabular data on student and teacher attitudes and a sample of thefield test instrument package-- UNIVAL (forms and questionnaires onstudent and teacher attitudes and student performance). (Author/BP)

************************************************************************ Documents acquired by EPIC include many informal unpUblished ** materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the qualit ** of the microfiChe and hardcopy reproduction ERIC makes available *

* via the ERIC Document Reproduction Service (EARS). EDRS is not 411* responsible for the quality of the original document. Repr

%uctionslw

* supplied by EDRS are the best that can be made from the ori inal. ************************************************************************

ARIZONA RESEARCH COORDINATING UNIT

1535 WEST JEFFERSON

PHOENIX, ARIZONA 850d7

af.

FIELD TEST -REPORTVol 4

WE NEED ONE ANOTHER

Don PetersonFrank L. VicinoCharles Small

James S. DeGracie

WE OF,f__,A SERIES IN THE,ARIZONA -T-ATEWIDE FIELD TEST;974---

4

U.I. DEPARTMENT OF HEALTH,EDUCATION WELFARONATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS SEEN REPRO.CAKED EXACTLY A R IVED FROMTHE PERSON OR ORO ATIONORIGIATING IT POINTS VIEW OR OPI S

k STATED DO N NECESSARIL EPRE.---- s, SENT OFF L NATIONAL TITUTE OFConduchod b EOUC oft-PostTIO POUCY

THE_DEPARTMENT OF RE8tARenTAND,E 2-aTON,,,-- Mesa Public SchOOl_s

,-

,.,,!'-----Mr. Gpor;1--Smith Dr-.- _Jams 1.: ",,:lh'Iri------

.'Duperi,:ittrident .",----" 't--:?----

-- -. -A8s,1-pt'apt,Upui-11,-,p0t--

'-,1-<_;. ,.

__------------f : , EduOa- o'hal Sclz,../icc.,1---------.4.___-----( t.,-- k

,/,-:-.:: .. r76.1-.

,

,,:".STATE bepARTnELT 01: EDUCATION

,PJ. TH4=ARI

Warner, SuprintcpdnotJartmat,Of Education:

EucjenL L. Dorr_,1uperiatortd(?.nt for-,

Cart r' Educction

1ykr

#

*WACU--*Roosevelt

*Central*Mesa

ii.

FOREVJORD

So many have contributed major input to the field test,

pi.oc sSes of unit delivery, monitoring and,instrument completion,

t

that it is 'possi=i4e.7".t-P-e)..M.rapt,ncite,

-dfforts. I am sure that all those involved in this major team

effort car; see haw much has been accomplished and hyie a posi-

tive view of its educational significance for tXyoung people

of Arizona. 117 documenting and analyzing tree LpabilitIes of4

-the career education units tested, we all. have contributed a-

positive boost to career .educatioiljn school districts across the

/.

The task of Field Test Manager has been simplified cansi

state.

ably by excellent staff support from the Mesa P blic Schools"

Departmelit'of Research and Evaluation, responsi assistance.

he State Department of Education, and the effective ma*e-.

ment)phawn by the field test coordinators from the. respective

field test projeCtS.

:June, 1975

- Drank Leo VicinoTest Manager

4

-A

STATVIDE FIELD TEST 1ASK FORCE

State Department of EducationDr. Beverly Wheeler, Director, Researsch Coordinating Unit

Mesa Public Schools,-Department of Research and Evaluation_Frank Leo Vicino, Director, Evaluation

eG- , tetok-, ResearchDon Peterson, Research AssociateChai-les Small, Research Associate.Julie Lindholm, Research Associate

Site Field Test Coordinators

Robert D. Stanton, WACOPMarilyn Young, PinalStephen McKibben,.Tri-CountyBea Langley, CoconinoGeorge O'Reilly, CoconinoJerry O'Brien, CoconinoJean E. VanWinkle, YavapaiSandra McCarthy, RooseveltCharles Small, MesaJean Williamsen, Pima

Harrison, .Central Maricopa'i

Northern Arizona State UniversityDr. Sam W. Bliss, DirectorEducational Resources Management CenterData Reduction

/NW

F

44.

PRErACE

This is one of .a series of field test -reports onArizona developed Career Edbcation Curriculum Units. This .

report presents unit specific field test material. Another.raRort_in_th-is suries-contains-oinformation-ponccrning-over-

rattonate and complikeiah-61-reSiifts for all.fiQld-tezted-unii-s.

