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3 1293 10474 8292

This is to certify that the
thesis entitled
A COMPARISON OF COMPUTER AND COUNSELOR
EFFECTIVENESS IN ASSISTING HIGH SCHOOL
STUDENTS EXPLORE AND SELECT COURSES

presented by

Gary E. Price

has been accepted towards fulfillment
of the requirements for

Ph. D. degreein Education

 

 

 

Date May 3, 1971

0-7639

 

 

 

 

 

ABSTRACT

A COMPARISON OF COMPUTER AND COUNSELOR EFFECTIVENESS
IN ASSISTING HIGH SCHOOL STUDENTS
EXPLORE AND SELECT COURSES

BY

Gary E. Price

This study compared the effectiveness of a
computer-based counseling system with a human-based
counseling system in the specific area of helping stu-
dents explore and select high school courses. With the '
growing complexity of courses, prerequisites, and student
interests, it is increasingly difficult to provide stu-
dents with relevant and accurate information as a basis
for educational decisions.

During the school year 1970-71, some of the ninth,
tenth, and eleventh grade classes of Willowbrook High
School, Villa Park, Illinois used the computer to assist
in course selection for the following year. For this
study, ninety-six students were randomly selected in a
manner to include equal numbers from each grade level,
from both sexes, and from each achievement quartile and
were randomly assigned so as to attain a completely

crossed and balanced design with equal numbers assigned

Gary E. Price

to experimental and control groups. The experimental
group used the computer-assisted course selection pro-
cedures while the control group was assisted in course
selection by counselors in a traditional manner.

Four criterion measures were used to assess the
relative effectiveness of the two treatment procedures:
a test of students' understanding of information rele-
vant to course selection; students' self-reported
reactions to the experience with the computer or coun-
selor; an evaluation of the completed student programs
by five counselors who did not know which programs were
produced by student-computer interaction and which by
student-counselor interaction; and finally, a sum of the
weighted course changes requested by students during a
two-month period following the initial course selection.

A A six-way repeated measures analysis of variance
and a four-way completely crossed multivariate analysis
of variance were used to test the results. Of major
concern was the comparison between computer assisted
and counselor assisted course planning, but the effects
of subjects' sex, grade level,and ability were also
tested as well as all interactions among variables. The
interactions were tested to determine if the two schedul-
ing methods might have differential effects associated

with the other independent variables.

Gary E. Price

No differences, based on the four measures, were
found between the experimental and control procedures
and there were no interaction effects related to treat-
ment and control procedures with any of the other
variables. The students scheduled by the computer
performed as well across all of the measures as did

those students scheduled by the counselor.

A COMPARISON OF COMPUTER AND COUNSELOR EFFECTIVENESS
IN ASSISTING HIGH SCHOOL STUDENTS

EXPLORE AND SELECT COURSES

BY
. " DC

\p .
Gary EIJPrice

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Counseling, Personnel Services
and Educational Psychology

1971

ACKNOWLEDGMENTS

The writer wishes to express his appreciation to
the following individuals:

To Dr. Richard G. Johnson, graduate advisor and
chairman of doctoral committee, for his encouragement,
advice and availability throughout the doctoral program.

To Miss JoAnn Harris, Director of Guidance at
Willowbrook High School, and her staff for providing the
resources and assistance to make this study possible.

To Dr. Andrew Porter, committee member, and his
staff who assisted me in thinking through my study and
gave generously of their time to help in the analysis
and interpretation of the data.

To the other members of the doctoral committee,
Dr. Norman Bell and Dr. Ray Denny, who were supportative
and helpful in setting up and interpreting the results
of the study.

To Mrs. Carol Nelson who helped in preparing the
final draft of the paper.

To Jan, my wife, who gave me love and constant

encouragement and who patiently typed all of the draft

ii

copies for this study. Also, to Elyce and Regina who
continued to love me even when I was too busy to be the

father I wanted to be.

iii

TABLE OF CONTENTS

Chapter Page
I Q RATIONALE I O O O O O O O O O O C 1
Introduction . . . . . . . . . . 1
Purpose 0 C O O O O O O O O O O 4
Rationale 0 O O I O O O O C C C 4
Related Research. . . . . . . . . 12
Overview . . . . . . . . . . . 16
II. METHODOLOGY . . . . . . . . . . . 17
Introduction . . . . . . . . . . 17
Population. . . . . . . . . . . l9
san‘ple O I O O O O O O I O C C 19
Measures . . . . . . . . . . . 20
Treatments. . . . . . . . . . . 26
Hypotheses. . . . . . . . . . . 29
AnaIYSiS O O O O O O O O O O O 30
III 0 RESULTS 0 O O I O O O O O O O O 32
Hypothesis 1 . . . . . . . . . . 35
Hypothesis 2 . . . . . . . . . . 36
HypOthESiS 3 o o o o o o o o o o’ 38
Hypothesis 4 . . . . . . . . . . 42
Summary. . . . . . . . . . . . 45
IV. SUMMARY, DISCUSSION, AND IMPLICATIONS. . . 48
Summary. . . . . . . . . . . . 48
Discussion. . . . . . . . . . . 51
Implications . . . . . . . . . . 54
REFEMNCES O O O O O O O O O O O O O O 57
APPENDICES
Appendix
A. Willowbrook High School Select—a-Course
script 0 O O O O O O O O O O O O 60

iv

Appendix

B.

C.

D.

Scheduling Interview Inventory Sheet . .
Scheduling Session Response Survey. . .

Instructions to the Counselor and the Stu-
dent Summary Sheet . . . . . . . .

Computer-Based Scheduling Session Script.

Page
78
82

85

87

LIST OF TABLES

Page

Grade Equivalent Ranges by Quartiles and
Grades 0 O O O O O O I O O O O O 20

Experimental Design. . . . . . . . . . 21
Assignment of Weights to Course Changes . . . 26

Cell Means from Raw Data for Treatment, Grade
Level, Quartile and Sex on Each Measure . . 33

Repeated Measures Analysis of Variance Table
for Transformed Scores. . . . . . . . 34

Treatment Means for Each Measure . . . . . 35
Grade Level Means for Each Measure. . . . . 37

Means for Each of the Measures for Subjects
Grouped by Ability Quartiles. . . . . . 39

Male and Female Means on Each of the Measures . 42

vi

LIST OF FIGURES

Figure - Page
3.1. Quartile and Measure Interaction Overall

Measures . . . . . . . . . . . . 40
3.2. Grade X Sex Interaction Overall Measures . . 44

vii

CHAPTER I

RATIONALE

Introduction

 

A student in high school is asked to make many
important decisions regarding the courses he selects.
These decisions have a significant effect on his later
educational and occupational opportunities. Despite
their importance, many of these decisions are made on the
basis of inadequate or poorly disseminated information.

Clarke, Gelatt and Levine (1965) pointed out
that, "The decision maker needs adequate information,
and he needs an effective strategy for analyzing,
organizing and synthesizing that information in order
to arrive at a choice (p. 41]." Insofar as possible,
the high school administration, instructional staff, and,
in particular, the counselor, have a responsibility to
disseminate accurate, useable and relevant information
with which students can make decisions. Clarke, Gelatt
and Levine (1965) summarized the demands placed on the
counselor when they stated:

Greater efforts should be made to determine what

specific information is relevant to the educational-
vocational decision faced by high school students,

to gather and organize that information, and to
help students learn to use it effectively [p. 41].

The information needed for course selection is
becoming more and more difficult to keep accessible and
up-to-date. The strong movement toward individualized
instruction, learning packages, and other educational
media makes it very difficult for counselors, teachers,
administrators, and students to keep informed regarding
course content, course prerequisites and the relation-
ship of a course to other courses in an educational or
vocational program. Information that is complete and
accurate should be readily available when it is time for
students to select courses. Katz (1966) indicated that
more information should be included for the decision-
making process. Additionally, he pointed out that infor-
mation given to the student should include the strength(s)
or weakness(es) of each alternative. Clarke, Gelatt and
Levine (1965) indicated:

The greater the knowledge the student has concerning
the possible sequences of experience that lead from
his present situation, the more likely he will be
able to direct his development toward the outcomes
he desires [p. 46].

How can this information be made available to
students faced with course selection decisions?

Some of the problems in the current course explor-

ation and selection procedures consist in the shortage of

time that counselors have available on the secondary

level to assist students with accurate and appropriate
information for course exploration and selection. It is
sometimes difficult to help students select courses that
meet their own needs and interests because of the large
number of courses that are available to the student.
Because of time limitations it is extremely difficult

in the current situation for counselors to keep up to
date concerning the current curriculum and what is
available to students.

The movement toward individualized instruction,
and the rapidly changing curriculum designed to keep
pace with the knowledge explosion are making course
selection increasingly difficult. To effectively assist
students in planning their educational programs, coun-
selors need relevant information about students and
about curricular offerings. As courses and programs
proliferate to meet individual needs, the information
demands become greater. It is quite possible that a
computer-based system could help students as effectively
as counselors by providing as accurate information as
counselors provide in the Selection of courses. If
computers could be as effective as counselors, the
computer might be preferred in order to free counselors

for other duties.

‘- ‘u t in ' |\'.|‘{III.I"

 

In .EOI‘{(’. n.|’\
I. [‘[i‘fl‘zf

Purpose

It was the purpose of this study to explore and
evaluate the effects of using a computer-based system to
assist students in the exploration and selection of courses
on the secondary level. The following areas were con-
sidered: Were the decisions made by the student regard-
ing course selection in a computer-based system better
than those decisions made by the student in a counselor-
based system? Did the effectiveness of a computer-based
system or a counselor-based system vary according to the
student's grade level, the student's ability or the
student's sex?

It was the purpose of this study to evaluate the
use of a computer-based system to assist students in the
exploration and selection of courses in contrast to a
counselor-based system. A unique Opportunity to evaluate
the relative effectiveness of such a computer system was
available when Willowbrook High School initiated such a
system for three grade levels during the 1970-71 school

year.

Rationale

 

The rationale for studying computer-based course
election procedures are related to the following: There
is a steady and persistent move to make instruction rele-
vant to the individual. Counselors have a responsibility

to provide accurate and current information to assist

students in the decision-making process. Information
processing for decision making is becoming more and more
difficult for the counselor and student. A good decision
is based on interrelated information given in a systematic
manner and is made in relationship to one's future plans.
Last, effective information dissemination and processing
can occur best in a good communication system.

There is a strong movement toward modifying
instruction to meet the needs of each student in any
given curriculum. Clarke, Gelatt and Levine (1965)
indicated that an effort should be made to make accessible
necessary information to high school students to assist
them in making educational-vocational decisions. The
information should then be organized and presented to
the student so that it could be used effectively.

Cooley (1968) summarized this philosophy when he stated
that schools are attempting to change their curriculum
to help the individual become a better learner and to
make the materials to be learned appropriate to the
individual's abilities, interests and needs. The
attempt to get the individual to adjust to typical
classroom instruction is becoming of less importance.
McLuhan and Leonard (1967) pointed out that programed
instruction is cutting the time needed for learning
certain basic materials by one-half to one-third. This

same efficiency could be available if one used a systematic

presentation of materials in helping students learn infor-
mation needed to make decisions about career plans and
courses that they should take.

Learning is becoming more individualized. Stu-
dents are able to learn faster if information is pre-
sented to them in a systematic manner at a level appro-
priate to their understanding. Information related to
educational and vocational decisions could be used more
effectively by the individual if it was presented to the
student in a systematic manner. The computer-based
course eXploration and selection system developed for
this study (see Appendix A) was programed to interact
with the student in a manner so as to present organized
information appropriate for the individual when the
individual was ready for it.

The counselor along with the administrator and
instructional staff has a primary responsibility to
disseminate accurate, useable and relevant information
to enable students to make better decisions (Clarke,
Gelatt, & Levine, 1965). The computer-based system was
programed to disseminate current and accurate information
appropriate to the individual's ability, interests and
achievement.

Efficient information processing is necessary if
the student is to make good decisions about courses that

are the most appropriate for him. Ehling and Holder

(1966) summarized some of the predicaments the student

gets involved in when attempting to make a decision

when they stated:
The students search behavior in the information-
decisional system is largely inefficient and waste-
ful; there is a high degree of uncertainty; he has
to build a large communication net to reduce this
uncertainty and he is buffeted by much contradictory
information from educational 'experts' and nonexperts
alike [p. 374].

Kroll (1969) indicated that occupational infor-

mation dissemination is too large a task for counselors:
The process of occupational information acquisition,
evaluation, storage, retrieval, and dissemination is
becoming too complex and time-consuming for the
guidance counselor to maintain as an aspect of his
activity on the job [p. 3].

Not only is the information dissemination task
one of increasing difficulty, but it is also a task often
not handled well in counseling. Shostrom and Bramer
(1952) stated that, "Probably one of the weakest links
in the counseling process is the use of information in
the interview [p. 124]."

There are many reasons why information processing
is inadequate. McGrail (1967) indicated that too much
information is available for a student to sort out when
given by a computer. However, the program developed for
this study provides small segments of sorted information
appropriate for the individual. Cooley (1968) indicated

that by allowing students to move toward different

objectives or toward the same objective with different

modes of instruction, the information-processing problem
becomes more severe. Also, Shostrom and Brammer (1952)
suggested "a danger in giving specific information too
early or when not solicited by the client [p. 124]."
Edwards (1954) stressed the psychological rationale
rather than the economic (utility) rationale as a basis
for decision making. He indicated that a variable at a
given decision point cannot be assigned a given value
which is constant for all individuals in all situations.
It is important to match information about courses to an
individual's aptitudes, achievements, and interests
rather than match individual differences in the above
areas to constant information. When information is
matched to a particular individual it is then possible
for a particular variable to assume a degree of importance
for that individual in the decision-making process, but
a much greater demand is placed upon information-
processing capabilities. Clarke, Gelatt and Levine
(1965) pointed out that, "The decision maker needs
adequate information, and he needs an effective strategy
for analyzing, organizing and synthesizing that infor-
mation in order to arrive at a choice." The‘computer-
based system reported here was programed with pre—
organizers, analyzing and summarizing capacities related
to the information that was available from the student's
record, course prerequisites and the student's future

plans.

