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Xerox University Microfilms 300 North Z ee b Road Ann Arbor, M ichigan 48106 7 5 -1 4 ,7 8 2 LOWERY, Charles Henry, 1934THE IMPACT OF PRE-EDUCATION CLINICAL EXPERIENCE IN TEACHER CAREER DECISION MAKING AMONG SELECTED MICHIGAN STATE UNIVERSITY ELEMENTARY TEACHER CANDIDATES. Michigan S tate U n iv e rs ity , P h .D ., 1974 Education, teacher tra in in g Xerox University Microfilms t Ann Arbor, M ichigan 48106 © C o p y rig h t by Charles Henry Lowery 1974 THE IMPACT OF PRE-EDUCATION CLINICAL EXPERIENCE IN TEACHER CAREER DECISION MAKING AMONG SELECTED MICHIGAN STATE UNIVERSITY ELEMENTARY TEACHER CANDIDATES By Charles Henry Lowery A DISSERTATION Submitted to Michigan State U n iv e rs ity in p a r t i a l f u l f i l l m e n t o f the requirements fo r the degree o f DOCTOR OF PHILOSOPHY School o f Teacher Education 1974 ABSTRACT THE IMPACT OF PRE-EDUCATION CLINICAL EXPERIENCE IN TEACHER CAREER DECISION MAKING AMONG SELECTED MICHIGAN STATE UNIVERSITY ELEMENTARY TEACHER CANDIDATES By Charles Henry Lowery The Problem In 1971, the College o f Education a t Michigan S ta te U n iv e rs ity undertook a screening and se lec tio n procedure to l i m i t enrollments in the elementary c e r t i f i c a t i o n programs. A course, Education 101A, was developed which served as the pre-education elementary classroom based c l i n i c a l experience fo r prospective majors. The study was conducted to measure the e f f e c t o f th is experience on the v a ria b le s : s e lf - s t a t e d m otivation fo r teaching, a t t i t u d e toward the course, and a p p lic a tio n o f the course to desire to teach elementary c h ild re n . The Procedure Five groups o f t h i r t y Michigan S ta te U n iv e rs ity students each were randomly selected from the 934 students successfully completing Education 101A or i t s waiver eq u iv alen t f o r the f a l l term 1971 through the f a l l term 1973, and sent a Pre-Education C lin ic a l Experience C harles Henry Lowery Questionnaire designed to measure these v a ria b le s . Data were c o lle c te d to supply answers to the research questions: 1. What kind o f successes are students having as a r e s u lt o f the Education 101A experience? 2. What, i f any, is the e f f e c t o f Education 101A on the p u rs u it o f an elementary teaching career? The fo llo w in g hypotheses were tested on the three dependent v a ria b le s : There is no d iffe re n c e : a. among graduates, student teach ers, continuing education majors, non-continuing education majors, and w aiver students on the th ree dependent v a ria b le s . b. between male and female on the dependent v a ria b le s . c. between persons who have had no experience w ith children p r i o r to Education 101A and persons who have experience w ith c h ild re n before taking Education 101A. d. among Michigan S ta te U n iv e rs ity class l e v e l ; sophomore, j u n i o r , and s e n io r. e. between Michigan S ta te U n iv e rs ity students receiving waivers and those who su c cessfu lly complete Education 101A f o r admission in to elementary teacher c e r t i f i c a t i o n programs. A m u lt iv a r ia t e analysis o f variance was performed to t e s t the s ig n ific a n c e o f the major hypotheses a t the .05 l e v e l . A u n iv a ria te AN0VA tested the sub hypotheses a t the .0167 alpha le v e l f o r s ig n i­ fica n c e. Charles Henry Lowery The Findings and Conclusions 1. Education 101A does a id students in making decisions to continue o r discontinue elementary teacher c e r t i f i c a t i o n programs. 2. The more experiences one has w ith c h ild re n , the g re a te r his or her 3. s e l f - s t a t e d m otivation fo r teaching. The a p p lic a tio n o f Education 101A to desire to teach is re la te d to a stu d en t's decision to take elementary education as a major. 4. Student's decision to en te r an elementary teacher c e r t i f i ­ cation program is not a ffe c te d by the method o f en try: e it h e r by taking the prescribed course o r i t s w aiver equiva­ le n t . 5. Student c l a s s if i c a t io n le v e l has l i t t l e o r no e f f e c t on the decision to e n te r an elementary teacher c e r t i f i c a t i o n program. 6. Sex is re la te d to a stu d e n t’ s decision to take elementary education as a major when the complex o f dependent variables are considered simultaneously. The Recommendations As a r e s u lt o f the fin d in g s , the fo llo w in g recommendations are made: 1. For counseling purposes, c l i n i c a l experience courses s im ila r to Education 101A should be expanded to include provisions f o r the i d e n t i f i c a t i o n o f students who have successfully Charles Henry Lowery completed the c l i n i c a l experience but y e t remain undecided a b o u t.th e ir commitment to teaching. Caution should be exercised to insure th a t students en te r­ ing c l i n i c a l experience courses with no p r io r experience w ith children receive ample c h ild -o rie n te d experiences as an aid in the decision making process selectin g elementary teaching as a career. Education 101A type courses should be continued as they have been demonstrated, but s im ila r courses should be expanded to the secondary education le v e l. Dedicated to Trudy, D eirdre, and Darrin ACKNOWLEDGMENTS The cooperative e f f o r t s o f many people re s u lte d in the successful completion o f th is d is s e r t a tio n . Special recognition is due the fo llo w in g people. Dr. S h ir le y A. Brehm, d is s e rta tio n d ir e c to r and f r i e n d , whose assistan ce, guidance and sense o f humor encouraged the completion o f th is p r o je c t. Dr. George R. Myers, in s t r u c t o r , comnittee member, and f r i e n d , who was a constant source o f encouragement. Dr. B. Bradley West, comnittee chairman, and Dr. James R. Englekes, committee member, f o r t h e i r support and c r i t i c a l assessment o f the d is s e rta tio n in progress. Mrs. Gail N u tte r and the s t a f f o f the Undergraduate A f f a ir s O f f ic e , whose long hours o f lo c a tin g names and record c la s s if ic a t io n proved in v alu ab le . Kowit Pravalpruk, s t a t i s t i c i a n , f o r research and s t a t i s t i c a l assistance. My c h ild re n , Deirdre and D a rrin , who were w i l l i n g to w a it t h e i r turn f o r t h e i r share o f my time. My w if e , Trudy, f o r her understanding and patience in allowing me the freedom o f mind and time to work u n t i l the p ro je c t was fin is h e d . TABLE OF CONTENTS Page LIST OF TABLES v ii Chapter I. II. THE PROBLEM.......................................................................................... 1 Need f o r the S t u d y ..................................................................... Purpose o f the S t u d y ................................................................. Hypotheses ...................................................................................... Assumptions o f the Study ........................................................ L im ita tio n s o f the Study . . . . . . . . Overview .......................................................................................... 1 3 4 6 6 7 REVIEW OF THE LITERATURE............................................................ 9 Teacher Career Decisions and C lin ic a l Experience ............................................................ Commitment to Teaching ............................................................ Teacher Career Choice ............................................................ S u m m a ry ..................................................................................... .. , III. IV . 9 17 21 25 DESIGN OF THE STUDY.......................................................................... 27 D e f i n i t i o n s .................................................................................. Population . . . . . S a m p le ............................................................................................... H y p o th ese s...................................................................................... Des i g n ............................................................................................... Instrument .............................. P r o c e d u r e .................................................................. S u m m a ry .......................................................................................... 27 30 31 32 35 38 39 40 ANALYSIS OF D A T A ............................................................................. 42 A n a ly tic a l Instrument ............................................................ Experimental Design ................................................................. H y p o th ese s...................................................................................... Summary o f the Data C o llected .......................... S u m m a ry ........................................................................................... 42 42 44 53 60 v Chapter V. Page SUMMARY AND CONCLUSIONS................................................................ 66 Summary o f the S t u d y ................................................................ C o n c l u s io n s ................................................................................. Discussion ................................ . . . . . . Im plication fo r Change ............................................................ Recommendations f o r Further Research .............................. 66 67 72 73 75 Questionnaire and Cover L etters sent to Graduates, Student Teachers, Continuing Education Majors, Non-Continuing Educa­ tion Majors, and Waiver Students ............................................... 77 B. Contingency Tables o f Item R e s p o n s e ....................................... 83 C. Analysis o f Variance In te ra c tio n ................................................ 93 D. Questionnaire Approval ..................................................................... 94 BIBLIOGRAPHY ...................................................................................................... 102 APPENDICES A. vi LIST OF TABLES Table 3 .1 . 4 .1 . 4 .2 . 4 .3 . 4 .4 . 4 .5 . 4 .6 . 4 .7 . Page Sunmary o f the Population D is t r ib u t io n Responses ................................................................. 39 C ell Mean, Frequency, Standard Deviation and Grand Mean o f Experience o f Male and Female on S e l f Stated M o tiv a tio n , A t t i t u d e , and A p p l i c a t i o n .............................................................................. 43 C ell Frequency, Mean, Standard Deviation and Grand Mean o f C la s s if ie d Group In t e r e s t on S e l f Stated M o tivatio n f o r Teaching, A tt it u d e Toward Education 101A, and A p p li­ cation o f Education 101A to Desire to T e a c h .................. 44 MANANOVA o f S e l f S tate d M o tivatio n fo r Teaching, A p p lic a tio n o f Education 101A to Desire to Teach, and A t titu d e Toward Education 101A f o r Five In t e r e s t G r o u p s .......................... 45 MANOVA o f Sex on A p p lica tio n o f Education 101A to Desire to Teach, S e l f Stated M o tiv atio n f o r Teaching, and A t titu d e Toward Education 101A ................................................................. 47 MANANOVA o f S e l f Stated M otivation f o r Teaching, A t t it u d e Toward Education 101A, and A p p lic a tio n o f Education 101A to Desire to Teach on Experience ................................................ 49 Grand Mean and Average Grand Mean o f Experience f o r Males and Females on S e lf Stated M o tiv atio n f o r Teaching 51 ................................... MANANOVA o f S e l f Stated M o tivatio n f o r Teaching, A t t it u d e Toward Education 101A, and A p p lic a tio n o f Education 101A to Desire to Teach on Class Level D iffe re n c e v ii ...................... 52 MANANOVA o f S e l f Stated M otivation f o r Teaching, A t t it u d e Toward Education 101A, and A p p lic a tio n o f Education 101A to Desire to Teach in Student Admission ....................................... 53 Analysis o f Contingency Table f o r Desire to Teach Elementary Education A f t e r Taking Education 101A ...................... 54 Analysis o f Contingency Table f o r the In flu e n ce o f Education 101A Caused Me T o ...................................................................... 54 Analysis o f Contingency Table f o r Desire to Teach Elementary Education Before Taking Education 101A ............................... 55 Analysis o f Contingency Table f o r the Comparison o f Decision to Teach Before and A f t e r the Education 101A Experience 57 Analysis o f Contingency Table f o r P r io r Teacher Related Experience w ith Children Before Taking Education 101A ...................... 59 Analysis o f Contingency Table f o r Sex . 60 Analysis o f Contingency Table f o r Age . 83 Analysis o f Contingency Table f o r Class Standing ..................................................... 83 Analysis o f Contingency Table f o r the Level o f Classroom Experience P a r t i ­ cipated in During Exploring Teaching . . 84 Analysis o f Contingency Table f o r Previous Teaching Related Experience in Education Before Taking Exploring Teaching .................................................................. 84 Analysis o f Contingency Table f o r Future Teaching Preference ........................... 85 Analysis o f Contingency T ab le f o r Preference o f M ajor Upon Entry a t Michigan S ta te U n iv e rs ity . , .................. vi i i Page Analysis o f Contingency Table fo r Preference f o r Teaching During High School Career ................................................... 86 Analysis o f Contingency Table fo r the S im i l a r i t y o f Experience in Exploring Teaching to Actual Experience .................................................................... 86 Analysis o f Contingency Experience in Exploring I Think are Examples o f W ill Have When I Become Table fo r Teaching That Experiences I a Teacher ................. 87 Analysis o f Contingency Table f o r I Am C e rta in ly Glad That Exploring Teaching is Required o f A ll Persons Planning to Enter an Elementary C e r t i ­ f ic a t io n Program ........................................................ 87 Analysis o f Contingency Table fo r Exploring Teaching S ig n if ic a n tly Influenced n\y Decision to Pursue Elementary Teaching ............................................... 88 Analysis o f Contingency Table f o r I Decided to go in to Elementary Teaching A ft e r Attempting Other Careers .......................... 88 Analysis o f Contingency Table fo r the Public School Classroom Experience Was a Waste o f My Time ................................................... 89 Analysis o f Contingency Table fo r Teaching Related Experience P rio r to Education 101A Aided Me in Deciding to be an Elementary Teacher ........................................................................ 89 Analysis o f Contingency Table f o r I Decided to go In to Elementary Teaching A f t e r Attempt­ ing Other College Careers .................................. 90 Sign ifican ce o f Tabled Questionnaire Questions .................................................................... 92 Analysis o f Variance In te ra c tio n ...................... 93 ix CHAPTER I THE PROBLEM Need f o r the Study During the e a r ly 1950's p re-stu d en t teaching c l i n i c a l e x p e ri­ ences were recognized as needed p re -r e q u is ite s f o r fu tu re teacher tra in e e s .^ During the ensuing decade, “professional laboratory experiences" were implemented in teacher education c u rr ic u la . In 1971, Michigan S tate U n iv e rs ity i n i t i a t e d a c l i n i c a l experience program f o r prospective elementary education majors t h a t lim ite d Elementary Education enrollm ent. Exploring Teaching, Educa­ tio n 101A, emerged as the p r e - r e q u is ite course f o r a l l persons seeking 3 admission to elementary teacher c e r t i f i c a t i o n programs. The lim ite d enrollm ent brought w ith i t the problem o f adequate se lec tio n procedure f o r entrance in to elementary teacher c e r t i f i c a t i o n programs. With American Association o f Colleges f o r Teacher Education, Revised Standards and P o lic ie s fo F Yeacner Education o f tKe Tjmerican Association o f CoTleges f o r Teacher Education, Oneonta, New York, AACTE, 1951, pp. 20-30. o W illia m W. S i n c l a i r , "An Analysis o f Three Pre-Student Teaching Experiences in th e Preparation o f Elementary School Teachers", Unpublished Doctoral D is s e r t a tio n , Michigan S ta te U n iv e rs ity , 1961, p. 14. 3 "Exploring Teaching", College o f Education, Michigan S tate U n iv e r s ity , Unpublished G u id e lin e s , September 1971. 1 respect to the program admission question o f who should be selected 4 f o r elementary teacher t r a in i n g , Education 101A, a pre-elementary education c l i n i c a l experience course, became a means f o r e a rly id e n t i f i c a t i o n o f those students who were le a s t l i k e l y to succeed in elementary teaching. Hence, students who successfully completed Education 101A were admitted in to elementary teacher c e r t i f i c a t i o n programs. From the f a l l term 1971 through the f a l l term 1973, 934 students were admitted to elementary teacher c e r t i f i c a t i o n programs through the new admissions system. Seven hundred n in e ty -th re e 5 s a t i s f i e d elementary Education 101A requirements, and 141 were admitted by w aiver o f Education 101A c l i n i c a l experience. Y e t, the e f f e c t o f Education 101A c l i n i c a l experience on teacher career decision was not known. During the Education 101A experience, students may display an in t e r e s t f o r elementary teaching, y e t a t the successful completion o f Education 101A, t h is in t e r e s t may s h i f t to teaching re la te d areas or to not teaching a t a l l . This study is exploratory and centers on student's decision to continue or discontinue an elementary teacher c e r t i f i c a t i o n program. 