110

0

.

The.wor presented and reported herein was performedpursuant to contract from the Arizona State Depttrtment ofEducation. However, the opinions expressed herein do notnecessarily reflect the position 'or policy of the ArizonaState Department of Education nd no official endorsementby the Arizona state Departmen of Education should be in-ferred.

.r'*i .

v.

INTRODUCTION

TABLE OF;CONTENTS

Page'

1

UNIT DESCRIPTION--

FIELD TEST RESULTS

Description of Participantsq

4..

1 5

Attitudinal Data 8

Learner Performance 11

Teacher itefinement, Analysis and. Comments 24

SUMMARY 27

CONCLUSIONS AND RECOMMENDATIONS

APPENDIX.' Additional Data

0 APPENDIX II - U VAL

V

29

I

0

ti

-INTRODUCTION

The major purpose of most innovative programs such as

Career educatiOn is to affect positively learners! cognitiert

affective, and psychototor behavior according to expressed

performance and behavioral objectives. The present field test

of career education curriculum units is designed to examine

the'success of the unit in terms of the above. Cognitive and

attitudinal data have been collected frcim sites and projects

.across the state of Arizona. The following projects were in-

Nolved in the effort of field testing the unite: Central

Maricopa, Coconino, Mesa, Pima, Pinal, Roosevelt, Tri-County,

kiCOP, and Yavapai.

Data on the present units however, have been collected

from the following sites:

Classr omsClassrdoms Used Zn

Project Requested Analysis*Coconino'

Central Maricopa.4

Mesa.

Pinal

4 Pima

Yavapai

Total

3 1

3 3

14 8'

4

8 5

3 3

36 23

;

"Data received in time for ana ysis.$,

-8

0Significant statistics, a.-e presented and' discussed in

II

the i4ield Test Results section of this report. Other tta is-

tics and tabular data are presented in Appendix I..cf this

report--

at,

is

-UNIT DERIPTIONI

WE NEED ONE ANOTHER

as

4,. .

Grade 3: We geed Qne Another

The primary intent- of this unit is to develop self-

awazAness, career, awareness, and economic awareness.

Interdependency between'indivals apd groups is a theme

underlying toe ,entire unit.

Major topics included in this unit are: inter-

dependency betwetn the child (like the learner) the

family, and tfie community for needs which art economic;.

- .

interdependency between occupations within a community;

ayi in which members of.a group may affect each other's

havior; and services that social organizations provide* "

the members of a community. Xn the final lesson,

learners are able to incorporate all thathas been"

d in the previous lesson through participation. in

10

fti

FIELD TEST RESULTS,

WE NEED ONE ANOTHER

'Ls

This section of the report presents the data stimmary

and analysis for the'fie14/test of the curriculum unit. An

of this section follows:

scriptiori of the,field test includingdemo-

graphic characterkstics.of both participating

teachers and learners.1

r B. Attitudinal data from both teachers and learners

concerning ,the., unit.

Learner performance data on tKe lesson specific

items.

D. Teacher refinement data, analysis and comments.

*MI

(t

11

I YHa

DESCRIPTION OF

THE PARTICIPANTS

I

3

6

The data in this report was obtained from the projects,

teachers, and learners described in the followi4g tables:

1. Learners

.1.Table I presents demographic informatio on the

learners that were exposed to the unit in tie field test.'4,

.4.

Examining-Table I, it can be seen that there were slightly .,%

more male learnerS thah female learners. There wAS low4

representation by the minority groups. . Ott of 611

learners 23% (145) were from minority backgOunds:

16% (1001 Spanish Surname, 0.6% (4):Blackr 6% (39)

_American Indian, and 0.3% () ether.

2. leachers

1

Table II presents the total: number and selected demo`-",

graphiccharacteristics of the teachers presenting the unit.

