INFORMATION TO USERS T his re p ro d u c tio n was made fro m a copy o f a d o cu m e n t sent to us fo r m ic ro film in g . W hile the m ost advanced technolo gy has been used to photograph and reproduce this docu m e nt, the q u a lity o f the re p ro d u ctio n is heavily dependent upon the q u a lity o f the m aterial su bm itte d. The fo llo w in g expla n a tion o f techniques is provided to help c la rify m arkings o r n o ta tio n s w hich may appear on this re p ro d u ctio n . 1 .T h e sign or “ ta rg e t” fo r pages apparently lacking fro m the docum ent photographed is “ Missing Page(s)” . I f it was possible to obtain the missing page(s) o r section, they are spliced in to the film along w ith adjacent pages. T his may have necessitated c u ttin g through an image and d u p lica tin g adjacent pages to assure com plete c o n tin u ity . 2. 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P a g e (s )_____________ seem to b e missing in num bering only as te x t follows. 13. T w o pages n u m b e re d ______________ . Text follo w s. 14. C u rlin g and w rin k le d p a g e s _______ 15. O th e r________ . ______________________________________________________________ University Microfilms International MICHIGAN VOCATIONAL BUSINESS EDUCATION CO-OP PROGRAM COMPLETERS COMPARED TO NON-CO-OP STUDENT COMPLETERS REGARDING WAGES, JOB SATISFACTION, CONTINUING EDUCATION, AND JOB-SEEKING FACTORS By Nat han Thomas Avani A DISSERTATION Submitted t o Michigan S ta te U n iv e r s it y in p a r t i a l f u l f i l l m e n t o f th e requirements f o r t h e d eg re e o f DOCTOR OF PHILOSOPHY Department o f C o u n s e lin g , and S p e c i a l Educational E ducation Psychology, ABSTRACT MICHIGAN VOCATIONAL BUSINESS EDUCATION CO-OP PROGRAM COMPLETERS COMPARED TO NON-CO-OP STUDENT COMPLETERS REGARDING WAGES, JOB SATISFACTION, CONTINUING EDUCATION, AND JOB-SEEKING FACTORS By Nathan Thomas Avani This study attem pted t o i d e n t i f y e xisted among v o c a t i o n a l processing, tic ip a tio n b u s i n e s s d at a progr am c o m p l e t e r s i n r e g a r d t o wages, c o n tin u in g education, th e ir p a rtic ip a tio n any s i g n i f i c a n t d i f f e r e n c e s a c c o u n t i n g and c o m p u t i n g , and s e c r e t a r i a l s a tis fa c tio n , if and j o b seeking, in re la tio n job to i n c o o p e r a t i v e e d u c a t i o n p r o gr a ms o r l a c k o f p a r ­ i n such p r ogr ams . A s t a t e m e n t o f t h e p r o b l e m and t h e need f o r t h e s t u d y a r e f ou n d i n C h a p t e r I . Through a r e v i e w o f t h e l i t e r a t u r e in Chapter I I , the r e s e a r c h e r p r o v i d e s a p e r s p e c t i v e on c o o p e r a t i v e e d u c a t i o n . tio n a l d e v e l o p m e n t i s a l s o a dd r e s s e d , development, in s tru c tio n a l The r e l a t i o n s h i p in stru ctio n a l sequencing, Instruc­ i n c l u d i n g d i s c u s s i o n o f p r ogr am and i n s t r u c t i o n a l stra teg ie s. bet ween c o o p e r a t i v e e d u c a t i o n p r ogr am d e s i g n and s y s te m s d e v e l o p m e n t i s s t r e s s e d . The t h i r d c h a p t e r p r e s e n t s t h e f o u r q u e s t i o n s a d d re s se d i n t h e study, along w i t h a d is c u s s io n o f t h e research p o p u la t i o n , d e s i g n and m e t h o d o l o g y , procedures, and s u r v e y i n s t r u m e n t s . re search Nathan Thomas Avani C h a p t e r IV c o n t a i n s an a n a l y s i s o f t h e d a t a f o r each o f t h e f o u r s u r v e y q u e s t i o n s r e g a r d i n g a c c o u n t i n g and c o m p u t i n g , b u s i n e s s d at a processing, and s e c r e t a r i a l progr am c o m p l e t e r s . Supporting ta b le s are provided. A summary o f t h e f i n d i n g s and c o n c l u s i o n s drawn f r o m t h e f i n d i n g s c o n c e r n i n g c o o p e r a t i v e e d u c a t i o n and v o c a t i o n a l o f f i c e e d u c a t i o n i s f ou n d i n C h a p t e r V. b u s i n e s s and Recommendat ions a r e o f f e r e d f o r f u r t h e r r e s e a r c h i n t h e a re a o f c o o p e r a t i v e e d u c a t i o n , s i s on i n s t r u c t i o n a l s y s t e m s d e v e l o p m e n t t e c h n i q u e s and p r o c e d u r e s . Im p lic a tio n s f o r the fu tu r e o f vocational and i n s t r u c t i o n a l w i t h empha­ development personnel b u s i n e s s and o f f i c e e d u c a t i o n are a ls o discussed. T h i s d i s s e r t a t i o n i s d e d i c a t e d t o my p a r e n t s , L o u i s and R o s a l i e A v a n i . I am d e e p l y i n d e b t e d t o my f a t h e r , a man who has g i v e n me so much, e s p e c i a l l y h i s s t r o n g f a i t h i n God. W i t h o u t h i s example o f l o v e , p a t i e n c e , and u n d e r s t a n d i n g I wo u ld n e v e r have s e t n o r a c h i e v e d t h e g o a l s I have a c c o m p l i s h e d . He i s l o v e d and remembered w i t h t h a t l o v e . To my m o t h e r , f o r she has g i v e n me S t r e n g t h t o know m y s e l f , Hope t h a t my l i f e c o u l d be b e t t e r , K i n d n e s s when I was h u r t i n g , S o l a c e f o r my g r i e f , F a i t h when I d e s p a i r e d , U n d e r s t a n d i n g when I was c o n f u s e d , A c c e p t a n c e when I f a i l e d , Warmth t o s u s t a i n me, C h a l l e n g e f o r me t o c hange, Encouragement t o go on, and t h r o u g h a l l o f t h e s e , an example t h a t w i l l n u r t u r e t h e p er son I am becoming. She i s l o v e d and a l wa ys w i l l be l o v e d . ACKNOWLEDGMENTS F o r my c o m m i t t e e c h a i r m a n , Dr. James Page, and c o m m i t t e e members, Drs. Cass G e n t r y , g u i d a n c e and s u p p o r t w i l l Dr. C a r l Educatio n, e xpe rtise and C l i f f o r d Jump. Their a l w a y s be remembered and a p p r e c i a t e d . Wo l os zy k, Consultant, V ocational-Technical M ich ig a n Department o f E ducation S e rv ic e , f o r sharing h is i n t h e a rea o f c o o p e r a t i v e e d u c a t i o n . Dr. Paul Novak, Technical Robert Poland, Consultant, M ic h ig a n Department o f E ducation, A s s i s t a n c e - and E v a l u a t i o n P r o gr a m, f o r s h a r i n g h i s e x p e r t i s e i n t h e area o f research d esign . P h ilip B ailey, S upervisor, Secondary P ro gr ams U n i t , Department o f E ducatio n, V o c a t io n a l- T e c h n ic a l h i s s u p p o r t and p e r s o n a l Michigan Education S e r v ic e , for commitment t o h is s t a f f ' s p r o f e s s io n a l gro wth and d e v e l o p m e n t . C h risty Erickson, V ocational-Technical e n c o u r a ge m en t , d is s e rta tio n M ic h ig a n Department o f Education, E ducation S e r v ic e , f o r her c l e r i c a l assistance, and s u p p o r t i n w o r k i n g w i t h me t h r o u g h t h e v a r i o u s d ra fts. My w i f e , many s a c r i f i c e s G ioia, f o r her lo ve , patience, understanding, she endured so t h a t I c o u l d p u r s u e t h i s degree. and t h e TABLE OF CONTENTS Page L I S T OF T A B L E S .................................................................................................................. L IS T OF F I G U R E S ....................... vi vi i i L I S T OF APPENDICES........................................................................................................ ix Chapter I. II. III. THE P R O B L E M .................................................................................................... 1 I n t r o d u c t i o n .............................................................................................. S t a t e m e n t o f t h e Pro bl em .................................................................. Pur pose o f t h e S t u d y and Research Q u e s t i o n s ................... Need f o r t h e S t u d y .............................................. L i m i t a t i o n s o f t h e S t u d y .................................................................. As sum pt io ns .............................................................................................. I n s t r u c t i o n a l Systems D e ve lo pme nt .......................................... D e f i n i t i o n o f T e r m s ..................................... O v e r v i e w ....................................................................................................... 1 5 6 7 7 8 8 10 11 REVIEW OF THE L IT ERATURE....................................................................... 12 V o c a t i o n a l C o o p e r a t i v e E d u c a t i o n ............................................... P u b l i c S u p p o r t ..................................................................................... Employer B e n e f i t s ........................................................................... S t u d e n t B e n e f i t s ................................................................................ Development o f I n s t r u c t i o n ............................................................. Technologies o f I n s t r u c t i o n .................................................... I n s t r u c t i o n a l D eve lop me nt ........................................................ I n s t r u c t i o n a l - D e s i g n P r o c e s s .................................................... S u m m a r y ....................................................................................................... 12 12 13 15 19 19 27 29 33 RESEARCH PROCEDURES ................................................................................ 34 I n t r o d u c t i o n .............................................................................................. I n s t r u m e n t De si gn ................................................................................ Sur vey P r o c e d u r e ..................................................................................... P o p u l a t i o n ............................................................................................. . H y p o t h e s e s ................................................................................................... 34 34 36 37 38 iv Page B ackground o f S t u d y ........................................................................... Research De si gn .................................................................................... Job S a t i s f a c t i o n ............................................................................... W a g e s ............................................... * ................................................... L o o k i n g f o r a J o b ........................................................................... C o n t i n u i n g E d u c a t i o n ...................................................................... D a t a - A n a ly s is Procedure . . ............................ . ....................... S u m m a r y ....................................................................................................... IV. ANALYSIS OF DATA . 39 42 42 42 43 43 44 50 ............................................................................... 51 H y p o t h e s i s 1 . . . ............................................................................... H y p o t h e s i s 2 ....................... Hypothesis 3 . . . . ...................................................................... H y p o t h e s i s 4 ............................................................................................. H y p o t h e s i s 5 ............................................................................................. Hypothesis 6 . . . . . . ............................................................ H y p o t h e s i s 7 ................................ H y p o t h e s i s 8 ............................................................................................. ............................................................. Hypothesis 9 . . . . . . . H y p o t h e s i s 1 0 ......................................................................................... H y p o t h e s i s 11 H y p o t h e s i s 1 2 ......................................................................................... R e s u l t s o f S u p p l e m e n t a l A n a l y s e s .................................................. S u m m a r y ....................................................................................................... 51 53 55 57 59 60 62 64 66 68 70 72 74 86 SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS .............................................................................................. 88 I n t r o d u c t i o n .............................................. Summary o f t h e S t u d y ........................................................................... Research P r o c e d u r e ........................................................................... F indings ............................................................................................. C o n c l u s i o n s .............................................................................................. Recommendations .................................................................................... I m p l i c a t i o n s .............................................................................................. 88 89 89 90 95 96 97 APPENDICES......................................................................................................................... 100 BIBLIOGRAPHY ..................................................................................................................... 219 V. v L IS T OF TABLES T a b le 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. . Page Number o f P ro gr ams, S t u d e n t E n r o l l m e n t , and Fund in g o f C o o p e r a t i v e E d u c a t i o n i n V o c a t i o n a l B u s i n e s s Educa­ t i o n i n M i c h i g a n , 1976 Through 1983 5 Observed F r e q u e n c i e s o f B u s i n e s s D a t a - P r o c e s s i n g Program C o m p l e t e r s R e g a r d i n g Wages f o r 1981 and 1982 . . 52 Observed F r e q u e n c i e s o f A c c o u n t i n g and Computing Program C o m p l e t e r s R e g a r d i n g Wages f o r 1981 and 1982 . 54 . Observed F r e q u e n c i e s o f S e c r e t a r i a l Program C o m p l e t e r s R e g a r d i n g Wages f o r 1981 and 1982 56 Observed F r e q u e n c i e s o f B u s i n e s s D a t a - P r o c e s s i n g Program C o m p l e t e r s R e g a r d i n g Job S a t i s f a c t i o n f o r 1981 and 1982 58 Observed F r e q u e n c i e s o f A c c o u n t i n g and Computing Program C o m p l e t e r s R e g a r d i n g Job S a t i s f a c t i o n f o r 1 98 1 and 1982 .....................................................................................................................' 60 Observed F r e q u e n c i e s o f S e c r e t a r i a l Program C o m p l e t e r s R e g a r d i n g Job S a t i s f a c t i o n f o r 1981 and 1982 ........................ 62 Observed F r e q u e n c i e s o f B u s i n e s s D a t a - P r o c e s s i n g Program C o m p l e t e r s R e g a r d i n g C o n t i n u i n g T h e i r E d u c a t i o n f o r 1981 and 1982 64 Observed F r e q u e n c i e s o f A c c o u n t i n g and Computing Program Completers Regarding C o n tin u in g T h e i r Education f o r 1981 and 1982 66 Observed F r e q u e n c i e s o f S e c r e t a r i a l Program C o m p l e t e r s R e g a r d i n g C o n t i n u i n g T h e i r E d u c a t i o n f o r 1981 and 1982 . 68 Observed F r e q u e n c i e s o f B u s i n e s s D a t a - P r o c e s s i n g Program C o m p l e t e r s R e g a r d i n g Job S ee ki ng f o r 1981 and 1982 . . . 70 Observed F r e q u e n c i e s o f A c c o u n t i n g and Computing Program C o m p l e t e r s R e g a r d i n g Job See ki ng f o r 1981 and 1982 . . . 72 vi Page 13. 14. 15. 16. 17. 18. 19. 20. 2 1. 22. Observed F r e q u e n c i e s o f S e c r e t a r i a l Program C o m p l e t e r s R e g ar d i n g Job S ee k i n g f o r 1981 and 1982 74 Observed F r e q u e n c i e s f o r A l l V o c a t i o n a l B u s i n e s s E d u c a t i o n Program C o m p l e t e r s R e g a r d i n g Wages f o r 1981 and 1982 76 Observed F r e q u e n c i e s f o r A l l V o c a t i o n a l B u s i n e s s E d u c a t i o n Program C o m p l e t e r s R e g a r d i n g Job S a t i s ­ f a c t i o n f o r 1981 and 1982 78 Observed F r e q u e n c i e s f o r A l l V o c a t i o n a l B u s i n e s s Educa­ t i o n Program C o m p l e t e r s R e g a r d i n g C o n t i n u i n g T h e i r E d u c a t i o n f o r 1981 and 1982 80 Observed F r e q u e n c i e s f o r A l l V o c a t i o n a l B u s i n e s s Educa­ t i o n Program C o m p l e t e r s R e g a r d i n q Job See ki nq f o r 1981 and 1982 82 Summary T a b l e f o r A c c o u n t i n g and Co mput ing Program C o m p l e t e r s : A l l S ur vey Q u e s t i o n s .................................................... 83 Summary T a b l e f o r B u s i n e s s D a t a - P r o c e s s i n g Program C o m p l e t e r s : A l l S ur vey Q u e s t i o n s .................................................... 83 Summary T a b l e f o r S e c r e t a r i a l Program C o m p l e t e r s : A l l Sur vey Q u e s t i o n s ......................................................................................... 84 Summary T a b l e f o r A l l O c c u p a t i o n a l Program Areas i n B u s i n e s s / O f f i c e E d u c a t i o n : A l l Sur vey Q u e s t i o n s . . . . 85 Summary T a b l e o f C h i - S q u a r e T e s t R e s u l t s f o r A l l O c c u p a t i o n a l Areas .................................................................................... 86 vi i LIS T OF FIGURES F ig u r e Page 1. 1982 and 1983 F o l l o w - U p S u r ve y Job S a t i s f a c t i o n 2. 1982 and 1983 F o l l o w - U p Sur vey Wages I t e m ............................. 43 3. 1982 and 1983 F o l l o w - U p S ur vey J o b - S e e k i n g I t e m ............... 43 4. 1982 and 1983 F o l l o w - U p Sur vey C o n t i n u i n g E d u c a t i o n 5. Illu s tra tio n 6. Response Ra tes f o r t h e 1983 S t a t e F o l l o w - U p Sur vey . . . . 46 7. Response Ra tes f o r t h e 1982 S t a t e F o l l o w - U p S ur v ey . . . . 47 o f Research S t ud y vii 1 Item . . . 42 Item ............................................................. . 44 45 L IS T OF APPENDICES A p p e n d ix Page A. 1983 FOLLOW-UP SURVEY OF 1982 STUDENTS...................................... 101 B. 1982 FOLLOW-UP SURVEY OF 1981 STUDENTS...................................... 105 C. BUSINESS AND OFFICE OCCUPATIONS D. PROGRAM CODES AND DESCRIPTORS E. COMPUTER OUTPUT REPORTS ......................................................... 109 ........................................................ Ill ..................................................................... 113 F. WORKSHEET HOURLY PAY R A T E ................................................................. 115 G. WORKSHEET CONTINUING EDUCATION ................................................... 117 H. WORKSHEET LOOKING FOR A J O B ............................................................ 119 I. WORKSHEET JOB SATISFACTION ................................................................. 121 J. CHI-SQUARE D A T A ........................................................................................ 123 K. INPUT FORM FOR CHI-SQUARE T E S T ........................................................ 125 L. BLONDIN INSTRUCTIONAL DEVELOPMENT MODEL...................................... 127 M. ACCOUNTING AND COMPUTING TASK L I S T .............................................. 131 N. TRAINING STATION PROSPECTUS 136 0. COOPERATIVE EDUCATION STUDENT TRAINING AGREEMENT . . . . 138 P. CHI-SQUARE DISTRIBUTION FOR GIVEN PROBABILITY LEVELS . . 140 Q. CHI-SQUARE TEST OF STATISTICAL SIGNIFICANCE ...................... 142 R. RAW DATA FOR S T U D Y ................................................................................... 175 ............................................................ ix CHAPTER I THE PROBLEM I n t r o d u c t i on Cooperative education a w a g e - e a r n i n g p r ogr am. It is a technique o f vo cational i s f o r p e r s o n s who, and r e c e i v e i n s t r u c t i o n , s c h o o l and c o n c u r r e n t o r s e q u e n t i a l job. in clu ding and p o s t s e c o n d a r y i n s t i t u t i o n s . receive re q u ire d courses in re la te d vocational The c o o p e r a t i v e e d u c a t i o n p r ogr am i s in by w r i t t e n c o o p e r a t i v e a r r a n g e m e n t s bet ween s c h o o l and e m p l o y e r s , a r e e m p l o y e d , compensation, education in stru ctio n on a p r o v i d e d by b o t h s e c on d ar y The pro gr am i s p l a n n e d and s u p e r v i s e d so as t o c o n t r i b u t e t o t h e s t u d e n t ' s e m p l o y a b i l i t y . According t o the N a tio n a l Center f o r E d u c a tio n a l S ta tis tic s , o v e r 595, 00 0 s e c o n d a r y and p o s t s e c o n d a r y v o c a t i o n a l - t e c h n i c a l s t u d e n t s we re e n r o l l e d i n c o o p e r a t i v e e d u c a t i o n 1979-1980 s c h o o l y e a r . students are e n r o lle d It is p r o gr a ms d u r i n g t h e e s t i m a t e d t h a t a b o u t 2 00 ,00 0 o f t h e s e i n 1,000 p o s t s e c o n d a r y i n s t i t u t i o n s . o f employers in business, education Thousands i n d u s t r y , and g o v e r n m e n t p a r t i c i p a t e in the c o o p e r a t i v e e d u c a t i o n p r ogr am a n n u a l l y . The i m p o r t a n c e o f p r a c t i c a l recognized in America. on-th e -jo b t r a in in g has l o n g been The a p p r e n t i c e s h i p s y st em p r o v i d e d t r a i n i n g i n d i v i d u a l s so t h a t t h e y m i g h t become m a s t e r c r a f t w o r k e r s . in d u s tria l With th e r e v o l u t i o n , t h e f o r m a l a p p r e n t i c e s h i p s y s te m g r a d u a l l y 1 for 2 disappeared. were p a i d , A p p r e n t i c e s h i p a r r a n g e m e n t s became more f o r m a l i z e d , and t h e modern w o r k week was e s t a b l i s h e d ( Humbert & Wo l os zy k, 1983). The a p p r e n t i c e s h i p p r ogr am was s t r u c t u r e d around supervised t r a i n i n g , complex, tio n. wages t a s k s t h a t were o rg an ize d from t h e s im p le t o t h e a w ritte n tra in in g a g r e e m e n t f o r m , and r e l a t e d f o r m a l in s tru c ­ This e s t a b lis h e d th e fram ework f o r t h e c o o p e r a ti v e e du ca tion p ro gr a ms o f t o d a y . The f i r s t form al c o o p e r a t i v e e d u c a t i o n p r ogr am i n t h e U n i t e d S t a t e s was o r g a n i z e d a t t h e U n i v e r s i t y o f C i n c i n n a t i program, a ll i n 1906. In t h i s e n g i n e e r i n g s t u d e n t s we re r e q u i r e d t o c o m p l e t e p r o f e s ­ s i o n a l wo rk e x p e r i e n c e b e f o r e t h e y we re a warded a degree. The f i r s t s ec on d ar y c o o p e r a t i v e e d u c a t i o n p r og r am was e s t a b l i s h e d i n 1909 a t Fitchburg, Massachusetts, i n c o o p e r a t i o n w i t h t h e General E l e c t r i c Company. From t h e b e g i n n i n g o f f e d e r a l l y a i d e d v o c a t i o n a l 1917, t h e Federal Board o f V o c a t i o n a l Co mme r ci a l E d u c a t i o n S e r v i c e , associations Education, and p a r t i c u l a r l y its worked c l o s e l y w i t h n a t i o n a l t r a d e in th e development o f e d u c a tio n a l i m p o r t a n c e o f work e x p e r i e n c e , e du c a tion in p r ogr ams . The as a p a r t o f t h e c o o p e r a t i v e e d u c a t i o n program,- was s t r e s s e d by t h e F e d e r a l Board o f V o c a t i o n a l Education from 1917 t o le g is la tio n 1933, and i t has been e mp ha s iz e d t h r o u g h federal since then. From 1939 t o t h e p r e s e n t , c o o p e r a t i o n o f d i s t r i b u t i v e personnel education w it h tr a d e a s s o c ia tio n s s e t th e framework f o r th e working r e l a t i o n s h i p t h a t now e x i s t s w i t h b u s i n e s s and i n d u s t r y t h r o u g h t h e 3 c o o p e r a t i v e e d u c a t i o n p r o gr a m s . involved in t h i s Grocers, e f f o r t were t h e N a tio na l th e National tu r e Association, In Some o f t h e t r a d e a s s o c i a t i o n s A ssociation o f R e tail Dry Goods A s s o c i a t i o n , th e National F u rn i­ and many o t h e r s . 1942 a c o n f e r e n c e was c a l l e d in Washington, c o n s i d e r ways i n wh ich c o o p e r a t i v e e d u c a t i o n , D.C., to a t th a t tim e p r im a r ily lin k e d t o d i s t r i b u t i v e education, could help c i v i l i a n s e ffo rt. Retail a i d t h e wa r D u r i n g t h i s t i m e c o o p e r a t i v e e d u c a t i o n was used i n t h r e e occupational areas: and i n d u s t r i a l d is trib u tiv e education, home e c o n o m i c s , and t r a d e education. The Geo rg e- Bar de n A c t o f 1946 p r o v i d e d c o n t i n u e d f e d e r a l funding o f v o c a tio n a l education, t h r o u g h o u t t h e l a t e 1940s, 1961, 1950s, in c lu d in g co o p e ra tiv e education, and 1960s, a p e r i o d o f 17 y e a r s . P r e s i d e n t John F. Kennedy a p p o i n t e d a panel r e v i e w and e v a l u a t e f e d e r a l vocational of consultants to le g is la tio n . T h e i r recommenda­ t i o n s we re s u b s e q u e n t l y i n c o r p o r a t e d i n t h e F e d e r a l V o c a t i o n a l tio n A c t s o f 1963. This l e g i s l a t i o n In Educa­ f o r the f i r s t tim e authorized b u s i n e s s and o f f i c e e d u c a t i o n as a t r a i n i n g a r e a i n v o c a t i o n a l e du ca ­ tio n . W i t h t h e passage o f t h e V o c a t i o n a l E d u c a t i o n A c t o f 1963 and t h e H i g h e r E d u c a t i o n A c t o f 1965, c o o p e r a t i v e e d u c a t i o n p r ogr ams increased. Both t h e C o mm i s si o n on N o n - t r a d i t i o n a l St ud y (1973) and t h e N a t i o n a l C o mmi s si o n on t h e Ref or m o f S econdary E d u c a t i o n (1973) a s s e r t e d t h a t an i m p o r t a n t a s p e c t o f t h e e d u c a t i o n a l p r o c e s s had bee-n i g n o r e d t h r o u g h f a i l u r e t o p r o m o t e p r o gr a ms o f f e r i n g occupational 4 expe rie n ce t o secondary school students. E x am in atio n o f a survey o f a t t i t u d e s t o w a r d p u b l i c s c h o o l s r e v e a l s t h a t 64% o f t h e A m e r i c a n p u b l i c is in fa v o r o f schools h i r i n g graduates o b ta in employment ("12th According t o the p o l l , wo r k additional via b le Gallup t o h e l p s t u d e n t s and Survey," 1980). e v e r y g r ou p s u r v e y e d f a v o r e d s t r o n g e r s c h o o l - t o - linkages. Wi th t h e passage o f t h e C a r l 1984, Annual personnel Perkins V ocational Education Act o f b u s i n e s s and o f f i c e e d u c a t i o n c o n t i n u e s t o be r e c o g n i z e d as a vocational tra in in g c a t i o n as an e f f e c t i v e pro gr am in s tru c tio n a l (Schrumpf, d elivery q u e s t i o n e d by t h e V o c a t i o n a l - T e c h n i c a l gan D e p a r t m e n t o f E d u c a t i o n . have p a r t i c i p a t e d It 1 97 2 ) . C o o p e r a t i v e edu­ s y st em has r a r e l y been Education S e rv ice o f t h e M i c h i ­ has been assumed t h a t s t u d e n t s who i n c o o p e r a t i v e e d u c a t i o n b e n e f i t more t h a n s t u d e n t s who have n o t had c o o p e r a t i v e e d u c a t i o n e x p e r i e n c e . D u r i n g t h e 1980-1981 Department o f E du ca tion , s c ho ol year, t h e S t a t e o f M ic h ig a n, V ocational-T echnica l Education S e r v ic e , app ro ve d and f un ded 320 c o o p e r a t i v e e d u c a t i o n p r o gr a ms i n v o c a t i o n a l b u s i n e s s and o f f i c e education throughout the s ta te . students p a r tic ip a te d i n t h e s e p r o gr a ms . pa rticip a te d , pa rticip a te d , $310,001. During th e y e a r , 229 p r o g r a m s were a p p r o v e d ; 4,445 s t u d e n t s and s c h o o l s r e c e i v e d $361,864 i n s t a t e f u n d i n g . 1982-1983 s ch o o l o f 6,136 The s t a t e s u p p o r t e d t h e s e p ro g r a m s i n t h e f o r m o f f u n d i n g t h a t t o t a l e d 1981-1982 s c h o o l A tota l In the y e a r , 293 p r o gr a m s were a p p r o v e d ; 4,834 s t u d e n t s and s c h o o l s r e c e i v e d $351,082 i n s t a t e f u n d i n g . It is e s t i m a t e d t h a t o v e r $350,000 was used i n s t a t e f u n d i n g o f c o o p e r a t i v e 5 e d u c a t i o n p r o gr a m s d u r i n g t h e 1983-1984 s ch oo l number o f p r o g r a m s , education through student enrollm ent, in v o c a tio n a l year. T a b l e 1 shov/s t h e and f u n d i n g o f c o o p e r a t i v e b u s i n e s s e d u c a t i o n i n M i c h i g a n f r o m 1976 1983. T a b l e 1 . — Number o f p r o gr a m s , s t u d e n t e n r o l l m e n t , and f u n d i n g o f c o o p e ra tiv e education in v o c a tio n a l business education i n M i c h i g a n , 1976 t h r o u g h 1983. Year Number o f Programs 1976-77 1977-78 1978-79 1979-80 1980-81 1981-82 1982-83 315 329 330 326 320 299 293 So ur ce : Student E n r o l 1ment Reimbursement 7,566.0 8,319.0 8,354.0 6,975.5 6,136.0 5,556.5 4,835.0 $317,776.39 303,437.23 380,596.41 286,493.34 310,001.42 361,864.47 351,082.55 M i c h i g a n D e p a r t m e n t o f E d u c a t i o n , V o c a t i o n a l - T e c h n i c a l Educa­ t i o n S e r v i c e , "X0108 Program Reimbursement R e p o r t , 1 9 7 6 - 1 98 4 " (Lansing: M i c h i g a n D e p ar t m e n t o f E d u c a t i o n , 1 98 4 ). S t a t e m e n t o f t h e Probl em The p r o b l e m o f t h i s s t u d y was t o d e t e r m i n e w h e t h e r e mp loye d vocational b u s i n e s s and o f f i c e progr am c o m p l e t e r s who have p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n have e x p e r i e n c e d g r e a t e r j o b received h ig h e r s a la r ie s , and been i n v o l v e d and o f f i c e education. sa tis fa c tio n , p ur sue d more c o n t i n u i n g e d u c a t i o n a c t i v i t i e s , i n l e s s j o b s e e k i n g t h a n employed v o c a t i o n a l p r ogr am c o m p l e t e r s who have n o t p a r t i c i p a t e d business in c o o p e ra tive The s u r v e y s o b t a i n e d i n f o r m a t i o n f r o m f o r m e r h i g h s c h o o l s t u d e n t s who had c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n 6 p ro gr am i n M i c h i g a n . not p a rtic ip a te d These s t u d e n t s i d e n t i f i e d in c o o p e ra tiv e education. w h e t h e r t h e y had o r had The V o c a t i o n a l - T e c h n i c a l E ducation S e r v ic e o f t h e M ic h ig a n Department o f Education c o n tin u e s t o fund c o o p e r a t i v e e d u c a tio n programs in v o c a t io n a l e d u c a tio n w i t h o u t knowing i f b u s i n e s s and o f f i c e p a r t i c i p a n t s b e n e f i t i n t h e a r e a s men­ tio n e d above. P ur pose o f t h e St ud y and Research Q u e s t i o n s The p ur p o s e o f t h i s s t u d y was t o p r o v i d e i n f o r m a t i o n t h a t c o u l d l e a d t o more e f f i c i e n t and e f f e c t i v e p r o gr a m s i n v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n and i n t h e i r use o f t h e c o o p e r a t i v e e d u c a t i o n component . The i n f o r m a t i o n p r o v i d e d by t h e p ro gr am c o m p l e t ­ e r s o f v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o g r a m s was used t o answer t h e f o l l o w i n g r e s e a r c h q u e s t i o n s r e g a r d i n g c o o p e r a t i v e e duc a- t i on: 1. o ffic e Do s t u d e n t s who have e n r o l l e d education and c o m p u t i n g , education, i.e., and s e c r e t a r i a l , business data b u s i n e s s and processing, and have p a r t i c i p a t e d accounting in cooperative have h i g h e r s a l a r i e s t h a n s t u d e n t s i n t h e s e p r o gr a m s who d i d not p a r tic ip a te 2. programs, in vo catio n al in c o o p e r a tiv e education? Ar e v o c a t i o n a l have p a r t i c i p a t e d b u s i n e s s and o f f i c e e d u c a t i o n s t u d e n t s who i n c o o p e r a t i v e e d u c a t i o n more s a t i s f i e d w ith t h e ir c u r r e n t employment than v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n s t u d e n t s who have n o t p a r t i c i p a t e d in c o o p e ra tiv e education? 7 3. What p e r c e n t a g e o f v o c a t i o n a l b u s i n e s s and o f f i c e education p ro gr am c o m p l e t e r s who have p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n a r e l o o k i n g f o r a jo b ? 4. What p e r c e n t a g e o f v o c a t i o n a l b u s i n e s s and o f f i c e education p ro gr am c o m p l e t e r s who have n o t p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n a re lo o k in g f o r a jo b? 5. How many c o m p l e t e r s o f v o c a t i o n a l e d u c a t i o n p r o gr a m s who have p a r t i c i p a t e d b u s i n e s s and o f f i c e in c o o p e r a tiv e e du ca tion are c o n tin u in g t h e i r education? 6. How many c o m p l e t e r s o f v o c a t i o n a l e d u c a t i o n p r o gr a ms who have n o t p a r t i c i p a t e d b u s i n e s s and o f f i c e in c o o p e ra tiv e education are c o n t in u in g t h e i r education? Need f o r t h e St ud y Since i t is a p o licy V ocational-Technical o f t h e Michig an Department o f E ducation, E ducatio n S e rv ice , p ro g r a m s i n v o c a t i o n a l t o fund c o o p e r a ti v e e du ca tion b u s i n e s s and o f f i c e e d u c a t i o n , it is im portant t o know how e f f e c t i v e t h e s e p ro gr ams a r e f o r s t u d e n t s e n r o l l e d i n them. The s t a t e ' s f u n d i n g o f c o o p e r a t i v e e d u c a t i o n p r o gr a ms f o r o ffic e tio n to b u s i n e s s and e d u c a t i o n s h o u l d be based on f a c t s a b o u t such p r o gr a ms i n r e l a ­ the s p e c ific occupational a c c o u n t i n g and c o m p u t i n g , area, i.e., b u s i n e s s d at a processing, and s e c r e t a r i a l . L i m i t a t i o n s o f t h e St ud y 1. The s t u d y c o v e r e d t w o d i f f e r e n t y e a r s o f d a t a : and 1982-1983. A d d i t i o n a l y e a r s were n o t c o n s i d e r e d due t o 1981-1982 in co nsis- 8 t e n t d a t a i t e m s and i m p l e m e n t a t i o n p r o c e d u r e s , changes, i.e., d e fin itio n a l changes i n m e t h o d o l o g y used i n o b t a i n i n g s t u d e n t s ' r e s p on s es t o surveys, and changes i n s u r v e y q u e s t i o n s . 2. The s t u d y i s l a r g e l y d e s c rip tiv e in nature. A ll independ­ e n t v a r i a b l e s r e f l e c t o b j e c t i v e measur es r a t h e r t h a n s u b j e c t i v e j u d g ­ ments as t o t h e s t r e n g t h s a n d / o r weaknesses o f i n d i v i d u a l pro gr ams. Ass umpt i ons 1. Not a l l c o o p e ra tiv e education experiences f o r vo c atio n al b u s i n e s s and o f f i c e e d u c a t i o n p a r t i c i p a n t s a r e s i m i l a r enough i n pro gr am d e s i g n and c o n t e n t t o assume t h a t t h e c o o p e r a t i v e e d u c a t i o n program i s t h e same f o r a l l 2. vocational No t a l l students. vo cation al c o o p e r a t i v e e d u c a t i o n p r o gr am s f o r b u s i n e s s and o f f i c e e d u c a t i o n a r e t h e same i n s t u d e n t / employer m o n i t o r i n g procedures. 