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Item A study on individual instruction for distributive education(Montana State University - Bozeman, College of Professional Schools, 1971) Burger, Robert Alvin; Chairperson, Graduate Committee: G. Dean PalmerThe purpose of this study was to develop units of individual instruction to be used in distributive education at the high school level. Associated with the units was the gathering of specific related reference and study materials, and testing the written units under classroom and business laboratory situations. This task makes available to distributive education some units of individual instruction that have been developed and tested by this writer. The task makes reference to the procedures used in the preparation of the units and related conditions encountered. It was the purpose of this task to give others some point of reference in their use and construction in units of individual instruction.Item A study of some factors related to success in mathematics and course offerings(Montana State University - Bozeman, 1958) Short, Orley CortlandtItem A comparison of student achievement when taught by individualized instruction and traditional instruction(Montana State University - Bozeman, College of Professional Schools, 1973) Franks, Harvey GarretPurpose: To determine whether students achieve more when individualized instruction is utilized in the classroom or when taught by a traditional approach. Method and Sources: a. The study involved five general business classes and one consumer education class at Havre High School. There were from 90 to 120 students involved in the individualized instruction in general business, and 21 students in the traditionally taught consumer education class. The study also involved two teachers. b. All general business courses were taught under the individualized instruction approach, while the consumer education class was taught under what could be termed the traditional instruction approach. c. Questionnaires, student progress reports, and examinations were used to evaluate student achievement in both approaches. Summary of Findings: a. Some students achieve more under individualized instruction and some achieve better under a traditional instruction program. b. Both the individualized instruction approach and the traditional instruction approach have their place in education. c. Even though the objective of individualized instruction is to meet the needs of all students, it fails to do so as does the traditional instruction approach. d. It is wrong for a school or a department within a school to lock itself in to one instruction approach or the other. Individualized instruction should be viewed as a teaching tool to be used by teachers to fit the needs of their students, and not as a program in itself.Item The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course(Montana State University - Bozeman, College of Professional Schools, 1971) Cherry, David H.This experiment came about from an idea received in a course entitled Business Education Curriculum taught by Dr. J. B. Walden at Montana State University, Bozeman, Montana during the summer of 1969. In this course, the class was instructed to prepare an instructional guide for use in a business class. The instructional guide was to be designed so that a student could use the guide as a step by step procedure in the completion of a classroom project without the assistance of the teacher. Becoming intrigued with these instructional guides, I attempted to prepare certain instructional guides for use in a second year typewriting class at Oscoda Area High School, Oscoda, Michigan. These were to be used to supplement, n-t supplant the role of the teacher in the classroom. This experiment was conducted to determine if there was any difference in the level of achievement between two second year typewriting classes because of the use of instructional guides. One class would receive instruction in a traditional manner, while the other group would receive the same instruction, except they would be provided these instructional guides.Item A follow-up study to evaluate the Columbia Falls High School educational and vocational guidance programs(Montana State University - Bozeman, College of Professional Schools, 1971) Ross, Virginia Burch; Chairperson, Graduate Committee: Harvey A. LarsonThe purpose of this study was to determine whether or not courses of study and occupational guidance provided at Columbia Falls High School were sufficient to meet the needs of the students who were enrolled at Columbia Falls High School. The survey was concerned with the following: 1. What educational levels were completed by the former students. 2. What were the former students doing vocationally or educationally. 3. Additional education the former students obtained since leaving Columbia Falls High School. 4. What types of employment were prevalent among the former students. 5. Did teachers or guidance personnel influence choice of occupation. 6. Did the former students receive adequate educational and vocational guidance while attending Columbia Falls High School. 7. Were the former students adequately prepared for initial employment upon leaving Columbia Falls High School. 8. Did the former students feel that occupational information, if made available, was beneficial or would have been beneficial before seeking employment. 9. Which high school courses were most beneficial for job employability. 