Pierce (1961) summarized the need for information
processing utility with the statement:

It is clear that no unique information rate can be
used to describe the performance of the human being.
He can transmit (and, we shall see, respond to or
remember) information better under some circumstances
than under others. We can best consider him as an
information-handling channel or device having certain
built-in limitations and properties. He is a very
flexible device; he can handle information quite

well in a variety of forms, but he handles it best

if it is properly uncoded, prOperly adjusted to his
capabilities [p. 234].

The computer-based system was programed to process
information so the individual would have the information
needed to make an appropriate decision.

There are many considerations related to what is
a good decision. Cronbach and Gleser (1957) indicated
that most decisions made by students are integrated
rather than independent and are likely to be decisions
based on much interrelated information. Holder and
Ehling (1967) suggested:

Yet two factors that are critical to the decision-
making process are (l) the way a decision-maker
obtains information and (2) the constraints which
such obtained information imposes on the available
alternatives (i.e., how and to what extent uncer-
tainty is reduced relative to available alterna-
tives) [p. 302].

It is important to give students feedback regard-
ing the alternatives they select when making a decision.
A general statement related to the probability of a
success or failure was given if a student selected a

“given alternative. For instance, a student in the bottom

10

quartile of his class would have difficulty in an honors
Algebra class. The student could make a much better
decision if he knew the chances for success or failure
if he selected honors Algebra. Computer-based systems
allow one to keep more accurate records of successes
and failures and correlate this information to indi-
vidual's characteristics thereby making probability
statements possible. It is important to consider the
organization and sequencing of information, the amount
of information needed at a given time, and statements
regarding possible outcOmes if certain decisions are
made.

Roberts (1968) presented the following postulates
as a basis for a theoretiCal rationale for information
dissemination and processing:

Postulate: 1 Useful information is basic to pro-
viding adequate guidance and counseling
serVices.

Postulate: 2 Useful information can only be trans-
mitted accurately through the use of
adequate communication systems and

processes 0

Postulate: 3 Ade uate communication systems are
free of noise.

Postulate: 4 A reduction 2; noise in the communica-
tive process wiII enhance the communi-
cation system. -

 

Postulate: 5 Human-machine interaction systems con-
tain only one set of unknown behavior
dimensions-WHereas human-human systems
contain two or more unknown sets of
behavior-dImensions.

ll

Postulate: 6 Human-human interaction systems are
extremely complex.

Postulate: 7 Human-machine interaction systems
possess the characteristics whereby
one set of behavioral dimensions can
be controlled IPP. 10-13].

The preceding postulates summarized the theoreti-
cal rationale for using a computer-based system to
assist in providing accurate, current, concise and com-
plex information to students. A human-machine inter-
action will allow more control of the information pro-
cessing systems and will permit one to study the
decision-making process and the information that is
needed and used by the student to make a given decision.

A summary of the theory related to decision
making, information processing and dissemination can be
summed up in the following:

1. Disseminated information should be relevant

to the receiver of the information.

2. Information should be presented in a
sequential pattern if the decisions are
going to be made effectively.

3. Specific information should be integrated
into the total information processing and
decision-making situation.

4. It is important to provide specific up—ng

date information if the student is to make

 

a "good" decision.

12

5. A computer-based system would permit the
storage, retrieval, flexibility, and inter-
action between man and machine that is

required for a good decision.

Related Research

 

There are several computer-based systems function-
ing in guidance in the area of dissemination. Some of the
more recent summaries of the technological aspects of
guidance are summarized in Bailey (1970); Havens (1970);

Super (1970); Computer-based Vocational Guidance Systems

 

(1969); and Educational Technology (1969).

 

Of the several computer-based systems that are
functioning in some aspect of guidance, some are infor-
mation storage and retrieval systems (Impellitteri,
1967, 1968). Systems capable of interacting with indi-
vidual users have been developed for career exploration
(Harris, 1968; Impellitteri, 1969; Loughary, g£_31.,
1966; Super, 1968; Tiedeman, 1968), but there has been
very little experimental research or development of
interactive computer-based systems to assist students
in course selection. Many writers have indicated that
computers could be effectively used in counseling.
Cooley (1964) has indicated that many of the time-
consuming details that take large amounts of the coun-
selor's time can now be automated. One of the time-

consuming tasks is collecting and distributing accurate

13

and routine information to enable students to select
courses. Roberts (1968) stated that the use of tech-
nology in guidance would reduce the workload of coun-
selors in the areas of gathering information, analyzing
data and reporting. Further, the processing of data
would improve because of clearer and more accurate com-
munication between the counselor and counselee thru the
use of technology. Impellitteri (1967) has found that a
computer-based system had greater flexibility and storage
capacity than counselors and permitted more accurate up-
to-date information to be available for the user.

Some concern has been expressed related to the
"dehumanizing" process of using man and machine inter-
action in place of human with human interaction. There
is no evidence to suggest that individuals dislike man-
machine interaction or that machines cannot do as effec-
tive a job as humans. Impellitteri (1968) has summarized
the reaction of boys to their interaction with a comput-
erized vocational exploration program. The boys in the
experimental group did not indicate that the interaction
was any problem. Many boys said they liked the privacy
associated with their interaction.

There have been several advantages related to the
application of learning principles to a computer-based

model in education. Stewart (1967) stated that students

l4

benefited in the following areas when using individual-
ized instructional machines:

(1) Student reinforcement, (2) Student involvement,
(3) Item difficulty control, (4) Speed and pattern
of response, (5) Peer pressure reduced, (6) Incom-
plete task apprehension reduced, (7) Culturally fair
items--three dimensional items, (8) Single item
exposure, and (9) Consistency of administration

[pp. 221-23].

The advantages related to reinforcement, student
involvement, individualized speed and pattern of respond-
ing, reduction of peer pressure, single-small segments
of information and a systematic presentation are present
in the computer-based program for course exploration and
selection. Harris (1970) further supported the advantages
of computer-based programs in her statement that thru the
use of computers and good script writing, technology has
a positive effect as a part of the counseling program.

If you define counseling as bringing a group of
related facts to bear upon a given situation and
thus facilitating a step-by-step decision-making
process, computers can perform this function with
maximum speed and efficiency. With good script-
writing and adequate inter-change between student
and computer, computers can add a dimension of stu-

dent involvement and excitement to self-appraisal,
decision-making, vocational exploration, and edu-

cational exploration seldom obtained in traditional
counseling conferences [p. 163].

Roberts (1968) reached the following conclusions
which serve as a basis for using the computer in the
guidance program:

Conclusion: 1 The high-speed computer can be pro-
gramed to transmit useful information

to the counselee in lieu ofia coun-
selor.

15

Conclusion: 2 Useful information can be transmitted
accurately, swiftly, and efficiently
through the use of a high-speed com-
puter system.

 

Conclusion: 3 The computer is an ade uate system for
the facilitation of noise free com-
munication.

Conclusion: 4 Computer generated communication sys-
tems possess the advantage of being
interrupted less by noise than human
communication systems.

Conclusion: 5 Human-machine interaction systems are
less complex than human-human systems.
The complex nature of human-human sys-
tems results in being more vulnerable
to noise and serious inhibition of the
communicative process.

Conclusion: 6 Communication is enhanced by reducing
the complexity of the agents involved
in the’Interaction.

 

Conclusion: 7 Human-machine systems confront less
noise in the communicative process
[pp. 10-13].

One of the few studies directly relevant to this
research is one by Friesen (1965) in which he compared
the similarity of outcomes between the computer-based
counseling systems, model counselor, and a second coun-
selor. The criteria included pupil appraisal statements
and course selections. "The machine agreed with both
human counselors on approximately 75 percent of the
appraisal statements and about 65 percent of the course
selections." Friesen made three recommendations regard-
ing future studies in computer-based educational explor-

ation: (1) Permit students to explore and select courses

that are related to their interests and personality;

16

(2) Check to determine if students have completed the
prerequisites before permitting them to enroll in
sequential courses; and (3) Do not permit students to
sign up for courses that are not related to the student's
achievement and aptitude level. All of the above recom-

mendations were included in this study.

Overview

In Chapter II the research methodology will be
considered. This will include a description of the
sample and sample selection procedures, a description of
the treatments, the hypotheses considered, the experi-
mental design and the statistical analysis. In Chapter
III a description of the results of the treatments
associated with main effects will be considered. In
Chapter IV a summary, discussion of the results and

implications of the study will be considered.

CHAPTER II

METHODOLOGY

Introduction

 

During the 1970-71 school year many of the ninth,
tenth, and eleventh grade students at Willowbrook High
School, Villa Park, Illinois, used the computer to explore
and select courses for the following year. Ninety-six
students were randomly chosen in a manner to include
equal numbers from each grade level, from both sexes,
and from each ability quartile, and were randomly assigned
so as to include an equal number of subjects to experi-
mental and control procedures. The experimental group
used the computer to assist them in course selection
while the control group used the counselor to assist
them in the selection of courses in a "traditional"
manner.

Four criterion measures were used to assess the
relative effectiveness of the computer-based system:
test of students' understanding of information relevant
to course selection; students' self-reported reaction to
their experience with the computer or counselor; evalu-

ation of the completed student programs by five counselors

17

18

who did not know which programs were produced by student-
computer interaction and which by student-counselor inter-
action; and finally, a sum of the weighted course changes
requested by students during the two-month period follow-
ing the initial course selection.

A six-way analysis of variance with repeated
measures was used to interpret the data. Each measure
had a linear transformation performed on it so the scores
would be comparable across measures. This transformation
permitted a closer examination of the data. Differences
between scores were equal across measures. For instance,
a two point difference on one measure equaled the same
amount of difference on another measure. This transfor—
mation was helpful because the raw scores from the
measures used in this study were not comparable. The
new score from the linear transformation was formed by
dividing each original score on a given measure by the
square-root of the mean square error (the with-in variance)
for that measure. A four-way completely crossed multi-
variate analysis of variance was used to analyze the data.
The repeated measures analysis was used to test the hy-
pothesis. Also, the results from the multivariate analy-
sis were reported. This permitted the investigator to
interpret the data from at least two different statistical
analyses. Of major concern was the comparison between

computer-assisted and counselor-assisted course planning,

19

but the effects of subjects' sex, grade level, and
ability were also tested as well as all interactions

among all variables.

Population

 

Willowbrook High School is a suburban, compre-
hensive high school located 15 miles west of Chicago,
with approximately 3,400 students. After high school,
45% of its students attend four-year colleges; 20% attend
the local community college; 25% go directly into jobs
without further training; and approximately 10% attend

technical and specialized schools.

Sample

The 1970-71 freshman, sophomore, and junior
classes were divided into ability quartiles based on
their composite grade equivalent score on the SDS Edu-
cational Development Series battery. The battery com-
posite is based on eight subscales (non-verbal, verbal,
reading, English, math, science, the United States of
America, and solving everyday problems) in four tested
areas (Abilities, Language Studies, Technical Studies
and Social Studies). Table 2.1 gives the quartile break-
down by grade and grade equivalent.

From each quartile in each of the three grade
levels, two boys and two girls were randomly selected

and assigned to each of the two course-selection

20

TABLE 2 . 1

Grade Equivalent Ranges by Quartiles and Grades

 

Ability Class of '72 Class of '73 Class of '74

 

Quartile Juniors Sophomores Freshmen
lst below 9.8 below 7.7 below 8.2
2nd 909 - 10.6 7.8 - 8.5 8.3 - 808
3rd 10.7 - 11.2 8.6 - 9.5 8.9 - 9.4
4th 11.3 and above 9.6 and above 9.5 and above

 

procedures. The results were a 2 x 3 x 4 x 2 x 4 com-
pletely crossed and balanced design. Thus, there are

two treatment groups, three grade levels, four quartiles
within each grade level, two sexes within each quartile
and four measures. The experimental design is illustrated
for all variables in Table 2.2.

All of the students in the sample were "computer-
wise" due to their experience with vocational exploration
scripts. Each counselor has an IBM 2260 display terminal
in his office. It is used on a regular basis during
counseling sessions to recall a student's records or
explore vocational information with the student. There
are also terminals independent of the counselor for the

student to use on an individual basis.

Measures
Four measures were taken to evaluate the relative
effectiveness of the course exploration and selection

procedures.

21

Table 2.2
Experimental Design
N - 96

Independent Variables Dependent Variables

Counselors‘ Information Course Students

Treatment Grade LOW]. Ratings Test chm”. m.ction

p..-
O

Freshmen

Experimental Sophomores

Juniors

Freshmen

Control Sophomores

Juniors

1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4

 

22

Information Test

Immediately after the scheduling interview
with the counselor or computer, each student
was given a test to assess his knowledge of
information relevant to making course
selections. The test (see Appendix B) con-
tained items to assess the student's knowl-
edge of curricular offerings, prerequisites,
college requirements, etc. This test had a
Kuder Richardson #20 reliability of .7463 and
a standard error of measurement equal to
1.7982 based on the first trial adminis-
tration to thirty students. Revisions were
made, based On the first administration, to
have a more reliable instrument for use in the
study. The revised Information Test had a
Kuder Richardson #20 reliability of .7609 and
a standard error of measurement equal to
1.9607 when administered to the ninety-six
students taking the test in this study.
Student Reaction Questionnaire

Immediately after the scheduling interview
with the counselor or computer, each student
was asked to report his reaction to the
interview. The questionnaire (see Appendix C)

asked students to indicate their degree of

23

satisfaction with the courses selected, with
the information provided, and with the way in
which information was presented. This ques-
tionnaire had a Hoyt reliability of .8395

and a standard error of measurement equal to
4.3638 based on the first trial administration
to thirty students. Revisions were made to
have a more reliable instrument for use in the
study. The revised questionnaire had a Hoyt
reliability of .8504 and a standard error of
measurement equal to 3.7363 based on the
ninety-six students taking the test in this
study.