3. Cooperative education f o r vo c atio n al e d u c a t i o n s t u d e n t s makes a d i f f e r e n c e In stru c tio n a l b u s i n e s s and o f f i c e in t h e i r e m p lo y a b ility . Systems De vel opment T h i s s t u d y a dd r e s s e d c o o p e r a t i v e e d u c a t i o n as a m e t h o d o l o g y i n the d e liv e ry of in s t r u c tio n Perkins V ocational r e la t in g to vocational tra in in g . The C a r l E d u c a t i o n A c t o f 198/ d e f i n e s t h e t e r m " c o o p e r a t i v e e d u c a t i o n " as a method o f i n s t r u c t i o n o f v o c a t i o n a l e d u c a t i o n f o r i n d i v i d u a l s who, t h r o u g h w r i t t e n c o o p e r a t i v e a r r a n g e m e n t s bet ween t h e s ch o o l and e m p l o y e r s , r e c e i v e i n s t r u c t i o n , i n c l u d i n g r e q u i r e d a c ad e mi c c o u r s e s and r e l a t e d v o c a t i o n a l i n s t r u c t i o n by a l t e r n a t i o n o f s t u d y i n s c h o o l w i t h a j o b i n any o c c u p a t i o n a l f i e l d . . . . The t w o e x p e r i e n c e s m u s t be p l a n n e d and s u p e r v i s e d by t h e s c h o o l and 9 e m p l o y e r s so t h a t each c o n t r i b u t e s t o t h e s t u d e n t ' s e d u c a t i o n and to h is o r her e m p lo y a b ility . Work p e r i o d s and s c h o o l a t t e n d a n c e may be on a l t e r n a t e h a l f days, f u l l days , weeks, o r o t h e r p e r i o d s o f t i m e i n f u l f i l l i n g t h e c o o p e r a t i v e p r o gr a m. ( C o n g r e s s i o n a l Record— House, O c t o b e r 2 , 1984, p. H I 0771 ) The c o o p e r a t i v e e d u c a t i o n pro gr am p r o v i d e s an o p p o r t u n i t y f o r t h e s tu d e n t t o perform th e s k i l l s h e / s h e has l e a r n e d i n t h e v o c a t i o n a l pro gr am. For some s t u d e n t s t h e c l a s s r o o m a c t i v i t i e s and e n v i r o n m e n t a r e not e ffe c tiv e in p ro v id in g what i t w o u l d be l i k e c o o p e r a t i v e e d u c a t i o n pro gr am f u r n i s h e s t h i s on t h e j o b . The experience f o r the stud e nt. I n f o r m a t i o n t h a t can be o b t a i n e d a b o u t t h e e f f e c t i v e n e s s o f t h e c o o p e r a t i v e e d u c a t i o n p r og r am can a i d i n s t r u c t i o n a l developers in the d e v e l o p m e n t and i m p l e m e n t a t i o n o f o t h e r e d u c a t i o n a l p ro gr a ms . th is c o n t e x t t h a t t h e p re s e n t research study i s in s tru c tio n a l systems development. It is in re la ted to the f i e l d of This study is only the f i r s t step i n t a k i n g a s y s t e m a t i c app ro ac h t o a r e v i e w o f t h e c o o p e r a t i v e educa­ tio n pro gr am. The a p p l i c a t i o n o f i n s t r u c t i o n a l t h e B l o n d i n Model (Appendix L), s y s t e m s m o d e l s , such as can s e r v e as a u s e f u l e v a lu a tive tool and n e e d s - a s s e s s m e n t d e v i c e f o r m a k i n g i m p r o v e m e n t s i n t h e p r og r am f o r the future. The s t a t e ' s f o l l o w - u p surveys, used as a s o u r c e f o r t h e g a t h e r i n g o f d a t a r e l a t i v e t o t h e c o o p e r a t i v e e d u c a t i o n p r o gr a m, can s e r v e as a needs a s s e s s m e n t o f t h e p r o gr a m. An a n a l y s i s o f t h i s in fo r­ m a t i o n can h e l p i d e n t i f y w h e t h e r t h e o b j e c t i v e s o f t h e p ro gr am a r e b e i n g met. 10 Although t h i s study is p r ogr am i n t e r m s c f i t s sta rtin g not addressing th e c o o p e ra tiv e education in s tru c tio n a l c o n t e n t and d e l i v e r y * pla ce f o r f u r t h e r i n v e s t i g a t i o n in s tru c tio n a l it is a i n t o and a p p l i c a t i o n o f s y s t em s d e v e l o p m e n t t e c h n o l o g y . Because o f t h e r e l a t i o n ­ s h i p bet ween t h e c o o p e r a t i v e e d u c a t i o n p r og ra m and i n s t r u c t i o n a l tems* C h a p t e r I I * development o f t h e Review o f L i t e r a t u r e * sys­ i n c l u d e s a s e c t i o n on t h e in stru ctio n . D e fin itio n o f T e rms The f o l l o w i n g t e r m s a r e d e f i n e d i n t h e c o n t e x t i n a r e used i n t h i s which the y d is se rta tio n . Added c o s t s : The added c o s t s o f a v o c a t i o n a l p r og r am a r e measured by c a l c u l a t i n g t h e d i f f e r e n c e b et we en t h e a v e r a g e c o s t o f a given or a s p e c i f i c v o c a t io n a l p r og r am and t h e a v er ag e c o s t o f t h e a l t e r n a t i v e s e c o n d a r y a c ad e m i c o r " g e n e r a l " e d u c a t i o n pro gr am. added-cost f a c t o r Vocational The is the d i f f e r e n t i a l . b u s i n e s s and o f f i c e e d u c a t i o n : Vocational and o f f i c e e d u c a t i o n c o n s i s t s o f c o u r s e s and p r a c t i c a l business experiences o r g a n i z e d i n t o p r o gr a m s o f i n s t r u c t i o n t o p r o v i d e o p p o r t u n i t i e s f o r s tu d e n ts t o prepare f o r * o r advance i n * s e l e c t e d b u s i n e s s and o f f i c e o c c u p a t i ons. Cooperative e d u c a tio n ; Cooperative education is a technique of v o c a t i o n a l e d u c a t i o n i n a w a g e - e a r n i n g p r og r am f o r p e r s o n s who, w ritte n (and on f i l e ) by c o o p e r a t i v e a r r a n g e m e n t s bet ween s c h o o l and e m p l o y e r s a r e e mp l oy e d; r e c e i v e c o m p e n s a t i o n ; and r e c e i v e i n s t r u c t i o n , 11 i n c l u d i n g r e q u ir e d courses in school re la te d vocation al Program: and c o n c u r r e n t o r s e q u e n t i a l i n s t r u c t i o n on a j o b . In t h i s s tu d y , t h e term "p rogram " r e f e r s t o a s e c o n d a r y , p o s t s e c o n d a r y , o r a d u l t p r og r am o f s t u d i e s d e s i g n e d p r i m a r i l y t o prepare p u p ils f o r entrance i n t o a s p e c i f i c occupation o r c l u s t e r o f o c c u p a t i o ns. Program l e a v e r : A p r og r am l e a v e r i s any e l e v e n t h - o r t w e l f t h - g r a d e s t u d e n t who was e n r o l l e d i n a p r o g r a m , program, and was n o t known t o be s t i l l did not complete the i n s ch oo l a t t h e t i m e o f t h e study. Program c o m p l e t e r . A p r ogr am c o m p l e t e r i s any e l e v e n t h - o r t w e l f t h - g r a d e s t u d e n t who c o m p l e t e d a l l men ts f o r t h e v o c a t i o n a l o f the i n s t i t u t i o n a l re q u ire ­ p r ogr am. O v er v i ew C h a p t e r I c o n t a i n e d an i n t r o d u c t i o n t o t h e s t u d y , o f t h e p r o b l e m and p u r p o s e o f t h e r e s e a r c h , the research q ue stions, need f o r t h e s t u d y , a s s u m p t i o n s and l i m i t a t i o n s , term s. In Chapter I I , related and d e f i n i t i o n s l i t e r a t u r e on v o c a t i o n a l e d u c a t i o n and t h e d e v e l o p m e n t o f in stru ctio n a statement is the o f key cooperative revie wed. Chapter I I I c o n t a i n s a d i s c u s s i o n o f t h e d e s i g n and m e t h o d o l o g y o f t h e s t u d y . Results o f the s t a t i s t i c a l c o n t a i n e d i n C h a p t e r IV. study, conclusions, a n a l y s i s o f data c o l l e c t e d in t h e stud y are I n c l u d e d i n C h a p t e r V a r e a summary o f t h e r e co m me n d a t i o n s , and i m p l i c a t i o n s . CHAPTER I I REVIEW OF THE LITERATURE V o c a t i i .-iial C o o p e r a t i v e E d u c a t i o n P u b lic Support Several r e c e n t s t u d ie s p ro v id e evidence o f t h e acceptance o f c o o p e r a t i v e e d u c a t i o n p r o gr a m s by e m p l o y e r s , parents, and s t u d e n t s . Fo r e xampl e, educational a fe a s ib ility agencie s, s t u d y by S t a u b e r (1976) r e v e a l e d t h a t t h e m a j o r i t y o f b u s i n e s s and i n d u s t r y tiv e s , fa c u lty , and s t u d e n t s f a v o r e d t h e i m p l e m e n t a t i o n o f a c o o p e r a ­ t i v e e d u c a t i o n p r ogr am i n a p a r t i c u l a r l o c a t i o n . In t h a t su rve y, o b t a i n e d r e s u l t s much l i k e t h o s e o f s i m i l a r e f f o r t s , ers, representa­ wh i ch 96% o f t h e e m p l o y ­ 97% o f t h e e d u c a t o r s , and 95% o f t h e s t u d e n t s s u r v e y e d f a v o r e d t h e i m p l e m e n t a t i o n o f a c o o p e r a t i v e e d u c a t i o n progr am. A s u r v e y o f a t t i t u d e s t o w a r d p u b l i c s c h o o l s r e v e a l e d t h a t 64% o f t h e A me r i c a n p u b l i c was i n f a v o r o f s c h o o l s h i r i n g a d d i t i o n a l personnel Annual t o h e l p s t u d e n t s and g r a d u a t e s o b t a i n e m p l o y m e n t ( " 1 2 t h G a l l u p S u r v e y , " 1980). A ccording t o t h e survey re su lts, every group favored s t r o n g e r s c h o o l- t o - w o r k lin k a g e s . School o f f i c i a l s expressed t h e i r s a t i s f a c t i o n w i t h b ot h t h e i n s t r u c t i o n a l and j o b - p l a c e m e n t a s p e c t s o f c o o p e r a t i v e e d u c a t i o n p r o gr a ms . Frankel (1973) f ou n d t h a t c o o p e r a t i v e e d u c a t i o n p r o g r a m s a r e 12 13 more l i k e l y t h a n any o t h e r t y p e o f p r ogr am t o in clu de the fo llo w in g character!' s t i c s : 1 . an a d v i s o r y c o m m i t t e e 2. a f o l l o w - u p pro gr am f o r g r a d u a t e s 3. jo b -re la te d 4. jo b s t h a t o f f e r formal 5. a high r a t e o f j o b - r e l a t e d 6. a jo b placement s e r v i c e 7. a s s i s t a n c e f o r s t u d e n t s i n making o c c u p a t i o n a l 8. c a r e e r - r e l a t e d jo b placement 9. p l a c e m e n t i n j o b s w i t h a h i g h d eg r ee o f r e s p o n s i b i l i t y 10. in stru ctio n placement in h i g h l y on-th e -jo b tr a in in g placement decisions s a t i s f y i n g jobs E mpl oyer B e n e f i t s Frankel (1973) cooperative vocational among s t u d e n t s , showed t h a t o c c u p a t i o n a l p r o gr a ms ( e s p e c i a l l y e d u c a tio n programs) gen e ra te g r e a t enthusiasm employers, and sc h oo l o ffic ia ls . Students in t h i s s t u d y i n d i c a t e d t h a t t h e y b e l i e v e d c o o p e r a t i v e e d u c a t i o n p r o v i d e d them w ith valuable s k i l l s . p ro gr am and t h a t i t Employers b e lie v e d t h a t the y b e n e f i t e d from th e c o n t r i b u t e d t o t h e e d u c a t i o n and e m p l o y a b i l i t y o f students. E mp l o y e r s a r e s u p p o r t i v e o f t h e c o o p e r a t i v e e d u c a t i o n pro gr am. Eaddy (1975) f ou n d e m p l o y e r s t o be e n t h u s i a s t i c supporters o f c o o p e r a t i v e e d u c a t i o n i n t e r n s h i p s as a means o f d e v e l o p i n g p r o f e s s i o n a l and t e c h n i c a l pro ficien cy. W i n e r and S n e l l (1979) n o t e d t h a t e m p l o y e r s o f s e c o n d a r y c o o p e r a t i v e e d u c a t i o n s t u d e n t s g a i n f r o m t h e p r ogr am. 14 E n d i c o t t (1978) f o u n d t h a t t h e e m p l o y e r ’ s mo st f r e q u e n t l y s u g g es t ed i m p r o v e m e n t s f o r p o s t s e c o n d a r y p r o g r a m s we re r e l a t e d t o an i n c r e a s e i n p r a c t i c a l and w o r k - r e l a t e d c o u r s e s and a b e t t e r u n d e r s t a n d i n g o f t h e j o b m a r k e t by s t u d e n t s . C o o p e r a t i v e e d u c a t i o n s t u d e n t s a r e a l s o more s a t i s f a c t o r y e mp loy ee s because n o t as much t r a i n i n g r e a d y " as i s is r e q u i r e d f o r t hem t o be " j o b r e q u i r e d f o r o t h e r n e w l y h i r e d e m pl oy ee s (Welch* 1980). Breen and Freeman (1978) r e p o r t e d t h a t e m p l o y e r s b e l i e v e c o o p e r a t i v e education students le a rn more q u i c k l y t h a n do o t h e r n e w l y h i r e d e mp l o y e c s . E m p l oy er s b e n e f i t f r o m t h e a b i l i t y o f c o o p e r a t i v e e d u c a t i o n p r o g r a m s t o a d a p t t o l a b o r m a r k e t and e m p l o y e r needs ( L i t t l e , Evans (1971) pointed t o 1974). the a d a p t a b i l i t y o f co o p e ra tiv e education p r o gr a m s as one o f t h e o u t s t a n d i n g a d v a n t a g e s o f t h e c o n c e p t , n o t i n g t h a t because e m p l o y m e n t i s a v a i l a b l e o n l y i n o c c u p a t i o n s i n w h i c h a c o n t i n u i n g need f o r w o r k e r s e x i s t s , c o o p e r a t i v e e d u c a t i o n pro gr ams a r e kept c u rre n t. W i n e r and S n e l l (1979) f ou n d t h a t e m p l o y e r s r e g a r d c o o p e r a t i v e e d u c a t i o n p r o gr a m s as an e x c e l l e n t way t o r e c r u i t e mp loy ee s. (1981) n o t e d t h a t c o o p e r a t i v e e d u c a t i o n a s s i s t s e m p l o y e r s i n Snell re c ru it­ ment because e m p l o y e r s r e a l i z e a h i g h e r a c c e p t a n c e r a t e t h a n t h r o u g h other r e c r u it in g fre qu e ntly p r o gr a m s . involved in In a d d itio n , r a t i n g c o o p e r a t i v e e du c a tion s tu d e n ts than in r a t i n g o t h e r c a n d i d a t e s f o r e m pl oy me nt . more s a t i s f i e d w i t h m i d d l e managers a r e more Therefore, t h e y t e n d t o be c o o p e r a t i v e e d u c a t i o n s t u d e n t s as e mp loy ee s. 15 H u t t (1975) f ou nd t h a t programs’ t a n g i b l e b e n e f i t s * in a d d i t i o n t o c o o p e ra tiv e education e m p l o y e r s r e p o r t e d t h a t t h e y d e r i v e d an i n t a n g i b l e b e n e f i t from p a r t i c i p a t i n g programs— t h a t i s , in co o p e ra tiv e education the s e l f - s a t i s f a c t i o n o f h e lp in g youths. Frankel (1973) agreed t h a t e m p l o y e r s b e l i e v e d t h e y were c o n t r i b u t i n g t o young p e o p l e ' s e d u c a t i o n by p a r t i c i p a t i n g i n t h e pro gr am. Student B e n e fits C o o pe ra tive e d u c a tio n programs are designed t o c o n t r i b u t e t o s t u d e n t s ' c a r e e r g o a l s by p r o v i d i n g career-preparation a c tiv itie s . These pro gr ams can a l s o c o n t r i b u t e t o t h e b r o a d e r a r e a o f c a r e e r concerns— i n d i v i d u a l c a r e e r development. planning, and e s t a b l i s h i n g exploring, Career development i n v o lv e s life roles. C ooperative e d u c a t i o n p r o gr a ms a r e i n c r e a s i n g l y recommended as a c a r e e r - d e v e l o p m e n t i n t e r v e n t i o n t h a t eases t h e t r a n s i t i o n career e x p lo ra tio n W irtz, f r o m s ch o o l t o wo r k and p r o m o te s (S ilb e rm a n & G in sburg, 1976; Super & H a l l , 1978; 1 97 5 ). Research has r e v e a l e d t h a t c o o p e r a t i v e e d u c a t i o n o n - t h e - j o b experience provides a s u p e r io r v e h i c le f o r v o c a tio n a l e xp lo ra tio n (Du ca t, ( 1977), 1980). This f i n d i n g was s u p p o r t e d by K ' l u b n i k who asserted t h a t th e q u a l i t y o f o n - th e - jo b experience in c o o p e ra tiv e education p re d ic to r of the q u a lit y is an e x c e l l e n t su rviva l s k ills . su rviva l s k ills o f the in d iv id u a l's I t may be i n f e r r e d t h a t t h e p o s s e s s i o n o f s u p e r i o r is an i n d i c a t i o n t h a t t h e i n d i v i d u a l managing t h e t r a n s i t i o n from school t o wo r k . is e f f e c t i v e l y 16 Lamb and McKay (1979) s u g g e s t e d a p l a n f o r e f f e c t i v e l y ing students in t h e i r e f f o r t s t o re ac h c a r e e r g o a l s . a s sist­ This c a re e r- d e v e l o p m e n t s t r a t e g y i s t h e c o n s o l i d a t i o n o f p l a c e m e n t and c o o p e r a t i v e e d u c a t i o n p r o gr a ms . Lamb (1981) n ot e d t h a t s t u d e n t s o f t e n come t o t h e p l a c e m e n t o f f i c e t o i n q u i r e a b o u t p a r t - t i m e wo rk and may n o t be aware o f the b e n e fits o f c o o p e ra tiv e education. Further, t h e use o f c o o p e r a t i v e e d u c a t i o n c o n c e p t s and t h o s e o f p l a c e m e n t s e r v i c e s as e l e m e n t s o f a c a r e e r - d e v e l o p m e n t p l a n was s u g g e s t e d by Lamb and McKay (1979). because s t u d e n t s seek o c c u p a t i o n a l H e rs ch el m a n (1976) s u g g e s t e d t h a t r o l e s on t h e b a s i s o f s k i l l s a c q u ire d through c a r e e r development, c o o p e r a t i v e e d u ca tio n c o o r d i n a t o r s m u s t p r o v i d e t h e means t o development a c t i v i t i e s . i n t e g r a t e c o o p e r a t i v e e d u c a t i o n and c a r e e r The i m p l i c a t i o n of these notions c o o p e r a t i v e e d u c a t i o n c o o r d i n a t o r s mu st f u n c t i o n guidance P rin cip a ls tio n , e ffe c tiv e ly A s s o c i a t i o n o f Secondary School (1973) m e n t i o n e d t h a t c o o p e r a t i v e e d u c a t i o n f o r students, such as enhanced s e l f - c o n c e p t s , and i m m e d i a t e r e i n f o r c e m e n t f o r p r o d u c t i v i t y . tio n a l in a role. A r e p o r t by t h e N a t i o n a l b en e fits is th a t Education" (1982), p r o gr a ms o f f e r job s a tis fa c ­ " C o o p e r a t i v e Voca­ a r e p o r t d e v e l o p e d by t h e s t a t e o f F l o r i d a , i n d i c a t e d t h a t c o o p e r a t i v e e d u c a t i o n p r o gr a ms do t h e f o l l o w i n g t h i n g s for students: 1. 2. 3. 4. A s s i s t s t u d e n t s t h r o u g h c o u n s e l i n g d u r i n g t h e t r a n s i t i o n f rom school t o work. P r o v i d e t r a i n i n g i n a chosen o c c u p a t i o n . P r o v i d e f i n a n c i a l r e w a r d s a l o n g w i t h employment s k i l l s . G i v e meaning and p u r p o s e t o t h e o r e t i c a l kn owl ed ge g a i n e d i n sch oo l. 17 5. 6. 7. S t i m u l a t e i n t e r e s t i n sc hoo l by making s t u d e n t s aware o f t h e r e l a t i o n s h i p between c l a s s r o o m and j o b - r e l a t e d l e a r n i n g and su cc ess on t h e j o b . Help s t u d e n t s t o d e v e l o p t h e w o r k - r e l a t e d h a b i t s and a t t i ­ t u d e s n e c e s s a r y f o r m a t u r i t y and c o n f i d e n c e . P r o v i d e a r e a l i s t i c l e a r n i n g e x p e r i e n c e i n w h ic h s t u d e n t s may d i s c o v e r t h e i r i n t e r e s t s and a b i l i t i e s . These i d e a s a bo u t t h e b e n e f i t s o f c o o p e r a t i v e e d u c a t i o n have been s u p p o r t e d by r e s e a r c h . L e w i s and a s s o c i a t e s (1976) n o t e d t h a t s c h o o l-s u p e r v is e d employment ( e s p e c i a l l y c o o p e r a t i v e e d u ca tio n ) r e s u l t s in in creased s a t i s f a c t i o n H e lliw e ll (1981) w i t h school and r e duce d d r o p o u t r a t e s . in d i c a t e d t h a t secondary c o o p e r a t i v e e du c a tion s t u d e n t s v a l u e wo rk more i n t e n s e l y and have more p o s i t i v e a t t i t u d e s t o w a r d w o r k t h a n do s t u d e n t s e n r o l l e d i n o t h e r p r o gr a m s . Welch (1980) r e p o r t e d t h a t c o o p e r a t i v e e d u c a t i o n s t u d e n t s e x p r e s s more p o s i t i v e a t t i t u d e s t o w a r d s c ho ol t h a n do o t h e r s t u d e n t s . These s t u d e n t s a l s o e x p r e s s more p o s i t i v e a t t i t u d e s t o w a r d employment . C o o p e r a t i v e e d u c a t i o n p r o gr a ms have a l s o been r e p o r t e d t o c o n t r i b u t e t o s t u d e n t s ’ personal the fo llo w in g development. Wilson (1974) r e p o r t e d p o s i t i v e e f f e c t s o f c o o p e r a t i v e e d u c a t i o n p r o gr a m s on personal gro w th: 1. 2. 3. C o o p e ra tiv e e d u c a tio n s tu d e n ts b e l i e v e t h a t g r e a t e r personal c a r e e r d e v e lo p me nt has r e s u l t e d f r o m t h e i r e d u c a t i o n a l p r o ­ gram t h a n do o t h e r s t u d e n t s . C o o p e r a t i v e e d u c a t i o n s t u d e n t s p l a c e a h i g h e r v a l u e on t h e a c h i e v e m e n t o f c a r e e r g o a l s , whereas o t h e r s t u d e n t s v a l u e p e r s o n a l w e l l - b e i n g more. C o o p e r a t i v e e d u c a t i o n s t u d e n t s d i s p l a y more p r ude nc e and c o n s e r v a t i s m i n making j u d g m e n t s t h a n do o t h e r s t u d e n t s . M iddleton (1975) r e p o r t e d t h a t w o r k e x p e r i e n c e p r o gr a m s r e s u l t in students a c q u irin g jo b s k i l l s co nfid e nt, and m a t u r e a d u l t s . t h a t h e l p them become s e l f - d i r e c t e d , C o o p e r a t i v e e d u c a t i o n p r o gr a m s a l s o 18 p r o m o t e an u n d e r s t a n d i n g o f t h e h u m a n - r e l a t i o n s a s p e c t s o f e m pl oy me nt . Welch (1980) r e p o r te d t h a t secondary c o o p e r a ti v e e du ca tion graduates b e l i e v e d t h a t t h e p r og r am h e l p e d them a d j u s t t o c o - w o r k e r s , customers, and o t h e r s . The p r o v i s i o n o f s u p e r v i s e d e x p e r i e n c e s t h a t smooth t h e t r a n s i ­ t i o n from school t o work p ro b a b ly i s in te rp e rs o n a l s k ills . responsible f o r t h i s increase in Osum (1980) n o t e d t h a t c o o p e r a t i v e e d u c a t i o n p ro g r a m s h e l p t o o r i e n t s t u d e n t s t o t h e w o r l d o f wo rk because t h e y l i n k employment s k i l l s fo r vocational frequently and c l a s s r o o m i n s t r u c t i o n and p r o v i d e an o p p o r t u n i t y e xplora tio n. A g r aw a l (1978) n o t e d t h a t s t u d e n t s most l i s t " o p p o r t u n i t i e s t o e x p l o r e wo rk e x p e r i e n c e s r e l a t e d t o t h e i r c o u r s e o f s t u d y " as t h e g r e a t e s t s t r e n g t h o f c o o p e r a t i v e educa­ tio n p r ogr ams . Welch (1980) re p o r te d t h a t secondary c o o p e r a ti v e e du ca tion s t u d e n t s e ar n an a v e r a g e o f $.30 an h o u r more t h a n s t u d e n t s e n r o l l e d in o th e r vocational e n ro lle d e d u c a t i o n p r o gr a m s and $.65 an hour more t h a n t h o s e i n g e n e r a l e d u c a t i o n p r o gr a ms . Herrnstadt (1979) n ot e d t h a t work e x p e r i e n c e d u r i n g t h e h i g h s c h o o l y e a r s i s an i m p o r t a n t f a c t o r i n the successful tra n s itio n from school t o t h e la b o r market. Improved e m p l o y a b i l i t y been documented i n s e v e r a l as a r e s u l t o f c o o p e r a t i v e e d u c a t i o n has studies. Some o f t h e f i n d i n g s o f t h e s e s t u d i e s w e r e as f o l l o w s : 1. C o o p e r a t i v e e d u c a t i o n s t u d e n t s o b t a i n e m p l o y m e n t more q u i c k l y a f t e r high school 1 9 7 6 ). g r a d u a t i o n t h a n do o t h e r s t u d e n t s (Lewis, 19 2. I n one s t u d y , o v e r 63% o f p o s t s e c o n d a r y c o o p e r a t i v e e d u c a t i o n g r a d u a t e s o b t a i n e d e m p l oy m en t i n l e s s t h a n one month a f t e r graduation. period O nl y 37% o f o t h e r s t u d e n t s o b t a i n e d j o b s (Hamlin , 3. 197 8) . C ooperative education e n ro llm e n t of student e m p lo ya b ility 4. jo b if in t h a t t i m e E n try-le ve l (L ittle , p re d icto r 197 4) . e m p l o ye e s have a b e t t e r chance o f o b t a i n i n g a t h e y have been e n r o l l e d program i n h i g h s c ho ol i s an e f f e c t i v e in a co operative vo catio n al (Larson, education 1 98 1 ). Deve lop me nt o f I n s t r u c t i o n Technologies o f I n s t r u c t i o n In s tru c tio n a l t i m e when t r i b a l cu lture s p r i e s t s s y s t e m a t i z e d b o d i e s o f k n ow l e d g e and e a r l y in v e n te d p ic t o g ra p h s or sign w r i t i n g t o re c o rd , tra n s m it, School, t h e o r y and l e a r n i n g met hods can be t r a c e d t o t h e and r e p r o d u c e i n f o r m a t i o n . Watkins (1943) preserve, I n h i s work The West A f r i c a n Bush p o i n t e d o u t t h a t " t h e more advanced t h e c u l t u r e , t h e more c o m p l e x becomes t h e d e v i s i n g o f a method o r met hods o f in stru ctio n f o r t h e p u r po s e o f i n c o r p o r a t i n g t h e r e s u l t s o f l e a r n i n g i n t o ways o f t h i n k i n g , stated, acting , speaking, "The aim o f each age o r s o c i e t y s u b j e c t m a t t e r wh ich o f f e r s and f e e l i n g . " is to fin d the basic s k i l l s or promise o f t r a n s f e r t o le a r n e r b e h a v i o r . " H a v e l o c k (1957) d e s c r i b e d t h r e e e a r l y met hods o f (1) a c a r e f u l l y Watkin s f u r t h e r prepared l e c t u r e , (2) t h e d e l i v e r y l e c t u r e on some s u b j e c t s u g g e s t e d by a member o f in s tru c tio n : o f an e x t e m p o r i z e d Le a u d i e n c e , and ( 3 ) a f r e e d e b a t e chosen by t h e t e a c h e r o r by a member o f t h e a u d i e n c e . 20 Thus began t h e p u b l i c l e c t u r e . Havelock d escribe d t h e S o p h is ts , t e a c h e r s i n A t he n s d u r i n g t h e l a s t h a l f o f t h e f i f t h S o p h is ts never formed a school in the i n s t i t u t i o n a l c e n t u r y B.C. cal a re te — the excellence o f the in d iv id u a l an i d e a l t h a t c o u l d be r e a l i z e d J a e g e r (1939) expi~ in - f o r f e es . The and t o d e v e l o p p o l i t i ­ human b e i n g i n -litic a l, The sense, b u t o p e r a t e d as f r e e - l a n c e t e a c h e r s i n c o m p e t i t i o n w i t h each o t h e r , S o p h ists undertook t o teach t h e a r t o f p o l i t i c s early re la tio n to d e m o c r a t i c c o m mu n i t y. .oed t h e p h i l o s o p h y o f t h e S o p h i s t s as c l e a r l y t h e «=•• ^ e m a t i c e x p r e s s i o n o f t h e p r i n c i p l e o f s h a p i n g t h e i n t e l l e c t , ’ ^cause i t b e g i n s by i n s t r u c t i o n i n t h e f o r m o f l a n ­ guage, t h f f o r m o f o r a t o r y , andt h e f o r m o f t h o u g h t . T h i s educa­ t i o n a l t e m i q u e i s one o f t h e g r e a t e s t d i s c o v e r i e s w h i c h t h e mind o f man h ,s e v e r made: i t was n o t u n t i l i t e x p l o r e d t h e s e t h r e e o f i t s a c t i N i t i e s t h a t t h e m i nd apprehended t h e h i d d e n l a w o f i t s own structure. The i n f l u e n c e o f t h e S o p h i s t s on s u b s e q u e n t i n s t r u c t i o n c o u r s e s o f s t u d y has been enormous. T h e i r use o f r h e t o r i c , and d ia le c tic , and grammar d o m i n a t e d t h e d e s i g n o f t h e q u a d r i v i u m and t h e t r i v i u m seven l i b e r a l arts, as t h e y came c u r r i c u l u m o f European e d u c a t i o n to be c a l l e d ) , w h i c h made up t h e f o r a t h o u sa nd y e a r s t o come. Snow (1959) d i s c u s s e d s c h o l a s t i c i s m , th a t flo urishe d i n Europe d u r i n g t h e t w e l f t h medieval period, teachers in monastic or ca th e d ra l (the t h i s met hod o f i n s t r u c t i o n schools. o f t h e s c h o l a s t i c method o f i n s t r u c t i o n an i n t e l l e c t u a l century. movement During th e a pplied t o authorized The b a s i c c h a r a c t e r i s t i c s we re e s t a b l i s h e d by P i e r r e A b e l a r d a t v a r i o u s p e r i o d s b et ween 1108 and 1139. H i s method can b e s t be d e s c r i b e d as p r e s e n t i n g t h e p r o s and cons o f c e r t a i n t h e o l o g i c a l 21 or p hilosophical p ro po sitio ns, f u r n i s h i n g no f i n a l a ns w e rs , but lea ving t h e f o r m u l a t i o n o f c o n c l u s i o n s up t o t h e s t u d e n t . The s c h o l a s t i c met hod l a i d t h e g r o u n d w o r k f o r s c i e n t i f i c i n q u i r y and e x p e r i m e n t a t i o n . irra tio n a l d octrines, Confronted w it h t h e medieval a mass o f t r a d i t i o n a l t e a c h e r used t h e s c h o l a s t i c method as h i s o n l y means o f c o n s i d e r i n g them i n a s y s t e m a t i c , Johann Amos Comeni us (1592-1670) o f modern i n s t r u c t i o n a l technology. support o f the p r a c tic a l open t o a l l , arts. He l a i d 2. 3. 4. 5. 6. 7. 8. 9. manner. forerunner the foundation o f a syste­ p r o c e s s and a n t i c i p a t e d t e c h n o l o g y as a p p l i e d s c i e n c e i n Comenius p r opo se d a s yst em o f e d u c a t i o n one t h a t l e d f r o m k i n d e r g a r t e n t h r o u g h t h e u n i v e r s i t y . a d v o c a t e d many i n s t r u c t i o n a l 1. ra tio na l was t h e f i r s t r e a l m a tic understanding o f th e te a c h in g - le a r n in g t h e modern c o n c e p t o f i n s t r u c t i o n a l and p rin c ip le s , He some o f w h ic h were as f o l l o w s : I n s t r u c t i o n a l method s h o u l d f o l l o w t h e o r d e r o f n a t u r e . C o n t e n t s h o u l d be s t u d i e d a c c o r d i n g t o t h e d e v e l o p m e n t a l s t a g e o f the le a rn e r. I n s t r u c t i o n s h o u l d b e g i n a t i n f a n c y and s h o u l d be d e s i g n e d f o r t h e age , i n t e r e s t , and c a p a c i t y o f each l e a r n e r . Wha te ve r i s t o be t a u g h t s h o u l d be t a u g h t as b e i n g o f p r a c t i c a l a p p l i c a t i o n t o l i f e and s h o u l d possess some v a l u e t o t h e 1e a r n e r. S u b j e c t m a t t e r s h o u l d be o r g a n i z e d a c c o r d i n g t o i t s d i f f i c u l t y . I n s t r u c t i o n s h o u l d p r o ce ed by t h e i n d u c t i v e p r o c e s s f r o m t h e s im p le t o t h e complex. A g r a d u a t e d s e r i e s o f t e x t b o o k s and i l l u s t r a t i v e m a t e r i a l s s h o u l d be c o r r e l a t e d w i t h i n s t r u c t i o n . Sequence i s i m p o r t a n t . Fo r example, i t i s i r r a t i o n a l t o t e a c h a f o r e i g n l a n g u a g e b e f o r e t h e m o t h e r l a n g u a g e has been l e a r n e d . General p r i n c i p l e s s h o u l d be e x p l a i n e d and examples g i v e n b e f o r e r u l e s a r e l e a r n e d ; n o t h i n g s h o u l d be memorized u n t i l i t i s understood. R ea di ng and w r i t i n g s h o u l d be t a u g h t t o g e t h e r ; s u b j e c t s s h o u l d be c o r r e l a t e d w h e r e v e r p o s s i b l e . L e a r n i n g i s t o be a pp ro a ch ed t h r o u g h t h e s e n s e s ; a c t u a l o b j e c t s and t h i n g s s h o u l d be s t u d i e d and a s s o c i a t e d w i t h wo r ds . 22 10. C o n t e n t s h o u l d f i r s t be o r a l l y p r e s e n t e d by t h e t e a c h e r and p i c t o r i a l l y i l l u s t r a t e d wherever p o s s i b l e . C o r p o r a l p u n i s h m e n t s h o u l d n o t be used f o r f a i l u r e i n l e a r n ­ i n g . ( S a e t t l e r , 1968, pp. 2 2 - 2 3 ) 11. The m o n i t o r i a l s y s t e m o f i n s t r u c t i o n was w i d e s p r e a d d u r i n g t h e f i r s t h a l f of the nineteenth century. provided a d e ta ile d , in s tru c tio n co ntro l, te stin g , or m onitors, and a body o f c o n t e n t , and a d m i n i s t r a t i o n . scheme o f c l a s s r o o m management, pupils, s yst em s y s t e m a t i c method i n t h e f o l l o w i n g s i x a r e a s : (memory and d r i l l ) grouping, This in s t r u c t i o n a l m onitor t r a in in g , Under an e f f i c i e n t one t e a c h e r t a u g h t a g r ou p o f 50 head who i n t u r n each d r i l l e d ten p u p ils . Thus, one t e a c h e r was a b l e t o t a k e c h a r g e o f h un dr eds o f s t u d e n t s a t one t i m e (G ill, 1887). Bourne (1870) to ria l s y st em o f i n s t r u c t i o n : new e r a i n e d u c a t i o n , had t h e f o l l o w i n g t o say a b o u t t h e m o n i ­ " I consider t h i s s ys tem as c r e a t i n g a as a b l e s s i n g s e n t down f r o m heaven t o redeem t h e p oo r and d i s t r e s s e d o f t h i s w o r l d f r o m t h e power and d o m i n i o n o f i g n o r ­ ance. " From t h e s t u d i e s c o n d u c t e d by T h o r n d i k e ( 1913), came t h e f i r s t t i o n ! ' sm. s c ie n tific theory of le a rning : w ith animals, h i s t h e o r y o f c o nn ec ­ Whereas p r e v i o u s t h e o r i e s had e m ph as iz e d p r a c t i c e o r r e p e t i ­ t i o n , T h o r n d i k e gave equal s uc ces s o r f a i l u r e , c o n s i d e r a t i o n t o reward o r punishment, and s a t i s f a c t i o n o r annoyance t o t h e l e a r n e r . fo rm u la te d laws o f le a rn in g t h a t provided basic p r i n c i p l e s technology of He leading to a in s tru c tio n . According t o th e c o n n e c tio n is t conception, the in s tru c tio n a l t a s k o f t h e t e a c h e r w o u l d be g u i d e d by t w o br oad r u l e s : t o g e t h e r w h a t s h o u l d go t o g e t h e r and (2) t o (1) t o p u t reward d e s i r a b l e 23 c o n n e c t i o n s and make u n d e s i r a b l e c o n n e c t i o n s p r o du c e d i s c o m f o r t ( T h o r n ­ dike, 1913). technology o f tio n ), (3) Thorndike f o r m u la t e d t h e b asic p r i n c i p l e s u n d e r ly in g h is in s tru c tio n preparation (5) s o c i a l i z a t i o n . have t o c o n t r o l as (1) s e l f - a c t i v i t y , and m e n t a l set, (4) (2) in d iv id u a liz a tio n , To i m p l e m e n t t h e s e p r i n c i p l e s , the a c t i v i t y in te re s t of the learners (m otiva­ and t h e t e a c h e r wo u l d in the desired d i r e c t i o n , w i t h o u t i g n o r i n g t h e l e a r n e r ' s own i n t e r e s t and i n d i v i d u a l responses t o s t i m u l a t i on. In c o n t r a s t t o Thorndike, Thomas Dewey b e l i e v e d t h a t s t i m u l u s and r e s p o n s e we re n o t t o be s h a r p l y d i s t i n g u i s h e d b u t we re t o be seen a l w a y s as o r g a n i c a l l y re la ted (Edwards, 1936). He c o nt e nd e d t h a t l e a r n i n g i n v o l v e d i n t e r a c t i o n o r t w o - w a y a c t i o n bet ween t h e l e a r n e r and h is environment. Dewey b e l i e v e d t h e p r i m a r y goal o f i n s t r u c t i o n t o be th e improvement o f i n t e l l i g e n c e , and he a t t a c k e d much o f t h e f o r m a l i s m i n h e r e n t i n b ot h t h e m e n ta l - ' d i s c i pi i n e t h e o r y and i n t h e c o n n e c t i oni sm o f Thorndike. Dewey gave t e a c h e r s a p h i l o s o p h i c a l , th e o re tic a l- d e d u c t i v e p s y c h o l o g y o f l e a r n i n g t h a t made e m p i r i c a l s a r y f o r m o s t e d u c a t o r s who a c c e p t e d h i s ideas. I n h i s book F o u n d a t i o n s o f M e t ho d , t h e p r o j e c t method o f i n s t r u c t i o n . d ike's connectionism w ith reorganized the c u rric u lu m i n t e r e s t of learners. lows. i n q u i r y unneces­ K ilp a tric k (1926) introduced H i s p u r p o s e was t o r e c o n c i l e T h o r n ­ Dewey's t h e o r y o f i n s t r u c t i o n . K ilp a tric k as a s u c c e s s i o n o f p r o j e c t s s u i t a b l e t o t h e He s u m m a r i z e d t h e r o l e o f t h e t e a c h e r as f o l ­ The t e a c h e r h e l p s 2b 1. 2. 3. 4. 5. 6. 7. 