/an examination of study habits and attitudes
OF undergraduate agricultural education majors/
by
LANCE BRIAN LEWIS
B.S., Kansas State University,
A
1984
MASTERS'S THESIS
submitted in partial fulfillment of the
requirements of the degree
MASTER OF SCIENCE
College of Education
KANSAS STATE UNIVERSITY
Manhattan, Kansas
1986
Approved by:
Major Professor
.
AllSDb 737Sb7
-j-^
w*
...
0-
ACKNOWLEDGEMENTS
I
would like to express my sincere appreciation
and thanks to those persons who assisted me in
completing this study.
To Dr. Richard F. Welton, my major advisor,
for
his interest, encouragement, and guidance throughout
this study.
To Dr. John Parmley,
Associate Professor,
Agricultural Education; and Dr. Jerry Horn, Associate
Dean, College of Education,
for serving on my graduate
committee
To Dr. Harry Field, Instructor,
Agricultural
Education, and to Mr. Ronald Seager and Miss Susan
Gibbs, fellow graduate students,
for their assistance,
encouragement, and friendship.
To the undergraduate students in Agricultural
Education, for their participation in this study.
To Mr.
Gordon Emmerson, for his assistance in
designing the statistical analysis of the data.
To my close friends,
who never lost faith in my
ability to complete this study, for their warm support.
To
ray
parents, Walter and Kathleen Lewis, and my
family, for their love, and for making my dreams
possible
.
fi
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS
ii
LIST OF TABLES
vi
CHAPTER
I.
INTRODUCTION
1
Statement of the Problem
Purpose of the Study
Significance of the Study
Statement of Hypotheses
Definition of Terms
Limitations
II.
REVIEW OF RESEARCH AND RELATED LITERATURE
The Need for and Importance of
Study Skills
Effectiveness of Study Skills
Instruction
Study Skills Orientation
in Undergraduate Education
Majors and Inservice Teachers
Summary
III. METHODS
IV.
4
6
7
10
13
14
..
16
17
23
29
34
37
Introduction
Population
Procedure
Instrumentation
Analysis of Data
37
37
38
40
46
ANALYSIS AND INTERPRETATION OF DATA
49
Demographic data
Scores on the Survey of Study
Habits and Attitudes and the
Study Attitudes Survey
Demographic data, Survey of
Study Habits and Attitudes Scores
and Study Attitudes Survey
Items
50
iii
62
90
TABLE OF CONTENTS (Continued)
V.
CONCLUSIONS AND RECOMMENDATIONS
108
Summary of the Study
Methodology
Major Findings
Conclusions
Recommendations
Recommendations for Further Research
108
109
Ill
127
130
132
SELECTED BIBLIOGRAPY
135
iv
APPENDICES
Page
A.
Cover letter to subjects
145
B.
Informed consent for participation
147
C.
Follow-up letter
151
D.
Follow-up letter II
153
E.
Study Attitudes Survey
155
F.
Survey Review Committee
161
G.
Survey of Study Habits and Attitudes
163
H.
Analyses of Variance on Grade
Level and Selected Variables
165
I.
J.
I
t^-tests for Independent Samples
Comparing Selected Variables for
Study Skills Class Participants and
Non-participants
170
t_-tests for Independent Samples
Comparing Selected Variables for
Subjects with Different Occupational
Goals
173
LIST OF TABLES
Table
Page
1.
Data Collection
39
2.
Number of Agricultural Education
Students Participating in Study
by Grade level
41
3.
Size of hometown that Subjects Reported
51
4.
Socioeconomic Status of Subjects
according to Hollingshead s Two
Factor Index of Social Position
52
Enrollment at High Schools which
Subjects Attended
54
Subjects' Enrollment in Vocational
Agriculture at the Secondary level
55
Enrollment in Secondary Vocational
Agriculture Programs where Subjects
were Enrolled
57
8.
Transfer Status of Subjects
58
9.
Occupational Goals of Students
59
'
5.
6.
7.
10. Number of Subjects Who had Completed
Student Teaching
60
11.
Profile of Subjects' Characteristics
61
12.
Items from the Study Attitudes Survey
Which Assess the Perception of
Importance of Study Skills
64
Items from the Study Attitudes Survey
Which Assess the Perception of
Qualification to Teach Study Skills
65
Items from the Study Attitudes Survey
Which Assess Instruction in Study Skills
67
Intercorrelation of Study Attitudes Survey
items
71
13.
14.
15.
16.
Intercorrelation of Study Attitudes Survey
items
73
vi
LIST OF TABLES (Continued)
17.
18.
19.
20.
Intercorrelation of Study Attitudes Survey
items
75
Correlation of Study Attitudes Survey
items
78
Correlation of Study Attitudes Survey
items
80
Correlation of Study Attitudes Survey
items
83
21. Mean Scores and Standard Deviations of the
Survey of Study Habits and Attitudes Scores... 85
22.
23.
24.
25.
26.
Intercorrelation of Survey of Study Habits
and Attitudes scores
86
Correlation of Study Attitudes Survey
and Survey of Study Habits and
Attitudes scores
89
Correlation of Demographic Variables
with Survey of Study Habits and Attitudes
scores
91
Correlation of Demographic Variables with
Study Attitudes Survey Items
92
Correlation of Demographic Variables with
Study Attitudes Survey Items
94
27. Correlation of Demographic Variables with
28.
29.
30.
31.
32.
Study Attitudes Survey Items
96
Analysis of Variance of SSQUAL and
Grade level
99
Analysis of Variance of SSIMPT and
Grade level
100
Subjects' Enrollment Status in a Course
Which Included Study Skills instruction
101
Regression of Perceived Qualification
to Teach Study Skills
105
Regression of Perceived Importance
of Study Skills
107
LIST OF FIGURES
Figure
1.
Page
The Two Factor Index of
Social Position
UU
CHAPTER
I
INTRODUCTION
in agriculture is based to a
Secondary teaching
extent on
problems
that
occupational experiences
essential element
of
problem-solving
the
of
and
student.
As
effective instruction
Agriculture in the public
of
meaningful
are
Students
related
to
such,
an
Vocational
in
development
schools has been the
skills.
great
Vocational
in
Agriculture must be able to evaluate, draw inferences, think
clearly, and make decisions when problem solving.
Problem solving requires
study skills (Phipps,
as
academic
(Karasiewicz
study
skills
,
skills
experiences.
number of skills,
including
1980).
Study skills have been defined
needed
for
1981.)
can
a
in
coursework.
However, in Vocational
Agriculture,
also
success
applied
be
Modern agricultural
to
non-academic
workers are faced with
world of changing information. These workers should be
to work with information
and make decisions.
Thus,
in order to evaluate
able
alternatives
study skills could contribute
success in agricultural work.
a
to
This need for study skills is
recognized in Agricultural Education, as
noted by Phipps in his Handbook on Agricultural Education in
the Public Schools
enter high
school have
effectively.
secondary
Phipps
.
This
teacher
students in
very little
the
considerable
provide
developing
many students
idea of
illustrates
point
to
notes that
study skills.
how to
need
who
study
for
the
direction
Phipps
to
maintained
that:
During the first few days of
a
course, the teacher
should spend considerable time in giving the students
suggestions on how to study; the habits formed
during this early period will probably continue
throughout the course.
Students must be trained
to solve problems because many of the jobs in
agriculture are of
a
problem solving nature.
Students must train themselves to concentrate,
to
study systematically, to evaluate information,
to make inferences,
More
and to draw conclusions,
(p. 95)
recently, Newcomb, McCracken and Warmbrod
(1986)
have also recognized the value of study skills in Vocational
Agriculture.
The
recognize the
deficiencies in
might have.
authors
point out
that
study skills
teachers
that
must
students
According to the authors:
...students as well as teachers need to be adept
in the teaching strategies and techniques used.
Successful teachers make sure that learners are
active participants in the learning process.
Students, to be active learners, must have both
the desire and the requisite study skills for
active participation in the various techniques
and activities employed by the teacher,
(p.
20)
Thus, acheivement motivated students who use effective
study skills
process and
Newcomb,
actively involved
should be
be
able
McCracken
independent study
to
and
learn on
their
Warmbrod
(1986)
in frustration
results
in the
learning
own.
However,
indicate
that
students
unless
have been taught the skills necessary for independent study.
The
true
Agriculture lies
value
in the
study
of
transference
post-educational experiences and
to problem-solving in a
skills
in
of these
Vocational
skills
the application of
chosen occupation after
skills
graduation
from high school.
Students in
Vocational Agriculture
are employed after
high school
should be
such skills in order to make
able to
attend
postsecondary
schools
after
high
who
utilize
decisions while on the job
evaluate alternatives in reaching conclusions.
to
or
Students who
school
should
utilize study
skills to
maintain high
levels of
academic
hours are spent
teaching
and language arts;
however,
acheivement and promote academic success.
Statement of the Problem:
In
secondary schools, many
students mathematics, science,
little emphasis is focused on instruction towards becoming
better learner.
a
Parish and Kiewra (1984) state that:
Most school curriculums fail to teach students about
their cognitive equipment; how to process information;
or about practical skills such as notetaking and
review. ... "learning to learn" should be a subject area
for all students-while at the very least,
prospective
teachers must first become effective learners if they
are to become good teachers,
The
importance of
illustrated in
a
39)
study skills
study which
needed for success in high
(p.
school
identified "survival
school.
"successful" and "unsuccessful"
in high
skills"
Students classified
were asked
is
to name
as
skills
and behaviors that contributed to success in high school. Of
the five items which received
important" ratings,
one
the highest percent of
(exhibits
interest
in
"very
improving
academic performance) was related to effective study habits.
ratings,
problems"
"serious
were related
of
written
follow
(cannot
two
grades)
makes poor
directions and
percent
the highest
which received
five items
Of the
study
to
habits (Brown, Kerr, Zigmond, and Harris, 1984).
students,
undergraduate
Teachers and
1979),
and Balbo also
Stoodt and
Balbo,
recognize
deficiencies
study skills
acquire knowledge
,
of
often
they
Stoodt
skills.
to teach study
teachers have not
state that secondary
opportunities to
feel
must also
areas.
Paolino (cited in
feel inadequately prepared
skills
skills in their content
importance of
students and the
inservice
and
future teachers
teachers
though
even
school
utilize effective study
competent in teaching study
However, according to
majors
education
teachers should possess and
and habits.
to secondary
teach study skills
order to
In
had
skills
regarding study
instruction in their area of specialization.
Inadequate preparation to teach study skills
a
need
in
importance
teacher education
of
study
skills
for:
and
1)
2)
recognition
indicates
of
identification
the
and
instruction regarding study skills.
It would be
education majors
beneficial to
(who form
the
assess how
pool of
perceive the importance of study skills.
undergraduate
future
teachers)
An examination
of
:
education majors' own study habits and attitudes would
be helpful
in determining
how qualified
education
also
majors
feel they are to teach study skills in secondary classrooms.
Purpose of the Study
The purpose
of the study is
to answer the
following
questions
1.
Are demographic characteristics of undergraduate
students in Agricultural Education related to study
habits and attitudes, perceived importance of study
skills instruction, and perceived qualification to
teach study skills?
2.
Do undergraduate students in Agricultural Education
feel study skills instruction is important in
teaching secondary Vocational Agriculture students?
3.
Do undergraduate students in Agricultural Education
feel qualified to teach study skills in Vocational
Agriculture?
4.
How do the study habits and study attitudes of
undergraduate students in Agricultural Education
affect their perceptions of the importance of study
skills and their perceived qualification to teach
study skills?
Determining the perceived
instruction
Agriculture
Vocational
in
importance of study
Agricultural
curriculum revision
in
State University to
include
study skills
revision
in
instruction
how
on
Agricultural Education majors
By better preparing future
in
their
classes,
Education
study habits and
information
high
skills
majors.
An
attitudes may
also
undergraduate
learners.
in becoming better
educators to teach study
school
Such
study
assist
to
teaching
unit on
about
for
Kansas
at
Agriculture.
information
Agricultural
to
examination of actual
provide
course or
need
a
Education
secondary Vocational
provide
could
a
perceived
and
qualification to teach study skills may indicate
skills
skills
Agriculture
Vocational
students could benefit by becoming better learners.
Significance of the Study:
The
lack
research
of
instruction in Vocational
The importance of
45.4
study skills being
percent
of
study
Vocational
Vocational
taught in
evidenced by
skills
addressed.
Agriculture should be
Agriculture is increasing. This is
which
concerning
a
Agriculture
study
in
students
8
participating in
the study
high
education after
indicated
school,
either
plans
in
vocational school or in college (Arrington,
The importance
of study skills
evidence from a study done
than
When
a
performance,
to
a
postsecondary
1985).
is also supported
with freshman who received
identify
reasons
for
majority of students indicated their
moderate reasons for
accomplishment (Hart
and
Keller,
failure
In
discussing
instructor expectations for high school students who
in postsecondary
agricultural
programs, Gee
well
academic
their lack of
1979).
less
academic
poor
to develop adequate study habits and to learn to study
were major or
by
college.
their first semester at
"C" average during
asked
a
continue
to
enroll
(1982)
noted
that student should be able to read and comprehend what they
read, write and communicate effectively, and take notes that
can be used in classes.
state that the
Smith, Shores, and Brittain
chief reasons for
inefficiency in
ineffective habits of
(1963)
learning
study.
Elliot
(1966) notes that "seventy-five percent of academic
failure
are carelessness and
is due to poor study and examination techniques"
In a study which
(p.
195).
addressed the perceived orientation
needs
of new students entering the university, Kramer and Washburn
(1983) noted that students consistently ranked and perceived
.
:
academic needs (e.g., "need to know how to get good grades")
as important both before and after orientation.
Washburn suggested
improving or
that
Kramer
increasing
knowledge, skills, and competencies required for
of
more
consequence
lasting
that
knowing
and
academic
career is
a
about
other
requirements
Finally,
skills,
report on
in a
Armbruster
research concerning
Anderson
and
(1981),
study
suggested
that
teachers
...have
a
responsibility to teach study skills,
rather than erroneously assuming that students
already know how to study. Teachers need not
sacrifice content matter, in fact, teaching students
to study will facilitate teaching the content.
(p. 155-156)
In view
foregoing
of
and qualification
to
undergraduate education majors is
of
research concerning the
teach study skills in
concern
to
Agriculture.
all
study skills
fields
This
statement, the
lack
of the
of
study
undergraduate Agricultural
study,
will
not
assess
just
the
Education students
importance of study skills in teaching secondary
Vocational
perceptions
have of
the
Vocational
Agriculture and how qualified undergraduates in Agricultural
:
10
Education feel they are
will
examine
also
to teach such
skills.
habits
study
and
This
study
attitudes
of
instruction
in
undergraduates in Agricultural Education.