4 Ann G. Olmsted, Frank H. Blackington I I I , W. Robert Houston, “Stances Teachers Take: A Basis f o r S e le c tiv e Admission", Phi Delta Kappan, January 1974, p. 330. 5 Michigan State U n iv e rs ity Student Final Grade L i s t f o r Education 101A, O ffic e o f the R e g is tr a r , F a ll term 1971 - F a ll term 1973. ^Undergraduate Student A f f a ir s O f f ic e , Education 101A Waivers, College o f Education, F a ll 1971 - F a ll 1973. 3 A ll o f the subjects in th is study successfully completed Education 101A or i t s w aiver eq u iv a le n t. Some o f the subjects elected to continue and others to discontinue elementary teacher c e r t i f i c a t i o n programs. I t would seem th a t a d iffe re n c e in in t e r e s t or other variables e x is ts . This d iffe re n c e may be due to the commitment students have f o r teaching. I f evidence gathered shows s i g n i f i c a n t d iffe re n c e among the groups studied on a t t i t u d e toward Education 101A or a p p lic a tio n o f Education 101A to desire to teach or s e l f stated m otivation f o r teaching, as these are re la te d to the independent v a ria b les o f groups, sex, no experience w ith c h ild re n , experience w ith c h ild re n and class l e v e l , then the th ree dependent v a ria b le s have some re la tio n s h ip to a stu d en t's desire to major in elementary education. A lso, i f the data gathered shows th a t students make s i g n i f i c a n t changes in deci­ sions a f t e r taking the Education 101A experience, then Education 101A is a mechanism th a t aids students in committing themselves to elementary teacher c e r t i f i c a t i o n programs. Purpose o f the Study The present study is designed to in v e s tig a te the students who were admitted to elementary teacher c e r t i f i c a t i o n programs from the f a l l term 1971 through the f a l l term 1973, and answer the fo llo w in g questions: 1, What kind o f successes are students having as a r e s u lt o f the Education 101A experience? i . e . , What a c t u a lly happened to those persons who successfully completed Education 101A? 4 2. What, i f any, is the e f f e c t o f Education IOTA on the p u rs u it o f an elementary teaching career? Hypotheses The hypotheses are stated here in broad research form. An appropriate explanation follow s the l i s t . I. There is a d iffe re n c e among the graduates, student teach ers, continuing education majors, non-continuing education majors and w aiver students on s e l f stated m otivation f o r teach ing , a t t i t u d e toward Education 101A and a p p lic a tio n o f Education IOTA to desire to te a c h . II. There is a d iffe re n c e between male and female on s e l f s ta te d m o tivatio n f o r tea ch in g , a t t i t u d e toward Education 101A and a p p lic a tio n o f Education 101A to desire to teach. III. There is a d iffe re n c e between persons who have had no experience w ith c h ild re n p r i o r to Education 101A and persons who have had experience w ith ch ild ren before tak in g Education 101A on s e l f s ta ted m otivation f o r teach ing , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to desire to teach. IV . There is a d iffe re n c e among the Michigan S ta te U n iv e rs ity class le v e ls : sophomore, j u n i o r , and s e n io r, on s e l f s ta te d m otivation f o r tea ch in g , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to desire to teach. 5 V. There is a d iffe re n c e between Michigan S ta te U n iv e rs ity students receiving waivers and those Michigan S tate U n iv e rs ity students who successfully completed Education 101A f o r admission into elementary teacher c e r t i f i c a t i o n programs on s e l f stated motivation f o r teaching and a t t it u d e toward Education 101A. Hypothesis I tests fo r the d iffe re n c e th a t may e x is t between the groups o f subjects studied on the th ree dependent v a ria b le s . is designed to answer the question: It are there d iffe re n c e s among the students who successfully complete Education 101A on s e l f sta ted motivation f o r teaching, a t t it u d e toward Education 101A, and ap p lica­ tio n o f Education 101A to desire to teach? A ll o f the subjects in th is study were successful in Education 101A or i t s e q u iv a le n t. Y e t, some o f the subjects declined to continue an elementary teacher c e r t i f i c a t i o n program. may e x is t . Differences in in t e r e s t o r other va ria b les To what exten t these d ifferen ces are a r e s u lt o f Education 101A is explored. Hypothesis I I is intended to in v e s tig a te the in flu e n c e o f sex on the three dependent v a ria b le s . From the o r ig in a l population o f N = 934 in th is study, a sex r a t i o of approximately 5 females to 1 male was found. This indicated t h a t the m a jo rity o f students seeking entrance in to elementary teacher education a t Michigan S tate U n iv e rs ity are female. variables is explored. The e f f e c t o f sex on the th ree dependent 6 Hypothesis I I I is designed to explore the d iffe re n c e th a t may e x is t among the subjects o f th is study in r e la tio n to p r io r experience w ith c h ild re n . Students with and without p r io r experience w ith children before taking Education 101A successfully completed the Exploring Teaching experience. Hypothesis IV inv es tig ate s the d iffe re n c e th a t may e x is t among the groups o f th is study by class level and hypothesis Vf the d iffe ren c e th a t may e x is t among students admitted to elementary c e r t i f i c a t i o n programs as a r e s u lt o f the Education 101A and i t s equivalent experience on the th ree dependent v a ria b le s . Assumptions o f the Study In order to provide a v a lid in te rp re ta tio n o f the re su lts o f th is study, the fo llo w in g assumptions are made: 1. The sample population is represen tative o f Michigan S ta te U n iv e rs ity students desiring elementary teacher c e rtific a tio n . 2. The seven terms, f a l l 1971 to f a l l 1973 in c lu s iv e , are very s im ila r in experience, content, and purpose. 3. C lin ic a l experiences o f Education 101A represent only one phase o f the career decision making process. L im ita tio n s o f the Study The study is lim ite d in t h a t : 1, No freshmen appear in th is study, although Education 101A was l is t e d with a freshman level course number. This was 7 due to a backlog o f upperclassmen and tra n s fe r students during the i n i t i a l phase o f the establishment of Education IOTA. 2. The sample population can be generalized only to those Michigan S tate U n iv e rs ity on-campus students who applied f o r admission in to elementary education during the f a l l term 1971 through the f a l l term 1973. 3. The emphasis o f the study is on decision making in terms o f a student's continuation in elementary teacher c e r t i ­ f i c a t i o n programs. 4. The dependent v a r ia b le , ap p lic a tio n o f Education 101A to desire to teach, could not be considered fo r the waiver group and is not a part of th is study. Overview In Chapter I , the problem o f the study has been presented. The discussion focused on the follow ing headings: The need fo r the study, purpose, assumptions, lim it a tio n s and the hypotheses, and con­ cludes w ith an overview o f the th e s is . A review o f the l i t e r a t u r e re la te d to pre-elementary education c l i n i c a l experience and teacher career decision is contained in Chapter II. The format includes a discussion o f: teacher career decision and c l i n i c a l experience, commitment to teaching, and teacher career choice. Chapter I I I describes the design o f the study: d e f in it io n s , population, sample, hypotheses, design, instrument, procedure, and summary serve as format headings. 8 The analysis o f data is presented in Chapter IV . includes: a n a ly tic a l The format instrum ent, experimental design, hypotheses, summary o f the data c o lle c te d and chapter summary. Chapter V is a summary discussion and conclusion o f the study. The fo llo w in g headings provide a format f o r discussion: a summary o f the study, conclusions drawn from the d a ta , discussion, im p lic a tio n f o r change, and recommendations f o r f u r t h e r research. CHAPTER I I REVIEW OF THE LITERATURE This chapter presents a review o f the l i t e r a t u r e re la te d to teacher career decision making and c l i n i c a l experience. The presenta­ tio n begins w ith a discussion o f career decision as re la te d to c l i n i c a l experience, and is followed by discussions o f commitment to teaching and teacher career choice. The chapter concludes w ith a summary o f the l i t e r a t u r e . Teacher Career Decision and C lin ic a l Experience The need f o r “Professional Laboratory Experiences" a t a l l m a tu rity lev els in Teacher Education was recognized by the American Association o f Colleges f o r Teacher Education in 1951.^ I t was f e l t th a t through a lab o rato ry experience, teacher education students would have the advantage o f l i v e classroom a c t i v i t y in working w ith ch ild ren and making decisions about fu tu re teaching. American Association o f Colleges f o r Teacher Education, Revised Standards and P o lic ie s f o r A ccred itin g Colleges f o r Teacher Education o f the American Association o f Colleges f o r Teacher Educa­ t i o n , Oneonta, New York: AACTE, 1951. 9 10 Worcester 2 noted t h a t h is elementary students preparing f o r p ra c tic e teaching gained valuable experience working w ith p ublic school students p r i o r to student teaching. “Several o f the fu tu re teachers were ab le to decide a t which le v e l to do t h e i r student teach ing ." At the U n iv e rs ity o f V i r g i n i a , Jones studied various types o f professional lab o rato ry experiences which co n stitu te d an in te g r a l p a rt o f the formal p re -s e rv ic e education o f teachers p r io r to student teaching. Three o f the f i v e conclusions from the analysis o f the pre-student teaching experiences are l i s t e d : 1. A l l o f the types o f pre-student teaching experiences: observatio n, p a r t i c ip a t i o n , c h ild study, teaching, e x t r a - c u r r ic u l a r a c t i v i t i e s , and non-college lab o rato ry experiences, seemed to be conducive to success in student teaching. 2. The t h i r t y - e i g h t s p e c ific experiences considered in th is study seemed to have actual and/or p o te n tia l value as professional lab o rato ry experiences p r i o r to student teaching. 3. There was a considerable amount o f v a r ia tio n in carry over value o f various types o f pre-student teaching experiences in t o student teaching s it u a tio n s . 2 Thomas K. Worcester, “Preparing Students f o r P ra c tic e Teach­ i n g , 11 The Journal o f Teacher Education, 5:323, December, 1954. 3 Is a b e lle F. Jones, "A Study o f the Various Types o f PreStudent Teaching Experiences to Success in Student Teaching," D is s e rta tio n Abstracts I n t e r n a t i o n a l , 16: 709, 1956. n Edualino studied the r e la tio n s h ip between successful student teaching and pre-stud en t teaching experiences to determine the d iffe re n c e among students who had experiences w ith ch ild ren p r io r to student teaching and success in student teaching a t the U n iv e rs ity o f Michigan. The fo llo w in g conclusions are supported by his data: 1. Students who have had experience w ith ch ild ren in ch u rch-related a c t i v i t i e s during t h e i r high school years were much more "successful11 as student teachers than those who did not have these experiences. 2. The more hours o f experience a student had w ith ch ild re n p r io r to student teaching, the less frequent was the occurence of the problems re la te d to i n s t r u c t ­ ional methods and understanding o f o b jec tiv es in p a r t ic u la r school d i s t r i c t s . 3. Students w ith more hours o f experience w ith c h ild re n p r io r to student teaching found i t e a s ie r to solve t h e i r problems on school d is c ip lin e and adjustment to ch ild ren than those students who had fewer o f such experiences. 4 Em ilio Quia! Edualino, "The R elationship Between Successful Student Teaching and Pre-Student Teaching Experiences w ith C h ild re n ," D is s e rta tio n Abstracts I n t e r n a t i o n a l , 19:486, September, 1958. 12 4. The more hours o f experience the student had with children p r io r to student teaching, the b e tte r s a t is f ie d he was with his student teaching. In 1959, Colvin investig ated d ir e c t experiences p rio r to student teaching at Wayne State U n iv e rs ity , in order to determine answers to the follow ing questions: 1. What purposes were achieved through the program o f professional lab orato ry experiences p r io r to student teaching? 2. What were the personal c h a ra c te ris tic s o f students selected fo r study, and what had they previously learned about children and teaching? 3. What kind o f experiences p rio r to student teaching helped students achieve competencies needed fo r today's teachers? The e ffe c ts o f the p ro je c t indicated th a t "students generally showed professional growth, although differences among the in d ivid u als were noted in degree o f understanding and extent of competence re ­ vealed" . Most students became less anxious about teaching, more eager to assume r e s p o n s ib ility fo r guiding c h ild re n , and more able to id e n t if y fac to rs involved in e f f e c t iv e teaching. 5 Cynthia M. Colvin, "Achieving Readiness f o r Student Teaching Through D ire c t Experience," D is s e rta tio n Abstracts I n t e r n a t io n a l. 19:3229, June, 1959. 13 The need fo r exposure of students to l i v e classroom a c t i v i t y is recognized by Bidna and Hahn*’ . They reported th a t one major c r itic is m o f teacher education is th a t i t is a l l theory and l i t t l e p ra c tic e . For support they r e fe r to Herbert A. Thelen who re la te s th a t: "There is l i t t l e opportunity f o r prospective teachers to t e s t theory in p ra c tic a l s itu a tio n s . There is too l i t t l e opportunity f o r them to work in te n s iv e ly with p u p ils . And such opportunities as there is comes too l a t e in the program." 7 O In a report by Scrivner * the need f o r c l i n i c a l laboratory experiences f o r the tra in in g o f teachers a t the U n iv e rs ity of M ississippi was emphasized. He re la te d th a t e a rly professional courses could a ffo rd students f i r s t hand working re la tio n s and communications w ith ch ild re n . q Hunter and Amidon ind icated th a t experience with ch ild ren played an important ro le in the education o f fu tu re teachers. They c a lle d f o r the expansion o f d ir e c t experiences w ith children throughout ^David B. Bidna and Robert 0. Hahn, " P a r tic ip a tin g and Observing," The Journal o f Teacher Education, 10:319-325, September, 1959 . : 7Herbert A. Thelen, "A Proposal f o r a P i l o t Study in the Pre­ paration o f Prospective Elementary Teachers," (Chicago: Department of Education, U n iv e rs ity o f Chicago, Summer, 1954). Q A. W. S crivn er, "Professional Laboratory Experiences," Journal o f Teacher Education, 12:48-53, March, 1961. q The Elizabeth Hunter and Edmund Amidon, "D ire ct Experience in Teacher Education: Innovation and Experimentation," The Journal o f Teacher Education, 17:282-289, F a l l , 1966. 14 the professional sequence. Turney and S to n e k in g ^ found t h a t the study-teach program f o r the preparation o f teachers a t Peabody College f o r Teachers, caused some students who had planned a career o f secondary school teaching to decide to s p e c ia liz e a t the Ju n io r High Level. Harrington 11 re la te d t h a t teachers in t r a in in g should have a myriad o f experiences and contact w ith a v a r ie t y o f p u b lic school s itu a tio n s throughout t h e i r e n t i r e c o lle g e career. In th is way, they could see and fe e l what ought to be in form ulating philosophies o f education and value judgement. The professional lab o rato ry experiences provided p r i o r to student teaching in the professional education segment o f the secondary school teacher education program o f selected educational i n s t it u t io n s in I l l i n o i s was analyzed by Clerrmons. 1? Four o f the study conclusions are l i s t e d below: 1. There is a need f o r p re-s tu d en t teaching c l i n i c a l experiences which allow students, through study and David Turney and Lewis W. Stoneking, “A Professional Sequence f o r the Development o f Career Teachers," The Journal o f Teacher Education, 16:281-185, September, 1965. 11 Nancy D. H a rrin g to n , "A Challenge f o r Teacher Education," The Journal o f Education, 15 2:5 1-5 2, December, 1969. 12 James D. Clemmons, "An Analysis o f Professional Laboratory Experiences Provided P r io r to Student Teaching in Secondary Teacher Education Programs o f Selected I n s t i t u t i o n s in I l l i n o i s , " D is s e rta tio n Abstracts I n t e r n a t i o n a l . 30:4302A, A p r il 1970. 15 o bservation, the chance to observe the stages o f growth o f secondary school p u p ils . 2. In d iv id u a l " l i v e 1 observations in secondary school classrooms should be included in a pre-stud en t teach­ ing experience program. 3. Students should be affo rd ed the opportunity to a c t as teacher-aides sometime during t h e i r professional labora­ to ry experience program. 