fiéé (IIWHIHIHIWWillllWIIHIHIHUlellHiHWHHHI IIHWWIWMWWWIWWII' ,_ THESE 3 1293 10743 99 LIBRARY Moon State University This is to certify that the dissertation entitled THE RELATIONSHIP OF NATIONAL OCCUPATIONAL COMPETENCY TESTING INSTITUTE EXAMINATION SCORES IN COMPUTER TECHNOLOGY T0 OCCUPATIONAL EXPERIENCE, EDUCATIONAL ; LEVEL, AND TEACHING EXPERIENCE presented by William Boras has been accepted towards fulfillment of the requirements for _P_h_._D_._ degree in Educat ional Adminis trat ion / hh— NW I / Maj9{professor /~ Eldon Nonnamaker 25' Va Date "(II-‘- 11- 19h”: A ' r‘ l IL - I . . 0.12771 MSU RETURNING MATERIALS: Place in book drop to LIBRARIES remove this checkout from Jun-KSIIIL. your record. VFINES will be charged if book is returned after the date ,rl stamped below. fl. ._._._ r I I rt . I. ~34? if. H33); 31 ‘33 t: ‘1 l I THE RELATIONSHIP OF NATIONAL OCCUPATIONAL COMPETENCY TESTING INSTITUTE EXAMINATION SCORES IN COMPUTER TECHNOLOGY TO OCCUPATIONAL EXPERIENCE, EDUCATIONAL LEVEL, AND TEACHING EXPERIENCE BY William Boras A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Educational Administration 1985 ABSTRACT THE RELATIONSHIP OF NATIONAL OCCUPATIONAL COMPETENCY TESTING INSTITUTE EXAMININATION SCORES IN COMPUTER TECHNOLOGY TO OCCUPATIONAL EXPERIENCE, EDUCATIONAL LEVEL, AND TEACHING EXPERIENCE BY William Boras The purpose of research was to investigate the relationship between occupational competencies desired of vocational computer technology teachers, as measured by NOCTI examination scores, and occupational experience, education level, and teaching experience. Data for this study were extracted from the historical records of the National Occupational Competency Testing Institute (NOCTI), Johnson Hall, Ferris State College, Big Rapids, Michigan. The sample consisted of 180 examinee scores, the entire population of examinees completing either or both, of the two part NOCTI Computer Technology examination. Examinee background data and examination scores were manually recorded on data collection forms prior to entry and storage on Ferris' mainframe computer. Using BMDP, population and descriptive statistics were employed for data analysis. Population statistics described the examinees by age, educational level, years of occupational experience in the computer field, and years of teaching computer technology. Frequency distributions were also reported for written and performance examination scores. Inferential statistics included Pearson r correlation, chi square, and multiple regression. Pearson r coefficients were used to describe the relationship between selected background characteristics and written, performance, and total examination scores. Chi square was used to determine the relationship between selected background character- istics, and pass/fail levels on the written, performance, and total examination. Multiple regression was used to analyze the aggregate of selected background characteristics to scores on the written, performance, and total examination. Analysis of data at the .05 level of confidence revealed one statistically significant positive correlation between educational level and written examination scores (r=.l78). The remaining inferential tests of statistics failed to reveal any statistical significance between examination scores and years of occupational experience, educational level, and years of teaching experience. Statistical results suggest that years of occupational experience, educational level, and years of teaching experience are not adequate predictors of technical competencies desired of vocational computer technology teachers as measured by the NOCTI examination. The NOCTI Computer Technology examination provides an objective means of assessing technical competencies. However, state vocational certification agencies should consider using the NOCTI Computer Technology examination only after carefully reviewing the technical competencies measured by the examination in relation to its match to state defined technical objectives for computer technology programs. Competency testing of vocational computer technology teachers serves a useful purpose, but does not ensure quality instruction. Although not the subject of this research, it is equally important that state vocational certification agencies objectively define the academic qualifications and personal traits desired of vocational computer technology teachers needed to ensure quality instruction. ACKNOWLEDGEMENTS I would like to acknowledge the assistance of Dr. Charles Blackman, Dr. Louis Hekhuis, and Dr. Samuel Moore for their assistance and guidance during the course of my doctorial studies. Special appreciation is extended to Dr. Eldon Nonamaker, who served as my major advisor, and disseration committee chairperson. His personal integrity and ded- ication inspired me to initiate my studies, and his strength of character helped see me through. For that, I am deeply indebted. Special appreciation is also extended to the following Ferris faculty members; Mr. Alan Heisler, Dr. James Maas, and Dr. Fred Swartz, for their assistance during the course of my studies. Finally, I would like to thank my wife Debbie, and sons; Bill, Mike, and Eric. Only they know the full magnitude of the sacrifices made in this effort. Without their support and understanding, I could never have succeeded. Hopefully, we will all share a brighter future for their contribution. ii TABLE OF CONTENTS Chapter Page I I INTRODUCTION 0 o o o o o o o o o o o 1 Statement of Problem Purpose of the Study Research Questions . Variables . . . . Value of the Stud . Limitations . . . Definition of Terms. . Organization of the Study H N i—uoxoooooxlqo‘ H II. RELATED LITERATURE . . . . . . . . . . Studies and/or Publications Relating to Requirements for Vocational Certification 0 O O O O O O O O O 12 Studies and/or Publications Relating to Occupational Experience, Educational Level, or Teaching Experience as Predictors for Success as a Vocational TeaCher o o o o o o o o o o o o 18 Studies and/or Publications Aimed at Establishing the Relationship Between Occupational Competency Examinations, and Occupational Experience, Educational Level, and Teaching Experience . . . . 21 Summary. . . . . . . . . . . . . 24 III. STUDY DESIGN . . . . . . . . . . . . 27 Background. . . . . . . . . . . . 27 Data Collection . . . . . . . . . . 29 Statistical Treatment . . . . . . . . 31 Instrument Reliability. . . . . . . . 33 iii Chapter IV. DATA ANALYSIS. Restatement of Purpose. Preparation of Data. Population Description. Statistical Findings Relative Research Questions V. Purpose of the Study Summary of Procedures Summary of Findings. Conclusion. Recommendations APPENDICES . BIBLIOGRAPHY iv SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Page 2.1 2.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 LIST OF TABLES Required Occupational Experience Relative to Educational Level. . . . Defined Relevant Occupational Experience Required for Vocational Certification . . . . . . . . . NOCTI Computer Technology Examinees By StatE. o o o o e o o o o o NOCTI Computer Technology Age of Examinees . . . . . . . . . . NOCTI Computer Technoloqy Examination Educational Level of Examinees . . . NOCTI Computer Technology Examination Occupational Experience of Examinees . NOCTI Computer Technology Examination Teaching Experience of Examinees . . NOCTI Computer Technology Examination Written Examination Scores of Examinees NOCTI Computer Technolgy Examination Performance Scores of Examinees . . . Pearson Correlation Coefficients Between Experience and Examination Scores . . Occupational Experience Relative to Pass/Pail on the Written Examination . Occupational Experience Relative to Pass/Fail on the Performance Examination Occupational Experience Relative to Pass/Fail on the Total Examination . . Pearson Correlation Coefficients Between Educational Level and Examination Scores Page l4 17 36 37 38 38 39 40 41 43 44 45 46 47 Table 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 Educational Level Relative to Pass/Fail on the Written Examination . . Educational Level Relative to Pass/Fail on the Performance Examination . Educational Level Relative to Pass/Fail on the Total Examination . . . Pearson Correlation Coefficients Between Teaching Experience and Examination Scores Teaching Experience Relative to Pass/Fail on the Written Examination . . Teaching Experience Relative to Pass/Fail on the Performance Examination . Teaching Experience Relative to Pass/Pail on the Total Examination . . . NOCTI Computer Technology Written Examination Stepwise Multiple Regression . NOCTI Computer Technology Performance Examination Stepwise Multiple Regression . NOCTI Computer Technology Total Examination Stepwise Multiple Regression . vi Page 48 49 50 51 52 53 54 55 56 57 CHAPTER I INTRODUCTION In all fifty states non-vocational teachers must have a minimum of a baccalaurate degree from a state approved teacher education institution to meet state teacher certification requirements. In contrast, only fourteen states nationally, require a baccalaurate degree for state vocational certification. The educational requirement has been replaced by a mandatory occupational experience requirement as the primary criterion for certifying vocational teachers. The emphasis on occupational experience for vocational certification is legislatively and philosophically rooted in the Smith-Hughes Act of 1917. The Smith-Hughes Act specified among other things that programs in vocational education, to be eligible for federal reim— bursement, must be taught by individuals with trade or industry experience in the occupational area. The founding fathers of vocational education envisioned a system staffed by teachers drawn from the ranks of trade and industry. Underlying their requirement of occupational experience was the belief that only individuals who had experience in the occupational area are capable of trans- mitting those skills to the next generation of workers (Barlow, 1967). The basic assumption is that occupational competence can only be achieved through occupational experience. Today, that belief is reflected in an occu- pational experience requirement for vocational certification in all 50 states. In meeting the increased demand for vocational education programs, each state has established what they believe are vocational teacher certification standards which ensure that only those individuals who are occu- pationally competent are certified as vocational teachers. Lacking empirical evidence describing the qualities needed for occupational competencey, states have instituted voca- tional certification requirements based largely on tradition and Opinion. Consequently, vast inconsistencies and differences exist between, and even within, states on requirements for vocational certification of teachers. South Carolina, for instance, requires 8 years of occupational experience for vocational certification of individuals with a high school diploma. Michigan requires 2 years of occupational experience, no matter how much education an individual has achieved. Ohio specifies that occupational experience occur after the formal learning period. Michigan recognizes occupational experience no matter when it occurred, and includes teaching experience, internships, and cooperative education as valid occupational experience toward vocational teacher certification. The wide range of differing criteria required for vocational teacher certification nationally, and the difficulty in establishing vocational teacher competency standards, led to the formation of the National