Statement of Hypotheses:
The following hypotheses will be examined:
1.
Perceived
importance
of
study
skills
secondary Vocational Agriculture will be related to:
-
Delay Avoidance
-
Work Methods
-
Teacher Approval
-
Educational Acceptance
- Study
Habits
- Study
Attitudes
- Study
Orientation
-
2.
instruction in study skills
Perceived
qualification to
related to
-
Delay Avoidance
-
Work Methods
-
Teacher Approval
teach study
skills will
be
11
-
Educational Acceptance
-
Study Habits
- Study
-
Attitudes
Study Orientation
- instruction in study skills
3.
Instruction in study skills will be related to
importance
skills
study
of
instruction
in
perceived
secondary
Vocational Agriculture classes.
Perceived importance of study skills will be related
4.
demographic
characteristics
of
undergraduates
to
in
Agricultural Education.
Perceived
qualification to
teach study
skills will
be
related to demographic characteristics of undergraduates
in
5.
Agricultural Education.
6.
Instruction
demographic
in
study
skills
characteristics
of
will
be
related
undergraduates
to
in
Agricultural Education.
7.
will
Scores on the Survey of Study Habits and Attitudes
be
related
to
demographic
characteristics
undergraduates in Agricultural Education.
of
12
Significant differences will be found among grade
8.
levels (e.g., freshman, sophomore,
-
junior, senior) on:
mean scores of the Survey of Study Habits and
Attitudes
-
perceived qualification to teach study skills
- Study
Attitudes
- Study Orientation
-
9.
perceived importance of study skills
Significant differences
who have taken a
will be
found between
class in study skills
subjects
and those who
have
not on a measure of:
-
perceived qualification to teach study skills
-
perceived importance of study skills instruction in
secondary Vocational Agriculture
Significant
10.
differences
will
be
found
between
occupational groups (desire to teach, not to teach), on:
-
perceived importance of study skills instruction in
secondary Vocational Agriculture
-
perceived qualification to teach study skills
13
Definition of Terms
Grade level: current academic classification of the
(e.g.,
subject
freshman, sophomore, junior, or senior)
Hometown: population of town where the subject was reared
Occupational goal: type
of employment
the subject
desires
after graduation from college
Perception
importance
of
perception of how
success in
of
skills
study
important study skills
high school,
instruction:
are for
secondary Vocational
academic
Agriculture,
and postsecondary school
Problem-solving:
a
process
of finding
solutions
life
to
situations which create difficulty, suspense, confusion,
or
doubt
Socioeconomic
status:
position
structure of the community
occupied
the
in
using Hollingshead
'
s
Two
status
Factor
Index of Social Position
Study skills:
reading
academic skills
skills,
notetaking,
(including time
text
study
management,
methods,
exam
:
14
preparation, and memory improvement)
needed for success
in
coursework
Study Attitudes: the
combination of
the subscales
Teacher
Approval (TA), and Educational Acceptance (EA) on the Survey
of Study Habits and
Attitudes (SSHA); opinions and
beliefs
regarding academics and teachers
Study
Habits:
the
combination
of
subscales
the
Avoidance (DA), and Work Methods (WM) on the SSHA;
Delay
behavior
associated with academic work and use of study techniques
Study Orientation:
the overall combination
of the
scores
for Study Attitudes and Study Habits from the SSHA
Perceived qualification to teach study skills: perception of
how qualified subjects
feel they
skills
classes
in
Agricultural
secondary
Education
would be
and
curriculum
how
to
teach
well
prepares
study
the
graduates
KSU
to
teach study skills in secondary Vocational Agriculture
Limitations
The study
solely at one
with
a
is limited in
university in the
small sample size.
It
that it
will be
midwestern United
conducted
States,
is further limited in that
it
15
makes use of an intact group in only one field of education,
which could limit the generalizability of the results.
collection of data in only one setting is also
The use of a non-standardized
of this study.
a
instrument may be
The
limitation.
a
weakness
.
16
CHAPTER II
REVIEW OF RESEARCH AND RELATED LITERATURE
This
chapter presents
a
review of research
related literature
concerning study
skills instruction
involving
majors
inservice
and
divisions are
outlined
skills and
undergraduate
teachers.
the
study
education
The
in presenting
and
following
review
of
research and the literature:
1.
The need for and importance of study skills
instruction
2.
Effectiveness of study skills instruction.
3.
Study skills orientation in undergraduate
education majors and inservice teachers.
The
development
undergraduates
research.
period of
themes have
has
prompted
an
Research included in
three
been
decades.
skills
of study
A
abundant
college
amount
this study covers
variety of
addressed ranging
unviversitles offering courses in
in
from
topics
surveys
study skills to
of
a
and
of
the
17
construction and validation of study skills
assessment
techniques and devices.
The Need for and Importance of Study Skills Instruction
Few educators, parents, or school
would
deny
importance
the
effective study skills and
and academic
(p.
In
learning
(1981)
students may
contribution of teachers
Stoodt'
3).
acquiring
Devine
fact,
study skills to
the single most valuable
schools
students
habits to improve
performance.
states that teaching
of
administrators
and
Balbo
secondary
classrooms,
and
after
(1979),
completing research on the integration of study
instruction in
be
skills
concluded
that
combining study skills instruction with content lead to
greater mastery
of
both
study
skills
and
content.
Stoodt and Balbo also suggested that students who
were
not taught study skills apparently did not identify and
learn such skills independently.
that training in the
to effective teaching
matter course.
Dulin (1971)
psychology of study is
in any
reveals
important
secondary level
subject
Dulin suggests that:
...every teacher is duty-bound to be able to
respond clearly and directly to the common
question of "Just how should
I
study for your
18
This means that the teacher should be
course?"
aware of what research tell us about how to
organize materials for good retention, how to
take tests, how to order one's time, and how to
review; in general terms, then, how to study.
112-113)
(pg.
Tonjes
goal of teaching
is that
learners who are
able to apply
situations.
indicate that
and Zintz (1981)
students become
Pauk (1984) also
effective study
habits
internalization of
a
major
independent
knowledge across
many
states that the goal
is independent
learning;
According
learning.
of
to
the
Pauk,
a
student who has mastered study skills is less dependent
on others for learning.
Admission of the need
diverse
from many
sources.
importance of study skills
to Brink
(1937), a
the 1930's
for study skills has
early as
As
was recognized.
come
1937,
the
According
critical appraisal of education
resulted in
significance of study
a
growing
in learning.
realization of
Brink also
that for students:
Of utmost importance is it,
particularly on
the secondary school level,
that they develop
independent habits and abilities to study, to
in
the
noted
19
the end that they become self-directing
individuals,
Askov
(p.
5)
and Kamm
information
computerized
indicate that
(1982)
systems,
due
to
amount
the
of
information which is easily accessible and the speed of
information retrieval
increased
years have
in recent
the need for students to learn and master certain study
skills
related
analyzing
to
manipulating
and
Students who do not acquire basic
information.
skills
that allow them to keep pace with increased demands for
the analysis of information
amount
sheer
of
may be overwhelmed by
information
the
sophisticated
and
information technology.
The National Commission on Excellence in Education
(1983),
in
their
report,
A
Nation
Imperative for Educational Reform
,
Risk:
The
noted that in
many
at
schools, the teaching of study skills is "haphazard and
unplanned" and that many students complete high
without disciplined
22)
and systematic
school
study habits.
The Commission also recommended that:
Instruction in effective study and work skills,
which are essential if school and independent
time is to be used efficiently, should be
introduced in the early grades and continued
(p.
.
20
throughout the student's
schooling, (p. 29)
recommendation implies that teachers at
This
all
levels should include study skills instruction in their
classes
Educators have also recognized the need for
skills
instruction.
According
teachers can, in the
an organized way
study
skills.
intelligence
Devine
to
study
(1981),
classroom, teach study skills
and give students
Devine
points
out
environment,
and
self-esteem, the
student's ability
key competencies
necessary
in
practice in
using
aside
from
motivation,
and
that
certain
to manage
learning
also
erroneously assume
that
for school
influences school acheivement.
Secondary teachers may
students have already mastered certain study skills
elementary grades.
Several researchers have
assumptions may
that such
be
wrong.
in
indicated
Herber
(1965)
suggested that teachers cannot assume that students are
competent in
applying
problem-solving.
guidance in
skills;
he
the
study skills
According to
development of
indicates
that
to
analysis
Herber, students
competence
teachers
responsibility to develop this competency.
in
have
and
need
study
the
Armbruster
21
and Anderson
also cautioned
(1981)
teachers
not
to
assume that students already know how to study.
Although
teachers may
recognize
study
skill
deficiencies in their students and attempt to alleviate
deficiencies, study
content. If
study
skills may
skills
apart
be taught
are
taught
from
isolation,
in
instruction may not be meaningful and skills mastery is
difficult (Askov
and
Kamm,
Maxwell
1982).
(1979)
states that instruction in study skills should be
to students'
that study
skill
might waste
familiar
regular courses.
courses taught
students'
with
Maxwell also
certain
time if
as
skills.
indicated
formal
students
subjects
already
are
Students
tied
may
then
disregard or ignore study skills instruction and resort
to more familiar methods of study such as memorization.
Henderson (1985) indicates that
beyond low levels
of learning
facts and lists), they
to learning
and depend
if students do not
go
(e.g., memorization
of
may develop a passive
on
information and direction.
teachers to
approach
provide
both
Henderson concludes that:
...students do not see themselves as actively
involved in the learning process; they wait for
the teacher to instruct them.
Students are not
developing the ability to organize and use
22
knowledge...
72)
(p.
Tonjes and Zintz
processes for
information
(1981) also
integrating,
obtaining,
much
are
suggest that
more
reviewing
and
important
the
than
mere
memorization of specific data.
Study skill instruction
should not only
include
skill mastery and application, but also independence in
using skills and
skills.
The task
demonstrate
that students
not
particular
of the teacher is
Armbruster
who
only
study
content
in
study
why,
study
strategies,
but
to
and
report
instruction
skills
when,
make
also
but
and Anderson (1981)
receive
know
not only to
interesting,
relevancy
skill
everyday life.
should
positive attitude toward using study
instruction
skills
study
a
how
and
to
should
they
monitor their progress to ensure that study
use
also
strategies
promote desired results.
The literature
recognize
the
need
reveals that
for
Kuethe (cited in Devine,
study
many educators
skills
do
instruction.
1981) discusses this need
by
implying that:
A
student who develops efficient study methods
has in a true sense learned how to learn.
has not changed his innate capacity
He
for learning
.
23
but rather discovered how to get the maximum
mileage out of what ability he has.
The student
becomes more efficient at mastering the academic
content because he has learned to concentrate, to
organize the material he has learned, to employ
mnemonic aids, and to follow study with review and
self-testing.
Such
a
student has learned to
learn in an effective manner that which he intends
to learn.
Thus,
(p.
10)
students who
skills can become
acquire and
utilize
self-directed, independent
who are able to use
study
learners
information and know how to
learn
efficiently
Effectiveness of Study Skills Instruction
The
been an
evaluation of study
ongoing
skills programs
process.
at
skills instruction
As
several
early as
universities
has
1953,
study
were
being
surveyed and evaluated for their effectiveness
(Blake,
1955).
A
review
of studies
have focused
effectiveness
instruction.
of the literature reveals that a
of
study
on evaluating
skills
and
number
the value
study
and
skills
Usually, the effectiveness is measured by
24
measuring gains
in academic
acheivement (e.g.,
grade
point average) and changes in perceptions and attitudes
involving study skills.
skills
22 study
grade
point
Entwisle (1960), in
courses, noted
average
(and
improvement
that
reading
reviewing
in
varied
scores)
greatly, although favorable results were associated
Entwisle also
each case.
divergence among
between
7
found
courses,
the
a
with
large
in
amount
courses
of
lasting
hours and several semsters, and instructional
efforts focused on different
areas of study.
Despite
these differences, Entwisle concluded that:
...(that) improvement follows such diverse
courses leads to the conlusion that improvement
is likely following many kinds of study-skills
courses.
...All the voluntary college-level
courses report gains that are rather impressive,
and in every case, where the follow-up results
are available, the gains persist,
More
better
study
recently, Whitehill
skills
allowed
(p. 250)
(1972) reported
students
grade
point
investigating
averages.
the
course for students
Robyak
effectiveness
process
to
information more effectively, thus improving
students'
Downey
and
that
(1978),
study
skills
with differing acheivement
levels
of
a
25
and personality types,
knowledge of study
appeared to increase their
use of
evaluating study skills instruction
experimental
changes
students
week
in
an
greater
comprehension,
in
self-report measures
retention, and
In
fifteen
a
showed
group
pre-course/post-course
in
found that
(1979)
skills,
point averages.
and grade
study habits,
course, Dansereau
generally
suggest that students
than students
in
of the effectiveness
of
the control group.
Although the evaluation
study skills instruction is based primarily on
taught
were
they
though
as
literature reports
the
courses
subjects,
formal
effectiveness of
some
using
other
strategies for study skills instruction.
Brown-Holtzman
Haslam and Brown (1968), using the
Effective
Study
Course,
found
school
high
that
sophomores who were given study skills instruction
significantly higher
grade
knowledge of
efficient
peers
control
in
ingredients
a
of
underacheivers
,
study
group.
successful
Bednar
that the most important
point
averages
techniques
In
then
investigating
treatment
Weinberg
and
programs
had
more
their
the
for
(1970)
reported
variables related to
improved
and
academic performance were the
degree of structure
and
26
the duration of the program.
Some form of
whether individual or group,
also appeared to
the effectiveness of the program.
counseling,
improve
In the same study,
Bednar and Weinberg suggested that study skills courses
accompanied by some form of counseling were more
often
associated with improved
Gagne
academic acheiveraent.
(1967) also states that group discussions are ideal for
guiding
student
stimulating the
ideas.
Bednar
thinking
evaluation
information into
five
information,
a
study
twelfth
skills
areas
vocabulary
grade
students
in
the
significantly higher on
and scored significantly
did students in
compared
review
a
a
assistance
with
and
content
course,
outlining,
locating
in
context,
chart
The authors
found
group
scored
on a
pretest
posttest than
higher on
the posttest
Karasiewicz
that received course
an
Balbo
of
control group.
control group
effectiveness
economics
experimental
a
19
percent
Stoodt and
skills
interpretation, and study reading.
that
new
of
programs, 83
performance.
integrating
and
reported that of
found trends toward
in improving academic
lines
and dissemination
study skills
were successful, or
utilized
certain
and Weinberg also
studies concerning
(1979),
along
experimental
than
(1981)
content
group
that
27
received both course
emphasis.
content review
author
The
noted
experimental group scored
Survey of
Study Habits
skills
and study
students
that
in
the
significantly higher on
the
and Attitudes
(SSHA),
though
they did not receive significantly higher final
course
grades
Weltner (1977), in developing supplemental
study
guides designed to teach both content and study
in mathematics,
effective
lecture
concluded that
promoting
in
course
with
the guides
student
no
study
skills
were
acheivement
more
than
a
Gadzella,
guides.
