Scholarship & Research
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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 The effect of increased graduation requirements on vocational education(Montana State University - Bozeman, College of Business, 1990) Hoyem, Tamra Susan; Chairperson, Graduate Committee: Norman L. MillikinThe major purpose of this study was to determine if vocational education offerings at the secondary level in Montana public schools were decreasing due to additional graduation and college entrance requirements. To collect data for this study, questionnaires were sent to 242 vocational educators and administrators employed in public secondary high schools in Montana for the year 1989-1990. The six strata used were (1) Agriculture, (2) Business, (3) Home Economics, (4) Industrial Education, (5) Marketing, and (6) Administrators. One hundred twenty-four usable returns were received. Sixty-five percent of the respondents said that they had faced a decrease in enrollment in vocational education classes, with the decreases occurring in all 5 areas. Most of the decreases occurred from 1987-1989 when most schools had increased graduation requirements in effect. The findings of this study showed that 77% of the respondents also had an overall decrease in school enrollment at the same time vocational education enrollments were decreasing. All areas in specific schools had vocational education classes that qualified as graduation requirement replacements or college entrance requirements. More classes were allowed for college entrance requirements. Qualifying vocational classes did not seem to have higher enrollments than non-qualifying vocational education classes. Vocational classes, multiple class sections, and vocational programs have been dropped from the high school curriculums. Non-vocational programs have also been dropped. The data for this study indicated that most secondary schools in Montana had decreased enrollments in vocational education classes. A reduction in both vocational and non-vocational educators occurred in the school systems. Based on the findings of the study, the writer recommends that vocational educators work with administration and other educational groups (OPI, Regents, MT Council for Voc. Ed., etc.) to show the importance of vocational education to the public, students, and parents. Use of cross-credits in similar content area for graduation requirements, keeping current with trends, and providing awards and recognition of students in vocational education are recommended.Item The preparation of an accounting practice set(Montana State University - Bozeman, College of School of Business, 1982) Ivey, Janet Sue; Chairperson, Graduate Committee: Daniel G. HertzThe purpose of this study was to write a high school level accounting practice set using basic accounting procedures in the context of the position of church treasurer. The process of writing a practice set was studied. This process first involves making basic decisions defining the limits of the set. Then the tasks to generate work must be written and all necessary materials gathered. Teaching materials such as answer keys and a test must be written. The practice set written for this study used basic accounting forms supplied by the Montana Conference of Seventh-day Adventists. The general forms and data were originated by the researcher, as were the teaching materials. The recommendations made at the completion of this study center around production of the practice set. Adequate testing of the set would need to be done. Marketing potential would need to be determined as would the cost of production.Item 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 Comparing job tasks of accounting students at Bozeman Senior High and job tasks of entry-level accounting/bookkeeping workers(Montana State University - Bozeman, College of Business, 1984) McDonald, Duncan Scott; Chairperson, Graduate Committee: Daniel G. HertzThis research study was undertaken to determine whether prevailing accounting courses in Bozeman Senior High School have been preparing students to meet the requirements of actual job tasks performed by beginning accounting and bookkeeping workers. To be able to answer the problem, this study was designed to answer the following questions: 1. What job tasks are included in Bozeman Senior High School accounting courses? 2. What job tasks are being performed by the entry-level accounting and bookkeeping employee? 3. What components of Bozeman Senior High School accounting courses represent activities engaged in by entry-level employees? 4. To what extent do Bozeman Senior High School accounting courses prioritize these activities engaged in by entry-level employees?Item A study to determine the level of entrepreneurship being taught at high schools in the state of Montana(Montana State University - Bozeman, College of Business, 1993) Bell, Karen Guenthner; Chairperson, Graduate Committee: Norman L. MillikinThe primary purpose of the study was to determine the level of entrepreneurship being taught at high schools in the state of Montana. The population selection included social studies teachers, vocational education teachers and administrators from the four classifications of public high schools. The sample size was 216 educators from 72 public high schools. Data were gathered through a literature review and survey instrument. The main conclusions of this study were: (1) Montana educators stated that entrepreneurship is a valuable addition to the curriculum; (2) it should be integrated within other courses in the vocational education area; (3) awareness and skills should be taught principally at the high school level; and (4) the majority of schools are not teaching entrepreneurship at all due to time and funding restraints as well as state graduation requirements. Recommendations to Montana educators were to: (1) develop and implement entrepreneurial units for each elementary grade level; (2) begin a campaign to promote entrepreneurship concepts in Montana high schools; (3) continue entrepreneurship integration at the high school level; and (4) provide training to Montana educators to increase their comfort level of teaching entrepreneurship.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.