Occupational Competency Testing Project. Its goal was to form a national cooperative for establishing trade and technical teacher competencies, and to develop the means to assess their obtainment (Panitz, 1976). From the National Occupational Competency Testing Project emerged the National Occupational Competency Testing Institute (NOCTI), which was established as a non-profit organization in June, 1973. NOCTI was established to serve as a national occupational competency testing center to serve vocational education, and has emerged as the nation's leader in occupational testing. NOCTI is governed by a national consortium consisting of members from 44 states. Currently 48 states and the District of Columbia use some or all of NOCTI's 60 occu- pational examinations. Uses of NOCTI examinations include: 1. Establishing evidence of occupational competency; 2. Admitting students to trade and industrial—technical teacher education programs; 3. Meeting state requirments for vocational certification; 4. Determining advanced standing in undergraduate or graduate prOgrams of study; 5. Diagnosing weak or deficient areas which examinees need to correct. The nationwide use of NOCTI examinations clearly estab- lishes their acceptance as a means of assessing the occu- pational competency of vocational teachers, and reflect the increased use of occupational competency examinations gen- erally, as a means of assessing the occupational competency of vocational teachers. Ramp and Reeder, in 1970, found that 3 states required successful completion of an occupational competency examination for vocational certification. Carmody, in 1977, found that 11 states required successful completion of an occupational competency examination for vocational teacher certification. The Standards Project, in a 1984 survey, found the number of states requiring successful completion of occupational competency examinations has now increased to 12. Despite the increased use of occupational competency examinations as a means of assessing the competencies desired of vocational teachers, a Standards Project survey (1984) found that 12 states have increased their occupational experience requirements from 1 to 5 years. Occupational competency examinations have, in some states, merely increased the hurdles to be negotiated by an individual in obtaining vocational certification. This phenomenon exists, in part, for lack of studies aimed at establishing the relationship between occupational experience, educational level, and teaching experience relative to performance on occupational competency testing for vocational teachers. Initial results of studies to date indicate that occupational experience, educational level, and teaching experience vary by occupation, in their contribution to vocational teacher competency test performance. Ensuring that the most qualified individuals are selected and certified as vocational teachers is a goal shared by state vocational certification officials, vocational teacher educators, and vocational school administrators. To meet this common goal, it is imperative that the occupational competencies desired of vocational teachers be established relative to occupational experience, educational level, and teaching experience. Using the NOCTI occupational competency examination scores in Computer Technology, and background data supplied by the examinees, the relationship between occupational experience, educational level, and teaching experience to occupational competency test results will be investigated in this study. 8 men P Each state has established minimum occupational experience requirements for vocational teacher certifi- cation. The common goal, nationally, is to ensure that only those individuals possessing the occupational competencies desired of vocational teachers are vocationally certified. Yet vast differences exist between, and even within, states on minimum occupational experience requirements. Not only do years of occupational experience vary between states, but so too does the definition of what experiences contribute to the occupational competency desired of vocational teachers. That occupational experience and some level of education is important is not disputed. The questions needing resolution are: "How much occupational experience is necessary to demonstrate competency measured by the NOCTI examination?'; '13 educational level related to measurable occupational competence?'; and, “How does teaching exper- ience relate to measurable occupational competency?'. It was the focus of this study to investigate empir- ically the relationship between these variables to occupa- tional competency for vocational teachers in computer technology, as measured by the NOCTI examination. Defining the relationship between these variables and NOCTI examination scores will provide valuable data for vocational certification agencies, vocational educators, and vocational administrators in establishing certification and selection criteria for vocational teachers in computer technology. W The purpose of this study was to establish the relationship between occupational competency for vocational teachers in computer technoloqy, as measured by NOCTI examination scores, and occupational experience, educational level, and teaching experience. W 1. To what extent, if any, is the occupational experience of examinees related to occupational competency examination scores? 2. To what extent, if any, is the educational level of examinees related to occupational competency examination scores? 3. To what extent, if any, is the length of examinees teaching experience related to occupational competency examination scores? 4. To what extent if any, is the aggregate of occupa- tional experience, teaching experience, and educational level related to occupational competency examination scores? Enables Dependent_yariables The dependent variables in this study are the exam- inee's scores on the written and performance examinations of NOCTI's Computer Technology examination. Indemndenuariables Occupational Experience: the number of years of exper- ience the examinee has in computer technology at the time of the examination. Educational Level: the highest achieved level of formal education at the time of testing. Teaching Experience: the number of years as a classroom instructor in computer technology at the time of testing. W This study is the first of its kind in which an attempt is made to identify the relationship which exists between occupational competency for vocational teachers in computer technology, as measured by NOCTI's Computer Technology examination scores, and occupational experience, educational level, and teaching experience. The value of establishing these relationships include: 1. Objective data which may be used nationally, by state vocational certification officials in establishing minimum requirements for vocational certification. 2. The data may be used by state occupational testing agencies in counseling individuals as to how others with similar backgrounds have performed on the Computer Technology examination. 3. The data may be used nationally, for establishing standard pass/fail levels for all candidates taking NOCTI's Computer Technology examination. 4. The data may be used by vocational administrators in selecting computer technology teachers with the optimum combination of occupational experience, educational level, and teaching experience relative to performance on the Computer Technology examination. Limitatigns 1. The study does not attempt to measure or predict the effectiveness of the examinee as a classroom instructor in Computer Technology. 2. No causal relationship is suggested between the dependent and independent variables. 3. The study is limited exclusively to those can- didates who have completed the NOCTI examination in Computer Technology. 4. Accuracy of data is limited to that supplied by the examinee and NOCTI. I E' 'I' E :12 WW: An examination designed to measure the extent to which an individual has attained nationally defined objectives for vocational 10 teachers of computer technolOgy. The Computer Technology Examination consists of two parts; a written examination and a performance examination. The written examination is a three hour multiple choice test covering 10 distinct occu- pational areas. The performance examination is a five hour occupational simulation problem measuring performance of the examinee in six distinct occupational areas. Educational_Leyel: The level of formal education achieved by the examinee. Four categories are identified in this study; less than high school, high school graduate, community college graduate, and four-year college graduate. Examines: A person taking the NOCTI examination in computer technology. .2 for: 0 -0- i012 0 0‘ ‘ ‘ '90 r ' ‘ LNQQTIL: A non-profit organization whose mission is to provide occupational tests nationally for certifying the occupational competency of vocational teachers. W: The use of exam- inations to assess the degree of mastery in occupational area. Occupational_flxperiencez The length of time in years an individual has practiced in an occupational area. Igaghing_ExQerienc§: The length of time in years an individual has spent teaching in an occupational area at the secondary or post-secondary level. 11 YQQELIQDBI_§§LtifiQatiQn: The license issued by a state which permits an individual to teach in a specific occupa- tional area at the secondary level. W); This study is organized into five chapters. Chapter I contained an introduction, the research questions, the importance of the study, and definition of terms used throughout the study. Chapter II is a review of publications and/or studies related to the different aspects of this study. Chapter III presents discusses the methodology used to conduct the study. Presentation and analysis of data relative to the research questions is discussed in Chapter IV. Chapter V contains a summary of problem, procedures, findings, conclusions, and recommendations. CHAPTER II RELATED LITERATURE The areas of related literature of importance to this study include: (1) Studies and/or Publications Relating to Requirements for VOcational Certification; (2) Studies and/or Publications Relating to Occupational Experience, Educational Level, or Teaching Experience as Predictors For Success as a Vocational Teacher; (3) Studies and /or Publi- cations Aimed at Establishing the Relationship Between Occupational Competency Examinations, and Occupational Experience, Educational Level, and Teaching Experience. BMW. IE I! I' JZI'E' !' Two types of vocational certification are issued by most states; full and provisional. Full vocational certi- fication is considered open-ended, and entitles the holder to full tenure rights and protection. Provisional vocational certification is fixed-term, and is intended to provide some degree of job security while an individual pursues the minimum requirements necessary for full vocational certifi- cation. Since the Smith-Hughes Act (1917), occupational exper- ience has remained the primary criterion for certification 12 13 of vocational teachers. A secondary requirement for voca— tional certification is a minimum level of education. As autonomous bodies, each state has established its own cri- teria for certifying vocational teachers. A review of vo- cational certification requirements nationally reveals vast differences between states in educational level and occu- pational experiences required for vocational certification. Educational_Leygl. Ramp and Reeder (1970) reported that only 16 states required a baccalaurate degree for full vocational certification. The Standards Project (1984) research indicates that 2 of the 16 states which required a baccalaurate degree for full vocational certification have now dropped the baccalaurate degree requirement. Resnick and Gardner (1979) conducted a national survey on vocational certification requirements. With 38 states responding, they found the required level of education for full vocational certification varied by occupational program. The mean semester hours required for full voca- tional certification in Vocational Agriculture, Distributive Education, and Wage-Earning Home Econonmics was 109.6. The mean semester hours required for full vocational certifi- cation in Technical education, Health Occupations, and Trade and Industrial education was 75.6. Vast differences between states in educational requirements are reflected in the range of semester hour requirements which varied from 1 to 155 in each program area. 14 In a similar study, Warner (1980) found, with 34 states responding, that required educational level differed depen- ding upon the occupational experience of the candidate. Table 2.1 summarizes Warner's findings. TABLE 2.1 REQUIRED OCCUPATIONAL EXPERIENCE RELATIVE TO EDUCATIONAL LEVEL l Required Years of l 2 I' 1 E . .. 