Goldston, and Zimmerman (1977) matched two groups of 80
students on sex, college
status,
and reading test scores.
group
participated in
class
experimental
Students in an
given
were
who
study
ability
race, mental
technique
discussions, and
guides,
quizzes
took
over class material scored progressively higher on five
subscales of the Survey of Study Habits and
Attitudes.
The authors believe this indicated the students
more confidence in study techniques which they
employed.
a
However,
significantly
control group
gained
already
the experimental group did not have
higher grade
point average
than
the
28
Gadzella (1979)
instruction on
basis.
also
one-to-one
a
In comparing
compared
study
basis versus
scores on
skills
on a
class
of
Study
the Survey
Habits and Attitudes, the author reported that students
who were
taught study
skills
on
one-to-one
a
basis
acheieved higher scores by the semester's end.
The effect of study skills instruction also
to influence
long-term academic
and Weinberg (1970)
for underacheivers
directive, academic
individual
or
acheivement.
indicated that treatment
which were
effective in producing long-term
included
combination
in
counseling
Bednar
programs
intensive and
remediation
group
seems
were
with
probably
results.
most
study
In a
which followed students who had participated in a study
skills course, Robyak and
the best
predictors of
Downey (1979) reported
extended academic
that
performance
were past academic performance and the change in
study
habits made during the study skills course.
Research
investigating
the
academic success.
College
,
Pauk
distinguishing
student
is
has
also
contribution
In
(1984)
his
states
they
have
study
of
book,
characteristics
that
directed
been
How
that
of
good
to
one
the
study
toward
skills
to
Study
in
of
the
successful
skills.
29
McCausland and Stewart
(1974),
examining
some of
the
factors which contribute to success in college, suggest
that aptitude,
study
skills, and
attitudes
are
all
important components of success in coursework.
These research findings
clearly show that
study
skills instruction is effective and results in improved
academic performance,
instruction,
and
both immediately
extended
for
following
periods
of
the
time.
However, the lack of literature and research concerning
secondary school students indicates that more
in
the
area
effectiveness
of
research
study
of
skills
instruction is needed.
Study Skills
Orientation
Undergraduate
Education
Numerous educators and researchers have
suggested
in
Majors and Inservice Teachers
that content-area
teachers
should
incorporate
study
skills instruction with content area instruction (Askov
and Kamm,
1982;
1985; Herber,
Brink,
1965;
Tonjes
undergraduate education
possess and
Devine,
1937;
1981;
and Zintz,
majors should
utilize effective
1981).
Thus,
be expected
study skills,
represent future content-area teachers.
Henderson,
as
to
they
30
review
A
of the literature
research
concerning
teachers
and
the
study
undergraduate
majority of research
discloses
skills
education
lack
a
of
inservice
of
majors.
has addressed reading
The
competency
in inservice teachers.
relating reading to
In
Kamm
noted
(1982)
that
study skills, Askov
study
considered an aspect of reading.
that as one moves from
learn,
skills
such
skills
should
learning to read to reading
locating
as
information
and Kamm contend that since most content area
convey
to
be
The authors point out
information,
to
and
interpreting information become more important.
use textbooks
and
Askov
teachers
teachers
must
teach study skills needed to learn from texts.
Standardized tests have often been used to measure
reading competency in
the Nelson-Denny
teachers.
Reading
elementary education
Test,
majors, 52
functionally
illiterate
accompanying
basal
in
Cline (1967),
reported
%
reading
texts.
using
that
of
57
were found
to
be
teacher
Hodges
manuals
(1982),
in
replicating Cline's study over three years, found
percentile
ranks
vocabulary, from 52
from 48
%
to 42 %
declined
% to
from
47 %
43
%
to
35
in comprehension,
in total score.
Geeslin and
that
%
in
and
York
31
also
(1971),
using
the
reported that the mean
Nelson-Denny
Reading
Test,
score of comprehension for
one
group of teachers in an inservice training program
was
at the 9.6
grade level.
Another
group of
teachers'
mean comprehension scores were at the 8.8 grade level.
Gentle
nearly
and McMillian
teachers
350
who
(1977), who
had
investigated
attended
classes
received degrees at 62 universities or colleges
the United States,
demonstrated
reported
wide
a
that many of the
range
or
across
teachers
deficiencies
of
or
dlscrepencles in their reading abilities.
Zais
(1978)
measured
Kent
State
reading
the
University seniors
skills
in secondary
of
387
education (using
Diagnostic Reading Tests, Survey Section: Upper
and indicated that the
mean reading performance
the
Level)
score
attained by the prospective teachers was 14
percentile
ranks above the
Zais
mean of college
found that the mean
teachers was
score of 15
37 percentile
college freshmen.
freshmen.
of the
%
ranks below
Hodges (cited in
also
prospective
the level
Hodges and
of
Nash,
(1983), reported that of 117 students seeking admission
to
teacher
education
programs
University 83 wrote an essay
or below
on the
at
Colorado
at the ninth grade
Fry Readability
Test.
State
level
Twenty-seven
32
students indicated serious
spelling deficiencies.
accordance with these findings, Hodges and Nash
In
(1983)
suggest that:
A
review of recent investigative studies indicates
that many students leaving our classrooms do not
write in colleges and universities and that they
proceed to go out and teach public school
students.
Studies of education majors and
practicing teachers in the area of reading skills
have shown, for the most part, mediocre to poor
results, (p. 71)
Several studies have
also investigated
reading
habits of preservice and inservice teachers.
who were competent readers
read a
great
deal
Hawkins (1967) found
(1963)
reported
that
30
percent read
ten
period.
Duffy (1973)
no
indicated
%
a
leisure
and
preservice
of
half-year
books in
1977).
Odland
teachers.
teachers read five or more books in
and that
Ribovich,
and
wide range in amount of
reading among elementary school
Ilstrup
they
tended to report that
(Mikulecky
a
Teachers
a
period
half-year
number
of
books read by elementary teachers per year was 3.17
in
1966 and 3.2 in 1972.
the mean
33
study
Little research has
specifically addressed
skills
of
education
and
majors.
investigated
habits
Askov,
elementary
inservice
Kamm,
teachers'
teachers
Klumb
and
mastery
Development
which
yielded
attainment of specific skills.
or
(1977)
study
of
skills using parts of the Wisconsin Design for
Skill
the
Reading
information
about
The authors found
that
the median percent of skills mastered at Level G of the
test (which would correspond
elementary
to the end of
or junior high school) were at the 51-60 percent range.
The authors suggested that the low scores indicated the
need for increased effort in
in
education.
teacher
the area of study
Askov,
Kamm,
skills
Klumb,
Barnette (1980) compared the mastery of selected
and
study
skills among teachers, children, and graduate education
students
(most
of
whom
were
teachers
former
or
teachers) using the Wisconsin Design for Reading
Improvement.
scores were
The
considered in
required for each
acheived
a
authors
relation to
when
mastery
skills test, undergraduate
mean score above
only one skill out of ten.
a
reported that
mastery (80
Skill
%
level
students
correct)
Graduate students
were
consistently
below
on
acheived
mean score above mastery on three of ten skills,
elementary teachers
mean
and
mastery
34
level.
Askov,
Kamm, Klumb,
and
Barnette
concluded
that:
Extra efforts in teaching basic skills, in
addition to methodology for teaching them, are
called for since functioning levels appear to be
so low.
Inservice teacher education efforts also
need to be directed to teacher's acquisition of
study skills.
One can no longer assume that
teachers possess the study skills but do not know
how to incorporate skill instruction into content
studies.
Indeed, how can teachers teach those
skills they have not mastered themselves?
The
answer is unfortunately apparent-they don't.
(p.
Although there
study
skills
of
are few
studies addressing
undergraduate
inservice teacher, those studies
reveal
a
211-212)
education
the
majors
which have been
need for examining current efforts to
or
done
provide
study skills instruction in educational curriculums.
Summary
This chapter has
and writings which
presented
are related to
a
review of
research
this study.
findings have revealed several important points:
These
35
1.
Many diverse groups (including educators,
researchers and governmental commissions) have
recognized the importance of study skills and
study habits in fostering academic success.
They have advocated the inclusion of structured
study skills instruction in all levels of
education.
2.
Teachers cannot assume that students are competent
in the application of study skills to the
classroom.
3.
Teachers have the responsibility to direct and
guide students in the development and utilization
of effective study skills and study habits.
4.
Study skills instruction generally results in
improved academic performance and increased
confidence in academic ability.
5.
Study skills instruction influences long-term
academic acheivement.
6.
Preservice and inservice teachers often have low
reading ability and poor reading habits.
7.
Preservice and inservice teachers often have not
36
mastered study skills.
Teachers who do not master
certain study skills do not include such study
skills instruction in their classrooms.
These
would
seem
points taken from the review of
to
further
identification and
substantiate
analysis of
the
the study
attitudes of undergraduate education majors.
literature
need
for
habits
and
37
CHAPTER III
METHODS
Introduction
In explaining the methods used in this study,
this
chapter will sequentially present the following topics:
population, procedure, instrumentation, and analysis of
data
Population
All undergraduate Agricultural Education majors at
Kansas
University
State
selected
were
population
In selecting this
subjects for the study.
research
as
several criteria were taken into consideration:
in
secondary
teachers from the fall term
were or
education
would
be
following
curriculum
while
schools
1985),
of
a
(except
student
all
subjects
2)
similar
they
regardless of postgraduation plans,
none
Vocational
of the subjects had any experience teaching
Agriculture
1)
professional
attended
college,
and 3) using
this
38
population
allowed
generalization
to
other
similar
populations across the United States.
Procedure
Student
records from the Colleges of
and Education at Kansas
State University were used
identify the subjects employed
were sent to
Agriculture
Letters
in the study.
all undergraduate Agricultural
to
Education
students (N = 73) at Kansas State University asking for
their
participation
Subjects were
in
informed
the
that their
voluntary and that they
(Appendix
study
A).
participation
could withdraw from the
was
study
at any time (in compliance with Kansas State University
guidelines for
Appendix B).
involving
research
human
subjects
Two one-hour time periods were set up for
data collection.
Subjects were asked to indicate which
of the times that they would be able to attend.
completing any of
asked to
sign
consent to
the instruments,
forms
(Appendix
participate.
letters were
sent to
(Appendix C).
Due
After two
subjects who
to a
first follow-up letter,
sent to
B)
non-respondents
a
Before
all subjects
indicating
were
their
weeks,
follow-up
had not
responded
low response
rate from
the
second follow-up letter
was
(Appendix D),
and
two
more
39
one-hour time periods were set up for data
collection.
Subjects who were unable to attend any of the
periods were asked to
one-hour
make individual appointments
complete the instruments.
Table
1
reports the
number
of subjects who participated at what point in the
collection process.
Table
At
to
data
the time in which data were
1
Data Collection
Date
Number of Ss
Percent
February 17, 1986
19
35.85
February 19, 1986
12
22.60
3
5.70
March 5th, 1986
March 6th, 1986
0.00
By appointment
19
35.85
Total
53
100.00
Note.
N
=
53
40
collected, subjects completed
a
standardized test and
questionnaire which together required approximately
minutes to finish.
data collection
researcher supervised all subjects
one-hour
periods.
periods.
The
who were unable
Table
2
reports
number of subjects who participated in the study.
number
of
45
The researcher and another graduate
student supervised the
attend the
a
respondents
represents
72.60
a
to
the
The
percent
response from the population.
Instrumentation
In
developing the
study,
survey instrument (Appendix
E)
was
standardized instrument was used.
survey was
variables
developed following
used
be
to
collected included:
in
the
demographic
non-standardized
one
developed and
one
The non-standardized
the identification
of
Information
study.
data (e.g.,
size
of
hometown, socioeconomic status, high school enrollment,
enrollment in Vocational Agriculture program,
status
in
instruction
perception
postsecondary
in
of
study
the
education),
skills,
importance
transfer
evidence
of
occupational
goals,
study
skills
of
instruction in teaching secondary Vocational
41
Table
2
Number of Agricultural Education Students
Participating in Study By Grade Level
Percent of
Number of students
Grade level
Freshman
5
9.44
Sophomore
5
9.44
Junior
11
20.75
Senior
32
60.37
Note
.
N =
53
Agriculture, and perception
checklists.
Five
separate
Disagree,
5
=
of qualification to
Demographic data
study skills.
of two
N
were collected
point Likert-type scales
sets
Strongly
Always), were used to
of descriptors
Agree;
1
=
Rarely,
using
consisting
Strongly
=
(1
teach
5
=
Almost
measure perceived importance
study skills instruction, qualification to teach
skills, and instruction in study skills.
of
study
After initial
42
construction
survey
the
of
professional staff and
instrument,
colleague
a
several
(Appendix F)
were
asked to assist in refining items.
Subjects' socioeconomic background was
using the
Hollingshead
Position (1957).
assumption
woman
who
different
similar tastes and
education
Position.
to indicate
combined
The scale
to
and
tend
have
to
patterns.
proprietors of
minor professionals,
Index
1)
Social
of
ranks
executives
and
professionals,
medium
administrative
3)
and
These factors were
yield an
positions:
and
occupation
the
proprietors of large concerns and major
2) managers
valued
used in rating occupations
seven
the
that men
exhibit similar behavior
asked
professions into
upon
are
society, and
similar
Social
of
is premised
years of schooling of both parents.
weighted and
Index
occupations
members of
possess
Subjects were
Factor
This scale
that
differently by
Two
quantified
concerns
and
personnel
of
large concern, owners of small independent
businesses,
and semiprof essionals
businesses,
,
4)
owners of little
clerical and sales workers, and technicians,
5)skilled
workers,
unskilled
6)
semiskilled
workers,
and
7)
workers.
The educational scale is divided into
postiions:
1)
graduate
professional training
seven
(persons
.
43
who completed
receipt of
recognized
a
graduate
course
which led
the
to
degree), 2) standard college
or
university graduates (individuals who had completed
at
a
least
a
to a
recognized college
four-year college or university course
degree), 3)
training (individuals who
year but not
a
full
graduation (all
from
a
partial
had completed
college course),
secondary
school
leading
college
at least
4) high
school
graduates,
whether
private preparatory school, public high
school,
or parochial
high
school),
(individuals who had
5)
partial
completed the
high
tenth or
school
eleventh
grades but not the high school course), 6) junior
school (individuals
eighth,
one
who
had
or ninth grades),
of school
(individuals
seven years
received).
completed
seventh,
the
and 7) less than seven
who had
irrespective of
completed
the amount
of
high
less
years
than
education
The researcher and another graduate student
calculated each
individual's
interrater reliability was
social
.93.
position.
