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作者 BLANTON, CHARLES W
書名 AN EVALUATION OF A LIFE PLANNING CURRICULUM FOR HIGH SCHOOL STUDENTS
說明 220 p
附註 Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4352
Thesis (Educat.D.)--East Texas State University, 1980
Purpose of the Study. This study sought to determine whether student creativity, personality traits, and locus of control were changed as a consequence of experiencing the decision-making awareness course Life Planning
Procedure. The subjects of the study were ninety-eight students who made up the treatment and control groups. The treatment group was comprised of twenty-seven students who had registered for the senior elective course Life Planning. The students attended Justin F. Kimball High School, Dallas Independent School District, Dallas, Texas. A nonrandomized, pretest-posttest, control-group was employed to assess change in students during the eighteen-week course. A control group of students from the senior class preceding the school year of the Life Planning course was utilized to help identify any selection bias introduced by inability to randomize the treatment and nontreatment groups. Changes in creativity, personality traits, and locus of control were ascertained by the three research questions. Pretest and posttest scores were assessed by an analysis of variance
Findings. The major findings were as follows: (1) There was a significant difference between the treatment and nontreatment group in changes relating to creativity, in the subscores Fluency, Flexibility, and Originality, on the Torrance Test of Creative Thinking. (2) There was no significant difference, related to the pretreatment scores on the Torrance Test of Creative Thinking, for the control group, pretreatment, and prenontreatment. Therefore no significant bias resulted from the nonrandom group assignment process. (3) There was no significant difference between the treatment and nontreatment group in changes of personality relating to self on fifteen of the sixteen subscores of the Sixteen Personality Factor Questionnaire. Therefore, there was a negative response to the question for all but one of the scales measured. One scale (Independent vs. Dependent) did reveal a significant difference between the treatment and nontreatment groups. In short, the treatment group showed a dramatic change from Dependent to Independent, whereas the nontreatment group showed the reverse. (4) There was no significant difference between the treatment and nontreatment groups in change in perception of locus of control on the Rotter I-E Scale
Conclusions. The following conclusions resulted: (1) Life Planning does offer a way to teach creativity (Fluency, Flexibility, Originality). (2) Life Planning did result in students' becoming more independent minded. (3) Life Planning did cause a reduction of reliance upon external control. (4) More concentration and extension of time to spend on tasks might well have produced statistically significant changes in all categories
School code: 0103
DDC
Host Item Dissertation Abstracts International 41-10A
主題 Education, Secondary
0533
Alt Author East Texas State University
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