4 .K4 V‘-l ‘-. 2.97 ‘fi l I High school I 4.5 l 2 - 8 Two years of college I 3.5 l 2 - 6 or Associate Degree l | Four years of college I 2.7 l l - 6 Five years of college l 2.5 I l - 6 In the aggregate as educational level increases the average required years of occupational experience de- creases, as does the range. The Standards Project (1984) reported that 38 states offered provisional certification. Twenty-six states issued provisional certificates to individuals with a high school diploma. Five states required a high school diploma and a short teacher training course for provisional certification. Seven states require varying amounts of pedagogical college level course work for provisional certification. In 26 states renewal of provisional certificates was based upon completion of a specified amount course work during the term of the certificate. Six states based provisional renewal 15 upon satisfactory teacher performance or emergency teacher shortage. The Standards Project also reported that 36 states do not require a baccalaurate degree for full vocational certi- fication. Of the 36 states not requiring a baccalaurate degree for full vocational certification, 6 require a high school diploma; the remainder require varying amounts of college level credits. stseatienal_fisperlense_Beguirements. Every state requires occupational experience as a requirement for voca- tional certification in at least some occupational areas (Miller, 1982). Beyond the basic accord that occupational experience is a necessary requirement for vocational teachers, little agreement exists between state on how much, or what kinds of occupational experience constitutes occupa- tional competency. Resnick and Gardner (1979) found that required years of occupational experience required for vocational certifica- tion varied depending upon the occupational area. For Voca- tional Agriculture, Distributive Education, and Wage-Earning Home Economics the mean years of required occupational experience required for vocational certification was 1.87 years. For Technical Education, Health Occupations, and Trade and Industrial Teachers, the mean years of occupa— tional experience required for vocational certification was 3.3. The range of occupational experience required for voca- 16 tional certification was from 1-8 years. In some occupa- tional areas, college credit reduced the required years of occupational experience; in other occupational areas additional years of occupational experience reduced the educational level required. Warner (1980) reported that the mean years of occupational experience required for vocational certifi- cation varied depending upon educational level. The required years of occupational experience for individuals with a high school diploma was 4.5 years. For individuals with two years of college, 3.5 years of occupational experience is required. For individuals with a four-year degree, the mean required years of occupational experience is 2.7. The range of occupational experience also varied depending upon edu- cational level (see Table 2.1). The Standards Project (1984) survey of vocational certification requirements revealed that twelve states have increased their occupational experience requirements from 1 to 5 years. The trend, it seems, is toward requiring more occupational experience as a requirement for vocational certification. Just as occupational experience requirements vary between states, so too does the definition of occupational experience. Brantner (1974) found that required years of occupa- tional experience varied not only between states but within a state. One state reduced required work experience from 3 17 to 2 years for individuals possessing a master's degree. Two states substituted work experience requirements for college credits. One state recoqnized the one-year (2000 hours) work experience requirement, if it had occurred any- time in the past 10 years. In this same state, a technical school graduate could reduce the work experience requirement to 1200 hours. Warner (1980) found significant differences between states on the definition of what constitutes, ”relevant“ occupational experience. Table 2.2 summarizes Warner's findings. TABLE 2.2 DEFINED RELEVANT OCCUPATIONAL EXPERIENCE REQUIRED FOR VOCATIONAL CERTIFICATION Number of I l | Any work in the trade or technical area I Any work above the high school level 7 I Any work above the learners level I Any work above the apprenticeship level I Any work above the journeymen's level In some states, college internships or cooperative education (Warner, 1980), as well as student teaching (Whitener, 1981) can be counted toward occupational exper- ience requirements. Generally, studies related to this area concentrate on either the vocational teacher, or the product of their effort, the vocational student. In attempting to identify which of the variables; occupational experience, educational level, or teaching experience, or combination of these variables contributes most to vocational teacher success, the literature in both areas was reviewed. In a study of successful vocational teachers, as judged by vocational administors, Rumpf (1954) concluded that occu- pational experience was not a statistically significant correlate in teaching success. In fact, as years of occupa- tional experience increased, the smaller the correlation became. The highest correlation to success was found to be years of teaching experience (r=.16), followed by college credit (r=.ll). Storm (1965) conducted a similar study. The sample consisted of 138 faculty evaluations from 38 states. The sample was divided into high success and low-success groups. The two groups were then compared for similarties and differences. Storm concluded that the high success instruc- tor had more advanced degrees in education, and 1.5 less years of teaching experience than the low-success group. Application of T statistics proved these differences to be statistically significant. 19 The problem with both these studies lies in the inherent nature of subjective data. Instructors were rated as superior, high success, and low success. There is no way to differentiate the degree of difference between the cata- gories, or the critera by which each vocational administra- tor made his/her judgement. Studies reporting results similar to Rumpt and Storm, were Ellis (1968), Milan (1972), and Lacy (1973). Ellis studied beginning business teachers, but did not report statisics. Milan's study categorized vocational teachers into two groups by occupational experience. The wide ranges of occupational experience levels between the two groups, by its very nature, limits statistical inferences that can be made. Lacy's study focused on a survey whereby vocational teachers rated the value of their occupational experience, thus presenting the Opportunity for bias in interpreting the results. Beasley (1981) sought to determine the relationship between occupational experience and perceived competence of vocational data processing teachers in Colorado. The instru- ment was a self-evaluation assessment. The author found statistically significant correlations between "source of occupational experience" and the skills required to teach data entry, computer Operations, and programming. Length of occupational experience was significantly correlated only with programming skills. Value of occupational experience 20 and perceived occupational competence was found statis- tically correlated with computer Operations and programming. This study, by its subjective nature, limits the inferences that can be made. In recent years, student competency testing has increasingly been used to study the factors contributing to successful instruction. A pilot study in 1970 by the Instructional Materials Laboratory, Ohio Trade and Industrial Education Services, of twelve-grade vocational students in printing programs con— cluded that the instructor's occupational competence was the only positive factor in student achievement. A limitation of the study was that no statistical evidence was provided. Studying five-years of student achievement scores in auto mechanics and machine trades in the Ohio Student Achievement Testing Program, Shoemaker (1971) concluded that the only significant factor affecting student achieve- ment was the number of years an instructor had spent in the occupation. The greater the occupational level, the greater the student achievement. No statistical evidence of the claim was presented. In a similar study by Kapes and Pawlowski (1974) of Pennsylvania vocational student achievement on the OTAT, researchers found that only college credit earned had a significant positive relationship to student achievement (r=.43). Years of occupational experience (r=.00) and years 21 of teaching experience (r=.21) were not statistically significant. Not addressed was how much college credit was optimum for student achievement. g ‘f.‘- 1!. . , 9 . . .... ‘. -. ‘ 7 1’ . !... T?