Counselor's Ratings of Course Selections
Twelve counselors from Willowbrook High
School served as a pool of counselors from
which five were randomly selected to inde-
pendently rate the appropriateness of the
course selections for the ninety-six students
without knowing the identity of the students
and without knowing whether the selections
were counselor-student or computer-student
produced. The counselors did not receive any
training to do the ratings as a part of this
study. The raters were given aptitude,

achievement, interest, and career plan data

24

on each student. Based on these four stu-
dent characteristics, the raters indicated
the appropriateness of the course selections
on a five-point scale (see the Instructions
to the Counselor and the Student Summary Sheet
in Appendix D). Each student summary sheet
was randomly assigned to five different groups.
Each student's course selection was rated by
five different counselors from the pool of
twelve counselors. Each rater had an equal
number from each grade level and an equal
number of computer-scheduled and counselor-
scheduled students to rate. A Hoyt relia-
bility was calculated for all of the ratings
on all of the students. A reliability of
.6615 and a standard error of measurement of
2.4033 was found for the sum of counselor
ratings. The sum of the ratings for each
student was used as a dependent variable in
the study.

Changes in Course Selections

Changes in elected courses can occur for
various reasons. Students can make course
changes because their interests change, they
decide a course is too difficult, they do not

complete the necessary prerequisites to take

25

the course(s) elected, and/or they are not
permitted to take a course because they have
inadequate aptitude for that course. It was
decided that not all course changes were
equal in degree of change and did not equally
reflect ineffective and/or effective counsel-
ing. A system of weighting course changes
was devised for this study. Table 2.3 gives
the matrix for the assignment of weights to
course changes. The weights were assigned
according to the following criterion: A
change of a course within a department was
assigned a weight of l, 3, or 5 depending on
whether the change was made because of a
change in interest, a lack of aptitude or

a lack of the necessary prerequisites,
respectively. A change of a course between
departments was given a weight of 2, 4, or 6
depending on whether the change was made
because of a change in interest, a lack of
aptitude or a lack of the necessary pre-
requisites, respectively. The course changes.
were evaluated from the initial time of course

selection until April 1, 1971.

26

TABLE 2.3

Assignment of Weights to Course Changes

 

 

 

 

Change in course Within department Between department

election because of: changes changes

Change in interest 1 2

Lack of aptitude 3 . 4

Lack of prerequisites 5 6
Treatments

 

As previously indicated, each subject was randomly
assigned to one of the following two course selection pro-
cedures in a manner to insure equal cell frequency:

1. Computer-Assisted Course Selection

During the first week of February 1971 the
students were given a registration guide for
them to read before the scheduling interview.
The students were then sent a note which indi-
cated that it was time for them to register
for their courses for the 1971-72 school year.
The students then made an appointment to be
scheduled with the assistance of the computer.
A computer program developed by the initiator
of this study and the staff of Willowbrook
High School allowed students to interact with
the computer to select courses for the follow-
ing year. The program helped the students
consider the curricular alternatives in light

of their interests, abilities, and previous

27

course work. Procedures were developed which
allowed each student to interact with the pro-
gram through a visual display terminal. The
interaction time was about twenty minutes.
Selection of courses for these students was
made without the consultation of a counselor
although counselors were available subsequently
if the need occurred. None of the students
requested a counselor's assistance during the
interview. After the student selected his
courses the secretary checked the student's
name against a list to determine if he was

in the study. If he was in the study, he was
then given the Information Test and the
Reaction Questionnaire related to his schedul-
ing interview. No mention was made to the
student that this was a part of an experimental
study. It was indicated to the student that
this was a part of the ongoing evaluation at
Willowbrook. (See Appendix E for a script of
a computer-based scheduling session.)
Counselor-Assisted Course Selection

Students in this group selected courses in
consultation with a counselor in the manner
traditionally used at Willowbrook and in many

other high schools. The students did not

28

receive computer assistance. During the first
week of February 1971 the students were given
a registration guide for them to read before.
the scheduling interview. The students were
then sent a note which indicated that it was
time for them to register for their courses
for the 1971-72 school year. The students
then made an appointment to see their counselor
to select their courses. The counselors who
assisted in scheduling students did not know
which students were in the study and which
were not. The student, in an individual
interview, talked over his career plans, his
academic progress, and his performance on
tests he had taken that were assumed to be
related to his interests and future plans.
This discussion served as the basis for course
selection. After the student selected the
courses, the course numbers were entered for
each student on a computer terminal by the
counselor and the student was requested to go
to the secretary and pick up a copy of his
course selections for the following school
year. The counselor spent about twenty-five
to thirty minutes with each student. At

this time the secretary checked the student's

29

name against a list to determine if he was in
the study. If he was in the study, he was
then given the Information Test and the
Reaction Questionnaire related to his schedul-
ing interview. No mention was made to the
student that this was a part of an experi-
mental study. It was indicated to the student
that this was a part of the ongoing evaluation

at Willowbrook.

Hypotheses

 

All hypotheses are stated in the null form because

there is no direct a priori evidence to suggest that the

results of the study would be significant in a given

direction suggesting research or alternative hypotheses.

1.

No differences exist between the treatments
(counselor-scheduled students and the computer-
scheduled students) as measured by the coun-
selor's ratings, information test, student's
reaction questionnaire and the weighted course
changes.

No differences exist among the three grade
levels as measured by each of the four
measures.

No differences exist among the four quartiles

as measured by each of the four measures.

30

4. No differences exist between males and females

as measured by each of the four measures.

Thus, in summary, no differences exist between
those students scheduled by the computer and those students
scheduled by the counselor on each of the following
measures: (1) Counselor ratings; (2) Amount of infor-
mation remembered by the student after scheduling inter-
view; (3) Student reaction to scheduling interview; and
(4) The kind of changes in course elections between
scheduling interview and April 1, 1971.

The design and analysis allowed tests of all
interaction effects associated with grade level, quartile
and sex of the student. All hypotheses related to inter-
action effects will be reported in Chapter III.

The effects of each independent variable and all
interactions among them will be tested as null hypotheses.

It was most important to know if the experimental
group would be different than the control group on the

four dependent variables.

Analysis
The data obtained from the four measures was
analyzed using a 2 x 3 x 4 x 2 x 2 x 4 repeated measures
analysis of variance (ANOVA) in which grade level, ability
level, sex, treatment, subjects and measures are the

independent variables.

31

Also, a multivariate analysis of variance
(MANOVA) was used to interpret the data.

ANOVA analyzed the data by level on all variables
and then did a separate analysis by configuration or
interaction effects on all variables. This analysis
permitted one to know the degree of relationship between
the measures and the other variables. One can also deter-
mine if one measure is more effective than another measure
in accounting for difference(s) between variables. The
Jennrich analysis of variance program was used to analyze
the data (Jennrich, 1961).

MANOVA analyzed the data by combining level and
configuration for all of the measures on all of the
variables. The Finn Multivariate analysis of variance

program was used to analyze the data (Finn, 1970).

CHAPTER III

RESULTS

The results of the study are summarized in this
chapter. Each of the null hypotheses is presented. An
alpha level of .05 was selected to test the statistical
significance of each hypothesis. (A 2 x 3 x 4 x 2 x 2 x 4
data matrix was constructed for the tests of the hypo-
theses. The data was analyzed using repeated measures
analysis of variance and a multivariate analysis of
variance. The repeated measures analysis used separate
tests for main effects and interaction effects. The
multivariate analysis combined the tests for main effects
and interaction effects. The multivariate analysis also
incorporated a univariate test for each measure and a
step down F-test. This permitted a closer inspection
of the data so that one could see to what degree each
measure was contributing to the overall effect. The cell
means by treatment, grade level, quartile and sex for
each of the four dependent variables are presented in
Table 3.1.

Table 3.2 summarizes the results of the repeated
measures analysis of variance. It will be referred to as

32

33

Table 3.1
Cell leans from new Data for Treatment, Grade Level,

Quartile and Sex on Each Measure

Independent Variables Dependent Variables

Weighted
Treatment Grade Level Counselors' Information Course Students

Ratings Test Changes Reaction

15

0'

15 0 O 89 0

Experimental Sophomores

Juniors

Control

Juniors

1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4

 

34

Table 3.2

Repeated Measures Analysis of Variance Table for Transformed Scores'

 

Source of

Sum of

Degrees of

Mean

 

 

Variation Squares Freedom Square F
Treatment (T) 0.048 1 0.0476 .0498
Grade (G) 3.695 2 1.8475 1.9326
Quartile (o) 8.526 3 2.8418 2.9728**
Sex (s) 4.026 1 4.0263 4.2119**
Measures (M) 2828.017 3 942.6723 922.7700**
T x G 3.466 2 1.7329 1.8128
T x o 2.849 3 0.9497 .9935
T x s 2.039 1 2.0392 2.1332
c x o 7.177 6 1.1961 1.2512
c x s 8.800 2 4.4000 4.6029**
0 x 8 5.061 3 1.6868 1.7646
T x M 2.259 3 0.7530 .7371
G x M 6.516 6 1.0859 1.0630
0 x M 28.394 9 3.1549 3.0883**
M x 8 3.044 3 1.0146 .9931
T x c x o 1.173 6 0.1954 .2044
T x c x 8 2.244 2 1.1220 1.1737
T x Q x 8 0.781 3 0.2604 .2725
G x Q x 5 8.588 6 1.4313 1.4973
T x G x M 6.798 6 1.1330 1.1090
T x o x M 9.335 9 1.0371 1.0152
G x Q x M 14.441 18 0.8022 .7853
T x s x M 1.973 3 0.6576 .6437
s x s x M 7.891 6 1.3152 1.2874
0 x s x M . 6.698 9 0.7442 .7285
T x c x o x 8 2.493 6 0.4154 .4345
T x o x Q x M 15.096 18 0.8386 .8209
T x c x s x M 5.779 6 0.9631 .9428
T x o x s x M 8.883 9 0.9870 .9662
s x o x s x M 22.317 18 1.2398 1.2136
T x c x o x s x M 18.131 18 1.0072 .9860
RaTGQS 45.884 48 0.9559
MniTGQS 147.106 144 1.0215
Total 3239.529 383 8.4582

.See page 18 for explanation of the linear transformation.
as

.05

35
each hypothesis is restated and tested. The findings

from each of the analysis procedures will be reported.
The mean for each measure and the overall mean for all of
the measures will be given in tabled form for each variable

of interest as each hypothesis is tested.

Hypothesis 1

 

The first hypothesis in this study states that no
differences will exist between the control group (coun-
selor scheduled students) and the experimental group (com-
puter scheduled students) on the dependent variables of
counselor's ratings, information test, student's reaction
and the weighted course changes.

Results
The overall mean and the mean for each of the

measures for both groups is summarized in Table 3.3.

TABLE 3 . 3
Treatment Means for Each Measure

Using Transformed Scores*

 

Coun- Infor- Weighted

I
selors' mation Course Students Overall

 

Rating Test Changes Reaction Mean
Control
(Counselor 4.38 4.83 .39 8.20 4.45**
Scheduled)
Experimental **
(Computer 4.18 4.88 .58 8.07 4.43
Scheduled)

 

*See page 18 for explanation of the linear trans-
formation.

**Differences among means not significant, 0 = .05,
see page 34.

36

The main effect of treatment was not statistically
significant at a = .05 (F = .0498, d.f. 1,48) and the
treatment by measure interaction effect was not signifi-
cant at a = .05 (F = .7371, d.f. 3,144) based on the
repeated measures analysis of variance. The multivariate
test of equal mean vectors supported that the effect due
to treatment was not statistically significant (0 < .7740).
Thus, the statistical analysis across all of the measures
failed to reject Hypothesis 1. The counselor scheduled
students did no better than the computer scheduled stu-
dents. Also, one should note that the actual difference
in the overall mean was very small, two-hundredths of a
point, thus, suggesting that a Type II error (failing to
reject the null hypothesis when it should be rejected) is

unlikely to have occurred.

Hypothesis 2

 

The second hypothesis states that no differences
exist among the three grade levels on each of the four

measures .

Results

The overall mean and the mean for each of the
measures for each of the three grade levels is summarized
in Table 3.4.

The effect due to grade level was not statisti-

cally significant at a = .05 (F = 1.9326, d.f. 2,48) and

37

TABLE 3.4
Grade Level Means for Each Measure

Using Transformed Scores*

 

 

Coun- Infor- Weighted ,

selors' mation Course 2:22:22: O;:::ll

Ratings Test Changes
Freshmen 4.29 4.44 .50 8.10 4.33**
Sophomores 4.37 5.11 .53 8.27 4.57**
Juniors 4.18 5.02 .44 8.03 4.42**

 

*See page 18 for explanation of the linear trans-
formation.

** , . . .
Differences among means not s1gn1f1cant, a = .05,

see page 34.

the grade level by measure interaction effect was not sig-
nificant at a = .05 (F = 1.0630, d.f. 6,144) based on the
repeated measures analysis of variance. Also, the effect
due to grade level was not statistically significant

(0 < .3032) based on a multivariate test of equality of
mean vectors. The multivariate test failed to reject
Hypothesis 2 although the univariate F for the Infor-
mation Test was statistically significant (8 < .0193). A
step down F-test was used to investigate whether or not
the Information Test was able to distinguish between
grade levels in a manner unique from that of the other
measures. In the step down F-test procedure, an F-test
is applied to the first ordered dependent variable and

so on for each dependent variable. All of the variance

of a variable not accounted for by the previous F-tests

38

on each of the preceding dependent variables is used as

a basis for the F-test of that variable. When an F-test
on a dependent variable ordered last is found to be sig-
nificant this indicates that that variable is discrimi-
nating between levels of the independent variable in a
way different and unlike any of the other variables.