4. Most a n tic ip a te d changes in the pre-stud en t teachinglab o rato ry experiences programs. . .emphasized the involvement o f students in more meaningful and extensive ' l i v e ' experiences w ith secondary p u p ils . In a study o f the re la tio n s h ip among selected v a ria b le s con­ cerning freshmen students involved in c l i n i c a l experience and t h e i r decision-making in choosing a career in teaching, Workman 13 , a t Ohio S ta te U n iv e r s ity , reported th a t students who were decided a t the beginning and end o f the experience about teaching as a career and about a teaching area tended to have a g re a te r amount o f education re la te d work experience. Hersh 14 , a t Boston U n iv e r s ity , analyzed the professional Daniel W. Workman, “The R e lation sh ip o f Selected V a riab le s in Decision-Making Regarding Choice o f a Career in Teaching," D is s e rta ­ tio n Abstracts I n t e r n a t i o n a l , 33:4233A, February, 1973. ^ R ic h a r d Hersh, "An A n a ly tic a l Approach to the Professional T ra in in g o f Teachers," D is s e rta tio n Abstracts I n t e r n a t i o n a l , 31:265A, J u ly , 1970. 16 education o f teachers to bridge the gap between teaching theory and p ra c tic e . He in d ic a te d th a t a need e x is ts f o r providing increased o p p o rtu n itie s in professional education to allow f o r the prospective teacher to learn and t e s t theory in the context o f r e a l i t y p r io r to student teaching. His recommendations included the idea th a t pro­ fessional education programs should help prospective teachers move from the r o le o f student to t h a t o f teacher p r i o r to student teach­ ing. 15 Wood studied the in fluen ce o f lab o rato ry experiences on career expectations o f prospective business teachers at the U n iv e rs ity o f Nebraska. He found t h a t pre-student teaching lab o rato ry experiences p o s it iv e ly a ffe c te d the a t t i t u d e o f student teachers toward teaching and recommended t h a t “pre-student teaching lab o rato ry experience can be e f f e c t i v e l y used as a screening device f o r s e le c tin g teacher tr a in e e s ." I C Mosley education student. studied the career decision problem o f the beginning He noted t h a t the l a s t contact students had w ith the school was as a student in the p ub lic school. C lin ic a l experiences could supply r e a l i s t i c conditions f o r the student to analyze whether he wants to teach o r not. 15 J e rry Lee Wood, "The In flu e n ce o f Professional Laboratory Experiences Upon the Career Choice o f Undergraduate Business Teacher Education M ajors," D is s e rta tio n Abstracts I n t e r n a t i o n a l . 32:831A, August, 1971. 16 Aubrey H. Mosley, "Teacher Education: The U n iv e rs ity and the School," Kappa D elta P i , 8 :2 6 -2 7 , October, 1971. 17 Walsh 17 ind icated t h a t "e a rly contact w ith c h ild re n . . .can r e s u lt in the stu d en t's confronting important career decisions before reaching: . . .Do I r e a l l y want to teach? Usually i t is not u n t il one's period o f student teaching th a t such v i t a l questions are faced and the r e s u lta n t decision made." Walsh emphasized th a t some students nearing the end o f t h e i r teacher preparation are r e lu c ta n t to change, although they r e a l i z e t h a t they may be b e t t e r s a t i s f i e d in another p u rs u it. Cooper and Sadker helped "the prospective 18 in d ica te d t h a t c l i n i c a l experiences teacher discover e a r l i e r in his co lle g e career whether o r not he r e a l l y wants to teach." Commitment to Teaching The decision to commitment to teaching. pursue teaching as a career is In the recent p a s t, the commitment o f to the teaching profession has been a serious problem. over has been numerous. Bennett 20 equated w ith teachers Teacher tu r n - 19 conducted a review o f the l i t e r a t u r e and studied ^H uber M. Walsh, " L e t's Move the Methods Course O ff Campus," The Journal o f Teacher Education, 21:348-349, F a l l , 1970. 18 James M. Cooper and David Sadker, “Current Trends in Teacher Education Curriculum," The Journal o f Teacher Education, 23:312-317, F a l l , 1972. 19 Arnold M. G allegos, "Teacher T ra in in g : The R e a l i t i e s , " The Journal o f Teacher Education, 23:43, Spring, 1972. 20 Don Bennett, "Teacher Commitment - Whose R esp on sib ility? " The Journal o f Teacher Education. 21:515-518, W in ter, 1970. 18 the a t t r ib u t e s re la te d to commitment to teaching. He reported th a t a consensus among w r ite r s is th a t many o f the female students com­ p le tin g teacher education programs are not r e a l l y in te re s te d in teaching but look upon i t as only temporary employment . . . or . . . fa m ily income supplement. Bennett's fin d in g s ind icated t h a t "the successful completion o f the professional education sequence of courses required f o r re g u la r c e r t i f i c a t i o n had a s i g n i f i c a n t r e l a t i o n ­ ship to commitment to teach ing ." 1. He recommended th a t: A continual e f f o r t be made to i d e n t i f y prospective teachers e a r ly in t h e i r c o lle g e o r p re -c o lle g e t r a in in g so t h a t prospective guidance can d ir e c t them through t h e i r professional teacher education. 2 . An e f f o r t be made by in s tru c to rs o f professional education courses to i n s t i l l in prospective teachers a p o s itiv e commitment to teaching. 3. Methods be developed to measure aspects o f commitment to teaching. 4. Professional courses required f o r temporary c e r t i f i e d teachers be in d iv id u a liz e d to meet classroom needs. 5. Serious consideration be given to the r e -e v a lu a tio n o f methods courses taught by s p e c ia lis t s on the elementary le v e l. 6. Variables other than career m otivation and teacher in v o lv e ­ ment be i d e n t i f i e d and in v es tig ate d in re la tio n s h ip to teacher commitment. 19 Olmsted, Blackington, and Houston 21 noted th a t many view teaching as a f i r s t step to a more preferred career. They stated th a t more inform ation is needed about the why's and how's o f commit­ ment to teaching. Clark and Kingsbury 2? reported th a t simultaneous a lt e r n a t iv e teacher preparation programs may be a b e t te r approach to teacher t r a in i n g . T h e ir central p osition has th a t “no one knows the best way to prepare any person fo r any teaching r o le ." g re a te r choice in the how's . . . Students could have a o f t h e i r preparation. They empha­ sized th a t w ith th is might come g rea ter commitment. Garry 23 studied the freshman c l i n i c a l Experience Program at the Ohio S tate U n iv e rs ity . 1. She reported th a t: Students who began the q u a rte r with a firm commitment to teaching tended to make no change in level o f commitment. 2. Students who began with a t e n ta t iv e commitment to teach­ ing indicated a change in commitment to a g re a te r e x te n t. 21 Ann G. Olmsted, Frank H. Blackington I I I , and W. Robert Houston, "Stances Teachers Take: A Basis fo r S e le ctive Admission," Phi D elta Kappan, 54:330-334, January, 1974. 22 Richard J. C lark and Donald J. Kingsbury, "Simultaneous A lte r n a tiv e Teacher Preparation Programs," Phi Delta Kappan, 54:447480, March, 1973. ^ A l i c e Walsh Garry, "A Study o f S ig n ific a n t Incidents In A Teacher T raining Early Experiencing Program," D is s e rta tio n Abstracts I n t e r n a t i o n a l , 33:4216A, February, 1973. 20 Perry 24 conducted a study a t the U n iv e rs ity o f Alabama to determine the influence o f selected factors on prospective teachers in t h e i r choice o f teaching as a career. He concluded th a t clusters o f motives, influences such as good teachers, and time elements were somewhat in d ic a tiv e o f a degree o f commitment to teaching. He re ­ commended th a t the selectio n process f o r prospective teachers take in to account these factors in determining commitment to teaching. A program o f continuous Pre-Student Teaching Laboratory Experiences from the beginning o f the teacher preparation program was discussed by Shuff and Shuff. 25 They noted th a t through pre­ student teaching laboratory experiences, students would be evidencing a coimiitment to teaching . . . pc Sandefur reported an experimental study conducted at Kansas State Teachers College. "The primary o b jec tiv e o f the study was to examine the proposition th a t v a lid content in teacher education could best be achieved by providing selected c l i n i c a l laboratory and content experiences designed to produce functional behaviors." It was concluded th a t: 24 James Z. Perry, "The Influence o f Selected Factors on the Choice o f Teaching as a Career," D is s e rta tio n Abstracts In te r n a t io n a l, 3 3 :560A, A p r i l , 1973. 95 Marvin Shuff and Robert V. S h uff, "Design For Excellence: A Program f o r Laboratory Experiences," The Journal o f Teacher Educa­ tio n . 2fi J. T. Sandefur, "Kansas S tate Teachers College Experimental Study o f Professional Education f o r Secondary Teachers," The Journal o f Teacher Education, 21:386-395, F a l l , 1970. 21 1. The possession o f factual information about professional content does not necessarily commit the teacher to action consistent with th a t inform ation. 2. Behavioral changes in prospective teachers could be more re a d ily e ffe c te d by programs o f professional education th a t stressed d ire c t involvement in the teaching-learning process through meaningful laboratory experiences made releven t to content and theory. 3. Prospective teachers could be s e n s itiz e d to the use o f c e rta in desirable teaching ac tio n s, such as the use o f praise and the acceptance o f students' ideas, through a planned professional program u t i l i z i n g demonstration, observation and p a r t ic ip a tio n . Teacher Career Choice Career development in Elementary Education received very l i t t l e a tte n tio n u n t il the post World War I I years. In the e a rly 1950's, education faced the problem of increasing the number o f q u a lif ie d elementary teachers to meet the demand o f an expanding youth population. The u nsatisfacto ry re su lts obtained from teacher tra in e e recruitm ent caused many educators to question and some to explore the reason why "some people choose elementary school teaching as a career and some do not." 27 ^ R a y C. Maul, "How Many Teachers Do We Need?" o f Teacher Education, 3:9 4 , June, 1952. The Journal 22 Wilcox and Beigel 28 surveyed fir s t-s e m e s te r freshmen students in an attempt to show the s ig n ific a n c e o f m otivational fa c to rs on the choice o f teaching as a ca re er. They concluded t h a t "teaching is chosen not merely because o f i n t e ll e c t u a l i n t e r e s t b u t, more f r e ­ q u e n tly, on the basis o f emotional need." I t was recommended th a t teacher education in s t it u t io n s should in q u ire in to the basic motiva­ tions o f prospective teachers. Jordaan’ s 29 review o f research on vocational choice i n d i ­ cated th a t "Every vocational decision has a h is to r y . . . The f i n a l decision . . . is the r e s u lt of a process s tre tc h in g over many y e a rs ." Kaczkowski, e t a l . , 30 re la te d the influen ce o f exploratory experiences on stu d en ts1 choice o f a workshop course. They noted t h a t vocational decision evolves out o f the developmental process of the in d iv id u a l . . . E x p lo ra tio n , r e a l i t y te s tin g o f . . . l e t students become f a m i l i a r w ith d i f f e r e n t kinds o f opp ortun ities a v a ila b le to them. Dutton and K e is la r 's 31 review o f the l i t e r a t u r e on a t t i t u d e 28 Isobel Wilcox and Hugo G. B e ig e l, "Motivations in the Choice o f Teachinq," The Journal o f Teacher Education, 4:1 06 -10 9, March, 1953. 29 Jean P ie rre Jordaan, "The Vocational Choice," The Journal o f Teacher Education, 6 : 3 , March, 1955. 3^Henry Kaczkowski, C l i f f o r d George, and Paul G allag her, "The In flu e n ce o f an Exploratory Shop Course," Vocational Guidance Q u a r t e r ly . 11:202-203, S pring, 1963. 31 W ilber H. Dutton and Evan R. K e is la r , " A ttitu d e s Toward Teaching," The Journal o f Teacher Education, 12:165-171, June, 1961. 23 toward teaching in d ica te d th a t the way an in d iv id u a l fe e ls toward a profession and his d is p o sitio n toward o vert action seem to play an important p art in the se lec tio n o f a profession as a career. Austin 32 conducted a study to assess the career expectations o f 650 male high school seniors on t h e i r personal c h a ra c te ris tic s when they were in the ninth grade . . . The students' . . . career choice a t the ninth grade level were the best p redictors o f career outcome at the tw e lft h grade l e v e l . Elton 33 inves tig ate d the influence o f p e rs o n a lity and ap titu d e pred icto rs on the career ro le choice and vocational choices o f entering freshmen a t the U n iv e rs ity o f Kentucky. The analysis o f the data revealed th a t: 1. P e rs o n a lity fac to rs accounted f o r the major p art o f d is crim in atio n in vocational choice. 2. A combination o f a b i l i t y and p e rs o n a lity accounted fo r the major p a rt o f d is c rim in a tio n in career ro le choice. Delong 34 described the teacher preparation program a t Grand 3? Helen S. A u s tin , "Career Development During High School Years," The Journal of Counseling Psychology, 14:94-98, March, 1967. 33 Charles F. E lto n , "Male Career Role and Vocational Choice: T h e ir P re d ic tio n w ith P e rs o n a lity and Aptitude V a ria b le s ," The Journal o f Counseling Psychology, 14:99-105, March, 1967. ^ G r e t a Delong, "Toward More Meaningful Teacher P re p ara tio n ," The Journal o f Teacher Education, 2 2 :1 5 -1 7 , Spring, 1971. 24 V a lle y S tate College. Students were required to spend 90 f u l l days in the p ub lic schools. The v a r ie t y o f experience in p ub lic schools provided opportunity f o r students to explore many facets of public school education before deciding on a s p e c ific vocation or teaching assignment. Austin 35 studied the patterns o f career change over tim e, and noted t h a t : 1. The career s h i f t s , w ith t h e i r re s u ltin g net "gains11 and "losses" to various occupational groups, re fle c te d th a t a student perceives and in te r p r e ts an occupational career d i f f e r e n t l y a t d i f f e r e n t stages o f his educa­ tio n a l and occupational development. 2. Career changes occurred as a r e s u lt o f personal develop­ ment and educational experiences. 3. Consistent patterns o f s h i f t re fle c te d environmental and c u ltu r a l influences on career decision. Wish and Hasazi in v e s tig a te d the r e la tio n s h ip o f achieve­ m ent-relate d m o tivatio nal v a ria b le s and subject p r o b a b ilit y o f success to c u r r ic u la r choice in college males. The analysis of the data in ­ dicated th a t when f e a r o f f a i l u r e was g re a te r than the need fo r 35 Helen S. A u s tin , "Patterns o f Career Choice Over Time," Personnel and Guidance J o u rn a l, 45 :541-546, February, 1967. 36Peter A. Wish and Joseph E. Hasazi, "M otivational Determinants o f C u rr ic u la r Choice in College Males," The Journal o f Counseling Psychology. 20:121-131, March, 1973. 25 achievement, subjects chose majors with e it h e r a low or high p r o b a b ility o f success, regardless o f how p r o b a b ilit y o f success was judged. When need f o r achievement was the g re a te r o f the motives, re s u lts depended on how the p r o b a b ility o f success was determined. Subjects chose majors w ith a low or high p r o b a b ility o f success when the s e l f was used as the standard o f judgment, but chose majors w ith an interm ediate p r o b a b ilit y o f success when others were used as the standard. Robbins 37 re la te d th a t the decision-making process in pro­ fessional education w i l l s h i f t from th e o ry -o rie n te d to experienceo rien ted people. He emphasized th a t the prospective teacher w i l l move through a series o f sequential experimental ro le s — teacher a id e , p a r t ic ip a n t observer, a s s is tin g teach er, associate tea ch er, in te rn tea ch er, extern teacher— in route to becoming a f u l l y c e r t i f i e d teacher. Summary The review o f the l i t e r a t u r e has re fle c te d the major th in kin g in the area o f teacher career choice and c l i n i c a l experience. The ideas are summarized in the fo llo w in g statements. 1. Most w rite r s who d e a lt w ith pre-student teaching c l i n i c a l experience tended to agree th a t such experiences w ith children were advantageous f o r prospective teachers. 2. A need f o r a g re a te r commitment o f teachers to the teach­ ing profession was recognized. 37 Glaydon D. Robbins, "New Preparation f o r Teachers,1' Educational Forum, 36 :99-102, November, 1971. The 26 3. Although the decision to pursue a career may occur as a r e s u lt o f experiences encountered over many ye ars, exposure to environmental experiences tended to aid in decision-making. CHAPTER I I I DESIGN OF THE STUDY Chapter I I I describes the methodology used in conducting the study and includes a discussion o f d e f i n i t i o n s , population, sample, hypotheses, design, the instrument and format headings. D e fin itio n s The fo llo w in g d e f i n i t i o n s c l a r i f y p e rtin e n t terms which are used through the study. 1. C l i n i c a l experiences are elementary classroom experiences provided in Education 101A f o r pre-education students seeking admission to elementary teacher c e r t i f i c a t i o n programs. As a te a c h e r's a id e , pre-education students are required to spend one day each week f o r one ten-week term in an actual elementary classroom s e ttin g under the supervision o f a re g u la r elementary teacher with re g u la r contact by u n iv e r s it y f a c u lt y both in the elementary classroom and in la rg e groups on campus. 2. Continuing education majors are those Michigan S ta te U n iv e rs ity students who have successfu lly completed Education 101A and are pursuing an elementary teacher c e r t i f i c a t i o n program in one o f the fo llo w in g : 27 elementary 28 education, special education, or c h ild development and teaching (pre-school education). These majors have not y e t e n ro lle d in student teaching. 