‘ meW Pennsylvania has been a long-time user of occupational competency for vocational teachers. Studying the relation- ship of occupational competency for teachers from 1944 to 1965, Impellitteri (1965) concluded that higher levels of occupational experience did not result in higher competency test scores. McAlister (1973) duplicated the study for the years 1965 to 1973, and concurred with Impellitteri. In an effort to establish the relationship between educational level and occupational competency examination scores, Welch and Garner (1976) studied 129 examinees from 1969 to 1980. The examinees were divided into two groups, those with baccalaurate degrees, and those without. The degree group had a mean age of 24.8 years, and a mean of 5 years of occupational experience. The non-degree groups had a age of 42.9 years, and a mean of 14.3 years of occu— pational experience. The authors concluded that the two groups performed equally well in competency examinations. Abrams (1981) studied 154 Kentucky NOCTI examinee scores in 22 occupational areas. Included in the study were individuals who had completed NOCTI examinations between 22 fall, 1978 and spring, 1980. Abrams concluded that work experience, educational level, and teaching experience are not significant factors in NOCTI occupational competency examination scores. A major deficiency of this study was that the examin- ation scores from all 22 occupational competency examination areas were analyzed in their aggregate, rather than by occupational area. Of the 22 occupational areas included in analysis, 6 occupational examination areas constituted 62.3 percent of the total examinee scores. The remaining 16 occupational areas had less than 10 examinee scores each, and constituted only 37.7 percent of the examinee scores. Statistically, analysis is heavily biased toward 6 occu- pational competency examination areas, thus limiting the conclusions that can be generalized to any occupational area. To determine the relationship between occupational experience, educational level, and teaching experience, Whitener (1981) studied examinees scores on NOCTI's Auto Mechanics, Carpentry, Machine Trades, and Quality Food Preparation examinations. On the Auto Mechanics examinations, years of occu- pational experience was significantly correlated with per- formance (r=.150) and total examination scores (r=.133), but not with written examinations scores (r=.045). Years of teaching experience was significantly correlated with 23 written examination scores (r=.125), performance examination scores (r=.175), and total examination scores (r=.190). Educational level was not significantly related to written examination scores (r=.021), but a significant negative correlation was found relative to performance examination scores (r=-.l62), and total examination scores (r=-.109). Analysis of statistical findings would indicate that written examination scores are not related to years of occupational experience, but performance examination scores increase with increased years of occupational experience. On all aspects of the Auto Mechanics examinations, the greater the number of years teaching experience the better the scores on the examination. Educational level, however, had a negative relationship to performance and total examin- ation scores. On the Machine Trades examination, years of occu— pational experience was found to be significantly correlated with written (r=.157) and total scores (r=.178), but not with performance scores (r=.132). Years of teaching experience was significantly correlated with performance (r=.311) and total examination scores (r=.272), but not with written scores (r=.082). Educational level was not found significantly related to written, performance, or total scores. Unlike the Auto Mechanics examination, years of occu- pational experience did not result in increased performance 24 examination scores, but did result in increased written examination scores. Teaching experience had the most significant positive correlation with performance examin- ation scores. Educational level had no significant relationship to written, performance, or total examination scores. On the Quality Food Preparation and Carpentry examin- ation, there was no significant correlation between occu- pational experience, educational level, teaching experience, or their aggregate on written, performance, or total exam- ination scores. Summary Review of studies and/or publications related to vocational certification requirements revealed vast differences and inconsistancies between, and even within, states. Nationally, only 12 states require a baccalaurate degree for full vocational certification. Studies reveal that occupational experience requirements vary between states from 1 to 8 years, but may reduced by varying amounts for individuals with college coursework. Occupational experience is the single most important criterion used for certifying vocational teachers, yet little agreement exists nationally on what occupational experiences are considered "relevant". In some states, internships, cooperative education, and vocational teaching 25 experience in the occupational area are considered relevant, but not so in other states. Trends in vocational certification requirements nationally indicate that fewer states are requiring a baccalaurate degree, but more states are increasing required years of occupational experience. Findings of studies and/or publications describing the relationship between occupational experience, educational level, and teaching experience as predictors for success, were varied and contradictory. Those studies focusing on the vocational teacher were all subjective, utilizing either self-evaluation instruments, or vocational administrator evaluations. Research findings varied: some studies found that occupational experience was not correlated with vocational teacher success; another study concluded that only educational level, and years of teaching experience were correlated with vocational teacher success; another study concluded only specific job skills were correlated with occupational experience. Studies aimed at establishing the relationship between vocational student competency, as measured by the OTAT examinations, and occupational experience, educational level, and teaching experience of the instructor were also conflicting and inconclusive. 26 Two studies found that only the occupational experience of the vocational teacher was positively correlated with student competency test achievement. A third study found only vocational teacher educational level to be positively correlated with student competency test achievement. Only two studies aimed at establishing the relationship between vocational teacher competency testing, and occu— pational experience, educational level, and teaching experience could be identified. One studied 22 occupational examinations in the aggregate. No significant relationship was found between occupational competency examination results, and occupational experience, educational level, or eduational level. The second focused on occupational com- petency examination results in each of 4 occupational areas. The findings indicate that significant correlations do exist between vocational teacher competency test results and occupational experience, educational level, and teaching experience, but differently for each occupation studied.~ Based upon review of related literature, it is apparent that establishing the relationship between desired vocational teacher competencies and occupational experience, educational level, and teaching experience, can only be accomplished by individually examining each occu- pational area. CHAPTER III STUDY DESIGN W The National Occupational Competency Testing Institute (NOCTI) was established as a non-profit organization in June, 1973. In September, 1983, NOCTI moved from its original site in Albany, New York to the campus of Ferris State College located in Big Rapids, Michigan. NOCTI examinations are developed to assess the occupa- tional competency of individuals interested in pursuing careers in trade and technical education. Generally, a four phase process is employed for test construction. Phase 1: Utilizing sources from universities, post secondary, and secondary institutions throughout the United States, the knowledge and skills required of a competent craftsman are identified. Phase 2: Panels of experts with prior occupational experience, and skilled personnel in test development are organized to develop job and task analyses and to make recommendations for test item construction. Phase 3: Selected educators are asked to prepare test items and performance tasks based upon the recommendations 27 28 in Phase 2. Preliminary test materials are "peer reviewed" before finalizing an examination. Phase 4: The test is field tested on individuals judged to have the skill level being measured by the examination. The test is modified based upon results from reliability analysis (NOCTI, 1982). NOCTI examinations are administered through a network of participating state or area occupational competency testing centers. Each participating state through its State Director of Vocational Education, appoints a state repre- sentative who contributes to NOCTI policy and standards as a voting member. Additionally, each state through its appointed coordinator of occupational testing, establishes designated NOCTI test center(s). Each test center serves as an administrative entity for NOCTI testing. The test centers are responsible for identifying and screening can- didates for testing, scheduling examinations, and obtaining test materials from NOCTI. The Executive Director of NOCTI is responsible for carrying out policy and procedures established by a Board of Trustees. Board of Trustee members are elected annually from consortium membership at the national convention of the American Vocational Association (A.V.A.). The Computer Technology examination, like all NOCTI examinations, consists of a written and a performance test. The written test has 180 multiple choice questions covering 29 general information, mass storage devices, data entry, micro-computers, system architecture, RPG, FORTRAN, program design, operating systems, and application software. The examinee is given 3 hours to complete the written examin- ation. The Performance Examination consists of four problems of equal difficulty, one of which is selected by the examiners for each individual taking the Performance Examination. The examinee is required to design the required printed report, the disk output record, define the logical solution to the problem, code the program in COBOL, enter the program, and debug the program. The examinee is given 5 hours for the performance examination. W The data for this study were manually retrieved from the files of the National Occupational Competency Testing Institute, Ferris State College, Johnson Hall, Big Rapids, MI., 49307. The sample consisted of 180 examinee scores, the entire pOpulation of individuals who have taken the Computer Technoloqy examination since 1977, the first year the examination was available. Data were collected from two sources; the first being the historical recording of examinees scores, the second from NOCTI candidate information archives. Data were recorded on the Data Collection Form (appendix A). 30 Instructions and codes used on the Data Collection Form are located in Appendix B and C, respectively. The data recorded consisted of the following: 1. Case Number: An integer value between 1 and 180 assigned to each examinee in the study. The case number was used for identifying a particular examinee's data. The purpose of the case number was to provide a means of aud- iting data entry and facilitating data entry corrections. 2. State Code: A two digit code used to identify the state where the Computer Technology was administered, (see appendix C). 3. Sex: A one digit code where l=ma1e, 2=female. 4. Year of Examination: The last two digits of the year the examinee took the Computer Technology examination. 5. Birth Year: The last two digits of a candidate's year of birth. 6. Teaching Experience: The number of years of experience teaching Computer Technology at the time of testing. 7. Education Code: A one digit code indicating the education level of the candidate at the time of testing, (see appendix C). 8. Occupational Experience: The number of years of occupational experience in computer technology at the time of testing. 31 9. Written Examination Score: The candidates exam- ination score on the written portion of Computer Technology. 10. Performance Examination Score: The candidate's examination score on the performance portion of the Computer Technology examination. 