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A Student Environment Model: a Measure of Institutional Effectiveness

Description: In a rapidly changing environment of growing competition for limited resources and ever increasing operational costs, institutions of higher education must focus on all aspects of the organizational functions to insure institutional effectiveness and the maximization of student success. This study will use a Student Environment Model (SEM) to assess students' perception of their college environment outside of the formal classroom at a unique two year technical college. The information obtained is used by the administration of Texas State Technical College Waco (TSTCW) to make appropriate adjustments in programs, services, or policies when the student data indicates that change or improvement is needed. While the SEM provides an indication of the students' "image" of the college environment, it can also provide indicators of areas which need improvement or require change. Applying the SEM information to decision making, problem solving, and planning will allow the institution and its people to move toward higher productivity and continuous quality improvement.
Date: May 1995
Creator: Morris, Lucille Darline

Using regression analysis to investigate relationships of ASVAB selector composites to end-of-course grades for students in aircraft maintenance training programs in the Air Force

Description: Aircraft maintenance training programs in the Air Force have evolved from an almost exclusively mechanical orientation to one that is largely electronic. The Armed Services Vocational Aptitude Battery (ASVAB) with its four selector composites (Mechanical, Administration, General, and Electronic) has been in use for over 20 years. The mechanical (M) composite score is used to identify those who will be trained in aircraft maintenance.
Date: December 1995
Creator: Byrd, John L. (John Luclon)

An Investigation of Selected Factors Affecting Automotive Service Excellence Test Outcome and Job Placement Rate

Description: Under investigation in this study was the effect of ASE certification of automotive technician training programs and other selected factors on ASE test outcome and job placement rate. This research ponders whether the time and money invested in certifying technician training programs is returning desired improvements in this automobile manufacturer's dealer service staff. The study focussed on technicians employed at Chrysler dealerships around the United States. The 2 samples totalling 387 males between the ages of 22 and 30 were drawn from 1,007 graduates of automotive technician training programs. Technicians that completed a formal training program beyond the high school level certified by the National Institute for Automotive Service Excellence (ASE) were compared to others whose training was not certified by ASE. Comparisons were made on the basis of ASE Automobile Technician Test scores and on the length of time from training program completion to employment. This research sought to identify the significance of association between three main predictors - the status of training program ASE certification, work experience and year of training program completion - and the most desirable levels of ASE test outcome (at or above 90% on the ASE test) and job placement rate (immediately following completion of training). The logistic regression procedure in SAS was used to analyze categorical data in testing the statistical hypotheses. Resulting odds ratios provided indications of significant associations between ASE program certification, technician experience and year of program completion and each of the dependent variables, ASE test outcome and job placement rate. The findings indicated that ASE automotive training program certification status was a significant predictor of ASE test outcome and of job placement rate. Recommendations for further study suggest a look at how technician skill levels affect implementation of the Clean Air Act or dependency on foreign sources of fuel, ...
Date: August 1995
Creator: Karbon, Patrick J. (Patrick Joseph)

Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent Records

Description: Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.
Date: August 1995
Creator: Foster, Edward C., 1946-

The Effect of Test Anxiety Reduction Intervention on United States Air Force Allied Health Care Students

Description: This study examined the effects of test anxiety reduction strategies on U.S. Air Force allied health care students and had a fourfold purpose. The first was to estimate the extent of student test anxiety in allied health care students. The second was to determine the predictors of student test anxiety. The third was to determine if the Student Learning Center provides an effective method of reducing test anxiety in the subjects. The final purpose was to recommend areas for future research.
Date: December 1996
Creator: Sterling, Jimmy L. (Jimmy Lee)

The Effect of an Electronic Evaluation Questionnaire Format on the Return Rate From Field Supervisors.

Description: The purpose of this study was to examine the usefulness of electronic-based questionnaires as a tool to gather data from field supervisors in the medical profession at various military bases. The study compared the response effects of an electronic evaluation questionnaire with the traditional method of paper-based questionnaires in gathering Level 3 data. The number of returns affects the amount of information available to the course personnel in creating a viable program that ensures the success of service members entering the occupational field and, ultimately, affecting the number of service members who remain beyond their first enlistment. The return rate and amount of missing data were tracked. Supervisors of graduates of a medical program who had observed service members for a minimum of 4-months were participants in the study. The z-test for comparing two proportions was used to determine significance of the study at the .05 level. Findings indicate that there was a significant difference in return rates and the amount of missing data when using the electronic format. Based on this study, the electronic-based questionnaire as a data-gathering tool provided a higher number of returns in a quicker time frame with fewer missing data in the technical training environment. Copyright is held by the author, unless otherwise note
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Date: May 2005
Creator: Pineau, Deborah M.