3. Graduates are those Michigan S ta te U n iv e rs ity students who su ccessfu lly completed Education 101A and a l l re­ quirements f o r elementary teacher c e r t i f i c a t i o n and graduated w ith an undergraduate degree and teaching c e rtific a te . 4. Noncontinuing Education Majors are those Michigan S ta te U n iv e rs ity students who have su c cessfu lly completed Education 101A but have not pursued an elementary teacher c e r t i f i c a t i o n program. 5. Pre-Education students are those Michigan S ta te U n iv e rs ity students required to successfu lly complete Education 101A, the p r e - r e q u is ite course f o r admission to elementary teacher c e r t i f i c a t i o n programs as described in item 2 above. 6. Education 101A— Exploring Elementary Teaching, is a th ree hour c l i n i c a l experience course requ ired o f a l l students seeking admission to the Michigan S ta te U n iv e rs ity e le ­ mentary c e r t i f i c a t i o n program as described in item 2 above. The c u rre n t Michigan S ta te U n iv e rs ity catalog describes Education 101A as: Emphasis on the nature o f teaching in the elementary school achieved through f i e l d experiences w h ile serving 29 as a teacher aide in the elementary classroom. Concurrent le c tu re sessions focus on techniques o f classroom management and o p e ra tio n .! 7. Education 101A Equivalency is "a course given in a community college (o r another fo u r y e ar co lle g e) which may be considered eq u iv alen t to the M.S.ll. Education 101A Exploring Teaching i f the fo llo w in g conditions are met: 8. a) The student s h a ll have a minimum o f 60 contact hours in the re g u la r elementary, nursery school, Headstart o r special education classroom during the re g u la r school y e a r , a t which time the c h ild re n are engaged in customary school learning tasks. b) The student sh a ll have re g u la r supervision by an in d iv id u a l responsible f o r the exploring teach­ ing experience. c) There s h a ll be re g u la r contact between the college supervisor and the student in a group s e ttin g or in a one-to-one s e ttin g f o r the purposes o f feed ­ back and c l a r i f i c a t i o n o f stu d en t's perceptions o f teacher aide tasks and his performance in c a rryin g out these tasks. d) The supervisor and the classroom teacher s h a ll make a serious e f f o r t to evaluate the stu d en t's performance as a teacher a i d e . “2 P r io r Classroom Experiences are those contacts with c h ild r e n , youth, and adults which make a d ir e c t c o n t r i ­ bution to an understanding o f guiding in d iv id u a ls and are ^Michigan S ta te U n iv e rs ity Catalogue, Description o f Courses S e ctio n , Michigan S ta te U n iv e rs ity P u b lic a tio n s , Vol. #6, p. 197, 1971. 2 College o f Education, "Education 101A Course Equivalency G u id e lin e s ," Michigan S ta te U n iv e rs ity P u b lic a tio n s , 1972. 30 not considered requirements f o r successful completion o f Education 101A. 9. Student Teachers are those Michigan S tate U n iv e rs ity students who successfully completed Education 101A along w ith a l l other c e r t i f i c a t i o n requirements and are en ro lled or have completed student teaching (Education 436) but have not graduated. 10. Waiver students are those students possessing experience eq uivalent to Education 101A f o r admittance to elementary teacher c e r t i f i c a t i o n programs. Population The population f o r th is study consists o f 793 Michigan S tate U n iv e rs ity graduates, student teachers, continuing education majors, non-continuing education majors 3 and 141 waiver students 4 who success­ f u l l y completed Education 101A or. i t s e q u iv a le n t, p r e -r e q u is ite fo r entrance in to an elementary teacher c e r t i f i c a t i o n program, during the F a ll term 1971 through the F all term 1973. Michigan S tate U n iv e rs ity r e g is t r a tio n records were used to i d e n t i f y the 934 student population f o r th is study. Education 101A O ffic e o f the R e g is tr a r , Michigan S tate U n iv e rs ity Final Grade L is t f o r Education 101A, F a ll term 1971 to F a ll term 1973, in ­ c lu s iv e . ^Undergraduate Student A f f a ir s O f f ic e , Education 101A w aivers, College o f Education, F a ll term 1971 to F a ll term 1973, in c lu s iv e . 31 class l i s t s from the F all term 1971 through the F a ll term 1973 were used to subdivide the populatiTJrr^into f i v e groups f o r study. Sample The sample population was a d ir e c t proportion random sampling o f Michigan S ta te U n iv e rs ity students who successfully completed Education 101A or i t s e q u iv alen t during the F a ll term 1971 through the F a ll term 1973. The sample was selected in the fo llo w in g manner: A c l a s s if i c a t io n o f f i v e sub-groups was made o f the 934 Michigan S ta te U n iv e rs ity students who successfully completed Educa­ tio n 101A o r i t s eq u ivalen t during the F a ll term 1971 through the F a ll term 1973. On the average, i t was found th a t the r a t i o o f students seeking entrance in to elementary c e r t i f i c a t i o n programs was 5 females to 1 male. To be consistent w ith the study design, i t was necessary th a t the sample population be a t or near a 50-50 male, female s p l i t . The o rig in a l population o f 934 was divided f i r s t in to male and female subjects and then a random s e le c tio n performed ob­ ta in in g the f i v e group sample populations. 5 R a j's random number tab les together w ith the Michigan S tate U n iv e rs ity F a ll term 1971 through F a ll term 1973 Education 101A f i n a l grade l i s t were used to randomly s e le c t t h i r t y subjects f o r each o f the f i v e groups. A basic group s iz e o f t h i r t y was due to the lim ite d s iz e o f ^Des R a j, The Design o f Sample Surveys, (M cG raw -H ill, I n c . , 1972), pp. 364-68. 32 the non-continuing education group which consisted o f 31 su b je cts . This group had a female to male r a t i o o f 2 to 1. A r a t i o o f 1 to 1 male and female was obtained f o r the graduates, student tea ch ers, continuing education majors, and w aiver students. Hypotheses The n ull form is u t i l i z e d in s t a tin g the hypotheses. Ho. 1 There is no d iffe re n c e among the graduates, student teach ers, continuing education m ajors, non-continuing education majors and w aiver students on s e l f stated m otivation f o r teach ing , a t t i t u d e toward Education 101A and a p p lic a tio n o f Education 101A to d es ire to teach. Ho. 1 A There is no d iffe re n c e among graduates, student teach ers, continuing education majors, non-continuing education majors and w aive r students on s e l f sta ted m otivation f o r teaching. Ho. 1 B There is no d iffe re n c e among graduates, student teachers, continuing education m ajors, non-continuing majors and w aiver students on a t t i t u d e toward Education 101A. Ho. 1 C There is no d iffe re n c e among graduates, student teachers, continuing education majors, non-continuing education majors and w aiver students on a p p lic a tio n o f Education 101A to desire to teach. 33 Ho. 2 There is no d iffe re n c e between male and female on s e l f stated motivation f o r teaching, a t t it u d e toward Education 101A and a p p lic a tio n o f Education 101A to desire to teach. Ho. 2 A There is no d iffe re n c e between male and female on s e l f stated motivation f o r teaching. Ho. 2 There is no d iffe re n c e between male and female on B a t t i t u d e toward Education 101A. Ho. 2 C There is no d iffe re n c e between male and female on a p p lic a tio n o f Education 101A to desire to teach. Ho. 3 There is no d iffe re n c e between persons who have had no experience w ith children before Education 101A on s e l f stated motivation f o r teaching, a t t it u d e toward Education 101A, and a p p lic a tio n o f Education 101A to desire to teach. Ho. 3 A There is no d iffe re n c e between persons who have had no experience w ith ch ild ren p r io r to Education 101A and persons who have experience with children before Education 101A on s e l f stated m otivation f o r teaching. Ho. 3 There is no d iffe re n c e between persons who have had B no experience w ith children p r io r to Education 101A and persons who have experience w ith children before Education 101A on a t t it u d e toward Education 101A. Ho. 3 C There is no d iffe re n c e between persons who have had no experience with children p r io r to Education 101A 34 and persons who have experience w ith ch ild re n before Education 101A on a p p lic a tio n o f Education 101A to d es ire to teach. Ho. 4 There is no d iffe r e n c e among the class le v e ls : sophomore, j u n i o r , se n io r and graduate, on s e l f s ta te d m otivation f o r tea ch in g , a t t i t u d e toward Education 101A, and the a p p lic a tio n o f Education 101A toward d es ire to teach. Ho. 4 A There is no d iffe re n c e among the class le v e ls : sophomore, j u n i o r , se n io r and graduate, on s e l f sta ted m otivation f o r teaching. Ho. 4 B There is no d iffe r e n c e among the class le v e ls : sophomore, j u n i o r , s e n io r and graduate, on a t t i t u d e toward Education 101A- Ho. 4 C There is no d iffe re n c e among the class le v e ls : sophomore, j u n i o r , senior and graduate, on a p p lic a tio n o f Education 101A to desire to teach. Ho. 5 There is no d iffe r e n c e between Michigan S ta te U n iv e rs ity students re ce ivin g waivers and those Michigan S ta te U n iv e rs ity students who su c cessfu lly completed Education 101A f o r admission in t o elementary teacher c e r t i f i c a t i o n programs on s e l f s ta te d m otivation f o r teach ing , a t t i ­ tude toward Education 101A. Ho. 5 A There is no d iffe r e n c e between Michigan S ta te U n iv e rs ity students re c e iv in g waivers and those Michigan State 35 U n iv e rs ity students who su c cessfu lly completed Educa­ tio n 101A f o r admission in to elementary c e r t i f i c a t i o n programs on s e l f stated m otivation f o r teaching. No. 5 There is no d iffe re n c e between Michigan S ta te U niverB s i t y students re ce ivin g waivers and those Michigan S ta te U n iv e rs ity students who su c cessfu lly completed Education 101A f o r admission in to elementary c e r t i ­ f i c a t i o n programs on a t t i t u d e toward Education 101 A. Design The methodology o f the study is a three way an alysis o f varia n c e. A m u lt iv a r ia t e and u n iv a r ia te analysis performed on f i v e groups, graduates ( 6 ^ ) , student teachers (Gg), continuing education majors (G ^), non-continuing education majors (G ^), and w aiver students (Gg), contrasted sex and experience w ith the dependent v a ria b le s , s e l f stated m otivation f o r tea ch in g , a t t i t u d e toward Education 101A and a p p lic a tio n o f Education 101A to desire to teach. A ll hypotheses constructed were tested a t the .05 le v e l o f s ig n ific a n c e . The study design is as fo llo w s : MALE No Experience Experience No Experience 4 4 4 4 30 16 4 4 4 4 30 16 4 4 4 4 30 16 4 4 4 4 30 16 4 4 4 4 30 16 Experience G1 G2 G3 G4 Gc FEMALE__________ 36 The study design contained 20 group c e lls and allowed f o r a 60 percent questionnaire response. A ll group c e l l s , except no experience male and female o f group f i v e , were covered by the f u l l compliment o f questionnaire questions made on the th ree dependent variables and these c e lls are not ap p licab le to waiver students by d e fin itio n . The dependent v a r ia b le , a p p lic a tio n o f Education 101A to d esire to teach was not ap p lic ab le to w aiver students and was not a p a rt o f the study. L im ita tio n s o f the study include two concerns. rence o f zero c e ll frequencies was one p o s s i b i l i t y . The occur­ The p r o b a b ility th a t such an event would occur was reduced by f i r s t d iv id in g the subjects o f each group in to categories o f male and female subjects. Then, a random s e le c tio n was made o f male subjects female subjects f o r the f i v e groups studied. separate from This process yie ld e d e it h e r a 50-50 or near 50-50 d iv is io n o f male and female sample population insuring non-zero c e ll frequencies. Four groups o f 50 percent male and female r a t i o and one group o f 60-40 percent female to male r a t i o were obtained. The second design problem was the p o s s i b i l i t y o f not main­ ta in in g a tru e proportion o f subjects in each sample group population to r e f l e c t the o r ig in a l group population. To control f o r th is problem, a s e le c tio n o f the maximum number o f subjects in the sm allest o rig in a l group as the sample group size was made. This re su lted in an equal c e ll frequency o f 4 f o r a possible 60 percent questionnaire response. Equal group sample population was necessary to control fo r type 1 37 errors ( r e je c t in g Ho when in f a c t Ho is t r u e ) and to allow f o r estima­ tions w ith in standard d e v ia tio n o f non-zero observation c e l ls . A m u ltiv a r ia te and u n iv a ria te three-way analysis o f variance was performed on hypotheses Ho. 1, Ho. 2, Ho. 3 , and Ho. 5. u n iv a ria te an alysis was performed on Ho. 4. A one-way This method was used to determine i f a d iffe re n c e existed among the hypotheses on the v a ria b le s , s e l f stated motivation f o r teach ing , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to desire to teach. The demographic data c o lle c te d in questions 1 through 7 o f the Pre-Elementary education questionnaire form was analyzed. Dependent v a ria b le data were c o lle c te d in questions 8 through 20 on the Pre-Elementary education questionnaire form. The fo llow ing combination o f questions were formed as a r e s u lt o f recommendations o f the Elementary Screening and S election Advisory Committee and the Michigan S ta te U n iv e rs ity Research Department. 1. S e lf sta ted m otivation f o r teaching ( Y ^ o r SELFST was formed by the questions 8, 11, 12, 17, 19, and 20. [Sym bolically: 2. Y1 = X-| + A tt itu d e toward Education 101A (Yg) o r ATTITD was measured w ith questions 15 and 18. 3. + Xg + X^Q + X ^ + X-jg], [S ym bo lically: Yg = X ^ - Xg]. A p p lic a tio n of Education 101A to d es ire to teach ( Y g ) or APPLIC was measured w ith questions 9 , 10, 13, 14, and 16. [Sym bo lically: Y g = X g + Xg + X g + X y + Xg ] . 38 Instrument The questionnaire used in th is study was designed by the researcher w ith the assistance and advisement o f the Elementary Education Screening and S e le ctio n Advisory Committee. The i n s t r u ­ ment was unique to th is study, and th e r e f o r e , face and content v a l i d i t y as perceived by the experts was used as described below. The L ik e r t approach to scaling was used w ith the instrum ent. This method was chosen because o f the i n t e r e s t in a t t i t u d e and the ready a d a p t a b ilit y o f t h is scale to I.B .M . processes. A score o f 5 was assigned to the p o s itio n , "stro n g ly agree", decreasing in value to a low o f 1 f o r the p o s itio n , "stro n g ly disagree". A score o f 0 was assigned to the p o s itio n , "not a p p lic a b le " . A l i s t o f dependent v a ria b le s to gether w ith a l i s t o f questions was sent to the Screening and S election Advisory Committee f o r Admission in to Elementary Teacher C e r t i f i c a t i o n Programs. The Advisory Committee received the questions and added p e r tin e n t comments. These data were compiled and a questionnaire formed. The revised question n aire was returned to the Advisory Committee, who acted as a review panel. The committee in d ic a te d t h e i r preference o f questions used and reviewed the revised question n aire f o r c la rity . From these data c o lle c t e d , the questionnaire was revised again and considered the actual instrument to be administered to the sample population. 39 Procedure The procedure describes the methods used to id e n tify group subjects and to c o lle c t and analyze data fo r the study. One hundred and f i f t y subjects, representing f i v e groups f o r study* were randomly selected from the F all term 1971 through the Fall term 1973 Education 101A Final Grade L is t during the spring term 1974. On A p ril 5, 1974, a questionnaire, cover l e t t e r , and self-addressed stamped envelope were mailed to each subject requesting p a rtic ip a tio n in the study by completing and returning the questionnaire. F i f t y - e i g h t percent o f the population responded by A p ril 30, 1974. On May 2 , 1974, a non­ response follow -up l e t t e r was sent to a l l non-respondents. 1974, a seventy-one percent response was received. By May 20, Table 3.1 i l l u s ­ tra te s the population d is tr ib u tio n and the number o f responses received. Table 3 .1 . Summary o f the Population D is trib u tio n Responses. Number Mailed Subjects Number Returned Male Female Total Percentage Returned Male Femal e Total 150 47 59 106 44 56 71 30 8 8 16 50 50 53 Student Teachers 30 10 13 23 43 57 77 Continuing Educa­ tio n Majors 30 13 11 24 54 46 80 Non-continuing Education Majors 30 4 18 22 18 82 73 Waiver Students 30 12 9 21 57 43 70 Total Population Graduates The questionnaire data returns were coded f o r IBM key punch processing and tran sferred to IBM cards. The computer programs used 40 were designed to t e s t th e hypotheses f o r s ig n ific a n c e a t the .05 le v e l. I f a hypothesis t e s t was s i g n i f i c a n t a t the .95 le v e l o f confidence, the computer program would a u to m a tic a lly t e s t the th ree dependent v a ria b le s a t the .0167 le v e l o f s ig n ific a n c e f o r the d iffe re n c e t h a t ex iste d among the groups. F in n ’ s6 m u l t iv a r ia t e an a ly sis o f variance was used to f in d the o v e ra ll s ig n ific a n c e o f hypotheses. The analysis o f data was performed through the use o f the CDC 3600 IBM computer. Summary Chapter I I I includes d e s c rip tio n s o f the procedures, methods, sources o f data u t i l i z e d to in v e s tig a te the f i v e groups studied o f s e l f s ta te d m o tiva tio n f o r tea ch in g , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to d es ire to teach. With the assistance o f the Elementary Screening and S e le ctio n Advisory Committee f o r Admission in to Elementary Teacher C e r t i f i c a t i o n Programs, twenty questions were se lected f o r the q u e s tio n n a ire . The instrument was mailed to 150 subjects who su c cessfu lly completed Education 101A c l i n i c a l experience or i t s w aiver e q u iv a le n t during the F a ll term 1971 through the F a ll term 1973. A 71 percent question­ n a ir e response was received. The data from the returned q u estio n n aire were q u a n tifie d and Jereniy D. F in n , " M u ltiv a r ia n c e ," Version 4 (B u ffa lo : S ta te U n iv e rs ity o f New York a t B u f f a lo , Department o f Educational Psychology, June 1968). 