An
example of
The
the
equation which was used to calculate social position is
presented
categorized
in
Figure
into
a
1.
Social
constructed by Hollingshead
The
Class
scores
using
were
the
then
scale
44
The other
instrument used in
the study was
the
Survey of Study Habits and Attitudes
Figure
1.
Factor
The Two Factor Index of Social Position.
Scale score
Factor weight
Score
x
weight
Occupation
21
Education
12
Index of Social Position Score
(Appendix G) developed
33
by Brown
and Holtzman
(1967).
The instrument is a 100 item questionnaire designed
measure
student's
a
attitudes
towards
study
methods,
academic
Rarely,
with
5
=
Almost Always)
item
an
activity.
or
motivation,
activities.
respond to each question using
a
five point scale
of
time
scales.
spent
in
According to
Delay Avoidance (DA), which indicates the
extent to which
a
=
student avoids delay and
an
user
Gadzella
(1979) these are:
a)
(1
agreement
Summation of the responses allows the
to obtain four primary
and
Students
which indicates
percentage
to
45
distraction;
b)
Work Methods (WM)
which
,
indicates how effectively the student organizes
materials; c) Teacher Approval (TA) which
discloses the student's general impression of
his/her teachers; and d) Educational Acceptance
(EA), which is a representation of the student's
agreement with the expressed goals of education.
(p.
Three additional measures
425)
are produced from
Survey of Study Habits and Attitudes.
the
The summation of
the Delay Avoidance and Work Methods subscales yields
Study
Habits
associated
(SH)
with
which
score,
academic
work
techniques; and the summation
and Educational
Attitudes (SA)
beliefs
Acceptance
summation of
the
use
focuses on
and
study
of
Approval
subscales yields
academics
Study
and
behavior
of the Teacher
score, which
regarding
reveals
a
Study
opinions
teachers.
Habits and
Study
a
and
The
Attitudes
scores yields an overall Study Orientation (SO) score.
The Survey of Study Habits and Attitudes has
widely
used
attitudes were
Study Habits
in
research
where
dependent
variables.
and Attitudes
reliability and validity
habits
study
The
Survey
been
and
of
appears to
have
adequate
and is useful
as a
research
46
tool (Buros,
Habits
Validity of
1978).
Attitudes
and
the Survey of
one-semester GPA as the criterion.
with the
Survey of
from .25
with
.45
to
using
correlated
GPA was
Study Habits
1,772 cases for analysis.
computed
been
has
Study
and Attitudes
using
Validity coefficients ranged
a
weighted
average
of
.36.
Weighted averages of sub-scale intercorrelations ranged
from .49
to
.71
calculated at
to
.94
4
and 14
reliabilities
test-retest
and
,
week intervals varied from
(Brown and Holtzman,
.83
1967).
Analysis of Data
Univariate
deviations)
were
statistics
calculated
Frequency counts for
of hometown,
high
(means
for
standard
and
variables.
all
demographic data, including
school
enrollment,
size
enrollment
Vocational Agriculture, school transfers, grade
occupational goals and student teaching were
level,
computed.
Selected demographic variables were also used in
analyses.
Scores from the
Attitudes
(Delay
Work
Approval, Educational Acceptance,
Attitudes,
and
goals were
considered
Study
other
Survey of Study Habits
Avoidance,
Methods,
dependent
and
and
Teacher
Study Habits,
Orientation)
in
Study
occupational
variables
and
were
47
placed into
correlation matrix
a
independent
variables
along with
demographic
(age,
several
variables,
perception of importance of study skills instruction in
teaching secondary
of
Vocational Agriculture,
qualifications
instruction in
study
were obtained from
along with the
teach
to
study
skills).
survey
a
skills,
and
Independent
variables
which subjects
completed
Survey of Study
Three variables: perceived
perception
Habits and
Attitudes.
importance of study
skills
instruction in secondary schools, instruction in
study
skills and perception of
study
qualification to teach
skills, each consisted of five separate items from
the
survey which were combined to provide an overall score.
One-way analysis
calculated
to
of variances
determine
whether
(ANOVA's)
any
were
significant
difference existed between grade levels on measures
perceived
qualification
perception
of
importance
the
instruction, and scores on
and
Attitudes.
T-tests
were
The
also
teach
to
study
of
study
the Survey of Study
.05
alpha
calculated
to
significant differences on Survey
level
was
determine
of
skills,
skills
Habits
chosen.
if
any
of Study Habits
and
Attitudes scores, perceived importance of study skills,
and
perceived
qualification
to
teach
study
skills
48
existed between
subjects who had received study skills
instruction, subjects who had not, and between subjects
with different occupational goals.
stepwise regression analysis was calculated
A
determine the
contribution
explaining the variance
teach study skills.
also
performed
selected
to
variables
of selected
to
variables
to
in perceived qualification
to
stepwise regression analysis was
A
determine
to
the
predicting
contribution
of
variance
in
the
perceived importance of study skills.
Statistical analysis
utilizing
Sciences
the
Statistical
(SPSS),
(Fry,
Package
1986)
University Computing Center.
data
the
of
at
for
the
was
the
Kansas
made
Social
State
49
CHAPTER
IV
ANALYSIS AND INTERPRETATION OF DATA
Introduction
Data
presented in
this chapter
discloses
findings of two survey instruments assessing the
habits
and
attitudes
of
undergraduate
this study are
1.
Demographic data;
2.
Scores on the Survey of Study Habits and
Survey
3.
(
SAS)
the Study Attitudes
;
Demographic data, Survey of Study
Habits and Attitudes scores and Study
Attitudes Survey items.
in
The
reported
as follows:
Attitudes (SSHA) and
study
students
Agricultural Education at Kansas State University.
information and findings from
the
50
Demographic Data
:
Demographic data were collected on each subject in
order to
determine whether
were related to
and Attitudes,
perceived
scores on the
qualification
categorize and
teach
to
skills.
Habits
of study
study
These
identify the
variables
Survey of Study
perceived importance
instruction in study
study.
any demographic
skills,
skills
data also
population used
and
helped
this
in
Results of further analyses of demographic data
will be reported later in Chapter IV.
The ages
with a
mean
of the subjects ranged
age of
22.
A
large
from 19 to
majority
38,
the
of
subjects (94 %) were male.
Subjects were asked to
hometown.
Table
3
the table reveals
coming from
a
farm
report the size of
reports this
that 34 %
of
data.
then 1,000)
towns with
from very
while
small towns
nine percent
populations
from
subjects reported coming from
over 50,000.
A
large
-
10,000).
10,000 to
a
coming
Nineteen
(population
reported
of
reported
38 % reported
from small towns (population 1,001
percent were
Inspection
the subjects
or ranch and
their
less
being
from
50,000.
No
town with a population
majority (72 %) come from
farms
51
or small towns.
distribution
Table
These data would approximate
a
normal
.
3
Size of Hometown that Subjects Reported
Size of hometown
Number
Farm/Ranch
-
Percent
34.0
100
2.0
101 - 500
3
6.0
501 -
6
11.0
20
38.0
5
9.0
1000
1001 - 10000
10001 - 50000
50000 +
0.0
Total
Note.
53
N =
53
100.00
52
Table
4
reports socioeconomic status of
The vast majority of subjects (92 %) fell into
III and IV of Hollingshead
Position.
Table
'
s
subjects.
Classes
Two Factor Index of Social
These two classes generally are identified
4
Socioeconomic Status of Subjects According
to Hollingshead s Two Factor Index of Social Position
'
Class
Number
Percent
0.0
II
III
24
46.0
IV
24
46.0
2.0
Total
Note.
52
N
=
52
100.0
53
as "middle class".
into Class
Six percent
This class
II.
"upper middle class".
status are
found that 89
III,
and
IV,
is generally
those
defined
of Parmley
(1980),
of subjects were classified in
%
This study found
V.
fell
as
socioeconomic
findings on
The
similar to
of the subjects
that 94
who
Classes
%
of
subjects were classified into Classes III, IV, and
the
V.
Two percent of the subjects fell into Class V, which is
generally considered "lower middle class".
One subject
did not report any data
These
would approximate
data
normal distribution.
a
Enrollment at high
reported in Table
on this variable.
schools subjects attended
As indicated in
5.
Table
5,
is
over
half (57 %) of the subjects attended high schools with
less then 300
students.
Eighty-one percent
high schools with less then 500 students.
of subjects attended
students
.
high schools with
Six
attended
percent
more than
900
54
Table
5
Enrollment at High Schools which Subjects Attended
Size of enrollment
Number
Percent
100
9
17.0
101 - 300
21
40.0
301 - 500
12
24.0
501 - 700
6
11.0
-
701
-
>
900
2.0
900
6.0
Total
Note.
N
=
52
The majority
enrolled in
level.
100.0
5 2
Table
of
subjects
Vocational
6
in
this
study
Agriculture at
reveals that 79
%
the
have
been
secondary
of the subjects have
55
Table
6
Subject's Enrollment in Vocational Agriculture
at the Secondary Level
Enrollment Status
Never enrolled
Number
11
Percent
21.0
Enrolled for:
1
year
2.0
2
years
2.0
3
years
9.0
4
years
Total
Note.
35
66.0
53
100.0
N = 53
had classes in Vocational
Agriculture in high
school.
Twenty-one percent of the population had never been
56
enrolled in Vocational Agriculture.
of the
subjects
had
taken four
Vocational Agriculture, while 13
less.
These data
(1979)
in
which
72.5
teachers in Kansas reported
percent
secondary
of
had taken
years or
3
study by
to a
Vocational
of
%
years
%
are similar
Sixty-six
Rellly
Agriculture
having experience in
high
school Vocational Agriculture.
Table
secondary
reports
7
Vocational
subjects
were
average
the
Agriculture
enrolled.
programs had between 26
enrollment
programs
majority
The
and 50 students.
which
in
(52
in
of
Z)
Forty-eight
percent of the programs were reported as having over 50
students enrolled.
No subjects reported coming from
programs with less then 25 students.
are
noted
in
follow-up
University Agricultural
Over nine
1986).
years
studies
Education
(1977 -
first-year teachers reported
Agriculture programs
23.80
%,
of
between 50
and 74
subjects in the
of
graduates
students.
study tended to
it
(Welton,
%
of
Vocational
students,
reported
Thus,
State
61.30
1985),
than 50
teachers
findings
Kansas
enrollment in
was less
first-year
Similar
a
and
enrollment
appears
come from the
that
larger
Vocational Agriculture programs in the state of Kansas.
57
Table
7
Enrollment in Secondary Vocational Agriculture
Programs where Subjects were Enrolled
Number of students enrolled
Number
Percent
0-25
0.0
26 - 50
22
52.0
51
-
75
12
29.0
76
-
100
4
9.5
>
100
4
9.5
42
100.0
Total
Note.
N
= 42
Sixty-four percent of the subjects had transferred
from another school
to Kansas State
but one of the subjects
University.
who transferred did so from
All
a
58
community college.
One subject
another four-year school.
Table
Table
had transferred
8
from
reports these data.
8
Transfer Status of Subjects
Transfer status
Number
Percent
Non-transfer
19
36.0
Transfer 3
34
64.0
53
100.0
Total
Note
.
33 community college transfers,
college transfer
A
N^
=
one
53
large majority of the subjects reported
they plan to teach agriculture at either the
or postsecondary level.
of the
4-year
The remaining
21
%
did
secondary
As indicated by Table 9,
subjects indicated
they would
not
plan
like to
to
that
teach.
79
%
teach.
The
59
percentage of individuals planning to teach is slightly
higher than that of other studies.
McCoy and Mortensen
(1983) reported that over five years (1975-1980)
%
Agricultural
of
teaching field.
Education
Follow-up studies
University Agricultural
1986) found
that
graduates
50.88
Education
%
of
of
entered
Kansas
graduates
graduates
60.78
the
State
(Welton,
entered
teaching field.
Table
9
Occupational Goals of Subjects
Occupational goal
Teaching agriculture
Number
Percent
41
79.0
agriculture
12
21.0
Total
53
100.0
Not teaching
Note.
N
=
53
the
60
majority of
The
the subjects
completed student teaching at
However,
the time of this
21 % had already completed
teaching.
Table 10
subjects who
had
not
study.
their student
reports these
completed
had
(79 %)
data.
student
Of the
teaching,
11
eight
indicated they plan to teach.
Table 10
Number of Subjects Who had Completed
Student Teaching
Student teaching status
Number
Percent
Had already student
taught
11
21.0
taught
42
79.0
Total
53
100.0
Had not student
Note.
N
=
53
61
profile of the average subject who participated
A
in this study
Table 11.
emerges.
This profile
The majority
is reported
of the subjects were male
approximately 22 years old.
Table
11
Profile of Subjects' Characteristics
Characteristic
Number
Percent
Hometown
(Farm/Ranch)
(Small town)
18
20
34.0
38.0
Socioeconomic Status 3
(Class III)
(Class IV)
24
24
46.0
46.0
H.S. Enrollment
(< 500)
42
81.0
Enrollment in
Vocational Agricu Iture
42
79.0
Number enrolled in
subject's Vocational
Agriculture program
(26-75)
34
81.0
Transfer status
(transferred)
34
64.0
Occupational goals
(plan to teach)
41
79.0
Student teaching
(not completed)
42
79.0
Note.
n
= 52.
n
=
42
53
in
and
62
Scores on the Survey of Study Habits and Attitudes
and
the Study Attitudes Survey
Students
were asked
to respond to
survey items which assessed subjects'
the importance of study skills,
to
series
a
of
perceptions of:
perceived qualification
teach study skills, and instruction in study skills.
12-14
Tables
deviations for
the
show
means
the
Likert-type
Attitudes Survey (SAS).
items
point scale with
"Strongly Disagree"
and
would indicate
5
first ten
On the
Study
the
on
The first ten items (Tables 12
and 13) used a five
Agree".
standard
and
agreement
being
1
labelled
being
labelled
items, means
with an
item;
"Strongly
above
three
those
means
below three would indicate disagreement with an item.
The
first five
perceptions that
study skills.
items (Table
subjects have
assessed
12)
of the
importance
The data in Table 12 show that
skills
3.37.