The F-test applied to each of the succeeding order of
variables is referred to as a step down F-test (Whitla,
1968). The Information Test had a step down F significant
(0 < .0203) when ordered last by the multivariate program.
One would expect a positive relationship between grade
level and scores on an information test about course
offerings. Inspection of the means in Table 3.4 suggests
that the grade effect on the Information Test was due to
Freshmen being lower than both Sophomores and Juniors

who were about equal.

Hypgthesis 3
The third hypothesis states that no differences
exist among the four ability quartiles on the four

measures .

Results
The overall mean and the mean for each of the
measures for each quartile is presented in Table 3.5.
The effect due to quartile was statistically

significant at a = .05 (F = 2.9728, d.f. 3,48) based on

39

TABLE 3.5
Means for Each of the Measures for Subjects
Grouped by Ability Quartiles

Using Transformed Scores*

 

Coun- Infor- Weighted

I
selors' mation Course Students Overall

 

Ratings Test Changes React1on Mean
Quartilel 3.98 4.28 .54 8.20 4.25**
Quartile2 3.86 4.77 .87 8.05 4.39**
Quartile3 4.49 4.93 .25 8.19 4.47**
Quarti1e4 4.80 5.45 .29 8.11 4.66**

 

*See page 18 for explanation of the linear trans-
formation.

**Difference among means significant, 0 = .05, see
page 34.
the repeated measures analysis of variance. The mean
increased as the quartile of the students increased.
Also, a significant (0 = .05) interaction effect was
found between quartile and measures (F = 3.0883, d.f.
9,144) based on the repeated measures analysis of
variance. The interaction is illustrated in Figure 3.1.
The counselors rated the course elections as equally
appropriate for those students in ability quartiles
one and two and rated those students' elections in
quartiles three and four as more appropriate than the

first and second quartile students' elections.

40

Quartile
Quartile
Quartile
Quartile

 

 

 

 

 

T I l l

Counselor's Information Weighted Students'
Ratings Test Course Change Reaction

FIGURE 3 . l

Quartile and Measure Interaction Overall Measure

Using Transformed Scores*

*See page 18 for explanation of transformation.
Significant difference, a = .05, see page 34.

41

There was a direct relationship between the stu-
dent's quartile and his performance on the Information
Test. The higher the student's quartile the better he
performed on the Information Test.

There was not a relationship between the student's
quartile and the number and kind of course(s) the student
changed. The students in the lower quartiles changed
courses as much as students in the upper quartiles.

The difference between the students reaction to
the course selection experience was very small. The
students in the lower quartiles had as favorable
experience in selecting courses as did the students
in the upper quartiles.

The differences among quartiles based on the
multivariate test of mean vectors was statistically
significant (a < .0106). The univariate test of sig-
nificance for the Counselor Ratings was statistically
significant (8 < .0062). The univariate test of sig-
nificance for the Information Test was statistically
significant (0 < .0024). The univariate test of sig-
nificance on the Students' Reaction Questionnaire was
not statistically significant (0 < .9468). Each of the
variables was reordered. A step down F-test was applied.
The step down F-test for the Information Test was sta-
tistically significant (0 < .0177) when ordered last.

The step down F-test for Counselors' Ratings was not

42

statistically significant (0 < .0663) when ordered last.
The step down F-test for weighted course changes was not
statistically significant (8 < .4220) when ordered last.
The step down F-test for the Students' Reaction was not
significant (8 < .8855) when ordered last. The above
tests indicate that the Information Test was able to
account for the variance between quartiles in a manner

quite unlike any of the other variables.

Hypothesis 4

 

The fourth hypothesis states that there would be
no differences between males and females on the four

measures .

Results
The overall mean and the mean for each of the

measures for males and females is presented in Table 3.6.

TABLE 3 . 6
Male and Female Means on Each of the Measures

Using Transformed Scores*

 

 

.2333; 3.25%; ”13333:? 3:33:35 0:43:11
Ratings Test Changes
Males 4.08 4.68 .50 8.09 4.34**
Females 4.49 5.03 .48 8.18 4.55**

 

*See page 18 for explanation of the linear trans-
formation.

**Difference between means significant, 0 = .05,
see page 34.

43

The difference between the performances of the
females and the males over all of the measures was sta-
tistically significant at a = .05 (F = 4.2119, d.f. 1,48)
and the interaction effect between sex and measure was
not significant at a = .05 (F = .9931, d.f. 3,144) based
on the repeated measures analysis of variance. Girls per-
formed at a higher level on three of the measures than did
the males. The multivariate analysis did not find a sig-
nificant difference (a < .2020) between males and females.
The inconsistency between the repeated measures analysis
and the multivariate analysis could result from the follow-
ing: The repeated measures analysis tested only for dif-
ferences between levels of the two variables whereas the
multivariate analysis tested for level and configuration
or interaction simultaneously. Thus, because of the low
but consistent difference between sexes in favor of the
girls, the repeated measures analysis was able to find
differences between the performance of the males and the
performance of the females.

All of the possible interactions of treatment,
grade, quartile, sex, subject and measures were tested.

An interaction effect between grade level and sex was
found to be statistically significant at a = .05 (F =
4.6029, d.f. 2,48) based on the repeated measures analysis
of variance. The interaction effect among grade level,

sex, and measure was not significant based on the repeated

44

measures analysis. The multivariate analysis of variance
also found the interaction significant (0 < .0346). The
means of the males and females are represented as points
on the graph to illustrate the grade by sex interaction
(Figure 3.2). The Freshmen and Junior females had higher
overall means than did the males. The females continued
to increase their overall mean from the Sophomore year to
the Junior year, but the males decreased their mean from
the Sophomore year to the Junior year which contributed
to the interaction.

The measures of the weighted course changes found

the following: There was no significant difference between

 

 

 

Mean
Score
Males ——___
Females
408‘ .
4.6__ //0/
L4- /,’ ‘\\
/// \\\
4.2" o’/ \\\.
4.04—
l l, l
Freshmen Sophomores Juniors
FIGURE 3.2

Grade X Sex Interaction Overall Measures
Using Transformed Scores*

*See page 18 for explanation of the linear
transformation.

Statistically significant, 0 = .05, see page 34.

45

the treatment and control group. 0f the ninety-six stu-
dents in the study sixty-eight or 70.83% of the students
did not make any changes in their courses. Twenty-two
of the ninety-six students made changes because of an
interest change and only six of the ninety-six students
had to change their schedules because their ability was
not appropriate for the courses elected or they had not
completed the necessary prerequisites. (Probably more
changes will continue to be made and a better comparison
between the treatment methods could be made after the

start of the 1971-72 school year.)

Summary

This chapter presented the results from the data
analysis based on a repeated measures analysis of variance
and a multivariate analysis of the design. Each hypothe-
sis was restated along with an apprOpriate description of
the data. A summary of the hypotheses follows:

Hypothesis 1 was not rejected. It stated:

No differences exist between the mean of the con-
trol group (counselor-scheduled students) and the exper-
imental group (computer-scheduled students) as measured
by each of the four measures.

Hypothesis 2 was not rejected. It stated:

No differences exist among the means of the
three grade levels as measured by each of the four

measures .

46

Hypothesis 3 wasrejected. It stated:

No differences exist among the means of the four
quartiles as measured by each of the four measures.

Hypothesis 4 was rejected. It stated:

No differences exist between the mean of the males
and the mean of the females as measured by each of the
four measures.

A statistically significant interaction effect was
found across all measures between grade and sex. The
interaction effect occurred at the Junior level where the
females' mean increased over the mean for the Sophomore
females and the Junior males' mean decreased below the
Sophomore males' mean. The Freshmen and Junior females'
mean was higher than the Freshmen and Junior males' mean.
The Sophomore males had a slightly higher mean than did
the Sophomore females. This difference also contributed
to the interaction.

A significant interaction effect was found between
quartiles and measures. The interaction was caused
because the upper quartile students were not consistently
higher than the lower quartile students on all measures.
The upper quartile students' course elections were rated
higher than the lower quartile students' elections. The
lower quartile students had a higher average weight for

their course changes than did the upper quartile students.

47

Also, the upper quartile students did better on the Infor-

mation Test than did the lower quartile students.

CHAPTER IV

SUMMARY, DISCUSSION, AND IMPLICATIONS

Summary

This study compared the effectiveness of a computer-
based counseling system with a human-based counseling sys-
tem in the specific area of helping students explore and
select high school courses. With the growing complexity
of courses, prerequisites, and student interests, it is
increasingly difficult to provide students with relevant
and accurate information as a basis for educational
decisions.

During the school year 1970-71, some of the ninth,
tenth, and eleventh grade classes of Willowbrook High
School, Villa Park, Illinois used the computer to assist
in course selection for the following year. For this
study, ninety-six students were randomly selected in a
manner to include equal numbers from each grade level,
from both sexes, and from each achievement quartile and
were randomly assigned so as to attain a completely
crossed and balanced design with equal numbers assigned to

experimental and control groups. The experimental group

48

49

used the computer-assisted course selection procedures
while the control group was assisted in course selection
by counselors in a traditional manner.

Four criterion measures were used to assess the
relative effectiveness of the two treatment procedures:

a test of students' understanding of information relevant
to course selection; students' self-reported reactions to
the experience with the computer or counselor; an evalu-
ation of the completed student programs by five counselors
who did not know which programs were produced by student-
computer interaction and which by student-counselor inter-
action; and finally, a sum of the weighted course changes
requested by students during a two-month period following
the initial course selection.

A six-way repeated measures analysis of variance
and a four-way completely crossed multivariate analysis
of variance were used to test the results. Of major con-
cern was the comparison between computer assisted and
counselor assisted course planning, but the effects of
subjects' sex, grade level, and ability were also tested
as well as all interactions among variables. The inter-
actions were tested to determine if the two scheduling
methods might have differential effects associated with
certain variables. For instance, males might have a more
favorable reaction to the computer-based experience than

did females, but no differences were found. Also, students

50

in the lower quartile might have found the computerized
experience too difficult but no differences were found
when compared to other ability levels.

No differences, based on the four measures, were
found between the experimental and control procedures
and there were no interaction effects related to treatment
and control procedures with any of the other variables.
The students scheduled by the computer performed as well
across all of the measures as did those students scheduled
by the counselor.

The students' performance on the Information Test
was statistically significant between grade levels.
Sophomores and Juniors performed at an equal level, but
both classes did significantly better on the Information
Test than did the Freshmen.

There was an overall statistical significance
between ability quartiles on two measures. Students in
the upper quartiles had higher scores on the Information
Test than did students in lower quartiles. The higher
the quartile the better the student's score on the Infor-
mation Test. Counselors rated the student's course
elections higher if the student was in the top two quar-
tiles than if the student was in the bottom two quartiles.

There was an overall statistical significance
across all variables between the means of the males and
the means of the females. The over-all mean was higher

for the females than for the males.

51

This study used several measures to determine if
a computer could be as effective as a counselor in assist-
ing students in the exploration and selection of courses.
The major hypothesis tested for a significant difference
between the two groups. No differences were found between
the two groups on any of the measures. Counselors were
not found to be more or less effective than the computer
in helping students select courses for the following

school year.

Discussion

 

Harris (1970) has indicated that computers could
perform some of the tasks counselors do if one has good
script writing and an effective program to permit appro-
priate interaction between the computer and the student.

Therefore, a script was written and programed for
the computer at Willowbrook to emphasize the individuality
of the interaction. The student's grades were reviewed.
The student could review the information for the calcu-
lation of rank and grade point average. An explanation
of course credit was given if the student wanted it.

Also, the student's vocational interest based on the

Kuder and the student's future plans were compared with
courses elected and courses taken. Thus, the script and
the programing were instrumental in helping the computer-
based system be as effective as counselors in helping stu-

dents select courses.

52

The measures were sensitive enough to detect dif-
ferences between males and females, quartiles, and grades.
Therefore, if there were true differences between treat-
ments it can be argued that the measures were sensitive
enough to be able to detect those differences. Some of
the evidence to support the reliability of the measures
consist of the following: Females did better than did the
males based on all the instruments. Those students in the
upper quartiles and higher grades did better on the Infor-
mation Test than did those students in the lower quartiles
or lower grades. In fact the statistically significant
difference between grade level on the Information Test was
based on an actual two point mean difference. Hardly, a
"meaningful" difference even though it was statistically
significant. Thus, if any meaningful differences had
existed between treatments, the statistical techniques
used would have detected those differences. Another
interesting finding, though not unusual, was in the coun-
selors' ratings. The counselors found the upper two quar-
tiles students' courses much more appropriate for them
than were the lower two quartiles students' courses appro-
priate for them. This confirms what is known: our
schools are offering curricula that are better suited
to the higher ability student.

The students were asked to indicate their reaction
to each method of scheduling. There were not any dif-

ferences. The students liked the interacting with the

53

computer as well as they liked interacting with the coun-
selor. Those students in the upper and lower ability
quartiles liked one method as well as the other scheduling
method. One might have suspected differences between the
reactions of the boys and the girls to the two course
selection methods but none were found.

The counselors rated those courses elected with
the aid of a computer as high as those courses elected
with the assistance of a counselor in an individual
session. Also, the students had equal means on the
Information Test given to them after their scheduling
interview with either the computer or the counselor.