41 F in n 's m u l t iv a r ia t e an a ly s is o f variance used to f i n d o v e r a ll s ig n ific a n c e a t the .05 l e v e l . U n iv a ria te analyses were performed a t the .0167 le v e l o f s ig n ific a n c e . The data are o rg an ized , presented, and analyzed in Chapter IV . CHAPTER IV ANALYSIS OF DATA The analysis o f the f i v e hypotheses tested in the present study are presented in the f i r s t section of th is chapter. t h is is a summary o f the data c o lle c te d . Following The Analysis o f Data is concluded w ith a chapter summary. A n a ly tic a l Instrument The instrument used to measure the three dependent v a ria b le s o f the study was the Pre-Education C lin ic a l Experience and Teacher Career Decision Q uestionnaire. Items 1 through 7 o f the Pre-Education c l i n i c a l experience questionnaire e l i c i t s demographic inform ation about age, sex, sopho­ more, j u n i o r , s e n io r, graduate, teaching r e la te d experience and pre­ ference f o r teaching. Items 8 through 20 ask teacher career inform ation fo r measurement o f the dependent v a r ia b le s , s e l f stated m otivation fo r teach ing , a p p lic a tio n o f Education 101A to desire to teach and a t t it u d e toward Education 101A. Experimental Design The data c o lle c te d f o r the o v e ra ll experimental design and the experimental hypotheses designs f o r Ho. 4 and Ho. 5 are explained in 42 43 tables 4.1 and 4 .2 . The tab les i l l u s t r a t e c e ll frequency d i s t r i b u t i o n , c e ll mean and standard d ev ia tio n and grand mean f o r th ree dependent v a ria b le s . Negative means are a r e s u lt o f negative questions th a t r e ­ quired reversals f o r scoring. C ell Mean, Frequency, Standard D eviation and Grand Mean o f Experience o f Male and Female on S e l f Stated M o tiv a tio n , A t t itu d e and A p p lic a tio n . Female G? c. 11.20 13.40 0 .4 0 12.25 2.63 13.00 4 .0 8 No Response ------------ ------ n=5 1.92 5.32 0.55 14.80 14.80 0.80 -------- ------ n=9 ------------ ------ n=4 Go 3.32 1.32 0.50 11.67 13.33 - 0 .3 3 -------- ------ n=l Ga ------------ 15.00 0.00 0.00 8.00 No Response 16.50 16.75 0.25 ------ n=3 11.33 10.67 - 1 .3 3 -------- ----------------- -------------- ------ n=7 9.29 10.00 0 .5 7 Gc D Grand 11.5 Mean 8.85 - .046 6.45 2.22 0.50 SELFST 15.00 1.00 14.00 2.91 APPLIC 0.6 7 5.77 14.70 3.02. 0.3 3 0 .5 8 ATTITD 0.8 0 0.92 ------ n= 3 ------------- — n = 8 -------- ---------------9.6 7 3.21 12.33 2.89 No Response 13.00 13.38 0 .3 8 ------------ ------ n = 5 ------------- 1.58 6.03 1.53 SELFST APPLIC ATTITD 2.94 3.40 0.82 n = 3 ---------- ------ n=10 ------ — 3.77 4.15 1.30 16.00 14.25 1.00 -* 5.20 6 .8 0 -.2 0 3.11 3.42 0 .4 5 ------------ ------------------------------- 12.69 11.62 0 .8 5 SELFST APPLIC ATTITD ---------------- 3.73 4.37 1.34 SELFST APPLIC ATTITD ------ n = 8 ---------- ---------------16.38 12.25 0 .5 0 5.47 4.58 1.99 4.31 1.60 0.52 1 1 1 1 ------ ------ n=5 2.63 4.97 0.55 10.00 11.20 0.40 to 3.06 10.33 3.51 13.67 No Response Experience n=4 Mean S.D. i i i i G11 Experience n=5 Mean S.D. No Experience n=4 Mean S.D. ii No Experience n=3 Mean S.D. Male =3 Table 4 .1 . 1.85 2.96 1.85 SELFST APPLIC ATTITD 12.0 9 .9 14.0 SELFST 12.4 7.46 12.95 APPLIC 4.27 ATTITD .29 -.0 0 0 6 44 Table 4 . 2 . C e ll Frequency, Mean Standard D eviatio n and Grand Mean o f C la s s if ie d Group I n t e r e s t on S e l f Stated M o tiv atio n f o r Teaching, A t t it u d e Toward Education 101A and A p p lic a tio n o f Education 101A to Desire to Teach. Ho.4 H o.5 n=25 Graduates n=63 Mean S.D. 12.20 11.36 0 .8 0 4.796 4 .3 48 1.354 SELFST APPLIC ATTITD Mean S.D. G -j+ G ^ lS .M 3 .6 3 SELFST 0 .3 5 0 .7 4 ATTITD - ------ n=40 --------13.30 13.18 0 .4 0 Seniors 3.398 3.961 1.081 SELFST APPLIC ATTITD Gr SELFST APPLIC ATTITD Grand Mean b n=18 12.50 SELFST 0 .4 4 ATTITD 12.998 SELFST ___ __________ _____ 12 .88 13 .38 -.0 8 Juniors ____ Sophomores Grand Mean n -l? 10.08 11.83 0 .1 7 12.55 12.63 .389 4.330 3.201 .891 .37 ATTITD _______ 5.071 5.096 5.774 SELFST APPLIC ATTITD SELFST APPLIC ATTITD Hypotheses The hypotheses te s te d in t h is study are presented below. A t a b u la r p re s e n ta tio n o f r e s u l t s , d e s c rip tio n o f s ig n ific a n c e t e s tin g done and a s ig n ific a n c e statement accompanies each hypothesis. i n t e r a c t i o n terms see Appendix C, Table C . l ) . (For 45 Hypothesis H o .l There is no d iffe re n c e among the graduates, student te a c h e rs , continuing education m ajors, non-continuing education majors, and w aiver stu d en ts, on s e l f s ta ted m o tivatio n f o r teach­ in g , a p p lic a tio n o f Education 101A to d e s ire to tea ch , and a t t i t u d e toward Education 101A. A m u l t iv a r ia t e three-way an alysis o f variance te s te d the s ig n ific a n c e o f hypothesis H o . l . The re s u lts were s i g n i f i c a n t as i l l u s t r a t e d in Table 4 , 3 . Table 4 . 3 . Source o f V a ria tio n Groups MANANOVA o f S e lf Stated M o tiv atio n f o r Teaching, A p p li­ ca tio n o f Education 101A to Desire to Teach, and A tt it u d e Toward Education 101A f o r Five I n t e r e s t Groups. df M u lti v a r ia t e F-Test ANOVA P < 12,217 2.197 .0129* Hypothesis Mean Square U n iv a ria te F -T e st ANOVA P <_ SELFST ERROR 4 84 23.499 13.392 1.755 .146 ATTITD ERROR 4 84 1.171 1.085 .994 .416 APPLIC ERROR 4 84 69.189 14.480 4 .7 7 8 .0 0 1 7 ** * S i g n i f i c a n t a t th e .05 l e v e l . * * S i g n i f i c a n t a t th e .0167 l e v e l . Hypothesis Ho.l was designed to t e s t th e d iffe r e n c e among the 1 groups on the th re e dependent v a r ia b le s . le v e l o f s ig n if ic a n c e . I t was tested a t the .05 A p r o b a b ilit y o f p less than .0129 was obtained. This in d ic a te d th a t the group m u l t iv a r ia t e F - t e s t v a lu e , 2 .1 9 7 , was 46 s i g n i f i c a n t and t h a t a d iffe r e n c e e x is te d among the f i v e groups on a t le a s t one o f the dependent v a ria b le s . Hypothesis H o .l:A There is no d iffe r e n c e among the graduates, student tea ch ers, continuing education m ajors, non-continuing education majors, and w aiver students on s e l f sta te d m otivation f o r teach­ ing. And Hypothesis H o .l:B There is no d iffe r e n c e among the graduates, student te a c h e rs , continuing education m ajors, non-continuing education m ajors, and waiver students on a t t i t u d e toward Education 101A. A three-way ANOVA tes ted the s ig n ific a n c e o f hypotheses H o .l:A and H o .l:B . The re s u lts o f the F -te s ts are i l l u s t r a t e d in Table 4 .3 . The n u ll hypotheses f o r s e l f sta te d m o tivatio n f o r teaching and a t t i t u d e toward Education 101A were not re je c te d a t the .0167 le v e l o f s ig n ific a n c e . The p r o b a b i l i t y , p less than .00 17 , in d ic a te d t h a t the d iffe r e n c e among the groups was on the a p p lic a tio n o f Education 101A to d es ire to teach. Hypothesis H o .l:C There is no d iffe r e n c e among the graduates, student tea ch ers, continuing education m ajors, non-continuing education majors, and w aiver students on a p p lic a tio n o f Education 101A to d es ire to teach. 47 A three-way ANOVA te s te d the s ig n ific a n c e o f hypothesis H o .l:C . The re s u lts o f the analysis is given in Table 4 .3 . Hypothesis Ho.2 There w i l l be no d iffe r e n c e between males and females on s e l f s ta te d m o tiv a tio n f o r tea ch in g , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to d es ire to teach. A m u l t iv a r ia t e three-way ANOVA was performed to t e s t the s ig n ific a n c e o f hypothesis H o.2. t e s t was s i g n i f i c a n t . The o v e ra ll m u l t iv a r ia t e F-rafcio The re s u lts o f the a n a ly sis are given in Table 4 .4 . Table 4 .4 . MANOVA o f Sex on A p p lic a tio n o f Education 101A to D esire to Teach, S e lf Stated M o tiv atio n f o r Teaching and A t t i t u d e Toward Education 101A. Source o f V a ria tio n df M u lt i v a r i a t e F-Test ANOVA P < Sex 3 , 82 2.735 .0489* Source o f V a ria tio n df Hypothesis Mean Square U n iv a ria te F-Test ANOVA P £ Sex SELFST ERROR 1 84 15.794 13,392 3.868 .051 ATTITD ERROR 1 84 3.950 1.085 3.352 .071 APPLIC ERROR 1 84 5.364 14.480 .371 .545 * S i g n i f i c a n t a t the .05 lev el o f s ig n ific a n c e . The n u ll hypothesis o f the group sex comparison was re je c te d a t th e .95 le v e l o f confidence. The s ig n ific a n c e o f the m u l t iv a r ia t e 48 F - t e s t in d ic a te s t h a t a d iffe r e n c e e x is te d on sex among the groups studied on a t le a s t one o f th e dependent v a r ia b le s . However, the u n iv a r ia t e F - t e s t performed on the dependent v a r ia b le s , a t the 1 /3 alpha le v e l o f s ig n if ic a n c e , in d ic a te d t h a t no d iffe re n c e e x is te d among the f i v e groups on the th re e dependent v a ria b le s i l l u s t r a t e d in Table 4 .4 . The n u ll hypotheses f o r the comparison o f sex w ith s e l f s ta te d m o tivatio n f o r teach ing , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to d e s ire to teach were not re je c te d a t the .05 le v e l o f s ig n if ic a n c e . Hypothesis Ho.2:A There w i l l be no d iffe re n c e between males and females on s e l f sta te d m o tiva tio n f o r teach ing . And Hypothesis Ho.2:B There w i l l be no d iffe re n c e between males and females on a t t i t u d e toward Education 101 A. And Hypothesis Ho.2:C There w i l l be no d iffe r e n c e between males and females on a p p lic a tio n o f Education 101A to d es ire to teach. A th re e way ANOVA was performed to t e s t the s ig n ific a n c e o f hypotheses Ho.2:A, Ho.2:B, and Ho.2:C. s ig n ific a n t. The u n iv a r ia t e F -te s ts were not The re s u lts o f the analyses are given in Table 4 .4 . 49 Hypothesis H o.3 There w i l l be no d iffe r e n c e between persons who have had no experience w ith ch ild re n p r i o r to Education 101A and persons who have experience w ith c h ild re n b efo re Educa­ tio n 101A on s e l f s ta te d m o tiv a tio n f o r te a c h in g , a t t i t u d e toward Education 101A and a p p lic a tio n o f Education 101A to d e s ire to teach. A m u l t iv a r ia t e three-way ANOVA was performed to t e s t the s ig n ific a n c e o f hypothesis Ho.3 . was s i g n i f i c a n t . Table 4 . 5 . The F - r a t i o f o r m u l t iv a r ia t e t e s t The r e s u l t o f the an alysis is given in Table 4 \5 . MANANOVA o f S e l f Stated M o tiv a tio n f o r Teaching, A t t it u d e Toward Education 101A, and A p p lic a tio n o f Education 101A to D esire to Teach on Experience. Source o f V a r ia tio n M u lt i v a r i a t e F -T e st df 7.051 3 , 82 Experience ANOVA P <_ .0003* df Hypothesis Mean Square U n iv a ria te F-Test ANOVA P SELFST ERROR 1 84 193.765 13.392 14.469 .0 0 3 * * ATTITD ERROR 1 84 5.092 1.085 4.3 22 .0407* APPLIC ERROR 1 84 25.632 14.480 1.770 .187 ^ S ig n if ic a n t a t th e .05 le v e l o f confidence. * * S i g n i f i c a n t a t th e .0167 le v e l o f confidence. The n u ll hypothesis f o r d iff e r e n c e in experience was re je c te d a t th e .95 le v e l o f confidence. The s ig n ific a n c e o f th e m u l t iv a r ia t e F - t e s t in d ic a te s t h a t a d iffe r e n c e e x is ts on experience between 50 students who have experience w ith ch ild ren before Education 101A and those who do not have p r i o r experience w ith ch ild ren on a t le a s t one o f the three dependent v a ria b le s . The u n iv a ria te F - te s t performed on the th ree dependent v a ria b les in d ic a te th a t the d iffe re n c e among students with experience and those w ith no experience w ith children was on s e l f stated moti­ vation f o r teaching. Hypothesis Ho.3:A There w i l l be no d iffe re n c e between persons who have had no experience with ch ild ren p r io r to Education 101A and persons who have exper­ ience with ch ild ren before Education 101A on s e l f stated m otivation f o r teaching. And Hypothesis Ho.3:B There w i l l be no d iffe re n c e between persons who have had no experience w ith children p r io r to Education 101A and persons who have exper­ ience w ith ch ild ren before Education 101A on a t t it u d e toward Education 101A. A three-way u n iv a ria te analysis o f variance was performed to t e s t the s ig n ific a n c e o f Ho.3:A, and Ho,3:B. The re s u lts o f the analysis is given in Table 4 .5 . The null hypothesis, Ho.3:A, was re je c te d a t the .0167 level o f s ig n ific a n c e and ind icated th a t s e l f stated motivation f o r teaching was the cause o f the o v e ra ll m u lt iv a r ia te F - t e s t s ig n ific a n c e . A comparison o f the average grand mean ind icated th a t those students who have experience w ith ch ild ren before the Education 101A experience tend to have a higher s e l f stated m otivation fo r teaching 51 than those who have no experience w ith ch ild re n p r io r to the Education 101A experience. Table 4 . 6 . Grand Mean and Average Grand Mean o f Experience f o r Males and Females on S e lf Stated M otivation fo r Teaching. Grand Mean Male Grand Mean Female Average Grand Mean No P rio r Experience 9.9 11.2 10.5 SELFST P rio r Experience 14.0 12.0 13.0 SELFST Hypothesis Ho.3:C There w i l l be no d iffe re n c e between persons who have had no experience with children p r io r to Education 101A and persons who have experience w ith ch ild ren before Education 101A on a p p lic a tio n o f Education 101A to desire to teach. A three-way ANOVA tested the s ig n ific a n c e o f hypothesis Ho.3:C. The n ull hypothesis f o r d iffe re n c e in experience comparison was not re je c te d a t the .0167 le v e l o f s ig n ific a n c e . The r e s u lt of the F - te s t 1s i l l u s t r a t e d in Table 4 .5 . Hypothesis Ho.4 There w i l l be no d iffe re n c e among the class le v e ls sophomore, j u n i o r , s e n io r, and graduate on s e l f stated motivation f o r teach ing , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to d esire to teach. A m u ltiv a r ia te analysis o f variance was performed to t e s t the s ig n ific a n c e o f hypothesis Ho.4. The m u ltiv a r ia te ANOVA was not 52 s ig n ific a n t. Table 4 .7 . The r e s u lt o f the analysis is given in Table 4 .7 . MANANOVA o f S e l f Stated M otivation f o r Teaching, A ttitu d e Toward Education 101A, and Application o f Education 101A to Desire to Teach on Class Level D iffe re n c e . Source o f V a ria tio n C la s s ific a tio n df M u ltiv a r ia t e F-Test 9 , 236 1.9197 P .531 The n ull hypothesis f o r the class level d iffe re n c e was j i o t re je c te d a t the .05 level o f s ig n ific a n c e . This indicated th a t no d iffe re n c e existed among the class le v e ls on the three dependent v a ria b le s . Hypothesis Ho.5 There is no d iffe re n c e between Michigan S tate U n iv e rs ity students receiving waivers and those Michigan S ta te U n iv e rs ity students who successfully completed Education 101A f o r admission in to elementary teacher c e r t i ­ f i c a t i o n programs on s e l f stated motivation f o r teaching and a t t it u d e toward Education 101 A. A m u lt iv a r ia t e analysis o f variance was performed to te s t f o r the d iffe re n c e th a t may e x i s t , i f any, between those students who en ter teacher c e r t i f i c a t i o n programs by the Education 101A equivalency experience and those who are admitted by the successful completion o f Education 101A c l i n i c a l experience. The null hypothesis was tested f o r s ig n ific a n c e a t the .95 lev el o f confidence. A p r o b a b ilit y o f p less .0802 ind icated th a t the m u ltiv a r ia te F - te s t was not s ig n if ic a n t and no d iffe re n c e 53 e x is te d among the groups on th e dependent v a r ia b le s . The re s u lts o f the an alysis is given in Table 4 .8 . Table 4 . 8 . MANANOVA o f S e l f Stated M o tiv atio n f o r Teaching, A t tit u d e Toward Education 101A, and A p p lic a tio n o f Education 101A to Desire to Teach in Student Admission. Source o f V a ria tio n G! df + G2 + M u lt i v a r i a t e F-Test P g3 VS G5 3 , 77 2.338 .0802 The null hypothesis f o r the d iffe r e n c e in students admitted to elementary teacher c e r t i f i c a t i o n programs was not re je c te d a t the .05 le v e l o f s ig n ific a n c e . Summary o f the Data C o lle cte d The summary o f the data c o lle c te d includes a d e s c rip tiv e analysis and tables t h a t i n t e r p r e t and i l l u s t r a t e the q u estion n aire item response. The in t e n tio n is an em pirical presen tatio n o f the data w ith a minimum i n t e r p r e t a t i v e comment. D e s c rip tiv e A nalysis Of the 106 population response, 66 percent (70 students) e le c te d to continue elementary teach er c e r t i f i c a t i o n programs a f t e r the successful completion o f Education 101A, 29 percent (31 students) remained f a i r l y c e r t a in about tea ch in g , and 9 percent (10 students) 54 d eclin ed the p u rs u it o f elementary teach er t r a i n i n g . (See ta b le s 4.9 and 4 . 