Subjects
instruction
should
(SSIMP2), with
whether
in college
a
subjects
(SSIMP1), with
also
agreed
be
included
mean of 3.75.
thought
included in high school
that
in
of
subjects
generally agreed that they would like to take
in study
the
a
a
course
mean
of
study
skills
college
courses
On the item which asked
study
skills
should
courses (SSIMP3), they
be
tended
63
to strongly agreed with a mean of 4.37.
Subjects agree
that study skills are important for student success
high school (SSIMP4), with
a
mean of 3.73, although the
standard deviation was moderately
high (1.07) for
item.
that teaching
Subjects tended
to agree
skills was an important part of high school
Agriculture (SSIMP5),
with
in
mean
a
of
the
study
Vocational
3.63.
On
an
overall score which represented the five items combined
(SSIMPT), the
mean
was
Generally,
3.76.
subjects
agreed that study skills are important in high
school,
college, and in Vocational Agriculture.
results
These
are consistent with Paolino (cited in Stoodt and Balbo,
1979),
who
stated
that
teachers
recognize
the
(Table 13), assessed
the
do
importance of study skills.
The
second five items
perceptions that subjects
to teach study skills.
13.
have of their
The results are shown in
On the first item (SSQ1),
they would be qualified to
school upon
qualification
Table
which asked subjects
teach study skills in
graduation from
college, subjects
that they
would be
with
a
tended to
disagree
that
the
mean
high
agreed
Subjects
of 3.43.
Agricultural
Education
curriculum at Kansas State University prepared them
teach study skills (SSQ2), with
a
if
mean of 2.88.
to
64
01
n
CO
rH
r-i
H
a;
CO
cu
>
T3
3
4-)
W
d CO
a d
o
4-4
0)
a
-13
-O
•a
rH
-a
3
CO
3
3
0)
H
o
•
h
x:
co
> o
W
OJ
3 E
c u,
C 3
c
O
O
0)
u a
B9
M
CO
<0
0)
o
•O
3 c
4J o
•H
H
4-1
4J
w a
<
u
* u
CD
3
a.
U
s
J=
V
4-)
w
en
a
J3
4-1
a;
u
u
.*
0)
3
CD
CO
<1>
u
oo
IH
0)
CO
XI
B u
4-1
x:
3 u
U CO
H
C
rH
rH
03
CO
-J
w
-H
J=
3
ja
10
•H
X
CO
rH -H
•H
.* X)
N
d
O
U
0)
H
M
01
3
o
a
CO -H
c
u
>i
*3
Cfl
a.
CO
•H "C
03
H
H
•H
^
CO
d
o
u
ai
(0
00
e.
09
t*. •H
•0 x:
H
H
O
u
o
9
•H
09
B
H
>.
u
0]
Jtf
H
03
CI
OJ
3 u
4-1
d
H
>
d
u
•a
3
a
9)
0)
ca
H
H
09
,£9
a
E u
CO
U CO
o H
ax:
•H
a.
o
J3
U u
3 u
4-J
03
a
•O T3
3 3
>-.
U
4-1
CO
03
d
H
A
o
•
CO
OJ
0)
i-.
4-1
3
u
00
4-1
d
T3
•a
CO
as
M
o
01
<4-4
OJ
o
o
09
tH
0D
rH
rH
H
3
O
CD
<-i
o o
4-)
u
•H
09
-H
cu
H
1-i
u
4-)
T3 rH
a)
E
O
H
a)
-a
W
CD
•
OJ
n o
03
0] y-i
n
O M
_C
H
4J
,
CJ
>. 4J
4J
U-l r-i
O 3
o
4-)
-H
03
u
u>
0)
CO
00
H a.<
in
65
>•>
X)
9
H
J->
CO
CO
C
O
M
a
CJ
CD
S
n-f
4->
O
t-i
M-)
43 *H
a
o
:
in
(J
J->
C
CO
CO
o
tU
O
t4
0)
3
H
•H
U.
oo 43
oo
CO -H
OJ J=
4->
1-t
CO
4-)
3
c3
i-l
T3
u
O
B)
43
00
W
•H
O
CO
CD
H
-H
U
-U
.*
u.
CO
3
3
U
CO
CO
4-)
oo
<c
CD
i-t
tO
h
3 3
3
U
•3
i-I
CD
3
CO
4->
«H
CO
JJ
i-t
U
CO
CD
J->
O
i-i
o
CD
>
H J300 A
3
-H
C43
CD
XI *H
H
HH
CO
•H
f-t
5
-H
M
Jrf
CO
3
O
I-.
CO
•
OJ
a
3
^
J->
3
H
CO
i-H
-D
CO
CO
C
O
CD
CO
•h -a
co
3
CO
4->
CO
V
In
CO i-t i-t
3 0,-H 3
o u o
oo
•<
-H
<
M
M
CO
CO
<C T3
u
c
-h x:
OJd
O
M CO o
h 3 43
3 X) O
u CO CO
a
43
H
to
Ui
CO i-t
>-.
C
O
H
CO JCS
4J
(J
CO
4-1
CD
co
4J
O
CO
u
O
>
•H
u s
KH
43
oo
H
43
CO
c
o
•H
-
4_l
i-i
'J
CD
=3
43
u
<J
(0
CO
CD
<:
u
a
TJ
i-I
O 3 a
CO
a
M
O
43
u
CO
c
•H
3
JJ
J-)
CO
CO
ts
TD
o
o
DO
O
•
a
w
a w
3
M u
01
BJ
00
CD
•
p
CO
CD irf
3
M
a
CO
66
Subjects agreed that
they would
include study
skills
instruction in classes that they taught (SSQ3), with
mean of
3.71.
When
asked if
they used
habits at college (SSQ4), subjects agreed
Subjects
of 3.39.
study skills at
On an overall
also agreed
with
that they
college (SSQ5), with
was 3.42.
study
a
mean
used
good
mean of
3.67.
the five
items
a
score which represented
combined (SSQUAL), the mean
good
Thus,
subjects
felt qualified to teach study skills, even though
did
generally
not
Education curriculum
believe
that
prepared
who
(1979),
both
inadequately prepared
them to
qualified.
be
Paolino
1979) and Stoodt and
suggested
to teach
possible that subjects who
that
Balbo
teachers
feel
study skills.
It
have been able to
and are therefore
is
maintain
acceptable grades at college believe that they
possess good study skills
they
Agricultural
the
These results appear contradictory to those of
(cited in Stoodt and Balbo,
a
already
qualified
to teach such skills.
The final five
items (Table
14),
assessed
instruction that subjects had received in study
in classes they had taken.
in Table
changed to
The descriptors
14.
1
The results are
=
"Rarely" to
5
=
for these
skills
reported
items
"Almost Always".
the
were
Items
t
1
67
1^
^o
co
00
O
^o
c^
o
3
OJ
iJ
CO
T-H
rH
> H
0>
^
> CO
M
3
>
00 -c
3
0)
4-1
CD
00
x: -h
O X)
•H CO
x: JS
T3
3 c
o
s
*J
H
JJ
4J
-a
t:
w
c
H
CO
CO
O
•H
CO
XI
U
a.
o
(J
X
XI
QJ
U
3
CD
4-1
CO
3
1—
ja
4-1
x;
ai
oo
X! -H
o x:
u.
to
og
a u
m-j
CO
to
Xu
•H
4J XI
H
5
ft.
X
CD
U3
CJ
CO
09
CO
o CO
u «
B
3
co
i-H
4J
CO
U
0)
X
o
J3
00
-H
x:
3
o
•
•e
•
m
CO
CO
CD
0)
o
3 M
U
CO
E3
< H
>
3
O
ja
0]
c
60
s-l
•H
S-.
3
CO
3
o
ft. CJ
ft
iH
4) rH
*J -H
CO J*
X
X
s
U
co
o o
<y
CD
CO
>^
T3
CD
00
CO
cu
H
h
X!
o o
0)
00
CO
t-i
CU
H
CD
<-H
x:
o
o o
bS
with
a
mean above
would indicate
3.0
subjects
that
tended to receive instruction, items with
a
mean
receive
3.0 would indicate that subjects tended not to
tended not
Subjects
instruction.
explanations
about
study
skills
have received
habits in high school
was
disclosed.
subjects used
On
also
Subjects
item
Here
study
mean of
a
which
2.41
whether
asked
which explained
materials
school
high
in
explanations about
(SSINS2).
the
received
to have
(SSINS1), with a reported mean of 2.17.
tended not to
below
study
about
tended
skills and habits in college (SSINS3), subjects
not to use such materials with a reported mean of 2.20.
Subjects also tended not to receive explanations
study habits
and
skills
study
in
SSINS5), with means of 2.84 and 2.58,
an overall
score
combined (SSINS),
indicate that
great deal
represented
which
mean
the
study skills
did they
that
five
the
These
2.44.
not
On
items
data
receive
a
on study
skills and
study
use materials
explaining
about
and study
consistent with those of
stated
(SSINS4,
respectively.
generally did
subjects
of instruction
habits, nor
was
college
about
secondary
findings
are
Stoodt and Balbo (1979),
who
habits.
These
teachers
have
not
had
69
opportunities
acquire
to
knowledge
regarding
study
skills instruction in their area of specialization.
Reliability analyses were
computed on the
overall scores coming from
the Study Attitudes
(SSIMPT, SSQUAL and SSINS).
Reliability was
using Cronbach's
Alpha Model
first scale, SSIMPT, had
.6587.
The second
a
(Cronbach,
Survey
computed
The
1951).
reliability coefficient
scale, SSQUAL,
coefficient of .7998.
three
The third
of
reliability
had a
scale, SSINS, had
a
reliability coefficient of .6802.
Intercorrelations
between items
assessing
the
in Table
15.
Inspection of the table reveals that several items
are
importance of study
significantly
subjects'
in
skills are reported
correlated.
data
The
reveal
that
perceptions of the importance of study skills
college
(SSIMP1
and
correlated with each other.
SSIMP2)
The first item
which assessed the subject's desire to take
study skills was highly
of significance with
the second
Perceptions
of
college (SSIMP1,
be
the
(SSIMP1),
a
course in
correlated at the .0005
asked subjects whether they
instruction should
positively
are
item (SSIMP2),
thought that study
included
in
college
importance
of
study
SSIMP2),
were
not
level
which
skills
courses.
skills
correlated
in
with
70
perceptions of the importance
school (SSIMP3,
SSIMP4).
of study skills in
The
third item
(SSIMP3),
which asked subjects whether they thought study
instruction should be included in high school
was correlated at the
level
.0005
courses,
important for
(SSIMP5), which asked subjects
student
with
five
if they believed
study
These results
teaching
in
study
high
school courses
skills
Vocational Agriculture.
items (SSIMPT), was
is
important
school
suggest
subjects who feel that study skills instruction
be included
at
item
skills instruction is an important part of high
Vocational Agriculture.
they
SSIMP4 was also correlated
significance
of
with
asked subjects whether
skills were
success in high school.
the
skills
.001 level of significance
item four (SSIMP4), which
thought that study
high
also
that
should
feel
in
secondary
The overall score on the
significantly correlated with
five items at the .0005 level of significance.
that
five
all
71
Table 15
Intercorrelation of SAS Items
SAS variables
SAS variables
SSIMP1
SSIMP3
SSIMP2
SSIMP1
SSIMP4
.52**
SSIMP3
.11
.20
SSIMP4
.19
.09
.41*
SSIMP5
.17
.18
.17
.62**
SSIMPT
.58**
.57**
.56**
.76**
.
*
2.
<
1.0
-001.
1.0
**
2
<
SAS = Study Attitudes Survey
description of SAS variables
N
=
53.
SSIMPT
1.0
SSIMP2
Note
SSIMP5
1.0
1.0
.68**
.0005
a
See Table 12 for
1.0
72
Intercorrelations
qualification to teach
Table 16.
As shown
of
study skills
by the table,
correlations were found.
The
skills
items
assessing
are presented
several
how qualified they
in high
in
significant
data show that item
(SSQ1), which asked subjects
teach study
the
one
would
school
Vocational
Agriculture upon graduation, was moderately
correlated
be
to
level of significance
at the .05
with item
(SSQ4),
4
which asked subjects if they used good study habits
college.
SSQ1
was also moderately
correlated at
.05 level of significance with item five (SSQ5),
asked subjects
college.
if
they
These data
used
good
suggest that
at
the
which
skills
in
the perception
of
study
having good study habits and study skills in college is
important to feeling qualified
Item
two
(SSQ2),
Agricultural
which
Education
teach study skills,
to teach study
subjects
asked
curriculum
study skills
significantly
asked
subjects if
instruction in
correlated
significance with SSQ4.
at
they
to
the
which
(SSQ4),
assessed subjects' study habits in college.
(SSQ3), which
them
correlated at
.05 level of significance with item four
the
if
prepared
was moderately
skills.
Item three
would
include
classes they
taught
was
.001
level
of
the
This would suggest that having
73
Table 16
Intercorrelation of SAS Items
SAS variables
SAS variables
SSQ1
SSQ1
SSQ2
SSQ3
SSQ4
.50
SSQ3
.51
.57
SSQ4
.23*
.25*
.41**
1.0
SSQ5
.39*
.44
.50
.72
SSQUAL
.71
.74
.78
.70
.
*
£
<
variables: £
1.0
.05.
<
1.0
**
£ i
description of SAS variables
=
53
1.0
.81
1.0
(all other
.001.
.0005)
SAS = Study Attitudes Survey
N
SSQUAL
1.0
SSQ2
Note
SSQ5
a
See Table 13 for
74
good personal
study habits
is important
teaching
to
study skills in secondary Vocational Agriculture.
other variables
were
.0005) with each
significantly
other.
These
All
correlated
(£
data suggest that
the
perception of being qualified to teach study skills
related to the perception
of having good study
<
is
skills
and habits.
Intercorrelations
between
items
assessing
instruction in study skills are presented in Table
17.
The table reveals several significant correlations.
Item one
(SSINS1),
study skills in high
which assessed
instruction
about
school, was highly correlated
at
the .0005 level of significance with item two (SSINS2),
which assessed
school.
.05 level
instruction
in study
high
in
SSINS1 was also moderately correlated at
of
significance with
which assessed instruction on
courses.
habits
SSINS1 was
level of significance
item
four
the
(SSINS4),
study habits in
college
moderately correlated at the
with item
five (SSINS5),
.05
which
assessed
instruction
courses.
Item three (SSINS3), which asked subjects
on
study
skills
in
they used materials which explained about study
college
if
skills
and habits in college, was moderately correlated at the
75
Table 17
Intercorrelation of SAS Items
SAS variables
SAS variables'
SSINS1
SSINS1
SSINS2
SSINS3
SSINS4
.70***
SSINS3
.10
.03
SSINS4
.32*
.13
,29*
SSINS5
.27*
.02
.42**
.70***
SSINS
.70***
.52***
.56***
.76***
***
* 2. <
.