Some have expressed concern indicating that
technology could not be as effective as counselors.
Possible concerns are: related to the "dehumanizing"
process of using man and machine interaction; boredom of
upper quartile students; confusion of lower quartile stu-
dents; and lack of individualized programing. None of
these fears seem to be valid based on this study. A
variety of independent measures were used in attempting
to determine if the results from the two methods of help-
ing students explore and select courses on the secondary
level were different. No differences were found between

the two course selection procedures.

54

Since the computer is efficient and no differences
in the quality of the experience can be found Willowbrook
should continue using the computer to help students select~

their courses.

 

Implications

It is continuously important, both on a short
term and a long term basis, to evaluate the implications
of counseling and its effect on students. It is certainly
advisable to consider the role of counselors and how they
can be effective in serving students at the secondary
level. With the invention and growth of technology
related to counseling it is certainly possible that many
of the information disseminating tasks that counselors
do can be done as effectively and as efficiently by
technology. It is suggested that additional research
be done in the area of computerized course selection,
both on a short term basis and a long term basis. The
amount of information that a student needs at a certain
time should be integrated with his future plans, abilities
and achievement. It might be helpful to develop proba-
bility statements regarding the student's probable success
in a course. This could be built into a computer program
and evaluated.

Another important area that can be studied are the
long range effects, in terms of computer-student scheduled

and counselor-student scheduled, of the successes of

55

students in courses elected by these two methods. A com-
parison of the grades achieved in the courses by those
students in this study will be done during the 1971-72
school year. It is important to carefully evaluate the
dropping or adding of a class. All drops or adds may not
be equally bad. In fact some drOps or adds could be posi-
tive. One could measure the number of courses the student
thought he could select before a scheduling interview and
take another measure after the scheduling interview. One
of the selection methods could provide the student with
more courses from which to choose.

Another area that could be explored is "attitude."
Some students with a negative attitude toward counselors
or toward computers may have a different reaction to a
scheduling interview than those students who have a
positive attitude toward computers and/or counselors.

Another area of research would be to have blind
ratings by counselors done at a later date or with dif-
ferent information. One could provide information from
junior high records or provide a more extensive statement
related to future plans. Teacher recommendations could be
included and/or counselor's comments. There was a high
reliability in the counselor ratings for the students'
schedules which increases the probability of existing
differences being detected. It would be good to have the

ratings at the beginning of the school year when most

56

changes usually occur to determine which treatment group
had changed their schedule of courses the most.

This study demonstrated, based on the measures
used with the population sampled, that the counselors
were no more effective than the computers in assisting
the students to select and explore courses on the secondary
level for the following school year. It is important to
continue to evaluate this process and repeat the study
with similar and different populations to determine if
technology can be as effective as counselors in such rou-
tine tasks, thus permitting the counselors to do other

tasks that can more effectively be done by them.

REFERENCES

REFERENCES

Bailey, L. J. (Ed.) Computer-based guidance systems.
Facilitating career development: An anno-
tatedibibliography. Springfield, Illinois:
Division of VocatiOnal and Technical Edu-
cation, July 1970.

 

 

Clarke, R. B., Gelatt, H. B., & Levine, L. A decision-
making paradigm for local guidance research.
Personnel and Guidance Journal, 1965, 44, 40-51.

 

Computer-based vocational guidance systems. U.S. Depart-
ment of Health, Education, and Welfare, Super-
intendent of Documents, Catalog No. 5.225:
25053, U.S. Government Printing Office, Washing-
ton, 1969.

 

Cooley, William. A computer-measurement system for
guidance. Harvard Educational Review, 1964, 31,
559-572.

 

Cooley, William. Computer systems for guidance. Paper
presented to Division E, American Educational
Research Association annual meeting, Chicago,
February 9, 1968. (Mimeographed)

Cronbach, L. J., & Gleser, G. C. The banwidth-fidelity
dilemma. Psychological tests and personnel
decisions. Urbana: University of filinois
Press, 1957.

 

Educational Technology. Counseling technology, March
I969, 9, (3Y.

 

Edwards, W. The theory of decision-making. Psycholggical

Ehling, W., & Holder, H. Complexity, variability, and
lack of information in student transition from
secondary school to college. The High School
Journal, May, 1966, 42, 374.

57

58

Finn, J. D. Univariate and multivariate analysis of vari-
ance and covariance: A Fortran IV program.
Occasional paper, No. 9, Office of Research Con-
sultation, College of Education, Lansing,
Michigan: Michigan State University, March,
1970. (Mimeographed)

Friesen, D. D. The validation of an automated counseling
system. Unpublished doctoral dissertation,
University of Oregon, 1965.

Harris, J. Can computers counsel? The Vocational Guidance (8
Quarterly, 1970, 18, 163.

 

 

Harris, J. The computerization of vocational information.
Vocational Guidance Quarterly, 1968, 11, 12-20.

Havens, R. I. (Ed.) Technology in guidance. The Personnel x'
and Guidance Journal, 1970, 42, (3).

 

 

Holder, H. D., & Ehling, W. P. Construction and simulation
of an information-decision model. The Journal
of Communication, 1967, 11, 302.

 

 

Impellitteri, J. T. A computer-assisted career exploration
system. National Business Education Quarterly,
1968' _3_;7_' 47-51.

 

Impellitteri, J. T. A computerized occupational infor-
mation system. Vocational Guidance Quarterly,
1967, 15, 262-264.

Impellitteri, J. T. The development of a computer-
assisted occupational guidance program. Journal
of Industrial Teacher Education, Summer 19 .

Jennrich, R. I. 1604 Analysis of variance. Madison,
Wisconsin: University of Wisconsin, Numerical
Analysis Department, Laboratory Bulletin,
May 15, 1961. (Mimeographed)

Katz, M. A model of guidance for career decision-making.
Vocational Guidanceguarterly, 1966, 15, 2-10.

Kroll, A. M. A computer-generated bibliography of occu-
pational information. The VOcational Guidance
Quarterly, 1969, 18, 3.

 

Loughary, J. W., Friesen, D., & Hurst, R. Autocoun: A
computer-based automated counseling simulation
system. Personnel and Guidance Journal, 1966,
45, 6-15.

 

59

McGrail, T. F. MR#/307. The School Counselor, 1967, 14,
236.

 

McLuhan, M., & Leonard, G. B. The future of education,
the class of 1989. Look, 1967, 31, 23-25.

Pierce, J. R. Information theory and psychology. Symbols,
signals, and noise: The nature andAprocess of

communication. New York: Harper & Brothers,
I961.

 

 

Roberts, T. L. The uniqueness of the individual. Techni-
cal memorandum #l, AERA Symposium, 1968.

Shostrom, E. L., & Brammer, L. M. The synthesis interviews.
The dynamics of the counseling process. New
York: McGraw-Hill, 1952.

 

Stewart, J. A. Why not design ability and achievement
assessment machines? Vocational Guidance Quar-

 

Super, D. E. Computer-assisted counseling. New York: 4.
Teachers College Press, Cqumbia University, 1970.

 

Super, D. E. Computers and counselor roles: Counselor
acceptance of systems in guidance and eventual
functions of counselors. Paper presented at
symposium on the Use of computers in counseling
and guidance, National Vocational Guidance
Association, New York: Teachers' College,
Columbia University, April 1968. (Mimeographed)

Tiedeman, D., et a1. Information system for vocational
dec151ons: Annual report, 1967-68. Cambridge,
Massachusetts: Harvard Graduate School of Edu-
cation, 1968.

Vriend, J. Counseling technology: A needed conceptuali-
zation. Educational Technology, 1969, 9, (3),
11.

 

Whitla, D. K. (Ed.) Handbook of measurement and assessment
in behavioral sgiences. Reading, Massachusetts:
Addison-Wesley Publishing Company, 1968.

 

APPENDICES

APPENDIX A

WILLOWBROOK HIGH SCHOOL SELECT-A-COURSE SCRIPT

WILLOWBROOK HIGH SCHOOL

SELECT-A-COURSE SCRIPT

Capyright. C)

Illinois State Board of Vocational Education
District 88 Board of Education
Community College District 502 Board of Education
CVIS Team
1970

60

// CVIS SELF-REGISTRATION SCRIPT

October, 1970

Welcome to Select-a-Course, Willowbrook's new approach to registration
for next year's courses. We have developed this approach to give you 3
'mcre individualized assistance with your planning. We also hape to free
counselor time for doing other important work with students which cannot
be done by a computer. .

This program.will:

Present information to you about all the courses in the
Willowbrook curriculum.

Register you for those you wish to choose.

Check to make sure that you have the prerequisite course
you need for each.

Help you review your graduation requirements.

3 Comment about the relationship of your choices to your
vocational and educational plans. -

Let's start by finding out who you are. Please type your student
number. Then shift and enter.

If I read your number correctly, you're . If I‘m right,

 

please type "yes". If I'm.wrong, please type "wrong".

If "yes" - You're a first semester (freshman, sophomore, junior) now,
second semester

aren't you? If I'm right, just shift and enter to go on. If I'm
wrong, please type the number of your year in school (1 for freshman;

2 for saphomore; 3 for junior; 4 for senior) and shift and enter.

If "wrong" - Please give me another chance. Type your student number

once more; then shift and enter.

I can be of more assistance to you in the selection of courses if
I know your plans after high school. Please type the number of the

statement which fits your present plans:
61

62
l. I do not plan to take any further schooling after high school.

2. I plan to go to a technical or specialized schodl.(Nursing school,
beauty school, trade school, etc.)

3. I plan to go to a junior college, perhaps College of DuPage.
4._ I plan to enter a four-year college.

5. I am not sure yet.

If #1 .’
I'll remember that for later. We may want to consider courses or programs

which will give you good job skills for finding your first job.

12.22.
Please be more specific if you can. Which of the following do you think
you will attend:

1. Beauty culture school

2. Art school

3. Three-year hospital nursing program

4. Business school

5. Technical school (auto mechanics, computer programming, etc.)

Please enter the number of your choice.

 

Do you know yet if you will enter:

1. Transfer program - This means that you will transfer to another
school as a junior and complete four years of college.

2. Occupational curricula - This means that you plan to take an
Associate of Science degree after two years of specialized
vocational training and then seek employment. If you would
like me to show you a list of available programs, type "PLEASE".

3. I sun uncertain now.

Please enter the number of your choice.

If student types "PLEASE", show.list of curricula, then re-diSplay above.

63

Air Conditioning & Refrigeration Food Services

Accounting Graphic Arts

Architecture Interior Design

Banking &‘Finance Mechanical Technology

Building Construction Metals Technolbgy

Data Processing ‘Mid-Management '
Electronic Technology Police Science

Fire Science

Occupations in other fields

Radio and Television (Commercial)
Health Professions

-Library Technical Assistant
Media Consultant

Recreational Leadership
Retailing &‘Marketing
Secretarial Science

Teaching Aide Technician

Tool Design Technology

Transportation

If #4
Please be more specific if you can. Will you apply to enter:

1. A private, liberal arts college or university (like Knox,
Grinnell, Illinois Institute of Technology, University of Chicago)

2. A state-supported school (like Northern, Southern, University of
Illinois, Illinois State, etc.)

.3.' I don't know yet.

1222/ 64
Many students are not sure what they want to do after high school. Thus,
hselecting courses which will help to prepare you for the future depends
on what you think you want to do. Please consider your interests care-
fully when you select your courses.

Now I'm.interested in knowing how far your planning has progressed
'as far as a choice of occupation is concerned. Don't be upset if you
can't be very specific. Choosing an occupation is a long, step-by-step'
process. ‘Maybe your present step is:

1. I really don't have any idea at all about the kind of job I want.

2. I think that I could narrow my choice to broad fields, but I
can't tell you a specific job.

3. I have a specific occupation in mind.
Please type the number of your choice.
Iii}.
Go on to "Before we begin exploration of courses, etc..."
lifl
Can you pick it out of this list?

1. Helping peOple - occupations like fireman, airline stewardess,
social worker, counselor, psychologist, physical therapist, etc.

2. Selling - occupations like real estate sales, car sales, manufac-
turer's salesman, etc.

3. "White Collar" jobs - including both clerical jobs and various
levels of managerial jobs in business and industry, like typist,
hotel manager, accountant.

4. Technology - jobs which put scientific theory into action, like
engineer, pilot, plumber, carpenter, computer programmer, etc.

5. Outdoor - occupations which are performed outside, like forest
ranger, landscape architect, surveyor, farmer.

6. Science - occupations related to scientific research and appli-
cation of it, like biologist, chemist, and all health careers.

7. General Cultural - occupations related to the humanities, like
teacher, lawyer, minister, and journalist.

65

8. Arts and Entertainment - occupations like actor, musician,
entertainer, interior decorator, and architect.

If #3
Please use the list of occupations which is beside your terminal and

enter the code number of the occupation which you have in mind. Then

shift and enter.

No further training beyond high school
That occupation requires Some technical or specialized school

training

Two or four-year college
Before we begin exploration of courses for next year, I think that it
might be helpful to review Willowbrook graduation requirements and your
progress toward them. The next display will compare what you've taken
and passed with a total set of requirements. Shift and enter to continue.

GRADUATION REQUIREMENTS: (FOR PROGRAMMING USE ONLY)

[gr first-semester Freshmen: Student should be enrolled in English 9,
and Physical Education 9; will not have any credits.

Second semester Freshmen:'Should be enrolled in English 9 and Physical .
Education 9; should have 4.5 credits or more.

First semester sophomore: Should be enrolled in English 10 and Physical
Education 10; should have 9.0 credits or more.

Sgcond semester SOphomore: Should be enrolled in English 10 and Physical
Education 10; should have 13.5 credits or more.

First semesterjunior: Should be enrolled in English 11 and History 11
and Physical Education 11; should have 18.0 credits or more.

Second semester junior: Should be enrolled in English 11, History 11, and
Physical Education 11; should have 22.5 credits or more.