1 0 ) . Table 4 . 9 . Analysis o f Contingency Table f o r “ Desire to Teach Elemen­ t a r y Education A f t e r Taking Education 101A.11 Total Percent G1 G2 G3 G4 G5 10 11 12 4 6 43 41 F a i r l y C e rta in 4 9 9 3 6 31 29 Undecided 1 0 0 5 0 6 6 C e rta in I Did Not Want To 0 0 2 8 0 10 9 N/A 1 3 1 2 9 16 15 16 23 24 22 21 106 100 A bsolutely C e rta in TOTAL Table 4 .1 0 . Analysis o f Contingency Table f o r “The In flu e n c e o f Education 101A Caused He To." Total Percent G1 G2 G3 G4 G5 Continue an Elem. C e r t i . Program 15 15 20 8 12 70 66 Change major from Elem. Education 0 0 2 8 0 10 9 Change major from Spec. Education 0 0 0 3 0 3 3 Change major from Pre-School Educ. 0 3 0 1 0 4 4 None o f the Above 0 2 1 1 1 5 5 D id n 't In flu e n c e Me 1 3 1 1 8 14 13 16 23 24 22 21 106 100 TOTAL While some students entered the pre-elem entary educational c l i n i c a l experience course w ith a f ix e d outlook on tea ch in g , a larg e 55 percentage o f the students entered the course F a i r l y Certain or Undecided. Table 4.11 in d ica te s t h a t 50 percent (53 students) o f the response population were f a i r l y c e rta in about elementary teaching and 15 percent (16 students) were undecided before taking Education 101A, Table 4 .1 1 . Analysis o f Contingency Table f o r Desire to Teach Elem­ entary Education Before Taking Education 101A. Total Percent G1 G2 G3 G4 G5 Absolutely Certain 6 7 7 5 4 29 "27 F a i r l y Certain 9 13 13 8 10 53 50 Undecided 1 2 4 9 0 16 15 C e rta in I Did Not Want To 0 0 0 0 0 0 0 N/A 0 1 0 0 7 8 8 16 23 24 22 21 106 100 TOTAL S ix t y - s i x percent (70 students) o f the population continued elementary teacher c e r t i f i c a t i o n programs, 29 percent (31 students) remained f a i r l y c e rta in about t h e i r commitment to teach ing , and 6 per cent (6 students) were undecided a f t e r the successful completion o f Education 101A. (See tab les 4 .9 and 4 . 1 0 ) . However, 9 percent (10 students) changed to a " c e rta in I do not want to teach elementary education" p o s itio n and 41 percent (43 students) in d ica te d an "abso­ l u t e l y c e rta in I want to teach elementary education" p o s itio n . Of the 43 persons involved in the ab solutely c e rta in category a f t e r the successful completion o f Education 101A, 22 were elements o f the o r ig in a l ab solutely c e rta in I want to teach elementary education 56 category, 19 were o r i g i n a l l y in the f a i r l y c e rta in category, and 2 were o r i g i n a l l y undecided. Of the 10 persons who changed to c e rta in I do not want to teach elementary education category, 3 were o r i g i n a l l y in the f a i r l y c e rta in category and 7 were o r i g i n a l l y undecided. The t o ta l (106) population response in d ica te d t h a t p r i o r to the Education 101A experience, 15 percent (16 students) o f the popu­ l a t i o n , was “undecided" about becoming an elementary teacher and 50 percent (53 students) was " f a i r l y c e r ta in " . A f t e r the completion o f Education 101A, 16 percent (17 students) changed majors, 9 percent (10 students) o f the population was c e rta in they did not want to be an elementary teacher. Forty-one percent (43 students) were "abso­ l u t e l y c e rta in " they wanted to teach elementary education, and 20 percent (31 students) were " f a i r l y c e r t a in " . (See tab les 4 .9 and 4 .1 0 ). The analysis o f data ind icated t h a t an apparent discrepancy occurred with the study instrument f o r the non-continuing education majors group in the response choice options. noted in Table 4 .9 . This discrepancy is The option th a t should have ex iste d in the response category would account fo r the students successfully com­ p le tin g the Education 101A experience, being admitted to an elementary teacher c e r t i f i c a t i o n program, and then the decision is made to not continue the teacher c e r t i f i c a t i o n program. The discrepancy probably occurred as a r e s u lt o f the students responding to the choice "ab so lu te ly c e rta in " they wanted to teach elementary education a f t e r the successful completion o f the Education 101A experience and Table 4.12. Analysis of Contingency Table for the Comparison of Decision to Teach Before and A fter the Education 101A Experience. Before Education 101A Total Percent A fter Education 101A Total Percent (A*i • A3»A4»A6»A8 ,A10*Ai r A12* A13,A14,A15,A16’A17*A18* A19*A20*A21*A22,A25*A26* A27*A28^ ** 22 Absolutely Certain (A^Ag A2g) 29 27 Original Selection (C3»C4*C5»C6>C7»C8 ' C12,C13’ C15*C19*C22,C24’ C26*C27* C34’C38*C44,C47,C50J = 19 (U2 .U16) = 2 43 41 31 29 ( A2 ,A2 4 ^ ~ 2 ^Cl * C2»C9 ,C10,Ci r C14,C16* C17,C18*C20,C21*C23,C25* Fairly Certain C28*C30*C31,C32*C33,C39> (C-j ,C£». . . (Cgj) Original Selection 53 50 C43*C45,C46,C48,C49*C51* C53> = 26 ( U5’ U11*U12^ *= 3 Table 4.12. Continued. Before Education 101A Total Percent Original Selection Undecided (Ur U2 » ... ,Ulfi) Certain I Did Not Want To A fter Education 101A Total Percent (cr 7»Cd l ) = 2 16 15 0 0 ( ui *U6*U13*U14^ = 4 6 6 ^C35*C36,C42^ = 3 (U3*U4 ’U7’U8 ’U9 ’V U15} = 7 10 9 16 15 106 100 (AgfA/jAg »A23»A2g) = 5 Not Applicable ( C2 9 »C4 0 *C5 2 ^ = 3 (N^,N2 ,...>N g ) 8 8 Original Selection TOTAL (N,,N2>N3 ,N4 ,N5 ,N6 »N ,N ) « 8 106 100 59 consequently, were c l a s s i f i e d as non-continuing education majors. Four students in th is stu^y f e l l in t o t h is category and no response option existed th a t would su b -d ivid e the non-continuing education majors category and p ro p e rly categ o rize the fo u r respondents. Table 4.1 3 in d ic a te s t h a t 34 percent (36 students) in th is study had no experience w ith c h ild re n p r i o r to Education 101A, and 63 percent (66 students) had experience w ith c h ild re n before the Education 101A experience. Although a larg e number o f students entered the pre-elem entary education experience course w ith p r i o r experience w ith c h ild r e n , a la rg e percentage o f these students remain in doubt or only f a i r l y c e r ta in about t h e i r commitment to teach ing . Table 4 .1 3 . Analysis o f Contingency T ab le . P r i o r teacher r e la te d experience w ith c h ild re n before taking Education 101 A. Total Percent Gi G2 G3 G4 G5 Had Experience 9 15 12 16 14 66 63 No Experience 7 8 12 6 3 36 34 N/R 0 0 0 0 3 3 3 16 23 24 22 21 106 100 TOTAL F i f t y - s i x percent o f the respondents were female and 44 percent were male. A d iv is io n o f 50 ± 6 percent o f male and female respondents was received. 60 Table 4 .1 4 . Analysis o f Contingency Table f o r Sex. Total Percent G1 G2 G3 G4 G5 Male 8 10 13 4 12 47 44 Female 8 13 11 18 9 59 56 16 23 24 22 21 106 100 TOTAL Summary The f i v e hypotheses studied are l i s t e d in the f i r s t column below. A statement o f the r e s u lt o f s ig n ific a n c e te s tin g f o r each hypothesis is presented in the second column. Hypotheses Ho.l There is no d iffe re n c e among the graduates, student teachers, Results The n u ll hypothesis was re jec te d a t the .05 level o f sig n ifica n c e, continuing education majors, non­ continuing education majors, and waiver students on s e l f stated m otivation f o r teach ing , a t t i t u d e toward Education 101A, and a p p lic a ­ tio n o f Education 101A to d esire to teach. H o .l:A There is no d iffe re n c e among The n u ll hypothesis was not re­ the graduates, student teach ers, je c te d a t the .0167 le v e l o f continuing education majors, non­ s ig n ific a n c e . continuing education majors and 61 Hypotheses Results w aiver students on s e l f stated m otivation fo r teaching. H o .l:B There is no d iffe re n c e The n u ll hypothesis was not among the graduates, student re je c te d a t the .0167 level teach ers, continuing education o f s ig n ific a n c e . majors, non-continuing education majors, and waiver students on a t t i t u d e toward Education 101A. Ho.1:C There is no d iffe re n c e The n u ll hypothesis was re­ among the graduates, student je c te d a t the .0167 level o f teach ers, continuing education s ig n ific a n c e . majors, non-continuing educa­ tio n majors and w aiver students on a p p lic a tio n o f Education 101A to desire to teach. Ho.2 There is no d iffe re n c e The n ull hypothesis was re between males and females on je c te d a t the .05 le v e l o f s e l f sta te d m otivation fo r s ig n ific a n c e . teach ing , a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to d es ire to teach. 62 Hypotheses Ho.2:A There is no d iffe re n c e R esults The n u ll hypothesis was not between males and females on re je c te d a t the .0167 level s e l f stated m otivation f o r o f s ig n ific a n c e . teaching. Ho.2:B There is no d iffe re n c e The n u ll hypothesis between males and females on was not re je c te d a t the a t t it u d e toward Education 101A. .0167 lev el o f s ig n ific a n c e . Ho.2:C The n u ll hypothesis was not There is no d iffe re n c e between males and females on re je c te d a t the .0167 level a p p lic a tio n o f Education 101A o f s ig n ific a n c e . to desire to teach. Ho.3 There is no d iffe re n c e The n u ll hypothesis was re ­ between persons who have had je c te d a t the .05 lev el o f no experience w ith children s ig n ific a n c e . p r io r to Education 101A and persons who have experience with ch ild ren before Education 101A on s e l f stated m otivation f o r teaching, a t t i t u d e toward Education 101A and a p p lic a tio n o f Education 101A to desire to teach. 63 Hypotheses Ho.3:A There is no d iffe re n c e R esults The n ull hypothesis was re ­ between persons who have had no je c te d a t the .0167 le v e l of experience w ith ch ild ren p r io r s ig n ific a n c e . to Education 101A and persons who have experience w ith children before Education 101A on s e l f stated m otivation f o r teaching. Ho.3:B There is no d iffe re n c e The null hypothesis was re ­ between persons who have had no je c te d a t the .0167 le v e l o f experience w ith ch ild ren p r io r s ig n ific a n c e . to Education 101A and persons who have experience w ith ch ild ren before Education 101A on a t t i t u d e toward Education 101A, Ho.3:C There is no d iffe re n c e The n ull hypothesis was not between persons who have had no re jec te d a t the .0167 le v e l experience w ith ch ild ren p r io r o f s ig n ific a n c e . to Education 101A and persons who have experience w ith children before Education 101A on a p p lic a ­ tio n o f Education 101A to d es ire to teach. 64 Hypotheses Ho.4 There is no d iffe re n c e R esults The n u ll hypothesis was not among the class le v e ls sopho­ re je c te d a t the .05 lev el o f more* j u n i o r , se n io r and graduate s ig n ific a n c e . on s e l f sta te d m o tivatio n fo r teaching, a t t i t u d e toward Educa­ tio n 101A and a p p lic a tio n o f Education 101A to d es ire to teach. Ho.5 There is no d iffe re n c e between The n u ll hypothesis was not Michigan S ta te U n iv e rs ity students re je c te d a t th e .05 le v e l o f re ce ivin g waivers and those M ic h i- s ig n ific a n c e . gan S ta te U n iv e rs ity students who su ccessfu lly completed Education 101A f o r admission in to elementary teacher c e r t i f i c a t i o n programs on a t t i t u d e toward Education 101A and s e l f sta te d m otivation f o r teaching. The an alysis o f the re s u lts o f th is study in d ic a te th a t: 1. There is a d iffe re n c e in opinion among the f i v e groups studied on a p p lic a tio n o f Education 101A to desire to teach. 2. There is a d iffe re n c e between male and female subjects on s e l f sta te d m otivation f o r teach ing , a p p lic a tio n o f 65 Education IOTA to d es ire to teach, and a t t i t u d e toward Education 101A when the th ree dependent v a ria b le s are considered sim ultaneously. 3. There is a d iffe re n c e among those persons who have had no experience w ith c h ild re n p r i o r to Education 101A and those persons who have experience w ith ch ild re n before tak in g Education 101A on s e l f sta te d m otivation f o r teaching. 4. There is no d iffe re n c e o f opinion among the co lleg e class le v e l students on s e l f sta te d m otivation f o r teach ing , a p p lic a tio n o f Education 101A to d e s ire to teach and a t t i t u d e toward Education 101A. 5. There is no d iffe re n c e among the w aiver students and those completing Education 101A f o r admission in to a teacher c e r t i f i c a t i o n program. CHAPTER V SUMMARY AND CONCLUSIONS A summary o f the study, conclusions, discussion, im p lic a ­ tio n s and recommendations f o r f u r t h e r research are formal headings included in Chapter V. Summary o f the Study The present study was an attempt to provide answers to the fo llo w in g questions: 1. What kind o f successes are students having as a r e s u lt o f t h e i r Education 101A experience? i . e . , what a c t u a lly happened to those persons who successfu lly completed Education 101A? 2. What, i f any, is the e f f e c t o f Education 101A on the p u rs u it o f an elementary teaching career? The methodology used in answering these questions, the procedure by which the sample population and data were obtained, and a l i s t i n g o f the hypotheses to be researched are described in the Design o f The Study. P e rtin e n t terms are d efin e d . The research design strengths and weaknesses and background inform ation regarding the instrument are discussed. 66 67 The Analysis o f Data consists o f a demographic descrip tio n o f inform ation c o lle c te d and a comparison t h a t contrasts independent and dependent v a ria b le s . Five groups o f t h i r t y students each were randomly selected from the f i n a l Education 101A grade l i s t f o r the f a l l term 1971 through the f a l l term 1973, at Michigan S ta te U n iv e rs ity . Each student was forwarded a pre-education c l i n i c a l experience questionnaire designed to measure a t t i t u d e toward Education 101A, s e l f stated m oti­ vation f o r teaching, and a p p lic a tio n o f Education 101A to desire to teach. Data c o lle c te d was coded, key punched and analyzed through the use o f the CDC 3600 IBM computer. Conclusions The findings o f the Analysis o f Data are presented in a discussion o f the study hypotheses. Hypotheses Ho.l There is a d iffe re n c e among the graduates, student teach ers, continuing education majors, non-continuing education majors, and waiver students on s e l f stated motivation f o r teaching, a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to desire to teach. R esu lt—There is a d iffe re n c e in opinion among the f i v e groups studied on a p p lic a tio n o f Education 101A to desire to teach. 68 Conclusion— Education 101A does aid students in deciding to continue or discontinue elementary teacher c e r t i f i c a t i o n programs. Examination o f tables 4 .9 and 4.11 ind icated th a t p r io r to the Educa­ tio n 101A experience* no subject in th is study was c e rta in he o r she did not want to teach elementary education. F i f t y percent o f the students were f a i r l y c e rta in about teaching and 27 percent were absolutely c e rta in they wanted to teach elementary education. At the completion o f the Education 101A experience, 9 percent of the population were c e rta in they did not want to teach elementary education and 41 percent were c e rta in they wanted to teach. Of the 9 percent, 0 percent was in the o r ig in a l c e rta in I do not want to teach category and o f the 41 percent, 27 percent was in the o r ig in a l absolutely c e rta in category. The impact o f the Education 101A experience was to move an addi­ tio n a l 22 percent in to the absolutely c e rta in category and 9 percent in to the c e rta in I don 't want to teach category. Hence, 50 percent of the students in t h is study made firm decisions about entering elementary teacher c e r t i f i c a t i o n programs as a r e s u lt o f the Education 101A experience. Table 4.1 0 indicated th a t a 69 combined t o t a l o f 16 percent o f the students changed from one o f the intended elementary c e r t i f i c a t i o n programs to other majors as a r e s u l t o f Education 101A. Ho.2 There is a d iffe re n c e between male and female on s e l f s ta ted m otivation f o r teaching, a t t i t u d e toward Education 101 A, and a p p lic a tio n o f Education 101A to desire to teach. Result— There is a d iffe re n c e between male and female subjects on s e l f sta te d motivation f o r teaching, a t t i t u d e toward Education 101A, and a p p lic a tio n o f Education 101A to desire to teach when the three dependent v a ria b le s are considered simul­ taneously. Conclusion— The instrument used in th is study was not f in e enough to detect the d iffe re n c e th a t e x is ts among the th ree dependent v a ria b le s . I t is concluded th a t a simultaneous considera­ tio n o f a l l the dependent v a ria b le s has caused the m u lt iv a r ia t e F - te s t to be s i g n i f i c a n t . H o.3 There is a d iffe re n c e between persons who have no experience w ith children p r io r to Education 101A and persons who have experience w ith ch ild ren before Educa­ tio n 101A on s e l f stated motivation f o r teaching, a p p lic a tio n of Education 101A to desire to tea ch , and a t t i t u d e toward Education 101A. 70 R esu lt—There is a d iffe re n c e among those persons who have had no experience w ith ch ild ren p r io r to Education 101A and those persons who have experience w ith ch ild ren before taking Educa­ tio n 101A on s e l f stated m otivation f o r teaching. Conclusion— The more experience one has with c h ild re n , the g re a te r his s e l f stated motivation f o r teaching. An inspection o f tab les 4.11 and 4.12 in d ica te d th a t 63 percent o f the students entering the Education 101A c l i n i c a l experience course had p r io r experience w ith ch ild ren and were f a i r l y c e r ta in about elementary teach­ ing. Table 4.10 in d ica te d th a t 66 percent o f the students who took the c l i n i c a l e x p e ri­ ence successfully completed the course and continued the p u rs u it o f elementary teacher c e r t i f i c a t i o n t r a in i n g . A comparison o f tables 4 .9 and 4.10 in d ica te d th a t 29 percent o f the students who successfully completed Education 101A remained f a i r l y c e rta in and 6 per­ cent undecided about elementary teaching. Since experience w ith ch ild ren tends to be a f a c to r th a t influences s e l f stated m oti­ vation f o r teaching, experience w ith ch ild ren may be thought o f as an important requirement in the se lec tio n and admission process. 