It. can be noted from Table II that 22"'of the 23

teachdrs that taught this unit mere feinale.40

\

The median years of expprience for ,this grOup fallsP.

between 6-10 years. This group of teachens'was quite

sophIstAcated'toncerning career educatiOn. Tvnty-one

of the. 23 teacherswere familiar with career education;

ten had preyiouely taught a career education unit or

program and five had actually developed e career

educatiOp unit 'or program.\

7

NUMBER OF LEARNERS EXPOSED BY

.SELECTED DEMOGRAPHIC CAIRACTERISTICS

PROJECT

MALE

Coconino

tAC-Maricopa

46

Mesa

124

Pinal

53'-

Pima

49

-Yavapai

31

Total

315

Perctnt

52

SEX

ETHNIC COMPOSITION

AMERICAN

INDIAN

BLACK

SPANISH

SURNAME

ANGLO

WHITE

OTHER

TOTAL

NUMBER

11

23

00

/0

023

43

21

12

74

089

98_

-.11

128

.192

0222

52

00

19

.85

1105

65

22

27

83

0_114

27

'l

014

42

158

296

39

4100

476

2611

, 48

60.6

16

78

0.3

-4

TABD2 II

NUMBER OF INSTRUCTORS Bi SELECTED

DEMOGRAPHIC CHARACTERISTICS

SEX

YEARS

OF EXPERIENCE

CAREER EDUCATION EXPERIENCE

PROJECT

MALE

FEMALE

LESS

THAN

11-5

MORE

THAN

15

6-10 11-15 YRS.

DEV'D.

C. ED.

*

UNIT OR

PROGRAM

TAUGHT

C. ED.

UNIT OR

-PROGRAM

READ A

FAMILIAR

C. ED.

WITH

UNIT OR

CAREER

PROGRAM

ED.

HAD NO

EXPOS.

TO

C. ED.

Coconino

0,

10

00

.0

1'

10

00

0

C-2Maricopa

03

01

11

00

10

20

Mesa

08

11

21

33

50

00

Pinal

04

12

.0

10

02

0,

2

/Pima

13

01

11

10

21

0

Yavapai

03

0.

20

1*

01

01

01

Total

122

'

75

510

N,

ATTITUDINAL DATA

1. Teacher Attitude

Included in each UNI\AL (Unit Evaluation Instrument)

was an Instructor Attitudinal Data Sheet which asked

two questions concerning attitudes toward career

education in general and three questions concerning

4

th,e teacher's attitude toward the unit '(See Appendix II).

a. Teacher Attitude Toward -Career Education s.

Examinihg the teachers' generL attitude toward

career education (Table III) it can` be-seem that

the mean response across questions and projects

is a moderatgly positive 3.91, on a scale 'where

5 is the highest positive response. Of the,46

possible responses, 37 (80%) are positive toward

'career education, 5 (11%) are of no opinion, and

only 4 (9%) negative.

b. Teacher Attitude Toward the Unit

Table IV summarizes the teacher attitudes

toward the unit.

The teachers' high.positive attitude toWard

career education did not seem to carry to the teachers

attitude toward the unit. The teaChers show -a low'

-3.29 positive attitude toward/ the unit.. Of thr,

158

TABLE III

TEACHERAT ITUDE TOWARD CAREER EDUCATION

(Number, Percent'and Mean of Instructor Responses

to Attitude Items 1 and 2 Combined)

-;--

.PROJECT

STRONGLY

,POSITIVE

POSITIVE

N%

NO

OPINION

N%

NEGATIVE

N%

STRONGLY

NEGATIVE

'N

'

1MEAN,

Coconino

00

2100

00

00

00

-,-

= 4.00

1,--

C-Maricopa

00

6100.

0O.

00

04.00

Mesa

6'37

637

212-

12

00

-4.00

1-4

Pinal

00

8100

eO

00

00

4.00

CM

Pima

225

4'

50

112

12

2,0

03.88

Yavapai

117

233

233

'1

17

0-

03.50

Total

919

28

61

11

03.91

PROJECT

Lconino,

C-Maricopa

Mesa

P-+

Pinal

Pima

Yavapaql.

Total.

TABLE IV.

.k

I

TEACHER ATTITUDE TOWARD UNIT

(Number, Percent and Mean of Instructor.RespOnses

To Attitude Items3,

4and 5 Combined)

STRONGLY

POSITIVE

N'

1

t

POSITIVE

N

NO

OPINION

NNEGATIVE

N

STRONGLY

NEGATIVE

N%

aa

00

67

.

a0

3:4,,

.\_,-"-----'

33

00

3.33

o

-0

09

100

00

00

00

4.00

625

3'12

521

937

1°

43.17

18

542

00

6;

50

P0

3.08

00

325

758

217

217

3.08

444

111

00

333

111

3.44

11'

-16

23

33

12

17

21

30

23

3.29

s'

A

possible 69, responses, 34 (49%) are positive, 12

(17%) are of no opinion, and 23 (33%) negative.".1

Correlations betWeen the eacher Attitude toward

career education and, eacher Attitude toward the unit

were Significant at the .05 level. (r= 0.60) (See

Table V)

2. Learner Attitude

When learner a ude toward the unit is examinedi(Table V we gee a fairly hi 44. feeling

tdWard the unit across.all EA:ojects. Of the 2919--a A

. responses % were positive toward the unit, 23% no

---

opinion, and only 11% were negative toward the unit.e.