8. i n i t i a t e the a c t i v i t y p l a n how t o c a r r y t h e a c t i v i t y f o r w a r d execute t h e plan e v a lu a t e progress t h i n k up and n o t e new l e a d s f o r m u l a t e t h e new l e a d s by w r i t i n g them down f o r l a t e r r e c a l l keep t h e p u p i l s c r i t i c a l o f t h e i r t h i n k i n g en r o u t e t o t h e s o l u t i on l o o k back o v e r t h e w h o l e p r o c e s s t o p i c k up and f i x i m p o r t a n t k i n d s o f l e a r n i n g , as w e l l as t o draw l e s s o n s f o r t h e f u t u r e W ith in t h i s technology o f in s tr u c tio n , method became o n l y one s p e c i a l conventional r e s p on s e , in s tru c tio n a l type o f p ro je c t. m et ho d— p r e s e n t a t i o n , c o rre c tin g the t r i a l r e s p on s e, w h i c h t h e y assumed a d i s t i n c t i v e task, form. The o t h e r s t e p s o f e lic itin g and e l i c i t i n g r e s p o n s e — were a l s o p a r t o f t h e K i l p a t r i c k in stru ctio n a l Dewey's p r o b l e m - s o l v i n g the t r i a l the t e s t in stru ctio n a l approach, in R a t h e r t h a n p r e s e n t i n g an the tea ch er a s s is te d the le a rn e r in d e fin in g it. The o b j e c t was n o t t o l e a r n s o m e t h i n g f r o m a book b u t t o meet a need t o resolve a d i f f i c u l t y or problem. I n h e r book The M o n t e s s o r i th e concept o f "sensory l e a r n i n g . " v id u a lly and i n a s s o c i a t i o n w ith M e t ho d . M o n t e s s o r i (1964) She emp ha si ze d t h e s ens es , one a n o t h e r . introduced in d i­ The M o n t e s s o r i t e c h n o l ­ ogy o f i n s t r u c t i o n was a b l e n d o f t h r e e somewhat d i v e r g e n t e l e m e n t s : t h e two fundamental t e n e t s o f l e a r n e r i n d i v i d u a l i t y and f r e e d o m , t h e s p e c i f i c te c h n iq u e o f sensory t r a i n i n g . ch ild re n Montessori and believed th a t have a s po nt an e ou s i n t e r e s t i n l e a r n i n g and t h a t m o t i v a t i o n in h e re n t w i t h i n th e organism's in t e r a c t i o n accordance w i t h t h i s idea, w ith the environment. In M ontessori atte m p ted t o grade d i d a c t i c m a t e r i a l s a'nd mat ch them t o t h o s e s t a n d a r d s t h e l e a r n e r had a l r e a d y developed in th e course o f h is past experie nces. By h a v i n g c h i l d r e n is 25 f r o m t h r e e t o seven y e a r s o l d t o g e t h e r c h ild re n w ith she p r o v i d e d t h e y o u n g e r a g raded s e r i e s o f models f o r i m i t a t i o n and t h e o l d e r ones w i t h an o p p o r t u n i t y t o lea rn by t e a c h i n g . Thus M o n t e s s o r i succeeded i n b r e a k i n g t h e l o c k s t e p and p r o v i d e d an o p p o r t u n i t y l e a r n e r t o make h i s own s e l e c t i o n Morrison in s tru c tio n . for (1931) o f m a t e r i a l s and mo del s. in tro d u c e d the concept o f in d iv id u a liz e d H i s s yst em p r o v i d e d f o r s e q u e n t i a l lesson assignments. f o r the u n i t s and g u i d e s h e e t s The c l a s s r o o m was v i e w e d as a l a b o r a t o r y i n wh i c h u n i t s and a s s i g n m e n t s w e r e d i f f e r e n t i a t e d f o r l e a r n e r s o f v a r y i n g a b ilitie s . teach, M orrison's form ula t e s t the re s u lts , p o in t o f actual in s tru c tio n a l d iffe re n c e s in f o r m a s t e r y was as f o l l o w s : adapt procedure, learning. teach, pretest, and t e s t a g a i n t o t h e The i m p o r t a n c e o f t h e i n d i v i d u a l i z e d pla ns la y in t h e i r a t t e m p t t o l e a r n i n g and, provide f o r in d iv id u a l a t t h e same t i m e , t o teach f o r s p e c i f i c o bjective s. Lew i n (1951) added t o t h e t e c h n o l o g y o f he t e r m e d t h e " c o g n i t i v e - f i e l d theory of in s tru c tio n w ith learning." "C ognitive what fie ld " d e s c r i b e s how a l e a r n e r comes t o know o r g a i n s i n s i g h t s i n t o h i m s e l f and h i s e n v i r o n m e n t and how, u s i n g h i s i n s i g h t s o r c o g n i t i o n s , he a c t s in r e l a t i o n t o h is environment. Lewi n p e r c e i v e d l e a r n i n g as p r o b l e m s o lv in g — seeking p erceptions t o r e s t r u c t u r e the c o g n it iv e f i e l d , i n ways t o o ver come b a r r i e r s , i n t o a newly org an ize d l i f e edge), change i n m o t i v a t i o n and i n c o r p o r a t i n g t h e s e u n d e r s t a n d i n g s space. g u i s h e d f o u r k i n d s o f c hange: acting W ithin t h i s p r o c e s s he d i s t i n ­ change i n c o g n i t i v e s t r u c t u r e ( k n o w l ­ (learning to l i k e or d is lik e ), changing 26 i n t o group belongin gness o r d e xte rity o f musculature. id e olo g y, and g a i n in vo lu n ta ry c o n tro l and A ccording t o Lewin, A t e a c h e r w i l l n e v e r suc ceed i n g i v i n g p r o p e r g u i d a n c e t o a c h i l d i f he does n o t l e a r n t o u n d e r s t a n d t h e p s y c h o l o g i c a l w o r l d i n w h ic h the in d iv id u a l c h ild liv e s . To d e s c r i b e a s i t u a t i o n " o b j e c t i v e l y " i n p s y c h o l o g y a c t u a l l y means t o d e s c r i b e t h e s i t u a t i o n as a t o t a l i t y o f t h o s e f a c t s , and o f o n l y t h o s e f a c t s , w h i c h make up t h e f i e l d o f the in d iv id u a l. To s u b s t i t u t e f o r t h a t w o r l d o f t h e in d iv id u a l the world o f the teacher, o f the p h y s ic is t, or of anybody e l s e i s t o be, n o t o b j e c t i v e , b u t wrong. S k i n n e r (1953) advanced t h e n o t i o n o f o p e r a n t c o n d i t i o n i n g o r behaviorism. S k i n n e r ' s b a s i c t h e s i s was t h a t , i n t h e f u t u r e t o do w h a t i t s i n c e an o r g a n i s m t e n d s was d o i n g a t t h e t i m e o f r e i n f o r c e m e n t , one can l e a d i t t o do much w h a t t h e e x p e r i m e n t e r o r t h e t e a c h e r w i s h e s i t t o do. S k i n n e r f e l t t h a t t h e mo st e f f i c i e n t c o n t r o l o f human l e a r n i n g r e q u i r e s i n s t r u m e n t a l a i d and t h a t s t e p s s h o u l d be t a k e n t o r e c t i f y shortcomings o f t r a d i t i o n a l s c ie n tific in s tru c tio n a l technology o f in s t r u c t i o n . in stru ctio n a l the p r a c t i c e s by d e v e l o p i n g a He c r i t i c i z e d conventional p r o c e d u r e s as b e i n g d o m i n a t e d by a v e r s i o n s t i m u l a t i o n and l a c k i n g a p l a n n e d p r og r am o f s e r i a l rein forcem e n t. Skinner, t o develop a te c h n o lo g y o f i n s t r u c t i o n tio n in g , certain based on o p e r a n t c o n d i ­ s p e c i f i c q u e s t i o n s need t o be a n sw e re d : b e h a v i o r i s t o be e s t a b l i s h e d ? (3) What r e s p o n s e s a r e a v a i l a b l e ? most e f f i c i e n t l y According to scheduled? (2) What r e i n f o r c e r s (1) What are a v a i l a b l e ? and (4) How can r e i n f o r c e m e n t s be Skinner w rote: The w h o l e p r o c e s s o f b ec o mi n g c o m p e t e n t i n any f i e l d mu st be d i v i d e d i n t o a v e r y l a r g e number o f v e r y s m a l l s t e p s , and r e i n f o r c e m e n t m u st be c o n t i n g e n t upon t h e a c c o m p l i s h m e n t o f each step. . . . By ma k in g each s u c c e s s i v e s t e p as s m a l l as p o s s i b l e , 27 t h e f r e q u e n c y o f r e i n f o r c e m e n t can be r a i s e d t o a maximum, w h i l e t h e p o s s i b l y a v e r s i v e c o ns eq ue nc es o f b e i n g wrong a r e red uc ed t o a mi nimum. In stru ctio n a l De vel opment In stru ctio n a l in d ivid u a ls. d e v e l o p m e n t has d i f f e r e n t meanings f o r d i f f e r e n t Gustafson's (1971) d e v e l o p m e n t as a p r o c e s s f o r (1931) s t a t e d t h a t i t s products. Faris id e n tifie d of useful (1968) s u g g e s t e d t h a t i n s t r u c t i o n a l in s tru c tio n a l in stru ctio n a l improving th e q u a l i t y of i n s t r u c t i o n . purpose i s th e s y n t h e s is t o "design" in s t r u c t i o n , defined d e fin itio n r a t h e r than t o Low educational d e v e l o p m e n t seeks supple ment i t . Buhl (1975) d e v e l o p m e n t as a c t i v i t i e s aimed a t i m p r o v i n g t h e co nd itio n s of le arning f o r students. Abedor and Sachs (1978) d e f i n e d i n s t r u c t i o n a l the design, tio n a l development, m a teria ls, i m p l e m e n t a t i o n , and e v a l u a t i o n o f i n s t r u c ­ lessons, courses, i m p r o v e t e a c h i n g and l e a r n i n g . tio n a l d e v e l o p m e n t as or cu rricu lu m w h ile a ttem pting to A c c o r d i n g t o Schauer ( 1971), in s tru c ­ d e v e l o p m e n t i s "co mmon -se ns e p l a n n i n g o f c o o p e r a t i o n t o i d e n t i f y and d e f i n e l e a r n i n g p r o b l e m s and t o a t t e m p t r e s o l u t i o n s o f t h o s e problems w i t h a plan f o r a c t i o n , evaluation, tryo ut, f e e d b a c k and re s u lts ." The A s s o c i a t i o n f o r E d u c a t i o n a l C o m m u n i c a t i o n s and T e c h n o l o g y (AECT, 1977) p o i n t e d o u t t h a t " i n s t r u c t i o n a l in s tru c tio n a l is o la te d p ro du ct develo pment, p r o d u c t s , and i s o n l y one phase o f Curl (1972) d e f i n e d development i s w h i c h i s c o n ce r ne d w i t h o n l y l a r g e r than i n s t r u c t i o n a l in stru ctio n a l in s tru ctio n a l l a r g e r than development." design, F in a lly, which i s E r i c k s o n and development in t h e c o n t e x t s o f 28 s y s t e m s and s y s t e m s a pp r oa c he s . A s y s t em s a pproach i s a s y s t e m a t i c a tte m p t t o achieve s p e c i f i c o b je c tiv e s or t o accomplish p a r t i c u l a r goals through the i d e n t i f i c a t i o n , development, and e v a l u a t i o n o f a s e t o f m a t e r i a l s and s t r a t e g i e s . I n an e r a i n w h i c h e d u c a t i o n i s f a c e d w i t h so many p r o b l e m s and t h e need t o change i s so r a p i d , a s y s t e m a t i c a pproach t o in stru ctio n a l d e v e l o p m e n t may be o f g r e a t i n t e r e s t and v a l u e t o e d u c a t o r s . s y s t e m a t i c approach t o i n s t r u c t i o n a l cant support in North America This d e v e l o p m e n t has g a i n e d s i g n i f i ­ (Bass & Hand, 1978). Heinich (1970) p o i n t e d o u t t h a t t h i s c o n c e p t has been r e f e r e n c e d many t i m e s i n gious p re s ti­ magaz ines. A model in stru ctio n a l illu s tra te i s a common method f o r i l l u s t r a t i n g t h e p r o c e s s o f development. A number o f such mo del s e x i s t , the r e la tio n s h ip the in s t r u c ti o n a l bet ween and among t h e v a r i o u s c omp on ent s o f d e v e l o p m e n t p r o c es s . wo r k s o f DeCecco (1 968 ), In s titu te ( 1971), (1980-81), Stamas (1972), Exampl es a r e f o u n d w i t h i n Hamreus (1970), Gerlach which and E l y (1971), and G e n t r y the In s tr u c tio n a l Gustafson and T r i m b y I n A C o m p a r a t i v e A n a l y s i s o f Model s o f I n s t r u c t i o n a l D e v e l op m en t (1 971 ), (19 83 ), the to Gentry name a few. D e s i g n , Andrews and Goodson (1980) p r o v i d e d t h e r e s u l t s o f an i n v e s t i g a t i o n o f i n s t r u c ­ tio n a l In s tru c tio n a l d e v e l o p m e n t mo del s. e ffe c tiv e ly and e f f i c i e n t l y in b r i n g i n g about i n s t r u c t i o n a l f o l l o w i n g th e processes o u t l i n e d Generally, the l i t e r a t u r e as a p o w e r f u l tool d e v e l o p e r s can wo rk more change by i n t h e s e model s. presented i n s t r u c t i o n a l f o r the execution o f educational development change. With 29 a p p ro p ria te resources, of the in s tru c tio n a l d e v e l o p e r s can meet t h e c h a l l e n g e s 1980s and beyond. I n s t r u c t i o n a l - D e s i g n Process B r i g g s (1968) r e v i e w e d t h e t o p i c o f s e q u e n c i n g i n s t r u c t i o n the p e rs p e c tiv e of several educational c o n c e p t u a l i z i n g t h e r o l e o f s e qu e n c i n g , leaders. from A l t e r n a t e ways o f as v i e w e d by t h e s e l e a d e r s , are as f o l l o w s : 1. 2. 3. 4. 5. Gagne: I f f a c e d w i t h t h e t a s k o f i m p r o v i n g t r a i n i n g , he w o u l d n o t l o o k f o r much h e l p f r o m l e a r n i n g p r i n c i p l e s ( r e i n f o r c e m e n t , d i s t r i b u t i o n of p ra c tic e , etc.), but ra th e r t o techniques of t a s k a n a l y s i s and s e q u e n c i n g o f l e a r n i n g . Gagne d e f i n e s c u r r i c u l u m as a sequence o f u n i t s a r r a n g e d i n such a way t h a t l e a r n i n g each u n i t may be a c c o m p l i s h e d as a s i n g l e a c t , p r o v i d i n g t h a t c a p a b i l i t i e s d e s c r i b e d by s p e c i f i c p r i o r - u n i t s have been d e v e l o p e d . Bruner: P r o v i s i o n s f o r d e s i g n i n g sequences o f i n s t r u c t i o n : ( a ) A r r a n g e i t so s t u d e n t s g r a sp t h e s t r u c t u r e by i n d u c t i o n f rom p r a c t i c a l i n s t a n c e s . ( b ) Gi ve p r a c t i c e i n t r a n s f e r - - w h y t r a n s f e r i s e x p e c t e d as a re s u lt of learning. ( c ) Use c o n t r a s t i n t h e sequence. ( d ) A v oi d p r e m a t u r e s y m b o l i c a t i o n ; p r o v i d e f o r images f i r s t . ( e ) G iv e p r a c t i c e i n bot h l e a p i n g and p l o d d i n g ( s m a l l s t e p s sometimes n e c e s s a r y b u t g r e a t l e a p s i n v o l v i n g g u e s s i n g im p o rta n t). ( f ) P r o v i d e f o r r e v i s i t i n g t h r o u g h use o f s p i r a l p r o gr a ms . Sc an dur a: S u gg es t t h a t t h e needed t h e o r y o f i n s t r u c t i o n wo u ld i n v o l v e t h e assum ptio n t h a t ta s k ana lyse s, assessments o f k n ow l e d g e , and s e q u e n c i n g m a t t e r s a r e more l i k e t h e v a r i a b l e s in a theory of in s t r u c ti o n . Pressey: P l a c e s c o n s i d e r a b l e r e s p o n s i b i l i t y upon t h e l e a r n e r in review ing m a te r ia ls to create c o g n itiv e s tru c tu re s o f his own. He b e l i e v e s t h a t s t u d e n t s can f i n d t h e i r own way, sequen­ t i a l l y s p e a k i n g , among t h e m a t e r i a l s i n a t e x t book. Skinner: E mphas izes s e q u e n c i n g more h e a v i l y t h a n do o t h e r s because i t becomes a m a t t e r f o r a t t e n t i o n a t t h e " f r a m e " l e v e l o f t h e p ro gr am as w e l l as i n t h e o v e r a l l b e h a v i o r a l a n a l y s i s w h i c h s e t s t h e s t r a t e g y f o r . sequencing o f t h e f r a m e s i n t h e pro gr am. Does n o t r e l y h e a v i l y upon t h e c o n c e p t o f t r a n s f e r . R e l i e s upon t h e r e i n f o r c e m e n t o f sequences o f r e s p o n s e s t o c e r t a i n sequences o f d e f i n e d s t i m u l i . 30 6. Ausubel: Speaks o f a c h i e v i n g s t a b l e c o g n i t i v e o r g a n i z a t i o n o f i d e a s by use o f advanced o r g a n i z e r s ( g e n e r a l s t a t e m e n t s i n t h e most a b s t r a c t f or m o f i m p o r t a n t i d e a s ) . Campbell: F a v or s l e a r n e r - c o n t r o l l e d sequences as l e a r n e r s s e l e c t from a v a i l a b l e m a t e r i a l s . 7. M a r k l e (1969) programming. d i s c u s s e d t h e c o n c e p t o f l i n e a r and i n t r i n s i c In l i n e a r programming, l i n e t h r o u g h a p r o gr a m. each s t u d e n t goes i n a s t r a i g h t " P r o g r a m m e r s " d e t e r m i n e wh at r e s p o n s e s a r e r e l e v a n t and a r r a n g e a p p r o p r i a t e l e a r n i n g a c t i v i t i e s f o r students. guarantee a c q u i s i t i o n t h e amount o f o f some f a c t s by a l l students, To p r a c t i c e r e q u i r e d by t h e s t u d e n t who needs t h e m o s t i s how much p r a c ­ tic e t h e p ro gr a mm er s need t o p u t i n t o t h e pro gr am. w ill te ll t h e p r o g r am m er s when t o o l i t t l e p o r a t e d i n t o t h e p r o gr a m. In i n t r i n s i c E r r o r s by s t u d e n t s p r a c t i c e has been i n c o r ­ programming, m a t e r i a l s are p r e s e n t e d t o s t u d e n t s and f o l l o w e d by m u l t i p l e - c h o i c e q u e s t i o n s . Each a n s w e r l e a d s t h e s t u d e n t t o m a t e r i a l s t h a t have been p r e p a r e d s p e c i f i ­ c a lly f o r s t u d e n t s who made t h a t p a r t i c u l a r s e l e c t i o n . re la ted t o s tu d e n ts ' perform ance in answ ering q u e s tio n s . p r o v i d e s s i d e s t e p s f o r some s t u d e n t s and a d d i t i o n a l P ractice is Branching p ra c tic e opportu- ni t i es. S n e l b e c k e r (1974) showed how i n f o r m a t i o n a f f e c t s l e a r n i n g the ories. He a l s o d i s c u s s e d t h e r e l a t i o n s h i p bet ween i n f o r m a t i o n p r o c e s s i n g by c o m p u t e r s and how human s u b j e c t s o r g a n i z e and p r o c e s s in form ation " s tim u li" measur es and a g e n e r a l p r e s e n t e d t o them. experim ental under v a r io u s c o n d i t i o n s . Snelbecker formed a s e t o f design f o r measuring i n f o r m a t i o n He c h a r a c t e r i z e d c o m m u n i c a t i o n as an exchange o f messages b e t we e n t w o o r more s e l e c t i o n p r o c e s s e s . H is 31 r e s e a r c h f o c u s e d on t h e s i m i l a r i t y received, bet ween t h e message as s e n t and as w h i l e c a l c u l a t i n g how much i n f o r m a t i o n c o u l d have been a v a i l a b l e b ot h a t t h e s e n d e r and a t t h e r e c e i v e r . I n f o r m a t i o n t h e o r y c o n s i d e r s t h e i n f l u e n c e o f messages t h a t m i g h t have been s e n t , m itted. as w e l l as t h e s i g n a l s t h a t w e r e a c t u a l l y t r a n s ­ S n e l b e c k e r hoped t h a t i n f o r m a t i o n a l measures m i g h t s e r v e as some k i n d o f u n i v e r s a l measure o f t a s k d i f f i c u l t y and t a s k p e r f o r m a n c e t h a t c o u l d be compared a c r o s s s e n s o r y m o d a l i t i e s under v a r i o u s c o nditions. data, He co nt e nd e d t h a t t h e r e a r e t e c h n i q u e s f o r as w e l l as c e r t a i n measures o f i n f o r m a t i o n , organizing t h a t can be u s e f u l . B r i g g s (1968) s u g g e s t e d t h a t s t u d e n t s s h o u l d be v i e w e d as a "super computer" w ith input, an i n f o r m a t i o n - p r o c e s s i n g s ys tem o f t h r e e s t a g e s : coding ( a s s i m i l a t i o n and s t o r a g e o f i n p u t ) , and o u t p u t . Briggs f e l t t h a t t h e p r i m a r y aim o f modern e d u c a t i o n s h o u l d be p r o c e s s le a rning , i.e ., o f t h e problem, l e a r n i n g "how t o know, how t o s o l v e t h e p r o b l e m , k n o w l e d g e needed." general, how t o i d e n t i f y c r u c i a l Id e a lly , parts and how t o a c q u i r e s p e c i f i c s t u d e n t s s h o u l d d e v e l o p a s t o r e o f br oad , a b s t r a c t p r i n c i p l e s t h a t wo u l d a l l o w t h e g r e a t e s t t r a n s f e r o f learning. B r i g g s d e s c r i b e d t h e mind ( i n f o r m a t i o n s y s t em ) as c o n s i s t i n g o f t wo p r o gr a m s : 1. 2. C o m p le x ity program: Governs p s y c h o l o g i c a l a c t i v i t y l e v e l o f l e a r n e r , i n c l u d i n g l e v e l o f c u r i o s i t y , e x p l o r a t i o n e f f o r t , and general s t a t e o f a ro u s a l. Economy p r o g r a m : Covers t r a n s f o r m a t i o n and r e d u c t i o n o f i n f o r m a t i o n by a s u i t a b l e c o d i n g p r o c e s s . B ot h p r o g r a m s a r e s u b j e c t t o c o n s t r a i n t s imposed on t h e s t o r a g e o f i n f o r m a t i o n by i m m e d i a t e memory span. 32 In P r i n c i p l e s o f I n s t r u c t i o n a l D e s i g n . Gagne and B r i g g s d e s c r i b e d t h e d e r i v a t i o n and a p p l i c a t i o n o f met hods used t o top ics, courses, and l e s s o n s o f in stru ctio n . so lvin g, tual fo u r le v e ls o f c o m p le x ity in i n t e l l e c t u a l rules, concepts, s k ill— s k ill and d i s c r i m i n a t i o n . t h a t makes i t tio n s OT l e a r n i n g f o r The a u t h o r s s k ills : problem They d e f i n e d i n t e l l e c ­ p o s s i b l e f o r an i n d i v i d u a l t o h i s e n v i r o n m e n t — t h r o u g h s y mb o l s . design Methods a r e based on p r i n c i p l e s o f human l e a r n i n g and p e r f o r m a n c e a n a l y s i s . id e n tifie d (1979) t o respond T h e i r wo r k e mp ha si ze d t h e c o n d i ­ a c q u i r i n g c o n c e p t s and p r i n c i p l e s . D a v i s (1974) d i s c u s s e d t h e p r i n c i p l e s o f l e a r n i n g and m o t i v a ­ tio n. He s t a t e d t h a t a s t u d e n t i s l i k e l y th in g s t h a t are meaningful t o him. re la te d t o th e stud e nt's experiences, t o be m o t i v a t e d t o l e a r n Therefore, l e a r n i n g s h o u l d be in te re s ts , values, and f u t u r e goal s . A s t u d e n t i s more l i k e l y t o a c q u i r e new b e h a v i o r i f p r e s e n t e d w i t h a model p e r f o r m a n c e t o w a t c h and i m i t a t e . a p p l i e s when t e a c h i n g t e c h n i c a l l i k e l y to learn in s tru c to r's tio n ). 1. 2. 3. 4. 5. if or social s k ills . he i s Modeling The s t u d e n t i s more t h e media used i n c l a s s a r e s t r u c t u r e d so t h a t t h e messages a r e open t o s t u d e n t s ' The i n s t r u c t o r i n s p e c t i o n (open c ommuni ca­ should : State o b je c tiv e s t o th e students. P o i n t o u t r e l a t i o n s h i p s , g i v e cues and pr omp ts t o s t u d e n t s f o r b e t t e r understanding. T r y t o a v o i d t a l k i n g a b o u t s o m e t h i n g i n i t s absence. S t i m u l a t e a l l s e n s o r y c h a n n e l s by s t r u c t u r i n g v i s u a l and a u d i t o r y med ia. Ask s t u d e n t s q u e s t i o n s t o v e r i f y c o m m u n i c a t i o n . 33 Summary T h i s c h a p t e r c o n t a i n e d a r e v i e w o f l i t e r a t u r e on t h e s u b j e c t s o f vocatio nal The f i r s t c o o p e r a t i v e e d u c a t i o n and t h e d e v e l o p m e n t o f section t i v e education, tio n , in c lu d e d a d is c u s s io n o f p u b l i c s u p p o rt o f coopera­ e m p l o y e r b e n e f i t s t o be g a i n e d f r o m c o o p e r a t i v e educa­ and s t u d e n t b e n e f i t s f r o m such e d u c a t i o n . development o f th e t e c h n o l o g ie s o f i n s t r u c t i o n , ment, t wo . in stru ctio n . and t h e i n s t r u c t i o n a l The h i s t o r i c a l in s tru c tio n a l develo p­ design process were discussed in s e c t i o n CHAPTER I I I RESEARCH PROCEDURES I n t r o d u c t i on The 1982 and 1983 f o l l o w - u p s u r v e y s d e v e l o p e d by t h e M i c h i g a n Department o f Education, V o c a t io n a l- T e c h n ic a l Education S e rv ic e , t h e p r i m a r y d at a s o u r c e s f o r t h e p r e s e n t s t u d y . ■ p r o v i d e d i n f o r m a t i o n on i n d i v i d u a l The f o l l o w - u p were studies p r og r am c o m p l e t e r s o f v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o gr a ms app ro ve d by t h e M i c h i g a n D e p a r t ­ ment o f E d u c a t i o n , V o c a t i o n a l - T e c h n i c a l 1981-1982 and 1982-1983 s c h o o l y e a r s . E ducation S e r v ic e , f o r the Onl y s t u d e n t s who w e re progr am c o m p l e t e r s w e re s u r v e y e d . Background o f t h e s t u d y as w e l l as p r o c e d u r e s used i n c o n d u c t ­ i n g t h e r e s e a r c h and h y p o t h e s e s a r e p r o v i d e d in t h i s chapter. Instrum ent-Design The annual M i c h i g a n D e p a r t m e n t o f E d u c a t i o n f o l l o w - u p s u r v e y and t h e s u r v e y p r o c e s s i t s e l f ment o f E d u c a t i o n , 1973. were e s t a b l i s h e d by t h e M i c h i g a n D e p a r t ­ V ocational-Technical The s u r v e y was s e n t t o a l l E d u c a t i o n S e r v i c e (V-TES), p r ogr am c o m p l e t e r s who had c o m p l e t e d more t h a n 50% o f a p ro gr am and had a l s o l e f t federal Vocational in hig h school. E d u c a t i o n Data System (VEDS), 3*+ a ll Under t h e p r og r am 35 c o m p l e t e r s we re i n c l u d e d i n t h e f o l l o w - u p s u r v e y s f o r t h e 1981-1982 and 1982-1983 school years. Program c o m p l e t e r s f r o m e v e r y v o c a t i o n a l e d u c a t i o n p ro gr a m were i d e n t i f i e d on V-TES e n r o l l m e n t r e p o r t s , educational w h i c h we re c o m p l e t e d by l o c a l a g e n c i e s i n J u l y 1981 and J u l y 1982. On b o t h s u r v e y s , and 1982, a p l a c e was p r o v i d e d f o r t h e r e s p o n d e n t t o had p a r t i c i p a t e d tra in in g pro gr am. id e n tify if 1981 he/she i n c o o p e r a t i v e e d u c a t i o n as p a r t o f h i s / h e r v o c a t i o n a l Ge ne r al i t e m s asked on t h e 1982 and 1983 f o l l o w - u p surveys in cluded the f o l l o w i n g : General 1. Id e n tific a tio n Present s ta tu s a. b. c. d. e. f. Data (check a l l t h a t apply) Employed— h o u r s p e r week Unemployed Looking f o r a j o b F u l1 - tim e /p a r t- tim e student Homemaker M il it a r y service 2. E v a l u a t i o n o f h i g h s c h o o l (and a re a v o c a t i o n a l e d u c a t i o n c e n te r) courses in terms o f p re p a ra tio n f o r present a c t i v i t y 3. Sex 4. R a c i a l - e t h n i c g r ou p Employment Data 5. Name o f e m p l o y e r and j o b t i t l e 6. Use o f s c h o o l t r a i n i n g 7. Degree o f j o b s a t i s f a c t i o n 8. H o u r l y r a t e o f pay 9. S p e c i f i c employment a s s i s t a n c e g i v e n t o 10. A ll on p r e s e n t j o b r e s p o n d e n t by s ch o o l who h e l p e d r e s p o n d e n t o b t a i n employment 36 Unemployment Data 11. A ll who have been asked f o r a s s i s t a n c e i n f i n d i n g employment P o s t s e c o n d a r y - E d u c a t i o n Data Name o f s c h o o l , t r a i n i n g , ( f o r l o c a l use) or apprenticeship 12. Type o f s ch oo l or tra in in g 13. M a j o r a re a o f s t u d y o r t r a i n i n g 14. Use o f s c h oo l t r a i n i n g 15. A ll p r ogr am program ( fo r local use) i n m a j o r a rea o f s t u d y o r t r a i n i n g who h e l p e d r e s p o n d e n t i n t o p r e s e n t e d u c a t i o n a l The f o l l o w - u p s u r v e y s f o r program 1982 and 1983 a r e f ou nd i n A p p e nd i c es A and B. Survey Procedure The f o l l o w - u p s u r v e y s c o n d u c t e d i n 1982 and 1983 were i n i t i a t e d t o g a t h e r d at a a b o u t a l l a t e d by l o c a l educational a p pr o ve d v o c a t i o n a l e d u c a t i o n p r o gr a m s o p e r ­ agencies w i t h i n t h e s t a t e . Local educational a g e n c i e s we re r e q u i r e d t o r e p o r t f o l l o w - u p d at a on v o c a t i o n a l c o m p le t e rs t o t h e Michig an Department o f E ducation, Education S ervice. p r ogr am V oca tional-Technical The M i c h i g a n D e p a r t m e n t o f E d u c a t i o n was r e q u i r e d t o t r a n s m i t and r e p o r t a g g r e g a t e s t a t e w i d e d at a f r o m t h e s u r v e y s t o t h e U nited S ta te s Department o f Education. The 1982 and 1983 f o l l o w - u p s u r v e y s we re a d m i n i s t e r e d a p p r o x i ­ m a t e l y n i n e months a f t e r h i g h s c h o o l g r a d u a t i o n t o p r ogr am c o m p l e t e r s from a l l vocational Education, tio n s e d u c a t i o n p r o gr a ms . V ocational-Technical and s u r v e y f o r m s The M i c h i g a n D e p a r t m e n t o f Education S e rv ic e , d is trib u te d i n F e b r u a r y 1982 and F e b r u a r y 1983. in stru c­ Each s u r v e y 37 f o r m was coded by a s i x - d i g i t U.S. D e p a r t m e n t o f E d u c a t i o n v o c a t i o n a l p ro gr am code and i d e n t i f i e d Local school d is tric ts by name and a p r ogr am s e r i a l provided th e p u b lic r e l a t i o n s a chieve a h ig h response ra te . A cover l e t t e r and uses o f t h e f o l l o w - u p s u r v e y . pro gr am c o m p l e t e r . A p ril e x p l a i n e d t h e p u r po s es The c o v e r l e t t e r was s e n t t o each and r e t u r n e d t o l o c a l educational N o n r e s p o n d e n t s t o t h e s u r v e y were i d e n t i f i e d f o r m s we re s e n t . school d is tric t e f f o r t required to The f o l l o w - u p s u r v e y s were c o m p l e t e d d u r i n g M a r c h - 1982 and 1983 r e c o r d in g pro cess, number. and s u b se q ue n t f o l l o w - u p le tte rs agencies. through th e and a d d i t i o n a l Loc al s u r v e y r e s u l t s we re t h e n p r e p a r e d by l o c a l staff. The l o c a l survey r e s u lt s in d icate d the t o t a l number o f p r og r am c o m p l e t e r s s u r v e y e d and t h e number o f s u r v e y s returned. The r e s u l t s we re t h e n f o r w a r d e d t o t h e Genesee I n t e r m e d i a t e School D i s t r i c t f o r k e y p u n c h i n g . A f t e r keypunching, were s e n t t o t h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n , Education S e rvic e . This a c t i v i t y the fo llo w -u p dat a V ocational-Technical t o o k p l a c e i n May 1982 and May 1983. The d a t a f r o m t h e f o l l o w - u p s u r v e y s a r e l o c a t e d i n t h e c o m p u t e r c e n t e r o f t h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n and can be a ccessed by authorized s t a f f . V ario us co m p u te r-g e n e ra te d r e p o r t s are p ro vide d f o r b o t h t h e d e p a r t m e n t and l o c a l school d is tric ts . Population The p o p u l a t i o n o f t h i s com pleters o f v o c a tio n a l r e s e a r c h s t u d y c o m p r i s e d 9,189 p r ogr am b u s i n e s s and o f f i c e e d u c a t i o n p r o gr a m s f o r t h e 38 1981-1982 s c h o o l y e a r and 9 , 5 8 6 p r ogr am c o m p l e t e r s o f v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n progr ams f o r t h e 1982-1983 s c h o o l year. Hyp ot he ses The v o c a t i o n a l p r og r am a re a o f b u s i n e s s and o f f i c e e d u c a t i o n c o n s is ts o f th re e occupational business data p ro ce ss in g , categories: a c c o u n t i n g and c o m p u t i n g , and s e c r e t a r i a l . T h i s r e s e a r c h e r t e s t e d 12 hypotheses r e g a r d in g t h e t h r e e o c c u p a tio n a l Those h y p o t h e s e s a r e l i s t e d on t h e f o l l o w i n g categories pages. mentioned. 1 H y p o t h e s i s 1 : Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e wages o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g p r ogr am c o m p l e t e r s who a r e employed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n comp on ent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 2 : Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e wages o f v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g p r og ra m c o m p l e t e r s who a r e e mployed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n co mponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 3 : Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e wages o f v o c a t i o n a l s e c r e t a r i a l p r og r am c o m p l e t e r s who a r e employed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n comp on ent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 4 : Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s a t i s f a c t i o n o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g p ro gr am c o m p l e t e r s who a r e empl oy ed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n comp on ent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H v p o t h e s i s 5 : T h er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s a t i s f a c t i o n o f a c c o u n t i n g and c o m p u t i n g p ro gr am c o m p l e t e r s who a r e empl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 6 : T h e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s a t i s f a c t i o n o f v o c a t i o n a l s e c r e t a r i a l p ro gr am c o m p l e t e r s who a r e e mpl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. 39 H y p o t h e s i s 7 : T h e r e i s no s i g n i f i c a n t d i f f e r e n c e b et ween t h e c o n tin u in g re la te d education o f v o c a tio n a l business data -p ro cessing p ro gr am c o m p l e t e r s who a r e empl oy ed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 8 : T h er e i s no s i g n i f i c a n t d i f f e r e n c e b et ween t h e c o n t i n u i n g r e l a t e d e d u c a t i o n o f v o c a t i o n a l a c c o u n t i n g ' and c o m p u t i n g pro gr am c o m p l e t e r s who a r e employed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n comp on ent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 9 : T h e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e c o n t i n u i n g r e l a t e d e d u c a t i o n o f v o c a t i o n a l s e c r e t a r i a l p ro gr am c o m p l e t e r s who a r e empl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n co mponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. H y p o t h e s i s 10: T h er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s e e k i n g o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g pro gr am c o m p l e t e r s who a r e empl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component . H y p o t h e s i s 11: T h e r e i s no s i g n i f i c a n t d i f f e r e n c e b et ween t h e j o b s e e k i n g o f v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g progr am c o m p l e t e r s who a r e empl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component . H y p o t h e s i s 12: T h er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s e e k i n g o f v o c a t i o n a l s e c r e t a r i a l progr am c o m p l e t e r s who a r e employed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n c omponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component . Back gro und o f St ud y I n 1981 a l l Educational s t a t e s w e re r e q u i r e d by t h e N a t i o n a l S ta tis tic s s y s te m f o r e d u c a t i o n a l Center f o r t o change t o t h e new f e d e r a l c l a s s i f i c a t i o n p ro gr a ms . The s ys t em was p a r t o f an e f f o r t t o b r i n g a b o u t c o n s i s t e n c y among t h e s t a t e s i n b o t h t h e i r c l a s s i f i c a t i o n o f educational federal p r ogr ams and i n t h e r e p o r t i n g o f d a t a back t o t h e g o v e r n m e n t and t h e N a t i o n a l as CIP ( C l a s s i f i c a t i o n Center. of In stru c tio n a l T h i s s y st em Programs). is referred to 40 B e f o r e t h e e s t a b l i s h m e n t o f t h e CIP code s y s t e m , s t a t e s used t h e U.S. O f f i c e o f E ducation (USOE) code s t r u c t u r e . Under t h i s code, M i c h i g a n had 13 p r ogr am c odes f o r v o c a t i o n a l t r a i n i n g p r o gr a ms i n b u s i n e s s and o f f i c e e d u c a t i o n . c odes we re c o n s o l i d a t e d Given t h e CIP code s y s t e m , in t o th re e vocational b u s i n e s s and o f f i c e e d u c a t i o n . a c c o u n t i n g and c o m p u t i n g , t h e s e 13 t r a i n i n g p r o gr a ms f o r The t h r e e t r a i n i n g p r o gr a m s a r e b u s i n e s s d at a p r o c e s s i n g , and s e c r e t a r i a l . The CIP codes and d e s c r i p t o r s o f t h e s e p r o gr a ms a r e f o u n d i n Appen­ d i x C. S t u d e n t s who a r e e n r o l l e d in a v o catio n al b u s i n e s s and o f f i c e p r ogr am can a l s o t a k e p a r t i n c o o p e r a t i v e e d u c a t i o n . Technical The V o c a t i o n a l - E ducatio n S e r v ic e o f t h e Michig an Department o f Education v i e w s t h e c o o p e r a t i v e e d u c a t i o n p r og r am as a v i a b l e in stru ctio n a l t e c h n i q u e and b e l i e v e s t h a t t h o s e s t u d e n t s who p a r t i c i p a t e i n t h i s p ro gr am w i l l p a rtic ip a te id e n tifie d a c q u i r e some b e n e f i t s o v e r t h o s e s t u d e n t s who do n o t in c o o p e ra tiv e education. in Chapter I I — r e l a t e d This Some o f t h e s e b e n e f i t s were l i t e r a t u r e on c o o p e r a t i v e e d u c a t i o n . research study d ea ls w i t h th e b e n e f i t s o f c o o p e r a ti v e education p a r t i c ip a t io n . Four q u e s t io n s from t h e s t a t e ’ s f o l l o w - u p s u r v e y o f p r o gr a m c o m p l e t e r s we re a n a l y z e d i n p a r t i c ip a t io n or lack o f p a r t i c i p a t i o n p r o gr a m. r e l a t i o n t o one's in the c o o p e ra tiv e education These f o u r q u e s t i o n s a r e d e s c r i b e d i n d e t a i l i n t h e Research De si gn s e c t i o n . When t h e d a t a f r o m t h e f o l l o w - u p s u r v e y s a r e c o l l e c t e d and p r o c e s s e d t h r o u g h t h e Genesee I n t e r m e d i a t e O f f i c e and s e n t t o t h e 41 Department o f E ducation, Technical a n a l y s e s by s t a f f members o f t h e V o c a t i o n a l - E ducation S e r v ic e are conducted. When an a n a l y s i s i s con­ d u c t e d on d a t a r e g a r d i n g c o o p e r a t i v e e d u c a t i o n , t h e d a t a a r e n o t exam­ i n e d by each s p e c i f i c o c c u p a t i o n a l occupational category, occupations, and t r a d e and i n d u s t r i a l pational i.e., area. programs w i t h i n The d a t a a r e a n a l y z e d by b u s i n e s s and o f f i c e occupations. t h e broad o c c u p a t i o n a l i n t h e c ase o f b u s i n e s s and o f f i c e e d u c a t i o n , by t h e t h r e e o c c u p a t i o n a l education, health The d i f f e r e n t o c c u ­ a r e as a r e c ombined. As t h e data are n o t analyzed p r og r am a r e a s o f b u s i n e s s d at a p r o c e s s i n g , a c c o u n t i n g and c o m p u t i n g , and s e c r e t a r i a l , i n g t h e b u s i n e s s and o f f i c e category. c o o p e . a t i v e e d u c a t i o n by s p e c i f i c b u t c omb i ne d d at a r e p r e s e n t ­ Therefore, occupational in fo rm a tio n regarding p r ogr am area can o n l y be v i e w e d i n a g e n e r i c sense a c r o s s a l l o c c u p a t i o n s w i t h i n t h e b u s i n e s s and o f f i c e If tio n a l a r ea . t h e d a t a can be c o l l e c t e d and a n a l y z e d by s p e c i f i c occupa­ p r og r am a r e a , computin g, i.e ., business data and s e c r e t a r i a l , they w i l l processing, accounting and p r o v i d e a more a c c u r a t e p i c t u r e o f t h e b e n e f i t s o f c o o p e r a t i v e e d u c a t i o n on s p e c i f i c o c c u p a t i o n s . in fo rm a tio n w ill be u s e f u l This and n e c e s s a r y i n t h e d e s i g n and o p e r a t i o n o f more e f f e c t i v e and e f f i c i e n t p r o gr a m s i n b u s i n e s s and o f f i c e e d u c a t i o n and i n t h e d e s i g n and o p e r a t i o n o f t h e c o o p e r a t i v e e d u c a t i o n pro gr am its e lf. This in f o r m a tio n w i l l gan D e p a r t m e n t o f E d u c a t i o n , a l s o be u s e f u l in a review o f the M ic h i­ V ocational-Technical Education S e rv ic e , p o l i c y on t h e f u n d i n g and d e s i g n o f c o o p e r a t i v e e d u c a t i o n p rogr ams . 42 Re search De si gn T h is re search stud y deals w i t h t h e f o l l o w i n g t h a t are l i s t e d on t h e f o l l o w - u p fo u r questions s u r v e y s f o r b ot h y e a r s — 1982 and 1983. Job S a t i s f a c t i o n The j o b s a t i s f a c t i o n received f o r th e fa ctio n d ep en de nt measure was based on r e s p o n s e s survey ite m shown i n F i g u r e r a t e was computed bya d d i n g t h e Somewhat S a t i s f i e d r e s p on s e s . 1. sumo f t h e A POSITIVE j o b s a tis­ Very S a t i s f i e d and A NEGATIVE j o b s a t i s f a c t i o n r a t e was comput ed by a d d i n g t h e sum o f t h e No t Very S a t i s f i e d and N o t A t A l l S a t i s f i e d responses. Answer ONLY i f O v e r a l l , how your present ONE.) you a r e w o r k i n g f o r pay. s a t i s f i e d a r e you w i t h job? (Check o n l y ____ V er y S a t i s f i e d ____ Somewhat S a t i s f i e d ____ N o t V e r y S a t i s f i e d Not At A l l S a t i s f i e d F i g u r e 1. — 1982 and 1983 f o l l o w - u p s u r v e y j o b s a t i s f a c t i o n item. Wages The wages dep end ent measur e was based on r e s p on s es r e c e i v e d f o r t h e s u r v e y i t e m shown i n F i g u r e 2. A HIGH wage r a t e was i d e n t i f i e d if t h e r e s p o n d e n t was e a r n i n g a wage equal t o o r g r e a t e r t h a n t h e c u r r e n t min imum wage r a t e o f $3.35. A LOW wage r a t e was i d e n t i f i e d if the r e s p o n d e n t was e a r n i n g a wage l e s s t h a n t h e minimum wage r a t e o f $ 3 . 3 5 . 43 Answer ONLY i f you a r e w o r k i n g f o r pay: On my p r e s e n t j o b I am p a i d a bo u t $__________________________ p er h o u r . F i g u r e 2 . — 1982 and 1983 f o l l o w - u p s u r v e y wages i t e m . L o o k i n g f o r a Job The j o b - s e e k i n g d e p en de nt measure was based on re sp on s es r e c e i v e d f o r t h e s u r v e y i t e m shown i n F i g u r e 3. r a t e was d e t e r m i n e d i f loo king f o r a job. A POSITIVE j o b - s e e k i n g t h e r e s p o n d e n t i n d i c a t e d t h a t h e / s h e was n o t A NEGATIVE j o b - s e e k i n g r a t e was d e t e r m i n e d i f the r e s p o n d e n t i n d i c a t e d t h a t h e / s h e was l o o k i n g f o r a j o b . Answer ONLY i f you a r e NOT w o r k i n g f o r pay: Are you l o o k i n g f o r a j o b ? Yes __________ (CHECK ONLY ONE.) No___________ F i g u r e 3 . — 1982 and 1983 f o l l o w - u p s u r v e y j o b - s e e k i n g i t e m . C o n tin u in g E ducation The c o n t i n u i n g e d u c a t i o n d ep end ent measure was based on t h e r e sp on s es r e c e i v e d f o r t h e s u r v e y i t e m shown i n F i g u r e 4. A POSITIVE c o n t i n u i n g e d u c a t i o n r a t e was d e t e r m i n e d i f t h e r e s p o n d e n t i n d i c a t e d t h a t h e / s h e was c o n t i n u i n g h i s / h e r e d u c a t i o n . education r a t e was d e t e r m i n e d i f A NEGATIVE c o n t i n u i n g t h e respondent i n d i c a t e d t h a t he/she was n o t c o n t i n u i n g h i s / h e r e d u c a t i o n . 44 A re you now a t t e n d i n g a s c h o o l o r c o l l e g e , o r e n r o l l e d i n a t r a i n i n g p r o gr a m, o r w o r k i n g as an a p p r e n t i c e ? (CHECK ONLY ONE.) Yes _________ No__________ F i g u r e 4 . — 1982 and 1983 f o l l o w - u p s u r v e y c o n t i n u i n g education item. An i l l u s t r a t i o n va ria bles is c o n t a i n i n g t h e d ep endent and i n d e p e n d e n t shown i n F i g u r e 5. overview o f t h e general This illu s tra tio n design o f t h i s research s tu d y . For t h e 1983 f o l l o w - u p s u r v e y , b u s i n e s s and o f f i c e 12,761 c o m p l e t e r s o f v o c a t i o n a l e d u c a t i o n p r o gr a ms we re s u r v e y e d . 9 ,5 86 s u r v e y s w e re r e t u r n e d f o r a 78% r e s p on s e r a t e . fo llo w -u p survey, a l s o p r o v i d e s an Of t h a t number, For t h e 12,086 p r o g r a m c o m p l e t e r s o f v o c a t i o n a l o f f i c e e d u c a t i o n p r o gr a ms w e r e s u r v e y e d , r e t u r n e d f o r a re sp on s e r a t e o f 76%. 