Onegyear math and one-year science requirement: Look for them each year.
Health units - look for passing grade each year.

X means the course has been taken and passed; * means the course is a
graduation requirement, but has not been taken, or if taken, not passed
yet.

 

Sample for second semester Freshman:

9 10
English x* **
Science x?
Math **
Health * *
Phys. Ed. x* **

American History
Soc. Sci. 12

Sample for second semester junior:

9 10
English xx xx
Science xx
Math xx
Health x x
Phys. Ed. xx xx

American Hist.
Soc. Sci. 12

66

ll
**

**
*‘k

11
3"}:

X
x*
x*

12
**

*9:

ink

12

'k

*1?

*1:

Computer Response: All requirements are in order at this time.

OR

You are currently lacking

(names of courses which
should have been com-
pleted by this time)

(# of credits less than
expected by this time)

 

Bgsic Graduation Requirements and their Code Numbers: (FOR PROGRAMMING USE ONLY)

English 9 - E11, E12, 813, E14, E15, or E19

English 10 - E21, E22, E24, E26, E28, or E29

English 11 - EBA, 838, 830, E3D, E31, E39

One year of math - General Math 9 (MlB, MlH, M18, M11)

Fund. of Algebra 9 (M13)

Algebra 9 (M15, M16)
Geometry 9 AP (M18)
Bookkeeping 10 (B22)

Business Arthmetic 10 (B21)

. One year of Science - General Science (812, $13)
_ Intro. Physical Science (311)

Biology (314,

$23)

Biological Patterns & Processes (S21)
Chemistry (833)

American History - T31, T34, T35, T39

”67,
Senior Social Science 12 - T41, T45, T48

P.E. 9
Health 9 - P11, P12

8.8. 10
Health 10 - 821, P22, P26, 827

8.8. 11
Health 11 - 831, P32, P34, P35, 836

8.8. 12
Health 12 - P41, P42, P44, P45, P46

Here's a brief review of your progress in high school from beginning of
freshman year until the end of the last semester:
- 8 D c B A-

Your grade point average is: XXXXXXXXXXXXXXX ' '
Your present rank in class is : in a class of students.
Your total number of credits is:
For eXplanation of grade point average, type GPA, shift and enter.
For explanation of rank, type RANK, shift and enter.
For explanation of how credits are calculated, type CR, shift and enter.
If GPA:
Semester grades since you entered high school are used for the calculation
of grade point average.60urses in Physical Education, Health, Music, and
staff assignments are not counted. You are given:

4 points for an A

3 points for a B

2 points for a C

1 point for a D
0 point for an F

Your total number of points is divided by the total number of courses
taken in order to figure a cumulative average.

If RANK:

Rank is calculated by putting the grade point averages of all students
in your class in numerical order from t0p to bottom. Your rank is the

number of places you are from the tOp of the class.

/ ~
/ 68
If CR:

 

Credit is assigned as follows:

2 credits for a full year course (except P.E.)
1 credit for a one semester course:

1 credit for a full year of Physical Education
(.25 of it for Health)

* 1 credit for a full year of office or
era {5 F unrlr

a»:

For Freshmen:

 

Now I think that we're ready to think about selection of your courses for next
year. Since you are a freshman now, there are two required courses for next
year: '
English 10
Physical Education and Health 10
There are several English 10 courses at Willowbrook. Normally a student
remains in the same "track" of English for the saphomore year as he had
during the freshman year.

If student has 812 this year - register for E22

If student has E13 this year - register for 824

If student has Ell this year - register for E21

If student has E14 this year - register for E26

If student has E15 this year - register for E21

If student has E19 this year register for E29

I have registered you for English 10, Honors or Track (1, 2, or 3) for next
year. If there should be any change in your English placement, or if you
decide to take English 10 in summer school, please see your counselor to make
a change.

Since all students must register for Phys. Ed. 10, I'm.going to put that in
your schedule automatically. If you have a medical excuse from P.E., please

see the nurse about that at the beginning of next school year. If there is

some other reason why you should not be in P.E., please see your counselor.

69

He or she can change the schedule which we are going to build today.

(Computer registers girls for P22 and boys for P21.)

For Sephcmcres

 

Now I think that we're ready to think about selection of your courses for
next year. Since you are a saphomore now, there are three required
courses for next year:

English 11

American History 11

Physical Education and Health 11
There are several English 11 courses. Normally a student remains in
the same "track" of English for his junior year as he had in his sopho-

more year.

If student is now in E22, register for EBA

n n n n u E24 :1 n E313
u u n n n E26, N " 33C
u n 'n n n £28’or 29, " E39

I have registered you for English 11, Honors or track (1, 2, or 3) for
next year. If there should be any change in this placement or if you ‘
plan to take this course in summer school, please see your counselor
to change your schedule.
American History 11 can be taken in summer school or during the school
year. 'What are your plans?

1. I will take it next year. (Register for T31)

2. I will take it this summer. (Store for listing later.)
Since all students must register for Physical Education 11, I‘m going to
put that in your schedule automatically. If you should have a medical
excuse from P.E., please see the nurse about that at the beginning of

next school year. If there is some other reason why you should not be

70

in P.E., please see your counselor. He or she can change the schedule
‘which we are going to build today. (Computer registers boys for P 31,
and girls for P32.)

For Juniors

‘Now I think that we're ready to think about selection of your courses
for next year. Since you are a junior now, there are two required
courses for next year:

Social Science 12
Physical Education and Health 12

The Social Science 12 course at Willowbrook is made up of one semester
of Economics and one semester of Government. Attention is given to
society's problems and pathological conditions and man's attempts to
deal with them. Please indicate your plans in regard to this required
course:

1. I'll take it next year.(Register student for T41)

2. I plan to take it this summer. (Record this for later listing)

188.2.

Did you have American History in summer school? Please type “yes" or

"no"

If yes - Sorry, you can't take this one in summer school also. I'll have
to register you for it next year (Register)

I£_§g_ - Fine. Be sure to register for it early in May. This course often
fills early and may be closed if you wait until the end of the
school year to register.

Since all students must register for Physical Education 12, I'm going to

put that in your schedule automatically. If you should have a medical

excuse from P.E., please see the nurse about that at the beginning of next

school year. If there is some other reason why you should not be in P.E.,

'71

please see your counselor. He or she can change the schedule which we

I

are going to build todayu (Computer registers girls for P42 and boys for P41.)
328 ALL STUDENTS . . - - .

Now we have you registered for _____ (one or two) required courses and
we're ready to look at electives.
Which shall we explore first?
1 1. Art
2. Business Education

3. English 8. Physical Education.& Health

4. Foreign Language 9. Science
5. Home Economics 10. Social Studies
6. Industrial Education 13. Work Programs

7. Mathematics Please type in the number of your choice.

Example: (Assuming that student is a junior and has chosen #3, English.)

Here's a summary of the courses and grades you've had in this department

to the present:

English 9 B C -
English 10 C C
English 11 C _

Shift and print if you would like a c0py of this.
Here are the courses in this department which are available to you
next year:

E23 - Journalism 10 E47

— Cinema Study
E37 - Theatre Arts E48 — English 12 Honors
E41 - English Lit. ' E49 - Comp.-Creative Writing
E43 - World Lit. E60 - Cont. World Lit.
E45 - Humanities 12 E63 - Lit. of Minorities

Please type in the number of the course you want to know more about.

/ ' 72‘
Sample:

E47 - Cinema Study - 2 credits - 2 semesters
Purpose: To develOp habits of analysis, understanding, and awareness
of cinema as an art fomm.
Activities: Viewing films
Discussing films
Writing about films
Making films

Do you want to take this course? Please type "yes" or "no"

If Eyes" and course has prerequisite:
You have passed the prerequisite course with the grade of ____(A, B, or C).
Chances are good for success in this course.

OR

You received a grade of D in the prerequisite course. What would you

like to do?
1. Register for this course anyway.

2. Change my course selection. (Computer takes student back to

4 ~---. a“.

directory of departments.)
0R '
WhooPS: You have not taken or passed the course which is a required
prerequisite.

I£_course has no prerequisite

0R You have now registered
student has a grade of A, B, C

OR for a full-year elective course
student takes #1 alternative above 0R

You have now registered for a one-semester elective course. You will
need another course to go with it.
Your wish is my command:

1. I want to see additional courses in this department. (Rendisplay
course list of same department.)

2. I want to look at courses in other departments. (Re-display
directory of departments.)

I'll-I! i
II
I I'l
III
ll
ll 1

.l‘. All"
Ill! ‘11

73
3. I want to sign off and see my counselor. (Retain course selections
already'made.)

i

You have now registered for five subjects, including Physical Education,

When student reaches a total of five subjects:

which is a "normal" load.

Do you wish to: 1. stop selecting courses
2. select another subject
3. look at music, office assistant, and staff assignments

If #2
Re-display catalogue of departmentsand proceed.

If #3

Which WOUld you like? 1. music (Display options in chosen
2. office and staff assignments category. Allow regis-
tration for only one thing beyond

I§g#l - or after registration for fifth subject, or music, or staffilthe 5th.)

 

assignments .
I have you registered for the following courses:

P41 or P42 - Physical Education 12

T41 - Social Science 12

E47 - Cinema Study 12

M45 - Math 12 ' '

S43 - Physics 11

Perhaps you would like to print this display so that you can remember
what courses you have registered for. Is there anything which you would
like to change?

(Yes or No)

I£_yg§_(Re-display student program.)

Which course or courses would you like to change? Please type in code

numbers, then shift and enter. (System deletes course)

. 74
Your wish is my command:

1. I want to see the directory of departments again.

2. I already knOW'WhiCh course or courses I want to substitute.

3. I want to sign off and see my counselor.
1.8.2.1.
Re-display department directory and allow student to register for courses
to the limit of six.
life.
Please look at the list of courses by the terminal and type in the code
number or numbers of courses you wish to take. (Re-display student
selections, substituting new selections.)
1.8.2:
I'll remember where we left off and when you're ready to complete registra-
tion, let me know.
After display of current course selections:
I. You mentioned previously that you do not plan to continue formal
schooling after high school. Here are the courses you've had and are

registered for which may contribute toward marketable job skills:

B22 - Bookkeeping G2A - Auto 10
B65 & B66 - Office Occupations G32 - Vocational Auto 11
' B25, B28, or B37 - Typing ll G42 - Vocational Auto 12
B34 or 336 - Shorthand ll G20 - Woodshop 10
B40 - Advanced Steno 12 G36 - Vocational Cabinet 11
B45 - Business Machines 12 G46 - Vocational Cabinet 12
B54 — Key Punch G23 - Electronics 10
B53 - Data Processing G33 - Vocational Electronics 11-12

B67 & B68 - Distributive Education 634 - Vocational Electronics 11
‘M53, M54, or M56 - Computer Progr.

G71 - Cosmetology

B52 - Marketing 11

Including all remaining courses under 2e.

Will these be enough?
2. You said earlier that you plan to attend a:
a. beauty school

b. art school
c. 'three-year nursing program

d.
e.

2a.

2b.

'2c.

2d.

’2e.

75

business school
trade or technical school

I see that you are registered for the cosmetology program.
(If student is registered for G71.)
0R
Don't you want to consider our cosmetology program? It is
a two-year program available in the junior and senior years.

You have taken and plan to take the following art courses here:
All - Art 9 A41 - Art lzx"
A13 - Sketching 9 A48 - Painting 12
A2A - Drawing lO-lst A50 - Art Staff
A2B - Drawing lO-2nd A52 - Art Music Survey

A20 - Sculpture lO-lst
A2D - Sculpture lO-an
A21 - Art 10

A30 - Adv. Design 11

A31 - Ceramics ll & 12-lst
A32 - Ceramics ll & 12-2nd
A33 - Printmaking

A35 - Painting ll-lst

A36 - Painting ll-2nd

Will this be enough background?

You have taken and plan to take the following courses in pre-
paration for nursing:

M13, M15, M16 - Algebra 835 - Physiology
M18, M25, M26, M27 - Geometry 821 or 823 - Biology
833 - Chemistry

Would you like to consider
(Any of the above not already taken.)

 

You have taken and plan to take the following courses in pre-
paration for a secretarial career:

B22 - Bookkeeping B45 - Business Machines 12
B65 & B66 - Office Occupations B40 - Advanced Steno 12
B25, 828, or B37 ~ Typing 11 B54 - Key Punch
B34 or B36 - Shorthand ll BS3 - Data Processing

‘ B33 - Clerical Practice
Would you like to consider , , and _____?

 

(Any of the above courses not already taken,).
Perhaps with this sequence, you will have the skills you desire
without business school.

You have taken or plan to take the following sequence of technically-
oriented courses:

02A - Auto 10 G20 - WoodshOp 10

.632 - Voc. Auto 11 G36 - Voc. Cabinet 11

G42 - Voc. Auto 12 G46 - Voc. Cabinet 12

76

623 - Electronics 10 G29 - Printing 10

633 - Voc. Electronics 11-12 G39 - Printing 11

634 - Voc. Electronics 11 659 or G60 - Voc. Printing 11-12
625 - Machine Shop 10 63P - Engineering Tech.

G35 - Machine Shop 11 63R or 633 - Home Mechanics

G51 - Voc. Mach. 11-12 654 — Aircraft Constructionl

627 - Tech. Drawing 10 655 - Aeronautics

637 - Engr. Drawing 11-12 663, 665, or 666 --CWT

653 - Blue Print Reading _ 667 & 668 - D.O.

656 or 658 - Voc. Draft 11-12
657 - Arch. Drawing 11-12

Do we offer more in the technical field of your greatest interest?
If not, perhaps you'd like to select a school from.my "Technical
and Specialized School" program.

Be. You have indicated a tentative plan to enter a transfer program
at the junior college. You have taken or plan to take the following
courses which are college-preparatory in nature?