Correlations between the Teaaher Attitude toward

the unit and*Learner Attitude were significant at

the .05 level. .(r= 0.60) (See TabltVII) 1

LEARNER PERFORMANCE

in order o examine learners' performance on the unit,4and to assess how well the objectives of the unit are met,

cumulative Acores over all the lesson items within the unit

(total learner scores) were examined. , Table VIII presents

the total learner scores in percentages by projects. This0

score reflects 'the. unit's overall success concerning delivery.

of its objectives..

TABLE V

tvlean Instructor Altitude T oward the Utait by Instructcm Attitude-"Toward Career Education

.

Instructor Instructor.

Unit "attitude,Attitude - -Career Ed,(cues. 3 -5) . es. 2ect Teacher #

Coconino 3.33. , 4.00

Central Marlcopa 1. \ 4.00 .4:00,

4.00 4.001.

'3 4.00744.00

. Mesa 1 2.67 , 2.50.

2 2.33 4.00

. - 3.

1.67 3.00.

-, 4 3.00 2.50-

5 3.00 4.50

6 5.00 N 5.00

7 2.67 3.50

8 5.00 5.00

Pinal 1

2

3.67

2.67

3.00

4.00

.

3 3.33.

4.00

4 2.67 4.00

Pima "1 3.00-AP

4..00

2 42.33 2.50

3 4.00 k 4.010

4 3.00 ' 5.00

Yavapai.rte

1 3.67 4.00

2 1.67 2.50

3 5.00 4.00

r= 0.60

19

12

TAkLE VI

LEARNER ATTITUDE TOWARDS UNIT.(NUMBER, PERCENT'AND MEAN OR COMPOSITE

LfAkNER ATTITUDE RESPONSES)

-YES/HAPPYI DON'TCARE/OK

PROTECT N -N

Coconino 75 57 28 21

C-MaricOpa 417 68 149 24

Mesa 773 68 218 19

Pinal 326 66. 144 29

:Pita 1P7 , 54 72 37

Yavapai 229 64 65 18

Total 2.31927 66- '676

NO/SADN % MEAN

29 22 2.35

45 7 2.61

137 12 256

.26

-17

62,

5 60

9 *- 2.46

17 2.47

316 11 2.55

13

20

Ale

J

TABLE VII

MEAN INSTRUCTOR ATTITUDE TOWARD THE UNIT BY MEAN LEARNER ATTITUDE.N49

`INSTRUCTORTEACHER UNIT LEARNER

.PROJECT NUMBER ATTITUDE ATTITTE

Coconino L 3.33

1 Central Maricopa 1 4.00

2 4.00

3 4.00

Mesa 1 2.67

2 2.331

3 1.67

4 3.00

4

6

-7

"3.00

5.00

2.67

2.35

2.69

2.63

2.S1

2463

2.26

1.89

2.55

'2.95

2.86

2$8T

2 5.00

ePinal 1 3.67 2.55

2 2.67 2.56

3 3.33

4 2.67 2.70

1 3.00

2 2.33

3 4.00 2.46

4 3.00 -

Yavapai 1 3.67 2.46

2 1.67 2.09,

3 5.00 2.92

r= 0.60 214

21

9

TABLE VIII

NUMBER AND PERCENT OF CORRECT LEARNER RESPONSESTO LESSON IMBEDDED ITEMS FOt A GIVEN UNIT

PROJECT

Coconino

C-MaripoP4

Mesa-

inal

Pima

Yavapai

NUMBER OF PERCENT OFNUMBER OF CORRECT CORRECTRESPONSES RESPONSES RESPONSES

208 178 85

1020 . 978' 96

2 09 2067 89%._

P 617 530-

86

310- '.

268 86. R. .

671 620 92

Total 5135 4641 90

*/

os

22

The scores from each project range from lowaaf'85%

at Coconino to a high of 96% at Central*Maricopa. These

responses,appear uniform with no one project varyiAg far from

the mean score (90%)thereby exerting a d.isproportionate

influence.