71 Ho.4 There is a d iffe re n c e among the class le v e ls , sophomore, ju n i o r , senior, and graduate student on s e l f stated motivation fo r teaching, a tt it u d e toward Education 101A, and ap p lic atio n o f Education 101A to desire to teach. Result— There is no d iffe re n c e among the students on s e l f stated motivation f o r teaching, a t tit u d e toward Education 101A, and ap p lic atio n o f Education 101A to desire to teach due to college class le v e l. Conclusion— Students1 c la s s if ic a t io n level has l i t t l e or no e f f e c t on t h e i r decision to en ter an e l e ­ mentary teacher c e r t i f i c a t i o n program. Ho.5 There is no d iffe re n c e between Michigan S tate U n iversity students receiving waivers and those students who successfully complete Education 101A f o r admission into elementary teacher c e r t i f i c a t i o n programs on s e l f stated motivation f o r teaching and a t t it u d e toward Education 101A. R esult—There is no d iffe re n c e among the waiver and those students completing Education 101A f o r admission into a teacher c e r t i f i c a t i o n program. Conclusion—Students decision to en ter an elementary teacher c e r t i f i c a t i o n program is not a ffe c te d by the method o f en try . 72 Discussion In th is study, i t was assumed t h a t c l i n i c a l experience courses are not the f i n a l s ta tio n in the decision making process. Then what, i f any, is the e f f e c t o f Education 101A on the p u rs u it o f an elementary teaching career? The data c o lle c te d in th is study supports the claim t h a t Education 101A does aid students in making decisions about elementary teaching. Education 101A supplies an environment in which some students can make decisions about teach­ ing . For other students, i t acts as a mechanism through which the student can gain c h ild - o r ie n t e d experiences and in s ig h t in to his i n t e r e s t f o r fu tu re decision making. Of the students who su c cessfu lly completed the Education 101A experience, 41 percent were c e rta in about t h e i r decision to continue an elementary teacher c e r t i f i c a t i o n program, 9 percent were c e rta in they did not want elementary teach ing , and 16 percent a c tu a lly changed to majors o ther than those leading to elementary teacher c e r t i f i c a t i o n . The Education 101A experience appears to be b e n e fic ia l both to the student and to the teaching profession in th a t the c l i n i c a l exposure o f students to the r e a l i t i e s o f elementary teaching e a r ly in t h e i r co lleg e careers has enabled some students to r e a l i z e th a t t h e i r tru e professional in t e r e s t may not l i e in elementary teaching but r a th e r in secondary education o r in teacher * supportive areas, o r completely away from teaching. The successes students gained as a r e s u lt o f the Education 101A experience may be r e f le c t e d in the trend noted in th is study. The degree o f s e l f s ta ted m o tivatio n f o r teaching tends to be d i r e c t l y 73 re la te d to the amount o f experience a student may have w ith c h ild re n . This f a c t o r , p r io r experience w ith c h ild re n , may be associated w ith the decision to pursue o r d ecline the p u rs u it o f elementary teaching as a ca re er. From the admissions stand p oin t, the f a c t th a t the w aiver students were not d i f f e r e n t than the persons admitted through Education 101A on any o f the v a ria b les serves as a v e r i f i c a t i o n th a t the admissions process has some r e l i a b i l i t y . Entry in to the elementary c e r t i f i c a t i o n programs by e i t h e r route produces no s i g n i f i c a n t l y d i f f e r e n t r e s u lt s . F i n a l l y , Education 101A a ffo rd s prospective elementary teacher candidates the advantage o f not having to w a it u n t il t h e i r student teaching experience to f in d out t h a t elementary teaching is not what they want as a l i f e profession. Im p lic a tio n f o r Change 1. C lin ic a l experience courses s im ila r to Education 101A should include provisions f o r the i d e n t i f i c a t i o n o f students who have successfully completed the c l i n i c a l experience and remain f a i r l y c e rta in or undecided about t h e i r commitment to teaching. This is because a larg e number o f elementary teacher candidates who successfully complete the c l i n i c a l experience are admitted to e l e ­ mentary teacher c e r t i f i c a t i o n programs and remain undecided about t h e i r commitment to teaching. I t i s w ith the undecided person t h a t the le a s t amount o f commitment to teaching is l i k e l y to occur. 74 This undecided person may pursue a teaching c a re e r, be successful w ith course co n ten t, and measure high on the d is c i p li n e 's professional standards and c r i t e r i a , only to become cognizant a f t e r h is teacher c e r t i f i c a t i o n th a t the job he is tra in e d f o r is not what he wants. The e a r ly i d e n t i f i c a t i o n o f these teacher candidates can r e s u lt in the c o lle c tio n o f valuable inform ation th a t may f a c i l i t a t e the counseling o f weakly committed teacher candidates admitted to e l e ­ mentary teacher c e r t i f i c a t i o n programs in such a manner as to b e n e f it both the student and the teaching pro­ fessio n. 2. Because students who possess a high s e l f stated m otivation f o r teaching tend to have the most experience w ith c h ild r e n , caution should be exercised to insure th a t students en terin g c l i n i c a l experience courses w ith no p r io r experience w ith c h ild re n receive ample c h i ld o rie n te d experiences. This may take the form o f more than one Education 101A type experience. Although a larg e number o f students entered the c l i n i c a l experience course w ith p r io r experience with c h ild r e n , a la rg e percentage o f these students remained f a i r l y c e rta in or undecided about t h e i r commitment to teaching a f t e r the successful completion o f the c l i n i c a l experience. This may imply t h a t the m otivation f o r teaching may be low. These students may need a continuous 75 c l i n i c a l exposure to c h ild -o r ie n te d experiences during t h e i r college career in developing a d esire to teach o r deciding not to pursue a teaching profession. Recommendations f o r Further Research A dditional studies as w ell as t h is study can be extended to form the basis f o r making recommendations f o r f u r th e r research. The fo llow ing are suggested fo r fu tu re study: 1. The area o f d es ire to teach should be explored more thoroughly. Regardless o f the decrease in demand f o r c e r t i f i e d teachers, i t is important th a t teacher educa­ tio n students be committed to the teaching profession. There is a need fo r a v a lid instrument th a t w i l l d e te r­ mine a student's commitment to teaching, and to use t h is inform ation in advising students who are in the process o f making teacher career decisions. 2. The present study should be r e p lic a te d w ith re fin e d instruments. This may provide r e l ia b l e inform ation on the ro le o f sex and maturation in the teacher decision making process. 3. A lo n g itu d in a l research p ro je c t should be conducted over a period o f f i v e to ten ye ars. Such a study could fo llo w one group o f Pre-Elementary education students through t h e i r f i r s t year o f teaching. This e f f o r t should be d ire c te d toward measurement o f variables such as: commitment to tea ch in g , s e l f stated motivation 76 f o r teaching, and desire to teach. 4. A need e x is ts fo r fin d in g the re la tio n s h ip o f experience, s e l f stated m otivation fo r teaching, and desire to teach as i t may apply to a student's decision to commit him­ s e l f to the teaching profession. The desire to teach may be the f a c t o r t h a t influences commitment to teach­ ing. In today's search fo r e ffe ctive n e ss in teaching, new method­ ologies and approaches to teacher t r a in in g are being developed. Students may master these methodologies and y e t , may not be committed to the teaching profession. The question o f commitment to teaching must be explored and solutions found, so th a t research in teacher education maintains relevance. APPENDIX A QUESTIONNAIRE AND COVER LETTERS SENT TO GRADUATES, STUDENT TEACHERS, CONTINUING EDUCATION MAJORS, NON-CONTINU­ ING EDUCATION MAJORS, AND WAIVER STUDENTS 77 A pril , 1974 Dear We are attempting to determine what e f f e c t Education 101A, Exploring Teaching, has had on your decision to continue or discontinue an elementary teacher c e r t i f i c a t i o n program. Recently, you successfully completed the c l i n i c a l experience course, Education 101A, p re -r e q u is ite f o r admission in to an elementary c e r t i f i c a t i o n program and you have been chosen as one o f the 150 candidates fo r th is study. Would you please complete the enclosed questionnaire and return i t by A p ril , 1974. Enclosed is a postage paid return envelope fo r your convenience. This inform ation co lle cte d is f o r research purposes only. You are assured th a t no inform ation id e n tify in g any in d iv id u a l w i l l be published or used in any way other than to provide data fo r th is sample. Thank you in advance fo r your assistance in th is research study. Yours s in c e re ly , Charles H. Lowery Ad m in istrative Assistant Student Teaching Enel: CHL:hb Questionnaire Return envelope 78 A p ril 1 , 1974 Dear We are attempting to determine what e f f e c t Education 101A, Exploring Teaching, has had on students' decisions to continue or d is ­ continue an elementary teacher c e r t i f i c a t i o n program. Recently, you were admitted to an elementary c e r t i f i c a t i o n program as a r e s u lt o f your eq u iv alen t Exploring Teaching experience and you have been chosen as one o f the 150 candidates f o r th is study. Would you please complete the enclosed question n aire and re tu rn i t by A p ril , 1974. Enclosed is a postage-paid re tu rn envelope f o r your convenience. This inform ation c o lle c te d is f o r research purposes o n ly. You are assured th a t no inform ation id e n tify in g any in d iv id u a l w i l l be pub­ lis h e d o r used in any way other than to provide data f o r t h is sample. Thank you in advance f o r your assistance in t h is research study. Yours s in c e r e ly , Charles H. Lowery A d m in is tra tiv e A ssistant Student Teaching Enel: CHL/jm Questionnaire Return envelope PRE-EDUCATION CLINICAL EXPERIENCE AND TEACHER CAREER DECISION RESEARCH QUESTIONNAIRE INSTRUCTIONS: Place a ( / ) in th e appropriate parenthesis fo llo w in g each item. Demographic Inform ation 1. Your age group a t t h is tim e . 19 ( ) 2. 20 ( ) 4. ( Female Freshman ( Graduate ( 25 ( ) 26-30 ( ) 31-35 ( ) Junior ( 36-41 ( ) Over 41 ( ) ( ) ) Sophomore ( ) ) Senior ( ) ) Have you had teaching re la te d experience with c h ild re n before taking Exploring Teaching * o r i t s w aiver eq u iv alen t. ( ) No ( ) fty classroom experience in Exploring Teaching was-at the follow ing g ra d e (s ). K ( 6. ) 24 ( ) Class standing. Yes 5. 22 23 ( ) ( ) Sex. Male 3. 21 ( ) 1 ) ( 2 ) ( 3 ) ( 4 ) ( 5 ) ( 6 ) ( 7 ) ( 8 ) ( 9 ) ( ) Previous teaching r e la te d experience in education before taking Exploring Teaching was: A. B. C. D. E. F. Aide in elementary school ---------------------------------------------------------- ( Aide in nursery school ----------------------------------------------------------------- ( Aide in Junior High School -------------------------------------------------------- ( Cadet teaching w h ile in high school ( O th e r ( No e x p e r ie n c e { * At Michigan S ta te U n iv e r s ity , Exploring Teaching is Education 101A. 79 ) ) ) ) ) ) 80 7. I would p re fe r teaching in A. B. C. D. E. F. Junior High School 7 -8 -9 -----------------------------------------------Middle School 6 -7 -8 -------------------------------------------------------Upper Elementary School 4 - 5 -6 --------------------------------------Lower Elementary School K - l - 2 - 3 ----------------------------------Special Education -----------------------------------------------------------None o f the above ------------------------------------------------------------- Teacher Career Inform ation 8. Before my teacher aide experience in Exploring Teaching, I was A. ab solutely c e rta in I wanted to be a pre-school, elementary, Junior High, o r Special Education teacher -----------------------------------------------------------------------------B. f a i r l y c e rta in I wanted to be a pre-school, elementary, Junior High, or Special Education teacher ------------------------------------------------------------------------------C. undecided -------------------------------------------------------------------------D. c e rta in I did not want to be a pre-sch o ol, elementary, Junior High, o r Special Education teacher -----------------------------------------------------------------------------E. Question is not ap p lic ab le to me ---------------------------------- 9. As a r e s u lt o f my teacher aide experience in Exploring Teaching, I was A. B. C. D. E. 10. ab solutely c e rta in I wanted to be a p re-s ch o o l, elementary, Junior High, or Special Education teacher ------------------------------------------------------------------------------f a i r l y c e rta in I wanted to be a p re-s ch o o l, elementary, Junior High, o r Special Education teacher ------------------------------------------------------------------------------undecided ---------------------------------------------------------------------------c e rta in I did not want to be a pre-sch o ol, elementary, Junior High, or Special Education teacher ------------------------------------------------------------------------------Question is not a p p lic a b le --------------------------------------------- Exploring Teaching s i g n i f i c a n t l y influenced my decision to A. B. C. D. continue on an elementary c e r t i f i c a t i o n program ------change my major from elementary education -----------------change my major from Special Education -----------------------change my major from pre-school education ------------------ 81 11. When I f i r s t entered Michigan S ta te U n iv e rs ity , I wanted to major in A. B. C. D. 12. Elementary Education ---------------------------------------------------------- — Pre-school Education ----------------------------------------------------------------Special Education ---------------------------------------------------------------------None o f the a b o v e ---------------------------------------------------------------------- ( I ( ( During my high school c a re e r, I thought I might go to c o lle g e and become an A. B. C. D. E. Elementary teacher -------------------------------------------------------------------Pre-school teacher -------------------------------------------------------------------Junior High school teacher -----------------------------------------------------Special Education teacher ------------------------------------------------------None of the a b o v e ---------------------------------------------------------------------- ( ( ( ( ( Use the fo llo w in g key in answering questions 13 thru 20. Key: S.A.= Strongly Agree D.= Disagree A.= Agree S.A.= Strongly disagree N= N e ith er agree nor disagree NA= not ap p lic ab le CHECK ONLY ONE ANSWER FOR EACH QUESTION 13. 14. 15. 16. 17. I had experiences in Exploring Teaching th a t are s im ila r to those I am experiencing as a t e a c h e r -------------- ( ) ( I had experience in Exploring Teaching I th in k are examples o f experiences I w i l l probably have when I become a teacher — ( ) ( I am c e r t a in l y glad th a t Exploring Teaching is required o f a l l persons planning to en ter an elementary c e r t i f i ­ cation program — ..................... ( ) ( Exploring Teaching s i g n i f i ­ c a n tly influenced my decision to pursue elementary teaching I decided to go in to elem­ entary teaching a f t e r attempting o ther careers ---------- SA ( ) ( A ( ) ) ( ) ) ) ) ( ( SD ) ( ) ( ' ) ( ( D ) ) ( ) ( N ( ( ) ) ) ( ( ( ( ) ) ( ) ) ) ( NA ( ( ( ) ) ) ) ) ( ) 82 18. 19. 20. The public school classroom experience in Exploring Teaching was a waste o f my t i m e --------------------------------------- ( ) ( ) ( ) ( ) ( ) ( ) Teaching re la te d experience p r i o r to Exploring Teaching aided me in deciding to be an elementary teacher --------- ( ) ( ) ( ) ( ) ( ) ( ) I decided to go in to elem­ entary teaching a f t e r attempting other co lle g e m a j o r s ------------------------------------ ( ) ( ) ( ) ( ) ( ) ( ) SA A N D SD NA APPENDIX B Contingency Tables SUMMARY OF QUESTIONNAIRE ITEM RESPONSE 83 Table B . l . Analysis o f Contingency Table fo r Age. Total Percent G1 G2 G3 G4 G5 19 0 0 5 4 0 9 8 20 0 1 10 4 3 18 17 21 0 8 1 5 3 17 16 22 5 9 3 5 7 29 27 23 3 2 0 2 1 8 8 24 6 1 1 1 0 9 9 25 1 0 1 0 1 3 3 26-30 1 2 1 1 3 8 8 31-35 0 0 1 0 0 1 1 N/R 0 0 0 0 3 3 3 Total 16 23 24 22 21 106 100 N/R - - No Response. Table B.2. Analysis o f Contingency Table f o r Class Standing. Total Percent Si g2 g3 g4 g5 Sopho­ more 0 1 7 4 1 13 12 Junior 0 4 14 6 2 26 24 Senior 0 17 3 8 12 40 38 16 1 0 4 3 24 23 0 0 0 0 3 3 3 16 23 24 22 21 106 100 Grad­ uate N/R Total N/R — No Response. 