All English, all Science except General Science (812 & 813),
all Math except General Math (MlB, MlH, M18, M11), all Social
Studies, all Foreign Language.

Will these be sufficient?

3b. You indicated earlier that you may enter an occupational program
at the junior college. There are no specific high school course

requirements for entrance to these programs.

4a &b. You said earlier that you plan to attend a four-year college.

Let's see if you have taken the courses which will make you '
admissible to most of these:
Usual Requirement: Years you have completed:

English 3 years

Foreign Lang. 2 years

Lab Science 2 years

Math 2 years

Social Science 2 years

Please check with counselors, college catalogues, and refer—
ence books for particulars about individual colleges.

If student had deficiencies in graduation rgguirements:

You have (or have not) removed the graduation deficiences which
I mentioned previously.

After the appropriate display:
Now what would you like to do?
1. Keep the course selections already made.

2. Talk with my counselor.

Al
I

// 77

3. .Make a change in my selections
1.8.3.1
Good! You're all registered for next year. If you wish to make changes
at a later time, please see your counselor.
18.22.
Fine. I'll remember the courses already selected. You can complete
registration with me later or with your counselor when you see him or her;
18.22
Go back to "Which course or courses would you like to change?" (Page 13.)

Please type in the code number or numbers, then shift and enter.

.After student has completed his registration or indicates that he wants
to sign off and see counselor:
I would appreciate your answers to three questions. Your evaluation
of this program will help us to improve it. Please shift and enter to
continue.
What is your reaction to selecting courses in this way?

1. I liked it very much.

2. It was OK.

3.. I disliked it.
Do you feel that your course selections are as good as if your counselor
had helped you? (Yes - No)
What can we do to improve this program? Please start typing after the
triangle. When you finish, shift and enter.

_Willowbrook Select-A-Course is new signing off. “Bye.

APPENDIX B

SCHEDULING INTERVIEW INVENTORY SHEET

SCHEDULING INTERVIEW INVENTORY SHEE

This fact sheet is designed to give us an idea of how much

information you know related to courses available to you and what the
graduation requirements are. Please be frank in your responses and
answer all of the items. Please answer all items on the separate answer
sheet. Make a heavy mark with a pencil. Erase all mistakes carefully.
Return both the inventory and the answer sheet.

1.

One of the most important aspects to consider when selecting courses

gen—-—

in high 368661 is:

1. My interests

2. What my parents advise me to take

3. What I plan to do after high school

4. I am not sure

Willowbrook requires years of English to meet the graduation

requirements.

1. 2%

2. 3

3. 38

h. 4

A student should pass credits each semester to graduate with

his class.

1. 3.0
2. 3.5
3. 4.0
4. 4.5

A student at Willowbrook has an opportunity to select courses from
approximately how many departments?

1. 1-5
2. 6—1
3. 11-14
4. 15-17

A full-year course, such as Biology, Art 9, Algebra 9, etc., gives
credit(s) per year.

JI'UU [\D H I
m I—-' Hulls-a
NIH

A semester course such as Business Psychology, Home Management,
Ceramics, etc., gives credit(s) per semester.

to H l—‘NIH
mil-I

FWMH

78

7.

10.

11.

12.

l3.

14.

79
SCHEDULING INTERVIEW INVENTORY SHEET PAGE TWO

A student gets credit(s) per year in physical education.
1. ~3—

2. l

3. 1i

4. 2

The total number of credits required for graduation is?

1. 3O

2. 34

3. 36

4. None of the above

The number of Mathematics credit(s) required for graduation is?
l. 1

2. 2

3. 2%:

4. 3

The number of science credit(s) required for graduation is?
l. 1

2. 2

3. 3

4. 4

The number of credits of physical education and health that are

required for graduation is?

NIH

NIH

4?me
«P'LUUOID

It is possible for me to take special courses to learn skills
like auto mechanics or sewing if I want to.

1. Yes, both auto mechanics and sewing

2. Can take auto mechanics but not sewing
3. Can take sewing but not auto mechanics
4. Neither are available

A normal schedule for a student at Willowbrook is courses.
1. 4

2. 4%

3. 5

4. 6

A student at Willowbrook could select courses from all but which
of the following departments?

1. English

2. Business Education

3. Speech

4. Social Studies

15.

16.

17.

18.

19.

20.

21.

80

SCHEDULING INTERVIEW INVENTORY SHEET PAGE THREE
Which of the following courses given the least credit?

1. Biology (full year)

2. Vocational Bookkeeping 10 (full year)
3. Vocational Business 10 (full year)

4. Physical Education (full year)

It is most important to consider which of the following when I
choose my courses?

What I like to do

What I plan to do when I graduate
What courses I have had

. What my teacher says

43’me

Willowbrook has as a graduation requirement 3 years of which of
the following courses?

. Science
Social Studies
English

. Mathematics

C'UOIUH

A student should have completed 4.5 credits in what period of
time in order to graduate with his class?

One quarter

Three quarters
Four quarters

. None of the above

43'me

A student gets 1 credit per semester from which of the following
courses?

. Physical Education (full year)
. Ceramics (one Semester)

. Health (6 weeks)

. None of the above

43’me

A student gets 2 credits per year from which of the following
courses?

Physical Education (full year)

Home Management (one semester)
Business Psychology (one semester)
Personal Record-Keeping 10 (full year)

12’me

One should have completed 36 credits by the end of?

His sixth semester
His seventh semester
His eighth semester
None of the above

«F’WNH

22.

23.

2h.

25.

26.

81

SCHEDULING INTERVIEW INVENTORY SHEET PAGE FOUR

Which of the following courses is a part of the graduation
requirements?

1. Drivers Education or Health 10
2 Art 9

3 Mathematics 11

h. None of the above

Willowbrook has as a graduation requirement only one semester of
which of the following courses? "”

1. Mathematics
2. Science
Business
4. None of the above

Willowbrook has as a graduation requirement h years of which
of the following courses?

1. English

2. Mathematics

3. Physical Education

h. Science

A student has to take at least credits each semester if he

wishes to graduate with his class.

\fi-P’FUJ

43'me
OU'IOU'I

All but one of the following combinations is at least a three
year graduation requirement. Which is the exception?

1. English and Health

2. English and Physical education
3. English and social studies

h. None of the above

APPENDIX C

SCHEDULING SESSION RESPONSE SURVEY

SCHEDULING SESSION RESPONSE SURVEY

This survey is designed to give us information about how you
felt in the scheduling session.
Be frank in your responses. There are no right or wrong answers. .

Please answer all of the items on this sheet.

 

DIRECTIONS

Read each statement carefully, then indicate whether you:

stronfly agree, agree, neither agree nor disagree, disagree, or

 

strongly disagree.

 

‘ If you strongly agree, circle . . . . . . . .@ A NE D SD
Ifyouagree,circle.............SA®NEDSD
If you neither agree nor disagree, circle . . SA A D SD
Ifyoudisagree, circle. . . . . . . . . . .SA A NE ® SD

If you strongly disagree, circle. . . . . . . SA A NE D @

 

 

 

82

SCHEDULING SESSION RESPONSE SURVEY

 

Name Year in school 9 10 ll 12
1. There are a large variety of courses available to me . . . . . SA A NE D SD
2. I found it easy to understand what the courses are like. . . . SA A NE D SD
3. I found out about new courses in the scheduling session. . . . SA A NE D SD
h. I feel that my courses are about right for my ability. . . . . SA A NE D SD
5. It was easy to schedule my courses . . . . . . . . . . . . . . SA A NE D SD
6. I was satisfied with the amount of time it took to schedule

my courses 0 O O O O O O O O O O O O O C O O O O O O O O O O 0 SA A NE D SD
'7. The courses I selected are just what I wanted . . .'. .. . . . SA A NE D SD

8. I found the course descriptions difficult to understand. . . . SA A NE D SD

59. The scheduling session made me consider what I want to
do after high school. . . . . . . . . . . . . . . . . . . . . .SA A NE D SD

11). I may want to change the courses I selected . . . . . . . . . .SA A NE D SD

11. I had all the information available to me that I really
needed to select my courses. . . . . . . . . . . . . . . . . .SA A NE D SD

127. I understand what courses are required for what I want to do
after I graduate . . . . . . . . . . . . . . . . . . . . . . . SA A NE D SD

13. I understand how to make decisions about courses that I want
to take 0 O Q C C O 0 O O O O O O O O O O O O O O O O O O O O 0 SA A TE D SD

.lh. I still need more help in understanding what courses I should

take for next year . . . . . . . . . . . . . . . . . . . . . . SA A NE D SD
15. My schedule for next year includes too many hard courses . . . SA A NE D SD
16. I know what the requirements are for graduation because of the

information available to me in the interview . . . . . . . . . SA A NE D SD
17. It was difficult to schedule my courses for next year. . . . . SA A NE D SD
18. The courses I selected are too easy for me . . . . . . . . . . SA A NE D SD
.19. The scheduling session was too impersonal. . . . . . . . . . . SA A NE D SD
20. I felt the information about the courses that I should consider

wasmeaningfultome......................SAANEDSD

83

22.

:23.

:2h.

84

SCHEDULING INTERVIEW RESPONSE SURVEY PAGE TWO

I was asked questions uring the scheduling session that did
not seem relevant to me. . . . . . . . . . . . . . . . . . . SA

I was able to select the courses I really wanted to take. . SA

I was asked questions that helped.me better understand what
courses I ShOu-ILd. take 0 O O O O O O O O O O O O O O I I O O 0 SA

I disliked having to select my classes in the scheduling
seSSion. O O 0 0 o o O O O O O O 0 I O O O O O O O O O O O 0 SA

COMMENTS:

SD

SD

SD

APPENDIX D

INSTRUCTIONS TO THE COUNSELOR AND THE

STUDENT SUMMARY SHEET

TO:
‘ FROM: Gary Price
RE: Rating of the students' elections
Enclosed are the summary sheets for forty students
in three grade levels. Please give an overall rating
for the appropriateness of the courses selected related
to the student's aptitude, achievement, sex, interest
and career plans. In making this rating, consider
whether or not the student has completed the necessary
prerequisites to take the courses he has elected.
.Please mark one overall rating for the appropriate-
ness of the student's elections. Place an X in the box
under the apprOpriate rating on the sheet for student
scheduled. Rating scale; S-very good, 4-good, 3-average,

2-fair, l-poor.

85

ID Name

Class of, Code

(tSIhe deleted for counselor evaluation) '7h '73 '72

STS EDUCATIONAL DEVELOPMENT SERIES
National Grade Scores

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_L
-E§c1 -INDIVIDUAL ABILITIES, ACHIEVEMENT AND SKILLS COMPOSITE SCORES
. ‘53 73? A Afggm‘gs IAIZG. STUDIES TECH. STUDIES 33cm. STUDIES BATTERY ;TOTAL BASIC
SE55; Non- , The Solving COMP. ABIL. SKILL
; Verbal’Verhal Read. Eng. Math Science U.S.A. Everyday t ‘
; #_ Problems
MOTIVATIONS AND INTERESTS CAREER.PLANS INDICATED NOV., 1970,
cresent Present School Interests I . »
‘Career School 9 = Like Very Much ___l. No schooling after high school
'Plans‘ Plans 1 = Dislike Very Much 2. Go to a technical or specialized
:1 ‘ h E E (0% gm - a: < school
. £3 E '23 g a 85‘ tag 8 g. feiuty culture school
- (5 CS wa' . 9" . { ____. r school . .
K e: a: H c. Three-year hospital nurSing
1 —_~' program
» d. Business school
" ::::. Technical school
‘ 'KUDER INTEREST INVENTORY 3. Go to a junior or com. college.
. a. Transfer program
Outdr. Nbch. 09mp- Science Pers. Art Lit. . ———h. Take an ace; curriculum‘
[I | I [v I 1 [ fl c. Not sure
7 Music Soc. Services Clerical |___F:—Go to a fournyear college
.I L I I _~_a. Private liberal arts Sell.'or
- university
CLASSES TAKEN b. State-supported school
Freshman Year: ___c. Not sure
___5. I am not sure
Course Title ‘Credit Grade ‘
Junior Year:
Course Title Credit Grade
SOPhomore Year:
Course Title Credit Grade ‘
'""'“’ COURSES SELECTED
for 71-72 school year
Course title Credit
_ Counselor's Ratings _
I 5 u 3 2 1 I

 

 

 

 

 

F

 

86

APPENDIX E

COMPUTER-BASED SCHEDULING

SESSION SCRIPT

APPENDIX E

W E L C O M E T O
S E L E C T - A - C O U R S E
YOUR SCHOOL'S NEW APPROACH TO REGISTRA-

. TION FOR NEXT YEAR'S COURSES. WE HAVE

DEVELOPED THIS APPROACH TO GIVE YOU
MORE INDIVIDUALIZED ASSISTANCE WITH
YOUR PLANNING. WE ALSO HOPE TO FREE
COUNSELOR TIME FOR DOING OTHER IMPOR-
TANT WORK WITH STUDENTS WHICH CANNOT
BE DONE BY A COMPUTER

¢1

THIS PROGRAM WILL:
----PRESENT INFORMATION TO YOU ABOUT
ALL COURSES IN THE SCHEDULE
----REGISTER YOU FOR THOSE YOU WISH
TO TAKE

----CHECK TO MAKE SURE YOU HAVE THE
PREREQUISITES YOU NEED

----HELP YOU REVIEW YOUR GRADUATION
REQUIREMENTS

—---COMMENT ABOUT HOW YOUR CHOICES
RELATE TO VOCATIONAL PLANS

¢!'

LET'S START BY FINDING OUT WHO YOU
ARE.

PLEASE TYPE YOUR STUDENT NUMBER,
THEN SHIFT AND ENTER.