Various other data was collected grom the teachers

involved in the Meld test of the. units.

The data collected included the following information:

1. Teachers indicated whether they pad experience

in job other than teaching and whether thus

informaticin helps in teaching fthe unit. It was

found that 11 of the 23 teachers (48%) had

previous experience in a jq other than teaching.

Of these eleven, eight (73%) indicated that the

previous experience helped 'n teaching the unit.

(See Tables IX and X)

2. The teachers were asked how many ,guest speakers

they used. Eight of'the 230achers (35%) did

not use guest speakers. 'A total of 18 guest

speakers were used in the 23 classrooms. (Table XI)

3. The teachers were also,asked to ind1cate the

amount of time devoted to the unit per week and

what time of day (AM or PM) the unit was primarily

taught. The median number of* hours spent per

week teaching the unit fell between 1-k2 hours.

/Sixteen 169%) teachers taught the unit in the

afternoon while 7 (30 taught the unit in the

morning. (Tables XII and XIII)

16 23

1

S

TABLE IX

NUMBER AND PERCENT OF INSTRUCTORS THAT TAUGHT

EACH UNIT BY OCCUPATION OTHER THAN TEACHING

40i

SOCIAL

PHYSICAL

CHEMICAL

TECHNI-

CONSTRUC-

1.SCIENCE SCIENCES

SCIENCES

BUSINESS

CAL

TION

INDUSTRY

OTHER

PROJECT

N%

N%

N%

N%

N%

'

N%

IN

.%

i.N

%

o..

Cconino

00

00

00

0,

01

0;

.

C-Maricopa 0

00

,0

00

0'0

00

00

00

P

.Mesa

,0

00

00

02

,,25

00

00

(

00

2/

"'

2

NONE

TOTAL

NNO.

Pinal

'0

00

00

00

Pima

Q0

A0

250

0t0

P0

Yavapai

00

Q.

0'

00

33

.0

0

6

Q6

Total

00

00

5?2

00

0'22 12

52

23

TABLEX.

NUMBER AND PERCENT OF IUSTRUCTORS THAT TAUGHT-EACH UNIT BY WHETHER PREVIOUS EXPERIENCE HELPS

IN CAREER EDUCATION

40

.

PROJECT NYES

.0

,

NNO,

NOPREVIOUS

EXPERIENCE TOTALNUMBER

Coconigu

C-Ma icopa

r*Pies -

Pinal

Pima

Yavapai

0

5,.

3

1

r0

0

100

.38

.25

25

0

4

0

0

1

0

1

1

. ..

0 .-

0

12

0

25

33

1

0

'3

2'

2

100

Q

50

75

50-

67

1

3

8

4

4

3

Total 35 3 13 12 .52 23-

25

ti

A

TABtE XI

NUMBER AND PERCENT OF INSTRUCTORS THAT TAUGHT EACHUNIT py THE NUMBER OF GUEST SPEAKERS USED

PROJECT

1

Coconino 00.

1 100 0 0"

C-Mari copa 1 .3 2 67 0 0

Mesa 0 7 87 1

Pina1 4d 0 0 0 0

. ...

lima 2 1 .45 0 0

'avapai 1----- 4'3 - 2 67 0

TOtal 13 56

r

4

26'19

0 -4`...,.. 0

,0 0

O. 0

0 0

0 0

0

0

YPOTAL3IumPgR.

8

0 0 4

Th. 25alk

0 4

0 0 0 - 01_ , 3

23

O

L

NUMBER AND PERCENT OF INSTRUCTORS THAT_ TAUGHTEACH UNIT BY TIME TAUGHT-

^PROJECT

Coconino

C-MaricOpa

Mes a

Pinal

Pima

Yavapai

Total

PM TOTALNUMBER

1

0

100

0

0

3

0,*

100'

3 37 5 62

1 25

-;25 75'

1 , 33 2 67:

30 16' 69

1r

23

20

TABLE XIII

NUMBER AND PERCENT, OF INSTRUCTORS- THIN TAUGHT EACII UNIT

BY AMOUNT OF TIME DEVOTED TO THE UNIT EACH VBEK

PROJECT

LESS

THAN

1 HR. %

".N

1-2

HRS.%

,N

2-3

,HRS.

N

.

3-5

HRS.%

N

MORE

THAN

1

5 HRS. %

.

