Theses and Dissertations at Montana State University (MSU)
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Item A follow-up study for business education at Bozeman Senior High School(Montana State University - Bozeman, College of Business, 1987) Ross, Margaret Saxman; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to evaluate the business education program at Bozeman Senior High School, Bozeman, Montana by conducting a follow-up study of graduates from the classes of the past five years--1981 through 1985. Graduates were asked to answer questions in four major areas: (1) appropriateness of course content, (2) necessary standards of performance, (3) adequacy of preparation for entry-level positions, and (4) ranking of overall business education program. At the high school level, we wanted to determine the adequacy of instruction as it related to the goals of the high school graduates, the appropriateness of course content and instructional equipment, the nature of the entry jobs of graduates, and choices of graduates in post-high school education.Item Montana high school model offices(Montana State University - Bozeman, College of Business, 1985) Little, Patricia Marie; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to determine what Montana high school business educators perceive as the advantages and disadvantages of offering a simulated model office course as part of their curriculum. Other major areas of interest include evaluation techniques, equipment used, follow-up studies, reasons for not using a model office, and needed improvements. A questionnaire and cover letter were mailed to 171 public high school business education instructors in Montana. The number of people returning the questionnaire was 126, equalling 74 percent. Thirty-five or 27.78 percent of the respondents have model offices. Ninety-one or 72.22 percent do not have model offices in their schools. Many Montana high schools are small, thus both enrollment and curriculum limitations pose a problem. Many of the schools use up-to-date equipment in their model office, with the exception of microcomputers. Microcomputers can be expensive and this may be one reason that few of the schools have them. Another explanation is that model office packages are not always designed to include the use of a computer. The most popular means of evaluating students in the model office is through grading the work produced. Generally, the instructors use more than one method of evaluation. The most common problems encountered in the use of a model office include student absences and shortage of time for completion of student assignments. The advantages, however, far outweigh the problems. The instructors had many positive comments to make concerning the model office. Follow-up studies are conducted by only 37.17 percent of schools with a model office. This is an important area that instructors are overlooking, perhaps due to a lack of time and knowledge about follow-up studies. In conclusion, the instructors with model offices are very pleased and would recommend the use of a model office to other instructors. The schools without model offices need more information on how to implement this form of simulation. With this information, it is likely that many more Montana schools would use the model office as a teaching tool.Item Income tax in Montana high schools(Montana State University - Bozeman, College of School of Business, 1977) Kuntz, Ronald LeeThe primary purpose of this study was to evaluate the teaching of income tax in Montana high schools. This evaluation was based upon responses from the various high schools in three areas: (1) General information, (2) Specific information, (3) Curriculum at the high school level. The population of this study included all of the public and non-public high schools in the state of Montana. In answer to the questionnaire, 136 out of 187 responded; this represents an overall response of 72.7 percent. The data was analyzed by the number responding to the individual questions and placing this on a percentage basis. Since every high school educator did not answer each question the percentage was determined by the total number who did answer the particular question analyzed. The conclusions of the study were: (1) Only a minority, or 24 percent of the total school enrollment, are receiving instruction in income tax, (2) The average number of weeks of instruction in income tax is 5.2, (3) Almost every high school educator felt that every Montana high school student should be exposed to income tax, (4) A significant majority of the respondents wanted income tax expanded into the Montana school system; (5) The worst weakness of the income tax course was that there was not enough time allowed to teach it, (6) The main comment was, "that income tax should be a separate class, and all seniors required to take it." The recommendations of the study were: (1) More Montana high school students be exposed to taxes, (2) Expand income tax into the Montana schools, 3) All Montana high school seniors be required to take the course.Item A study to examine the current secondary business education offerings in the southcentral region of Alaska, specifically the Anchorage Borough, Kenai Borough and the Matanuska-Susitna Borough school systems(Montana State University - Bozeman, College of Business, 1989) Nye, Sam Arnold; Chairperson, Graduate Committee: Norman L. MillikinThis study was needed to determine current secondary Business Education offerings and to assess the strengths and weaknesses of Business Education programs in southcentral Alaska. Results of this study will help individual schools as well as the subject school districts to compare current offerings to national trends in Business Education curricula. This study also identifies schools that currently do or do not offer Business Education programs. This will assist