84 Table B .3. Analysis o f Contingency Table f o r the Level o f Classroom Experience P a r tic ip a te d in During Exploring Teaching. G1 g2 G3 G4 G5 Total Percent K -l-2 -3 9 10 10 13 6 48 45 4 -5 -6 5 4 8 4 5 26 24 7 -8 -9 1 2 1 1 0 5 5 K-6 1 5 3 3 5 17 16 4-9 0 1 2 1 1 5 5 N/R 0 1 0 0 4 5 5 16 23 24 22 21 106 100 Total N/R — No Response. Table B.4. Analysis o f Contingency Table f o r Previous Teaching Related Experience in Education before Taking Exploring Teaching. Total Percent G1 G2 G3 G4 G5 Elementary Education 5 5 5 4 3 22 20 Nursery 0 3 2 2 1 8 8 Junior H i. 0 0 0 1 0 1 1 Cadet 0 2 0 1 0 3 3 Other 3 5 7 6 9 30 28 No experi ence 0 1 0 2 0 3 3 Elementary » Nursery, Cadet and 1 Other 0 1 0 1 3 3 Elementary and Other 0 1 0 1 2 4 4 None o f the Above Total 7 16 6 23 9 24 4 22 5 21 31 106 29 100 85 Table B .5 . Analysis o f Contingency T able f o r Future Teaching Preference. Gi G2 G3 G4 G5 T otal Percent K - l- 2 - 3 5 12 3 3 8 31 29 4 -5 -6 7 4 7 3 3 24 23 7 -8 -9 0 1 0 1 1 3 3 K-6 1 1 3 0 2 7 7 4 -9 1 4 3 0 3 11 10 K-9 0 0 0 0 0 0 0 Special Education 0 1 5 2 1 9 8 Special & Elementary Education 1 0 0 2 0 3 3 None o f the Above 1 0 3 11 3 18 17 16 23 24 22 21 106 100 Total Table B .6 . A nalysis o f Contingency T able f o r Preference o f Major upon I n i t i a l Entry a t Michigan S ta te U n iv e rs ity . Total Percent G1 G2 Elementary Education 2 6 10 3 10 31 29 Pre-school Education 0 4 1 0 0 5 5 Special Education 0 1 4 2 2 9 8 14 16 12 23 9 24 17 22 9 21 61 106 58 100 None o f the Above Total G3 G4 G5 86 Table B .7. Analysis o f Preference fo r Teaching During High School Career. T otal Percent G1 G2 G3 G4 G5 Elementary Teacher 4 4 3 3 7 21 20 Pre-school Teacher 0 1 0 1 0 2 2 Ju n io r H i. Teacher 0 2 1 0 0 3 3 Special Education Teacher 0 1 2 1 1 5 5 None o f the Above 12 15 17 17 13 74 70 Total 16 23 24 22 21 106 100 Table B .8. A nalysis o f Contingency Table fo r the S im ila r it y o f Exper­ ience in Exploring Teaching to Actual Teaching Experience. T o tal Percent Gi G2 G3 G4 G5 Strongly Agree 3 3 3 1 0 10 9 Agree 6 7 3 3 3 22 21 Neutral 0 4 0 2 1 7 7 Disagree 5 1 0 0 3 9 8 S tro n gly Disagree 1 0 0 2 2 5 5 Not A pplicable 1 8 18 14 12 53 50 16 23 24 22 21 106 100 Total 87 Table B .9. Analysis o f Contingency Table f o r Experiences 1n Exploring Teaching th a t I Think are Examples o f Experience I w il l Have when I Become a Teacher. G1 G2 Strongly Agree 1 7 Agree 4 Neutral G3t Total Percent G4 G5 10 6 2 26 24 9 13 6 7 39 37 3 4 1 2 2 12 11 Disagree 0 3 0 0 3 6 6 Strongly Disagree 0 0 0 1 0 1 1 Not A pplicable 8 0 0 7 7 22 21 16 23 24 22 21 106 100 Total Analysis o f Contingency Table fo r ' I Am C e rta in ly Glad That Exploring Teaching is Required o f A ll Persons Plan­ ning to Enter an Elementary C e r tif ic a tio n Program. ' Table B .10. G3 G5 Percent G2 Strongly Agree 8 9 16 12 6 51 48 Agree 3 8 6 5 27 25 Neutral 3 3 1 2 5 2 11 10 Disagree 1 1 1 2 1 6 6 Strongly Disagree 1 2 0 1 0 4 4 Not A pplicable 0 0 0 0 7 7 7 16 23 24 22 21 106 100 Total G4 Total G1 88 Table B . l l . Analysis o f Contingency Table f o r 'E xploring Teaching S ig n ific a n tly Influenced my Decision to Pursue Elementary T e a c h in g .' T otal Percent G1 G2 G3 G4 G5 S trongly Agree 5 6 6 1 1 19 18 Agree 5 2 6 5 29 28 Neutral 3 8 11 3 2 3 19 18 Disagree 0 3 2 5 3 13 12 S tro n gly Disagree 3 3 1 4 1 12 11 Not A pplicable 0 1 1 4 8 14 13 16 23 24 22 21 106 100 Total Table B .12. Analysis o f Contingency Table f o r ' I Decided to Go In to Elementary Teaching A fte r Attem pting Other C a re e rs .' G1 g2 G3 G4 G5 Total Percent Strongly Agree 0 3 4 0 0 7 6 Agree 5 1 5 3 1 15 14 Neutral 2 4 0 2 3 11 10 Disagree 5 10 8 6 7 36 34 Strongly Disagree 2 2 0 3 3 10 9 Not A p p licable 2 3 7 8 7 27 26 16 23 24 22 21 106 100 Total 89 Table B.13. Analysis o f Contingency Table fo r 'The Public School Classroom Experience Was a Waste o f My T im e.' G1 g2 G3 G4 G5 Total Percent Strongly Agree 0 0 0 0 0 0 0 Agree 1 1 1 0 2 5 4 Neutral 0 1 0 0 1 2 2 Disagree 7 5 7 8 6 33 31 Strongly Disagree 8 16 16 13 5 58 55 Not Applicable 0 0 0 1 7 8 8 16 23 24 22 21 106 100 Total Table B.14. Analysis o f Contingency fo r ‘Teaching Related Experience P rio r to Education 101A Aided Me in Deciding To Be An Elementary T ea ch er.1 Total Percent G1 G2 G3 G4 G5 Strongly Agree 1 3 4 1 5 14 13 Agree 5 10 7 11 7 40 38 Neutral 4 3 1 4 0 12 11 Disagree 2 3 4 1 1 11 10 Strongly Disagree 1 1 1 1 1 5 5 Not Appl i cable 3 3 7 4 7 24 23 16 23 24 22 21 106 100 Total 90 Table B .15. A nalysis o f Contingency Table fo r ' I Decided To Go In to Elementary Teaching A fte r Attem pting Other C ollege C areers.* Total Percent G1 G2 G3 G4 G5 0 0 2 1 0 3 3 12 0 13 1 6 6 1 8 0 1 45 3 43 3 Disagree 3 5 6 7 6 27 25 S trongly Disagree 0 4 3 3 2 12 11 Not Appl ic a b le 1 0 6 3 6 16 15 16 23 24 22 21 106 100 S tro n g ly Agree Agree Neutral Total Each question o f th e q u e stio n n aire was analyzed through the use o f K ru s k a l-W a llis H -te s t fo r the development o f contingency ta b le s . "The K ru s k a l-W a llis H -te s t is an extrem ely useful a lte r n a tiv e to th e technique o f one-way an alysis o f v a ria n c e . I t is designed to determ ine whether K independent samples are taken from populations th a t have the same mean. U n like the one-way a n a ly sis o f v a ria n c e , th is t e s t does not re q u ire the assumptions o f n o rm ality o f the population d i s t r i ­ bution and homogeneity o f v a ria n c e. A ll i t assumes is th a t th e random v a ria b le on which th e various groups a re to be compared is continuously d is tr ib u te d . The t e s t s t a t i s t i c H , 2 X w ith K-l degrees o f freedom. is d is trib u te d approxim ately as For te s tin g the n u ll hypothesis th a t K samples a re from populations w ith th e same mean, we compare th e value o f 2 H w ith th e c r i t i c a l X value a t a given le v e l o f s ig n ific a n c e . 91 The K ru s k a l-W a llis t e s t is more powerful than a s im ila r nonparametric t e s t such as the median t e s t when extended to th re e or more groups. Although i t is somewhat less powerful than the param etric F - t e s t , i t is s t i l l o fte n used because o f i t s s im p lic ity and ease o f 1 a p p lic a t io n ." L in c o ln L. Chao, S t a t is t ic s : Methods and A n a ly s is , (McGrawH i l l , I n c . , 19 6 9 ), pp. 447-449. 92 Table B .16. S ig n ific a n c e o f Tabled Q uestionnaire Questions. question Kruskal-W al1is h-Value * * 1. 19.350 2. 8.566 3 49.580 Chi Square Value 18.467 7.77944 18.467 K - 1 df Level o f S ig n ific a n c e 4 .001 4 .100 4 .001 4. 2.965 1.92256 4 .750 5. 1.638 1.063623 4 .900 6. 6.922 5.38527 4 .250 7. 8.386 7.77944 4 .100 8. 7.568 5.38527 4 .250 9. 17.575 14.8603 4 .005 * 10. 23.435 18.467 4 .001 * 11. 14.466 13.2767 4 .010 12. 1.701 4 .900 * 13. 19.355 18.467 4 .001 * 14. 24.682 18.467 4 .001 * 15. 11.916 11.1433 4 .025 * 16. 17.769 14.8603 4 .005 17. 7.544 4 .250 * 18. 18.833 4 .001 19. 1.253 1.063623 4 .900 * 20. 10.593 9.48773 4 .050 * 1.063623 5.38527 18.467 APPENDIX C ANALYSIS OF VARIANCE INTERACTION 93 Table C . l . Analysis o f Variance In te ra c tio n . Sources In te ra c tio n o f Groups and Sex SELFST APPLIC ATTITD In te ra c tio n Of Groups and Experience SELFST APPLIC ATTITD In te ra c tio n o f Sex and Experi ence SELFST APPLIC ATTITD In te ra c tio n o f Groups, Sex and Experience SELFST APPLIC ATTITD df Hypothesis Mean Square 12-217 4 4 4 1.778 17.962 22.524 .054 .005 .621 .242 1.341 1.556 .046 .262 .194 .996 .007 .001 .752 .932 .916 .389 2.651 .683 .859 .054 .565 .466 .2564 .8566 .0983 .1625 .8855 1.406 9-199 3 3 3 35.502 9.893 1.013 84 84 84 13.392 14.480 1.085 E rro r SELFST APPLIC ATTITD 3.968 .656 1.398 .8184 .6314 3-82 1 1 1 U n iv a ria te F -te s t p .0532 53.140 9.49 1.65 12-217 4 4 4 M u lti v a r ia te F -te s t p .1877 APPENDIX D QUESTIONNAIRE APPROVAL 94 Dear Dr. I am a doctoral student conducting research r e la t iv e to e a rly c lin ic a l experience programs. You are associated w ith the Advisory Committee f o r Screening and S e le c tio n o f Elementary Teacher C e r t if ic a t io n candidates. I wish to survey persons who have completed course Education 101A. Your review ing the enclosed l i s t o f questions and v a ria b le s , which I am developing to conduct th is research , and commenting on t h e i r usefulness as q u estio n n aire would be most h e lp fu l. The a d d itio n o f questions you may deem necessary w i l l be g re a tly ap p re ciate d . K indly forward your response in th e enclosed se lf-a d d res sed envelope. S in c e re ly yo u rs, Charles H. Lowery Graduate A s s is ta n t Dr. S h irle y Brahm D is s e rta tio n D ire c to r 95 D ire c tio n s to Screening and S e le ctio n and Advisory Committee Members. The enclosed questions are being designed f o r q u estio n n aire use to measure the fo llo w in g v a ria b le s : 1. S e lf s ta te d m o tivatio n f o r teaching 2. A ttitu d e toward Education 101A 3. The a p p lic a tio n o f Education 101A to d e s ire to teach. In order to have th e best instrum ent p o s s ib le , w il l you please re a c t to the content and/or form o f q u estio n . Your comments and sugges­ tio n s on th e use o f the v a ria b le s w il l be g re a tly a p p re ciate d . I f you th in k o f a d d itio n a l questions th a t should be in clu d ed , k in d ly l i s t them in the comment space. A d d itio n al comment space is provided on the attached sheet. S p e c ific area o f comment a. Is th e question a p p lic a b le f o r q u e stio n n aire use? b. Is the form o f the question appropriate? c. Does the question in clu d e a l l persons concerned? d. Is th e d ire c tio n o f the question appropriate? e. Is the question c le a r ly stated? f. What recommendations do you have f o r a d d itio n a l questions? 96 A p rtl 8 , 1974 Dear Dr. Recently you were asked to examine a s e t o f questions and comment on t h e i r possible use as q u e stio n n aire f o r rpy study. For your in fo rm a tio n , I am sending you a copy o f the q u estio n n aire designed from the compiled l i s t o f suggestions received from the elem­ en tary education screening and s e le c tio n committee. Thank you f o r your c o n trib u tio n to th is e f f o r t . Yours s in c e re ly , Charles H. Lowery 97 To: De: Subj: Date: Doctoral Committee C. H. Lowery Q uestionnaire Approval A p ril 8 , 1974 Dear Committee Members: Attached is the revised copy o f the q u estio n n aire designed fo r use in my study. This q u estio n n aire re v is io n incorporates the sugges­ tio n s fo r change. Your approval o f th e q u e stio n n aire w i l l be g re a tly ap p reciated. Committee signatures Dr. West Dr. Myer Dr. Brehi Dr. Enge Your* PRE-EDUCATION CLINICAL EXPERIENCE AND TEACHER CAREER DECISION RESEARCH QUESTIONNAIRE INSTRUCTIONS: Place a ( / ) in the ap p ro p riate parenthesis fo llo w in g each item . Demographic Inform ation 1. Your age group a t th is tim e. 19 ( 2. 20 ) ( 21 ) 4. ) 23 24 ( ) ) Female ( ) Freshman ( ) Graduate ( ) ( 25 ) ( 26-30 ) ( 31-35 ) ( 36-41 ) ( Over 41 ) ( ) Sophomore ( ) Junior ( ) Senior ( ) Have you had teaching re la te d experience w ith c h ild re n before ta k ­ ing Exploring Teaching * or i t s w aiver e q u iv a le n t. ) No ( ) My classroom experience in Exploring Teaching was a t the fo llo w in g g ra d e (s ). K ( 6. ( Class standing. Yes ( 5. 22 ) Sex. Hale ( 3. ( 1 ) ( 2 ) ( 3 ) ( 4 ) ( 5 ) ( 6 ) ( 7 ) ( 8 ) ( 9 ) ( ) Previous teaching re la te d experience in education before taking Exploring Teaching was A. B. C. D. E. F. Aide in elementary school --------------------------------------------------------- ( Aide in nursery school --------------------------------------------------------------- f Aide in Junior High s c h o o l — -----( Cadet teaching w h ile in high school ------------------------------------------ ( O t h e r ------------------------------------------------------------------------------------------------ ( No e x p e rie n c e ------------------------------------------------------------------------------- ( * At Michigan S ta te U n iv e rs ity , Exploring Teaching 1s Education 101A. 98 ) ) ) ) ) ) 99 7. I would p re fe r teaching 1n A. B. C. D. E. F. Junior High school 7 - 8 - 9 --------------------------------------------------------M iddle school 6 -7 -8 Upper Elementary school 4 -5 -6 -----------------------------------------------Lower Elementary school K - l-2 - 3 --------------------------------------------Special Education ----------------------------------------— None o f th e a b o v e -------- ( ( j ( ( ( ) ) j ) ) ) ( ) f ( ) ) ( ( ) ) Teacher Career Inform ation 8. Before my teacher aid e experience in Exploring Teaching, I was A. B. C. D. E. 9. As a re s u lt o f my teacher aide experience in Exploring Teaching, I was A. B. C. D. E. 10. a b s o lu te ly c e rta in I wanted to be a p re -s c h o o l, elem entary, Junior H igh, o r Special Education t e a c h e r --------------------------------------------------------------------------------------f a i r l y c e rta in I wanted to be a p re-s ch o o l, elem entary, JiTn 1o r High, o r Special Education t e a c h e r --------------------------------------------------------------------------------------u n d e c id e d c e rta in I did not want to be a p re-s ch o o l, elem entary, Junior High, o r Special Education t e a c h e r --------------------------------------------------------------------------------------Question is not a p p lic a b le to me ab s o lu te ly c e rta in I wanted to be a p re -s c h o o l, elem entary, Junior High, o r Special Education t e a c h e r ------------------------------------------------------------------------------------------{ f a i r l y c e rta in I wanted to be a p re -s c h o o l, elem entary, Junior High, o r Special Education t e a c h e r --------------------------------------------------------------------------------------- ( u n d e c id e d ( c e rta in I did not want to be a p re-s ch o o l, elem entary, Junior H igh, o r Special Education t e a c h e r --------------------------------------------------------------------------------------- ( Question is not a p p lic a b le ( Exploring Teaching s ig n if ic a n t ly in fluen ced my d ecision to A. B. C. D. continue on an elementary c e r t if ic a t io n program change n\y major from elementary e d u c a tio n --------change my major from Special Education -------------change my m ajor from pre-school education --------- ) ) ) ) ) 100 11. When I f i r s t entered Michigan S ta te U n iv e rs ity , I wanted to major in A. B. C. D. 12, Elementary Education ------------------------------------------------------------Pre-school Education ------------------------------------------------------------Special Education -------------------------------------------------------------------None o f the a b o v e -------------------------------------------------------------------- During my high to c o lle g e and A. B. C. D. E. ( ( ( ( school c a re e r, I thought I might go become an Elementary teach er ---------------------------------------------------------------Pre-school teacher ----------------------------------------------------------------Junior High school teach er --------------------------------------------------Special Education t e a c h e r -----------------------------------------None o f th e a b o v e -------------------------------------------------------------------- ( ( ( ( ( Use the fo llo w in g key in answering questions 13 th ru 20. Key: S.A .= S tro n gly Agree D.= Disagree A.= Agree S.A .= Strongly disagree N= N e ith e r agree nor disagree NA= not a p p lic a b le CHECK ONLY ONE ANSWER FOR EACH QUESTION 13. 14. 15. 16. 17. I had experiences in Exploring Teaching th a t are s im ila r to those I am experiencing as a teacher ------------------------------------------ SA A N D SD NA ( ) ( ) ( ) ( ) ( ) ( ) I had experience in Exploring Teaching I th in k are examples o f experiences I w il l probably have when I become a teacher — ( ) ( ) ( ) ( ) ( ) ( ) I am c e r ta in ly glad th a t Exploring Teaching is required o f a l l persons planning to e n ter an elementary c e r t i f i ­ c a tio n program ------------------------------ ( ) ( ) ( ) ( ) ( ) ( ) Exploring Teaching s i g n i f i ­ c a n tly Influenced my decision to pursue elem entary teaching — ( ) ( ) ( ) ( ) ( ) ( ) I decided to go in to elem­ en tary teaching a f t e r attem pting o th e r careers ------------ ( ) ( ) ( ) ( ) ( ) ( ) 101 18. 19. 20. The p u b lic school classroom SA experience in Exploring Teaching was a waste o f my t i m e ......................................................... ( ) A N D SD NA ( ) ( ) ( ) ( ) ( ) Teaching re la te d experience p r io r to Exploring Teaching aided me in deciding to be an elementary teacher ----------------- ( ) ( ) ( ) ( ) ( ) ( ) I decided to go in to elem­ entary teaching a f t e r attem pt­ ing o ther c o lle g e majors ------------ ( ) ( ) ( ) ( ) ( ) ( ) BIBLIOGRAPHY BIBLIOGRAPHY American Association o f Colleges fo r Teacher Education, Revised Standards and P o lic ie s fo r A ccrediting Colleges f o r Teacher Education o f the American A ssociation"of Col leges fo r Teacher Education, Oneonta, New York: AACTE, 1951. A u stin , Helen S ., “Career Development During High School Years," The Journal o f Counseling Psychology, 14: 94 -9 8 , March, 1967. ________ . "Patterns o f Career Choice Over Tim e,11 Personnel and Guidance Jo u rn a l, 45: 541-546, February, 1967. Bennett, Don, "Teacher Commitment - Whose R esponsibility?" The Journal o f Teacher Education, 21: 515-518, W in ter, 1970. 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