3! I' . J I | The data recorded on the Data Collection Forms were entered via terminal to Ferris' mainframe computer and stacked on magnetic disk. Each stacked record was then printed and manually cross—checked to the Data Collection Forms for accuracy. Data entry errors were corrected as required. Using the BMDP Statistical Package two categories of statistics were applied to the data under study: (1) statistics which describe the population; and (2) statistics which describe the relationship of occupation experience, educational level, and teaching experience (independent variables) to NOCTI's Computer Technoloqy examination (dependent variable). 1 I' S a . . Statistics which describe the population under study include: 1. Candidates taking the Computer Technology exam- ination by state; frequency and percentage. 32 2. A profile of examinees by age groupings including mean, median, and standard deviation. 3. A frequency and percentage distribution of the examinees by educational level. 4. An analysis of examinees occupational experience by years including a frequency and percentage distribution, mean, median, and standard deviation. 5. An analysis of examinees teaching experience by years including a frequency and percentage distribution, mean, median, and standard deviation. 6. An analysis of written examination scores including a frequency and percentage distribution, mean, median, and standard deviation. 7. An analysis of performance examination scores including a frequency and percentage distribution, mean, median, and standard deviation. 2!] 5| !' !' Statistics used to describe the relationship of occu- pational experience, education level, and teaching exper- ience to occupational competency as measured by NOCTI's Computer Technology examination include the following: 1. Pearson r correlation between written, perfor- mance, and total test scores for each of the independent variables; occupational experience, educational level, and teaching experience. 33 2. The relationship of pass/fail on the written, per- formance, and total examination using Chi Square for each of the independent variables; occupational experience, educational level, and teaching experience. 3. Three stepwise regressions testing each dependent variable to the three independent variables. I s! I R 1' 1.]. Development of NOCTI's Computer Technology examination was completed and the examination first administered in 1977. To date several minor modifications reflecting changes in technology and industry practices have been made to the examination. The written test has a Kuder-Richardson inter- nal reliability coefficient (KR-20) of .87. The performance test has a Cronbach alpha reliability coefficient of .93 (NOCTI, 1982). CHAPTER IV DATA ANALY S I S EQSLQLEEQDL.Q£_£ELPQS§ The purpose of this study was to describe empirically the relationship, if any, between occupational competency in Computer Technology as measured by NOCTI examination scores, and occupational experience, educational level, and teaching experience. mm Data used in this study were collected from the his- torical files of the National Occupational Competency Testing Institute, Ferris State College, Johnson Hall, Big Rapids, MI. 49307. The data were recorded on the Data Collection Form (appendix A) prior to data entry on Ferris' mainframe computer. After all data were entered, a printout of the data records was obtained and each data entry record checked for accuracy. Data entry errors were corrected as required. The data were then used as input to BMDP for statis- tical analysis. Two types of statistics were applied; those used to describe the population, and those used to analyze the relationship between occupational competency in computer technology as measured by the NOCTI examination, and occupa- tional experience, educational level and teaching experience. 34 35 a . . 'on The data consisted of 180 examinee scores, the entire population of individuals who have completed NOCTI's Computer TechnolOgy examination from January, 1977 to March, 1985. Particular statistical reporting may not include all 180 examinee test scores. Some examinee data records were incomplete, some examinees completed only the written or performance portion of the examination. W Table 4.1 describes the number of examinees by state. Nearly half (47.8%) of the Computer Technology examinations have been administered by the state of Pennsylvania. The states of Alabama, Georgia and Pennsylvania have admin- istered collectively administered 81.2 percent of the exam- inations to date. These states require successful completion of the NOCTI Computer Technology for vocational certification. The remaining states use NOCTI's computer technology examination as an alternative method of assessing occupational competence prior to granting vocational certification. 36 TABLE 4.1 NOCTI COMPUTER TECHNOLOGY EXAMINEES BY STATE _STATE I FREQUENCY I PERCENT I I ALABAMA I 22 | 12.2 COLORADO I 1 I .6 FLORIDA I 1 I .6 GEORGIA I 38 I 21.1 ILLINOIS I 2 I 1.1 INDIANA | 6 I 3.3 IOWA I 6 l 3.3 KENTUCKY I 3 I 1.7 MICHIGAN I 5 I 2.8 NEW YORK I 7 I 3.9 OKLAHOMA | 2 I 1.1 PENNSYLVANIA I 86 I 47.7 RHODE ISLAND I 1 I .6 TOTAL 180 100.0 Candidates Examined From January, 1977 to March, 1985 E E' I 'I !' The age distribution of examinees is described in table 4.2. Ages of the examinees are at the time of examination. The youngest examinee was 22 years old, the oldest, 61 years old. The mean age of examinees was 46.7 years old. 37 TABLE 4.2 NOCTI COMPUTER TECHNOLOGY AGE OF EXAMINEES AGE 1 FREQUENCY : PERCENT | 57 - 61 I 20 I 12.8 52 - 56 I 38 I 24.4 47 - 51 I 30 I 19.2 42 - 46 I 21 I 13.5 37 - 41 I 23 I 14.7 32 - 36 I 15 I 9.6 27 - 31 I 7 I 4.5 22 - 26 I 2 I 1.3 TOTAL 156 100.0 Mean = 46.7 years of age Median = 49.0 years of age Mode = 49.0 years of age Standard Deviation = 8.9 years of age W Table 4.3 describes the educational level of examinees. All examinees had at least a high school diploma. High school graduates comprised the largest group examined (58.7%), followed by four-year college graduates (34%). Only 7.3 percent of the examinees had two years of college at the time of examination. 38 TABLE 4.3 NOCTI COMPUTER TECHNOLOGY EXAMINATION EDUCATIONAL LEVEL OF EXAMINEES EDUQAILQNAL LEVEL I FREQUENCY I LEERGENT I I COLLEGE GRADUATE I 51 I 34.0 (FOUR YEAR) I l COLLEGE GRADUATE I 11 I 7.3 (Two YEAR) I I HIGH SCHOOL GRADUATE I 88 I 58.7 TOTAL 150 100.0 Table 4.4 is the distribution of examinees by years of occupational experience. The majority of examinees (60.4%) had less than 10 years of occupational experience. The mean years of occupational experience was 9.5 years at the time of examination. TABLE 4.4 NOCTI COMPUTER TECHNOLOGY EXAMINATION OCCUPATIONAL EXPERIENCE OF EXAMINEES YEARS OF OCCUPATIONAL I I EXPERIENCE I FREQUENCY I PERCENT I I 25 - 29 I 4 I 2.8 20 - 24 I 13 I 9.0 15 - 19 I 13 I 9.0 10 - 14 I 27 I 18.8 0 - 4 I 30 I 20.8 TOTAL 144 100.0 Mean = 9.5 years of occupational experience Median = 8.0 years of occupational experience Mode = 7.0 years of occupational experience Standard Deviation = 6.2 years of occupational experience 39 Teaghins.§ERELienge The distribution of teaching experience is shown in Table 4.5. The largest group of examinees were those with from 1 to 3 years of teaching experience. Eighty percent of the examinees had less than four years of teaching exper- ience. The mean number of years teaching experience was 2.6 at the time of examination. TABLE 4.5 NOCTI COMPUTER TECHNOLOGY EXAMINATION TEACHING EXPERIENCE OF EXAMINEES YEARS OF TEACHING I I EXPERIENCE I FREQUENCY I PERCENT I I 19 - 21 I 2 I 1.4 16 - 18 I 5 I 3.5 13 - 15 I 3 I 2.0 10 - 12 I 2 I 1.4 7 - 9 I 5 I 3.4 4 - 6 I 12 l 8.3 1 - 3 I 63 I 43.4 0 I 53 I 36.6 TOTAL 145 100.0 Mean = 2.6 years of teaching experience Median = 1.0 years of teaching experience Mode = 0.0 years of teaching experience Standard Deviation = 4.4 years of teaching experience U 'l! E . . 5 Table 4.6 is the distribution of written examination scores. Examination scores ranged from a low of 23 percent to a high of 95 percent. The mean score on the written examination is 67.9 percent. The data represent a rela- tively normal distribution of scores on the written portion 40 of the Computer Technology Examination. TABLE 4.6 NOCTI COMPUTER TECHNOLOGY EXAMINATION WRITTEN EXAMINATION SCORES OF EXAMINEES WRITTEN EXAMINATION I SCORES 1 .FREQUENCY 11 PERCENT | 90 - 95* I l I .6 84 - 89 I 11 I 7.1 78 - 83 I 24 I 15.7 72 - 77 I 30 I 19.5 66 - 71 I 27 I 17.5 60 - 65 I 24 I 15.7 53 - 59 I 25 I 16.2 47 - 52 I 6 I 3.9 41 - 46 I 3 I 1.9 29 - 34 I 0 I 0.0 TOTAL 154 100.0 (*) = percentage Mean = 67.9 Median = 68.1 Standard Deviation = 11.9 E E E . l' S The data in table 4.7 represent a moderately nega- tively skewed distribution of performance examination scores. Sixty-six percent of the examinees scored 69 per- cent or greater on the performance portion of the Computer Technolgy examination. The mean score was 72.4 percent for all examinees who have completed the performance examination. 41 TABLE 4.7 NOCTI COMPUTER TECHNOLOGY EXAMINATION PERFORMANCE SCORES OF EXAMINEES PERFORMANCE EXAMINATION I I SQQRES I FREQUENCY I PERCENT I 93 - 100* I 31 I 21.3 85 - 92 I 25 I 17.6 77 - 84 I 23 I 16.2 69 - 76 I 15 I 10.6 61 - 68 I 11 I 7.8 53 - 60 I 8 I 5.6 45 - 52 I 6 I 4.2 37 - 44 I 7 I 4.9 29 - 36 I 7 I 4.9 21 - 28 I 6 I 4.2 13 - 20 I 2 I 1.4 5 - 12 I 1 I .7 TOTAL 142 100.0 (*) = percentage Mean = 72.4 Median = 78.2 Standard Deviation = 23.5 Sta is ' - ,'1-'t0 ?- a". ‘ To 9f 59 1 0 f '91 The remainder of this chapter analyzes the data rela- tive to the following research questions: 1. To what extent, if any, is examinees occupational experience in computer technology related to occupational competency examination scores? 2. To what extent, if any, is examinees educational level related to competency examination scores? 3. To what extent, if any, is examinees teaching experience related to occupational competency examination scores? 4. To what extent, if any, is the aggregate of occupa— tional experience, teaching experience, and educational level related to occupational competency examination scores? 42 The dependent variables relative to the research questions are written, performance, and total examination scores. The independent variables relative to the research questions are years of occupational experience, educational level, and years of vocational teaching. For research ques- tions 1 through 3, two statistical treatments were applied. First, each independent variable was correlated with written, performance, and total test scores using Pearson r. In addition, the Chi square test of independence was applied to assess the relationship between pass/fail on the examination and each dependent variable. Pass/fail scores were set at the mean. An individual scoring at, or above the mean passes the examination. An individual scoring less than the mean fails. According to Dr. Scott Whitener, acting Exective Director of NOCTI, this is generally the practice of states in establishing pass/fail standards. B§§§§L£h_9n§§LiQn_l. To what extent, if any, is exam- inees occupational experience in computer technology related to occupational competency examination scores? The Pearson r correlation coefficients between years of occupational experience in computer technology and scores on the written, performance and total examination are summar- ized in Table 4.8. 43 TABLE 4.8 PEARSON CORRELATION COEFFICIENTS BETWEEN OCCUPATIONAL EXPERIENCE AND EXAMINATION SCORES OBTAINED I CRITICAL EXAMINATIONS I r I n I F-RATIO I AVALUE Written I -.101 I 125 I 1.268 I 3.92 Performance I -.095 I 117 I 1.047 I 3.92 Total Examination I -.063 I 98 I .383 I 3.92 Alpha Level = .05 Degrees of Freedom = 1 On each of written, performance, and total examination, occupational experience is negatively correlated. Although not significant at alpha = .05, it would appear that as years of occupational experience increase, competency exam— ination scores decrease. Chi square test of independence between occupational experience, and pass/fail on the written examination is summarized in Table 4.9. 