2.
<
-OS-
1.0
1.0
1.0
.76*** 1.0
.0005
descriptions of SAS variables
= 53
1.0
**£.<. .001.
SAS = Study Attitudes Survey
N
SSINS
1.0
SSINS2
Note
SSINS5
See Table 14 for
76
.05 level of significance with SSINS4.
SSINS3 was also
significantly correlated with SSINS5 at the .001
of significance.
SSINS5 at the
SSINS4
was highly
.0005 level of
which represented all of
correlated
significance.
.0005) with
<
with
The
the items (SSINS) was
significantly correlated (^
individual items.
level
item
highly
all of
These results suggest that
the
subjects
who received instruction on study skills in high school
also received instruction on
Subjects
received
who
college courses
also
study skills in
study
skills
received
habits in
college
should be
considered in
show that
subjects did
courses.
instruction
instruction
However,
light of
college.
study
on
these
results
the findings
not receive
a
in
great
which
deal
instruction in study skills and study habits in
of
either
high school or college.
Items from different scales on the Study Attitudes
Survey (SAS)
were entered
Several significant
selected
into correlation
correlations
variables.
Items
importance of study skills
which assessed
which
found
to teach
between
assessed
were correlated with
qualification
This suggests that subjects
were
matrices.
study
who perceive study
the
items
skills.
skills
as being important in high school and college also feel
77
qualified to
teach study
reported
Table
in
The
18.
importance (SSIMP3),
skills.
which
skills instruction should
third
asked
with
the
qualifications (SSQ3),
item
third
which
study
if
in high
at the
are
assessing
subjects
be included
courses was moderately correlated
significance
These results
school
.05 level
item
of
assessing
asked subjects
if
they
would include instruction in courses they taught.
The
third item assessing
subjects
should be
if
they
importance (SSIMP3), which
thought
included in
study
high school
skills
asked
instruction
classes, was
also
correlated at the .05
level of significance with
item
assessing
(SSQ4),
four
qualification
subjects about their
study habits
which
in college
fourth item assessing importance (SSIMP4), which
asked
.
The
asked
if study skills were important for student success in
78
Table 18
Correlation of SAS Items
SAS variables
SSIMP1
SSIMP2
SSIMP3
SSIMP4
SSIMP5
SSIMPT
SSQ1
-.11
-.02
.07
-.08
.04
-.02
SSQ2
-.07
.05
-.04
.08
.05
.02
SSQ3
.01
.15
.22*
.18
.24*
.24*
SSQ4
.001
.13
.24*
.39**
.31*
.36**
SSQ5
-.16
.04
.11
-.01
.04
-.001
SSQUAL
-.09
.09
.16
.15
.18
.16
Note .
*
£.
<
.05.
**
2.
<
-01
SAS = Study Attitudes Survey
for descriptions of SAS variables
N
= 53
a
See Tables 12 and 13
79
level
significance
of
related
was significantly
high school,
qualification
importance (SSIMP5), which
asked subjects if
teaching
of instruction
an important part
study skills was
assessing
item
fifth
The
(SSQ4).
.01
assessing
four
item
to
at the
in
high school Vocational Agriculture, was correlated with
assessing qualification (SSQ3), at the
item three
and with item
level of significance,
the .05
level
of
related
moderately
to
(SSIMPT), was
third
the
assessing
significance
and to the fourth item assessing qualification
at the .01
level of
significance.
at
significantly
item
qualification (SSQ3), at the .05 level of
,
score
overall
The
significance.
five items
combining all
four (SSQ4)
.05
(SSQ4),
These results
lead
to the possible conclusion that perceived qualification
to teach study skills is related to the perception that
study skills
instruction should
be included
in
school courses and that study skills are important
high
for
student success in high school.
Items assessing perceived qualification to
study
skills
instruction
presented in
were
in
correlated
study
Table 19.
skills.
The
with
items
These
data show
teach
assessing
results
that
significant relationships exist between these
are
several
80
Table 19
Correlation of SAS Items
SSQUAL
SSQ1
SSQ2
SSQ3
SSQ4
SSQ5
SSINS1
-.15
.04
.01
.10
.21
.05
SSINS2
-.11
.12
.09
.07
.13
.07
SSINS3
.13
.33**
.15
.10
.17
.24*
SSINS4
.09
.26*
.39**
.12
.26*
.29**
SSINS5
.06
.36**
.39**
.24*
.14
.31**
SSINS
.01
.34**
.32**
.20
.28*
.30**
Note
.
*
£.
1
.05.
**
2.
<
-
SAS = Study Attitudes Survey
for description of SAS variables
N
=
53
0l
a
See Tables 13 and 14
81
variables.
(SSQ2),
The
which
Education
second item
assessing
qualification
the
Agricultural
asked
subjects
if
curriculum
prepared
them
teach
to
study
skills, was related at the .01 level of significance to
item three assessing instruction (SSINS3), which
asked
subjects if they used
about
materials which explained
study skills and habits in college
assessing qualification
(SSQ2),
was
with SSINS3, SSINS4, and SSINS5,
.01
levels of significance,
level
at the .01
Item
with
items
habits
SSINS5 at the
was
.05 level
moderately
(SSQ5), which
whether they
study skills
used good
related to
the
habits
college
in
significance
item assessing
and
the
assessing intruction in
.05 level
of
at
combined
significance.
score
SSQUAL
several items assessing instruction.
five
subjects
in college,
the
study skills
with
Item
asked
instruction
(SSINS4),
study
correlated
of significance.
assessing qualification
the
habits
SSQ4, which asked about
.
college,
in
three
assessing
instruction on study skills (SSINS4), and study
(SSINS5), in college
and
,.05,
was correlated at
significance
of
item
correlated
also
respectively.
assessing qualification (SSQ3),
.01
This second
.
.01
of
on
was
study
level
all
items
(SSINS), at
was
of
related
the
to
This variable was
8
2
correlated with items assessing study skills and habits
in college
(SSINS4 and
significance.
These
SSINS5) at
level
the .01
of
instruction
results suggest that
in study skills and study habits in college and the use
of materials explaining
habits is related to
skills and
study
perceived qualification to
teach
about study
study skills.
Items assessing intruction
in study skills
were
correlated with items assessing the importance of study
skills.
These
results
are
reported
Table
in
Inspection of the table reveals that several
variables
are significantly correlated with each other.
which assesses
instruction
on study
20.
skills
SSINS1,
high
in
school, was moderately negatively correlated at the .05
level of significance with SSIMP1, which asked subjects
if they would like to take a course in study skills
college.
SSINS2,
instruction on
which
asked
study habits
in high
moderately negatively correlated
significance with SSIMP1.
subjects
study
skills
and
also
.05 level
of
These correlations tend
to
study
at the
habits
perceive study skills instruction
very important.
about
school was
indicate that subjects who received little
in
in
in
instruction
high
in college as
school
being
Subjects' perception of the importance
83
Table 20
Correlation of SAS Items
SAS variable
SSINS1
SSINS2
SSINS3
SSINS4
SSINS5
SSINS
SSIMP1 -.26*
-.24*
.06
-.15
-.13
-.21
SSIMP2 -.08
-.21
.19
.02
.13
.02
SSIMP3
.03
-.03
.09
-.04
.07
.03
SSIMP4
.06
-.02
-.25*
.06
.40***
.23*
SSIMP5
.006
-.06
.15
.17
.37**
.20
-.16
.26*
.06
.30**
.13
SSIMPT -.06
Note
***
*
.
2.
<
£.
1
.05.
**
£_
<
.01
.001
SAS = Study Attitudes Survey
for description of SAS variables
N
= 53
a
See Tables 12 and 14
84
of study skills to student
in
teaching
study
success in high school
skills
Agriculture may be increased
instruction
college.
in
study
secondary
in
and
Vocational
as subjects receive
skills
and
study
more
habits
in
SSINS3, which asked subjects about their
use
of materials
explain
which
about
habits, was negatively correlated
study
at the
skills
and
.05 level
significance with SSIMP4, which asked students if
of
they
thought study skills were important for student success
in high
school.
instruction in
correlated
at the
the
.01
.01
SSINS, which
skills in
study
SSIMP4, at the
and at
SSINS5, which
asked subjects
college,
level of
.001
level of
level of
represents
about
was
highly
significance
significance with
significance
with
the combination
of
items assessing instruction, was moderately
with
SSIMP5
SSIMPT.
all
the
correlated
with SSIMP4 at the .05 level of significance.
Scores on the Survey of Study Habits and Attitudes
(SSHA) are shown
in Table
21.
Percentiles based
norms for college freshman are also reported.
Although
the means of the Survey
of Study Habits and
scores reported in this
study compared favorably
those
of
other
studies
Goldston, and Zimmerman,
(Gadzella,
1979;
on
Attitudes
with
Gadzella,
1979; McCausland and Stewart,
85
Table 21
Mean Scores and Standard Deviations of the
Survey of Study Habits and Attitudes Scores
SSHA Scale
Mean
Delay Avoidance (DA)
22.01
9.25
50
Work Methods (WM)
25.56
8.71
45
Study Habits (SH)
47.58
15.70
45
Teacher Approval (TA)
26.90
8.37
40
25.69
7, .71
25
52.60
14, .57
40
100.20
00.20
27,,64
45
Standard Dev.
Percentile
Educational
Acceptance
(EA)
Study Attitudes (SA)
Study Orientation (SO)
Note.
norms for college freshman (based on 4579 cases for
eight four year colleges)
SSHA = Survey of Study Habits and Attitudes
N = 53
86
Robyak and Downey,
1974;
1979;
Tarpey and Harris, 1979), the
percentiles for all scores except Delay Avoidance were below
Intercorrelations
50.
between Survey of
Attitudes scales are shown in Table 22.
Study Habits
and
All of the items
were highly significantly correlated at the .0005 level of
Table 22
Intercorrelation of SSHA Scores
SSHA scores
WM
DA
TA
SH
EA
SA
WM
.0
DA
.52
TA
.49
.37*
EA
.56
.69
.64
SH
.86
.88
.49
.72
SA
.57
.58
.91
.89
.66
SO
.79
.80
.76
.88
.91
Note
SSHA
*
.
=
£
<.
.01
SO
1.0
1.0
1.0
1.0
(All other correlations:
1.0
p
<
Survey of Study Habits and Attitudes
Table 21 for description of SSHA scores
1.0
.90
N = 53
.0005)
a
See
87
significance except
the correlation
between the
subscales
Delay Avoidance (DA) and Teacher Acceptance (TA), which were
correlated
at
the
correlations ranged
similar to those
correlations
level
.01
from .37
of Brown
between
significance.
of
to
These
.91.
and Holtzraan
Survey
the
The
results
found
(1967), who
Study
of
are
Habits
and
Attitudes scores ranging from .49 to .93.
Table
23 reports correlations between Study
Survey items
scores.
found.
A
The
Survey
and
small
Study
of
number of
Attitudes
and
significant correlations
second item assessing
skills (SSINS2), which asked
of including study
Habits
Attitudes
the importance of
subjects about the
skills instruction
was moderately correlated at
the
in college
.05 level of
courses,
significance
scores,
Study Attitudes scores, and Study Orientation scores
suggest
instruction in
that
college courses
goals of education.
to
inclusion
the
would include study skills
moderately
significance with
Work
These
.
study
of
skills
accordance with
The third item assessing
teach study skills (SSQ3),
taught, was
is in
study
importance
with Delay Avoidance scores, Educational Acceptance
results
were
the
qualification
which asked subjects if
they
instruction in the classes
they
correlated
Methods
at
scores.
the
.05
The
level
third
assessing instruction in study skills (SSINS3), which
of
item
asked
33
subjects about their use of materials which explained
study skills
and study
habits, was
moderately
about
negatively
correlated at the .05 level of significance with Educational
Acceptance
scores,
Orientation scores.
Study
Attitudes
scores,
The overall combination
Study
and
items
of the
assessing instruction in study skills (SSINS) was moderately
negatively correlated at the .05 level of significance
Delay Avoidance scores and
Educational Acceptance
with
scores.
Perhaps subjects feel competent enough in their study skills
and study habits so they view the use of such materials
continuing instruction in study skills as wasteful of
time and to reflect negatively on the teacher.
and
their
89
Table 23
Correlation of SAS and SSHA Scores
SAS variables
SSHA scores
b
WM
DA
TA
EA
SSIMP1
-.08
.08
-.06
.11
SSIMP2
.14
.26*
SSIMP3
-.03
.06
-.12
-.04
.02
-.09
-.03
SSIMP4
-.11
-.06
-.12
-.04
-.10
-.09
-.10
SSIMP5
.10
-.002
-.01
.09
.05
.04
.05
SSIMPT
-.04
.05
-.05
.08
.007
.01
.01
SSQ1
.08
.08
.13
-.01
.09
.07
.09
SSQ2
-.003
.04
-.01
-.12
.02
-.07
-.02
SSQ3
.22*
.12
-.004 -.04
.19
-.02
.10
SSQ4
.04
.16
-.16
.14
.12
-.01
.06
SSQ5
.12
.14
-.08
.05
.15
-.02
.10
SSQUAL
.11
.14
-.03
.009
.15
-.01
.07
SSINS1
.10
-.13
-.02
-.10
-.02
-.06
-.04
SSINS2
.19
-.15
.10
-.06
.02
.02
.02
SSINS3
-.17
-.09
-.16
-.25*
-.14
-.23* -.20*
SSINS4
.04
-.15
-.07
-.14
-.07
-.11
-.10
SSINS5
.009
-.21
-.19
-.18
-.12
-.21
-.18
SSINS
.04
-.22*
-.11
-.22*
-.10
-.18
-.15
.23*
.18
SH
SA
SO
.004
.02
.01
.21
.24*
.25*
90
Table 23, cont.
Correlation of SAS and SSHA Scores
Note
£.
<
-05
SSHA = Survey of Study Habits and
Study Attitudes
a
Survey
description of SAS
See
variables
Attitudes
Tables
See
SAS
=
12-14
for
Table 21
for
description of SSHA variables
N =
53
Demographic data. Survey of Study Habits and
Attitudes
Scores and Study Attitudes Survey Items
Demographic variables
were entered into
several
correlation matrices to determine if any variables were
related to Study Attitudes
Survey and Survey of
Study
Habits and Attitudes scores.
Demographic variables were correlated with
from the Survey of Study
results
are
correlations
scores
Habits and Attitudes.
shown
in
were
found.
Table
24.
The
No
absence
These
significant
of
any
significant relationships between these scores suggests
that demographic characteristics have little to do with
any of these items.