The Effect of Psychological Type, Economic Status, and Minority

Description: The purpose of this study was to determine if psychological type, economic status, and minority classification had an effect on the pass/fail rates of vocational nursing students. The rationale for conducting this study was based on the need for the institution to maintain program viability and successfully retain students. The personality types of vocational nursing students were measured using the Myers-Briggs Type Indicator. Measures of economic status and minority classification were obtained through subject self-report. Students enrolled in a vocational nursing program at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was a statistically significant relationship between the pass/fail rates of thinkers versus feelers in the vocational nursing classroom. Findings did not indicate a statistically significant relationship between the pass/fail rates of extraverts versus introverts; sensers versus intuitives; or judgers versus perceivers in the vocational nursing classroom. Findings also suggested that there were no significant relationships between the pass/fail rates of individuals with poverty versus non-poverty economic statuses, nor between individuals with minority versus non-minority classifications. Based on this study, vocational nursing students psychologically typed as thinkers, may have lower passing rates in the vocational nursing classroom setting.
Date: May 2001
Creator: Kays, Brenda S.

The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females

Description: This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.
Date: August 2002
Creator: Delp, Don J.

Effects of a Simulation Game on Trainees' Knowledge and Attitudes About Age-related Changes in Learning and Work Behaviors of Older Workers

Description: This investigation was conducted in response to the need for effective diversity awareness programs to help employers create intergenerational-friendly work environments. An experimental pre- and post-test control group randomized block design was employed to answer two research questions about the effects of a simulation game on knowledge and attitudes about age-related changes in learning and work behaviors of older workers. Participants were assessed immediately prior to and following the treatment, followed by a third assessment 60 days later. Necessary measures were taken to control for threats to the study's internal validity. An applicant pool comprised of human resource management and development practitioners and senior undergraduate students enrolled in human resource management courses yielded a sample of 65 participants. Chapter one introduces the study. Chapter two provides a review and summary of relevant literature on ageism in the workplace, training older workers, and simulation games. Chapter three describes the procedures and methods used to answer the research questions. Chapter four presents the results of all analytic procedures related to the investigation. Chapter five provides the conclusions and recommendations based on the findings of this investigation. In this investigation, the treatment group did not score significantly higher on their knowledge of age-related changes in learning and work behaviors of older workers than the control group following treatment. The attitudinal change experienced by the treatment group did not differ significantly from the attitudinal change experienced by the control group. Recommendations for further research include the following: (a) the disordinal interactive effect of the control group's performance on the knowledge measure during the 60-day interval between post assessments warrants further investigation, (b) the statistically significant change in attitude that occurred within each group during the 60-day interval following treatment warrants further investigation, and (c) more reliable instruments need to be developed for measuring the ...
Date: May 2000
Creator: Dunn, Suzanne

Comparison of Computer Testing versus Traditional Paper and Pencil Testing

Description: This study evaluated 227 students attending 12 classes of the Apprentice Medical Services Specialist Resident Course. Six classes containing a total of 109 students took the Block One Tests in the traditional paper and pencil form. Another six classes containing a total of 118 students took the same Block One Tests on computers. A confidence level of .99 and level of signifi­cance of .01 was established. An independent samples t-test was conducted on the sample. Additionally, a one-way analysis of variance was performed between the classes administered the Block One Tests on computers. Several other frequencies and comparisons of Block One Test scores and other variables were accomplished. The variables examined included test versions, shifts, student age, student source, and education levels. The study found no significant difference between test administration modes. This study concluded that computer-administering tests identical to those typically administered in the traditional paper and pencil manner had no significant effect on achievement. It is important to note, however, that the conclusion may only be valid if the computer-administered test contains exactly the same test items, in the same order and format, with the same layout, structure, and choices as the traditional paper and pencil test. In other words, unless the tests are identical in every possible way except the actual test administration mode this conclusion may not be applicable.
Date: August 2000
Creator: Millsap, Claudette M.