1982 b u s i n e s s and and 9,189 s u r v e y s were D etailed in fo r m a tio n concerning t h e r e s p on s e r e s u l t s o f t h e 1982 and 1983 f o l l o w - u p s u r v e y s f o r v o c a ­ tio n a l 7. b u s i n e s s and o f f i c e P rovid ed in F ig u re 6 i s dents surveyed, p r og r am c o m p l e t e r s i s shown i n F i g u r e s 6 and in form a tion surveys re tu rn e d , r e g a r d i n g t h e number o f s t u ­ re sp on s e r a t e , gram a r e a f o r t h e 1983 f o l l o w - u p s u r v e y . inform ation and o c c u p a t i o n a l pro­ F i g u r e 7 p r o v i d e s t h e same f o r t h e 1982 f o l l o w - u p s u r v e y . D a t a - A n a lv s is Procedure Several data-m anipulation data f o r t h e c h i- s q u a r e a n a l y s i s . processes too k pla ce t o prepare th e The d at a c o l l e c t e d f r o m t h e s u r v e y s are c o n ta in e d in t h e com puter c e n t e r o f th e M ichigan Department o f 1982 FOLLOW-UP SURVEY Selected Questions From Survey -----------1 = WAGES 2 = JOB SATISFACTION 3 = CONTINUING EDUCATION 4 = JOB SEEKING 1983 FOLLOW-UP SURVEY CO-OP PARTICIPATION NON CO-OP PARTICIPATION CO-OP PARTICIPATION NON CO-OP PARTICIPATION Occupat ions'-- Occupations Occupat i ons Occupations A/C DP S A/C DP S A/C 1 1 1 1 1 1 2 2 2 2 2 3 3 3 3 it A it 4 DP S A/C 1 1 1 2 2 2 3 3 3 4 4 4 Dependent V a r i a b l e s Selected q u e s tio n s from the survey a r e t h e dependent v a r i a b l e s . F i g u r e 5 . - - i 11 u s t r a t i on o f r e s e a r c h s t u d y . DP S 1 1 1 2 2 2 2 3 3 3 3 3 4 4 4 4 4 Independent V a r i a b l e s 1 . Year (1982 & 1983) 2. Group (Co-Op & Non Co-Op) * 3 . Occupat i onal C a t e g o r y (A/C A c c o u n t i n g & Co mput ing, DP Data Process i n g , S Secretar i a 1 46 Number Surveyed Number Ret ur ned Response Rate O c c u p a t i o n a l Program Area D e s c r i p t o r 14.0102 Bookkeepers 32 18 56.3% 14.0104 Mach i ne Operators 118 87 13.1% 14. 0105 Tel 1e r s 649 500 77.0% 14. 0200 Bus in e ss Data P ro cess i ng 682 469 68.8% 14.0201 CIP 440 274 62.3% 14.0203 Programmers 196 126 64.3% 14. 0303 Genera 1 O f f i ce Cle rks O 14.0703 S t e o g r a p h e r s O ON O O ~u C^> 1 ,672 78.1% 60 62 103.3% 14. 0797 Med i c a 1 Secretary 42 42 100.0% 14. 0798 Lega 1 Secretary 1,601 1 ,068 66.1% 14.0901 805 598 74.3% 14. 9700 C l e r i c a l Lab 5, 12 4 3 ,9 6 0 77.3% 14. 9800 S t e n o / C le rical Lab 9 ,5 8 6 F i g u r e 6 . - - R es p on se r a t e s 78.1% for C le rk Typi st To t a 1s t h e 1983 S t a t e F o l l o w - U p S u r v e y . Business Data Process i ng Co mp ut e r/ Console Operator 2 , 14 2 12,761 Account i ng Comput i ng 81.6% CIF 710 0 7. 0 30 1 07.0101 870 OO CD O CD rt CD QJ 47 Number Surveyed Number Re tu r ne d Response Rate O c c u p a t i o n a l Program Area D e s c r i p t o r o 796 634 79.6% 14.0102 Bookkeepers 25 20 8 0 .0 % 14.0104 Machine Operators o o O — o o 3 TD c rt 3 3 — LO 77 282 242 9 0 . 6% 14.0105 T e lle rs 85.81 14.0200 B us i ne s s Data Pro ces s i ng 617 71 .b% 14.0201 388 270 6 9 . 6I 14.0203 1 67 121 12. St 14.0303 864 Co mp ut e r/ Consol e Opera tor (D w on General 78.5% 14.0703 Stenographers 60 54 90.0% 14.0797 Med i c a 1 Secretary 59 55 93.2% 14.0798 Lega 1 Secretary 1,394 1,018 73.0% 14.0901 Clerk T y p is t 659 515 n 14.9700 C le rical Lab 5,198 3,910 I S . 2% 14.9800 Steno/ C le rical Lab Figure 7 • --Response ra te s f o r 3 on Programmers 1 ,656 7 6 . 0% 0> 3 2,109 9,189 CD LQ C 1e r k s 12,086 o o 00 "D c O on O — — tn O ff i ce 78. o 3 oq “O 85 > o O O c O CO ^1 CD o o ON o O) 3 T o t a 1s t h e 1982 S t a t e F o l l o w - U p S u r v e y . O 48 Education. The p r e s e n t i n v e s t i g a t o r was g r a n t e d a u t h o r i z a t i o n State D ir e c to r of V ocational-Technical d at a for p u r po s es o f t h i s from t h e E d u c a t i o n t o have ac cess t o t h e study. The w r i t e r r e q u e s t e d f r o m t h e c o m p u t e r c e n t e r o f t h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n t h a t a c o m p u t e r program be w r i t t e n t h a t w o u l d c r e a t e t w o c o m p u t e r - o u t p u t documents. The dat a f r o m t h e f o l l o w - u p s u r v e y s o f 1981 and 1982 w e r e t o s e r v e as t h e d a t a base f o r t h e documents. vocational The f i r s t document was t o r e p r e s e n t t h o s e re sp on s es f r o m b u s i n e s s and o f f i c e program c o m p l e t e r s who had p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n as p a r t o f t h e i r v o c a t i o n a l tra in in g . The second document r e p r e s e n t e d r e s p o n d e n t s who had n o t p a r t i c i p a t e d c o o p e r a t i v e e d u c a t i o n as p a r t o f t h e i r v o c a t i o n a l tra in in g . in These t w o t y p e s o f d oc uments we re r e q u e s t e d f o r t h e 1981 and 1982 f o l l o w - u p surveys. F o r r c o m p u t e r - g e n e r a t e d r e p o r t s were produced. A pp e n d i x E i s an example o f t h e s e documents. The f o u r c o m p u t e r - g e n e r a t e d documents d i s p l a y e d t h e d a t a by t h e 13 o c c u p a t i o n a l a r e a s i n b u s i n e s s and o f f i c e e d u c a t i o n t h a t w e r e i n e f f e c t d u r i n g t h e t i m e t h e s u r v e y s were c o nd u c t e d . lie r i n t h i s c h a p t e r , t h e 13 o c c u p a t i o n a l t h e USOE code s y st em . As m e n t i o n e d e a r ­ a r e a s were d e f i n e d as p a r t o f To p r e p a r e t h e dat a f o r t h i s re search, n e c e s s a r y t o c o n v e r t t h e d a t a f r o m t h e 13 o c c u p a t i o n a l th re e occupational and o f f i c e are a. a r e as c u r r e n t l y f o l lo w in g occupational progr am c l a s s i f i c a t i o n : was areas t o th e representing the vocational The 13 o c c u p a t i o n a l it a r e a s we re c o n s o l i d a t e d business in to the a r e as und er t h e CIP code sy st em f o r v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g , b u s i n e s s d a t a 49 processin g* and s e c r e t a r i a l . A pp e nd i x D, a l o n g w i t h t h e w o r k s h e e t s f o r each o f t h e f o u r q u e s t i o n s a d d re s se d in t h i s education, study* and j o b A code c o n v e r s i o n c h a r t i s l o c a t e d i n i. e ., seeking wages, j o b ( A p p e n d i c e s F, s a tisfa ctio n * G, H, continu in g and I ) . When a l l w o r k s h e e t s we re c o m p l e t e d f o r each o f t h e t h r e e o c c u p a t i o n a l the areas, a w o r k s h e e t was d e v e l o p e d t o d i s p l a y t h e numbers needed t o c o n d u c t t h e chi-square t e s t o f s t a t i s t i c a l sig n ific a n c e ( A p p e n d i x J). A fin a l w o r k s h e e t was d e v e l o p e d t o s e r v e as a s o u r c e document f o r e n t e r i n g t e s t data i n t o t h e m icrocom puter the (Appendix K). A N o r t h s t a r m i c r o c o m p u t e r was used i n c o n d u c t i n g t h e c h i - s q u a r e s ta tis tic a l c a lle d test. The r e s e a r c h e r used a s t a t i s t i c a l M ic r o - S ta t in p erfo rm in g th e s t a t i s t i c a l square t e s t , s o f t w a r e package test. For each c h i - t h e m ic ro c o m p u te r p ro v id e d in hard-cop y form th e observed and e x p e c t e d f r e q u e n c i e s and t h e o b s e rv e d and e x p e c t e d p e r c e n t a g e s . The c h i - s q u a r e t e s t f o r s t a t i s t i c a l ria te s ta tis tic supports t h i s t o be a p p l i e d selection, in t h i s as w e l l study. as t h e f a c t w i t h o u t r e g a r d t o f r e q u e n c y o f r e sp on se s. t i o n s being analyzed in t h i s or negative. s i g n i f i c a n c e was an a p p r o p ­ The r e s e a r c h d e s i g n t h a t data were b e i n g used The re sp on s es t o t h e ques­ s t u d y we re one o f t w o c o n d i t i o n s — p o s i t i v e The c h i - s q u a r e t e s t o n l y i n d i c a t e d if a d iffe re n c e e x i s t e d b et we en t h e t w o g r o u p s r e l a t i v e t o t h e q u e s t i o n s b e i n g t e s t e d . This is appropriate, considering n u ll h y p o t h e s e s we re b e i n g t e s t e d . The c h i - s q u a r e t e s t was a l s o a p p r o p r i a t e because t h e d a t a we re com­ prised o f unequal g r o up s . 50 Sjjjnmary Chapter I I I p r e s e n t e d t h e r e s e a r c h p r o c e d u r e s used i n t h i s study. The c h a p t e r c o n t a i n e d a d e s c r i p t i o n o f t h e s u r v e y - i n s t r u m e n t design, survey procedures, b ackground t o t h e s t u d y , population, hypotheses, research and t h e d a t a - a n a l y s i s p r o c e d u r e s . design, Also pre­ s e n t e d i n t h i s c h a p t e r w e r e t h e r e s p o n s e r a t e s f r o m t h e 1983 and 1982 follo w -u p is s u r v e y s o f 1982 and 1981 s t u d e n t s . presented i n C h a p t e r IV. An a n a l y s i s o f t h e d at a CHAPTER IV ANALYSIS OF DATA T h i s c h a p t e r p r e s e n t s t h e r e s u l t s o f an a n a l y s i s o f t h e d a t a c o l l e c t e d t o d e t e r m i n e how s t u d e n t s e n r o l l e d e d u c a tio n programs are a f f e c t e d t i v e education. business when t h e y a l s o p a r t i c i p a t e i n c o o p e r a ­ Each h y p o t h e s i s i s t r e a t e d s e p a r a t e l y , summary t h a t t r e a t s each o f t h e o c c u p a t i o n a l and c o m p u t i n g , in vocational business data p ro c es sin g , areas, f o l l o w e d by a i.e., accounting and s e c r e t a r i a l . Hypothesis 1 T h er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e wages o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g p r ogr am c o m p l e t e r s who a r e empl oy ed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n comp on ent and t h o s e who have n o t p a r t i c i p a t e d i n such a component . Respondent s i n d i c a t e d t h e i r r e s p e c t i v e wages f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s , b e i n g e i t h e r HIGH o r LOW. If and t h e s e wages w e re c a t e g o r i z e d as r e s p o n d e n t s e ar n e d a wage equal to or g r e a t e r t h a n t h e minimum wage r a t e , o f $3.35, t h e y were a r b i t r a r i l y a s s i g n e d t o t h e HIGH c a t e g o r y . Those whose wages f e l l minimum wage we re p l a c e d i n t h e LOW c a t e g o r y . s ta tis tic The c h i - s q u a r e was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g e d u c a t i o n a f f e c t e d t h e wage r a t e o f t h e s e r e s p o n d e n t s . 51 bel ow t h e in co op e ra tive A ch i-sq uare 52 t e s t v a l u e equal t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 was chosen to in d ic a te a s ig n ific a n t d iffe re n ce. The 1981 s amp l e c o n s i s t e d o f 495 r e s p o n d e n t s , o f whom 60 had e n r o l l e d i n c o o p e r a t i v e e d u c a t i o n p r ogr ams and 435 who had n o t ( T a b l e 2 ). The c h i - s q u a r e 0.002, run on t h e 1981 d a t a pro du ce d a v a l u e o f o n l y w h i c h means t h a t t h e h y p o t h e s i s was n o t r e j e c t e d . That i s , t h e r e was no a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n p ro gr am and wage r a t e . T a b l e 2 . — Observed f r e q u e n c i e s o f b u s i n e s s d a t a - p r o c e s s i n g program c o m p l e t e r s r e g a r d i n g wages f o r 1981 and 1982 (N = 1 , 0 2 9 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 26 34 60‘ 209 286 495 16 22 38 220 314 534 1981 High Low Total 183 252 435 ' Ch i - s q u a r e v a l u e = 0 . 0 0 2 df = 1 1982 Hi gh Low Total 204 292 496 C h i - s q u a re v a l u e = 0 .0 0 3 df = 1 No t e : HIGH = S ur vey r e s p o n d e n t s w i t h < minimum wage o f S3. 35. LOW = S ur vey r e s p o n d e n t s w i t h > minimum wage o f $ 3 . 3 5 . 53 Th er e we re s i m i l a r a l s o p r e s e n t e d i n T a b l e 2. r e s u l t s f o r t h e d a t a c o l l e c t e d f o r 1982, Of t h e 534 r e sp o n d e n t s ? 38 had c o m p l e t e d a c o o p e r a t i v e e d u c a tio n program, on t h e s e d a t a r e s u l t e d whereas 496 had n o t . i n a v a l u e o f o n l y 0.003, The c h i - s q u a r e run which again indicated no s i g n i f i c a n t d i f f e r e n c e b et we e n t h o s e r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r og r am and t h o s e who had n o t . sis Thus t h e h y p o t h e ­ was u p h e l d f o r b ot h s e t s o f d a t a . Hypothesis 2 Th er e i s no s i g n i f i c a n t d i f f e r e n c e b et ween t h e wages o f v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g p r ogr am c o m p l e t e r s who a r e empl oy ed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d t h e i r and 1982 on t h e f o l l o w - u p s u r v e y s , b e i n g e i t h e r HIGH o r LOW. If r e s p e c t i v e wages f o r t h e y e a r s 1981 and t h e s e wages were c a t e g o r i z e d as r e s p o n d e n t s e ar ned a wage r a t e equal o r g r e a t e r t h a n t h e minimum wage r a t e o f $3.35, a s s i g n e d t o t h e HIGH c a t e g o r y . t h e y were a r b i t r a r i l y Those whose wages f e l l mini mum wage w e r e p l a c e d i n t h e LOW c a t e g o r y . to bel ow t h e The c h i - s q u a r e s t a t i s t i c was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n c o o p e r a t i v e e d u c a t i o n a f f e c t e d t h e wage r a t e o f t h e s e r e s p o n d e n t s . equal A c h i- s q u a r e t e s t valu e t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 was chosen t o cate a s i g n i f i c a n t d iffe re n ce. The 1981 s a m p l e c o n s i s t e d o f 318 r e s p o n d e n t s , e nrolled 3) . in d i­ o f whom 79 had i n c o o p e r a t i v e e d u c a t i o n p r ogr ams and 239 had n o t ( T a b l e The c h i - s q u a r e run on t h e 1981 d a t a p r odu ce d a v a l u e o f 9.029, w h i c h means t h a t t h e h y p o t h e s i s was r e j e c t e d . T h a t i s , an a p p a r e n t 54 r e l a t i o n s h i p was d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e educa­ tio n p ro gr am and wage r a t e . T a b l e 3 . — Observed f r e q u e n c i e s o f a c c o u n t i n g and c o m p u t i n g program c o m p l e t e r s r e g a r d i n g wages f o r 1981 and 1982 (N = 7 1 2 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 High Low Total 91 148 239 46 33 79 137 181 318 55 60 115 163 231 394 Chi-square value = 9.029* df = 1 1982 High Low Total 108 171 279 C h i - s q u a r e v a l u e = 2 .4 2 7 df = 1 ^ S i g n i f i c a n t a t t h e a l p h a = .01 l e v e l . Note: HIGH = s u r v e y r e s p o n d e n t s LOW = s u r v e y r e s p o n d e n t s w i t h < minimum wage o f $ 3 . 3 5 . w i t h > minimum wage o f $ 3 . 3 5 . Th er e were d i f f e r e n t r e s u l t s f o r t h e d a t a c o l l e c t e d a l s o p r e s e n t e d i n T a b l e 3. fo r 1982, Of t h e 318 r e s p o n d e n t s , 115 had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r o g r a m , whereas 279 had n o t . The c h i - s q u a r e run 55 on t h e s e d a t a r e s u l t e d i n a v a l u e o f o n l y 2.427, h y p o t h e s i s was n o t r e j e c t e d . That i s , w h ic h means t h a t t h e no s i g n i f i c a n t d i f f e r e n c e e x i s t e d b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r ogr am and t h o s e who had n o t , i n t e r m s o f wage r a t e . Hy p o t h e s i s 3 Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e wages o f v o c a t i o n a l s e c r e t a r i a l p ro gr am c o m p l e t e r s who a r e employed and have p a r t i c i ­ p at e d i n a c o o p e r a t i v e e d u c a t i o n c omponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component . Respondent s i n d i c a t e d t h e i r and 1982 on t h e f o l l o w - u p s u r v e y s , b e i n g e i t h e r HIGH o r LOW. If r e s p e c t i v e wages f o r t h e y e a r s 1981 and t h e s e wages we re c a t e g o r i z e d as r e s p o n d e n t s e ar ned a wage equal to or g r e a t e r t h a n t h e minimum wage r a t e o f $3.35, t h e y w e r e a r b i t r a r i l y a s s i g n e d t o t h e HIGH c a t e g o r y . Those whose wages f e l l min imum wage w e r e p l a c e d i n t h e LOW c a t e g o r y . bel ow t h e The c h i - s q u a r e s t a t i s t i c was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n c o o p e r a t i v e e d u c a t i o n a f f e c t e d t h e wage r a t e o f t h e s e r e s p o n d e n t s . equal A c h i-s q u a re t e s t value t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 was chosen t o in d ic a te s ig n ific a n t d iffe re n ce . The 1981 sa mp l e c o n s i s t e d o f 3 ,7 8 4 r e s p o n d e n t s , o f whom 1,781 had e n r o l l e d (se e T a b l e 4 ). 143.183, i n c o o p e r a t i v e e d u c a t i o n p r o gr a ms and 2,003 had n o t The c h i - s q u a r e run on t h e 1981 d a t a p roduced a v a l u e o f w h i c h means t h a t t h e h y p o t h e s i s was r e j e c t e d . An a p p a r e n t r e l a t i o n s h i p was d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e educa­ tio n p r ogr am and wage r a t e . 56 T a b l e 4 . — Observed f r e q u e n c i e s o f s e c r e t a r i a l program c o m p l e t e r s r e g a r d i n g wages f o r 1981 and 1982 (N = 7 , 5 8 1 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1 ,044 737 1,781 1,827 1,957 3,784 945 853 1,798 1,593 2,204 3,797 1981 Hi gh Low Total 783 1,220 2 , 00 3 C h i-s q u a re v a lu e = 143.183* df = 1 1982 Hi gh Low Total 648 1,351 1 ,9 99 C h i - s q u a re v a l u e = 1 5 6 . 8 7 3 * df = 1 ^ S i g n i f i c a n t a t t h e a l p h a = .01 l e v e l . Note: HIGH = S ur vey r e s p o n d e n t s LOW = Sur vey r e s p o n d e n t s There were s i m i l a r a l s o p r e s e n t e d i n T a b l e 4. re su lts w i t h < minimum wage o f $ 3 . 3 5 . w i t h > minimum wage o f $ 3 . 3 5 . f o r t h e d a t a c o l l e c t e d f o r 1982, Of t h e 3 ,7 9 7 r e s p o n d e n t s , completed a c o o p e r a t i v e e d u c a tio n program, 1,798 had w h i l e 1,999 had n o t. c h i - s q u a r e run on t h e s e d a t a r e s u l t e d i n a v a l u e o f 156.873, The wh ic h i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e bet ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n pro gr am and t h o s e who had n o t 57 c o m p l e t e d such a p r o gr a m. Thus, t h e h y p o t h e s i s was r e j e c t e d f o r bot h se ts o f data. Hy p o t h e s i s 4 Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s a t i s f a c t i o n o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g p r ogr am c c m p l e t e r s who a r e employed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d t h e i r d eg r ee o f j o b s a t i s f a c t i o n y e a r s 1981 and 1982 on t h e f o l l o w - u p tio n surveys. Degree o f j o b s a t i s f a c ­ was c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. If e n t s i n d i c a t e d t h e y were Very S a t i s f i e d o r Somewhat S a t i s f i e d , w e r e c a t e g o r i z e d i n t h e POSITIVE c a t e g o r y . Very S a t i s f i e d o r No t a t A l l NEGATIVE c a t e g o r y . fa c tio n r e s p o n d e n t s w e r e Not was used t o d e t e r m i n e was chosen t o A c h i - s q u a r e t e s t v a l u e o f 6.635 a t an in d ic a te a s ig n if ic a n t d ifference. The 1981 s a m pl e c o n s i s t e d o f 634 r e s p o n d e n t s , e nrolled they in c o o p e ra tiv e education a ffe c te d the jo b s a t i s ­ o f the se respondents. a l p h a o f .01 If respond­ S a t i s f i e d , t h e y were p l a c e d i n t h e The c h i - s q u a r e s t a t i s t i c whether p a r t i c i p a t i n g f o r the o f whom 179 had i n c o o p e r a t i v e e d u c a t i o n p r o gr a ms and 455 had n o t. The c h i - s q u a r e run on t h e 1981 d a t a pro du ce d a v a l u e o f o n l y 5.412, means t h a t t h e h y p o t h e s i s was n o t r e j e c t e d . That is , w h ic h t h e r e was no a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n program and j o b s a t i s f a c t i o n (Table 5 ) . Th er e we re s i m i l a r r e s u l t s f o r t h e d at a c o l l e c t e d a l s o p r e s e n t e d i n T a b l e 5. Of t h e 647 r e s p o n d e n t s , c o o p e r a ti v e e d u c a tio n program, w h i l e 599 had n o t . f o r 1982, 48 had c o m p l e t e d a The c h i - s q u a r e run 58 on t h e s e d a t a r e s u l t e d i n a v a l u e o f o n l y 1.285, which in d icate s no s i g n i f i c a n t d i f f e r e n c e b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r og r am and t h o s e who had n o t . Thus, t h e h y p o t h e s i s was u p h e l d f o r b o t h s e t s o f d a t a . T a b l e 5 . — Observed f r e q u e n c i e s o f b u s i n e s s d a t a - p r o c e s s i n g program c o m p l e t e r s r e g a r d i n g j o b s a t i s f a c t i o n f o r 1981 and 1982 (N = 1 , 2 8 1 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 168 11 179 564 70 634 31 17 48 470 177 647 1981 Posi t i ve N e g a t i ve Total 396 59 455 Ch i - s q u a r e v a l ue = 5 . 4 1 2 df - 1 1982 Posi t i ve N e g a t i ve Total 439 160 599 C h i - s q u a r e va l ue = 1.285 df = 1 No t e: P o s i t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g j o b s a t i s f a c t i o n N e g a t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g j o b d i s s a t i s f a c t i o n <59 Hypothesis 5 Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s a t i s f a c t i o n o f a c c o u n t i n g and c o m p u t i n g p r og r am c o m p l e t e r s who a r e empl oy ed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n c omponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d t h e i r d eg re e o f j o b s a t i s f a c t i o n y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . tio n Degree o f j o b s a t i s f a c ­ was c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. ents in d icate d they Very S a t i s f i e d o r N o t a t A l l NEGATIVE c a t e g o r y . S a tis fie d , r e s p o n d e n t s we re Not was used t o d e t e r m i n e was chosen t o A c h i - s q u a r e t e s t v a l u e o f 6.635 a t an in d ic a te a s ig n if ic a n t diffe re n ce. The 1981 s a m p l e c o n s i s t e d o f 394 r e s p o n d e n t s , e nrolled they in c o o p e ra tiv e education a ffe c te d the jo b s a t i s ­ o f these respondents. a l p h a o f .01 If r e s p on d ­ t h e y were p l a c e d i n t h e The c h i - s q u a r e s t a t i s t i c whether p a r t i c i p a t i n g fa c tio n If we re Very S a t i s f i e d o r Somewhat S a t i s f i e d , w e r e c a t e g o r i z e d i n t h e POSITIVE c a t e g o r y . f o r the o f whom 101 had ' i n c o o p e r a t i v e e d u c a t i o n p r o gr am s and 293 had n o t e n r o l l e d i n such pr ogr ams . o n l y 3 .6 53, The c h i - s q u a r e run on t h e 1981 d at a p roduced a v a l u e o f w h ic h means t h a t t h e h y p o t h e s i s was n o t r e j e c t e d . Ther e was no a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a ­ tiv e e d u c a t i o n p r o gr a m and j o b s a t i s f a c t i o n , Th er e were d i f f e r e n t r e s u l t s a l s o p r e s e n t e d i n T a b l e 6. rejected. f o r t h e d at a c o l l e c t e d Of t h e 483 r e s p o n d e n t s , c o o p e r a t i v e e d u c a tio n program, re sulted as shown i n T a b l e 6. w h i l e 336 had n o t. i n 1982, 147 had c o m p l e t e d a Chi-square a n a ly s is i n a v a l u e o f 14.661, w h i c h means t h a t t h e h y p o t h e s i s was That i s , t h e r e was an a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d between c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n program and j o b s a t i s f a c t i o n . 60 T a b l e 6 . — Observed f r e q u e n c i e s o f a c c o u n t i n g and c o m p u t i n g program c o m p l e t e r s r e g a r d i n g j o b s a t i s f a c t i o n f o r 1981 and 1982 (N = 8 7 7 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 89 12 101 320 74 394 133 14 147 384 99 483 1981 231 62 293 Posi t i ve N e g a t i ve Total C h i-s q u a re v a lu e = 3.653 df = 1 1982 P o s i t i ve N e g a t i ve Total 251 85 336 C h i - s q u a r e v a l u e = 14 .661 * df = 1 ^S ig n ific a n t Note: P ositive = Negativ e = a t t h e a l p h a = .01 l e v e l . Sur vey r e s p o n d e n t s S ur vey r e s p o n d e n t s in d ic a tin g jo b s a tis fa c tio n in d ic a tin g jo b d is s a tis fa c tio n Hypothesis 6 Th e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s a t i s f a c t i o n o f v o c a t i o n a l s e c r e t a r i a l p r og r am c o m p l e t e r s who a r e employed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d t h e i r degree o f j o b s a t i s f a c t i o n y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . tio n f o r the Degree o f j o b s a t i s f a c ­ was c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. If 61 respondents i n d i c a t e d they we re Ver y S a t i s f i e d o r Somewhat S a t i s f i e d , t h e y were c a t e g o r i z e d i n t h e POSITIVE c a t e g o r y . Very S a t i s f i e d o r N o t a t A l l S a tis fie d , If r e s p o n d e n t s were Not t h e y were p l a c e d i n t h e NEGATIVE category. The c h i - s q u a r e s t a t i s t i c tic ip a tin g in c o o p e ra tiv e education a ffe c te d the jo b s a t i s f a c t i o n th e s e respondents. was used t o d e t e r m i n e w h e t h e r p a r ­ A chi-square t e s t of v a l u e o f 6.635 a t an a l p h a o f .01 was chosen t o i n d i c a t e a s i g n i f i c a n t d i f f e r e n c e . The 1981 s a m pl e c o n s i s t e d o f 4,502 r e s p o n d e n t s , enrolled o f whom 720 had i n c o o p e r a t i v e e d u c a t i o n p r o g r a m s and 3,782 had n o t . s q u a r e a n a l y s i s o f t h e 1981 d a t a p r o du c ed a v a l u e o f 62. 502, means t h a t t h e h y p o t h e s i s was r e j e c t e d . Chiwhich T h a t i s , t h e r e was an a p p a r ­ e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e educa­ tio n progr am and j o b s a t i s f a c t i o n , as shown i n T a b l e 7. Ther e we re s i m i l a r r e s u l t s f o r t h e d a t a c o l l e c t e d a ls o presented i n T a b l e 7. Of t h e 4 , 5 6 6 r e s p o n d e n t s , p le te d a c o o p e r a tiv e e d u c a tio n program, such a pro gr am. Chi-square a n a ly s is f o r 1982, 2 , 15 6 had com­ w h i l e 2, 41 0 had n o t c o m p l e t e d re su lted i n a v a l u e o f 41. 569, w h i c h i n d i c a t e s no s i g n i f i c a n t d i f f e r e n c e bet ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r og r am and t h o s e who had n o t c o m p l e t e d such a pro gr am. o f data. Thus t h e h y p o t h e s i s was u p h e l d f o r b ot h s e t s 62 - T a b l e 7 . — Observed f r e q u e n c i e s o f s e c r e t a r i a l program c o m p l e t e r s r e g a r d i n g j o b s a t i s f a c t i o n f o r 1981 and 1982 (N = 9 , 0 6 8 ) . Non Co-op P a r t i c i pation Co-op P a r t i c i pation Total 1981 Posi t i ve N e g a t i ve Total 1,933 1 ,849 3,782 484 236 720 2,417 2 , 08 5 4,502 1,861 295 2,156 3,765 801 4,566 C h i-sq u a re valu e = 62.502* •df = 1 1982 Posi t i ve N e g a t i ve Total 1,904 506 2,410 C h i-sq u a re valu e = 41.569 df = 1 ^ S i g n i f i c a n t a t t h e a l p h a = .01 l e v e l . Note: P o s i t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g j o b s a t i s f a c t i o n N e g a t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g j o b d i s s a t i s f a c t i o n Hypothesis 7 T h e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e c o n t i n u i n g r e l a t e d e d u c a t i o n o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g p r ogr am c o m p l e t e r s who a r e e mp loye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d i f on t h e f o l l o w - u p surveys f o r t h e y we re c o n t i n u i n g t h e i r e d u c a t i o n 1981 and 1982. as b e i n g e i t h e r POSITIVE o r NEGATIVE. If Responses w e r e c a t e g o r i z e d respondents i n d i c a t e d they 63 we re c o n t i n u i n g t h e i r e d u c a t i o n , POSITIVE c a t e g o r y . If t h e y were a r b i t r a r i l y a s s i g n e d t o t h e r e s p o n d e n t s i n d i c a t e d t h e y were n o t c o n t i n u i n g t h e i r education, t h e y we re p l a c e d i n t h e NEGATIVE c a t e g o r y . The c h i - square s t a t i s t i c was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g in c o o p e ra tiv e education a ffe c te d the c o n tin u in g education a c t i v i t y th e s e respondents. A c h i - s q u a r e t e s t v a l u e equal 6 . 6 3 5 a t an a l p h a o f .01 was chosen t o t o o r g r e a t e r than in d ic a te s ig n if ic a n t d iffe re n c e . The 1981 s a m pl e c o n s i s t e d o f 1,118 r e s p o n d e n t s , e nrolled of o f whom 95 had i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 1,023 had n o t e n r o l l e d i n such p r ogr ams ( T a b l e 8). v a l u e o f o n l y 2 .9 46, C h i - s q u a r e a n a l y s i s o f t h e 1981 p roduced a w h i c h means t h a t t h e h y p o t h e s i s was n o t r e j e c t e d . T h e r e was no a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e ra tiv e education p r o gr a m and c o n t i n u i n g e d u c a t i o n . S i m i l a r r e s u l t s f o r t h e dat a c o l l e c t e d i n T a b l e 8, as w e l l . Of t h e 1,237 r e s p o n d e n t s , c o o p e r a t i v e e d u c a tio n program, program. f o r 1982 a r e p r e s e n t e d Chi-square a n a ly s is 93 had c o m p l e t e d a w h i l e 1,144 had n o t c o m p l e t e d such a resu lted i n a v a l u e o f o n l y 0.001, wh ic h i n d i c a t e s no s i g n i f i c a n t d i f f e r e n c e bet ween t h o s e r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r ogr am and t h o s e who had n o t com­ p l e t e d such a p r o g r a m , th e hypothesis in term s of c o n tin u in g t h e i r education. was u p h e l d f o r b ot h s e t s o f dat a. Thus 64 T a b l e 8 . — Observed f r e q u e n c i e s o f b u s i n e s s d a t a - p r o c e s s i n g program c o m p l e t e r s r e g a r d i n g c o n t i n u i n g t h e i r e d u c a t i o n f o r 1981 and 1982 (N = 2 , 3 5 5 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 P o s i t i ve N e g a t i ve Total r 636 3 87 1,023 50 45 95 686 432 1, 11 8 59 34 93 793 444 1,237 C h i-s q u a re va lu e = 2.946 df = 1 1982 Posi t i ve N e g a t i ve Total 734 410 1,144 C h i - s q u a r e v a l u e = 0.001 df = 1 Note: P o s i t i v e = Sur vey educati N e g a t i v e = Sur vey educati ■ respondents i n d i c a t i n g c o n tin u in g t h e i r on respondents i n d i c a t i n g n o t c o n t i n u i n g t h e i r on Hypothesis 8 Th er e i s no s i g n i f i c a n t d i f f e r e n c e b et ween t h e c o n t i n u i n g r e l a t e d e d u c a t i o n o f v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g p r og r am c o m p l e t e r s who a r e empl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d i f on t h e f o l l o w - u p s u r v e y s f o r t h e y we re c o n t i n u i n g t h e i r e d u c a t i o n 1981 and 1982. as b e i n g e i t h e r POSITIVE o r NEGATIVE. If Responses w e r e c a t e g o r i z e d respondents in d i c a t e d they 65 were c o n t i n u i n g t h e i r e d u c a t i o n , POSITIVE c a t e g o r y . If t h e y we re a r b i t r a r i l y assigned t o th e r e s p o n d e n t s i n d i c a t e d t h e y were n o t c o n t i n u i n g t h e i r education, t h e y we re p l a c e d i n t h e NEGATIVE c a t e g o r y . The c h i - square s t a t i s t i c was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g in c o o p e ra tive education a ff e c t e d th e c o n tin u in g education a c t i v i t y the se respondents. A c h i - s q u a r e t e s t v a l u e equal 6 . 6 3 5 a t an a l p h a o f .01 was chosen t o of t o o r g r e a t e r than in d ic a te s ig n if ic a n t d iffe re n ce . The 1981 s a m p l e c o n s i s t e d o f 725 r e s p o n d e n t s , o f whom 172 had e n r o l l e d i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 553 had n o t e n r o l l e d i n such p r o g r a m s , as shown i n T a b l e 9. d a t a pr oduced a v a l u e o f o n l y 0.287, was n o t r e j e c t e d . The c h i - s q u a r e run on t h e 1981 w h i c h means t h a t t h e h y p o t h e s i s T h er e was no a p p a r e n t r e l a t i o n s h i p dem onstrated b et ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n p ro gr am and c o n t i n u i n g edu­ ca tion . S i m i l a r r e s u l t s w e r e d e m o n s t r a t e d f o r t h e d at a c o l l e c t e d f o r 1982, a l s o p r e s e n t e d i n T a b l e 9. Of t h e 805 r e s p o n d e n t s , 194 had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r o g r a m ; 611 had n o t c o m p l e t e d such a progr am. o f 0.456, The c h i - s q u a r e a n a l y s i s o f t h e s e d a t a r e s u l t e d in a value w h ic h i n d i c a t e d no s i g n i f i c a n t d i f f e r e n c e b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p ro gr am and t h o s e had n o t c o m p l e t e d such a p r ogr am. sets of data. Thus, t h e h y p o t h e s i s was u p h e l d f o r bot h 66 T a b l e 9 . — Observed f r e q u e n c i e s o f a c c o u n t i n g and c o m p u t i n g program c o m p l e t e r s r e g a r d i n g c o n t i n u i n g t h e i r e d u c a t i o n f o r 1981 and 1982 (N = 1 , 5 3 0 ) . Non Co-op P a r t i c i p a t i on Co-op P a rti ci pation Total 106 66 172 43 2 293 725 119 75 194 475 330 805 1981 P o s i t i ve N e g a t i ve Total 326 227 553 Ch i - s q u a r e v a l u e = 0 . 28 7 df = 1 1982 P osi t i ve N e g a t i ve Total 3-56 255 611 C h i - s q u a r e v a l u e = 0 .4 5 6 df = 1 Note: P o s i t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g c o n t i n u i n g t h e i r e d u c a t i on N e g a t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g n o t c o n t i n u i n g t h e i r education Hypothesis 9 T h e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e c o n t i n u i n g r e l a t e d e d u c a t i o n o f v o c a t i o n a l s e c r e t a r i a l progr am c o m p l e t e r s who a r e e mpl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n co mponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component . Respondent s i n d i c a t e d i f on t h e f o l l o w - u p s u r v e y s f o r the y were c o n t i n u i n g t h e i r e d u c a tio n 1981 and 1982. as b e i n g e i t h e r POSITIVE o r NEGATIVE. If Responses w e r e c a t e g o r i z e d respondents i n d i c a t e d they 67 w er e c o n t i n u i n g t h e i r e d u c a t i o n , POSITIVE c a t e g o r y . If they were a r b i t r a r i l y assigned t o th e r e s p o n d e n t s i n d i c a t e d t h e y we re n o t c o n t i n u i n g t h e i r education, t h e y we re p l a c e d i n t h e NEGATIVE c a t e g o r y . The c h i - square s t a t i s t i c was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g in co o p e ra tiv e education a ffe c te d th e c o n tin u in g education a c t i v i t y th e s e respondents. of A c h i - s q u a r e t e s t v a l u e equal t o o r g r e a t e r t h a n 6 . 6 3 5 a t an a l p h a o f .01 was chosen t o i n d i c a t e s i g n i f i c a n t d i f f e r e n c e . The 1981 s amp l e c o n s i s t e d o f 7,230 r e s p o n d e n t s , had e n r o l l e d enrolled o f whom 3,081 i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 4, 14 9 had n o t i n such p r o gr a ms (see T a b l e 10). The c h i - s q u a r e a n a l y s i s t h e 1981 d a t a pro du ce d a c h i - s q u a r e v a l u e o f 14.943, t h e h y p o t h e s i s was r e j e c t e d . of w h i c h means t h a t Th er e was an a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d between c o o p e r a t i v e and c o n t i n u i n g e d u c a t i o n . S i m i l a r r e s u l t s w e r e f ou n d f o r t h e d at a c o l l e c t e d f o r a ls o presented enro lled in i n T a b l e 10. Of t h e 7,426 r e s p o n d e n t s , 1982, 3 , 0 8 8 had i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 4,338 had n o t e n r o l l e d such p r o gr a ms . o f 13.820, The c h i - s q u a r e run on t h e s e d at a r e s u l t e d in a valu e w h i c h i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e bet ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n progr am and t h o s e who had n o t c o m p l e t e d such a progr am. was u p h e l d . Thus t h e h y p o t h e s i s f o r bot h s e t s o f d at a 68 T a b l e 1 0 . — Observed f r e q u e n c i e s o f s e c r e t a r i a l program c o m p l e t e r s r e q a r d i n q c o n t i n u i n q t h e i r e d u c a t i o n f o r 1981 and 1982 (N = 1 4 , 6 5 6 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 Posi t i ve N e g a t i ve Total 1,905 2,244 4,149 1,557 1, 52 4 3 ,0 8 1 3,462 3,768 7,230 1,665 1,423 3,088 3 ,8 1 3 3, 61 3 7 ,4 2 6 C h i - s q u a r e v a l u e = 14 . 