91
Table 24
Correlation of Demographic Variables
with SSHA Scores
Demographic
Variables
AGE
GRADE
WM
DA
TA
EA
SH
SA
SO
.05
-.13
.02
.03
-.04
.03
-.01
-.20
.11
.10
.14
-.04
.14
.04
-.03
-.17
-.06
-.01
-.13
-.02
.004
SES
VAYRS
-.02
-.09
-.12
-.13
.06
-.14
-.11
HS
-.03
-.19
.09
-.15
-.13
-.02
-.09
.11
-.22
-.01
-.06
-.07
-.04
-.06
NUMBER
VA
NUMBER
Note.
(all correlations non-signi f icant)
SSHA = Survey of Study Habits and Attitudes
21
for descriptions of SSHA variables
N = 53
a
See Table
92
Demographic
correlation
matrix
variables
along
with
importance of study skills.
table 25.
were
entered
items
into
assessing
a
the
These results are shown in
Inspection of the table reveals that several
Table 25
Correlation of Demographic Variables with
SAS Items
Demographic
variables
SSIMP1
SSIMP2
SSIMP3
SSIMP4
SSIMP5
SSIMPT
AGE
.28*
.21
.06
.07
.15
.20
GRADE
.22
.18
.21
.06
-.02
.17
VAYRS
.08
-.05
.00
.08
-.24
-.09
SES
.14
-.004
.01
-.03
-.05
HSNUMBER
.07
-.01
.36** -. 33**
VANUMBER
.22
.15
Note
.
*
£.
1
.05.
.16
**
_p_
<^
.10
description of SAS variables
-.13
-.21
.16
.15
.01
a
SAS = Study Attitudes Survey
N
=
See Table 12 for
53
.003
93
significant correlations
SSIMP1, which
asked
to take a course in
study
exist.
subjects if they would like
skills in college, was moderately correlated at the .05
level of significance with age.
subjects become older,
This suggests that
they recognize
value of concentrated instruction
study
habits.
SSIMP3
correlated with
the number
more fully
the
in study skills
and
SSIMP4
and
as
were
of students
negatively
subjects'
in
high schools (HSNUMBER) at the .01 level of
significance
and
the
.05
level
significance,
of
respectively
Demographic
variables
were
entered
into
a
correlation matrix along with items assessing perceived
qualification to teach study skills.
26 reveal a
at the
.05
The data in Table
significant moderate negative
level of significance
correlation
between grade
and an item assessing whether the subjects thought
level
the
Agricultural Education curriculum prepared graduates to
teach
skills
study
Agriculture (SSQ2).
underclassmen
Agricultural
initial
This
base
Education
perceptions,
experiences.
in
A
their
high
Vocational
relationship suggests
decision
curriculum
the
school
about
mainly
upperclassmen
,
significant moderate negative
that
the
on
their
on
their
94
Table 26
Correlation of Demographic Variables
with SAS Items
Demographic
variables
SSQ1
SSQ2
SSQ3
SSQ4
SSQ5
SSQUAL
.16
.29*
.15
.14
-.21
-.19
AGE
-.06
.007
GRADE
-.02
-.25*
-.23*
-.05
-.05
-.18
-.14
-.05
.12
-.03
-.13
-.09
.01
-.07
-.21
-.08
-.09
.13
.24
.18
.25
.17
VAYRS
.008
-.20
SES
HSNUMBER
.007
-.09
VANUMBER
Note
.
*
p
<
description of SAS variables
= 53
-.09
.05
SAS = Study Attitudes Survey
N
.005
a
See Table 13 for
95
correlation
the
at
indicated between
whether
level
.05
grade
subject
significance
of
level and
a
item
include
would
was
assessing
study
skills
instruction in the classes they taught (SSQ3).
Perhaps
the
underclassmen (who finished high school more recently),
feel more compelled to provide study skills instruction
in high school.
A
significant moderate correlation
at
the .05 level of significance was indicated between age
and an item assessing the
use of good study habits
in
college (SSQ4).
Table 27 shows correlations between item assessing
instruction in study skills and demographic
variables.
The results show several significant correlations.
correlated
moderately
was
significance
with
subjects get older,
SSINS3,
the
at
which
they tend to
.05
suggests
Age
level
of
that
as
use materials
which
explain about study skills and study habits more often.
was
Age
correlated
also
significance with
study
skills
SSINS5, which
instruction
moderately correlated with
significance.
the
at
in
the
.05
level
asked subjects
college.
SSINS at the
of
about
Age
was
.05 level
of
Grade level was negatively correlated at
.05 level of significance with SSINS1 and SSINS2,
which assessed instruction in study skills and study
96
Table 27
Correlation of Demographic Variables
with SAS Items
Demographic
variables
AGE
SSINS1
SSINS2
SSINS3
SSINS4
SSINS5
SSINS
.12
.13
.26*
.15
.24*
.27*
-.40*** -.11
-.31**
-.21
-.40***
.16
-.13
-.28*
-.05
-.09
.04
.05
.12
.04
-.009
.07
-.05
-.08
-.05
GRADE
-.31**
VAYRS
.07
.05
SES
-.02
HSNUMBER
-.10
.27*
VANUMBER
Note
.
»
p
<
.05.
.30*
.40**
** p <
SAS = Study Attitudes Survey
description of SAS variables
N
=
53
.28*
***
.01.
a
.31*
p
_<
.001
See Table 14 for
.42***
.
97
habits in
Grade level
high school.
correlated
the
at
time
received
have
Grade level
study skills.
instruction in
longer
subjects spend
school they
in
negatively correlated with SSINS
with
significance
of
that as
SSINS4, which suggests
amounts of
level
.01
negatively
was
more
was
also
.001 level
at the
of
significance
(VAYRS) was negatively correlated
with
significance
Vocational
correlated with
study skills.
(VANUMBER)
results suggest
These
with larger class numbers,
of
in
significantly
instruction
in
perhaps,
that,
teachers feel compelled
by explaining about
help poorer students
.05 level
enrollment
was
assessing
items
all
at the
Student
SSINS5.
Agriculture
Agriculture
in Vocational
of enrollment
Years
to
examinations
and assignments in more detail to classes.
A
number of
Variance
Analyses of
t-tests and
(ANOVA's) were computed to determine if any significant
differences existed
between
Survey of Study Habits
comparing
(Freshman,
the
mean
Sophomore,
Scores
groups.
the
on
and Attitudes were analyzed
scores
Junior
of
each
and
one-way analysis of variance (ANOVA).
grade
Senior)
by
level
using
a
98
In that the number of subjects in each grade level
freshmen and
was unequal, the
were combined and the
by a factor of
sophomore grade
senior grade level was
levels
weighted
This procedure resulted in
.34.
nearly
equal numbers of subjects in each grade level.
ANOVA's were computed in order to determine if any
significant differences existed
among grade levels
on
scores on the Survey of Study Habits and Attitudes.
No
significant results were found.
Results of the ANOVA's
computed on grade level and Survey of Study Habits
and
Attitudes scores are presented in Appendix H.
No significant
levels on measures of
study attitudes.
differences exist
among
grade
study skills, study habits,
and
However, since the number of subjects
who were underclassmen
was so
small, it
motivated and academically
only the most highly
that
may be
adept
underclassmen decided to participate in this study.
ANOVA's
were
also computed
significant differences existed
determine
if
among grade levels
on
to
the overall measure of perceived qualification to teach
study skills.
These results are presented in Table 28.
The results of the
ANOVA were non-significant.
perception of qualification
to teach
Thus,
study skills
not significantly different between grade levels.
is
99
An
ANOVA was
computed
see
to
whether
any
significant differences existed between grade levels on
Table 28
Analysis of Variance
of SSQUAL and Grade Level
Source
df
Total
Note
.
jp_
=
an overall
Table
11.3262
29
277.9964
9.5861
31
300.6488
1.1815
.32
perceived importance
measure of
The
29.
significant at
indicated
F
22.6525
The results of
skills.
MS
2
Between groups
Within groups
SS
that
the
study
this analysis are reported
results
the .05
of
of
level.
significant
this
A
analysis
in
were
post-hoc
analysis
difference
existed
between the junior and senior grade levels
Perhaps
.
the fact that some of
the seniors had student
or were preparing to,
contributed to their
taught,
perception
100
of study skills as being
more important.
Perhaps
underclassmen (freshmen and sophomores) perceive
skills to be
as important as
subjects
these
important.
The
felt
fact that
study
seniors do because
the most academically motivated took part in the
and
the
study
skills
only
study
very
were
the underclassmen
finished
high school more recently may also have contributed
to
their perception of the importance of study skills.
Table 29
Analysis of Variance
of SSIMPT and Grade
Source
df
Between groups
Within groups
Total
Note
.
*
p_
<
.05
Level
SS
MS
2
68.4507
34.2254
29
278.3612
9.5987
31
346.8119
F
3.5656*
101
Subjects
were asked to
report whether they
taken any classes in which instruction on study
had
skills
was included in the course's objectives. These results
are presented in table 30.
Inspection of the table
reveals that subjects were divided approximately evenly
on this question.
Table 30
Subjects' Enrollment Status in
a
Course Which
Included Study Skills Instruction
Status
Number
Percent
Had taken study
skills class
28
47.20
25
52.80
53
100.00
Had not taken study
skills class
Total
Note.
N = 53
102
To determine
any significant
if
differences
existed
between these groups, t^-tests were computed on selected
variables.
computed to determine if
t_-test was
A
significant difference existed
importance
study
of
non-significant.
on subjects'
The
skills.
was
_t-test
A
perceived qualification
results
Results
of
Attitudes
Survey
subjects if
they
teach study
skills upon
graduation (SSQ1)
presented in
subjects
It
I.
class
a
would be
results of
Appendix
took
the Study
instruction included
as
effect on
importance of
perceived
qualified
these
had
were
to
also
t^-tests
appears
which
The
t^-test
which asked
The
on
a
the item
non-significant.
were
computed
also
computed on
on
perceived
study skills.
to teach
non-significant.
results were
any
are
that
whether
study
skills
class objectives
study
had
little
skills
and
perceived qualification to teach study skills.
T-tests
were also computed on selected
variables
using subjects with different occupational goals
to
teach,
do not
plan
to teach).
Since
the
(plan
group
numbers were unequal, the group of subjects who planned
to teach was
weighted by
a
factor
of
.2928.
procedure resulted in equal groups of 12 each.
This
103
T-tests were
computed
to
significant differences existed
different occupational goals.
done
on
subjects'
variable
the
perception
determine
between subjects
The results of a
SSQUAL,
which
on the variable assessing
to
Results of
a
the
study
t_-test
perception of importance
the Survey
done on
_t-test
teach
study skills (SSIMPT) were non-significant.
the t-tests
with
assessed
of qualification
skills was non-significant.
any
if
of Study
Attitudes scores Study Attitudes and Study
were also non-significant.
Results
done
of
Results of
Habits
and
Orientation
of these
t-tests
are presented in Appendix J.
These
differences
results
exist
suggest
between
that
subjects
no
significant
with
differing
occupational goals on measures of perceived
importance
of study skills,
perceived qualification to teach study
skills and Study Attitudes and Study Orientation.
Multiple
regression analyses
were computed
to
determine how much effect selected variables would have
on the variance
in
a
dependent
variable.
A
stepwise
procedure (with each independent variable being entered
in each step of the analysis) was utilized in computing
the regression.
104
Results of the first multiple regression
are presented in Table 31.
analysis
The dependent variable
was
perceived qualification to teach study skills (SSQUAL).
Scores from the
Survey of Study
Habits and
Attitudes
(Study Habits, Study Attitudes, and Study Orientation),
enrollment
goals,
and
in
Vocational
perceived
Agriculture,
importance
as independent
data
the
indicate
that
reported in
the table
proportion
of
the
did not
low amount
a
significant
of
perceived
The
combination
variability
15.5 % of
of explanation
the variance.
variance leads
of
conclusion that other factors have
a
(SSQUAL).
Perhaps
a
This
to
the
greater effect
the variance in perceived qualification to teach
skills
The
variables
of
explain
skills.
skills
variables.
combination
qualification to teach study
of variables explained
study
of
(SSIMPT) were entered
occupational
measure
of
study
academic
aptitude in high school and college (e.g., grade
average) would provide more explanation.
on
point
105
Table 31
Regression of Perceived Qualification to Teach Study
Skills
Independent variables
7
R
R
Change
F
£
Study Orientation
.020
Study Attitudes
.049
.029
1.278
Study Habits
.051
.002
0.869
SSIMPT
.092
.041
1.220
Occupational goals
.116
.024
1.230
VAENROLL
.155
.039
1.401
Note.
1.027
F-values non-si| >nif icant
N = 53
Results of
presented in
the second
Table 32.
The dependent
perceived importance of study
from the Survey
regression analysis
variable
skills (SSIMP).
of Study Habits
and Attitudes
are
was
Scores
(Study
106
Habits,
Study
Attitudes,
and
Orientation),
Study
perceived qualification to teach study skills (SSQUAL),
Age,
grade
level,
independent
occupational
and
variables
were
that
were
goals
entered
into
the
equation.
The
indicate that
results
variance in perceived
explained
by
the
small
a
importance of
variables.
The
amount
of
study skills
was
combination
of
variables explained 13.5 £ of the variance in perceived
importance of
also lead
to the
responsible
perceived
measure
average)
for
the
or
academic
measures
that other
majority
of
These
(SSIMPT).
conclusion
importance
of
,
study skills
study
aptitude
of
the
of personality
explain more of the variance.
factors
are
variance
in
Perhaps
skills.
(e.g.,
results
grade
would
a
point
help
to
107
Table 32
Regression of Perceived Importance of Study Skills
Independent variables
R
R
Change
F
a
Occupational Goals
000
.000
0.000
Study Attitudes
013
.013
0.364
Study Habits
016
.003
0.321
Study Orientation
016
SSQUAL
054
.038
0.194
Age
090
.036
0.535
Grade level
135
.045
1.007
Note
.
F-values non-significant,
value and F-value exponential
N = 53
0.259
Regression
108
CHAPTER
V
CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter is a summary of the study.
are a
summary
of the
methodology,
study,
conclusions, recommendations,
Included
findings,
and recommendations
for
further research.
Summary of the Study
The
major purpose
undergraduate
perceptions
teaching
of this study
Agricultural
of
the
study
Education
importance
skills
Agriculture and perceptions
was to
in
of
study
secondary
assess
majors'
skills
in
Vocational
of their qualification
to
teach study skills.
Research Questions
Four
research questions were identified to
the development and evaluation of this study:
guide
109
1.
Are demographic characteristics of
undergraduate students in Agricultural
Education related to study habits and
attitudes, perceived importance of study
skills instruction, and perceived
qualification to teach study skills?
Do undergraduate students in Agricultural
2.