44 TABLE 4.9 OCCUPATIONAL EXPERIENCE RELATIVE TO PASS/FAIL ON THE WRITTEN EXAMINATION YEARS OF I PASS I FAIL I I OCCUPATIONAL I -------------- I -------------- I TOTAL I TOTAL _.’,‘ I 7.“, _. '1“. 7. . -5! .._.. s I l I I 15 - UP I 13 10.4 I 12 9.6 I 25 I 20.0 10 - 14 I 12 9.6 I 13 10.4 I 25 I 20.0 5 - 9 I 24 19.2 I 26 20.8 I 50 I 40.0 TOTAL 64 51.2 61 48.8 125 100.0 N = 125 Mean = 67.9 Passing Score = score at, or above the mean Calculated Chi Square = 1.089 Chi Square Critical Value = 7.185 Degrees Of Freedom = 3 Alpha Level = .05 Statistical analysis suggests that there is no rela- tionship between pass/fail on the written examination and occupational experience. Chi square test of independence between occupational experience, and pass/fail on the performance examination is summarized in Table 4.10. 45 TABLE 4.10 OCCUPATIONAL EXPERIENCE RELATIVE TO PASS/FAIL ON THE PERFORMANCE EXAMINATION YEARS OF I PASS I FAIL I I OCCUPATIONALI -------------------------- I TOTALI TOTAL _EKPEB1EN;E__1EBEQ__EEBCENTIEBEQ__EE_§ENTI_£BEQ.l.2§BQEET... I I I I 15 - UP I 14 12.0 I 9 7.7 I 23 I 19.7 10 - 14 I 14 12.0 I 7 6.0 I 21 I 17.9 5 - 9 I 31 26.5 I 19 16.2 I 50 I 42.7 0 - 4 I 16 13.6 I 7 6.0 I 23 I 19.7 TOTAL 75 64.1 42 35.9 117 100.0 N = 117 Mean = 72.4 Passing Score = score at, or above the mean Calculated Chi Square = .559 Chi Square Critical Value = 7.815 Degrees Of Freedom = 3 Alpha Level = .05 Statistical analysis suggests that pass/fail on the performance examination is unrelated to occupational experience. Chi square test of independence between occupational experience, and pass/fail on total examination is summarized in Table 4.11. 46 TABLE 4.11 OCCUPATIONAL EXPERIENCE RELATIVE TO PASS/FAIL ON THE TOTAL EXAMINATION YEARS OF I PASS I FAIL I I OCCUPATIONAL I ---------------------------- I TOTAL I TOTAL EXPERIENCE I EBEQ BE RCENI I EBEQ PERCENT I FREQ IP ERCENT I I I I TOTALS 40 59.2 58 40.8 98 100.0 N = 98 Mean = 70.145 Passing Score = score at, or above the mean Calculated Chi Square = 2.222 Chi Square Critical Value = 7.815 Degrees Of Freedom = 3 Alpha Level = .05 No statistical significance was found between pass/fail on the total examination, and years of occupational experience. Chi square analysis of pass/fail on the written, per- formance, and total examination scores are consistent with the non-significant correlation between years of occu- pational experience. It can therefore be concluded that no relationship exists between years of occupational experience in computer technology, and written, performance, or total examination scores. Research Question 2. To what extent, if any, is examinees educational level related to competency exam- ination scores? 47 The Pearson r correlation coefficients between educa- tional level and scores on written, performance, and total examination are summarized in Table 4.12. TABLE 4.12 PEARSON CORRELATION COEFFICIENTS BETWEEN EDUCATIONAL LEVEL AND EXAMINATION SCORES OBTAINED I CRITICAL EXAMINATION I r I n I F-RATIO I VALUE Written I .178 I 131 I 4.221 I 3.92 Performance I .036 I 121 I 0.154 I 3.92 Total Examination I .095 I 102 I 0.911 I 3.92 Alpha Level = .05 Degrees of Freedom II I—' No statistically significant correlations were found between educational level, and performance, or total exam- ination scores. A significant positive correlation was found between educational level and written examination scores. Chi square test of independence between educational level, and pass/fail on the written examination is summarized in Table 4.13. 48 TABLE 4.13 EDUCATIONAL LEVEL RELATIVE TO PASS/FAIL ON THE WRITTEN EXAMINATION I PASS I FAIL I I EDUCATION I --------------- I --------------- I TOTAL I TOTAL 0 . . ‘ T o . o o I . o ERCEDIT I I l l 4 Year I I I I Degree I 24 18.3 I 19 14.5 I 43 I 32.8 I l I | 2 Years Of I I I I College I 8 6.1 I 3 2.3 I 11 I 8.4 I I I I High Schooll 32 24.5 I 45 34.3 I 77 I 58.8 Totals 64 48.9 67 51.1 131 100.0 N a 131 Mean = 67.9 Passing Score a score at, or above the mean Calculated Chi Square = 4.983 Chi Square Critical Value = 5.991 Degrees Of Freedom = 2 Alpha Level = .05 Although a moderately strong Chi square statistic was found, it was not statistically significant. The Chi square test of independence between educational level and pass/fail on the performance examination is summarized in Table 4.14. 49 TABLE 4.14 EDUCATIONAL LEVEL RELATIVE TO PASS/FAIL ON THE PERFORMANCE EXAMINATION I PASS I FAIL I I EDUCATION I --------------- I --------------- I TOTAL I TOTAL -E E '_O 'E' _ _ ' O ’1' 7-0 ' R ENT I I I I 4 Year I I I I Degree I 29 24.0 I 14 11.6 I 43 I 35.6 I I I I 2 Years of I I I I College I 8 6.6 I 1 0.8 I 9 I 7.4 I I I I High Schooll 41 33.9 I 28 23.1 I 69 I 57.0 Totals 78 64.5 43 35.5 121 100.0 N = 121 Mean = 72.4 Passing Score = score at, or above the mean Calculated Chi Square = 3.276 Chi Square Critical Value = 5.991 Degrees Of Freedom = 2 Alpha Level = .05 No statistically significant relationship was found between pass/fail on the performance examination and educational level. The Chi square test of independence between educational level and pass/fail on the total examination is summarized in Table 4.15. 50 TABLE 4.15 EDUCATIONAL LEVEL RELATIVE TO PASS/FAIL ON THE TOTAL EXAMINATION I PASS I FAIL I I EDUCATION I --------------- I --------------- I TOTAL I TOTAL ‘_0 '3' I- '.0 '.' .1 '_0 FRENT I I I I 4 Year I I I I Degree I 20 19.6 I 15 14.7 I 35 I 34.3 I I I I 2 Years Of I I I I College I 8 7.8 I 1 .9 I 9 I 8.8 I I I I High Schooll 31 30.4 I 27 26.5 I 58 I 56.9 Totals 59 57.8 43 42.2 102 100.0 N = 102 Mean = 70.145 Passing Score = score at, or above the mean Calculated Chi Square = 4.024 Chi Square Critical Value = 5.991 Degrees Of Freedom = 2 Alpha Level = .05 No statistical Significance was found between pass/fail on the total examination and educational level. Chi square analysis of pass/fail on the written, per- formance, and total examination scores indicated a moderate, but non-significant relationship to educational level. Although a positive correlation was found between educa— tional level and written examination scores, the correlation does not significantly impact pass/fail levels on the written examination. B§§§§L£h_QQ§§L19D_14 To what extent. if any. is examinees teaching experience related to occupational com- petency examination scores? 51 The Pearson r correlation coefficients between teaching experience and scores on the written, performance, and total examination are summarized in Table 4.16. TABLE 4.16 PEARSON CORRELATION COEFFICIENTS BETWEEN TEACHING EXPERIENCE AND EXAMINATION SCORES OBTAINED I CRITICAL EXAMINATION I r I n IF-VALUE I F-VALUE Written I .060 I 126 I .448 I 3.92 Performance I -.081 I 121 I .786 I 3.92 Total Examination I -.025 I 102 I .064 I 3.92 Alpha Level = .05 Degrees of Freedom = 1 No statistical significance was found between teaching experience and examination scores. Negative correlation between teaching experience, and performance and total examination scores would suggest that the longer an individual teaches, the lower they tend to score on the performance examination. The chi square test of independence between teaching experience and pass/fail on the written examination is summarized in Table 4.17. 52 TABLE 4.17 TEACHING EXPERIENCE RELATIVE TO PASS/FAIL ON THE WRITTEN EXAMINATION YEARS OF I PASS I FAIL I I TEACHING I --------------- I --------------- I TOTAL I TOTAL 5?.'§ \ ' 'i'. ’«I \II '1. ' ' \H '1. ' ' x! I I I I I I I I I I I I I I I 0 I 27 21.4 I 19 15.1 I 46 I 36.5 TOTALS 66 52.3 60 47.7 126 100.0 N t 126 Mean - 67.9 Passing Score = scores at, or above the mean Calculated Chi Square a 1.692 Chi Square Critical Value . 7.815 Degrees Of Freedom - 3 Alpha Level - .05 No statistical signficance was found between pass/fail on the written examination and teaching experience. The Chi square test of independence between teaching experience and pass/fail on the performance examination is summarized in Table 4.18. 53 TABLE 4.18 TEACHING EXPERIENCE RELATIVE TO PASS/FAIL ON THE PERFORMANCE EXAMINATION YEARS OF I PASS I FAIL I I TEACHING I ------------------------------ I TOTAL I TOTAL EXEEEIEN§E_1_EEEQ__REEQENI_I_EEEO__EEEQENT_1_EEEQ__1_BERQ§N_ 9 - UP I 6 4.9‘ I 6 4.9 I 12 I 9.8 5 - 8 I 7 5.8 I 3 2.5 I 10 I 8.3 1 - 4 I 42 34.7 I 15 12.4 I 57 I 47.1 0 I 24 19.9 I 18 14.9 I 42 I 34.8 "REESE """"" IS'm'EETSm'E ''''' 523""IEI"""ISSTS' F3151 """""""""""""""""""""""""""""""" Mean = 72.4 Passing Score = score at, or above the mean Calculated Chi Square = 4.338 Chi Square Critical Value = 7.815 Degrees Of Freedom = 3 Alpha Level a .05 No statistical significance was found between pass/fail on the performance examination and teaching experience. The Chi square test of independence between teaching experience and pass/fail on the total examination is summarized in Table 4.19. 54 TABLE 4.19 TEACHING EXPERIENCE RELATIVE TO PASS/FAIL ON THE TOTAL EXAMINATION YEARS OF I PASS I FAIL I I TEACHING I I I TOTAL I TOTAL EXPERIENCE I FREQ PERCENT I EREQ PERCENT I_EEEQ I PERCENT 9 - UP I 4 3.9 I 6 5.9 I 10 I 9.8 5 - 8 I 7 6.9 I 3 2.9 I 10 I 9.8 1 - 4 I 31 30.4 I 16 15.7 I 47 I 46.1 0 I 19 18.6 I 16 15.7 I 35 I 34.3 TOTALS 61 59.8 41 40.2 102 100.0 N = 102 Mean = 70.145 Passing Score = scores at, or above the mean Calculated Chi Square = 3.248 Chi Square Critical Value = 7.815 Degrees Of Freedom = 3 Alpha Level = .05 No statistical significance was found between pass/fail on the total examination and teaching experience. Chi square tests of independence between pass/fail and teaching experience was found non-significant on written, performance, and total examination scores. Chi square results are consistent with non-significant correlation results. Bessarch_9uestign_41 To what extent. if any. is the aggregate of occupational experience, teaching experience, and educational level related to occupational competency examination scores? 55 Three stepwise regressions testing each dependent variable with the three independent variables were used to analyze this research question. The findings relative to written examination scores are summarized in Table 4.20. The strongest relationship between the computer technoloqy written examination scores was found to be educational level, followed by occupational experience, and finally teaching experience. The obtained F-ratio was not significant for any dependent variable. In the aggregate, written examination scores on the computer technology examination indicate no significant relationship to either educational level, occupational experience, or teaching experience. TABLE 4.20 NOCTI COMPUTER TECHNOLOGY WRITTEN EXAMINATION STEPWISE MULTIPLE REGRESSION I I I I DEGREES I I I R I OBTAINED I OF I ST ' ‘;_‘= . "_I -'. o '__004 * I I I I I 1 IEducational Level I .0214 I 2.55 I 1/117 I 3.92 I I I I I 2 IOccupational Exp I .0307 I 1.83 I 2/116 I 3.07 I I I I I 3 ITeaching Experiencel .0340 I 1.34 I 3/115 I 2.68 CV = critical F value Alpha Level = .05 N = 119 56 Data in Table 4.21 indicate that occupational exper- ience, followed by teaching experience, and finally educa— tional level is the ranking of correlation relative to performance examination scores. F-ratios indicate no sig- nificant relationship between any independent variable and performance examination scores. TABLE 4.21 NOCTI COMPUTER TECHNOLOGY PERFORMANCE EXAMINATION STEPWISE MULTIPLE REGRESSION I I I I DEGREES I I I R I OBTAINED I OF I A AR -RAT RE I V* I I I I I 1 IOccupational Exp. I .0117 I 1.32 I 1/112 I 3.92 I I I I I 2 ITeaching Experiencel .0139 I .78 I 2/111 I 3.07 I I I I I 3 lEducational Level I .0145 I .54 I 3/110 I 2.68 CV = critical P value Alpha Level = .05 N = 113 Analysis of data in Table 4.22 shows the strongest relationship for total examination scores is educational level followed by occupational experience, and then teaching experience. In every case, the F-ratio was not significant. 