9 4 3 * df = 1 1982 2,148 2,190 4,338 Posi t i ve N e g a t i ve Total C h i-s q u a r e valu e = 13.820* df = 1 ^ S i g n i f i c a n t at Note: t h e a l p h a = .01 l e v e l P o s i t i v e = S ur vey r e s p o n d e n t s i n d i c a t i n g c o n t i n u i n g t h e i r e d u c a t i on N e g a t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g n o t c o n t i n u i n g t h e i r education H y p o t h e s i s 10 T h e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s e e k i n g o f v o c a t i o n a l b u s i n e s s d a t a - p r o c e s s i n g p r ogr am c o m p l e t e r s who a r e empl oye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d i f t h e y we re l o o k i n g f o r a j o b f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . T h e i r re s po ns e s were 69 c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. indicated If respondents on t h e s u r v e y by c h e c k i n g t h e " n o " box t h a t t h e y were n o t looking f o r a job, category. chey w e re a r b i t r a r i l y a s s i g n e d t o t h e POSITIVE I f t h e y i n d i c a t e d t h e y we re l o o k i n g f o r a j o b by c h e c k i n g t h e " y e s " box, t h e y w e r e p l a c e d i n t h e NEGATIVE c a t e g o r y . square s t a t i s t i c The c h i - was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n coop­ e r a t i v e e d u c a tio n a f f e c t e d t h e j o b seeking o f the se respondents. chi-square t e s t was chosen t o va lu e equal t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 in d ic a te a s ig n if ic a n t diffe re n ce. The 1981 s a m p l e c o n s i s t e d o f 1,045 r e s p o n d e n t s ; 85 had e n r o l l e d e n rolled in A of th is number, i n c o o p e r a t i v e e d u c a t i o n p r o gr a ms and 960 had n o t such p r o g r a m s (see T a b l e 11). t h e 1981 d at a p roduced a v a l u e o f 3 .001, s i s was n o t r e j e c t e d . The c h i - s q u a r e a n a l y s i s o f w h i c h means t h a t t h e h y p o t h e ­ Th er e was no a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n progr am and j o b s e e k i n g . The r e s u l t s w e r e d i f f e r e n t f o r t h e d a t a c o l l e c t e d a l s o p r e s e n t e d i n T a b l e 11. Of t h e 1,294 r e s p o n d e n t s , f o r 1982, 719 had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r og r am and 575 had n o t c o m p l e t e d such a progr am. 955.399, The c h i - s q u a r e run on t h e d a t a r e s u l t e d in a value of w h i c h i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p ro gr am and t h o s e who had n o t c o m p l e t e d such a pro gr am. data. Thus H y p o t h e s i s 10 was r e j e c t e d f o r t h e 1982 70 T a b l e 1 1 . — Observed f r e q u e n c i e s o f b u s i n e s s d a t a - p r o c e s s i n g program c o m p l e t e r s r e g a r d i n g j o b s e e k i n g f o r 1981 and 1982 (N = 2 , 3 3 9 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 392 568 960 P ositive N e g a t i ve Total 26 59 85 418 627 1,045 31 688 719 548 746 1, 29 4 C h i - s q u a r e v a l u e = 3 .0 0 1 df = 1 1982 Posi t i v e N e g a t i ve Total 517 58 575 C h i - s q u a r e v al ue = 9 5 5 . 3 9 9 * df = 1 ■^Significant Note: P ositive = Negative = a t t h e a l p h a = .01 l e v e l . S ur vey r e s p o n d e n t s S ur v ey r e s p o n d e n t s in d ic a t in g not lo o k in g f o r a job in d ic a t in g lo o king f o r a job H y p o t h e s i s 11 Th er e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s e e k i n g o f v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g p ro gr am c o m p l e t e r s who a r e e mpl oyed and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n component and t h o s e who have n o t p a r t i c i p a t e d i n such a component . Respondent s i n d i c a t e d i f t h e y we re l o o k i n g f o r a j o b f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . T h e i r r e s p o n s e s were c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. If respondents 71 i n d i c a t e d on t h e s u r v e y by c h e c k i n g t h e " n o " box t h a t t h e y w e r e n o t looking f o r a job, category. If t h e " y e s " box, a s s i g n e d t o t h e POSITIVE t h e y i n d i c a t e d t h e y w e re l o o k i n g f o r a j o b by c h e c k i n g they square s t a t i s t i c e ra tive t h e y w e re a r b i t r a r i l y were p l a c e d i n t h e NEGATIVE c a t e g o r y . The c h i - was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n coop­ e du ca tion a f f e c t e d t h e jo b seeking o f these respondents. c h i - s q u a r e t e s t v a l u e equal was chosen t o t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 in d ic a te a s ig n if ic a n t diffe re n ce. The 1981 sa mp l e c o n s i s t e d o f 699 r e s p o n d e n t s , enrolled A o f whom 167 had i n c o o p e r a t i v e e d u c a t i o n p r o gr a ms and 532 had n o t e n r o l l e d such p ro gr a ms (see T a b l e 12). The c h i - s q u a r e run on t h e 1981 in d at a pro du ce d a v a l u e o f 14.684, w h i c h means t h a t t h e . h y p o t h e s i s was' re jected. That i s , t h e r e was an a p p a r e n t r e l a t i o n s h i p demonstrated between c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n program and j o b s e e k i n g . T h er e we re s i m i l a r r e s u l t s a l s o p r e s e n t e d i n T a b l e 12. f o r t h e d at a c o l l e c t e d f o r Of t h e 779 r e s p o n d e n t s , 184 had e n r o l l e d i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 595 had n o t e n r o l l e d p r o gr a ms . 11.592, 1982, The c h i - s q u a r e a n a l y s i s o f t h e s e d a t a r e s u l t e d i n such in a value of w h i c h i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e bet ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r ogr am and t h o s e who had n o t c o m p l e t e d such a pro gr am. was u p h e l d . Thus, t h e h y p o t h e s i s f o r bot h s e t s o f dat a 72 T a b l e 1 2 . — Observed f r e q u e n c i e s o f a c c o u n t i n g and c o m p u t i n g progr am c o m p l e t e r s r e g a r d i n g j o b s e e k i n g f o r 1981 and 1982 (N = 1 , 4 7 8 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 45 122 167 279 420 699 55 129 184 319 460 779 1981 P o s i t i ve N e g a t i ve Total 234 298 532 C h i - s q u a r e v a l u e == 1 4 . 6 8 4 * df = 1 1982 P o s i t i ve N e g a t i ve Total 264 331 595 C h i - s q u a r e v a l u e =< 1 1 . 5 9 2 * df = 1 ^ S i g n i f i c a n t a t t h e a l p h a = .01 l e v e l . Note: P o s i t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g n o t l o o k i n g f o r a j o b N e g a t i v e = S ur vey r e s p o n d e n t s i n d i c a t i n g l o o k i n g f o r a j o b H y p o t h e s i s 12 Th e r e i s no s i g n i f i c a n t d i f f e r e n c e bet ween t h e j o b s e e k i n g o f v o c a t i o n a l s e c r e t a r i a l p r og r am c o m p l e t e r s who a r e e mp loye d and have p a r t i c i p a t e d i n a c o o p e r a t i v e e d u c a t i o n c omponent and t h o s e who have n o t p a r t i c i p a t e d i n such a component. Respondent s i n d i c a t e d i f t h e y we re l o o k i n g f o r a j o b f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . T h e i r re sp on s es were c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. If respondents 73 i n d i c a t e d on t h e s u r v e y by c h e c k i n g t h e " n o " box t h a t t h e y were n o t loo king f o r a jo b, the y were a r b i t r a r i l y category. i n d i c a t e d t h e y w e r e l o o k i n g f o r a j o b by c h e c k i n g I f they t h e " y e s " box, t h e y we re p l a c e d i n t h e NEGATIVE c a t e g o r y . square s t a t i s t i c e ra tive a s s i g n e d t o t h e POSITIVE The c h i - was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n coop­ e d u c a tio n a f f e c t e d t h e jo b seeking o f these respondents. c h i - s q u a r e t e s t v a l u e equal A t o o r g r e a t e r t h a n 6.635 a t an a l p ha o f .01 was chosen t o i n d i c a t e a s i g n i f i c a n t d i f f e r e n c e . The 1981 s a m p l e c o n s i s t e d o f 6,812 r e s p o n d e n t s , o f whom 2,884 had e n r o l l e d e nrolled i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 3 , 9 2 8 had n o t i n such p r o gr a ms ( see T a b l e 13). t h e d a t a pro du ce d a v a l u e o f 39. 541, was r e j e c t e d . The c h i - s q u a r e a n a l y s i s of w h i c h means t h a t t h e h y p o t h e s i s T h e r e was an a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n progr am and j o b s e e k i n g . S i m i l a r r e s u l t s w e re f o u n d f o r t h e d at a c o l l e c t e d f o r 1982, a lso presented in e n ro lle d in T a b l e 13. Of t h e 7 ,1 5 2 r e s p o n d e n t s , 2,944 had i n c o o p e r a t i v e e d u c a t i o n p r o gr a ms and 4 ,2 08 had n o t e n r o l l e d such p r o gr a m s . v a l u e o f 57.892, The c h i - s q u a r e a n a l y s i s o f t h e s e d a t a r e s u l t e d which in a i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e bet ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p ro gr am and t h o s e who had n o t c o m p l e t e d such a progr am. f o r both s e ts o f data. Thus, t h e h y p o t h e s i s was u p h e l d 74 T a b l e 1 3 . — Observed f r e q u e n c i e s o f s e c r e t a r i a l program c o m p l e t e r s r e g a r d i n g j o b s e e k i n g f o r 1981 and 1982 (N = 1 3 , 9 6 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i pation Total 1981 1,684 2,244 3,928 Posi t i ve , N e ga t i ve Total 1,018 1 ,8 66 2,884 2,702 4 , 11 0 6,812 1 C h i - s q u a r e v a l u e = 3 9. 541 * df = 1 1982 1,966 2,242 4,208 Posi t i ve N e g a t i ve Total 1 ,1 0 9 1,835 2,944 3,075 4,077 7,152 C h i-sq u are valu e = 57.892* df = 1 ^ S ig n ific a n t Note: P ositive = Negative = a t t h e a l p h a = .01 l e v e l . Sur vey r e s p o n d e n t s Sur vey r e s p o n d e n t s in d ic a t in g not lo o king f o r a job in d ic a tin g looking f o r a job R e s u lts o f Supplemental Analyses S u p p l e m e n t a l a n a l y s e s were c o n d u c t e d t o r e f l e c t t h e changes t h a t o c c u r r e d when t h e d a t a a c c o u n t i n g and c o m p u t i n g , we re combined t o education. from t h e t h r e e o c c u p a tio n a l business data p ro c e s sin g , areas, i.e., and s e c r e t a r i a l , r e p r e s e n t t h e broad a re a o f b u s i n e s s and o f f i c e These a n a l y s e s a r e d e s c r i b e d i n t h e f o l l o w i n g paragraphs. 75 Respondent s i n d i c a t e d t h e i r and 1982 on t h e f o l l o w - u p s u r v e y s , b e i n g e i t h e r HIGH o r LOW. If r e s p e c t i v e wages f o r t h e y e a r s 1981 and t h e s e wages w e r e c a t e g o r i z e d as r e s p o n d e n t s e ar ne d a wage equal g r e a t e r t h a n t h e min imum wage r a t e o f $3.35, a s s i g n e d t o t h e HIGH c a t e g o r y . t h e y were a r b i t r a r i l y Those whose wages f e l l mum wage we re p l a c e d i n t h e LOW c a t e g o r y . to or bel ow t h e m i n i ­ The c h i - s q u a r e s t a t i s t i c was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n c o o p e r a t i v e e d u c a t i o n a f f e c t e d t h e wage r a t e o f t h e respondents. The 1981 s a m p l e c o n s i s t e d o f 4,597 had e n r o l l e d enrolled in in c o o p e ra tiv e education p r o gr a m s and 2 ,6 7 7 had n o t such p r o gr a m s ( see T a b l e 14). t h e 1981 d at a pro du ce d a v a l u e o f 115.117, h y p o t h e s i s was r e j e c t e d . That is , r e s p o n d e n t s , o f whom 1,920 The c h i - s q u a r e a n a l y s i s o f w h i c h means t h a t t h e t h e r e was an a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n progr am and wage r a t e . S i m i l a r r e s u l t s w e r e e v i d e n t f o r t h e d a t a c o l l e c t e d f o r 1982, a l s o p r e s e n t e d i n T a b l e 14. Of t h e 4,725 re spondents, 1,951 had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r ogr am and 2,774 had n o t c o m p l e t e d such a pro gr am. The c h i - s q u a r e a n a l y s i s o f t h e 1982 d a t a r e s u l t e d a v a l u e o f 142.941, in w h i c h i n d i c a t e s a s i g n i f i c a n t d i f f e r e n c e b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p ro gr am and t h o s e who had n o t c o m p l e t e d such a p r ogr am. f o r b ot h s e t s o f d a t a . Thus t h e h y p o t h e s i s was u p he l d 76 T a b l e 1 4 . — Observed f r e q u e n c i e s f o r a l l v o c a t i o n a l b u s i n e s s e d u c a t i o n program c o m p l e t e r s r e g a r d i n g wages f o r 1981 and 1982 (N = 9 , 3 2 2 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 1,057 1, 62 0 2,677 P o s i t i ve N e g a t i ve Total 1,116 804 1 ,9 20 2,173 2,424 4 ,5 9 7 1,016 935 1,951 1, 97 6 2,749 4,725 C h i-s q u a r e v a lu e = 155.117* df = 1 1982 Posi t i ve N e g a t i ve Total 960 1,814 2,774 C h i-s q u a re valu e = 142.941* df = 1 ^ S i g n i f i c a n t a t t h e a l p h a = .01 l e v e l . Note: P o s i t i v e = Sur vey r e s p o n d e n t s w i t h l e s s t h a n o r equal t o t h e minimum wage o f $3.35 N e g a t i v e = Sur vey r e s p o n d e n t s w i t h more t h a n t h e minimum wage o f $3. 35 The second s u p p l e m e n t a l ar e a o f j o b s a tis fa c tio n sa tisfa ctio n . a n a l y s i s was on comb ine d d at a i n t h e Respondent s i n d i c a t e d t h e i r deg re e o f j o b f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . T h e i r d eg re e o f j o b s a t i s f a c t i o n POSITIVE o r NEGATIVE. If , was c a t e g o r i z e d as b e i n g e i t h e r t h e y i n d i c a t e d t h e y we re Very S a t i s f i e d or 77 Somewhat S a t i s f i e d , respondents were a r b i t r a r i l y POSITIVE c a t e g o r y . If A ll S a tis fie d , assigned t o t h e r e s p o n d e n t s we re N o t Very S a t i s f i e d o r No t a t t h e y we re p l a c e d i n t h e NEGATIVE c a t e g o r y . square s t a t i s t i c < The c h i - was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n c o o p e ra tive education a ffe c te d th e jo b s a t i s f a c t i o n o f these respondents. The 1981 s a m pl e c o n s i s t e d o f 3,896 r e s p o n d e n t s , o f whom 1,000 had e n r o l l e d e nrolled i n c o o p e r a t i v e e d u c a t i o n p r ogr ams and 2, 89 6 had n o t i n such p r o gr a m s . The c h i - s q u a r e a n a l y s i s o f t h e 1981 d at a p roduced a v a l u e o f 116.331, w h i c h means t h a t t h e h y p o t h e s i s was rejected. T h e r e was an a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n progr am and j o b s a t i s f a c t i o n , as shown i n T a b l e 15. S i m i l a r r e s u l t s w e r e shown f o r t h e d a t a c o l l e c t e d f o r 1982, a l s o p r e s e n t e d i n T a b l e 15. Of t h e 5, 69 6 r e s p o n d e n t s , 2,351 had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p ro gr am and 3,345 had n o t c o m p l e t e d such a pro gr am. The c h i - s q u a r e a n a l y s i s v a l u e o f 65. 805, which o f th e se data r e s u l t e d i n a i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e bet ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n who had n o t c o m p l e t e d such a p r ogr am. re jected f o r b o t h s e t s o f d at a . Thus, pro gr am and t h o s e t h e h y p o t h e s i s was 78 T a b l e 1 5 . — Observed f r e q u e n c i e s f o r a l l v o c a t i o n a l b u s i n e s s e d u c a t i o n program c o m p l e t e r s r e g a r d i n q j o b s a t i s f a c t i o n f o r 1981 and 1982 (N = 9 , 5 9 2 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 2,560 336 2,896 P o s i t i ve N e g a t i ve Total 741 259 1,000 3 , 30 1 595 3,896 2,025 326 2 ,3 5 1 4,619 1,077 5,696 C h i-s q u a r e v a lu e = 116.331* df = 1 1982 2,594 751 3,345 Posi t i ve N e g a t i ve Total C h i-s q u a r e va lu e = 65.805* df = 1 ^S ig n ific a n t Note: P ositive = Negative = The t h i r d education. a t t h e a l p h a = .01 l e v e l . S ur vey r e s p o n d e n t s S ur vey r e s p o n d e n t s supplemental in d ic a tin g job s a tis fa c tio n in d ic a tin g job d is s a tis fa c tio n a n a l y s i s was i n t h e a r e a o f c o n t i n u i n g Re spondent s i n d i c a t e d if t h e y we re c o n t i n u i n g t h e i r e d u c a t i o n f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . r e s p o n s e s we re c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. Their If r e s p o n d e n t s i n d i c a t e d t h e y w e r e c o n t i n u i n g t h e i r e d u c a t i o n by c h e c k i n g 79 t h e " y e s " box on t h e survey# POSITIVE c a t e g o r y . t h e y we re a r b i t r a r i l y I f t h e y checked t h e " n o " box# p l a c e d i n t h e NEGATIVE c a t e g o r y . determ ine whether p a r t i c i p a t i n g c o n tin u in g education a c t i v i t y v a l u e equal assigned t o the r e s p o n d e n t s were The c h i - s q u a r e s t a t i s t i c was used t o in co o p e ra tiv e education a ffe c te d the o f the se respondents. A chi-square t e s t t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 was chosen t o in d ica te a s ig n if ic a n t d iffe re n c e . The 1981 s a mp le c o n s i s t e d o f 9,073 r e s p o n d e n t s , o f whom 3 ,3 4 8 had e n r o l l e d e nrolled in i n c o o p e r a t i v e e d u c a t i o n p r o gr am s and 5,725 had n o t such p r o gr a m s (see T a b l e 16). 1981 d at a p r odu ce d a v a l u e o f 0.954, was n o t r e j e c t e d . The c h i - s q u a r e run on t h e w h i c h means t h a t t h e h y p o t h e s i s Th er e was no a p p a r e n t r e l a t i o n s h i p d e m o n s t r a t e d bet ween c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n p r ogr am and c o n t i n u i n g edu­ c a t i on. T h e r e w e re s i m i l a r a l s o p r e s e n t e d i n T a b l e 16. e nrolled r e s u l t s f o r t h e d a t a c o l l e c t e d f o r 1982, Of t h e 9,468 r e s p o n d e n t s , 3,375 had i n c o o p e r a t i v e e d u c a t i o n p ro gr a ms and 6,093 had n o t . s q u a r e a n a l y s i s o f t h e s e d a t a r e s u l t e d i n a v a l u e o f 1.815, The c h i - which i n d i c a t e s t h e r e was no s i g n i f i c a n t d i f f e r e n c e b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p ro gr am and t h o s e who had n o t c o m p l e t e d such a pro gr am. was u p h e l d . Thus, t h e h y p o t h e s i s f o r b o t h s e t s o f d at a 80 T a b l e 1 6 . — Observed f r e q u e n c i e s f o r a l l v o c a t i o n a l b u s i n e s s e d u c a t i o n program c o m p l e t e r s r e g a r d i n g c o n t i n u i n g t h e i r e d u c a t i o n f o r 1981 and 1982 (N = 1 8 , 5 4 1 ) . Non Co-op P a rti ci pation - . . Co-op P a r t i c i pation 1981 . 2,867 2,858 5,725 Posi t i v e N e g a t i ve Total Total 1,713 1,635 3,348 4,580 4,493 9, 07 3 1,843 1,532 3,375 5 ,0 81 4 ,3 87 9,468 C h i-s q u a re valu e = 0.954 df = 1 1282 3,238 2,855 6, 09 3 P o s i t i ve N e g a t i ve Total C h i - s q u a r e v a l u e == 1.815 df = 1 Note: P o s i t i v e = Sur vey r e s p o n d e n t s i n d i c a t i n g c o n t i n u i n g t h e i r e d u c a t i on N e g a t i v e = Survey r e s p o n d e n t s i n d i c a t i n g n o t c o n t i n u i n g t h e i r education The f o u r t h jo b seeking. supplemental a n a l y s i s was c o n d u c t e d i n t h e a r e a o f Respondent s i n d i c a t e d if th e y were l o o k i n g f o r a j o b f o r t h e y e a r s 1981 and 1982 on t h e f o l l o w - u p s u r v e y s . T h e i r r e s p o n s e s we re c a t e g o r i z e d as b e i n g e i t h e r POSITIVE o r NEGATIVE. If respondents i n d i c a t e d on t h e s u r v e y t h e y w e r e s e e k i n g a j o b by c h e c k i n g t h e " n o " 81 box, t h e y we re a r b i t r a r i l y a s s i g n e d t o t h e POSITIVE c a t e g o r y . If r e s p o n d e n t s i n d i c a t e d t h e y w e r e l o o k i n g f o r a j o b by c h e c k i n g t h e " y e s " box, tic tio n t h e y w e r e p l a c e d i n t h e NEGATIVE c a t e g o r y . The c h i - s q u a r e s t a t i s ­ was used t o d e t e r m i n e w h e t h e r p a r t i c i p a t i n g i n c o o p e r a t i v e educa­ a f f e c t e d t h e j o b se eking o f these respondents. v a l u e equal in d ic a te A chi-square t e s t t o o r g r e a t e r t h a n 6.635 a t an a l p h a o f .01 was chosen t o a s ig n ific a n t d iffe re n ce . The 1981 s amp l e c o n s i s t e d o f 9,156 r e s p o n d e n t s , 3 , 7 3 6 had e n r o l l e d not e n ro lle d in o f whom i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s and 5, 42 0 had such p r o g r a m s (see T a b l e 17). The c h i - s q u a r e a n a l y s i s o f t h e 1981 d at a p r o du c ed a v a l u e o f 5.921, h y p o t h e s i s was n o t r e j e c t e d . w h i c h means t h e T h e r e was no a p p a r e n t r e l a t i o n s h i p demon­ s t r a t e d b et we en c o m p l e t i n g a c o o p e r a t i v e e d u c a t i o n progr am and j o b s e e k i ng. The r e s u l t s w e r e d i f f e r e n t f o r t h e d a t a c o l l e c t e d f o r 1982, a l s o p r e s e n t e d i n T a b l e 17. Of t h e 9,225 re spondents, 3 ,9 47 had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n progr am and 5, 37 8 had n o t c o m p l e t e d such a p r ogr am. v a l u e o f 366. 327, The c h i - s q u a r e a n a l y s i s o f t h e s e d a t a r e s u l t e d i n a wh ic h means t h e h y p o t h e s i s was r e j e c t e d . Hence t h e r e were s i g n i f i c a n t d i f f e r e n c e s b et ween r e s p o n d e n t s who had c o m p l e t e d a c o o p e r a t i v e e d u c a t i o n p r ogr am and t h o s e who had n o t c o m p l e t e d such a p r ogr am, in terms o f jo b seeking, f o r t h e 1982 d a t a a n a l y s i s . 82 T a b l e 1 7 . — Observed f r e q u e n c i e s f o r a l l v o c a t i o n a l b u s i n e s s e d u c a t i o n program c o m p l e t e r s r e g a r d i n g j o b s e e k i n g f o r 1981 and 1982 (N = 1 8 , 3 8 1 ) . Non Co-op P a r t i c i p a t i on Co-op P a r t i c i p a t i on Total 1981 2,310 3,110 5,420 Posi t i ve N e g a t i ve Total 1,689 2,047 3,736 3,999 5,157 9,156 1,195 2,652 3,847 3,942 5 ,2 83 9,225 C h i - s q u a r e v a l u e = 5.921 df = 1 1982 2,747 2,631 5,378 Posi t i v e N e g a t i ve Total C h i-s q u a r e valu e = 366.327* df = 1 ^ S ig n ific a n t Note: P ositive = Negative = a t the a l p h a = .01 l e v e l . Survey r e s p o n d e n t s i n d i c a t i n g n o t l o o k i n g Sur vey r e s p o n d e n t s i n d i c a t i n g l o o k i n g f o r T a b l e 18 p r o v i d e s a p r o f i l e f o r a c c o u n t i n g and c o m p u t i n g pr ogr am c o m p l e t e r s i n r e g a r d t o t h e f o u r s u r v e y q u e s t i o n s . two of the fo u r n u ll f o r a job a job Fo r 1981, h y p o t h e s e s we re r e j e c t e d a t t h e .01 l e v e l . r e m a i n i n g t w o h y p o t h e s e s w e re u p h e l d a t t h e .01 l e v e l . h y p o t h e s e s w e r e r e j e c t e d and t w o h y p o t h e s e s w e re u p h e l d , Fo r 1982, The two as was t h e 83 case i n 1981. I n t h e a r e as o f c o n t i n u i n g e d u c a t i o n and j o b s e e k i n g , t h e r e s u l t s were c o n s i s t e n t f o r b o t h y e a r s . T a b l e 1 8 . — Summary t a b l e f o r a c c o u n t i n g and c o m p u t i n g program com pleters: a l l survey questions. Wages Job S a t i s f a c t i on C o n t i n u i ng E d u c a t i on Job Seeki ng 1981 + - - + 1982 - + - + + N ull h y p o th e s is r e j e c t e d a t alpha = .01. - N ull h y p o th e s is n o t r e j e c t e d a t alpha = .01. T a b l e 19 p r o v i d e s a p r o f i l e p r ogr am c o m p l e t e r s w i t h a ll null four n u ll f o r business d ata-processing regard t o t h e f o u r survey q u e s tio n s . h y p o t h e s e s w e r e r e j e c t e d a t t h e .01 l e v e l . Fo r 1981, Fo r 1982, h y p o t h e s i s was r e j e c t e d . T a b l e 1 9 . — Summary t a b l e f o r b u s i n e s s d a t a - p r o c e s s i n g program com pleters: a l l survey q uestions. Wages Job S a t i s f a c t i on C o n t i n u i ng E d u c a t i on 1981 - - - 1982 - - - + N ull h y p o th e s is r e j e c t e d a t alpha = .01. - N ull hypothesis not r e je c t e d a t alpha = .01. Job Seeki ng + one 84 T a b l e 20 p r o v i d e s a p r o f i l e f o r s e c r e t a r i a l w ith regard t o the f o u r survey questions. null h y p o t h e s e s were a l l p r ogr am c o m p l e t e r s For b ot h 1981 and 1982, r e j e c t e d a t t h e .01 l e v e l . T a b l e 2 0 . — Summary t a b l e f o r s e c r e t a r i a l survey q u e s t io n s . program c o m p l e t e r s : a ll Wages Job S a tis fa c tio n Continuing Education 1981 + + + + 1982 + + + + + Null h ypothesi s r e j e c t e d a t alpha = .01. - hypothesi s not r e j e c t e d a t alpha = .01. Null the Job Seeki ng T a b l e 21 d i s p l a y s t h e i n f o r m a t i o n f r o m T a b l e s 18* 19, and 20 to re fle c t the t o t a l vocational b u s i n e s s and o f f i c e area. In d ividu a l progr am d i f f e r e n c e s we re a l t e r e d (masked) as a r e s u l t o f c o m b i n i n g th e s e tables. T a b l e 22 i s a summary o f t h e c h i - s q u a r e t e s t r e s u l t s f o r t h e f o l lo w in g occupational 07.0301 areas: 07.0101 a c c o u n t i n g and c o m p u t i n g , b usine ss data p ro c e ss in g , and 07.0601 s e c re ta ria l. A c h i- s q u a r e t e s t r e s u l t equal t o o r g r e a t e r t h a n 6.635 a t a l p h a = .01 necessary id e n tifie s for a s ig n ific a n t d i f f e r e n c e t o be s t a t e d . An a s t e r i s k t h e hypotheses w i t h a s i g n i f i c a n t c h i- s q u a r e r e s u l t . is 85 T a b l e 2 1 . — Summary t a b l e f o r a l l o c c u p a t i o n a l progr am a re as i n b u s in e s s /o ffic e education: a l l survey q u e s t io n s . Wages A c c o u n t i ng and Computi ng B us i ness Data P r o c e s s i ng Job Sati s fa c tio n 1981 + 1982 - + 1981 . . 1982 - 1981 C o n t i nui ng Education Job Seeki ng «•> + - + - - + + + + + 1982 + + + + 1981 + + 1982 + + - + S e c r e t a r i al A l l occ up a­ t i o n a l a r e as combi ned + Null h y p o th e s is r e j e c t e d a t alpha = .01. - N ull h y p o th e s is n o t r e j e c t e d a t alpha = .01. 86 T a b l e 2 2 . — Summary t a b l e o f c h i - s q u a r e t e s t r e s u l t s f o r a l l t i o n a l areas. Question Hypothesi s o cc up a ­ CIP Code 1981 1982 Ho 1 Wages 07.0101 9.029* 2.427 Ho 2 Wages. 07. 0301 0.002 0. 00 3 Ho 3 Wages 07.0601 143.183* 156.873* Ho 4 Job S a t i s f a c t i o n 07. 0101 5.412 1.285 Ho 5 Job S a t i s f a c t i o n 07.0301 5.412 1.285 Ho 6 Job S a t i s f a c t i o n 07.0601 62.502* 41.569* Ho 7 A t t e n d i n g School 07.0101 0.287 0.456 Ho 8 A t t e n d i n g School 07. 0301 2.946 0.001 No 9 A t t e n d i n g School 07.0601 14.943* 13.820* Ho 10 Job S ee k in g 07.0101 14.684* 11.592* Ho 11 Job See ki ng 07.0301 3.001 955.902* Ho 12 Job S ee ki ng 07.0601 39.541* 57.523* ^ S i g n i f i c a n t a t t h e a l p h a = .01 l e v e l . Summary C h a p t e r IV p r e s e n t e d an a n a l y s i s o f t h e d a t a f r o m t h i s study. T a b l e s we re p r o v i d e d f o r d e s c r i b i n g t h e c h i - s q u a r e t e s t v a l u e s t h a t we re c a l c u l a t e d regarding th e th re e v o catio n al b u s i n e s s d at a p r o c e s s i n g * occupational a c c o u n t i n g and c o m p u t i n g , programs: and s e c r e t a r i a l . Data f r o m t h e s e t h r e e p ro gr am a r e a s w e r e c o mb i ne d t o f o r m t h e broad occupational a rea r e f e r r e d t o as b u s i n e s s and o f f i c e e d u c a t i o n . 87 A dd itio n al t a b l e s were p ro v id e d f o r d e s c r i b i n g t h e supplemental a n a l y s e s t h a t w e re c o n d u c t e d on t h e br oad a re a o f b u s i n e s s and o f f i c e education. T h i s a n a l y s i s was c o n d u c t e d t o r e f l e c t t h e changes t h a t o c c u r r e d when t h e d a t a f r o m t h e t h r e e o c c u p a t i o n a l p r o g r a m s were combi ned. A c h i - s q u a r e t e s t was c o n d u c t e d t o d e t e r m i n e i f d i f f e r e n c e s e x i s t e d among t h e t h r e e o c c u p a t i o n a l pro gr am a r e a s , w i t h i n t h e br oad a re a o f b u s i n e s s and o f f i c e e d u c a t i o n , the f o l l o w i n g survey item s: (3 ) c o n t i n u i n g e d u c a t i o n , (1) wages, (2) j o b w ith and regard t o s a tis fa c tio n , and ( 4) j o b s e e k i n g . C h a p t e r V c o n t a i n s a summary o f t h e f i n d i n g s , r e co m me nd a ti o ns , s ig n ific a n t conclusions, and i m p l i c a t i o n s based on t h e f i n d i n g s o f t h i s study. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS I n t r o d u c t i on The V o c a t i o n a l the act, E d u c a t i o n A ct o f 1963, s u b s e q u e n t amendments t o and t h e C a r l Perkins Vocational E d u c a t i o n A c t o f 1984 have a t t e m p t e d t o make v o c a t i o n a l e d u c a t i o n p r o gr a ms a c c o u n t a b l e t o s t u d e n t s f o r r e l a t e d j o b p l a c e m e n t and s t u d e n t e m p l o y m e n t s uc ces s on t h e j o b . The c o o p e r a t i v e e d u c a t i o n p r o g r a m , as a s t r a t e g y o f in s tru c tio n , is p a r t o f th e d e l i v e r y system f o r p r o v i d i n g s tu d e n ts w i t h t h e necessary s k ills f o r successful Several e m pl o ym e nt . national and s t a t e r e p o r t s on t h e q u a l i t y tive ne ss o f the p u b lic educational and e f f e c ­ s y s t e m w e re p u b l i s h e d i n 1984. l i g h t o f these re p o rts , th e study o f th e b e n e f i t s o f c o o p e ra tiv e education p a r t i c i p a t i o n is very t im e ly . to provide b u s i n e s s and o f f i c e e d u c a t i o n and i n t h e i r use o f t h e c o o p e r a t i v e e d u c a t i o n p r ogr am. on t h e s t u d y was i n f o r m a t i o n t h a t c o u l d l e a d t o more e f f i c i e n t and e f f e c t i v e p r o gr a ms i n v o c a t i o n a l study, The p u r po s e o f t h i s In as w e l l as c o n c l u s i o n s , research T h i s c h a p t e r i s a summary o f t h e r e c o m m e n d a t i o n s , and i m p l i c a t i o n s based findings. 88 89 Summary o f t h e S t ud y The p r ob l em o f t h i s s t u d y was t o d e t e r m i n e w h e t h e r empl oy ed vocational b u s i n e s s and o f f i c e p r ogr am c o m p l e t e r s i n t h e o c c u p a t i o n a l a r e a s o f a c c o u n t i n g and c o m p u t i n g , s e c re ta ria l, who p a r t i c i p a t e d h igher s a la r ie s , in cooperative education, experienced g re a te r jo b s a t i s f a c t i o n , ing education a c t i v i t i e s , e mployed v o c a t i o n a l p a rtic ip a te business data p ro c e s s in g , and been i n v o l v e d and have r e c e i v e d p ur s ue d c o n t i n u ­ i n l e s s j o b s e e k i n g ,than b u s i n e s s and o f f i c e p ro gr am c o m p l e t e r s who d i d n o t in co o p e ra tiv e education. Research P r o c e d u r e The p o p u l a t i o n o f t h i s study co nsiste d o f 18,775 r e s p o n d e n t s t o t h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n ' s 1981 and 1982 f o l l o w - u p s u r v e y s o f com pleters of vo cational t h r o u g h o u t Michigan. The c h i - s q u a r e s t a t i s t i c whether p a r t i c i p a t i n g wage r a t e , these b u s i n e s s and o f f i c e e d u c a t i o n p ro gr a ms i n c o o p e r a t i v e e d u c a t i o n p r o gr a m s a f f e c t e d t h e job s a tis fa c tio n , respondents. was chosen t o and j o b s e e k i n g o f t o or g r e a te r than in d ic a te s ig n ific a n t D e s c r i p t i v e analyses o f t h e t h r e e o c c u p a tio n a l w ith in the vocational computin g, c o n tin u in g education, A c h i - s q u a r e t e s t v a l u e equal 6.635 a t t h e a l p h a = .01 l e v e l d iffe re n c e . was used t o d e t e r m i n e b u s i n e s s and o f f i c e b u s i n e s s d at a p r o c e s s i n g , area, i.e., and s e c r e t a r i a l , p ro g r a m s a c c o u n t i n g and were c o m p l e t e d . S u p p l e m e n t a l a n a l y s e s were c o n d u c t e d t o r e f l e c t t h e changes t h a t o c c u r r e d when t h e d at a f r o m t h e t h r e e o c c u p a t i o n a l p r o gr a m s we re com­ b i n e d t o r e p r e s e n t t h e br oad a r e a o f b u s i n e s s and o f f i c e education. 90 Fi n d i nas The d e s c r i p t i v e f i n d i n g s f o l l o w - u p s u r v e y r e s p on s es . sp e cific w e re based on t h e 1982 and 1983 A summary o f t h e f i n d i n g s r e l a t e d t o t h e r e s e a r c h q u e s t i o n s was d e r i v e d by u s i n g t h e c h i - s q u a r e s ta tis tic a l test. The f i n d i n g s f o r each o f t h e s p e c i f i c q ue stio ns f o r com pleters of vo catio n al computin g, b u s i n e s s d at a p r o c e s s i n g , th e ir p a rtic ip a tio n re search p r o gr a m s i n a c c o u n t i n g and and s e c r e t a r i a l , and r e g a r d i n g i n c o o p e r a t i v e e d u c a t i o n f o r t h e y e a r s 1981 and 1982, a r e as f o l l o w s : 1. o ffic e Do s t u d e n t s who have e n r o l l e d i n v o c a t i o n a l education and c o m p u t i n g , education, programs, i.e ., and s e c r e t a r i a l , business data and have p a r t i c i p a t e d e ar n h i g h e r s a l a r i e s t h a n s t u d e n t s have n o t p a r t i c i p a t e d in processing, b u s i n e s s and accounting in co op e ra tive i n t h e s e p r o gr a ms who c o o p e ra tiv e education? a. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l a c c o u n t i n g and c o m p u t ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , e ar ne d a h i g h e r s a l a r y i n 1981 t h a n d i d c o m p l e t e r s o f t h e same p r ogr am who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e educa­ tio n . b. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l a c c o u n t i n g and c o m p u t ­ i n g p r o gr a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , d i d n o t e ar n a h i g h e r s a l a r y i n 1982 t h a n d i d c o m p l e t e r s o f t h e same p r ogr am who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e educa­ tio n . c. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s d a t a p r o c e s s ­ i n g p r o gr a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , d i d n o t e ar n a h i g h e r s a l a r y i n 1981 t h a n d i d c o m p l e t e r s o f t h e same p ro gr am who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e du ca t i on. 91 d. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s d a t a p r o c e s s ­ i n g p ro g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , d i d n o t e ar n a h i g h e r s a l a r y i n 1982 t h a n d i d c o m p l e t e r s o f t h e same p r ogr am who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u ca t i on. e. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l s e c r e t a r i a l p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , e ar n ed a h i g h e r s a l a r y i n 1981 t h a n d i d s t u d e n t s who c o m p l e t e d t h e same p r ogr am b u t d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n . f. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l s e c r e t a r i a l p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , e ar ned a h i g h e r s a l a r y i n 1982 t h a n d i d s t u d e n t s who c o m p l e t e d t h e same program b u t d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n . g. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o gr a m , and p a r t i c i p a t e d i n c o o p e r a t i v e educa­ t i o n , ear ne d a h i g h e r s a l a r y i n 1981 t h a n d i d s t u d e n t s who c o m p l e t e d t h e same progr am b u t d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e education. h. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e educa­ t i o n , e ar ned a h i g h e r s a l a r y i n 1982 t h a n d i d s t u d e n t s who c o m p l e t e d t h e same p ro gr am b u t d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e education. 2. A re v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n s t u d e n t s who have p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n more s a t i s f i e d c u r r e n t employment than v o c a t io n a l d e n t s who have n o t p a r t i c i p a t e d w ith t h e ir b u s i n e s s and o f f i c e e d u c a t i o n s t u ­ in c o o p e ra tiv e education? a. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l a c c o u n t i n g and c o m pu t ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re no more s a t i s f i e d w i t h t h e i r j o b s i n 1981 t h a n were s t u d e n t s who c o m p l e t e d t h e same pro gr am b u t d i d n o t p a r ­ t i c i p a t e in c o o p e r a ti v e education. b. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l a c c o u n t i n g and c o m p u t ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , w e r e more s a t i s f i e d w i t h t h e i r j o b s i n 1982 t h a n we re s t u d e n t s who c o m p l e t e d t h e same progr am b u t d i d n o t p a r ­ t i c i p a t e in c o o p e ra tiv e education. 92 c. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s d a t a p r o c e s s ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re no more s a t i s f i e d w i t h t h e i r j o b s i n 1981 t h a n were s t u d e n t s who c o m p l e t e d t h e same progr am b u t d i d n o t p a r ­ t i c i p a t e in c o o p e r a t i v e e ducation. d. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s d at a p r o c e s s ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re no more s a t i s f i e d w i t h t h e i r j o b s i n 1982 t h a n were s t u d e n t s who c o m p l e t e d t h e same pro gr am b u t d i d n o t p a r ­ t i c i p a t e in c o o p e ra tiv e education. e. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l s e c r e t a r i a l p r o gr a m, and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re more s a t i s f i e d w i t h t h e i r j o b s i n 1981 t h a n we re s t u d e n t s who c o m p l e t e d t h e same p ro gr am b u t d i d n o t p a r t i c i p a t e i n c o op e ra tive education. f. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l s e c r e t a r i a l p r o gr a m, and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re more s a t i s f i e d w i t h t h e i r j o b s i n 1982 t h a n we re s t u d e n t s who c o m p l e t e d t h e same p ro gr am b u t d i d n o t p a r t i c i p a t e i n coop e ra tive education. g. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , w e r e more s a t i s f i e d w i t h t h e i r j o b s i n 1981 t h a n w e re s t u d e n t s who c o m p l e t e d t h e same progr am b u t d i d n o t p a r t i c i p a t e in c o o p e ra tiv e education. h. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , w e r e more s a t i s f i e d w i t h t h e i r j o b s i n 1982 t h a n we re s t u d e n t s who c o m p l e t e d t h e same p r ogr am b u t d i d n o t p a r t i c i p a t e in c o o p e ra tiv e education. 