7325330!
IF I READ YOUR NUMBER CORRECTLY, YOU'RE

HOOPER WILLIAM
IF I'M WRONG, PLEASE TYPE 'WRONG'.

¢z

YOU'RE A SECOND SEMESTER SOPHOMORE NOW
AREN'T YOU? IF I'M RIGHT, JUST SHIFT

87

88

AND ENTER. IF I'M WRONG, PLEASE TYPE
THE NUMBER OF YOUR YEAR IN SCHOOL (1 FOR
FRESHMAN; 2 FOR SOPHOMORE; 3 FOR JUNIOR)

I CAN BE OF MORE ASSISTANCE TO YOU .

IN THE SELECTION OF COURSES IF I KNOW

.YOUR PLANS AFTER HIGH SCHOOL. PLEASE

TYPE THE NUMBER OF THE STATEMENT WHICH

FITS YOUR PRESENT PLANS:

1. NO FURTHER SCHOOLING AFTER HIGH
SCHOOL.

2. TECHNICAL OR SPECIALIZED SCHOOL.
3. JUNIOR COLLEGE

4. FOUR-YEAR COLLEGE

5. I AM NOT SURE YET

t4!

PLEASE BE MORE SPECIFIC IF YOU CAN.
WILL YOU APPLY TO ENTER:
1. A PRIVATE, LIBERAL ARTS COLLEGE

2. A STATE-SUPPORTED SCHOOL.
3. I DON'T KNOW YET.

¢21

BEFORE WE BEGIN EXPLORATION OF COURSES
FOR NEXT YEAR, I THINK THAT IT MIGHT BE
HELPFUL TO REVIEW YOUR SCHOOL'S GRADUA-
TION REQUIREMENTS AND YOUR PROGRESS TO-
WARD THEM. THE NEXT DISPLAY WILL COM-
PARE WHAT YOU'VE TAKEN AND PASSED WITH
A TOTAL SET OF REQUIREMENTS.

SHIFT AND ENTER TO CONTINUE.

¢1

WILLOWBROOK GRADUATION REQUIREMENTS

9 10 11 12

ENGLISH -- BB NN **
SCIENCE —- BB
MATHEMATICS -- CC
HEALTH -- A* * A * *
PHYSICAL ED. -- BB NN ** **
AMERICAN HISTORY-- **
SOC. SCIENCE 12 -- **
*--REQUIRED, NOT TAKEN N—-NOW TAKING

¢I

89

HERE'S A REVIEW OF YOUR SCHOOL PROGRESS
FROM THE TIME YOU ENTERED HIGH SCHOOL
UNTIL NOW:

F D C. B A
GRADE POINT AVER: XXXXXXXXXXXXXX

RANK IN A CLASS OF 857 IS 150
CREDITS LACKING
CREDITS MISSING HAS 12.50 TO DATE!

IF YOU WOULD LIKE AN EXPLANATION OF:
--GRADE POINT AVERAGE-->TYPE GPA
--RANK-->TYPE RANK
--HOW CREDITS ARE CALCULATED-—>TYPE C

IF YOU DO NOT DESIRE AN EXPLANATION,
JUST SHIFT AND ENTER.

,5!

THERE ARE 3 THINGS TO REMEMBER:
***IST SEM. COURSES ARE MARKED 'A'
2ND SEM. COURSES ARE MARKED '8'
***THIS PROGRAM CAN ONLY REGISTER YOU
FOR COURSES FOR WHICH YOU HAVE PRE-
REQUISITES. SEE YOUR COUNSELOR FOR
ANY TYPE OF SPECIAL CONSIDERATION.
***STUDENTS ARE SELECTED FOR HONORS
COURSES AND SPECIAL PROGRAMS IN THE
SPRING. AT THIS TIME, ALL STUDENTS
ARE PLACED IN REGULAR SECTIONS.

,5:

NOW I THINK WE'RE READY TO THINK ABOUT
SELECTION OF YOUR COURSES FOR NEXT YEAR.
SINCE YOU ARE A SOPHOMORE NOW, THERE ARE
THREE REQUIRED COURSES FOR NEXT YEAR.
' ENGLISH 11
AMERICAN HISTORY ll
PHYSICAL ED. AND HEALTH 11

¢:

THERE ARE SEVERAL ENGLISH ll COURSES.
NORMALLY A STUDENT REMAINS IN THE SAME
'TRACK' OF ENGLISH FOR HIS JUNIOR YEAR
AS HE HAD IN HIS SOPHOMORE YEAR.

I HAVE REGISTERED YOU FOR ENGLISH 11,
TRACK 1 FOR NEXT YEAR.

 

90

IF THERE SHOULD BE ANY CHANGE IN THIS
PLACEMENT OR IF YOU PLAN TO TAKE THIS
COURSE IN SUMMER SCHOOL, PLEASE SEE YOUR
:OUNSELOR TO CHANGE YOUR SCHEDULE.

1

.I WILL.REGISTER YOU FOR THE REQUIRED
JUNIOR COURSE, AMERICAN HISTORY.

SOME SPECIAL COURSES WHICH MEET THIS
REQUIREMENT ARE SET UP IN THE SPRING.
THE COURSES WILL BE EXPLAINED TO YOU,
AND YOU WILL HAVE A CHANCE TO APPLY
FOR THEM.

¢1

WE HAVE REGISTERED YOU FOR THE REQUIRED
COURSES AND ARE READY TO LOOK AT ELEC-
TIVES. WHICH SHALL WE EXPLORE NEXT?
. ART 8. INDUST ED CONT.
BUSINESS (YR) 9. MATHEMATICS
BUSINESS (SEM) 10. MUSIC
ENGLISH 11. PHYS. EDUCATION
FOR. LANGUAGE 12. SCIENCE
. HOME ECONOMICS l3. SOCIAL STUDIES
7. INDUST EDUC 14. WORK-STUDY PROG
ENTER DEPARTMENT NUMBER ( ONE NUMBER).
5!

THE COURSES AND GRADES WHICH YOU HAVE
HAD IN THIS DEPARTMENT ARE LISTED BELOW:

O‘U‘lnthl-I"
O O O O

LATIN 10 B B

SHIFT AND PRINT IF YOU WOULD LIKE A COPY
t1

OTHER COURSES IN THIS DEPARTMENT ARE:

L01 GEN LANG 98 L03 STU SKILL A
.L04 STU SKILL B L11 FRENCH 9
L13 GERMAN 9 L15 LATIN 9

L17 SPANISH 9 L35 LATIN 11

L37 SPANISH 11

TYPE COURSE CODE FOR INFORMATION.
¢L351

LATIN 11 - FULL YR - 2 CREDITS -
PREREQUISITE: LATIN 10
PURPOSE: TO TRAIN STUDENTS TO READ AND
TRANSLATE LATIN WITH INCREASING SPEED
AND COMPREHENSION. TO IMPROVE STUDENTS

'IIIIIIII III
I i «Illl' 1'1.

91

ABILITY TO EXPRESS HIMSELF IN CLEAR &
COMMENDABLE ENGLISH BY TRANSLATION OF
LATIN. TO DEVELOP IN THE STUDENTS AN
UNDERSTANDING OF THE SIGNIFICANCE OF
IMPORTANT EVENTS IN THE POLITICAL & LIT-
ERARY HISTORY OF ROME.

DO YOU WANT TO REGISTER FOR
THE COURSE WHICH YOU HAVE JUST
SEEN? (YES-NO).

YES!

YOU HAVE PASSED THE PREREQUISITE COURSE
WITH A GRADE OF B.

CHANCES ARE GOOD FOR SUCCESS IN THIS
COURSE.

YOU HAVE NOW REGISTERED FOR A FULL-YEAR
COURSE.

9!:

YOUR WISH IS MY COMMAND:
1. I WANT TO LOOK AT MORE COURSES.

2. I WANT TO SIGN OFF AND SEE MY
COUNSELOR.

¢1

WE HAVE REGISTERED YOU FOR THE REQUIRED
COURSES AND ARE READY TO LOOK AT ELEC-
TIVES. WHICH SHALL WE EXPLORE NEXT?
ART 8; INDUST ED CONT.
BUSINESS (YR) 9. MATHEMATICS
BUSINESS (SEM) 10. MUSIC

ENGLISH 11. PHYS. EDUCATION
FOR. LANGUAGE 12. SCIENCE

HOME ECONOMICS l3. SOCIAL STUDIES
.’ INDUST EDUC l4. WORK-STUDY PROG
fiNTER DEPARTMENT NUMBER (ONE NUMBER).

12!

\IO‘U‘bUNH
O O O I O C

THE COURSES AND GRADES WHICH YOU HAVE
HAD IN THIS DEPARTMENT ARE LISTED BELOW:
BIOLOGY 9 B B B

SHIFT AND PRINT IF YOU WOULD LIKE A COPY
¢1

92_

OTHER COURSES IN THIS DEPARTMENT ARE:

811 IP SCI 9 $13 GEN SCI 9
$23 BIO 10 S31 NURS CHEM
$33 CHEM 11 S35 PHYSIOLOGY

S43 PHYSICS 11 $51 ADV PHYS SCI

‘TYPE COURSE CODE FOR INFORMATION.
¢S33! =

CHEMISTRY 11 - FULL YR - 2 CREDITS -
PREREQUISITE-ALG.9 - RECOMMEND GEO 10.
TO ACQUAINT THE STUDENT WITH CHEMICAL
REACTIONS AND PROCESSES.

ACTIVITIES-LAB ORIENTED. STUDENT WILL .
SPEND BULK OF TIME IN LAB STUDYING CHEMI
CAL REACTIONS BOTH QUANTITATIVELY AND
QUALITATIVELY.

¢!

DO YOU WANT TO REGISTER FOR
THE COURSE WHICH YOU HAVE JUST
SEEN? (YES-NO).

YES!

YOU HAVE PASSED THE PREREQUISITE COURSE
WITH A GRADE OF C.

CHANGES ARE GOOD FOR SUCCESS IN THIS
COURSE.

YOU HAVE NOW REGISTERED FOR A FULL-YEAR
COURSE.

YOU HAVE NOW REGISTERED FOR FOUR
ACADEMIC SUBJECTS PLUS PHYSICAL EDUCA-
TION, WHICH IS A NORMAL LOAD.
DO YOU WISH TO:

1. STOP SELECTING COURSES

2. SELECT ANOTHER SUBJECT

3. LOOK AT OFFICE ASSISTANT AND

STAFF ASSIGNMENTS.

¢l!

I HAVE REGISTERED YOU FOR THE FOLLOWING:
P31 PE BOYS 11 1
E3A ENGLISH 11 1 1
T31 AMER HIST 11
L35 LATIN 11
S33 CHEM 11 SECT 1

93'

PRINT THIS DISPLAY SO YOU CAN REMEMBER
WHAT COURSES YOU HAVE REGISTERED FOR.
¢l

IS THERE ANYTHING WHICH YOU WOULD
LIKE TO CHANGE: (YES-NO).

NO!

IF YOU LATER DECIDE TO CHANGE ONE OF
YOUR REQUESTS, YOU MAY SEE YOUR COUNSE-
LOR. NOW WE WILL COMPARE YOUR SCHOOL
RECORD WITH YOUR EDUCATIONAL PLANS.

¢1

YOU HAVE TAKEN THE COURSES LISTED BELOW
WHICH ARE RELATED TO YOUR PLANS TO ATTEND
A FOUR YEAR COLLEGE.

E19 ENGLISH 9 HNR E29 ENGLISH 10 HNR
E3A ENGLISH 11 1 1 $14 BIOLOGY 9 B

533 CHEM 11 SECT 1 T23 HIST NON WW 10
T31 AMER HIST 11 M16 ALGEBRA 9 AP

M25 GEOMETRY 10 L25 LATIN 10

L35 LATIN 11 ASK YOUR COUNSELOR
ABOUT PARTICULARS FOR INDIVIDUAL COLLEGE
t! -

YOU HAVE NOW COMPLETED YOUR REGISTRATION
FOR NEXT YEAR. IF YOU WISH TO MAKE
CHANGES AT A LATER TIME, PLEASE SEE YOUR
COUNSELOR. PLEASE TAKE TIME TO ANSWER
A FEW QUESTIONS BEFORE YOU LEAVE.

¢1

I WOULD APPRECIATE YOUR REACTIONS TO A
FEW QUESTIONS BEFORE YOU LEAVE. YOUR
EVALUATION OF THIS PROGRAM WILL HELP US
TO IMPROVE IT.
WHAT IS YOUR REACTION TO SELECTING
COURSES IN THIS WAY?

1. I LIKED IT VERY MUCH.

2. IT WAS OK.

3. I DISLIKED IT.

é:

WHY DID YOU LIKE 'MACHINE REGISTRATION'?
1. IT WAS VERY FAST
2. I COULD REVIEW MY COURSES AND GRADES

94

3. IT HELPED ME RELATE MY FUTURE PLANS
COURSE SELECTION

4. I WAS FREE TO MAKE MY OWN DECISIONS

5. IT CONTAINED A LOT OF INFORMATION AB
COURSES.

6. OTHER

TYPE IN AS MANY ANSWERS AS YOU WISH, THE
SHIFT AND ENTER.
¢146l

DO YOU FEEL THAT YOUR COURSE SELECTIONS
ARE AS GOOD AS IF YOUR COUNSELOR HAD
HELPED YOU? (YES-NO)

YES!

WHAT CAN WE DO TO IMPROVE THIS PROGRAM?
PLEASE TYPE IN YOUR SUGGESTIONS BEGIN-
NING IMMEDIATELY AFTER THE 'START'
SYMBOL, THEN SHIFT AND ENTER.

¢1

WILLOWBROOK SELECT-A-COURSE IS NOW SIGNING
O F F.

 

1 ill! 1 III] .4!
I i I l u in! .!w-

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