TOTAL

NUMBER

Coconino

00

0100

00

1

C-Maricopa

3-

!l00

0,

-0

00

3

Mesa

00

450

337

1,

12

00

8

Pinal

125

00

01

25

00

4

Pima

375

00

25'

00

4

Yavapai

00

133

67

00

3

Total

418

39

417

26

00

23

ti

TABLE XIV

NUMBER OF INSTRUCTORS THAT TAUGHT EACH UNITBY TYPE OF CLASSROOM'AND METHOD OF TEACHING

PROJECT

OPEN,CLASSROOMN %

SELFCONTAINEDN. %

TEAMTAUGHT

%

Coconino 0 0 1 100 0

C-Maricopa 0 0 3' 100 0

Mesa 1 12 5 62' 2 25

Pinal 1 25 3 75 0 0

Pima 1 25 2 '50 1 25

Yavapai 0 0 3 100. 0 O.

otal 3 13 17 74 '3 13

29

-22

I

TABLE XV

Me6,11 Student Attitude by Time of Day Unit Taught

Project Teacher

Coconino

Time of'Student DayAttitude 1=pm 2=am

2.35

Central Maricopa 2,-69

2.63

2.51

Mtsa 1

3

4

5

6

7

8

2.63

2.26

1.89

2.55

2.95

2.86

2.88

1

1

1

1

2.

2

1

Pinal

3

2.55

2.56

1

1

1

2

Pima 1

2(

3 2.46

2

1

1

1

Yavapai 1

2

3

2.46

2.09

2.92 2

r= 0.46 ( 30

23

4. The teachers were also asked what kind of

classroom or method of. teaching they used.

Seveilteen (74%) of the classrooms were self-

contained .3 (13%)' wen open classrooms and 3

(13i) were team to t. (Table XIV)

Correlations were ca ulated between the above data and

Student Attitude, Teacher Attitude, and Student Performance.

Significant correlations" were found between Student Attitude.

and Time of Day the unitwas taught. When the unit was

taught in the morning the students - attitude tended to be

more positive. (Table XV)

TEACHER REFINEMENT,ANALYSIS AND COMMENTS

Specific revision data was obtained by asking the field

test teachers to make comments regarding each lesson

taught. These comments were solicited in the UNIVAL.

The followintj list represents a compo'site of teacher

comments regarding the various aspects of the unit, as well

as a lesson by lesson critique of the unit. These comments

have been analyzed and recommendations for revision presented.

3,1

24

TEACHER COMMENTS

When reading the teacher comments it should be noted

that not all teachers responeto the open ended items., .

de

eThe efore, som of the responSes seem inconsistent with the.

i .

t chgeresponses to the closed items. The closed items, it

is felt, reflect a true attitude toward the unit over theI

teachers sampled. The teacher comment's are f2om selected

teachers that felt strongly enough to 'take the opportunity

to respond. The comments, are, therefore, more for

curriculum refinement than for overall evaluation of the

unit.

Central Maricopa

-Mobil are fun but difficult to get materials for,%

and not 4-Cessary. Bulletin Board activity very worthwhile.

r- Coconino

Lesson 4 difficult. Students enjoyed unit. More

variety in assessment items. Helps in handling discussion

situations.

Mesa

Vocabulary needs to be reviewed, Too much teacher

participation. Too teacher directed. Too long. Need more

activities and less discussion. LessQns not challenging.

Too many preparation tasks'. Very appropriate for grade1r

level. Will use again.

Pinal 41/

Too long. First part should be 3rdtrade, last

art 4th grade. 'Igo much drawing and coloring.

32

25

PimaJ

Lessons dealing with social and group behavior, very

well accept" Too long, .somewhat boring.

Yavapai-4

Plan to use it each year. Lessons 1, 4, 7, 10, and.

'12, onfy lessons that helped meet objective. Omit lessons

5, 'combine lessons 2, 3, and 4 and combine lessons 8 and

9. Extremely long. Takes too much time to prepare.

Probably could be made into 3 units.

Y

A

3326

$

4

I

SUMMARY

The revelant data collected during the field test is

summarized below:

1. A total of 611 learners were exposed to this unit in 6

of the 9 participating projects. Fifty-two percent of

the learners were male and 23% of the learners were of

minority backgrounds.