3. What p e r c e n t a g e o f v o c a t i o n a l b u s i n e s s and o f f i c e p r ogr am c o m p l e t e r s who have p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n a r e lo o k in g f o r a job? a. More s t u d e n t c o m p l e t e r s o f v o c a t i o n a l a c c o u n t i n g and com­ p u t i n g p r o gr a m s who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n were l o o k i n g f o r a j o b i n 1981 t h a n we re s t u d e n t c o m p l e t e r s o f t h e same p r ogr ams who d i d p a r t i c i p a t e i n c o o p e r a t i v e education. education 93 b. More s t u d e n t c o m p l e t e r s o f v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g p r o g r a m s who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n we re l o o k i n g f o r a j o b i n 1982 t h a n we re s t u d e n t c o m p l e t e r s o f t h e s a m e ' p r o g r a m s who d i d n o t p a r t i c i p a t e i n coop e ra tive education. c. No more s t u d e n t c o m p l e t e r s o f v o c a t i o n a l b u s i n e s s d a t a p r o c e s s i n g p r o gr a m s who p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n were l o o k i n g f o r a j o b i n 1981 t h a n were s t u d e n t c o m p l e t e r s o f t h e same p rogr ams who d i d n o t p a r t i c i p a t e i n c o op e ra tive education. d. More s t u d e n t c o m p l e t e r s o f v o c a t i o n a l b u s i n e s s d a t a p r o c e s s i n g p r o gr a m s who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n w e re l o o k i n g f o r a j o b i n 1982 t h a n were s t u d e n t c o m p l e t e r s o f t h e same pr ogr ams who d i d p a r t i c i p a t e i n c o op e ra tive education. e. More s t u d e n t c o m p l e t e r s o f v o c a t i o n a l s e c r e t a r i a l p r o gr a ms who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n w e re l o o k ­ i n g f o r a j o b i n 1981 t h a n w e r e s t u d e n t c o m p l e t e r s o f t h e same pr ogr ams who d i d p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n . f. More s t u d e n t c o m p l e t e r s o f v o c a t i o n a l s e c r e t a r i a l p r o gr a ms who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n w e r e l o o k ­ i n g f o r a j o b i n 1982 t h a n w e re s t u d e n t c o m p l e t e r s o f t h e same pro gr ams who d i d p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n . g. No more s t u d e n t c o m p l e t e r s o f v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o g r a m s who p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n w e r e l o o k i n g f o r a j o b i n 1981 t h a n were s t u d e n t c o m p l e t e r s o f t h e same p ro gr a ms who d i d n o t p a r t i c i p a t e i n coop e ra tive education. h. More s t u d e n t c o m p l e t e r s e d u c a t i o n p r o g r a m s who e d u c a t i o n w e re l o o k i n g c o m p l e t e r s o f t h e same coop e ra tive education. 4. How many c o m p l e t e r s o f v o c a t i o n a l b u s i n e s s and o f f i c e o f v o c a t i o n a l b u s i n e s s and o f f i c e did not p a r t i c i p a t e in coop e ra tive f o r a j o b i n 1982 t h a n we re s t u d e n t p r ogr ams who d i d p a r t i c i p a t e i n e d u c a t i o n p r o gr a ms who have p a r t i c i p a t e d c o n tin u in g t h e i r education? in c o o p e r a t i v e e du c a tion are 94 a. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l a c c o u n t i n g and c o m p u t i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e educa­ t i o n , w e r e n o t c o n t i n u i n g t h e i r e d u c a t i o n i n any g r e a t e r number i n 1981 t h a n w e r e s t u d e n t s who c o m p l e t e d t h e same pro gr am b u t d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e e d u c a t i o n . b. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l a c c o u n t i n g and c o m p u t ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re n o t c o n t i n u i n g t h e i r e d u c a t i o n i n any g r e a t e r number i n 1982 t h a n w e r e s t u d e n t s who c o m p l e t e d t h e same pro gr am but d id not p a r t i c i p a t e in c o o p e ra tiv e education. c. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s dat a p r o c e s s ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , ■ w e r e n o t c o n t i n u i n g t h e i r e d u c a t i o n i n any g r e a t e r number i n 1981 t h a n w e r e s t u d e n t s who c o m p l e t e d t h e same progr am but did not p a r t i c i p a t e in co o p e ra tiv e education. d. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s dat a p r o c e s s ­ i n g p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , w e re n o t c o n t i n u i n g t h e i r e d u c a t i o n i n any g r e a t e r number i n 1982 t h a n w e r e s t u d e n t s who c o m p l e t e d t h e same progr am but d id not p a r t i c i p a t e in c o o p e ra tiv e education. e. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l s e c r e t a r i a l p r o gr a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , were c o n t i n u i n g t h e i r e d u c a t i o n i n g r e a t e r numbers i n 1981 t h a n we re s t u ­ d e n t s who c o m p l e t e d t h e same progr am b u t d i d n o t p a r t i c i ­ pate in c o o p e ra tiv e education. f. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l s e c r e t a r i a l p r o gr a m, and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re c o n t i n u i n g t h e i r e d u c a t i o n i n g r e a t e r numbers i n 1982 t h a n we re s t u ­ d e n t s who c o m p l e t e d t h e same progr am b u t d i d n o t p a r t i c i ­ pate in c o o p e r a t i v e e du c a tion . g. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e e d u c a t i o n p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , we re n o t c o n t i n u i n g t h e i r e d u c a t i o n i n any g r e a t e r number i n 1981 t h a n were s t u d e n t s who c o m p l e t e d t h e same p r og r am b u t d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e education. h. S t u d e n t s who c o m p l e t e d a v o c a t i o n a l b u s i n e s s and o f f i c e p r o g r a m , and p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n , were n o t c o n t i n u i n g t h e i r e d u c a t i o n i n any g r e a t e r numbers i n 1982 t h a n we re s t u d e n t s who c o m p l e t e d t h e same program b u t did not p a r t i c i p a t e in co o p e ra tiv e education. 95 C o n c l u s i ons The r e s e a r c h f i n d i n g s o f t h i s existed w ith in computing* study in d ic a te d t h a t d iffe re n c e s the th re e s p e c i f i c occupational b u s i n e s s d at a p r o c e s s i n g * students' p a r tic ip a t io n a r e a s o f a c c o u n t i n g and and s e c r e t a r i a l in c o o p e ra tiv e education. were i n t h e a r e a s o f wages, job s a tis fa c t io n , in regard to These d i f f e r e n c e s jo b seeking, and c o n tin u in g education. The f i n d i n g s o f t h i s dat a c o l l e c t i o n : research, 1. r e s e a r c h we re f r o m t w o s e p a r a t e y e a r s o f 1981 and 1982. Based on t h e f i n d i n g s o f t h i s t h e f o l l o w i n g c o n c l u s i o n s we re drawn: A c c o u n t i n g and c o m p u t i n g o c c u p a t i o n s a. Whether one p a r t i c i p a t e d in c o o p e r a tiv e e du c a tion o r did n o t p a r t i c i p a t e i n t h e c o o p e r a t i v e e d u c a t i o n p ro gr am d i d n o t i n f l u e n c e wages e a r n e d , j o b s a t i s f a c t i o n , or c o n t i n u i n g - e d u c a t i o n a c t i v i t i e s. b. S t u d e n t s who p a r t i c i p a t e d in a c o o p e ra tiv e education pro­ gram were i n v o l v e d i n l e s s j o b s e e k i n g t h a n were t h e i r c o u n t e r p a r t s who d i d n o t p a r t i c i p a t e i n c o o p e r a t i v e educa­ tio n . 2. Business d a t a -p ro c e s s in g o c c u p a tio n s a. Whether one p a r t i c i p a t e d not p a r tic ip a te in c o o p e ra tiv e education or did i n t h e c o o p e r a t i v e e d u c a t i o n p ro gr am d i d n o t i n f l u e n c e wages e a r n e d , j o b s a t i s f a c t i o n , c o n t i nui n g - e d u c a t i o n a c t i v i t i es. or 96 b. S t u d e n t s who p a r t i c i p a t e d in a c o o p e ra tiv e education pro­ gram were i n v o l v e d i n l e s s j o b s e e k i n g t h a n were t h e i r c o u n t e r p a r t s who d i d n o t p a r t i c i p a t e in co o p e ra tiv e education. 3. S ecreta ria l a. occupations Whether o r n o t one p a r t i c i p a t e d in c o o p e ra tiv e education d i d i n f l u e n c e wages e a r n e d , j o b s a t i s f a c t i o n , education a c t i v i t i e s , co ntin u in g- and j o b s e e k i n g . Recommendations Based on t h e f i n d i n g s o f t h i s research s tu d y, t h e f o l l o w i n g recomme nd at i on s a r e made: 1. Changes s h o u l d be made i n t h e f e d e r a l , state, and l o c a l c o l l e c t i o n and r e p o r t i n g r e q u i r e m e n t s r e l a t i n g t o c o o p e r a t i v e e d u c a t i o n in v o c a tio n a l b u s i n e s s and o f f i c e i n t h e c o l l e c t i o n and r e p o r t i n g vo cational i.e., b u s i n e s s and o f f i c e education. These changes wo u l d r e s u l t o f c o o p e r a t i v e e d u c a t i o n d at a i n e d u c a t i o n by s p e c i f i c o c c u p a t i o n a l b u s i n e s s a c c o u n t i n g and c o m p u t i n g , dat a processing, area, and s e c r e - ta ri a l. 2. State s t a f f should re -e xa m in e t h e purpose o f t h e s t a t e ' s fo llo w -u p survey. 3. C ertain i t e m s on t h e s t a t e ' s f o l l o w - u p d e l e t e d and o t h e r s added, 4. vocational e conomi cs. based on t h e f i n d i n g s o f t h i s T h i s s t u d y s h o u l d be r e p l i c a t e d p ro gr am a r e a s , s u r v e y s h o u l d be i.e., study. and a p p l i e d t o o t h e r t r a d e and i n d u s t r i a l , health, and home 97 5. tio n , F u r t h e r r e s e a r c h s h o u l d be c o n d u c t e d i n c o o p e r a t i v e educa­ s p e c ific a lly i n t h e a r e a s o f progr am c o n t e n t and i n s t r u c t i o n a l d elivery. 6. I n s t r u c t i o n a l - d e v e l o p m e n t model s such as t h e G e r l a c h and E l y model and t h e B l o n d i n m o de l , tiv e education s h o u l d be used i n a r e v i e w o f c o o p e r a ­ p r ogr ams . Im p!ications Re commendat ions f r o m t h i s r e s e a r c h s t u d y have i m p l i c a t i o n s f o r v a r i o u s o r g a n i z a t i o n s and p e r s o n n e l . These i m p l i c a t i o n s a r e as follo w s: 1. Federal, f o r the c o lle c t io n education state, and l o c a l agencies/personnel responsible and r e p o r t i n g o f dat a p e r t a i n i n g t o v o c a t i o n a l (s p e c ific a lly vocational b u s i n e s s and o f f i c e e d u c a t i o n ) and co operative education w i l l need t o make changes i n t h e i r accommodate t h e r e p o r t i n g a t the s p e c i f i c occupational procedures t o level as opposed t o t h e br oad c a t e g o r y o f c l a s s i f i c a t i o n . 2. The M i c h i g a n D e p a r t m e n t o f E d u c a t i o n , Vocational-Technical E d u c a t i o n S e r v i c e , has d e v e l o p e d t a s k - b a s e d c u r r i c u l u m v o c a tio n a l-tra in in g i n g Task L i s t . ) the o v e ra ll p r o gr a ms . The e x t e n t t o tra in in g f o r use i n (See A p p en di x N— A c c o u n t i n g and Comput­ which the se ta s k s are in c o r p o r a t e d p r og r am and e x t e n d e d t o t h e " p r a c t i c a l " wo rk e x p e r i e n c e p r o v i d e d i n t h e c o o p e r a t i v e e d u c a t i o n p r og r am w i l l be r e v i e w e d in to by b ot h s t a t e and l o c a l s c ho ol d is tric t staff. need t o 98 ‘ 3. Some c o o p e r a t i v e e d u c a t i o n t r a i n i n g s i t e s may n o t be a p p ro p ria te f o r p r o v id in g th e s tud e nt w ith the kinds o f experiences n e c e s s a r y f o r g r o w t h and p o t e n t i a l a r ea . A review e m p lo y a b ility by s t a t e s t a f f and l o c a l school the o c c u p a t i o n a l- t r a in in g - s it e s e le c tio n tio n a l tra in in g 4i of p r o c e d u r e s and t h e occupa­ (See A p p e n d i x 0, T ra in in g S t a t io n Prospectus, and C o o p e r a t i v e E d u c a t i o n S t u d e n t T r a i n i n g Agr ee me nt .) A r e v i e w o f t h e l i t e r a t u r e on c o o p e r a t i v e e d u c a t i o n in d icate d the f o llo w in g student b e n e fits : in ten se ly; d i s t r i c t personnel a g r e e m e n t among t h e s c h o o l , s t u d e n t , and b u s i n e s s should t a k e place. A pp e n d i x P, in t h e o c c u p a tio n a l (2) p o s i t i v e a ttitu d e toward (1) v a l u e wo rk more w o r k ; (3) p o s i t i v e t o w a r d s c h o o l ; (4) c o n t r i b u t e s t o student's personal (5) h e l p s s t u d e n t s d i s c o v e r t h e i r interests and a b i l i t i e s ; s t u d e n t s become more s e l f - d i r e c t e d , co nfid e nt, a ttitu d e development; (6) h e l p s and m a t u r e a d u l t s ; and (7) p r o m o t e s t h e u n d e r s t a n d i n g o f t h e h u m a n - r e l a t i o n s a s p e c t o f e m p l o y ­ ment. The c u r r e n t s t a t e f o l l o w - u p s u r v e y does n o t a d d r e s s any o f t h e above-m entioned b e n e f i t s . State s t a f f w i l l o f t h e s u r v e y and t h e q u e s t i o n s b e i n g asked. need t o r e v i e w t h e p u r po s e I m p l i c a t i o n s f o r changes i n t h e p u r p o s e o f t h e s u r v e y and t h e q u e s t i o n s b e i n g asked a r e pro po se d by t h e w r i t e r . 5. Changes i n t h e c o n t e n t and d e l i v e r y o f t h e c o o p e r a t i v e e d u c a t i o n pro gr am r e s u l t i n g f r o m t h e use o f an o r g a n i z a t i o n - d e v e l o p m e n t model s h o u l d be u n d e r t a k e n . 99 6. The f i n d i n g s of th is r e s e a r c h s h o u l d be c o n s i d e r e d by s t a t e s t a f f in review ing c u rre n t g u id e lin e s f o r vocational o ffic e e d u c a t i o n p r o gr a ms . r e f l e c t the fin d in g s of t h i s b u s i n e s s and New g u i d e l i n e s s h o u l d be d e v e lo p ed t o study. APPENDICES APPENDIX A 1983 FOLLOW-UP SURVEY OF 1982 STUDENTS 101 102 V f 404VA 2« 3 Michigan Department of Education S C H O O L D IS T R IC T LABEL 1 9 8 3 F O L L O W -U P SURVEY O F 1982 STUDENTS W e a r e w r i t i n g y o u . as a f o r m e r h i g h s c h o o l s t u d e n t , t o a s k y o u r h e lp in i m p r o v i n g s o m e o f th e c o u r s e s y o u to o k in s c h o o l. B y a n s w e r in g a fe w q u e s t io n s a b o u t w h a t y o u a re d o in g n o w a n d g i v in g u s y o u r o p i n i o n s , y o u c a n h e l p u s p la n to m a k e th e c o u r s e s b e t t e r f o r s tu d e n t s in th e fu tu re . T h e c o u rs e s w e are w ritin g y o u a b o u t are th o s e th a t y o u to o k in " v o c a tio n a l e d u c a t io n " in . f o r d e r to g e t re a d y fo r a jo b a fte r h ig h s c h o o l. T h e c o u rs e s v o u t o o k m ig h t h a v e b e e n in a u to m e c h a n ic s , o ffic e w o r k , m a rk e tin g a n d s e llin g , a g ric u ltu ra l p r o d u c tio n , w e ld in g a n d c u ttin g , d a ta p ro c e s s in g , c o s m o to lo g y , c h ild or one P le a s e ta k e a fe u m any s m a ll o th e rs e n g in e re p a ir, e le c tro n ic s , fo o d m a n a g e m e n t, p o s s ib le . m in u te s to a n s w e r th e q u e s tio n s a n d m a il b a c k v o u ra n s w e rs a n d o p in io n s . W e re c o u n tin g on Thank you m uch. ve ry ca re , of your h e lp . Please answer thequestions byputting an "x"in the box n e xt to th e a n s w e r o f Y O U R C H O IC E o r b y fillin g in th e blank, 1. A r e you now e n ro lle d a tte n d in g a school Yes i O N E .) r. 0 N o __ « ' ■ - -rc—f ' * .’ 4*•« !*' r r-. 0 , Ifvou answered "no' please turn the page f and go to Question 4. Ifyou answered "ves", please go on to Ques­ tion 2 below. In your m u ch m a jo r do re c e iv e d you 3. C heck of use th e s tu d y in y o u r h i g h e d u c a tio n (C h e c k area (o r v o c a tio n a l tra in in g ), how' tra in in g you is 0 s c h o o l o r are a v o c a tio n a l c e n te r? O N LY th e A lo t 0 Som e 0 H a rd ly 0 N one any O N E .) ty p e of school or p ro g ra m you are now - a tte n d in g . (C h e c k O N LY O N E .) 0 1 -ye a r c o lle g e v o c a tio n a l-te c h n ic a l p rogra m 0 2-year c o lle g e v o c a tio n a l-te c h n ic a l p rogra m 0 0 2 -ye a r c o lle g e 4 -ye a r c o lle g e lib e ra l a rts p r o g r a m o r u n iv e rs ity 0 B u s in e s s 0 A p p re n tic e or 0 O th e r tra d e j J in a t r a in in g p r o g r a m , o r w o r k i n g a s a n O N LY * I1 o r c o lle g e , o r a p p re n tic e ? (C h e c k ‘ t school P rogram _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Please go to Question4 on the ^ ,-n e x t page. £ | ■*''■ 103 4. A re you Yes w o rk in g fo r pay? ?a 0 If you are not working for pay, please go to Question 9. « □ i, N o Jl Ifyouareworking pay, please er questions i, 6, 7, 8. 9. A re / you Yes 5. A bout w o rk? th e h o w W rite m any th e H O U R S PER W EEK n u m b e r o f h o u rs d o per w eek lo o k in g (C heck O N LY 27 0 10. O n y o u r p re s e n t jo b , h o w v o c a tio n a l school or (C h e c k A 0 Som e m H a rd ly □ N one A re you in 8. v o c a tio n a l in e d u c a tio n yo u r h ig h c e n te r? 12. mi Yes [T j is y o u r M a le F e m a le h o m e m a ke r? O N E .) N o [7) 2“ 0 sex? P le a s e (C h e c k S om ew hat Q] N ot Q] N o t a t a ll s a tis fie d ji 0 s a tis fie d s a tis fie d present jo b id e n tify y o u rs e lf as I am p a id per ho ur. $ ___________________ O N LY A m e ric a n (TJ A s ia n or 0 B la c k , 0 H is p a n ic 0 W h ite , In d ia n P a c ific 3- 2. Yes 33 0 CD or not not of of o r A la s k a n 4. Yes ase go on to j; Question 9. H is p a n ic H is p a n ic 0 STATUS? 6. N o 0 G RADUATE? 8. Yes H N o 0 33 0 N o 0 3 ..Q a n d /o r LEP C O -O P ? PSN O f If a n AREA re p o rt d is tric t S. N .? 3- 0 a n d /o r >□ I Yes 31 0 H « 0 N o or LEP PROJECT? 0 0 or D □ CENTER T IM E or p rogra m , r e s p o n d e n t ’s h o m e id e n tific a tio n . 9. T e le p h o n e M a il 5. O rig in O rig in Please go to Question 14. L M 0 N a tiv e about SH AR ED 3. of Is la n d e r (S C H O O L USE O N L Y ) C m e m b e r O N E .) I 1. a o n e o f th e g r o u p s o f p e o p le lis te d b e lo v s . O N E .) V e ry' s a tis fie d 2) je [ 7 ) a fu ll-tim e O N LY 0 13, O N LY m y you s e rv ic e ? s a tis fie d a re y o u w it h y o u r p r e s e n t [TJ O n m ilita ry O N E .) N o (C h e c k W hat any ve ry 0 27 th e O N LY :» 0 11. A re m u c h d o y o u u s e .th e re c e iv e d O N E .) O v e ra ll, h o w 0 you lo t jo b ? (C h e c k 22 area O N LY □ 7. tra in in g N o in box. Yes . a jo b ? you (C h e c k 6 fo r O N E .) 0 0 P roxy □ ]0k 14. C O M M E N T S P le a s e m a k e a n y c o m m e n ts a n d /o r s u g g e s tio n s y o u b e lie v e a re n e e d e d to im p ro v e s o m e o f th e co u rs e s you w h ile to o k or s e rv ic e s s c h o o l. A ls o , a d d you re c e iv e d in h ig h an y ge n e ra l c o m m e n ts o r su g g e s­ t io n s y o u h a v e a b o u t y o u r s c h o o l e x p e r i e n c e . (If y o u are w o rk in g in fo rm a tio n fo r in th e pay p le a s e p ro v id e b o x at th e b o tto m th e h e lp fu l o f th is p a g e .) Camptinv s Stu-i't Acidu*s APPENDIX B 1982 FOLLOW-UP SURVEY OF I 9 8 I STUDENTS 105 106 Michigan Department ol (duration SCHOOL DISTRICT LABEL 1 982 F O L L O W -U P SURVEY O F 1981 STUDENTS W e a r e w r it i n g v o u , a s a f o r m e r h ig h s c h o o l s t u d e n t , t o a s k y o u r h e lp in i m p r o v i n g s o m e o f th e c o u r s e s y o u to o k in s c h o o l. B y a n s w e r in g a f e w q u e s t io n s a b o u t w h a t v o u a re d o in g n o w a n d g i v in g u s y o u r o p i n i o n s , y o u c a n h e l p u s p la n to m a k e th e c o u r s e s b e tte r fo r s tu d e n t s in th e fu tu re . T h e co u rs e s w e are w ritin g y o u a b o u t a re th o s e th a t v o u to o k in " v o c a t io n a l e d u c a t i o n ' ’ in o r d e r t o g e t r e a d y lo r a jo b a f te r h i g h s c h o o l. The* c o u r s e s v o u t o o k m i g h t h a v e b e e n in a u t o m e c h a n ic s, o f I n e w o r k , m a r k e t i n g a n d s e llin g , a g ric u l t u r a l p r o d u c t i o n , w e l d i n g a n d c u t t in g , d a ta p ro c e s s in g , c o s m o to lo g v . or c h ild one P le a s e ta k e a fe w c o u n tin g on Thank you m uch. A re ve ry you m a m s m a ll e n g in e o th e rs re p a ir, e le c tro n ic s , fo o d m a n a g e m e n t, p o s s ib le . m in u te s to a n s w e r th e q u e s tio n s a n d m a il b a c k y o u r a n s w e rs a n d o p in io n s . W e re 1. ca re , of now your h e lp . a tte n d in g Please answer the questions by putting an "x" in the box next to the answer of YOUR CHOICE or by filling in the blank. a s c h o o l o r c o lle g e , or e n r o l l e d in a t r a i n i n g p r o g r a m , o r w o r k i n g as a n a p p re n tic e ? (C h e c k Yes O N LY r- 0 r O N E .) N o If you answered "no”, please turn the page and go to Question 4. _ & r. 0 Ifyouanswered"yes", please go on loQues­ tion 2 below. t l In your m uch m a jo r do you re c e iv e d 3. of use th e in y o u r h i g h e d u c a tio n (C h e ck area (o r tra in in g ), v o c a tio n a l tra in in g s c h o o l o r area how' it 0 you th e A 0 v o c a tio n a l c e n te r? O N LY C heck s tu d v lo t Som e Q] H a rd ly 0 N one any O N E .) ty p e of school or p ro g ra m you are n o w ' a tte n d in g . (C h e ck O N LY O N E .) [7 ) 1-year c o lle g e v o c a tio n a l-te c h n ic a l p ro g ra m 0 2-year c o lle g e v o c a tio n a l-te c h n ic a l p ro g ra m 0 2-year c o lle g e lib e ra l 0 0 4 -ye a r c o lle g e o r u n iv e rs ity B u s in e s s o r tra d e s c h o o l 0 A p p re n tic e 0 O th e r a rts pro g ra m P rogram _ _ __________ _____ _____________________ f •; £ please go to Question 4 on the next page. 107 4. A re you Yes w o rk in g is 0 fo r y pay? N o If you «re not working for pay, please go to Question 9. in 0 f you are working pay, please nswer questions 6, 7, 8. 9. A r e 5. A b o u t w o rk? th e how m any W rite th e H O U R S n u m b e r PER W EEK o f h o u rs do you lo o k in g (C h e c k O N LY Yes 2' Q] A re you per w eek 10. i O n y o u r p re s e n t jo b , h o w school ** 0 [T j tra in in g or (C h e c k area O N LY you m uch do you re c e iv e d v o c a tio n a l in e d u c a tio n 11. u s e th e yo ur in ce n te r? H a rd ly N one s a tis fie d a re y o u w ith y o u r p r e s e n t O N LY V e ry [7 ) S om ew hat [7 ] N o t ve ry 0 N ot 21 a fu ll-tim e O N LY :<* Q W hat h o m e m a ke r? O N E ,) N o is y o u r M a le 0 F e m a le 13: sex? P le a s e (C h e ck i 0 s a tis fie d s a tis fie d s a tis fie d present jo b $ ______________ id e n tify y o u rs e lf as I am p a id per h o ur. _ O N LY 3! C O 2. 33 0 Yes or A m e ric a n 0 A s ia n 0 B la c k , 0 H is p a n ic 4. Yes 0 W h ite , In d ia n or P a c ific not not of of f.Please go on to £ Question 9. or A la s k a n m STATUS? b. N o m G RADUATE? 8. I f a n A R E A Yes H N o 33 0 N o » .0 a n d /o r C O -O P ? m S. m LEP o e „ re p o rt d is tric t N .? 3- 0 a n d /o r D j» 0 9. i Yes H N o 3 - 0 « 0 or LFP 0 P R O IE C T ? 0 or D 0 T i . n T n CENTER or T IM E H is p a n ic H is p a n ic p ro g ra m , re s p o n d e n t's hom e id e n tific a tio n . T e le p h o n e M a il 5. N a tiv e Is la n d e r O rig in O rig in Please go to Question 14. L W Q of about SH AR ED 3. m e m b er O N E .) (S C H O O L USE O N L Y ) 1. c a o n e o f th e g r o u p s o f p e o p le lis te d b e lo w , s a tis fie d at a ll 0 O N E .) [7 ) m y s e rv ic e ? any O v e ra ll, h o w O n you Yes O N E .) jo b ? 8. m ilita ry O N E .) •'*0 A re 12. 0 (C h e c k j- [T j th e O N LY (C h e c k h ig h A lo t Som e 0 7. N o Yes v o c a tio n a l jo b * in (C h e c k 6. a you box. ■I fo r O N E .) ^ 0 0 P roxy PSN 108 . k 14. C O M M E N T S P le a s e m a k e a n y c o m m e n t s a n d /o r s u g g e s tio n s y o u b e lie v e a re n e e d e d to im p r o v e you to o k or s e rv ic e s you s o m e o f th e co u rs e s re c e iv e d w h ile in h ig h s c h o o l. A ls o , a d d a n y g e n e ra l c o m m e n ts o r s u g g e s ­ tio n s y o u h a v e a b o u t y o u r s c h o o l e x p e r ie n c e . {If y o u are w o rk in g in fo rm a tio n fo r in th e pay p le a s e p ro v id e b o x at th e b o tto m th e h e lp fu l o f th is p a g e .) Please fill in the name of the company where you work Company's Street Address City Please till in the name ot you* job Stale ZIP Code APPENDIX C BUSINESS AND OFFICE OCCUPATIONS 109 Program D e s c r i p t i o n 07.0101 A c c o u n t i n g and C o m p u t i n g . Approved programs i n a c c o u n t i n g and c o m pu t i ng p r e p a r e s t u ­ dents f o r o c cup a tion s w t i h i n the a c cou n ting f i e l d . These programs s h o u l d i n c l u d e p re p a r a t io n f o r the f o l l o w i n g o c c u p a tio n s : I n v e n t o r y C l e r k , P a y r o l l C l e r k , Cost C l e r k , Bookkeeper 1, Bookkeeper 11, C e n t r a l Ledger B o o kk e ep e r, A c c o u n t i n g C l e r k , I n s u r a n c e C l e r k I I , A c cou nt I n f o r m a t i o n C l e r k , C r e d i t C l e r k , C l a s s i f i c a t i o n C o n t r o l C l e r k , I n v o i c e C l e r k , B i l l i n g C o n t r o l C l e r k , and A u d i t C l e r k . T e l l e r t r a i n i n g s h o u ld a l s o be a v a i l a b l e t h r o u g h t h i s pro gr am. T h i s program has a s t r o n g emphasis on c o m p u t e r i z e d accounting procedures. Comp ut eri ze d p r o c e d u r e s a r e i n t e g r a t e d i n t o t h e p r o g r a m ' s c u r ­ r i c u l u m and r e f l e c t t h e t a s k s p e r f o r m e d by t h e d i f f e r e n t o c c u p a t i o n s . A c c o u n t i n g and c o m p ut i n g a c t i v i t i e s a r e co nd u ct ed t h r o u g h o n - l i n e t e r m i n a l s , m i n i - s y s t e m s , a n d / o r microcomputers. 07.0301 B u si n e ss Daf.a P r o c e s s i n g . Approved programs in b u s i n e s s d a t a p r o c e s s i n g t r a i n s t u ­ dents f o r v a rio u s o ccup a tion s w t i h i n the f i e l d o f data p ro c e s s in g . The b u s i n e s s d at a p r o c e s s i n g program i s a c o mp re he nsi ve p r ogr am. The p r o g r a m ' s f o c u s i s o c c u p a t i o n a l p r e p a r a t i o n in t he a r e as o f d a t a e n t r y , c omput er o p e r a t i o n s , and co mput er progr ammi ng. S t u d e n t s have access t o a c q u i r i n g an e m p l o y a b l e s k i l l i n one o r more o f t h e s e a r e a s . 07.0601 S e c r e t a r i a l and R e l a t e d P r o g r a m s . T h i s i n s t r u c t i o n a l program p r e p a r e s i n d i v i d u a l s t o r e c o r d and t r a n s c r i b e c o m m u n i c a t i o n s , t o p r o v i d e a d m i n i s t r a t i v e s u p p o r t , and t o a b s t r a c t , c l a s s i f y , and f i l e i n f o r m a t i o n . W o r d - p r o c e s s i n g s k i l l s s h a l l be an i n t e g r a l p a r t o f t h e i n s t r u c t i o n a l program f o r a l l c l e r i c a 1/ s e c r e t a r i a 1 b u s i n e s s e d u c a t i o n s t u ­ dents. The program w i l l accommodate s t u d e n t s who a r e i n t e r e s t e d i n p u r s u i n g t h e f o l ­ lowing o c c u p a tio n s : e xecu tive s e c re ta ry ( a d m in is t r a tiv e a s s i s t a n t ) ; legal s e c re ta ry ; me d i ca l s e c r e t a r y / m e d i c a l a s s i s t a n t ; s t e n o g r a p h e r ( c o m m un i c at i o ns s p e c i a l i s t ) ; c l e r k t y p i s t , t y p i s t , c o r re s p o n d e n c e c l e r k ; f i l e c l e r k ( i n f o r m a t i o n s p e c i a l i s t ) ; r e p r o ­ g r a p h i c s c l e r k ; g e n e r a l o f f i c e c l e r k ; m a i l and o r d e r c l e r k ; r e c e p t i o n i s t and communi­ c a t i o n s syst em o p e r a t o r ; s h i p p i n g , r e c e i v i n g , and s t o c k c l e r k ; t r a f f i c , r a t e , and t r a n s p o r t a t i o n c l e r k ; and w o r d - p r o c e s s i n g s p e c i a l i s t . Advanced s e c r e t a r i a l s t u d e n t s , who c o m p l e t e t h e i r i n s t r u c t t o n a l a c t i v i t i e s and s k i l l s b e f o r e t he i n s t r u c t i o n a l y e a r t e r m i n a t e s , may f i l t e r i n t o o t h e r v o c a t i o n a l programs t o a c q u i r e a d d i t i o n a l s k i l l s w h i c h enhance t h e i r e m p l o y a b i l i t y . S k i l l s c o u l d be a c q u i r e d , f o r e xampl e, in a G r a p h i c A r t s program in such o c c u p a t i o n s as forms d e s i g n e r , k eyboard o p e r a t o r , k e y l i n e r , o f f s e t p r e s s o p e r a t o r , and p r o o f r e a d e r . Oi l CIP Code APPENDIX D PROGRAM CODES AND DESCRIPTORS 111 112 D i s p l a y e d b el o w a r e t h e t h r e e o c c u p a t i o n a l c o m p r i s e t h e b u s i n e s s and o f f i c e a c c o u n t i n g and c o m p u t i n g , codes and progr am t i t l e s area, i.e ., and s e c r e t a r i a l . progr am a r e as t h a t business data p ro c e s s in g , A l s o shown a r e t h e USOE t h a t were f o r m a l l y used by t h e U n i t e d S t a t e s D epart ment o f E d u c a t i o n . PROGRAM CODES AND DESCRIPTORS PROGRAM DESCRIPTOR A c c o u n t i n g and Computing CIP Code 07.0101 Bu si n es s Data P r o c e s s i n g CIP Code 07.0301 Secreta r i a l CIP Code 07.0601 USOE CODE PROGRAM TITLE 14. 0102 Bookkeepers 14. 0104 Machine O p e r a t o r s 14. 0105 T e lle rs 1 4. 0200 B us i ne s s Data P r o c e s s i n g 14.0201 Computer/Console Operators 14.0203 Programmers 14. 0303 General 14.0703 Stenographers 14. 0797 Medical 14. 0798 Legal 14.0901 C1e r k T y p i s t 14. 9700 C le rical 14. 9800 S teno/C lerical O f f i c e Clerks Secretary Secretary Lab Lab APPENDIX E COMPUTER OUTPUT REPORTS 113 T 1608 MICHIGAN DEPARTMENT OF EDUCATION VOCATIONAL-TECHNICAL EDUCATION SERVICES 1983 FOLLOW-UP SURVEY OF 19 82 COMPLETERS S ten o/C lerical 1tern 1 . Lab 1*4.9800 VE C o mp l e te r s R e p o r t i n g = ( F o l l o w - U p S t u d e n t Sur vey Data) A t t e n d i n g a sc hoo l o r c o l l e g e , w o r k i n g as an a p p r e n t i c e : enrolled - Yes - No Number r e s p o n d i n g 1tern 2 . Degree o f use o f sch oo l - 1tern 3. - No te: This 6,188 38,226 OE Code O cc up ., Area S t a t e -VE i n a tra in in g 2,276 p r ogr am, *48.55% 51 .*45% 100. 00% 6,1*43 52.92% *47.08% 1 0 0 . 00% 21 ,390 3 7, 710 *43.28% 56.72% 1 0 0 . 00% 1 ,538 1 ,032 289 381 3,2*40 *47 . *47% 31.85% 8.92% 11.76% 100.00% 6 ,7 0 0 *4,939 1 ,771 2,803 16,213 *41 .32% 30.*46% 10.92% 17.29% 100.00% 1*49 986 *410 93*4 3*(0 1*4 2,833 % 5.26% 3*4.80% 1*4. *47% 32.97% 12.00% .*49% 100.00% 3,251 2,892 16,320 in m a j o r a re a o f s t u d y : A lo t Some H a r d l y any None Number r e s p o n d i n g • Type o f e d u c a t i o n a l 2, 29 3 1 ,105 1 ,171 tra in in g 1 2- 01 -8 3 Page 1 528 3*41 97 12*4 1 ,090 *t8 . *4*4% 31.28% 8 . 90% 1 1 . 38% 100.00% program now a t t e n d i n g : 1 year c o l l e g e (v o c -te c h ) 2 year c o lle g e (voc-tech) 2 year c o lle g e ( l i b e r a l a r t s ) *4 y e a r c o l l e g e o r u n i v e r s i t y B usi ne ss o r t r a d e school A p p r e n t i c e program O t he r Number r e s p o n d i n g % 58 3*4*4 129 268 150 6 955 6 . 07% 3 6 . 02% 1 3 . 51% 2 8 . 06% 1 5 . 71% . 63% 100.00% i s a t y pe d copy o f a c o m p u t e r - g e n e r a t e d f o r m . 81*4 *4,701 2,388 *4,651 1 ,205 289 1 *4 , 0*48 % 5.79% 3 3. *46% 17.00% 33.11% 8 . 58% 2.06% 100.00% APPENDIX F WORKSHEET HOURLY PAY RATE 115 H o u r l y Pay R at e: C o mp le te rs NON-COOPERATIVE-EDUCATI ON PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION $0.01 - $3-3*4 per hour $ 3. 35 - $3.8*4 p er hour $ 3 . 8 5 _ $*4.3*4 p er hour $A. 35 - $*4.8*4 p er hour $*4 . 8 5 - $5-3*4 p er hour $5. 35 - $5-8*4 p er hour $5. 85+ per hour Number r e s p o n d i n g $0.01 - $3.3*4 p er hour $3. 35 ~$3.8*4 p er hour $3. 85 - $*4.3*4 p er hour $*4.35 ~$*4.8*4 p er hou r $*4.85 - $5-3*4 p er hour $5. 35 ~$5.8*4 p er hour $ 5. 85+ p er hour Number r e s p o n d i n g $0.01 - $3-3*4 p er hour $3*35 ~ $3-8*4 p er hour $3. 85 - $*t.3*4 p er hour $*4.35 ~ $*4.8*4 p er hour $*4 . 85 ~ $5.3*4 p er hour $5. 35 - $5-8*4 p er hour $5. 85+ p er hour Number r e s p o n d i n g $0.01 - $3.3*4 p er hour $3-35 - $3.8*4 p er hour $3. 85 - $*4.3*4 p er hour $*4.35 - $*4.8*4 p er hour $*4 . 85 - $5.3*4 p er hour $5. 35 _ $5.8*4 p er hour $5. 85+ p er hour Number r e s p o n d i n g $0.01 - $3.3*4 p er $3-35 ~ $3-8*4 p er $3. 85 ~ $*4.3*4 p er $*4.35 _ $*4.8*4 p er $*4 . 85 - $5-3*4 p er $5-35 - $5-8*4 p er $5. 85+ p er hour $0.01 - $3.3*4 per hour $3. 35 - $3-8*4 p er hour $3. 85 ~$*4.3*4 per hour $*4.35 ~$*4.8*4 p er hou r $*4 . 8 5 - $5.3*4 p er hour $5-35 ~$5.8*4 p er hour $ 5. 85+ p er hour Number r e s p o n d i n g hour hour hour hou r hour hour APPENDIX G WORKSHEET CONTINUING EDUCATION 117 A t t e n d i n g a School o r C o l l e g e , Enrolled in a T r a i n i n g Program, Wo rk in g as an A p p r e n t i c e : C omp le te rs NON-COOPERAT1VE-EDUCATI ON PART ICI PAT 1ON COOPERATIVE EDUCATION PARTICIPATION YES NO Number r e s p o n d i n g YES NO Number r e s p o n d i n g YES NO Number r e s p o n d i n g YES NO Number r e s p o n d i n g YES NO Number YES NO Number responding responding APPENDIX H WORKSHEET LOOKING FOR A JOB 119 L o o k in g f o r a J o b : C o m p le te rs NON-COOPERATIVE-EDUCATI ON PART ICI PAT I ON COOPERATIVE EDUCATION PARTICIPATION YES NO Number r e s p o n d i n g YES NO Number r e s p o n d i n g YES NO Number r e s p o n d i n g YES NO Number responding YES NO Number r e s p o n d i n g YES NO Number responding APPENDIX I WORKSHEET JOB SATISFACTION 121 Job S a t i s f a c t i o n : C o m p le te rs COOPERATIVE EDUCATION PARTICIPATION Ve r y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i ed Number r e s p o n d i n g Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l 1 s a t i s f i e d Number r e s p o n d i n g Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l 1 s a t i s f i e d Number r e s p o n d i n g Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 122 NON-COOPERATIVE-EDUCATI ON PART ICI PAT ION APPENDIX J CHI-SQUARE DATA 123 Degree o f Job S a t i s f a c t i o n Non Co-op 07.0101 - + - 52 39 56 9 4 0 0 1 0 14 + 91 1 22 Co-op 1 20 29 1 1 1 16 1 3 3 19 4 251 85 133 1 n = n = 336 Non Co-op 07.0305 138 Co-op + - + 72 100 66 1 04 54 12 8 0 6 0 45 24 8 5 49 48 15 10 3 8 4 1 3 2 439 160 31 17 n n = 48 = 599 Non Co-op 07.0601 Co'-op + - + - 15 12 221 211 0 4 66 26 21 268 6 4 56 187 15 15 144 5 1 3 1 134 70 454 194 520 75 1,904 506 n = 2,410 91 91 48 610 33 0 0 19 12 16 6 110 OO 51 14 26 14 153 74 52 37 1,861 n = 295 2 , 1 56 APPENDIX K INPUT FORM FOR CHI-SQUARE TEST 125 126 Wages 1981 07.0101 W ages 19S1 91 46 183 26 783 2 044 148 33 252 34 1220 737 1982 07.0301 W ag es 1981 07.0601 1982 1 °8 2 108 55 204 16 648 945 171 60 292 22 1351 35 3 Job S atisf ac tio n 1981 07.0101 Job Sa tis faction 1981 07.0301 231 89 396 62 12 59 251 85 198 2 133 14 Atte ndin g School 1981 07.0101 326 227 106 >6 job Satisfac ti on 07. 