The Relationship Between Time-On-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College

Description: This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system. TASP, an exam required of all students in Texas public colleges, assesses reading, math, and writing skills. The population was made up of 482 students who took the TASP exam before and after CAI and who used Destinations CAI for remediation of reading skills. Null hypotheses were explored using Pearson correlation and linear multiple regression. The findings for the null hypotheses were the following: Ho1 - Correlation and linear regression correlation showed that time-on-task in Destinations CAI had no significant effect on the TASP scores of the population studied. Ho2 - Correlation and linear regression correlation showed that females made significantly better gains on the TASP test from CAI than males. Ho3 - Correlation and linear regression correlation showed that low-achiever students made no better gains on the TASP test from time-on-task in CAI than high-achiever students. Difference between the two group's gains was not statistically significant. Ho4 - The regression equations predicted the gain in TASP reading scores for less than 1% of the population studied. Only the regression equations for male students and female students separately were statistically significant. The researcher recommends replication of this study each semester to determine the effectiveness of CAI. Regular and systematic evaluation using pretest and posttest data will provide benchmarks so that the value of changes in instructional methods can be measured. This method of research can help to clarify questions that should be answered through other research methods.
Date: December 1999
Creator: Lansford, Carl Edwin

The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators

Description: This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.
Date: May 2005
Creator: Mooneyham, Mary Charlotte Shepherd

Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style

Description: The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used. It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra. There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition. While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
Date: May 2000
Creator: Blackner, Deborah Martin

Psychometric Development of the Adaptive Leadership Competency Profile

Description: This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study validated 10 competencies and 55 items.
Date: December 2000
Creator: Sherron, Charles T.

An Online Academic Support Model for Students Enrolled in Internet-Based Classes

Description: This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors.
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Date: May 2000
Creator: Rockefeller, Debra J.

The Effect of Giving Class Time for Reading on the Reading Achievement of Fourth Graders and the Effect of Using a Computer-Based Reading Management Program on the Reading Achievement of Fifth Graders

Description: This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.
Date: May 1998
Creator: Peters, Rochelle

Impact of Training on the Information Technology Attitudes of University Faculty

Description: The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.
Date: August 1998
Creator: Gilmore, Elizabeth L. (Elizabeth Lee)

The Effect of Study Skills Training Intervention on United States Air Force Aeromedical Apprentices

Description: The study examined the effects of a study skills training intervention course on U.S. Air Force Aeromedical Apprentices with five main purposes. The first was to examine the relationship between study skills training and the number of times students required academic interventions outside of normal class time. The second purpose was to examine the relationship between study skills training and end of course averages. The third was to determine the relationship between study skills training and the amount of additional instruction, measured in time, students required. The fourth purpose examined the relationship between study skills training and graduation rates. The final purpose was to recommend areas for further research.
Date: August 1998
Creator: Griffith, John Clark

The relationship between training in learning style adaptation and successful completion of entry-level community college classes.

Description: The purpose of this study was to determine if there was a relationship between training in learning style adaptation and successful completion of community college courses. The rationale for conducting this study was based on the need for students to learn how to adapt their learning style in order to more effectively learn in any situation. It is also important that community colleges implement strategies that assist in student retention. The learning styles of entry-level community college students were measured using Kolb's Learning Style Inventory Version 3. Students enrolled in entry-level college courses at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was no statistically significant difference in the relationship between students receiving training in learning styles adaptation and successful completion of entry-level college courses, and that students who attended a learning styles training session and those who did not attend a learning styles training session had an equal chance of succeeding in entry-level community college courses. Findings also indicated that students with Accommodating and Assimilating learning styles are less likely to successfully complete an entry-level college course than are students with Diverging or Converging learning styles, yet students with Diverging and Converging learning styles might withdraw from a course rather than risk being unsuccessful. Finally, findings indicated that students who are dissatisfied with the college course and with the instructor of the college course withdraw from college courses.
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Date: December 2002
Creator: Ferrell, Dawn M.

An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges

Description: This research was conducted to determine why two-year community college instructors teach over the Internet. By understanding why these instructors teach over the Internet, colleges can recruit more instructors to teach using the Web thus allowing colleges to offer more Internet courses. They can also use the information to keep the instructors who are currently teaching over the Internet satisfied, and motivate them to continue to teach. To gather this information, a questionnaire was created and evaluated for reliability and validity during a pilot study. It was then sent to those instructors who taught over the Internet, and had their e-mails available on their campus Website. A 30.5% response rate (N=100) was achieved. The survey was divided into two sections, a demographics section and a Likert scale dealing with motivation. The Likert scale had six choices ranging from strongly agree to strongly disagree and 31 statements. The demographic data were reported and summarized. The Likert items were examined using factor analysis techniques, and a number of components were discovered. Eight components, made up of the 31 variables from the Likert scale were found using the factor analysis. The eight components in order are labeled: Technical and Computer Challenges, School Promotion, Student Preferences, Personal Benefits, Receiving Computerized Assistance, Growth and Knowledge, Textbook Company Assistance, and Pay.
Date: December 2002
Creator: Swartwout, Nansi. A.

