Teacher Education, Educational Leadership & Policy ETDs

Publication Date

4-20-1972

Abstract

Business Practicum, for the purpose of this study, was defined as a self-directed learning experience that provided an opportunity for the participants to assume major responsibilities for a full range or office experiences in a real situation by utilizing the resources of the school.

The purpose of this study was to examine Business Practicum in terms of the reactions of the participants and to analyze and evaluate the results.

Three groups of business education graduates were utilized in the study. From the class of 1969, the total group of business education graduates was used--these graduates did not experience Business Practicum. The business education graduates of the class of 1970 comprised the other two groups--those graduates who bad participated in Business Practicum, and those graduates who bad not participated.

Two types of data were gathered. For supplemental purposes data were collected from the cumulative records of all business education graduates involved in the study. This data included: the sex, the year of graduation, the IQ, the class standing, and the number of days absent in the senior year. Additional data collected from the participants by questionnaire were analyzed.

It was hypothesized that there would be no significant differences among the groups in terms of on-the-job performance in business machines skills and in non-business machines clerical skills. It was further hypothesized that there would be no significant difference among the groups as to job expectations prior to actual employment.

The findings of the study rejected the null­hypotheses.

The data indicated positively that the participants of Business Practicum scored higher in all areas indicating that Business Practicum with its emphasis on actual practice was a contributing factor in the respondents over-all performance.

In addition, this study tended to support the view that the participants entered their jobs with greater con­fidence and carried this confidence over into their daily work.

The results of the study have provided a framework in which the student roles in Business Practicum can be viewed. The results definitely indicate the worth of the student experiences. It is hoped that the implications for Business Practicum discerned in this study will open avenues for further research which will eventually lead to more viable generalizations.

Document Type

Dissertation

Language

English

Degree Name

Secondary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Robert Denton Kline

Second Committee Member

William Barton Runge

Third Committee Member

Alvin Wendell Howard

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