individuals considering seeking business teaching positions in the southcentral area of Alaska.Item A follow-up study of marketing education students at Bozeman High School(Montana State University - Bozeman, College of Business, 1999) Rognrud, Gordon Allen; Chairperson, Graduate Committee: Norman L. MillikinStatement of the Problem: The major purpose of this study was to determine whether Marketing Education courses at Bozeman High School enhance post secondary education and employment for 1991-1997 graduates. Based on the Bozeman High School Business Department mission/philosophy statement: -Students will be assisted in their development of skills in business for either personal or professional use. -Teachers and students will strive to excel in skills business and industry requires to succeed in a changing and competitive work environment. Procedures: Sources of data were obtained through reference material from Montana State University. These sources identified the need to determine the effectiveness and the efficiency in marketing education at Bozeman High School A survey instrument was construction for use in this study and sent out to 210 former students. One hundred forty seven students completed and returned the survey. Results: Analysis of the data concluded that in fact marketing education at Bozeman High School was both effective and efficient in its presentation and preparation for post secondary education and employment of 1991-1997 graduates. Conclusions: Two thirds of the respondents identified marketing education was of a high benefit to their educational experience and post secondary pursuits. Three fourths of the respondents felt the work experience contributed greatly to their employment interests.Item A study to determine the need and use of business mathematics in vocational education in small Montana high schools(Montana State University - Bozeman, College of School of Business, 1982) Fisher, Gerald George; Chairperson, Graduate Committee: Daniel G. HertzThe purpose of this study was to determine the use and need of business mathematics in vocational education in small Montana high schools. The population included all 96 small high schools in Montana. A questionnaire was used as a survey of the principals and vocational education teachers to determine the use and need of business mathematics; The data was analyzed on a percentage basis of those responses returned. The percentage was determined by the number of respondents to each question, since every question was not answered by every school. The conclusions of the study were: (I) Business mathematics is available in most small Montana high schools with class size being small thus aiding in the learning process. (2) Students in all grade levels are allowed to enroll in business mathematics making it easily accessible for all students to take the course at some time in their high school education. (3) The vocational instructors have a reasonable amount of teaching experience thus aiding in the well-rounded and complete education of the student. (4) The following areas of study in business mathematics all received a total average emphasis ranking above 3.95, thus indicating a strong need and use of these areas in vocational education: basic operations, fractions, decimals, percents, personal money records, borrowing, saving and investing money, taxes, buying problems, and home expenses. (5) The following areas of study in business mathematics all received a total average emphasis ranking below 3.85, thus indicating less time and emphasis should be placed on these areas in preparing students for vocational education: the metric system, wages and commissions, business problems, selling problems and transportation problems. The recommendations of the researcher were: (1) Business mathematics should be taught by the business education teacher in order to provide a vocational background to the areas of study, (2) Class size should be kept small, preferably under 20, so as to promote more open discussions involving various areas of business mathematics and applications of them to the student 's vocational interests. (3) The business mathematics course should be taken by all juniors and seniors so as to provide a sound foundation for their careers in the business world. (4) The business mathematics instructor should place an extremely strong emphasis on the basic operations. for these are the basis" on "all other areas of study involving mathematics and business. (5) The business mathematics instructor should place a strong amount of emphasis on the areas of fractions. decimals and percents. These concepts are used in all aspects of the business world and therefore should be thoroughly understood by all students entering into a career. (6) The areas of personal money records, borrowing, saving and investing money. taxes, buying problems and home expenses should receive a reasonable amount of emphasis in the business mathematics course. These areas are used by the consumers, which is everyone, and therefore a knowledge of them is vital for the success of our economy. (7) Receiving emphasis of a lesser degree should be the areas of the metric system. wages and commission, business problems, selling problems, and transportation problems. Even though these are as are of importance, they are not as crucial to one's success and survival as the above-mentioned areas receiving more emphasis. (8) There is definitely a need and use for business mathematics in vocation education and its content should be promoted and used to the utmost.Item An evaluation of the business education program at Clyde Park high school through a follow-up study of its graduates(Montana State University - Bozeman, 1978) Sailer, Dale DavidItem To what extent data processing has been implemented into Montana high school curriculums(Montana State University - Bozeman, 1983) Dill, Dixie Nelson