10. Were there suggestions for curriculum revision which the former students felt would have been helpful for students who have not completed their high school education at Columbia Falls High School. The prime motivating factor behind this study has been the lack of data previously obtained in reaction to these questions.Item A comparison of the results of the frequency of five-minute timed writings in a Manhattan Christian High School ninth grade typing class(Montana State University - Bozeman, College of Professional Schools, 1966) Timmer, Laverne Jay; Chairperson, Graduate Committee: Harvey A. LarsonThe purpose of this study was to determine if there would be any significant difference in 5-minute typewriting rates between students who took 5-minute straight copy timed writings four times a week versus those students who took them twice a week. The writer by means of the review of literature found a lack of information on the frequency of offering 5-minute straight copy timed writings to a beginning ninth grade typewriting class. This examination also revealed four specific areas in typewriting which are being written about in our business education journals. The specific areas are grade level of offering typewriting, related learning to typewriting, predicting typewriting success, and grading in typewriting. To test the frequency of offering 5-minute straight copy timed writings, this writer used the ninth grade students at Manhattan Christian High School. By means of random selection the students were divided into two groups. Both the experimental and control group consisted of seventeen students respectively. Instruction prior to the giving of 5-minute timed writings was the same for both groups. Students in both groups at the beginning of the experiment were given 5-minute straight copy timed writings to determine their present typewriting rates. For twelve weeks the experimental group were given one 5-minute straight copy timed writing four times a week while the control group received one 5-minute straight copy timed writing twice a week. At the end of the twelfth week, both groups were again given 5-minute straight copy timed writings on the material used at the beginning of the experiment. The F-test of one-way analysis of covariance was used to determine if there was any significant difference in the increase in typewriting rates between the two groups according to the method used.Item A comparative study between the early-new-matter approach and the writing approach of shorthand instruction at Sidney Senior High School(Montana State University - Bozeman, College of Professional Schools, 1970) Sayler, Gene Alan; Chairperson, Graduate Committee: Harvey A. LarsonThe problem in this study is to determine if either the early-new-matter approach or the writing approach of shorthand instruction at Sidney Senior High School shows that a higher level of competency in shorthand can be attained in a shorter period of time. There is generally a lack of methods and procedures used to develop this much needed high level of shorthand competency by the students who are studying shorthand. This is an attempt to find out if either of these two methods will sufficiently produce a high level of shorthand competency. This problem is even more forcefully brought into focus when we begin to realize just how few of our students possess the necessary skills and competencies after completion of the shorthand course. In more instances than we like to admit, these students who have studied shorthand require additional training before they are sufficiently competent to use their skills on the job.Item An evaluation of the distributive education program at Capital High School in Helena, Montana through a graduate follow-up survey(Montana State University - Bozeman, College of School of Business, 1978) Robertson, Barbara Eloise; Chairperson, Graduate Committee: Norman L. MillikinThis study was designed to evaluate the distributive education program at Capital High School in Helena, Montana by conducting a follow-up study of cooperative distributive education graduates from the classes of 1975, 1976, and 1977 to obtain information about actual post-high school educational and employment activities. This evaluation was based on graduates' answers to questions in four areas: (1) general status information, (2) post-graduate occupational experiences, (3) post-graduate educational experiences, and (4) the adequacy and appropriateness of the distributive education program at Capital High School as it relates to their occupational and educational experiences.Item A survey of the disparity in grading patterns of Typing I teachers in the secondary schools of Montana(Montana State University - Bozeman, College of School of Business, 1976) Carter, Harvey Earl; Chairperson, Graduate Committee: Floyd FrostA series of common Typing I errors was developed and a list of Typing I teachers' evaluative responses to these errors was compiled. It was anticipated that this list would provide a reference that could be used to illustrate the disparity in grading patterns utilized by Typing I teachers. A questionnaire consisting of 15 questions was designed and sent to 40 secondary schools offering Typing I in the state of Montana. The results of this survey were consolidated and illustrate the fact that there are variations in the evaluation of almost every phase of Typing I assignments in the secondary schools of the state. The results further indicate that there are few guidelines available to assist teachers in this evaluation process and that teachers must rely upon their own experiences and beliefs for the grading process, which causes the differences in grading patterns.Item A comparison in the duration of the curriculum of selected secondary distributive education programs, region eight, U.S. Office of Education(Montana State University - Bozeman, College of Professional Schools, 1973) Carlson, James Oliver; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study is to provide information related to program duration and to establish what actually is the desirable time span for a secondary distributive education program. This study is needed to provide information for secondary distributive education teacher-coordinators and secondary school administrators who are interested in establishing distributive education programs in their schools. It will provide guidelines for administrators and teachers of established programs if any changes are being contemplated in their present programs. The students enrolled in distributive education programs will also benefit Indirectly. If the results of this study are applied to established programs and new programs, the students will have adequate but not an excessive amount of time in the program to prepare them for entry-level jobs.