57 TABLE 4.22 NOCTI COMPUTER TECHNOLOGY TOTAL EXAMINATION STEPWISE MULTIPLE REGRESSION I I I I DEGREES I I I R I OBTAINED I OF I ' ii .= ' 01;: . '-:. o '; a... * I I I I I 1 IEducational Level I .0093 I .87 I 1/93 I 3.92 I I I I I 2 I0ccupational Exp. I .0137 I .63 I 2/92 I 3.07 I I I I I 3 ITeaching Experiencel ** I ** I 3/91 I 2.68 CV = critical P value Alpha Level 8 .05 N = 94 ** = tolerance-level insufficient for computation CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMENDATIONS W The purpose of this study was to establish the rela- tionship between occupational competency for vocational teachers in computer technology, as measured by NOCTI exam- ination scores, and occupational experience, educational level, and teaching experience. Research focused on answering the following questions: 1. To what extent, if any, is examinees occupational experience related to occupational competency examination scores 0 2. To what extent, if any, is examinees educational level related to occupational competency examination scores? 3. To what extent, if any is examinees teaching experience related to occupational competency examination scores? 4. To what extent, if any, is the aggregate of occupational experience, educational level, and teaching experience related to occupational competency examination scores. The quality of vocational education can be not better than the quality of vocational teachers. Ensuring that only occupationally competent individuals are placed in the classroom is in part, the purpose of vocational certification. 58 59 The primary criterion used for judging vocational com- petency is years of occupational experience. In some states occupational experience may include vocational teaching experience, or college credits. Beyond occupational experience and a minimum level of education, little agree- ment is found between states or even within states, on criteria required for vocational certification. But are these criteria sufficient to judge the occu- pational competency of vocational teachers? Studies relating student competency to the occupational experience and educational level of the vocational teacher are contra- dictory, and inconclusive. Studies of this nature defy classical research design, and hold little promise of answering the question. Subjective studies aimed at estab- lishing the relationship between occupational competencies desired of vocational teachers, and occupational experience, educational level, and teaching experience do not provide objective criteria which may be translated into vocational certification requirements. Based upon review of research, it would appear at this time, that only studies using objective measurable criteria for assessing occupational competency desired of vocational teachers will provide an answer to the question posed. The instrument chosen to study the relationship between occupational experience, educational level, and teaching experience was the NOCTI Computer Technology examination. 60 NOCTI was established to provide occupational competency testing for vocational teachers and its examinations are the most widely used in the nation. Establishing these relationships provides valuable information needed by state certification officials, voca- tional educators, and vocational administrators in estab- lishing standards for certifying and selecting occupationally competent vocational teachers. W Data for this study were collected from the files of the National Occupational Competency Testing Institute (NOCTI); Johnson Hall, Ferris State College, Big Rapids, Michigan. The sample consisted of 180 examinee test scores, the entire pOpulation of individuals who have taken the examination since 1977, the first year the examination was available. The data were manually recorded on the "Data Collection Form“ (appendix A), entered via terminal to Ferris' main- frame computer, and stacked on magnetic disk. Prior to statistical analysis, the stacked data were printed, audited for accuracy and corrected as necessary. The statistical software used for analyzing the data was BMDP. Analysis included both descriptive and inferential statistics. 61 5 ii 5' 3' Descriptive statistics revealed that the average examinee taking the NOCTI Computer Examination was 47.7 years of age, had 9.5 years of occupational experience in computers, and 2.6 years of computer technology teaching experience. Less than half the examiness had two years of college (7.3 percent) or a four-year degree (34.0 percent). The remaining examinees had high school diplomas. Thirteen states have utilized the NOCTI Computer Technology examination, however, 81.2 percent of the total examinations have been administered in the states of Alabama, Georgia, and Pennsylvania. These states require successful completion of NOCTI's Computer Technology for vocational certification. The mean score on the computer technology written exam- ination is 67.9. The mean score on the performance exam- ination is 72.4. Pearson r and Chi square statistics were used to analyze research questions 1,2, and 3. Pearson r corre- 1ation was used to determine the relationship between the dependent variables (written, performance and total exam- ination scores), and each independent variable (occupational experience in computer technology, educational level, and teaching experience in computer technology). Additionally, Chi square test was used to determine the significance of each independent variable to pass/fail levels on the 62 written, performance, and total test. Three stepwise regressions were used to answer research question 4. A significance level of .05 was selected for each question. Analysis relative to the research question is discussed next. Research Question 1. To what extent, if any, is examinees occupational experience in computer technology related to occupational competency examination scores? Pearson r correlation revealed a negative, but not statis- tically significant correlation between years of occupa- tional experience, and written, performance and total exam- ination scores. Chi square analysis failed to reveal a statistically significant relationship between occupational experience, and pass/fail levels on written, performance, or total examination. B§§§QLQH_Que§;ign_z‘ To what extent, if any, is examinees educational level related to occupational competency examination scores? Pearson r correlation revealed no statistically significant relationship between educational level, and performance or total examination scores. A significant positive correlation was found between educational level and written examination scores. Chi square analysis failed to reveal a statistically significant relationship between educational level and pass/fail levels 63 on the written, performance, or total examination. Researgh_gue§;ign_l4 To what extent, if any, is examiness teaching experience in computer technology related to occupational competency examination scores. Years of teaching experience was negatively correlated with performance, and total examination, and positively correlated with written examination scores. None of the correlation r's was found to be statistically significant. Chi square analysis failed to reveal a statistically significant relationship between teaching experience and pass/fail levels on written, performance, or total examination. R§§3a19h_gu§§tign_4‘ To what extent, if any, is the aggregrate of occupational experience in computer tech- nology, educational level, and teaching experience in computer technoloqy related to occupational competency exam- ination scores? The strongest contributor to written exam- ination scores was educational level, followed by occu- pational experience and teaching experience. No statistical significance was found. Occupational experience was the strongest contributor to performance test results, followed by teaching experience, and educational level. No statistical significance was found. The rank order of independent variables contributing to total test scores were educational level, occupational experience, and teaching experience. No statistical significance was found. 64 Conclusions The longheld belief that years of occupational exper- ience is related to the occupational competency desired of vocational teachers is not supported in this study of voca- tional computer technology teachers taking the NOCTI exam- ination. In fact, negative correlation between years of occupational experience and written, performance, and total examination scores suggests the Opposite. Analysis of statistical results suggest that type and quality of occupational experience are more important factors contri- buting to occupational competency in computer technology as measured by the NOCTI examination. A statistically weak positive correlation was found between educational level and written examination scores. Analysis of data suggests that the more education an examinee has, the higher they tend to score on the written examination. Whether increased written examination scores is related to specific technical coursework in computer technology, or merely the result of greater test-taking experience cannot be determined with the examinee data available. Statistically, no significant preportional difference was found between educational level and pass/fail on written, performance, or total examination scores. Based on the broad catagories of obtained educational level and lack of specific data on the nature of the examinees educational background, it would appear that educational 65 level is not a meaningful predictor of technical competency in computer technology as measured by the NOCTI examination. Teaching experience was not significantly correlated with examination scores, nor with pass/fail levels on NOCTI's Computer Technology examination. Interpretation of statistical analysis would suggest that years of teaching experience neither enhance not detract from examinees scores on the computer technology examination, and consequently to the competencies desired of vocational computer technoloqy teachers as measured by the NOCTI examination. In the aggregate, analysis of data relative to the criterion for selecting and certifying vocational computer technology teachers revealed little about Optimum years of occupational experience, educational level, or years of teaching experience required to ensure the occupational competency of vocational computer technology teachers as measured by the NOCTI examination. Several factors account in part for findings relative to the research questions. Understanding these factors is crucial for understanding the implications of this study. The NOCTI Computer Technology examination assesses the breadth of basic cognitive, manipulative, and problem solving skills desired of vocational computer technology teachers. In contrast, individuals employed in computer technology tend to specialize. Complicating the problem is the fact that most individuals tend to be either 66 production or technical specialists, but rarely both. Production Specialists include data entry, magnetic file