0601 I 168 1933 11 1849 4 34 236 198 O 1982 439 31 1904 1861 160 17 506 295 A t t e n d i n g School 1981 07.0301 636 387 I 50 .. I45 .. A t tending School 1981 07.0601 1905 15 57 2244 1524 1982 19S12 1982 356 19 7 34 59 2148 1665 255 5 410 34 2190 14 2 3 Job Look in g 1981 07.0101 Job L ookin g 07.0301 1981 Job Lo o k i n g 1981 07 0601 2 34 45 392 26 1684 298 122 568 59 2244 198 2 1982 1981 1018 L866 19 82 264 55 517 31 1966 1109 331 129 58 688 2242 1835 APPENDIX L BLONDIN INSTRUCTIONAL DEVELOPMENT MODEL 127 128 Blondin M odel Blondin's o rg a n iz a tio n d e v e lo p m e n t m odel (1977) p ro vid e s the p h ilo so p h ic and s tr u c tu r a l fra m e w o rk fo r the S outheast Asia In s tru c ­ tio n a l D e ve lo p m e n t In s titu te (S A ID I). The In s titu te , lo c a te d in M a n ila in th e P h ilip p in e s , is d e d ic a te d to im p ro v in g th e w e lfa re o f a ll the peoples o f Southeast A sia. H er m odel serves as a guide fo r the m any d e ve lo p m e n t se rvice s S A ID I p ro vid e s to a v a rie ty o f o rg a n iz a ­ tio n s , as w e ll as the basis fo r a g ra du ate p ro gram in in s tru c tio n a l d e ve lo p m e n t. SYSTEM ANALYSIS PROBLEM IDENTIFICATION Define I d entify Res o u r c e s and C o n s t r a i n t s Choose Pri o r i t i e s F o r m u l a t e Sol u t i o n Select System State V i s i o n - M i s s i o n A ssess Needs State Pr o b l e m JL OP E R A T I O N DE S I G N PLAN FOR M U L A T I O N Develop D e t e r m i n e Goals Con s t r u c t Object Ives (TPO-EO) Select OD D i a gnostic Tools N. ACT I O N DESIGN A S S E S S M E N T DESIGN Synthesize -------D evelop Eva l u a t i o n Matrix S o u rc e : B lo n d in (1 9 7 7 ). Construct O r g a n i z a ­ tion Matrix E s t a b l i s h bines of C o m m u n i c a t i o n and C ontrol Pro c e d u r e s > C o n s o l i d a t e and F inalize Plan of Action 129 The m odel has th re e stages: d e fin e , d e v e lo p , and s y n th e size . Each stage has tw o steps and e t.J i step has one o r m ore sub-steps. The S A ID I m odel is in p a rt d e riv e d fro m th e In s tru c tio n a l D e ve lo p ­ m e n t In s titu te (ID I) m odel re v ie w e d e a r lie r. B lo nd in has ta k e n m any o f the ID I's steps and in c o rp o ra te d th e m in to a m ore co m p re he nsive v ie w o f the o rg a n iz a tio n as the system fo r d e v e lo p m e n t. In the d e fin in g sta ge , the fir s t step is p ro b le m id e n tific a tio n . Its sub-steps are to s e le c t the system fo r d e v e lo p m e n t, s ta te th e v is io n or m ission o f th a t syste m , c o n d u c t a needs assessm ent, and s ta te th e p ro b le m . The second step is to p e rfo rm a system a na lysis. This inclu de s id e n tify in g hum an, p h y s ic a l, and fin a n c ia l resources and assessing th e desire o f a ffe c te d personnel to p ro c e e d . C o n s tra in ts a re also assessed and te s te d fo r th e ir v a lid ity . P r io r itie s are e s ta b lish e d am ong va rio u s areas o f need, and te n ta tiv e so lu tio n s are fo rm u la te d . Stage tw o —d e ve lo p —begins w ith fo rm u la tio n o f a p la n, w h ich inclu de s d e te rm in in g goals fo r each e le m e n t o f the te n ta tiv e s o lu tio n as w e ll as p ro je c t o b je c tiv e s to m easure progress to w a rd the goals. P ro je c t o b je c tiv e s are an im p o rta n t p a rt o f the m odel and d is tin g u is h i t fro m m any d e ve lo p m e n t m odels w hich o nly re q u ire s p e c ific a tio n o f le a rn e r o b je c tiv e s . In fa c t, the m odel does n ot assume th a t in s tru c ­ tio n is necessary to m ove to w a rd so lvin g the o rig in a l p ro b le m . In the B londin m o d e l, le a rn e r o b je c tiv e s are s ta te d d u rin g fo rm u la tio n o f th e p la n , b ut o nly if in s tru c tio n -w ill be p a rt o f the o v e ra ll p la n. O rg a n iz a tio n d e ve lo p m e n t d ia g n o s tic to o ls are also s e le c te d d u rin g fo rm u la tio n o f the p la n . Exam ples o f such to o ls are a c tio n re se a rch , b ra in s to rm in g , norm m o d ific a tio n , fo r c e - fie ld a n a ly s is , c o n flic t reso­ lu tio n , s u rve yin g and d e ve lo p in g th e c o m m u n ic a tio n n e tw o rk , and tra in in g . The rea de r should note th a t tra in in g is o n ly one o f a v a rie ty o f to o ls a v a ila b le to the user o f th is m o d e l. Step fo u r —o p e ra tio n design—begins w ith c o n s tru c tio n o f an o rg a n iz a tio n m a tr ix . The m a trix displays lin e re la tio n s h ip s , fu n c tio n re la tio n s h ip s , and ro le d e s c rip tio n s o f a ll re le v a n t personnel in th e o rg a n iz a tio n . Lines o f c o m m u n ic a tio n and c o n tr o l p ro ced ures are th e n e s ta b lish e d in p re p a ra tio n fo r im p le m e n tin g th e p la n . The em phasis on p la n n in g fo r in s ta lla tio n and co n ce rn fo r c o m m u n ic a tio n serve to em phasize th e o rg a n iz a tio n d e v e lo p m e n t o rie n ta tio n o f her m o d e l. C le a rly , th e in te n t is to a ch ie ve a la s tin g change and c re a te an e n v iro n m e n t in w h ich c o n tin u e d d e v e lo p m e n t is m ore lik e ly to o c c u r. Stage th re e has tw o steps, assessm ent design and a c tio n design. Assessment design s p e c ifie s the d e v e lo p m e n t o f an e v a lu a tio n m a tr ix to measure b o th in te n d e d and u nin te n d e d o u tco m e s. F o rm a tiv e e valuation plans are also developed a t th is tim e . A th re e - p a r t stru c tu re is suggested fo r s tru c tu rin g th e e v a lu a tio n and c o lle c tin g data on b o th processes and o u tco m e s. One unique fe a tu re o f her evalua tion plan is e s tim a tin g the value o f expanding th e e f f o r t to a larger or d iffe r e n t o rg a n iz a tio n . A lso o f in te re s t to developers is 'h e req uirem en t th a t e v a lu a tio n re s u lts be su pplied to b oth p ro je c t s ta ff and key d ecision m akers in the o rg a n iz a tio n . M ost m odels o f th e developm ent process im p ly (by om ission) th a t e v a lu a tio n d ata should not be d is trib u te d o u tsid e the d e v e lo p m e n t te a m . By s p e c ify in g e xterna l d is trib u tio n o f fin d in g s , B londin hopes to c re a te an open, honest e n v iro n m e n t-w h e re success and fa ilu re are v is ib le , and b o th are understood to be p a r t o f the d e v e lo p m e n t process. 130 The la s t step is to design an a c tio n plan fo r im p le m e n tin g th e proposed s o lu tio n and assessm ent p la n. T im e lin e s are d eveloped, c o m m itm e n ts again o b ta in e d , o p e ra tio n a l personnel tra in e d , and the necessary m a te ria ls p ro du ced and d is trib u te d . W ith a ll e le m e n ts d efined, the plan is th e n im p le m e n te d and assessed. G ive n th e fo rm a tiv e e v a lu a tio n o rie n ta tio n o f m uch o f th e assessm ent, it is expe cted th a t o n -lin e m o d ific a tio n s w ill be made as necessary to assure progress to w a rd s ta te d goals. The m a jo r s tre n g th o f B londin's m odel is its re c o g n itio n o f the many o rg a n iz a tio n e le m e n ts w h ich a ffe c t a tte m p ts to b rin g about change. Its focus on d e ve lo p m e n t w h ic h w ill b u ild an o rg a n iz a tio n c o m m itte d to and able to c a rry o u t a d d itio n a l d e v e lo p m e n t m akes this m odel n o te w o rth y . Its g re a te s t lim ita tio n is th e la ck o f s p e c ific in fo rm a tio n on how each ste p is to be p e rfo rm e d . Some steps (e va lu a tio n , o b je c tiv e s , and a c tio n design p la n n in g ) are w e ll s p e c ifie d , w hile o th e rs re q u ire d eve lo pe rs to re ly on th e ir own ju d g e m e n t as to w ha t should be done. ! APPENDIX M ACCOUNTING AND COMPUTING TASK LIST 131 132 A c c o u n t i n g and Computing Task L i s t A. HANDLING ACCOUNTS RECEIVABLE 1. 2. 3. A. 5. 6. 7. 8. 9. 10. 11. 12. 131A. 15- B. HANDLING ACCOUNTS PAYABLE 1. 2. 3. A. C. P r e pa r e payment r e s u l t i n g in p a r t i a l o r t o t a l r e d u c t i o n o f v e nd o r a c c o u n t Post amount o f payment t o u p d at e v e nd o r 1s ' a c c o u n t Answer v e n d o r i n q u i r i e s P r e p a r e Sc he d ul e s o f A c c ou n t s Payable PREPARING FINANCIAL STATEMENTS 1. 2. 3. D. P r e pa r e m o n t h l y s t a t e m e n t s Pos-t t h e r e s u l t s o f c a l c u l a t i o n s Compute c h a r ge s Post d a t a t o d e t e r m i n e c h a r g e t o c u st o m e r s on m o n t h l y b i l l P r e pa r e i n v o i c e s t o d e t e r m i n e c u s t o m e r c h a r g e s R e so lve i r r e g u l a r a c c o u n t s E n t e r c h a r ge s and payments t o c u s to m er a c c o u n t s Inve stig ate in c o rre c t b illi n g s E n t e r b i l l i n g i n f o r m a t i o n t h a t w i l l r e s u l t in c o r r e c t b i l l i n g P r e pa r e s p e c i a l l i s t s o f b i l l i n g i n s t r u c t i o n s A p p l y o v e r p a y m e n t s t o c h a r ge s Review t h e c u s t o m e r a c c o u n t s u s i n g t h e a c c o u n t s r e c e i v a b l e le dger to prepare b i l l s f o r accounts not p r e v i o u s l y b i l l e d Process f i n a l b i l l s A ccep t payments f r o m c u s to me r s Confer w i t h customers having d e l in q u e n t accounts Comp i 1e r e p o r t s Prepare a t r i a l balance P r e p a r e a c c o u n t i n g r e c o r d s and r e p o r t s r e c o r d i n g o f a c c o u n t i n g d at a to p ro v id e a formal KEEPING SPECIFIC RECORDS 1. 2. 3. A. 5. 6. 7. 8. 9. 10. Journalize double-entry transactions Post t r a n s c r i p t i o n s Record f r e i g h t s h i p m e n t i n f o r m a t i o n Examine a c c u r a c y o f f r e i g h t b i l l s Record f r e i g h t r e c e i p t i n f o r m a t i o n F i l e a c l a i m f or m t o n o t i f y c a r r i e r o f f r e i g h t o v e r c h a r g e error F i 1e a c 1a i m f o r m R e c o n c i l e bank s t a t e m e n t s t o p r ov e t h e a c c u r a c y o f t h e company's cash b a l a n c e Post i n v o i c e amounts t o u pd at e c r e d i t o r s ' a c c o u n t s Complete lo an a p p l i c a t i o n f or ms 11. 12. 13. lA. 15. 16. 17. 18. 19. 20. 21. C o n t a c t c r e d i t b u r ea u s t o check c r e d i t r a t i n g C o n t a c t e m p l o y e r s and r e f e r e n c e s t o check a lo an a p p l i c a t i o n Determine customer c r e d i t l i m i t s Compute l a t e c h a r g e s M a i n t a i n r e c o r d s t o keep updated c o s t s c h e d u l e s Examine r e c o r d s t o p r e p a r e d a t a f o r c a l c u l a t i o n s Compile p r o d u c t i o n s o r s a l e s c o s t r e p o r t s C a l c u l a t e d a t a t o d e t e r m i n e c o s t f o r each j o b C a l c u l a t e i n d i v i d u a l i t ems t o compare s a l e s o r revenues t o c o s t s and o v er h e a d e x p e n d i t u r e s Post i n f o r m a t i o n t o u p d a t e c o s t l e d g e r s Prepare r e p o r t s u sin g t o t a l c o s t , s e l l i n g p r ic e s o r r a t e s , and p r o f i t s t o summarize c o s t d at a PERFORMING PAYROLL AND PERSONNEL FUNCTIONS 1. 2. 3. A. 5. 6. 7. 8. 9. 10. 11. 12. 13. lA. 15. 16. 17- E n r o l l employees i n i n s u r a n c e p l a n s P rocess employee i n j u r y r e p o r t f or ms P rocess e m p l o y e e ' s a p p l i c a t i o n f o r w e e k l y i n d e m n i t y F i l e Workman's Compensat ion Form 111 Pr oc ess d e n t a l and n o n - i n j u r y - r e l a t e d c l a i m f orms V e r i f y employee i n s u r a n c e p a y r o l l d e d u c t i o n s Update employee m a s t e r i n s u r a n c e r e c o r d Cancel an e m p l o y e e ' s i n s u r a n c e c o v er a g e Compute employee e a r n i n g s t o d e t e r m i n e g r o s s wages M a in t a in u p - t o - d a t e record s P r e p a r e p a y r o l l r e c o r d s t o compute n e t wages P r e p a r e paychecks D i s t r i b u t e payc heck s u s i n g d e s i g n a t e d d i s t r i b u t i o n p l a n Update i n d i v i d u a l l e d g e r s A d j u s t p a y r o l l r e c o r d s t o c o r r e c t i n c o r r e c t amounts f o r p r e v i o u s pay p e r i o d s P r e pa r e j o u r n a l e n t r i e s t o r e c o r d cash payment t o employees and employee w i t h h o l d i n g a mount s, as w e l l as e m p l o y e r ' s t a x 1 i ab i 1 i t i es P r e p a r e e a r n i n g s and t a x r e p o r t s MAINTAINING INVENTORY CONTROL RECORDS 1. 2. 3. A. 5. 6. 7. 8. 9. Prepare purchase o rd e rs Match o f f i c e r e c o r d s I n i t i a t e record s to e s t a b l i s h merchandise records Count s t o c k t o compare p h y s i c a l i n v e n t o r y w i t h i n v e n t o r y record s CompaTe i n v e n t o r i e s u s i n g o t h e r w o r k e r s ' f i g u r e s and o f f i c e re cords to v e r i f y com putatio ns a g a in s t p h y s ic a l count o f stock Compute f i g u r e s / b a l a n c e s t o o b t a i n c u r r e n t t h e o r e t i c a l i n v e n ­ t o r y value Record a d j u s t m e n t s t o c o r r e c t i n v e n t o r y r e c o r d s Re orde r it ems P r e p a r e r e p o r t s t o summarize i n v e n t o r y b a l an c e s 13A G. PERFORMING MISCELLANEOUS ACCOUNTING AND COMPUTING FUNCTIONS 1. 2. 3. A. 5. 6. 7. 8. 9. 10. 11. 12. H. V e r i f y e n try accuracy A u d it accounts A s s i g n t i t l e s t o i n co mi n g documents u s i n g a c c o u n t numbers a n d / o r numbers t o code V e r i f y a c c u r a c y o f s o u r c e documents u s i n g f r e i g h t s h i p me nt p apers t o check f o r e r r o r s O b t a i n f i n a n c i a l d a t a f o r use in m a i n t a i n i n g a c c o u n t i n g r e c o r d s by c o m p u t i n g payments and r e c e i p t s w i t h t h e a i d o f c a l c u l a t i n g machines J o u r n a l i z e r e s u l t s u s i n g s o u r c e documents t o r e c o r d t r a n s ­ a c t i ons Post d e t a i l s o f b u s i n e s s t r a n s a c t i o n s P r e pa r e r e p o r t t o show c r e d i t i n v e s t i g a t i o n r e s u l t s P r e pa r e d u p l i c a t e b i l l s I d e n t i f y s o ur c e s o f income V e rify c a lc u la tio n s I n i t i a t e c o r r e c t i o n s to a d j u s t i n d i v i d u a l account balances so t h a t r e c o r d s a r e a c c u r a t e PERFORMING OFFICE ACTIVITIES 1. 2. 3. A. 5. 6. 7. 8. 9. 10. 11. 12. 131A. 15. 16. D i s t r i b u t e documents t o a p p r o p r i a t e l o c a t i o n s F i l e i nvo i ces S o r t s o u r c e documents t o a l l o w f o r p r o p e r d i s t r i b u t i o n o f b u s i n e s s f or ms C a lc u la te numerical data D i s b u r s e i n f o r m a t i o n t o i n f o r m c u s t om e rs o r c l i e n t s o f company s e r v i c e s Answer i n q u i r i e s c o n c e r n i n g c u s t o m e r a c c o u n t s M a i n t a i n a s y s t e m a t i c f i l i n g system M a n i p u l a t e s w i t c h e s , k e y s , and l e v e r s t o a c t i v a t e a d a t a e n try device M a n i p u l a t e s w i t c h e s , k e y s , and l e v e r s t o d e a c t i v a t e a d a t a e n try device A n a l y z e d e v i c e m a l f u n c t i o n s t o d e t e r m i n e w h e t h e r i t can be c o r r e c t e d by t h e o p e r a t o r o r r e p o r t e d t o a s e r v i c e f i r m M a n i p u l a t e s w i t c h e s , k e y s , and l e v e r s t o c o r r e c t m a l f u n c t i o n s on a d a t a - e n t r y d e v i c e M a n i p u l a t e s w i t c h e s , k e y s , and l e v e r s t o e x e c u t e s t a n d a r d s e r v ic e funct.io ns Analyze a jo b i n s t r u c t i o n to determ ine record format o p e ra ­ tions M a n i p u l a t e s w i t c h e s , k e y s , and l e v e r s t o c r e a t e a progr am t o c o n t r o l record form at o p e r a t io n s M a n i p u l a t e s w i t c h e s and l e v e r s t o lo ad a p ro gr am t o c o n t r o l record format o p e r a t io n s M a n i p u l a t e knob s, l e v e r s , s w i t c h e s , and keys t o lo ad media o n t o o r i n t o a d e v i c e f o r k e y i n g d at a 135 17. 18. 1920. 21. 22. 23. 2k. 2526. M a n i p u l a t e k e y s , s w i t c h e s , and l e v e r s t o s e l e c t a pro gr am form at f o r a s p e c i f i c record M a n i p u l a t e k e y s , s w i t c h e s , and l e v e r s t o e n t e r d a t a o n t o a med i urn M a n i p u l a t e k e y s , s w i t c h e s , and l e v e r s t o v e r i t y t h e d a t a p r e v i o u s l y e n t e r e d i n t o a medium bya k e y i n g d e v i c e Analyze a data f i e l d t o v e r i f y v i s u a l l y the data p r e v i o u s l y e n t e r e d o n t o a medium by a k e y i n g d e v i c e M a n i p u l a t e k e y s , s w i t c h e s , and l e v e r s t o d u p l i c a t e d a t a f r o m one r e c o r d t o a n o t h e r M a n i p u l a t e k e y s , l e v e r s , and s w i t c h e s t o u p d a t e d a t a c o n ­ t a i n e d in an e x i s t i n g r e c o r d W r i t e j o b i n f o r m a t i o n t o c r e a t e a l o g o f c o m p l e t e d work A n a l y z e w r i t t e n d e s c r i p t i o n s in t e c h n i c a l manuals P l a c e media in a s t o r a g e a re a t o m a i n t a i n a media f i l e l i b r a r y in a l o g i c a l sequence P l a c e media in p r o t e c t i v e c o n t a i n e r s r APPENDIX N TRAINING STATION PROSPECTUS 136 137 ST-'ICN =>RCS~ECT:JS Donoany Name______________________________________________ °hone Address street Name ana title ”ype o f p e r s o n _________________________________________ s t a t i o n ___________________________________________________ geos a v a i l a o l e initial "'as a t r a i n i n g Da t e o f di p empl oyees level Da t e o f city fr om s c n o c ! ________________________________________________________ NumDer c f Entry af contact training Distance ana number *or cooperative education enrollees; c o n t a c t ___________________________________________________ statio n e s t a p l i s n e d ________________________ I f not, why su bs e ou e nt v i s i t a t i o n s Degr ee o f interest snown by t r a i n i n g s t a t i o n ___________________________________ i I t i s t h e p o l i c y o f t h e school d i s t r i c t t h a t no per son on t he b a s i s o f r ace , c o l o r , r e l i g i o n , n a t i o n a l o r i g i n or a n c e s t r y , age, sex, m a r i t a l s t at us or h a n d i c a p s h ou l d be d i s c r i m i n a t e d a g a i n s t , e x c l u d e d f r om p a r t i c i p a t i o n i n , d e m e d t he b e n e f i t s o f or o t h e r w i s e be s u b j e c t e d t o d i s c r i m i n a t i o n i n any pr ogr am o r a c t i v i t y . i I | i I APPENDIX 0 COOPERATIVE EDUCATION STUDENT TRAINING AGREEMENT 138 139 ’ PAINING = e m p l c v e STL' DEN” EMPLCY[R IRS j . P c. l NUMBER AGREEW NAME: :__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C I T Y : ___ ________________________________ S T R E E T : ___ __________________ DIP PwONE; CITY: C O D E : ___ ____________ SOCIAL FED. HAZARD. u l CJP. SECURITY PHONE: NO. ________ DEVIATION: DRIVER'S YES LICENSE NO. G R A D E : ___ _______________ SUPERVISOR: DATE EIR~H EM PLOYES' w o r k e r ' s ______ NO BEGIN S: RA T E d i s a b i l i t y UNDERWRITER: L ; A B I L I’ v _ v es _____ no C A T E : ___ _____________________ Oc PAY; EXPEC'EC ~DC3RAM ____ INSURANCE: YES AGE: COM PLE'IDN D A " - DAILY TIM E SCHEDULE ______ FROM ____________________ TC NO M A X I M UM *O kf- HR . . ' W E E K UNDERWRITER: CAREER OBJECTIVE: OCCUPATIONAL NCES'USOE: JOB The s tu d e n t the emp I c y e r lo w in g "ASKS wi ■1 '“ e c e i v e 'o r w cr K the re ia te o CODE: RELATED AC TIV ITIES a nd t r a i n i n g ' r e jo b ) * o r th e ta s * s anc a c t i v i ­ f o l ­ _____ T I ’ LE: VDCA'IONAl s tu d e n t w p r e p a r a tio n V INSTRUCTION c o m p le te -n scr.col the Y l l c w ' : t i e s : EMPLOYER'S The be s t u d e n t 's 3r The tastes and o*' -> a r and e m o lo yer p ro g re s s T h is n o t to and w i t h o f a l l em o icye e n a tio n a l p o l i c y a p p ly tc s h a ll Eacn o f o t h e rw is e the s h a ll D errprm m e a s s ig n m e n ts th e and school No m b t r a ’ nee r e r e , v m g o* s c r c c l . s n a il prp cra m the o f program , le a v e m e w ith o u t c o n s e n t 0 * * ' r s t the c o o r d in a to r . Approved Dat P a re nt non- C oo ro ina to r a p p l i c a n t r a c e , c o l o r , s t a t u s , a n c e s t r y . i n d i v id u a l s . and tr a 'n e e m e o o l 'C 'e s lo c a l in c l u d i n g n o n o - s e n r i n a 11on a ’ so em p lo y e r by = ? 0 GRAm: Tr a in e e s t a t e , any a b id e a rc IN upon e i t h e r t r a i n e e m a r i t a l o r by w i l l t r a i n i n g pe**iod p ro g re s s c o o r d i n a t o r . because age, ha nd ica p p e d I. 3 . the th e a g a in s t o r i g i n o f o f b r i e f th e r o g u l a t 'o n s . r e l i g i o n , a w i t h o u t f e d e r a l , d i s c r i t i n a 11on o r the jo b v a lu e . agreed i n t e r r u p t e d e m p lo ye r em ploym ent laws a re by m anning t r a i n e e ' s p ro gram be o r co n fo rm r e g u la t io n s c o -o o c o n s u l t a f o n The T^a-nee . t r a i n i n g s n a il w h ich c o m p le te RESPONSIBILITY^ s h a ll in c lu d e i p r o v ’ ded each th e j o d t r a i n e e p e r TRAINEE'S wee*. o e r-o fl e d u c a tio n a i r e p o r t i n d i c a t i n g PROGRAM: ho urs s n a l 1 s h a ll c o o r d i n a t o r ; the 15 a c t i v i t i e s v o c a tio n a l on T ’- a ' n ' n q ave rag e t r a i n i n g The IN RESP0 N S I 5 IL sex, T h is s n a il o u a l i f i e d NOTE: (E m ploye r m ust a th e cppv o f t r a i n i n g p la c e b e fo re work.) p f a r e t a i n c o m p le te d aoreem ent at em pl:,'m en t m in o r b e g in s APPENDIX P CHI-SQUARE DISTRIBUTION FOR GIVEN PROBABILITY LEVELS 1A.O IAI T h e c h i - s q u a r e d i s t r i b u t i o n fo r u iv e n p r o b a b i l i t y le v e ls O' Os W m (*> }" n: 05 n) l)!)J I 2 II o o o 0 001 0 UM 0 .0 1 6 2 “ (X. 5 841 5 4 12 f, f,5 5 0 .0 2 '! 0 040 0 105 0 .2 1 1 4 605 5 991 " 824 9 210 1 . SI 4 5 0 115 0 .1 K 5 0 .5 5 2 0 584 6 .2 5 1 " HP 9 85" 11 545 1 6 .2 6 6 4 0,119“ 0 420 0 '1 1 1 0 64 " ." "9 9 4S8 1 1 668 ]5 IK 4 6 ' ; 0 554 0 '5 2 1 145 1 610 9 .2 5 6 n .o 'o 15 58.8 1 5 086 2 o 514 6 ~ o s~: 1 3 54 1 655 2 .2 t4 I t ) 6 45 12 592 15 (155 16 812 2 2 .4 4 ' 1 250 1 5p4 2 16" 2 855 12.o r 14 06," 16 622 ] 8 4 "5 24 522 S 1 t>4(, 2 052 2 "5 5 5 49o 1 5 562 P P 20 000 2 6 125 2.USS 2 552 5 525 4 16s 14 684 1 69 1 9 ] 9 6~9 2 ! hhO 2“ s " 55V 5 050 5 04 c 4. So 5 15 9 8 " 18 5 0 " 21 161 2 5 .2 0 ' 2 " 5KK 9 1’ 1 2 "" 5 ](,s 5 5 "S ! " 2“ 5 1 9. 6" 5 22 M S 24 "2 5 5 1 .2 6 4 (i 5( h IS 549 2 1 .0 2 6 2 4 .0 5 4 26. 21" 52 9(19 19 812 22 562 25 4 “ 2 2“ 688 54 S2K 21 0 64 25 26 s s 2 9 141 46 12 1' 22 5 0 “ 24 W 2 8 2 59 5 i ) 5“ 8 , '6 9 ' 9 512 25 542 2 6 2 96 2 9 6 55 52 000 59 2 52 1 0 .0 8 5 24 " 6 9 2 ".5 8 " 50 9 95 5 5 400 4 6 '9 (1 10 865 25 9 8 9 28 ,869 52 546 54 SU5 .1 1 .6 5 1 2 " . 2 iK 50 144 5 5 .6 8 5 6 191 28 412 51 4 1 0 5 5 ,0 2 0 5 “ ,566 44 4 )5 46 - 9 ' ii 5 0 55 5 61 >0 4 i: i; 5 5“ | 4r s 5 .2 2 6 4 10" 4 "h i 5 S92 " 042 M 4 660 5 566 6 5" 1 " "9 0 1' 5 220 5 OS 5 “ .261 8 54" lo 5 h !2 6 614 " 962 r 6 408 " 255 S 6"2 IK “ 0 15 " ,9 tK i 9 590 |0 ~ 655 S 56" 10. 11“ 1" S. 2 0 0 9 10 H i t 1 2 .4 4 5 25" so" III S 2 ' . 4 2 .4 1 2 4 5 .S 2 0 :i S. 8 9 ' 0 0 )5 11 5 9 ] 15 2 4 0 2 9 6 15 52 6 " ! 5 6 545 5 8 952 22 0 542 1 0 .6 0 0 12 558 14.0 41 5U. 815 55 924 5“ 659 4 0 289 4 S. 26K 10 106 1 1 205 15 091 14 8 4 8 52 0 0 " 55 1~2 5 8 968 41 6 5 8 4 9 '2 K y lo 8 5h 1) 002 ] 5 84 v i 5 h59 55 I9 h 56 4 P 40 2” o 42 9 8 0 5 | , ] '9 p 11 524 12 6 0 " M 611 16 4 " 5 54 5S2 5 " 6 52 41 5fvh 4 4 514 52 6 2 6 42 85t. 45 642 44 0 52 > 2, 12 )0 S ] 5 4i to 15 5 "0 1 " 292 55 >65 5s. 885 2~ 12 8 **9 H It. P i 18 114 56 “ 41 4 0 115 44 14-1 4 o 9h5 55 4 ' 6 16 92 s IS 9 5 9 5 “ 9 16 4 1 .5 5 " 45 4 1 9 *, 5t> K95 125 _ s ;s P 565 14 S 4 " 2 ‘* 1 4 .2 5 0 15 5 "4 1 " "OS } 9 “ 68 59 0 8 " 42 5 5 " 4 6 6 95 4 9 5SK 4 s ,1)2 in H 0 55 16 5 06 j 8 49 \ "»i i ; { « i At i 4 5 “ ~5 4 “ 9 h2 4(1 K92 ,9 '0 , 52 16 562 1" . 7 8 5 20 0 “ 2 22 2 "1 4 2. 585 4 6 194 i f 48" 44 4 46 62 4 K - M r “ 89 10 2 - 5 21 6 64 25 952 44 9 05 4 s 602 52 9 95 i t , OSl 6, 24' if. 10.2 55 2 0 "S 5 2 5 .2 6 9 25 645 4 ".2 1 2 50 9 9 9 55 4 8 tj 5K (,|>J 6 ' 95' is 20 6 0 ] 22 5 m 2 4 8 84 2 " . 545 49 S P 55 58-1 5“ 9 f,9 6! 162 '6 ' 0, «fii 2 2 .1 6 4 25 8 58 2 6 509 29 O il 51 805 55 “ 59 6 ' 4 if , 6 4 691 ' , 4 02 42 25 6 5 0 25 5S5 2 h 144 50 "6 5 54 0 9 0 58 124 6 2 892 tx , 2t«, “ t, 0S4 •M 2P ]4 S 26 950 2 9 ~K “ 52 4 8 " i f , 569 60 48] 65 5 5 - (,k " i n ~S " 4 0 46 26 6 5 " 2s 51 4 5 9 54 2 P 5S 641 6 2 .8 5 0 6 1 'i 2 0 1 SI 4 0 0 4s 2 h 1“ 5 0 .OHO 55 0 9 8 55 9 4 9 60 90“ 65 P I "0 19“ '4 if ' 2 0 -’ ( f 51 6 64 54 " 6 4 5 " 689 65 1 6" 6 “ 505 ~2 615 "0 144 S t, N > l 52 5 1 .2 4 6 55 2 56 56 4 5 " 59 4 5 5 6 5 422 6 9 852 " 5 021 ~K 61 fl K9 2 '2 54 52 "’ O i 54 8>6 5 « 116 4 1 .1 8 5 6" 6" 5 7 2 .1 5 5 4 22 SI 069 91 K '2 9 4" 4 6 ) W S4 0 4 ' 56 54 5 50 56 4 6 4 5 9 Ho] 42 9 5 “ 6 9 919 9 4 468 "9 .8 1 5 S', 414 is 55 015 5H 0 " s 41 4 92 44 69h " 2 160 “ 6 ""s 8 2 .2 0 1 6 . 950 9 ' (1 ,9 60 5 " .4 8 5 5 9 .6 9 9 4 5 18-8 46 459 “ 4 59" " 9 082 84 5hU Hs 4 '9 99 6 0 ' 62 50 I If, 5 41 5 2 ' 4 4 8 89 4 8 .2 2 6 “ h h it! 81 581 8 (195 5 o o HtC 102 lt>6 M 40 640 42 960 * 6 595 4 9 OS*. " 8 ShO 85 O " ’’ 89 52o 94 2 i~ 104 ' 1 6 Wi 42 2 4 0 44 5 09 4 h 505 51 “ 0 8 ] 085 85 9t>5 91 681 OK tC t, 1 0 ' 25K 68 45 h5H 4 6 244 50 0 2 o 55 548 h i in s K 8 .2 5 0 9 4 0; “ 9s 02s 1(W '9 1 "o 4 5 4 42 4 " S05 51 " 5 9 55 5 29 85 5 2 “ 90 55] 9h 58v 1 1 . ’ 42' 112 4 1 ' * A d a p t e d fro m K is lin la h l e 4 p u M is lt e d I". l*irc h a m i ^ a t r s , S t a m m a.' l- o h iim a n lahi%^ H m K ' i W i ' . A i,’ r i e u / f u r j i a n d C - r tn ip l t d . i- o n c lo n ip ie v io u s N h \ p e r m i v a o u o f th e a u t h o is a n d i H i b l h h t T . ix i M i s h r d t n M e d ie u / K r w d r t h . O l i v e r and H m d. K dm - APPENDIX Q CHI-SQUARE TEST OF STATISTICAL SIGNIFICANCE 142 1^3 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1981— JOB SATISFACTION OBSERVED FREQUENCIES 1 2 TOTAL . 1 2560 336 2896 2 741 259 1000 TOTAL 3301 595 3896 EXPECTED FREQUENCIES 1 2 TOTAL 1 2453.72 442.28 2896.00 2 847.28 152. 72 1000.00 TOTAL 3301.00 595.00 3896.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 65. 71 8.62 74.33 2 1 9. 02 6.65 25.67 TOTAL 84. 73 15. 27 100. 00 EXPECTED PERCENTAGES 1 2 TOTAL 1 62.98 1 1. 3 5 74.33 2 21.75 3.92 25.67 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 8 4 .7 3 15. 27 1 00 .00 f a c t o r = 116.331 f a c t o r = 117.434 144 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1982— JOB SATISFACTION OBSERVED FREQUENCIES 1 2 TOTAL 1 2594 751 3345 2 2025 326 2351 TOTAL 4619 1077 5696 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 71 2. 53 632.47 3345.00 2 1906.47 4 4 4 .5 3 2351.00 TOTAL 4619.00 1077.00 5696.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 45.54 13.18 58.73 2 35.55 5.72 41.27 TOTAL 81.09 18.91 100. 00 EXPECTED PERCENTAGES 1 2 TOTAL 1 47.62 11.10 58.73 2 33.47 7.80 41.27 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 81.09 18.91 1 00 .00 f a c t o r = 6 5 .8 0 5 f a c t o r = 6 6 .3 6 4 145 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1981— JOB SEEKING OBSERVED FREQUENCIES 1 2 TOTAL 1 2310 3110 5420 2 1689 2047 3736 TOTAL 3999 5157 9156 EXPECTED FREQUENCIES 1 2 TOTAL 1 2367.25 3052.75 5420.00 2 1631.75 2 1 0 4. 25 3736.00 TOTAL 3999.00 5157.00 9 15 6 . 0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 25.22 33.96 59.08 2 18. 44 22.35 40.79 TOTAL 4 3. 6 7 56.32 99.99 EXPECTED PERCENTAGES 1 2 TOTAL 1 25.85 33.33 59.18 2 17.81 22.97 40.78 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 43.67 56.32 99.99 f a c t o r = 5.921 f a c t o r = 6 .0 2 5 146 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1982— JOB SEEKING OBSERVED FREQUENCIES 1 2 TOTAL 2 1195 2652 3847 1 2747 2631 5378 TOTAL 3942 5283 9225 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 9 .7 8 2 8 .5 2 5 8 .3 0 2 12.9 5 2 8 .7 5 4 1 .7 0 TOTAL 4 2 .7 3 5 7 .2 7 1 00 .00 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 TOTAL EXPECTED PERCENTAGES 1 2 TOTAL 1 2 4.9 1 3 3 .3 9 5 8 .3 0 2 17.8 2 2 3 .8 8 4 1 .7 0 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 2 .7 3 5 7 .2 7 1 00 .00 f a c t o r = 3 6 6 .3 2 7 f a c t o r = 3 6 7 .1 4 4 1*7 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1982— CONTINUING EDUCATION OBSERVED FREQUENCIES 1 2 TOTAL 1 3238 2855 6093 2 1843 1532 3375 TOTAL 5081 4387 9468 EXPECTED FREQUENCIES 1 2 TOTAL 1 3 269.81 2 8 2 3 .1 9 6 0 9 3 .0 0 2 1811.19 1563.81 3 3 7 5 .0 0 ’ TOTAL 5 0 8 1 .0 0 4 3 8 7 .0 0 9 46 8 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 3 4 .2 0 3 0 .1 5 6 4 .3 5 ' 2 19.47 1 6 .1 8 3 5 .6 5 TOTAL 5 3 .6 6 4 6 .3 4 100.00 EXPECTED PERCENTAGES 3 4 .5 4 2 TOTAL 1 19.13 2 9 .8 2 6 4 .3 5 2 5 3 .6 6 1 6 .5 2 3 5 .6 5 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 6 .3 4 100.00 f a c t o r = 1.815 f a c t o r = 1.873 148 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1981— CONTINUING EDUCATION OBSERVED FREQUENCIES 1 2 TOTAL 1 2867 2858 5725 2 1713 1635 3348 TOTAL 4580 4493 9073 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 88 9 .9 5 2 835 . 05 5 7 2 5 .0 0 2 1690.05 1657 . 95 3 3 4 8 .0 0 TOTAL 4 5 8 0 .0 0 4 4 93 . 00 9 07 3 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 3 1 .6 0 3 1 .5 0 6 3 .1 0 2 18.8 8 18.02 3 6 .9 0 TOTAL 5 0 .4 8 4 9 .5 2 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 3 1 .8 5 3 1 .2 5 6 3 .1 0 2 18.63 18.27 3 6 .9 0 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 5 0 .4 8 4 9 .5 2 1 00.00 f a c t o r = 0 .9 5 4 f a c t o r = 0 .9 9 7 149 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1981— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 1057 1620 2677 2 1116 804 1920 TOTAL 2173 2424 4597 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 2 6 5 .4 2 1 41 1 .5 8 2 6 7 7 .0 0 2 9 0 7 .5 8 1 012.42 1 920.00 . TOTAL 2 1 7 3 .0 0 2 4 2 4 .0 0 4 5 9 7 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 2 .9 9 3 5 .2 4 5 8 .2 3 2 2 4 .2 8 1 7 .4 9 4 1 .7 7 TOTAL 4 7 .2 7 5 2 .7 3 1 00 .00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 7 .5 3 3 0 .7 1 5 8 .2 3 2 19.74 2 2 .0 2 4 1 .7 7 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 7 .2 7 5 2 .7 3 1 0 0 .0 0 f a c t o r = 155.117 f a c t o r = 155.864 150 CHI SQUARE TESTS FOR ALL VOCATIONAL BUSINESS EDUCATION PROGRAM COMPLETERS, 1982— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 960 1814 2774 2 1016 935 1951 TOTAL 1976 2749 4725 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 16 0 .0 9 1613.91 2 7 7 4 .0 0 2 815.91 1 135.09 1 951.00 TOTAL 1 976.00 2 7 4 9 .0 0 4 7 2 5 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 0 .3 2 3 8 .3 9 5 8 .7 1 2 2 1 .5 0 1 9 .7 9 4 1 .2 9 TOTAL 4 1 .8 2 5 8 .1 8 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 4 .5 5 3 4 .1 6 5 8 .7 1 2 1 7.2 7 2 4 .0 2 4 1 .2 9 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 1 .8 2 5 8 .1 8 1 00.00 f a c t o r = 142.941 f a c t o r = 1 43.658 151 CHI SQUARE TESTS FOR 070101 — 1982 WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 251 85 336 133 14 147 TOTAL 384 99 483 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 6 7 .1 3 6 8 .8 7 3 3 6 .0 0 2 116.87 3 0 .1 3 1 47 .00 TOTAL 3 8 4 .0 0 9 9 .0 0 4 8 3 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL ■ 1 5 1 .9 7 1 7 .6 0 6 9 .5 7 2 2 7 .5 4 2 .9 0 3 0 .4 3 TOTAL 7 9 .5 0 2 0 .5 0 ' 1 00.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 55.3 1 1 4 .2 6 6 9 .5 7 2 2 4 .2 0 6 .2 4 3 0 .4 3 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 7 9 .5 0 2 0 .5 0 1 00 .00 f a c t o r = 14.661 f a c t o r = 15.614 152 CHI SQUARE TESTS FOR 070601 — 1982 JOB S OBSERVED FREQUENCIES 1 2 TOTAL 1 439 160 599 2 31 17 48 TOTAL 470 177 647 EXPECTED FREQUENCIES 1 2 TOTAL 1 4 3 5 .1 3 163.87 5 9 9 .0 0 2 3 4 .8 7 13.13 4 8 .0 0 TOTAL 4 7 0 .0 0 177.00 6 4 7 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 6 7 .8 5 2 4 .7 3 9 2 .5 8 2 4 .7 9 2 .6 3 7 .4 2 TOTAL 7 2 .6 4 2 7 .3 6 1 0 0 .0 0 EXPECTED PERCENTAGES 1 2 TOTAL 1 6 7 .2 5 2 5 .3 3 9 2 .5 8 2 5 .3 9 2 .0 3 7 .4 2 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 7 2 .6 4 2 7 .3 6 1 00 .00 f a c t o r = 1.285 f a c t o r = 1.695 153 CHI SQUARE TESTS FOR 070601 1982— JOB SATISFACTION OBSERVED FREQUENCIES 1 2 TOTAL 1 1904 506 2410 2 1861 295 2156 TOTAL 3765 801 4566 EXPECTED FREQUENCIES 1 2 TOTAL 1 198 7 .2 2 4 2 2 .7 8 2 4 1 0 .0 0 2 TOTAL 3 7 6 5 .0 0 8 01 .00 4 5 6 6 .0 0 1777.78 3 7 8 .2 2 2 15 6 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 4 1 .7 0 1 1 .0 8 5 2 .7 8 2 TOTAL 8 2 .4 6 17.54 4 0 .7 6 6 .4 6 4 7 .2 2 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 4 3 .5 2 9 .2 6 5 2 .7 8 2 3 8 .9 4 8 .2 8 4 7 .2 2 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 8 2 .4 6 1 7.5 4 100.00 f a c t o r = 4 1 .5 6 9 f a c t o r = 4 2.0 73 15^ CHI SQUARE TESTS FOR 070601 1981— JOB SATISFACTION OBSERVED FREQUENCIES 1 2 TOTAL 1 1933 1849 3782 2 484 236 720 TOTAL 2417 2085 4502 EXPECTED FREQUENCIES 1 1 2 TOTAL 2 0 3 0 .4 5 1751.55 3 7 8 2 .0 0 TOTAL 2 41 7 .0 0 2 0 8 5 .0 0 4 5 0 2 .0 0 3 8 6 .5 5 3 3 3 .4 5 7 2 0 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 4 2 .9 4 4 1 .0 7 8 4.0 1 2 10.75 5 .2 4 1 5 .9 9 TOTAL 5 3 .6 9 46.31 100.00 EXPECTED PERCENTAGES 1 1 2 TOTAL 4 5 .1 0 3 8 .9 1 84.01 2 8 .5 9 7.41 1 5 .9 9 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 5 3 .6 9 46.31 1 00 .00 f a c t o r = 6 2 .5 0 2 f a c t o r = 6 3 .1 4 8 155 CHI SQUARE TESTS FOR 070301 1981— JOB SATISFACTION OBSERVED FREQUENCIES 1 2 TOTAL 1 396 59 455 2 168 11 179 TOTAL 564 70 634 EXPECTED FREQUENCIES 1 2 TOTAL 1 4 0 4 .7 6 5 0 .2 4 4 5 5 .0 0 2 1 59 .24 19.76 1 79 .00 TOTAL 5 6 4 .0 0 7 0 .0 0 6 3 4 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 6 2 .4 6 9 .3 1 7 1 .7 7 2 2 6 .5 0 1.74 2 8 .2 3 TOTAL 8 8 .9 6 1 1.0 4 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 6 3 .8 4 7 .9 2 7 1 .7 7 2 2 5 .1 2 3 .1 2 2 8 .2 3 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 8 8 .9 6 11.0 4 1 00 .00 f a c t o r = 5 .4 1 2 f a c t o r = 6 .0 8 7 156 CHI SQUARE TESTS FOR 070101 1981— JOB SATISFACTION OBSERVED FREQUENCIES 1 2 TOTAL 1 231 62 293 2 89 12 101 TOTAL 320 74 394 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 3 7 .9 7 5 5 .0 3 2 9 3 .0 0 2 8 2 .0 3 18.97 1 01 .00 TOTAL 3 2 0 .0 0 7 4 .0 0 3 9 4 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 5 8 .6 3 1 5 .7 4 7 4 .3 7 2 2 2 .5 9 3 .0 5 25.6 3 TOTAL 8 1 .2 2 1 8 .7 8 100.000 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 6 0 .4 0 1 3 .9 7 7 4 .3 7 2 0 .8 2 4.81 25.6 3 TOTAL 8 1 .2 2 1 8 .7 8 100. 00 C h i- s q u a r e w i t h c o n t i n u i t y c o r r e c t i o n f a c t o r = 3 .6 5 3 C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n f a c t o r = 4 .2 4 0 df = 1 157 CHI SQUARE TESTS FOR 070101 1981— ATTENDING SCHOOL OBSERVED FREQUENCIES 1 2 TOTAL 1 326 227 553 2 106 66 172 TOTAL 432 293 725 EXPECTED FREQUENCIES 1 1 2 TOTAL 3 2 9 .5 1 223 . 4 9 5 5 3 .0 0 2 1 02 .49 6 9 .5 1 1 72 .00 TOTAL 4 3 2 .0 0 293 . 00 7 2 5 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 4 4 .9 7 3 1 .3 1 7 6 .2 8 2 14.6 2 9 .1 0 2 3 .7 2 TOTAL 5 9 .5 9 40.41 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 4 5 .4 5 3 0 .8 3 7 6 .2 8 2 14.14 9 .5 9 2 3 .7 2 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 5 9 .5 9 40.41 1 00 .00 f a c t o r = 0 .2 8 7 f a c t o r = 0 .3 9 0 158 CHI SQUARE TESTS FOR 070601 1981— ATTENDING SCHOOL OBSERVED FREQUENCIES 1 2 TOTAL 1 1905 2244 4149 2 1557 1524 3081 TOTAL 3462 3768 7230 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 9 8 6 .7 0 2 1 6 2 .3 0 4 1 4 9 .0 0 2 1 475.30 1605.70 3 0 8 1 .0 0 TOTAL 3 4 6 2 .0 0 3 7 6 8 .0 0 7 2 3 0 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 6 .3 5 3 1 .0 4 5 7 .3 9 2 2 1 .5 4 2 1 .0 8 42.61 TOTAL 4 7 .8 8 5 2 .1 2 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 7 .4 8 2 9 .9 1 5 7 .3 9 2 20.41 2 2 .2 1 42.6 1 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 7 .8 8 5 2 .1 2 1 00 .00 f a c t o r = 14.943 f a c t o r = 1 5.1 28 159 CHI SQUARE TESTS FOR 070301 1981— ATTENDING SCHOOL OBSERVED FREQUENCIES 1 2 TOTAL 1 636 387 1023 2 50 45 95 TOTAL 686 432 1118 EXPECTED FREQUENCIES 1 2 TOTAL 1 6 27.71 3 9 5 .2 9 1 0 2 3 .0 0 2 5 8 .2 9 36.7 1 9 5 .0 0 TOTAL 6 8 6 .0 0 4 3 2 .0 0 1 118.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 5 6 .8 9 3 4 .6 2 9 1 .5 0 2 4 .4 7 4 .0 3 8 .5 0 TOTAL 6 1 .3 6 3 8 .6 4 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 5 6 .1 5 3 5 .3 6 9 1 .5 0 2 5.21 3 .2 8 8 .5 0 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 6 1 .3 6 3 8 .6 4 1 00 .00 f a c t o r = 2 .9 4 6 f a c t o r = 3 .3 3 6 160 CHI SQUARE TESTS FOR 070301— ATTENDING SCHOOL OBSERVED FREQUENCIES 1 2 TOTAL 1 734 410 1144 2 59 34 93 TOTAL 793 444 1237 EXPECTED FREQUENCIES 1 2 TOTAL 1 7 3 3 .3 8 4 1 0 .6 2 1144.00 2 5 9 .6 2 3 3 .3 8 9 3 .0 0 TOTAL 7 9 3 .0 0 4 4 4 .0 0 1 237.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 5 9 .3 4 3 3 .1 4 9 2 .4 8 2 4 .7 7 2 .7 5 7 .5 2 TOTAL 64.11 3 5 .8 9 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 5 9 .2 9 3 3 .1 9 9 2 .4 8 2 4 .8 2 2 .7 0 7 .5 2 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 64.11 3 5 .8 9 1 00 .00 f a c t o r = 0.001 f a c t o r = 0 .0 1 9 161 CHI SQUARE TESTS FOR 070101 1982— ATTENDING SCHOOL OBSERVED FREQUENCIES 1 2 TOTAL 1 356 255 611 2 119 75 194 TOTAL 475 330 805 EXPECTED FREQUENCIES 1 2 TOTAL 1 3 6 0 .5 3 2 5 0 .4 7 6 1 1 .0 0 2 114.47 7 9 .5 3 1 94 .00 TOTAL 4 7 5 .0 0 3 3 0 .0 0 8 0 5 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 4 4 .2 2 3 1 .6 8 7 5 .9 0 2 1 4 .7 8 9 .3 2 2 4 .1 0 TOTAL 59.0 1 4 0 .9 9 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 4 4 .7 9 3 1 .1 1 7 5 .9 0 2 14.2 2 9 .8 8 2 4 .1 0 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 5 9.0 1 4 0 .9 9 1 00 .00 f a c t o r = 0 .4 5 6 f a c t o r = 0 .5 7 6 162 CHI SQUARE TESTS FOR 070601 1982— ATTENDING SCHOOL OBSERVED FREQUENCIES 1 2148 2190 4338 1 2 TOTAL 2 1665 1423 3088 TOTAL 3813 3613 7426 EXPECTED FREQUENCIES 1 2 TOTAL ' 1 2 2 2 7 .4 2 2 1 1 0 .5 8 4 3 3 8 .0 0 2 1 5 8 5 .5 8 1502.42 3 0 8 8 .0 0 TOTAL 3 8 1 3 .0 0 3 6 1 3 .0 0 7 4 2 6 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 8 .9 3 2 9 .4 9 5 8 .4 2 2 2 2 .4 2 19.1 6 4 1 .5 8 TOTAL 5 1 .3 5 4 8 .6 5 100.00 EXPECTED PERCENTAGES 2 9 .9 9 2 TOTAL 1 2 1 .3 5 2 8 .4 2 5 8 .4 2 2 5 1 .3 5 2 0 .2 3 4 1 .5 8 TOTAL 4 8 .6 5 100.00 C h i- s q u a r e w i t h c o n t i n u i t y c o r r e c t i o n f a c t o r = 13.820 C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n f a c t o r = 13.995 df = 1 163 CHI SQUARE TESTS FOR 070101 1981— LOOKING FOR A JOB OBSERVED FREQUENCIES 1 2 TOTAL 1 234 298 532 2 45 122 167 TOTAL 279 420 699 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 1 2 .3 4 3 1 9 .6 6 5 3 2 .0 0 2 6 6 .6 6 100.34 1 67.00 TOTAL 2 7 9 .0 0 4 2 0 .0 0 6 9 9 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 3 3 .4 8 4 2 .6 3 76.11. 2 6 .4 4 17.45 2 3 .8 9 TOTAL 39.91 6 0 .0 9 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 3 0 .3 8 4 5 .7 3 7 6 .1 1 2 9 .5 4 14.3 6 2 3 .8 9 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 39.9 1 6 0 .0 9 1 00.00 f a c t o r = 14.684 f a c t o r = 15.386 164 CHI SQUARE TESTS FOR 070301 1981— LOOKING OBSERVED FREQUENCIES 1 2 TOTAL 1 392 568 960 2 26 59 85 TOTAL 418 627 1045 EXPECTED FREQUENCIES 1 2 TOTAL 1 3 8 4 .0 0 5 7 6 .0 0 9 6 0 .0 0 2 3 4 .0 0 5 1 .0 0 8 5 .0 0 TOTAL 4 1 8 .0 0 6 2 7 .0 0 1 045.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 37.5 1 5 4 .3 5 9 1 .8 7 2 2 .4 9 5 .6 5 8 .1 3 TOTAL 4 0 .0 0 6 0 .0 0 1 00.