2. Of the 23 teachers that presented the unit 22 were

female, the median years of experience was between

6-10 years, and 15 had taught,ot4eVeloPed career

education material: o

3. Teachers expressed a positive attitude toward career

education in general (3.91 on a scale where 5 was

the highest positive response). Thoug still positive,

the /teachers' attitude toward this par cular unit

was somewhat lower (3.29).

4. The learners also exhibited a positive attitude toward

the unit with 66% of the .2919'responses positive,

23% no opinion, and 11% negative.

5. The learners' overall performance was very high

(90% correct)'. There was very little variabilityosi

across lessons and units.

34.

27

6. A list of the teachers critical comments and recom-

mendations was presented in the body of this report.

it

I

Ps'

3528

-

CONCLUSIONS AND RECOMMENDATIONS

1. Future users of this unit should review the unit in

its entirety paying particular attention to the

content of each activity noting when during their

teaching year it is best to be taught.

2. During.installation the teachers, while not con-

strained by field testing,'should be made aware that

the lessons as presented are only Suggestions and

may be modified, resequenced, augmented or reduced

as desired.

3. This unit presented a wide range of activity sugges-

tions, many of which may be extracted to constitute

an enrichment program in addition to the unit.

4. This unit was well received by students who scored

a very high 90% on the test items. Even though

. Teacher Attitude is low; it is recommended that

this unit be inaided in the implementation phase

of curriculum development on the strength of a high

Student Attitude and a high Student Performance.

F.

APPENpIX.I

Additional. Data

37

Mean Student Performance b%. Time of Day Unit Taught

Pro ect Teacher #*LearnerPerformance

Time ofDay

1 = pm 2=am

Coconino 861,1,

2

Central Maricopa 1 96 1

2 .97 1

,

' -3 95 1 -_-

Mesa 1 99 1.

2 93 . 1__

3 89 i,

4 92 . 1

5 95 2

6 94 2

7 92 1

*8 78 2

Pinal 1 89 1...

2 82. 1

.

3 - 1

44

, 90 2--Pima 1 - 2

2 - 1

3 86 1

4 - ,1

Yavapai . 1 98 1.._

2 88 1

3 87 2

- 0.32 *

,Percent of students attaining, the unit objectives

88

Mean Learners Perfromance on a Unit by Mean Instructor, ,AttitudeToward the Unit

PrO ec.t Teabher #*LearnerPerformance

InstructorUnit

Attitude'

Coconino

.

1.

86 4.00

.

Central Maricopa44

1

2

3

96

97

95

4.00

4.00

4.00

Mesa 1 99 2.67

2 93 2.33

'3 89 1.67

4.

92 3.00

5 95 3.00

6 . 94 5.00

7 92,i.

i.67

8 78 5.00,

Pinal 1 89 « 3.67

2 82. 2.67. ,

/3 - 3,33

4 90 2.67

Pima , 1 - 3.00

2 - 2.33

3 86 4.00,

4 -.

3.004

Yavapai 1 98 -; 3.67

2 88- 1.67

3 87 5.00

*Percent of students attaining unit-objectivesr= 0.12 39

411,

AIM

APPENDIX II

UNIVAL

514

40

4

4

FIELD TEST INSTRUMENT PACKAGE

ELOrraira aeffectiBuicAfihEaDtzna

WE NEED ONE ANOTHER:

GRADE LEVEL: 3

Please print:

Instructor

PART

CAREER EDUCATION FIELD TEST 41:

PROGRAM INFORMATION

School

Unit OrAtit Title District

Grad Level Project

Date unit or Xit introduced in the classroommo. day year

Student data: (*the numbers should agree)

*Total number of,students exposed to the unit,

*Number of students of eacil sex: a. male

*Number of students in each ethnic group:

a. American Indian d. .Anglo White

b. Black e. Other

c. Spanish*.Surname

b. female

DIRECTIONS: Circle the letter of your answtsr in each of thefollowing tluestionia.

Teachers:

How many.years have you worked in the field of education?

a. Less than one d. 11-15 years

b, 1 -5 years More than 15 years

c. 6L10 years

WhiCh of the following would best descrihe your exposurCareer Education ::'cJD,,date):;'

a. Develppd a Career Edutation unit or program

Tauciht a Career Education unit or program

Q. Read a Career EdUcation unit or program

d. Had some exposure to Career Education

e. Had no exoosure to Career Education

42

I

What is your sex?

a. Male

b. Female

Is your, classroom: (more than one answer may be applicable)

a. Open

b. Self-contained

c. Team taught

What time of day were the lessons taught (predominantly)?

a. AM

b. PM

How much time did you devote to the unit each week?

a. Less than 1 hour

b. 1-2 hours

c. 2-3 hours

d. 3 -5 hours

e. More than 5 hours

How many'guest speakers were used in conjunction withsthe.unit?

a. 0

b. 1

c.. 42

d. 3

e. 4 or more

Have you had another occupation other than teaching?

a. SOcial sciences

b. Physical sciences

c. CheMical sciences

d. HusineSs

43 1

e. Technicak

f. Construction

g.

h.