librarians, and multiple layers of computer Operators. Technical specialists include application programmers, scientific programmers, systems programmers, systems analysts, data base specialists, and teleprocessing specialists. Although an individual may start a career in computer technology with a broad knowledge of the field, that knowledge wanes as years of occupational experience increase and the focus of an individual's skills narrows. The result often is that increased years of occupational experience reduces the chances for success on NOCTI's Computer Technology examination. The negative correlation between years of occupational experience and written, performance, and total examination scores tend to support this belief. The nature of the NOCTI Computer Technology examination also has a built-in bias for technical specialists. Heavy emphasis is placed on programming, and problem solving skills on the written examination. The performance examination is nearly exclusively an examination of pro- gramming and related skills. The result is that production specialists are at a distinct disadvantage relative to the competencies measured by the NOCTI Computer Technology examination. States choosing to use NOCTI's Computer Technoloqy 67 examination must closely examine the competencies measured by the examination in relation to the technical skills desired of students of their vocational programs. For prOgrams emphasizing data entry, and/or computer operations, the NOCTI Computer Technology examination is a poor choice of a competency measuring instrument. Analysis of data relative to educational level and years of teaching experience revealed little information which might suggest optimum academic background or years of teaching which ensure the competencies desired of vocational computer technology teachers. PrOportionally, no significant difference was found between the pass/fail groups for either of these two catagories of interest. Lacking data on specific academic coursework and teaching responsibility severly limits analysis and inferences of interest for this research. Analysis of data that was available clearly indicates that years of occupational experience, educational level, and years of teaching experience are not adequate predictors of occupational competencies desired of vocational computer technoloqy teachers as measured by the NOCTI examination. For those states using the NOCTI Computer Technology examination, the benefits are revealed by reviewing pass/fail levels on the total examination. Of those examinees qualified for vocational computer technology certification, only 59 percent passed the examination. For 68 these states, the technical competencies of their vocational teachers as measured by the examination are objectively established. Beyond the issue of technical competency in computer technology lies the problem of identifying characteristics of successful vocational computer technology teachers. Ultimately, the success of vocational instruction in computer technology rests on the shoulders of the classroom instructor. Technical competency in computer technology does not ensure quality instruction. Equally important are studies aimed at describing the skills and personal characteristics of competent vocational instructors, and the means of assessing whether an individual possesses them. It is a topic of research essential to state vocational certification agencies and vocational administrators in ensuring quality vocational programs. Recommendations Based on the results of this study, the following recommendations are made: 1. The result of this study should be considered when counseling prospective NOCTI examinees on how others with similar backgrounds have performed on the computer technology examination. 2. The result of this study should be considered by state vocational certification agencies in establishing vocational certification requirements in computer technology. 69 3. Serious consideration by states should be given to utilizing competency examinations for assessing the occupational competency of individuals seeking vocational certification in computer technology. 4. Research should be initiated aimed at establishing the relationship between occupational competency in computer technoloqy and effectiveness as a vocational teacher. 5. Research studying the relationship between examination scores, and occupational experience, educational level, and teaching experience should conducted for each NOCTI occupational examination. 6. States and organizations engaged in occupational competency testing of vocational teachers need to record a more detailed history of examinee backgrounds to accommodate futher study in this area. Specifically, examinees occupational experience need to be classified by type, length of occupational experience, and when the experience was obtained. College coursework must be differentiated between pedagogical and trade-technical courses related to the examinees occupational area. Vocational teaching experience must be documented relative to time spent instructing in specific specialty areas within an occupational area. APPENDICES 70 APPENDIX A DATA COLLECTION FORM case Ilumberooooooo00000000000000.0000.ooooooI State COdeOOOOOOOOO0..OOOOOOOOOOOOOOOOOOOOOOI seXOOOOOOOOOOOOO0.0..OOOOOOOOOOOOOOOOOOOOOOOI—l Year TeSted.00......OOOOOOOOOOOOOOOOOOOOOOOOI Birth Year-0.0...OOOOOOIOOOOOOOOOOOOOO0.00...l__|____' TeaChj-ng ExperienceOOOOOOOOOOOOOOOOOOOOOOOOOI Education COdeOOOOOOOOOOO00.00.000.00...O...l Occupational Experience.....................I Written Examination Score...................I Performance Examination Score...............l 71 APPENDIX B INSTRUCTIONS FOR DATA COLLECTIONS FORM Data is to be collected for all NOCTI examination candidates in Computer Technology. All information will be obtained from the candidate's NOCTI registration and report of scores forms. F.11 . IIe . f 3 II D 2 1] I' E for_each_cangidatei CASE NUMBER.........Starting with 001, assign a number to each set of candidate data. STATE CODE..........Using the state code chart, record the appropriate state number. SEX.................Using (l = male) and (2 = female), record the appropriate code number. YEAR TESTED.........Record the last two digits of the year the examination was administered. BIRTH YEAR..........Record the last two digits of the year of birth for each candidate (1950 = 50). TEACHING EXP........Record the years of cooching_oxporieococ Disregard partial years. EDUCATION CODE......Record only the highest level of coocacion for each candidate using the education code chart. OCCUPATIONAL EXP....Record the total years of occupational fixpfilience. Disregard partial years. EXAMINATION SCORE...Record the candidate's written and performance examination scores (89.7 = 089.7). NOTE: If_items_are_lsfr_blaDk_2n_ths.registrafioc_formi leays_them_blank_on_the_data_collection_formi 72 APPENDIX C DATA COLLECTION FORM CODE CHART SEX CQDE 1 - MALE 2 - FEMALE W 1 - LESS THAN HIGH SCHOOL 2 - HIGH SCHOOL GRADUATE 3 - COMMUNITY COLLEGE GRADUATE 4 - FOUR-YEAR COLLEGE GRADUATE TAT E ALA. 01 NEV. 28 ALASKA 02 N.H. 29 ARIZ. 03 N.J. 30 ARK. 04 N.MEX. 31 CALF. 05 N.Y. 33 COLO. 06 N.C. 34 CONN. 07 N.DAK. 35 DEL. 08 OHIO 36 D.C. 09 OKLA. 37 FLA. 10 OREG 38 GA. 11 PA. 39 HAWAII 12 R.I. 40 IDAHO 13 S.C. 41 ILL. 14 S.DAK 42 IND. 15 TENN. 43 IOWA 16 TEX. 44 KANS. 17 UTAH 45 KY. 18 VT. 46 LA. 19 VA. 47 MAINE 20 WASH. 48 MD. 21 W.VA. 49 MASS. 22 WIS. 50 MICH. 23 WYO. 51 MINN. 24 MISS. 25 CANADA 53 MO. 26 MONT. 27 ALL NEBR. 28 OTHERS 55 BI BLIOGRAPHY 73 BIBLIOGRAPHY Abrams, Ronald E. “The Relationship Between Work Experience and Occupational Competency of Trade and Industrial Education Teachers.” Ed.D dissertation, University of Cincinnati, 1981. Barlow, Melvin L. Eistory of Industrial Education in tho Unicoo_§ca_o§. Peoria, IL. Charles A. Bennett Co., Inc., 1967. Beasley, Claude Michael. “Occupational Experience and Perceived Technical Competence of Vocational Data Processing Teachers.“ Ph.D dissertation, Colorado State University, 1981. Brantner. Seymour T. Qsrtificati9n.of_yocational.lechnical Educators. Pennsylvania State University, University Park, Department of Education; 1974. Carmody. Reported by the Standards Project (1984). Ellis, William G. “The Relationship of Related Work Experience to Teaching success of Beginning Business Teachers.” Ph.D. dissertation, Colorado State University, 1968. Impellitteri, Joseph T. ”An Analysis of the Occupational Proqram at Pennsylvania State University from 1944 to 1965.“ Research report prepared for the Pennsylvania State University, 1965. Kapes, Jerome T. and Pawlowski, Validimer. “Characteristics of Vocational Technology Instructors and Their Relationship to Student ShOp Achievement.“ Vocational development study prepared for the Pennsylvania State University, 1974. Lacy, Arnell. "Teacher Job Satisfaction: Factor and Implications.“ Ths_Delta_Sigma_Ei_ERsilon_J9urnal 151 (Augest, 1973). 74 McAlister, Patricia. "A Study of Occupational Experience of Individuals Who Have Successfully Participated in the Occupational Competency Program Administered by the Department of Vocational Education at The Pennsylvania State University.” Report prepared for the Department of Vocational Education, The Pennsylvania State University, 1973. Milan, Joseph E. "Comparisons of Colorado Trade and Industrial Teachers.” Ph.D. dissertation, Colorado State University, 1972. Miller, Aaron J. ”Certification: A Question of Validity." yocEd 57 (March 1982): 27-29. National Occupational Competency Testing Institute.N “Teacher Occupational Competency Testing” NOCTI Tethnita1_fiuunlenent Albany. NY: NOCTI. 1982. Ohio Trade and Industrial Education Services. Trade and . . . a . Columbus, OH: The Ohio State University, 1970. Panitz, Adolf. “National Occupational Competency Exams and Future Teachers,” The_Effest_df_¥dcatinnal_1nstrustnrs c a ' E E ' ' ' ' ' . Fort Collins, CO: Colorado State University, 1976. Ramp, Wayne S. and Reeder, Ronald C. An Analysis and Synthesis of State Certification Requirements for _eaehers of Seeendarx Trades and Industries and Trades and Industrial Programs. Southern Illinois University, Carbondale: Department of Technical and Industrial Education; October, 1970. Resnick, Harold S. and Gardner, David C. "Certification Requirements for Vocational Education Personnel: A National Servey.‘ Educacion 16 (Winter 1979); 11-18. Rumpf, Edwin L. 'A Basis for the Selection of Vocational Industrial Education Teachers for Employment in Pennsylvania." Ph.D. dissertation, The Pennsylvania State University, 1954. Shoemaker, Byrl. "How to be Accountable in Trade and Industrial Education." Ameriean_ydsatienal_ldurna1 46 (February 1971): 83-86. 75 Storm, George. "The Successful Teacher in Technical Education: The Preparation of the Successful Teacher." Ed.D dissertation, Oregon State University, 1965. Standards Project. Technical Advisory Group, Standards Eor Excellence In Trade and Industrial Educacion, US Department of Education, Office of Vocational and Adult Education, April 1984. Warner, Richard A, ”Work Experience: A Study of Requirements for Secondary Teachers of Vocational Programs", An unpublished institutional research project, Ferris State College, Big Rapids, MI, 1980. Welch, Fredrick, G. and Garner, C. William. ”Occupational Experience: How Much is Enough?" America Vocational Journal 51 (September 1976); 34-35. Whitener, Scott D., ”NOCTI Occupational Competency Examination Scores and Their Relationship to Occupational Experience, Teaching Experience, and Educational Level.“ Ph.D. dissertation, University of Michigan, 1981.