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 3 6 .7 5 5 5 .1 2 9 1 .8 7 2 3 .2 5 4 .8 8 8.1 3 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 0 .0 0 6 0 .0 0 100.00 f a c t o r = 3.0 0 1 f a c t o r = 3 .4 1 5 165 CHI SQUARE TESTS FOR 070601 1981— LOOKING FOR A JOB OBSERVED FREQUENCIES 1 2 TOTAL 1 1684 2244 3928 2 1018 1866 2884 TOTAL 2702 4110 6812 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 558.05 2 36 9 .9 5 3 9 2 8 .0 0 2 1143.95 1740.05 2 8 8 4 .0 0 TOTAL 2 7 0 2 .0 0 4 11 0 .0 0 6 81 2 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 4 .7 2 3 2 .9 4 5 7 .6 6 2 14.94 2 7 .3 9 4 2 .3 4 TOTAL 3 9 .6 7 60.33 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 2 .8 7 3 4 .7 9 5 7 .6 6 2 1 6 .7 9 2 5 .5 4 4 2 .3 4 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 3 9 .6 7 6 0 .3 3 1 00.00 f a c t o r = 3 9.541 f a c t o r = 3 9 .8 5 7 166 CHI SQUARE TESTS FOR 070101 1982— LOOKING FOR A JOB OBSERVED FREQUENCIES 1 2 TOTAL 1 264 331 595 2 55 129 184 TOTAL 319 460 779 EXPECTED FREQUENCIES 1 2 TOTAL 1 2 4 3 .6 5 3 5 1 .3 5 5 9 5 .0 0 2 7 5 .3 5 108.65 1 84 .00 TOTAL 3 1 9 .0 0 4 6 0 .0 0 7 7 9 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 3 3 .8 9 4 2 .4 9 7 6 .3 8 2 7 .0 6 16.56 2 3 .6 2 TOTAL 40.9 5 5 9 .0 5 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 3 1 .2 8 4 5 .1 0 7 6 .3 8 2 9 .6 7 13.95 2 3 .6 2 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 0 .9 5 5 9 .0 5 1 00.00 f a c t o r = 1 1 .5 9 2 f a c t o r = 12.183 167 CHI SQUARE TESTS FOR 070301 1982— LOOKING FOR A JOB OBSERVED FREQUENCIES 1 2 TOTAL 1 517 58 575 2 31 688 709 TOTAL 548 746 1294 EXPECTED FREQUENCIES 1 2 TOTAL 1 243 .51 3 3 1 .4 9 5 7 5 .0 0 2 TOTAL 5 4 8 .0 0 7 4 6 .0 0 1294.00 3 0 4 .4 9 414.51 7 1 9 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 3 9 .9 5 4 .4 8 4 4 .4 4 2 2 .4 0 5 3 .1 7 5 5 .5 6 TOTAL 4 2 .3 5 5 7 .6 5 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 1 8.8 2 2 5 .6 2 4 4 .4 4 2 23.5 3 3 2 .0 3 5 5 .5 6 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 2 .3 5 5 7.6 5 100.00 f a c t o r = 9 5 5 .3 9 9 f a c t o r = 9 58 .90 2 168 CHI SQUARE TESTS FOR 070601 1982— LOOKING FOR A JOB OBSERVED FREQUENCIES 1 2 TOTAL 1 1966 2242 4208 2 1109 1835 2944 TOTAL 3075 4077 7152 EXPECTED FREQUENCIES 1 2 TOTAL 1 1809.23 2 3 9 8 .7 7 4 2 0 8 .0 0 2 1265.77 1678.23 2 9 4 4 .0 0 TOTAL 3 0 7 5 .0 0 4 0 7 7 .0 0 7 1 5 2 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 7 .4 9 3 1 .3 5 5 8 .8 4 2 15.51 2 5 .6 6 4 1 .1 6 TOTAL 4 2 .9 9 57.01 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 5 .3 0 3 3 .5 4 5 8 .8 4 2 1 7 .7 0 2 3 .4 7 4 1 .1 6 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 ' TOTAL 4 2 .9 9 57.01 1 00.00 f a c t o r = 57.523 f a c t o r = 5 7 .8 9 2 169 CHI SQUARE TESTS FOR 070101 1981— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 91 148 239 2 46 33 79 TOTAL 137 181 318 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 02 .97 136.03 2 3 9 .0 0 2 3 4 .0 3 4 4 .9 7 7 9 .0 0 TOTAL 1 37.00 1 81.00 3 1 8 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 8 .6 2 4 6 .5 4 7 5 .1 6 ' 2 14.47 1 0 .3 8 2 4 .8 4 TOTAL 4 3 .0 8 5 6 .9 2 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 3 2 .3 8 4 2 .7 8 7 5 .1 6 2 1 0 .7 0 14.14 2 4 .8 4 TOTAL 4 3 .0 8 5 6 .9 2 1 00.00 C h i- s q u a r e w i t h c o n t i n u i t y c o r r e c t i o n f a c t o r = 9 .0 2 9 C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n f a c t o r = 9 .8 3 4 df = 1 170 CHI SQUARE TESTS FOR 070301 1981— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 183 252 435 2 26 34 60 TOTAL 209 286 495 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 83 .67 2 5 1 .3 3 4 3 5 .0 0 2 2 5 .3 3 3 4 .6 7 6 0 .0 0 TOTAL 2 0 9 .0 0 2 8 6 .0 0 4 9 5 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 3 6 .9 7 5 0 .9 1 8 7 .8 8 2 5 .2 5 6 .8 7 12.12 TOTAL 4 2 .2 2 5 7 .7 8 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 3 7 .1 0 5 0 .7 7 8 7 .8 8 2 5 .1 2 7 .0 0 12.12 C h i- s q u a r e w i t h c o n t in u it y c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 2 .2 2 5 7 .7 8 1 00 .00 f a c t o r = 0 .0 0 2 f a c t o r = 0 .0 3 5 171 CHI SQUARE TESTS FOR 070601 1981— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 783 1220 2003 TOTAL 1827 1957 3784 2 1044 737 1781 EXPECTED FREQUENCIES 1 2 TOTAL 1 9 6 7 .0 9 1035.91 2 0 0 3 .0 0 2 859.91 9 2 1 .0 9 1781.00 TOTAL 1 827.00 1957.00 3 7 8 4 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 2 0 .6 9 3 2 .2 4 5 2 .9 3 2 2 7 .5 9 1 9 .4 8 4 7.0 7 TOTAL 4 8 .2 8 5 1 .7 2 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 5 .5 6 2 7 .3 8 5 2 .9 3 2 2 2 .7 2 2 4 .3 4 4 7 .0 7 TOTAL 4 8 .2 8 5 1 .7 2 1 00. 00 C h i- s q u a r e w i t h c o n t i n u i t y c o r r e c t i o n f a c t o r = 143.183 C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n f a c t o r = 143.964 df = 1 172 CHI SQUARE TESTS FOR 070101 1982— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 108 171 279 2 55 60 115 TOTAL 163 231 394 EXPECTED FREQUENCIES 1 2 TOTAL 1 1 1 5 .4 2 1 6 3 .5 8 2 7 9 .0 0 ’ ' 2 4 7 .5 8 6 7 .4 2 1 15.00 TOTAL 1 63.00 2 31 .00 3 9 4 .0 0 OBSERVED PERCENTAGES 1 2 TOTAL 1 27.4 1 4 3 .4 0 7 0 .8 1 2 1 3 .9 6 15.23 2 9 .1 9 TOTAL 4 1 .3 7 5 8 .6 3 1 00.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 2 9 .3 0 4 1 .5 2 70.8 1 2 1 2 .0 8 17.11 2 9 .1 9 C h i- s q u a r e w i t h c o n tin u ity c o rre c tio n C h i- s q u a r e w i t h o u t c o n t i n u i t y c o r r e c t i o n df = 1 TOTAL 4 1 .3 7 5 8 .6 3 100.00 f a c t o r = 2 .4 2 7 f a c t o r = 2 .7 9 0 173 CHI SQUARE TESTS FOR 070301 1982— 1 OBSERVED FREQUENCIES 1 2 TOTAL 1 204 292 496 2 16 22 38 TOTAL 220 314 534 EXPECTED FREQUENCIES 1 2 TOTAL 1 204.34 291.66 496.00 2 15. 66 22.34 38.00 TOTAL 220.00 314.00 534.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 38.20 54.68 92.88 2 3.00 4.12 7.12 TOTAL 41.20 58.80 100. 00 EXPECTED PERCENTAGES 1 2 TOTAL 1 38.27 54.62 92.88 2 2 . 93 4.18 7.12 C h i-s q u a r e w it h c o n t i n u i t y c o r r e c t io n C h i-s q u a re w it h o u t c o n t i n u i t y c o r r e c t io n df = 1 TOTAL 41.20 58.80 100. 00 f a c t o r = 0 .0 0 3 f a c t o r = 0 .0 1 4 174 CHI SQUARE TESTS FOR 070601 1982— WAGES OBSERVED FREQUENCIES 1 2 TOTAL 1 648 1351 1999 2 945 853 1798 TOTAL 1593 2204 3797 EXPECTED FREQUENCIES 1 2 TOTAL 1 838.66 1 160.34 1 9 99 .0 0 2 TOTAL 1593 . 00 2204.00 3979.00 7 5 4 . 34 1 043.66 1798.00 OBSERVED PERCENTAGES 1 2 TOTAL 1 1 7 .0 7 35.58 52.65 2 24.89 22.47 4 7 .3 5 TOTAL 41.95 58.05 100.00 EXPECTED PERCENTAGES 1 2 TOTAL 1 22.09 30.56 52.65 2 19. 87 27.49 47.35 C h i-s q u a re w it h c o n t i n u i t y c o r r e c t io n C h i-s q u a r e w it h o u t c o n t i n u i t y c o r r e c t io n df = 1 TOTAL 41.95 58.05 100.00 f a c t o r = 156.873 f a c t o r = 157 .69 9 APPENDIX R RAW DATA FOR STUDY 176 DEGREE OF JOB SAT IS F A C T I0N --1981 07.0101 Non Co-op + - + 78 112 1 3 17 20 36 17 0 1 5 . J_ 52 30 1 0 4 _2 4 6 0 0 1 _1_ 231 62 89 12 n = n = 293 07.0301 - 101 + - + 50 50 88 20 12 28 67 13 8 5 2 21 17 6 _8 0 1 3 2 5 _0 168 59 11 128 40 40 396 07.0601 Co - o p • 1 n = 564 n = 70 + + 8 6 23 5 110 128 73 74 523 520 1 2 78 56 4 6 2 5 37 15 17 9 165 87 25 12 297 171 0 3 1 4 128 122 101 36 569 380 ,933 484 1 ,849 13 6 252 192 = 2,417 1 4 35 23 2 0 0 1 21 18 9 6 87 29 236 n = 2 ,0 8 5 177 DEGREE OF SATISFACTION WITH JOB: 07. 0101 1981 COMPLETERS A c c o u n t i n g and Comput ing NON-COOPERATIVE-EDUCATION PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION n 14. 0102 n = 476 Ver y s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 010 4 n = 14 Very s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 0105 n = 68 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g N = 558 n = 293 78 112 36 17 243 n 32.10 46.09 14.81 14.81 1 3 20.00 60.00 1 5 20.00 17 20 5 3 45 37.78 44.44 11.11 6.67 14. 0102 _ n = 158 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 0104 n = 6 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0105 n = 9 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g N = 173 n = 101 52 30 4 6 92 56.52 32. 61 4.35 4.35 1 100.00 4 2 1 1 8 50.00 25.00 12. 50 12. 50 178 DEGREE OF SATISFACTION WITH JOB: 07. 0301 1981 COMPLETERS B u s i n e s s Dat a P r o c e s s i n g NON-COOPERATIVE-EDUCATION PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION n 14. 0200 n = 230 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0201 n = 558 Very s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0203 n = 245 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g N = 1033 n = 544 50 50 20 12 132 88 128 67 28 311 40 40 13 8 101 n 37.88 37.88 15.15 15.15 28.30 41.16 21.54 9.00 39.60 39.60 12. 87 7.92 14. 0200 n = 12 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 5 2 62.50 25.00 1 8 12. 50 14.0201 n = 59 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 21 17 3 2 43 4 8. 8 4 3 9. 5 3 6.96 4.65 14.0203 n = 25 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 6 8 5 0 19 31.58 42.11 26.32 N = 96 n = 70 179 DEGREE OF SATISFACTION WITH JOB: 07. 0601 NON-COOPERATIVE-EDUCATION PARTICIPATION 1981 COMPLETERS S e cre ta ria l COOPERATIVE EDUCATION PARTICIPATION n 14.0303 n = 58 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0703 n = 931 Very s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0797 n = 48 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d N ot a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 9800 n = 2,294 Very s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 22 14.0303 n = 63 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 252 192 78 56 578 14.0703 n = 725 Very s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 13 6 1 2 8 6 4 6 24 523 520 165 87 1,295 59.09 27.27 4.55 9.09 43.60 33.22 1 3. 4 9 9.69 33.33 25.00 16. 67 25.00 40.39 40.15 1 2. 7 4 6.72 14. 0797 n = 6 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 25 12 1 4 42 297 171 35 23 526 3 2 14. 980 0 n = 1 ,6 16 Very s a t i s f i e d 569 Somewhat s a t i s f i e d 380 No t v e r y s a t i s f i e d 87 No t a t a l l s a t i s f i e d 29 Number r e s p o n d i n g 1,065 59.52 28.57 2.38 9.52 56.46 3 2 .5 1 6.65 4.37 60.000 40.00 53. 43 35.68 8.17 2.72 180 N0N-C00PERATIVE-EDUCATI0N PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION n 14. 0798 n = 46 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0901 n = 526 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not ve ry s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 970 0 n = 295 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g N = 4 ,1 9 8 n = 2 ,4 1 7 23 5 2 5 35 110 128 37 15 290 73 74 17 9 173 65. 71 1 4 .2 9 5 . 71 14.29 37. 93 44.14 1 2. 7 6 5.17 42.20 42.77 9.83 5.20 14. 0798 n = 9 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 1 4 0 1 6 14.0901 n = 492 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 18 289 14. 9700 n = 220 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 101 36 9 6 152 N = 3 ,1 3 1 n = 2 ,0 8 5 128 122 21 16. 67 66.67 16. 67 44.29 42.21 7.27 6.23 66.45 23.68 5.92 3.95 181 DEGREE OF JOB SAT ISFACTION--1982 07.0101 Non Co-Op + - 07.0601 + - 91 122 1 1 20 16 52 29 1 1 1 39 56 3 3 19 4 9 4 0 0 -1 _0 251 85 133 14 n = 336 0 7. 030 5 Co-op n = 138 + - + - 72 100 66 104 49 48 54 12 45 24 15 10 8 0 8 3 8 4 6 0 5 1 3 2 439 160 31 17 n = 599 n = 48 + - 0 15 12 4 221 66 21 1 56 15 5 1 15 144 51 14 153 74 26 14 70 454 194 520 75 1,904 506 n = 2,410 + - 26 6 21 4 268 52 187 33 0 3 1 0 134 19 12 91 16 91 48 6 610 110 381 37 1,863 295 n = 2,156 182 DEGREE OF SATISFACTION WITH JOB: 07.0101 1982 COMPLETERS A c c o u n t i n g and Comput ing NON-COOPERATIVE-EDUCATION PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION n 14. 0102 n = 555 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 0104 n = 8 Very s a t i s f i e d Somewhat s a t i s f i e d Not ve ry s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0105 n = 57 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g N = 620 n = 336 91 122 52 29 294 30.95 41.50 1 7. 6 9 9.86 14. 0102 n = 155 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 25.00 25.00 25.00 25.00 6 14. 0104 n = 10 V er y s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 20 5 2 . 6 3 16 42. 11 1 2.63 1 2.63 38 14. 0105 n = 30 Ver y s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 1 1 1 1 4 N = 195 n = 138 39 56 9 4 180 36. 11 51.85 8 .3 3 3.70 3 3 0 0 50.00 50.00 19 4 1 0 24 79.17 16. 67 4.17 183 DEGREE OF SATISFACTION WITH JOB: 07.0301 1982 COMPLETERS B u s i n e s s Data P r o c e s s i n g NON-COOPERATIVE-EDUCATION PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION n 14. 0200 n = 476 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0201 n = 428 Very s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0203 n = 245 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g N = 1, 14 9 n = 599 72 100 54 12 238 66 104 45 24 239 49 48 15 10 122 n 30.25 42.02 22.69 22.69 27.62 43.51 18.83 10. 04 40.16 39.34 12. 30 8.20 14. 0200 n = 24 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 8 6 0 0 14 5 7. 1 4 42.86 14.0201 n = 41 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 8 5 3 1 17 47.06 29. 41 17. 65 5.88 14.0203 n = 29 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 8 4 3 2 17 47.06 2 3. 5 3 17. 65 1 1. 76 N = 94 n = 48 r 184 DEGREE OF SATISFACTION WITH JOB: 07. 0601 NON-COOPERATIVE-EDUCATION PARTICIPATION 1982 COMPLETERS S e cre ta ria l COOPERATIVE EDUCATION PARTICIPATION n 14.0303 n = 56 Ver y s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0703 n = 944 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 0797 n = 56 Ver y s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 079 8 n = 42 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 15 12 0 4 31 221 211 66 56 554 n 48.39 3 8. 71 12. 90 39.89 38.09 11.91 10.11 15 4 1 . 6 7 15 4 1 . 6 7 5 13. 89 1 2.78 36 15 6 8 4 33 45.45 18. 18 24.24 12. 12 14.0303 n = 70 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14.0703 n - 728 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 0797 n = 6 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 0798 n = NO DATA Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 26 21 6 4 57 268 187 52 33 540 3 1 0 0 4 45. 61 36.84 10.53 7.02 4 9. 6 3 34.63 9 . 63 6.11 75.00 25.00 185 NON-COOPERATIVE-EDUCATION PARTICIPATION COOPERATIVE EDUCATION PARTICIPATION n 14.0901 n = 665 V er y s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d N ot a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 9700 n = 355 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not very s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g 14. 980 0 n = 2, 29 3 Ver y s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d No t a t a l l s a t i s f i e d Number r e s p o n d i n g N = 4 ,3 6 9 n = 2 ,4 1 0 144 153 51 14 362 74 70 26 14 184 454 520 194 75 1,243 39.78 42.27 1 4. 09 3.87 40.22 38.04 14.13 7.61 36.52 4 1. 83 15.61 6 . 03 14.0901 n = 403 Very s a t i s f i e d Somewhat s a t i s f i e d Not v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 134 91 19 12 256 52.34 35.55 7.42 4.69 1 4. 9700 n = 243 Very s a t i s f i e d Somewhat s a t i s f i e d No t v e r y s a t i s f i e d Not a t a l l s a t i s f i e d Number r e s p o n d i n g 91 48 16 6 161 56.52 29. 81 9.94 3.73 14. 9800 n = 1,667 Very s a t i s f i e d 610 Somewhat s a t i s f i e d 381 Not v e r y s a t i s f i e d 110 Not a t a l l s a t i s f i e d 37 Number r e s p o n d i n g 1,138 N = 3 ,1 1 7 n = 2 ,1 5 6 53.60 33.48 9.67 3.25 186 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENT1C E - - 1 981 07.0101 Non Co-op + - + - 303 7 16 168 7 52 102 3 1 56 3 _7_ 326 227 106 66 n = 553 07.0301 n = 172 + - + - 117 350 169 110 202 75 6 29 15 6 29 12. 6 36 387 50 **5 n = 1 ,023 07.0601 Co--op — + n = 95 + _ 23 429 23 15 233 125 1 ,057 31 492 24 31 284 169 1 ,213 25 381 5 2 226 123 795 28 339 1 7 259 96 794 1 ,905 2 , 24 4 1,557 1 ,524 n = 4, 149 n = 3 ,081 187 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE— 1981 07. 0101 NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0102 n = 158 YES NO Number r e s p o n d i n g 14. 0104 n = 6 YES NO Number r e s p o n d i n g 14.0105 n = 9 YES NO Number r e s p o n d i n g 102 56 158 A c c o u n t i n g and Comput ing COOPERATIVE EDUCATION PARTICIPATION 14. 0102 n = 476 YES NO Number r e s p o n d i n g 303 168 471 3 3 6 14. 0104 n = 14 YES NO Number r e s p o n d i n g 7 7 14 1 7 8 14. 0105 n = 68 YES NO Number r e s p o n d i n g 16 52 68 188 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE— 1981 07. 0301 NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0200 n = 12 YES NO Number r e s p o n d i n g 14.0201 n = 59 YES NO Number r e s p o n d i n g 14.0203 n = 25 YES NO Number r e s p o n d i n g B u s i n e s s Data P r o c e s s i n g COOPERATIVE EDUCATION PARTICIPATION 6 6 12 14. 0200 n = 230 YES NO Number r e s p o n d i n g 117 110 227 29 29 58 14.0201 n = 558 YES NO Number r e s p o n d i n g 350 202 552 15 10 25 14.0203 n =245 YES NO Number r e s p o n d i n g 169 75 244 189 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE— 1981 07. 0601 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0303 n = 63 YES NO Number r e s p o n d i n g 14.0703 n = 725 YES NO Number r e s p o n d i n g 14. 0797 n = 6 YES NO Number r e s p o n d i n g 14. 0798 n = 9 YES NO Number r e s p o n d i n g 25 28 53 S ecretarial COOPERATIVE EDUCATION PARTICIPATION 14.0303 n = 58 YES NO Number r e s p o n d i n g 23 31 54 381 339 720 14.0703 n =931 YES NO Number r e s p o n d i n g 429 492 921 5 1 6 14. 0797 n = 48 YES NO Number r e s p o n d i n g 23 24 47 2 7 9 14. 0798 n = 46 YES NO Number r e s p o n d i n g 15 31 46 190 N0N-C00PERATIV E-EDUCATION PARTICIPATION 14.0901 n = 492 YES NO Number r e s p o n d i n g 14. 9700 n = 220 YES NO Number r e s p o n d i n g COOPERATIVE EDUCATION PARTICIPATION 226 259 485 14.09001 n = 526 YES NO Number r e s p o n d i n g 233 284 517 123 96 219 14. 9700 n = 295 YES NO Number r e s p o n d i n g 125 169 294 14. 9800 n = 2,294 YES NO Number r e s p o n d i n g 1,057 1,213 2,270 14. 9800 n = 1,616 YES . 795 NO 794 Number r e s p o n d i n g 1 ,5 8 9 191 ATTENDING A SCHOOL OR COLLEGE , ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE--1982 07 .0101 Non Co-op Co- op + + - 343 1 12 204 7 44 104 5 10 50 5 20 356 255 119 75 n = 611 07- ,0301 07. 0601 - + n = 194 - + - 298 272 164 176 155 79 14 29 16 10 12 11 734 410 59 34 n = 1,144 n = 93 + + - - 26 481 28 330 178 1 ,105 30 455 28 331 175 1 ,171 33 379 3 198 134 918 37 340 3 196 108 739 2,148 2,190 1,165 1 ,423 n = 4, 338 n = 3 ,088 192 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE— 1982 07. 0101 A c c o u n t i n g and Comput ing NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0102 n = 555 YES NO Number r e s p o n d i n g 1 4. 010 4 n = 8 YES NO Number r e s p o n d i n g 14. 0105 n = 57 YES NO Number r e s p o n d i n g 343 204 547 1 7 8 12 44 56 62.71 37.29 1 2. 50 87.50 21.43 78.57 COOPERATIVE EDUCATION PARTICIPATION 14. 0102 ' n = 155 YES NO Number r e s p o n d i n g 104 50 154 67. 53 32.47 14. 010 4 n = 10 YES NO Number r e s p o n d i n g 5 5 10 50.00 50.00 14. 0105 n = 30 YES NO Number r e s p o n d i n g 10 20 30 33.33 66.67 193 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE— 1982 07. 0301 B u s i n e s s Data P r o c e s s i n g NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0200 n = 476 YES NO Number r e s p o n d i n g 14.0201 n =428 YES NO Number r e s p o n d i n g 14.0203 n = 245 YES ■ NO Number r e s p o n d i n g 298 176 474 272 155 427 164 79 243 62.87 37.13 63.70 36.30 67.49 3 2. 5 1 COOPERATIVE EDUCATION PARTICIPATION 14. 0200 n = 24 YES NO Number r e s p o n d i n g 14 10 24 5 8 .3 3 41.67 14.0201 n = 41 YES NO Number r e s p o n d i n g 29 12 41 7 0. 7 3 29.27 14.0203 n = 29 YES NO Number r e s p o n d i n g 16 12 28 5 7. 1 4 42.86 ATTENDING A SCHOOL OR COLLEGE, ENROLLED IN A TRAINING PROGRAM, WORKING AS AN APPRENTICE— 1982 07. 0601 NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0303 n = 56 YES NO Number r e s p o n d i n g 14. 0703 n = 944 YES NO Number r e s p o n d i n g 1 4. 0797 n = 56 YES NO Number r e s p o n d i n g 1 4. 079 8 n = 42 YES NO Number r e s p o n d i n g 26 30 56 481 455 936 28 28 56 11 31 42 S ecretarial COOPERATIVE EDUCATION PARTICIPATION 46. 43 53.57 51.39 48.61 50.00 50.00 14.0303 n = 70 YES NO Number r e s p o n d i n g 33 37 70 47.14 52.86 14.0703 n = 728 YES NO Number r e s p o n d i n g 379 340 719 52. 71 47.28 14. 0797 n = 6 YES NO Number r e s p o n d i n g 3 3 6 50.00 50.00 14. 0798 n = NO DATA YES NO Number r e s p o n d i n g 195 NON-COOPERATIV E-EDUCATION PARTICIPATION 14.0901 n = 665 YES NO Number r e s p o n d i n g 14. 970 0 n = 355 YES NO Number r e s p o n d i n g 330 331 661 178 175 353 14. 9800 n = 2 ,2 93 YES 1,105 NO 1,171 Number r e s p o n d i n g 2 , 2 7 6 49.92 50.08 50.42 49.58 48.55 51.45 COOPERATIVE EDUCATION PARTICIPATION 14. 0901 n = 403 YES NO Number r e s p o n d i n g 198 196 394 50.25 4 9. 7 5 14. 9700 n = 243 YES NO Number r e s p o n d i n g 134 108 243 55.32 44.63 14. 9800 n = 1,667 YES ' NO Number r e s p o n d i n g 918 739 1 ,6 5 7 55.40 44.60 196 LOOKING FOR A J O B --1981 07.0101 Non Co'-op + - + - 41 111 263 5 30 1 5 _1 6 234 2 98 45 122 + n = 167 - 94 + - 157 A 13 _9 5 38 J_6 568 26 59 221 111 300 77 392 n = 960 07. 060 1 ' 191 7 36 n = 523 07.0 301 Co1- op n = 85 + + 14 251 37 445 2 2 6 2 78 17 384 19 17 34 501 27 27 238 2 69 114 895 153 1 ,233 3 191 67 490 1,684 2 ,2 4 4 1,018 n = 3 ,9 2 8 113 985 1,866 n = 2 ,8 8 4 197 LOOKING FOR A JOB— 1981 07.0101 NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0102 n = 476 YES NO Number r e s p o n d i n g 14. 0104 n = 14 YES NO Number r e s p o n d i n g 14. 0105 n = 68 YES NO Number r e s p o n d i n g A c c o u n tin g and C om puting COOPERATIVE EDUCATION PARTICIPATION 191 263 454 14. 0102 n = 158 YES NO Number r e s p o n d i n g 41 111 152 7 5 12 14. 0104 n = 6 YES NO Number r e s p o n d i n g 1 5 6 36 30 66 14. 0105 n = 9 YES NO Number r e s p o n d i n g 3 6 9 198 LOOKING FOR A JOB— 1981 07.0301 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0200 n = 230 YES NO Number r e s p o n d i n g 14.0201 n = 558 YES NO Number r e s p o n d i n g 14.0203 n = 245 YES NO Number r e s p o n d i n g B u s in e s s Data P ro c e s s in g COOPERATIVE EDUCATION PARTICIPATION 94 111 205 14. 0200 n = 12 YES NO Number r e s p o n d i n g 4 5 9 221 300 521 14.0201 n = 59 YES NO Number r e s p o n d i n g 13 38 51 77 157 234 14.0203 n = 25 YES NO Number r e s p o n d i n g 9 16 25 199 LOOKING FOR A JOB— 1981 07.0 60 1 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0303 n = 58 YES NO Number r e s p o n d i n g 14.0703 n = 931 YES NO Number r e s p o n d i n g 14. 0797 n = 48 YES NO Number r e s p o n d i n g 14. 0798 n = 46 YES NO Number r e s p o n d i n g S e c r e t a r ia l COOPERATIVE EDUCATION PARTICIPATION 17 34 51 14.0303 n = 63 YES NO Number r e s p o n d i n g 14 37 51 384 501 885 14.0703 n = 725 YES NO Number r e s p o n d i n g 251 445 696 19 27 46 14. 0797 n = 6 YES NO Number r e s p o n d i n g 2 2 4 17 27 44 14. 0798 n = 9 YES NO Number r e s p o n d i n g 3 6 9 200 NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0798 n = 526 YES NO Number r e s p o n d i n g 14. 9700 n = 295 YES NO Number r e s p o n d i n g T COOPERATIVE EDUCATION PARTICIPATION 238 269 507 1 4 .0 79 8 n = 492 YES NO Number r e s p o n d i n g 191 278 469 114 153 267 14. 9700 n = 220 YES NO Number r e s p o n d i n g 67 113 180 14. 9800 n = 1 , 61 6 YES NO Number r e s p o n d i n g 490 985 1,475 14. 9800 n = 2,294 YES ■ 895 NO 1,233 Number r e s p o n d i n g 2 , 1 2 8 201 LOOKING FOR A J O B --1982 07.0 101 Non-Co--op + - + 249 4 19 292 4 35 45 5 5 102 5 22 264 331 55 129 n = 184 n = 595 07.0301 + + - 251 178 88 217 239 132 9 16 _6 11 517 688 31 58 + - 15 24 n = 89 n = 1 ,205 07.0601 Co-op - + - 20 430 15 314 178 1 ,009 34 473 41 328 152 1,214 24 247 4 143 90 601 45 444 2 245 132 967 1,966 2,242 1 ,109 1,835 n = 4 , 208 n = 2 ,944 202 LOOKING FOR A JOB— 1982 07.0101 A c c o u n tin g and C om puting NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0102 n = 555 YES NO Number r e s p o n d i n g 14. 0104 n = 8 YES NO Number r e s p o n d i n g 14. 0105 n = 57 YES NO Number r e s p o n d i n g 249 292 541 4 4 8 19 35 54 COOPERATIVE EDUCATION PARTICIPATION 4 6. 03 53.97 50.00 50.00 35.19 64. 81 14. 0102 n = 155 YES NO Number r e s p o n d i n g 45 102 147 3 0. 61 69.39 14. 010 4 n = 10 YES NO Number r e s p o n d i n g 5 5 10 50.00 50.00 5 22 27 18. 52 81.48 14. 0105 n = 30 YES NO Number r e s p o n d i n g 203 LOOKING FOR A JOB— 1982 07.0301 B u s in e s s Data P ro c e s s in g NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0200 n = 476 YES NO ' Number r e s p o n d i n g 14.0201 n = 428 YES NO Number r e s p o n d i n g 14.0203 n = 245 YES NO Number r e s p o n d i n g 251 217 468 178 239 417 88 132 220 COOPERATIVE EDUCATION PARTICIPATION 53.63 46.37 42.69 5 7. 3 1 40.00 60.00 14. 0200 n = 24 YES NO Number r e s p o n d i n g 14.0201 n = 41 YES NO Number r e s p o n d i n g 14.0203 n = 29 YES NO Number r e s p o n d i n g 9 15 24 37.50 62.50 16 . 4 0 . 0 0 24 60.00 40 6 ' 19 25 24.00 76.00 20k LOOKING FOR A JOB— 1982 07.0 60 1 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0303 n =56 YES NO Number r e s p o n d i n g 14.0703 n = 944 YES NO Number r e s p o n d i n g 14. 0797 n = 56 YES NO Number r e s p o n d i n g 1 4. 079 8 n = 42 YES NO Number r e s p o n d i n g 20 34 54 430 473 903 15 41 56 18 24 42 S e c r e t a r ia l COOPERATIVE EDUCATION PARTICIPATION 37.04 62.96 47.62 52.38 26.79 7 3 .2 1 42.86 57.14 14.0303 n = 70 YES NO Number r e s p o n d i n g 14.0703 n = 728 YES NO Number r e s p o n d i n g 14. 0797 n = 6 YES NO Number r e s p o n d i n g 14. 079 8 n = NO DATA YES NO Number r e s p o n d i n g 24 45 69 34.78 65.22 247 444 691 35.75 64.25 4 2 6 66.67 33.33 205 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0901 n = 665 YES NO Number r e s p o n d i n g 14. 9700 n = 355 YES NO Number r e s p o n d i n g 314 328 642 178 152 330 14. 980 0 n = 2, 29 3 YES 1 ,0 0 9 NO 1,214 Number r e s p o n d i n g 2 , 2 2 3 4 8 .9 1 51.09 53.94 46.06 45.39 54.61 COOPERATIVE EDUCATION PARTICIPATION 14.0901 n = 403 YES NO Number r e s p o n d i n g 143 245 388 36.86 63. 14 14. 9700 n = 243 YES NO Number r e s p o n d i n g 90 132 222 40.54 59.46 14. 9800 n = 1,667 YES NO Number r e s p o n d i n g 601 967 1, 56 8 38.33 61.67 206 WAGES — 1981 07.0101 Non Co-op Co-op + + kk 19 11 2 5 3 k 2 20 103 3 5 17 1A8 3 27 1 _2 33 A6 91 07.0301 18 13 3 3 3 1 2 2 _1_ + - + 1 15 r 10 53 8 121 1 59 1 5 6 k 2 k k 3 3 1 J_ k 1 16 _5 6 3 7 58 21 20 9 1A 9 5 6 3 2 183 252 3** 26 207 Co -op Non Co-op 07.0 601 + - 6 3 2 3 1 85 40 30 9 17 3 2 2 O o b b 1 57 19 7 2 14 20 8 8 3 b 220 77 70 18 36 6 39 247 1 13 2 9 25 123 10 783 82 90 572 1,220 + - 10 4 6 1 3 113 39 58 32 32 2 1 69 118 u 22 3 13 34 14 15 3 12 240 116 105 33 46 14 12 161 3 1 1 15. 122 4 46 34 324 1,044 737 208 WAGES— 1981 07.0101 A c c o u n tin g and C om puting NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 010 2 n = 476 $0.01-$3.34/hour $3 . 3 5 - 5 3 . 8 4 / h o u r $3.85-S4.34/hour $4.35-34.84/hour $4.85-35.34/hour $5.35-$5 .84 /h ou r $5.85+/hour Number r e s p o n d i n g 14. 010 4 n = 14 $0.01-$3.34/hour $3.3 5 -$ 3 .8 4 /h o u r $3.85-$4.34/hour $4 . 3 5 - $ 4 . 8 4 / h o u r $4.85-$5.34/hour $5.3 5 -$ 5 .8 4 /h o u r $5.85+/hour Number r e s p o n d i n g 14. 0105 n =68 $0.01 —$ 3 . 3 4 / h o u r $3.3 5 -$ 3 .8 4 /h o u r $3.8 5-$4.34/hour '$ 4 .3 5 - $ 4 . 8 4 / h o u r $4.8 5-$ 5 .3 4 /h o u r $5 . 3 5 - $ 5 . 8 4 / h o u r $5.85+/hour Number r e s p o n d i n g COOPERATIVE EDUCATION PARTICIPATION 20 103 44 19 11 2 5 204 3 3 5 17 3 ■ 4 2 2 ,32 ' 14. 0102 n = 158 SO.01 —$ 3 . 3 4 / h o u r $3.3 5-$3.84/hour $3.85-34.34/hour $4.3 5 - $ 4 . 8 4 / h o u r $4.85-$5.34/hour $5.3 5 -$ 5 .8 4 /h o u r $5.85+/hour *Number r e s p o n d i n g 14. 010 4 n = 6 $0.01-$3.34/hour $3. 3 5 - $ 3 . 8 4 / h o u r $3. 8 5 - $ 4 . 3 4 / h o u r $ 4. 3 5 - $ 4 . 8 4 / h o u r $4.85-$5.34/hour $5 . 3 5 - $ 5 . 8 4 / h o u r $5.85+/hour ^Number r e s p o n d i n g 14. 0105 n = 9 $0.01-$3.34/hour $3 . 3 5 - 3 3 . 8 4 / h o u r $3 . 8 5 - 3 4 . 3 4 / h o u r $4.35-34.84/hour $4.85-35.34/hour $5.35-35.84/hour $ 5. 8 5 + / h o u r *Number r e s p o n d i n g 3 27 18 13 3 3 3 70 1 1 1 2 2 2 1 8 209 WAGES— 1981 07.0301 NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0200 n =230 $0.01-$3.34/hour $3 . 3 5 - $ 3 . 8 4 / h o u r $3.85-$4.34/hour $4.3 5-$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.3 5 -$ 5 .8 4 /h o u r $5.85+/hour Number r e s p o n d i n g 14.0201 n = 558 $0.01-33.34/hour $3 . 3 5 - $ 3 . 8 4 / h o u r $3.8 5 - $ 4 . 3 4 / h o u r $4.3 5-$ 4 .8 4 /h o u r $4.85-$5.34/hour $5 . 3 5 - $ 5 . 8 4 / h o u r $5.85+/hour Number r e s p o n d i n g 14.0203 n = 245 S0.01-S3. 3 4 / h o u r $3.3 5 -$ 3 .8 4 /h o u r $3.85-S4.34/hour $4.3 5 -$ 4 .8 4 /h o u r $4.8 5-$5 .34 /h ou r $5.3 5-S5.84/hour $5.85+/hour Number r e s p o n d i n g B u s in e s s Data P ro c e s s in g COOPERATIVE EDUCATION PARTICIPATION 10 53 15 5 6 3 7 99 14. 0200 n = 12 $0.01-$3.34/hour $3.3 5-S 3.84/hour $3.85-$4.34/hour $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.3 5 -$ 5 .8 4 /h o u r $5.85+/hour *Number r e s p o n d i n g 5 8 121 58 21 20 9 14 251 14.0201 n = 59 $0.01-$3.34/hour $3 . 3 5 - $ 3 . 8 4 / h o u r $3.85-$4.34/hour $4. 3 5 - $ 4 . 8 4 / h o u r $4.85-S5.34/hour $5 . 3 5 - $ 5 . 8 4 / h o u r $5.85+/hour ^Number r e s p o n d i n g 1 16 5 6 4 2 4 38 1 59 9 5 6 3 2 85 14.0203 n = 25 $0.01-$3.34/hour $3 . 3 5 - $ 3 . 8 4 / h o u r $3.85-$4.34/hour $4.3 5-$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.35-$5 .84 /h ou r $5.85+/hour *Number r e s p o n d i n g 5 4 3 3 1 1 17 4 1 210 WAGES— 1981 0 7. 0601 NON-COOPE.RATIV E-EDUCATION PARTICIPATION 14.0303 n = 58 $0.01-$3.34/hour $3.3 5-S 3 .84/hour $3.85-$4.34/hour $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5 . 3 5 - $ 5 . 8 4 / h o u r $5.85+/hour Number r e s p o n d i n g 14. 0703 n = 931 $0.01-53.34/hour $ 3 .3 5-53 .84/hour 53.85-54.34/hour 5 4 .3 5 -5 4 .84/hour. 54.85-55.34/hour 55 . 3 5 - 5 5 . 8 4 / h o u r S5.85+/hour Number r e s p o n d i n g 14. 0797 n = 48 50.01-53.34/hour 53.35-53.84/hour 53.85-54.34/hour 5 4 .3 5-54 .84/hour 54.85-55.34/hour 5 5 .3 5-55 .84/hour S5.85+/hour Number r e s p o n d i n g S ecreta ria l COOPERATIVE EDUCATION PARTICIPATION 1 5 6 3 2 3 1 21 14.0303 n = 63 50.01-53.34/hour 53.35-53 .8 4 / h o u r 53.85-54.34/hour 54.35-54.84/hour 54.85-55.34/hour 55.35-55.84/hour S5.85+/hour ^Number r e s p o n d i n g 14 10 4 6 1 3 38 39 247 85 40 30 9 17 467 14.0703 n = 725 50.01-53.34/hour 53.35-53.84/hour 53.85-54.34/hour 54.35-54.84/hour 54.85-55.34/hour 55.35-55.84/hour $5.85+/hour *Number r e s p o n d i n g 12 161 113 39 58 32 32 447 1 13 2 3 2 21 14.0797 n = 6 50.01-53.34/hour 53. 35 - 53 . 8 4 / h o u r 53.85-54.34/hour 54.35-54.84/hour 54.85-55.34/hour 5 5 .3 5-55 .84/hour S5.85+/hour *Number r e s p o n d i n g NON-COOPERATIVE-EDUCATION PARTICIPATION 14. 0798 n = 46 $0.01-$3.34/hour $ 3.35-53.84/hour $3.85-$4.34/hour $4.35-$4 .84 /h ou r $4.85-35.34/hour $5.35-$5 .84 /h ou r $5.85+/hour Number r e s p o n d i n g 14.0901 n = 526 $0.01 —S3. 3 4 / h o u r $3 . 3 5 - 5 3 . 8 4 / h o u r $3.8 5-$4.34/hour $4.3 5 -$4 .84 /h ou r $4.85-$5.34/hour $5.35-$5 .84 /h ou r $5.85+/hour Number r e s p o n d i n g 14. 970 0 n = 135 $0.01-$3.34/hour $3.3 5 -S 3 .84 /h ou r $3.8 5-$4.34/hour $4.35-$4.84/hour $4.85-$5.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r 55.85+/hour Number r e s p o n d i n g 14. 9800 n = 2,294 $0.01-53.34/hour $3.35-53.84/hour $3.85-54.34/hour $ 4.35-54.84/hour $4.85-55.34/hour $ 5.35-55.84/hour $ 5 . 8 5 + / hour Number r e s p o n d i n g COOPERATIVE EDUCATION PARTICIPATION 28 14. 0798 n = 9 50.01-53.34/hour $3 . 3 5 - 5 3 . 8 4 / h o u r $3.85-54.34/hour $4.35-54.84/hour $4.85-55.34/hour $ 5 .3 5-55 .84/hour $5.85+/hour ^Number r e s p o n d i n g 5 25 123 57 19 7 2 14 247 14.0901 n = 492 $0.01-53.34/hour $3 . 35 - 5 3 . 8 4 / h o u r $3.85-54.34/hour $4.35-54.84/hour $4.85-55.34/hour $ 5.35-55.84/hour $5.85+/hour *Number r e s p o n d i n g 15 122 69 18 22 3 13 262 10 82 20 8 8 3 4 135 14. 970 0 n = 220 $0.01-53.34/hour 53 . 35 - 53 . 8 4 / h o u r $3.85-54.34/hour $4.3 5-54 .84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour ^Number r e s p o n d i n g 4 46 34 14 15 3 12 128 90 572 220 77 70 18 36 1,083 14. 9800 n = 1 , 61 6 $0.01-53.34/hour 53 . 3 5 - 5 3 . 8 4 / h o u r $3.85-54.34/hour $4.35-54.84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour ^Number r e s p o n d i n g 34 324 240 116 105 33 46 898 2 9 8 4 4 1 1 1 2 1 212 WAGES--1982 07.0 101 Nor1 Co-op Co-•op - + k2 2k 17 20 20 129 1 2 11 8 + k 8 2 1 6 15 171 k k 5 k 3 2 7 36 6 3 _8 60 J_ 1 55 08 n = 279 07.0301 n = 115 + 3k 15 13 2 8 kG 22 10 2 7 2k 10 + 13 1 }k 1 1 796 3 k 6 1 1 1 2 1 56 292 1 5 9 J_ 22 J_ 16 9 i 3 n = 498 n = 38 213 Non Co-op 07.0601 Co-op + 1 1 1 78 33 28 6 15 k 4 5 1 50 17 16 2 19 3^ 242 2 12 32 184 17 92 635 1 ,351 2 7 20 14 7 8 165 70 73 20 34 13 5 4 3 3 78 47 54 14 28 46 30 22 2 21 14 195 3 9 100 3 64 32 410 853 11 10 24 15 27 4 5 198 118 100 40 46 945 648 n = 1, 19 9 n = 2,651 WAGES— 1982 07. 0101 A c c o u n t i n g and Comput ing N0N-C00PERATIVE-EDUCATION PARTICIPATION 14. 0102 n = 555 $0.01-$3.34/hour $3.35-$3.84/hour $3.85-$4.34/hour $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.35-$5.84/hour $5.85+/hour Number r e s p o n d i n g 1 4. 00104 n = 8 $0.01-$3.34/hour $3 . 3 5 - $ 3 . 8 4 / h o u r $3.85-$4.34/hour $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour Number r e s p o n d i n g 14. 0105 n = 57 $0.01-53.34/hour $3 . 35 - 53 . 8 4 / h o u r $3.85-54.34/hour $4 . 3 5 - 5 4 . 8 4 / h o u r $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour Number r e s p o n d i n g 24 129 42 20 20 4 8 247 1 2 1 COOPERATIVE EDUCATION PARTICIPATION 9.72 52.23 1 7. 0 0 8.10 8.10 '1.62 3.24 25.00 50.00 25.00 4 2 15 6 4 1 28 7.14 53.57 2 1. 43 1 2 .2 9 3.57 14. 0102 n = 155 $0.01-$3.34/hour $3. 3 5 - $ 3 . 8 4 / h o u r $3.85-$4.34/hour $4.3 5 - $ 4 . 8 4 / h o u r $4.85-$5.34/hour $5.3 5 -$ 5 .8 4 /h o u r $5.85+/hour ^Number r e s p o n d i n g 14. 0104 n = 100 $0.01-53.34/hour $3.3 5-53 .84/hour $3.85-54.34/hour $ 4.35-54.84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85 + /h ou r *Number r e s p o n d i n g 1 4. 0105 n = 30 $0.01-53.34/hour $3.35-53.84/hour $3.85-54.34/hour $4.35-54.84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour *Number r e s p o n d i n g 7 7.95 36 40. 91 17. 1 9. 3 2 11 12. 50 8 9.09 5 4.55 5 5.68 88 6 1 00.00 3 1 4 .2 9 8 38.10 4 19.05 3 1 4. 2 9 2 9.52 1 21 4.76 215 WAGES— 1982 07.0301 B u s in e s s D ata P ro c e s s in g N0N-C00PERATIVE-EDUCATION PARTICIPATION 14. 0200 n = 476 $0.01-$3.34/hour $ 3 .3 5 -5 3 .84/hour S3.8 5 - $ 4 .3 4 /h o u r $4 . 3 5 - S 4 . 8 4 / h o u r $4.85-S5.34/hour $5.35-S5.84/hour $5.85+/hour Number r e s p o n d i n g 14.0201 n = 428 $0.01-53.34/hour $3 . 35 - 53 . 8 4 / h o u r $3.85-54.34/hour 5 4 .3 5 -5 4 .84/hour $4.85-55.34/hour $5.3 5-55 .84/hour $5.85+/hour Number r e s p o n d i n g 14.0203 n = 245 $0.01-53.34/hour $3 . 3 5 - 5 3 . 8 4 / h o u r 53.85-54.34/hour $4.35-54.84/hour $4.85-55.34/hour $5.35-55.84/hour $5.85+/hour Number r e s p o n d i n g 13 114 34 15 13 2 8 199 7 96 46 22 10 2 7 190 6 56 24 10 9 1 3 109 COOPERATIVE EDUCATION PARTICIPATION 6.53 57.29 17.09 7.54 6.53 1.01 4.02 3.68 50.53 24. 21 11.58 5.26 1 . 05 3.68 5.50 51.38 22.02 9.17 8.26 . 92 2.75 1 4. 020 0 n = 24 S0.01-S3.34/hour $3.35-S 3 .84 /h ou r $3.85-54.34/hour 54.35-54.84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour *Number r e s p o n d i n g 14.0201 n = 41 $0.01-53.34/hour $3.35-53 . 8 4 /h o u r $3.85-54.34/hour . $ 4 .3 5 -5 4 .84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour *Number r e s p o n d i n g 14.0203 n = 29 $0.01-53.34/hour $3 . 3 5 - 5 3 . 8 4 / h o u r $3.85-54.34/hour $ 4.35-54.84/hour $4.85-55.34/hour $5 . 3 5 - 5 5 . 8 4 / h o u r $5.85+/hour *Number r e s p o n d i n g 1 5 1 1 3 9.09 45.45 9.09 9.09 27.27 11 9 4 1 1 60.00 26.67 6.67 6.67 15 7 1 2 58.33 8. 33 16. 67 1 12 8 . 33 216 WAGES--1982 07. 0601 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0303 n = 56 $0.01-$3.34/hour $3.3 5-$ 3 .8 4 /h o u r $3.85-$4.34/hour $4.35 -$ 4.84/ho ur $4.85-$5.34/hour $5.3 5-$ 5 .8 4 /h o u r $5,85+/hour Number r e s p o n d i n g 14.0703 n = 944 S0.01-S3.34/hour $3.3 5-S3.84/hour $3.85-S4.34/hour $4.35-S4.84/hour $4.85-S5.34/hour $5.35-S5.84/hour $5.85+/hour Number r e s p o n d i n g 14. 0797 n = 56 $0.01-33.34/hour $3.3 5-S3.84/hour $3.85-S4.34/hour $4.35-S4.84/hour $4.85-35.34/hour $5.3 5-$ 5 .8 4 /h o u r $5.85+/hour Number r e s p o n d i n g S ecretarial COOPERATIVE EDUCATION PARTICIPATION 2 21 13 5 4 3 3 51 3.92 41.18 25»49 9.80 7.84 5.88 5.88 24 14.0303 n = 70 SO.01-$3.34/hour $3.3 5-S 3.84/hour $3.85-S4.34/hour $4.35-S 4 .84 /h ou r $ 4.85-S5.34/hour $5.3 5 -S 5 .84 /h ou r $5.85+/hour *Number r e s p o n d i n g 34 242 78 33 28 6 15 436 14.0703 n = 728 $0.01-$3.34/hour $3.3 5-S 3 .84 /h ou r $3,85 -$ 4 .34 /ho u r $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.35-$5 .84 /h ou r $5.85+/hour *Number r e s p o n d i n g 14 195 78 47 54 14 28 430 3.26 45.35 1 8. 1 4 10.93 12. 56 3.26 6 . 51 2 19 1 1 1 8.33 79.17 4.17 4.17 4.17 7.80 55.50 1 7. 89 7.57 6.42 1 .3 8 3.44 2 12 4 4 5 7.14 42.86 14. 29 14.29 17. 86 1 3.57 27 14.0797 n = 6 $0.01 —$ 3 . 3 4 / h o u r $3.3 5 -$ 3 .8 4 /h o u r $3.85-$4.34/hour $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.3 5-$ 5 .8 4 /h o u r $5 . 8 5 + / h o u r *Number r e s p o n d i n g 3 100.0 217 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0901 n = 665 $0.01-$3.34/hour S3.3 5 - S 3 . 8 4 / h o u r $3.85-$4.34/hour $4.3 5 - $ 4 . 8 4 / h o u r $4.85-$5.34/hour $5.3 5 -$ 5 .8 4 /h o u r $5.85+/hour Number r e s p o n d i n g 14. 9700 n = 355 $0.01-$3.34/hour S3.35-13.84/hour S3.8 5 - S 4 .3 4 /h o u r $4.3 5-S 4 .84 /h ou r $4.85-S5.34/hour $5.3 5-S 5 .84 /h ou r $ 5.8 5+ /hour Number r e s p o n d i n g COOPERATIVE EDUCATION PARTICIPATION 32 1 0 .3 9 184 5 9 . 7 4 50 16.23 17 5.52 16 5.19 2 .65 7 2.27 308 14.0901 n = 403 $0.01-$3.34/hour $3.3 5 - $ 3 . 8 4 / h o u r $3.85 -S 4.34 /hou r $4.3 5 -$ 4 .8 4 /h o u r $4.85-$5.34/hour $5.3 5-$5.84/hour $5.85+/hour *Number r e s p o n d i n g 9 100 46 30 22 10 10 228 17 92 20 14 7 2 8 160 14. 9700 n = 243 S0.01-S3.34/hour $3.3 5-S 3 .84/hour $3.85-S4.34/hour $4.3 5-S 4 .84/hour $4.85-S5.34/hour $5.35-S 5 .84 /h ou r S5.85+/hour *Number r e s p o n d i n g 3 2. 11 64 4 5 . 0 7 24 16. 90 15 10. 56 27 19.01 4 2.82 5 3.52 142 1 4. 9800 n = 1,667 S0.01-S3.34/hour $3.35-S 3 .84 /h ou r $3.85-S4.34/hour $4.3 5-S 4 .8 4 /h o u r $4.85-S5.34/hour S5.35-S5.84/hour $5.85+/hour *Number r e s p o n d i n g 32 410 198 118 100 40 46 944 14.9800 n = 2, 29 3 S0.01-S3.34/hour 78 $3.3 5-S 3 .84 /h ou r 637 $3.85-S4.34/hour 165 $4.35-S4.84/hour 70 $4.85-S5.34/hour 73 S5.35-S5.84/hour 20 $5.85+/hour 34 Number r e s p o n d i n g 1 ,0 7 7 10. 63 57.50 1 2. 50 8.75 4.38 1. 25 5.00 7.24 59.15 1 5. 3 2 6.50 6.78 1 . 86 3.16 3.95 4 3 .8 6 20.18 13. 16 9.65 4.-92 4.39 3.39 43. 43 20.97 12. 50 10.59 4.24 4.87 2] 8 NON-COOPERATIVE-EDUCATION PARTICIPATION 14.0504 n = 8 $0.01-$3 .3 4 /h o u r $ 3.35-53.84/hour $3.85-$4.34/hour $4.3 5 - $ 4 . 8 4 / h o u r $4.85-$5.34/hour $5.35-55.84/hour $5.85 + /h ou r Number r e s p o n d i n g 14. 0798 n = 42 $0.01-53.34/hour $3.35-53.84/hour 53 . 85 - 54 . 3 4 / h o u r $4.35-54.84/hour $4.85-55.34/hour $ 5.35-55.84/hour $5 . 8 5 + / h o u r Number r e s p o n d i n g 3 60.00 1 1 20.00 20.00 2 11 4 5 3 1 26 7.69 42.31 15.38 19.23 1 1 .5 4 3.85 COOPERATIVE EDUCATION PARTICIPATION 14. n = $0.01-53.34/hour $3.35-53.84/hour $3 . 8 5 - 5 4 . 3 4 / h o u r $ 4.35-54.84/hour $4.85-55.34/hour $5.35-55.84/hour $5.85+/hour *Number r e s p o n d i n g 14. n = $0.01-53.34/hour $3.3 5-53 .84/hour $3 . 8 5 - 5 4 . 3 4 / h o u r 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