Levels of resourcefulness and motivation as they relate to sales force success: An examination of correlates using the hope theory.

Description: This study sought to determine whether a relationship existed between individual salesperson's levels of goal-directed cognition and motivation and their professional success as determined by the percentage of sales goals achieved. Salespersons represented two companies with national sales forces: one from the financial services industry and one from the apparel manufacturing industry. Both groups of salespeople were responsible for complex selling tasks. The skill sets for these professionals included high levels of communication skills, extensive product knowledge, and competitive market knowledge. Survey research, both paper and pencil and online, was conducted using the Hope Scale developed by C. R. Snyder and associates (1991). Hope is defined as a two-dimensional construct of goal-directed thinking: resourcefulness, thoughtful planning to overcome obstacles to goals, and motivation, cognition to sustain momentum toward goal achievement. Theoretically, upon assessing salespersons' Hope scores, organizations would be better prepared to assist those with low Hope Scale Scores (HSS) in one of the two areas. Those with low resourcefulness scores could be trained in cognitive techniques to overcome obstacles to goal achievement. Those with low motivational scores would be identified for further analysis, from a developmental perspective, to better determine what personally initiates and sustains motivation to attain their goals (Snyder, 1991). This study affirmed two of three parts of the hope theory with regard to salespeople. High Hope scores showed significant correlations with high goal achievement, as did one of the subset scores, motivation. The resourcefulness subset score did not correlate significantly with high goal achievement, and also produced low reliability scores.
Date: December 2002
Creator: Pool, Patricia W.

Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills

Description: This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, ...
Date: December 2002
Creator: Robinson, Linda Marie McDonald

Learning Style and Preferred Mode of Delivery of Adult Learners in Web-Based, Classroom, and Blended Training

Description: The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participants were also administered two surveys. The first survey collected demographic information and asked which method that they expected they would prefer. The second survey was administered after the course and asked them to rank their preferences for delivery method. It was hypothesized that learning style would be significantly associated with preference for delivery method. The data was analyzed using descriptive statistics and a chi-square test of independence for the variables learning style and preferred mode of delivery. Although the chi-square test of independence did not produce statistical significance, some interesting trends were identified in the data. Specifically, a majority of the participants preferred a blended approach to training delivery (a combination of self-paced web-based training and classroom group exercises). No Divergers preferred classroom training and no Accommodators preferred web-based training. Additionally, a logistic regression analysis indicated that Assimilators were six times more likely than Divergers to prefer a blended approach to training (p=.10). Further studies should utilize other learning style theories, explore different types of learning outcomes and delivery methods, and include a larger sample from different organizations. Training needs assessments should include learning style inventories as part of the audience analysis prior to training development.
Date: August 2002
Creator: McFeely, David

An evaluation of job satisfaction among salespersons in a small department store using four psychological measures.

Description: The purpose of this study was to examine the potential of three independent psychological scales (Rotter's Locus of Control, Karasek's Job Content Questionnaire [non-injury job stress], and Rosenberg's Self-Esteem Scale) to predict job satisfaction, as measured by Brayfield and Rothe's Index of Job Satisfaction, among salespersons in a small independent department store in Wichita Falls, Texas. An 82-item survey which examined the dynamics of a salesperson's work life was administered to 20 individuals who were full-time employees of the department store. Demographic data were also gathered although these factors were not entered into the regression analysis. A multiple regression procedure examined the responses of the 20 employees who participated in the study. The R-squared coefficient indicates that 41 percent of the variance in Job Satisfaction was explained by the three predictor measures. A major proportion of this unexplained variance may be in variables outside the scope of this study, e.g., salaries, vacation time, benefits, bonuses, or commissions. Results suggest that the independent variables measured by the Locus of Control Scale and the Job Content Questionnaire in combination were the best predictors of job satisfaction with a significance level of .01. The single best predictor was the Job Content Questionnaire, significant at .03. The three instruments (Locus of Control, Self-Esteem, and Job Content Questionnaire) which comprised the independent variables, reached a significance level of .03 in their prediction of job satisfaction (Brayfield-Rothe Index of Job Satisfaction). Study results indicate that a majority of the employees in the sample population were satisfied with their jobs and with the leadership style manifested by the store manager. In addition, job security was believed to be satisfactory. Inasmuch as there is a void in the literature regarding personal characteristics of salespersons as variables that interact with job satisfaction, comparisons of the findings of this research ...
Date: May 2002
Creator: Webb, Ruth Sherrill