Industry'

Did this experience help in teaching the Career Educationunit?

a. Yes

b. No

44

ti

PART II

Learner Performance Data

Please provide an indication'of how well thelessons delivered ...he performance objectives.The lesson numbers and methods of evaluationfor each have been indicated. Page numbers,objective specifications, and item numbers areindicated as appropriate. 'Please indicate thetotal number/of learners responding. Then recordthe number that responded correctly. Completethis form as you teach pach lesson of the unit.

Method of.Evaluation,

Number of Learners.

LessonNumber

Page No.Item No. Test Checklist

InstructorJud ent Resond1n

RespondingCorrect1

1 p. 30-31...0

, .. . s.e

---;

'ejl.W-1)tl .1"..1.06=, ..el. a

2 p. 43-45IP 'VW?ilfitt..'''..`" 4' e`ji i

3 p. 53-551 3

od: t

.i IL' c:geA-i

o

4 p. 65-67 '11.=?... . ;y:-

. .

,

5'IP 81111111r

.,.. --.-----.. .0 . ,.......'".

''

''ft" ,

'.-

6 p. 88...om,.789

. .

1 ,i4Nr-.- ,

....

7 p. 97-9 9:

,t,!;t 4 Iii, 1

8 p.109-111 ' Wi?i,

9 p. 117-11 9 iPm: 4' 4,.....

4

.

o 1. 0%.

.

.-

..,

t:

4144 4

10 p.125-127' 4.erii.

11 p. 134-13 5l' .?

,

y .' 1.. ty., )' 10.ille

12 p.146 -147 ,'.-Z...I.

IS,:t4-gg3t* 4AKA XVYL

,+. **;)15'A07"--;4 *. 344XZ'te711;,i),...l&ht-"Co; .1" 40" zh

.

. A-....,.:

.7- , . ,...A 1.,,,e,*:,i.. ' ?..,:. t

vir-rf.44re.f. 4

:' ''''

We Need One AnotherGrade Level 3

4j'

1.

2.

4.

6

PAST xxr

Instructor Attitudinal Data

Directions: Read Mach stitement and place a dOeck in the boxunder the heading that describes your response.

StronglyAgree.

soPvirtilmis

[

'Disagree'strongly)Disaireel

Classes in my eub3ect,',grade level would bojmore meaningful and,: le-vant iUfocused aroundCareer Education objec-tives.

,

_Career cation is justanother fad that willsoon be forgotten.

.

.,

After miniMal revisionsthis unit will beraady for statewidedistribution.

_,

The learning activitieswere very effective inhelping meet the per-fit:mance stated.

The content of the unitrelates` directly to myregular class program. ,

* I

--.,,_

, -,...,.

indicate below any further comments concerning the strengths orweaknesses of the unit.

4.

4

A

1146

PART III (Continued)

Learner Attitudinal eta

On the following page is an attitudinal survey iihichwe would like your learners to respond to. Please removethat page'from this instrument and reproduce enough copiesfor each of your learners. We feel. that it would be bestif your learners responded to this survey at the completionof the unit. If your learners do not have the needed readingability to complete the survey, please read and explain theitems to them. After the learners have completed the survey,please tally their responses and record the total number oflearners responding in each manner of the form proiided

4 below.

1.

2.

3.

4.

5.

6.

7.

YES

HAPPY

I DON'TCARE

OK

12

47

NO

SAD

PART III (cont!d)

s

1

LEARNER ATTITUDI1(AL.PORK2

1. Would you want to know moreabout what we have learned,in these lessons?

. Do you know more now aboutthese,lessons than before?

3. Were the lessons interestingto you?

4. Do you think that next:year's.class should be ,given these,lessons?

5. How did you feel about thelessons?

6. How did most of your otherclassmates feel about thelessons?

7. How did dour teacher feelabout the lessons?,

13

48

YES I DON'T CARE'

HAPPY

NO

LI