Education feel study skills instruction is
important in teaching secondary Vocational
Agriculture students?
3.
Do undergraduate students in Agricultural
Education feel qualified to teach study skills
in Vocational Agriculture?
4.
How do the study habits and study attitudes of
undergraduate students in Agricultural
Education affect their perceptions of the
importance of study skills and their perceived
qualification to teach study skills?
Methodology
After
the research questions for this study
developed, the population was defined.
to use
It was
were
decided
undergraduate students in Agricultural Education
110
at Kansas State University
as subjects. This
decision
was made due to the similarity of their curriculum
the generalizability
identified
using
Agriculture and
of the
records
results.
from
College of
the
and
Subjects
were
College
the
Education
of
Kansas
at
State University.
A
survey instrument (Study Attitudes Survey)
developed to gather
included
data (Appendix
demographic
data
assessing
perceived
perceived
qualification
instruction in study skills.
study
data
items
study
of
teach
A
These
.
Likert-type
and
importance
to
E)
was
skills,
skills
and
standardized instrument
(Survey of Study Habits and Attitudes) was also used to
gather
data
on
subjects'
habits
study
and
study
attitudes (Appendix G).
Subjects were asked to attend four meetings
were set up
for data collection.
attend
of
any
meetings
these
Subjects unable
were
asked
individual appointments to collect data.
surveys were
completed.
This
the population.
was
the
utilizing
Computing Center.
A
Kansas
Data
State
to
to
make
total of 53
represented
percent response from
made
which
a
72.60
analysis
University
Ill
Major Findings
The findings of this
study are presented in
the
following divisions:
1.
Analysis of Demographic Data;
2.
Scores on the Survey of Study Habits and
Attitudes (SSHA) and the Study Attitudes
Survey (SAS)
Demographic data, Survey of Study Habits
3.
and Attitudes scores and Study Attitudes
Survey items
1
.
Analysis of demographic data
Size of hometown
Thirty-four
farm
or
ranch
percent of the subjects came from
and
(population 1,001
-
38
%
came
10,000).
from
Nineteen
small
percent
from very small towns (population less then 1,000)
nine
10,000.
percent came
from towns
with populations
a
towns
came
and
over
112
Socioeconomic status
Ninety-two
percent of
the subjects
fell
into
Classes III, and IV which are both generally classified
as "middle
class".
Two
percent
fell into
Class
("lower middle class") and six percent fell into
II
V
Class
("upper middle class").
High school enrollment
Eighty-one percent
schools which
had less
of subjects
than 500
attended
students.
Thirteen
percent attended high schools with enrollment from
to
high
501
700 and six percent attended a high school with over
900 students.
Enrollment in Vocational Agriculture
Seventy-nine
percent of the
subjects have
enrolled in Vocational Agriculture.
of
the
subjects
enrolled
were
Vocational Agriculture.
Sixty-six
four
in
Thirteen
been
percent
years
of
have
had
percent
three years or less of Vocational Agriculture.
Enrollment in Secondary Vocational Agriculture
Programs where Subjects were Enrolled
Fifty-two
percent of subjects
high school Vocational
were enrolled
Agriculture programs which
between 26 and
50 students.
programs which
had
over
The remainder came
50 students
enrolled.
in
had
from
No
113
subjects reported coming from
programs with less
than
25 students.
Transfer status of subjects
Sixty-four percent of the subjects had transferred
to Kansas State University from another school.
subjects
who
transferred
transferred,
had
from
another
remainder
transferred
Thirty-six
percent
of
from
the
percent
two
four-year
college.
community
subjects
Of the
had
The
colleges.
initially
had
enrolled at Kansas State University.
Occupational goals
Seventy-seven percent
they
planned
teach
to
of the subjects
agriculture
at
indicated
either
the
secondary or postsecondary level after graduation.
Student teaching
Twenty-one
percent of the subjects had
completed
student teaching at the time the study was conducted.
2.
Scores on the Survey of Study Habits and Attitudes
(SSHA) and the Study Attitudes Survey (SAS)
Study Attitudes Survey
Subjects
Likert-type
were asked
items
which
to respond
assessed
to
their
a
series
of
perceived
114
importance of study skills, perceived qualification
to
teach study skills, and instruction in study skills.
The results of each item are presented as follows.
Items Assessing Importance of Study Skills
SSIMP1:
Subjects generally agreed that they would like
to take a course in study skills in college.
SSIMP2:
Subjects agreed that study skills instruction
should be included in college courses.
SSIMP3:
Subjects strongly agreed that study skills
instruction should be included in high school
courses
SSIMP4:
Subjects agreed that study skills are important for student success in high school.
SSIMP5:
Subjects generally agreed that teaching study
skills is an important part of instruction in
high school Vocational Agriculture.
Items Assessing Qualification to Teach Study Skills
SSQ1:
Subjects tended to agree that they would be
qualified to teach study skills in high school
Vocational Agriculture upon graduation from
Kansas State University.
SSQ2:
Subjects disagreed that the Agricultural
.
.
n5
Education curriculum at Kansas State
University prepares graduates to teach study
skills in high school Vocational Agriculture.
SSQ3:
Subjects agreed that they would include study
skills instruction in the high school
Vocational Agriculture classes that they
taught.
SSQ4:
Subjects agreed that they use good study
habits as
a
student at Kansas State
University
SSQ5:
Students agreed that they used good study
skills as a student at Kansas State
University.
Items Assessing Instruction in Study Skills
SSINS1:
Subjects tended not to receive study skills
instruction in high school.
SSINS2:
Subjects tended not to receive instruction on
study habits in high school.
SSINS3:
Subjects tended not to use materials which
explain about study skills and habits in
college
SSINS4:
Subjects tended not to recieve instruction on
study habits in college classes.
116
Subjects tended not to receive instruction on
SSINS5:
study skills in college classes.
Scores
on the
Survey
of
Study
Habits
and
Attitudes were consistent with other studies.
The research hypotheses were tested using
statistical techniques.
The
first hypothesis
several
tested
was as follows:
Perceived importance of study skills instruction
will be related to:
Delay Avoidance, Work Methods
Teacher Approval, Educational Acceptance, Study
Habits, Study Attitudes, Study Orientation,
(scores on the Survey of Study Habits and
Attitudes) and instruction in study skills.
Pearson correlation coefficients were computed
determine
if
any
significant
among these variables.
-
subjects'
relationships
to
existed
The results indicated that:
desire to take
a
course in college
that teaches about study skills (SSIMP1) was not
related to Delay Avoidance, Work Methods,
Teacher Approval, Educational Acceptance, Study
Habits,
-
Study Attitudes, and Study Orientation.
subjects desire to take
a
course in college that
117
teaches about study skills (SSIMP1) was
negatively related to instruction in high school
on study skills and study habits.
that study skills instruction should be included
in college classes (SSIMP2) was positively
related to Delay Avoidance, Educational
Acceptance, Study Attitudes and Study
Orientation.
that study skills instruction should be included
in college classes (SSIMP2) was not related to
any items assessing instruction in study skills
and study habits.
that study skills instruction should be included
in high school classes (SSIMP3) was not related
to any scores on the Survey of Study Habits
and Attitudes, or to any items assessing
instruction in study skills and study habits,
that study skills are important for student
success in high school (SSIMP4) was not related
to any scores on the Survey of Study Habits
and Attitudes, or any items assessing
instruction in study skills and study habits,
that study skills are important for student
success in high school (SSIMP4) was negatively
118
related to subjects' use of materials explaining
about study skills and study habits in college
and strongly related to study skills instruction
in college classes.
-
that teaching study skills is an important part
of instruction in secondary Vocational
Agriculture (SSIMP5) was not related to any
scores on the Survey of Study Habits and
Attitudes, and was positively related to study
skills instruction in college classes.
The second hypothesis tested was as follows:
Perceived qualification to teach study skills will
be related to Delay Avoidance,
Work Methods,
Teacher Approval, Educational Acceptance, Study
Habits, Study Attitudes, Study Orientation,
(scores on the Survey of Study Habits and
Attitudes) and instruction in study skills.
Pearson correlation coefficients were computed
determine
if
any
significant
among these variables.
relationships
to
existed
The results show that:
whether subjects would be qualified to teach
study skills upon graduation from Kansas State
119
University (SSQ1) was not related to any scores
from the Survey of Study Habits and Attitudes,
or to instruction in study skills,
whether subjects would include study skills
instruction in classes that they taught (SSQ3)
was related to Work Methods; no other items
assessing perceived qualification to teach study
skills was related to any score from the
Survey of Study Habits and Attitudes,
that the Agricultural Education curriculum
prepared graduates to teach study skills in
high school (SSQ2) was positively related to
whether subjects used materials explaining about
study skills and habits, instruction in study
habits in college classes, and instruction in
study skills in college classes,
whether subjects would include study skills
instruction in high school classes that they
taught (SSQ2) was related to instruction on
study skills and study habits in college
classes.
that subjects used good study skills as
student at Kansas State University
(
a
SSQ4) was
related to instruction on study skills in
.
120
college classes.
-
that subjects used good study habits as a
student in college (SSQ5) was related to
instruction on study habits in college classes.
The third hypothesis tested was as follows:
Instruction in study skills will be related to
perceived importance of study skills instruction
in secondary Vocational Agriculture classes.
Pearson correlation coefficients were computed
to
determine if any significant relationship existed among
these variables.
Results of
the correlations
showed
that:
instruction on study skills in high school
(SSINS1) was negatively related to subjects'
desire to take
a
course on study skills in
college
instruction on study habits in high school
(SSINS2) was negatively related to subjects'
desire to take
a
course on study skills in
college.
Subjects' use of materials which explained about
study skills and study habits in college
121
(SSINS3) was negatively related to an item
asking if study skills were important for
student success in high school.
-
instruction on study skills in college classes
(SSINS4) was positively related to items asking
(1)
if study skills were important for student
success in high school, (SSIMP4)
and (2) if
study skills instruction was an important part
of teaching secondary Vocational Agriculture
(SSIMP5).
3.
Demographic data, Survey of Study Habits
and Attitudes scores and Study Attitudes Survey
items
The fourth hypothesis tested was as follows:
Perceived importance of study skills will be
related to demographic characteristics of
undergraduates in Agricultural Education.
Pearson correlation coefficients were computed
to
determine if any significant relationships existed
between these variables.
The results indicate that:
age was positively related to an item assessing
subjects' desire to take
a
course on study
122
skills in college (SSIMP1).
- the
number of students enrolled in subject's
high schools (HSNUMBER) was negatively related
to items assessing whether study skills
instruction should be included in high school
classes (SSIMP3) and the importance of study
skills to student success in high school
(SSIMP4).
The fifth hypothesis tested was as follows:
Perceived qualification to teach study skills will
be related to demographic characteristics of
undergraduates in Agricultural Education.
Pearson correlation coefficients were computed
determine
any
if
significant
among these variables.
- age was
relationships
to
existed
The results show that:
positively related to an item asking
subjects if the used good study habits as
a
student at Kansas State University (SSQ5).
- grade
level was negatively related to items
asking subjects (1) if the Agricultural
Education curriculum at Kansas State University
prepared them to teach study skills in secondary
123
Vocational Agriculture (SSQ2) and (2) if they
would include study skills instruction in the
classes they taught (SSQ3).
The sixth hypothesis tested was as follows:
Instruction in study skills will be related to
demographic characteristics of undergraduates in
Agricultural Education.
Pearson correlation coefficients were computed
determine
if
any
significant
among these variables.
- age was
relationships
to
existed
The results indicate that:
positively related to (1) subjects' use
of materials which explained about study skills
and habits (SSINS3); and (2) instruction on
study skills in college (SSINS4).
- grade level was negatively related to
(1)
instruction in study skills in high school
(SSINS1);
(2)
instruction on study habits in
high school (SSINS2);
(3)
instruction on study
habits in college (SSQ5).
-
years of enrollment in Vocational Agriculture
(VAYRS) was negatively related to instruction on
study skills in college.
124
-
the number of students enrolled in Vocational
Agriculture (VAENROLL) was positively related to
all items assessing instruction in study skills,
both at the high school and college level.
The seventh hypothesis tested was as follows:
Scores on the Survey of Study Habits and
Attitudes will be related to demographic
characteristics of undergraduates in Agricultural
Education.
Pearson correlation coefficients were computed
to
determine if any significant relationship existed among
any variables.
- no
The results indicate that:
significant relationships exist between any
of the variables.
The eighth hypothesis tested was as follows:
Significant differences will be found between
grade levels on mean scores of Delay Avoidance,
Work Methods, Teacher Approval, Educational
Acceptance, Study Habits, Study Attitudes, and
Study Orientation (scores from the Survey of
Study Habits and Attitudes), perceived
125
qualification to teach study skills, and perceived
importance of study skills.
One-way analyses of variance were computed on each
set
variables
of
to
determine
differences between grade levels
if
did,
any
significant
in fact,
exist.
The results show that:
- no
significant differences between grade
levels were found on scores from the Survey of
Study Habits and Attitudes.
-
no significant differences between grade levels
were found on the measure of perceived
qualification to teach study skills.
- a
significant difference was found between the
junior and senior grade levels on perceived
importance of study skills.
The ninth hypothesis tested was as follows:
Significant differences will be found between
occupational groups (desire to teach, not to
teach) on perceived importance of study skills
and perceived qualification to teach study skills.
T-tests
determine
if
for independent samples were computed
any
significant
differences
to
existed
126
between these
groups.
The
results of
the
analyses
indicate that:
-
no significant differences were found on
perceived importance of study skills.
-
no significant differences were found on
perceived qualification to teach study skills.
The tenth hypothesis tested was as follows:
Significant differences will be found between
subjects who have taken a class in study skills
and those who have not taken such a class on
perceived importance of study skills and perceived
qualification to teach study skills.
T-tests
determine
if
for independent samples were computed
any
significant
between these two groups.
-
differences
existed
The results show that:
no significant differences between the
groups were found on perceived importance of
study skills.
- no
significant differences were found between
the groups on perceived qualification to
teach study skills.
to
127
Two stepwise
regression analyses were
The first regression was done
the variance in
could
be
to find out how much
perceived importance
predicted
by
the
computed.
of study
independent
of
skills
variables.
Results of the regression indicate that:
-
the combination of the variables Study
Orientation, Study Attitudes, Study Habits,
SSIMPT, occupational goals, and enrollment in
Vocational Agriculture explains 15.5 percent of
the variance in perceived qualification to teach
study skills.
-
the combination of the variables occupational
goals, Study Attitudes, Study Habits, Study
Habits, Study Orientation, SSQUAL, Age, and
Grade level explains 13.5 percent of the
variance in perceived importance of study
skills.
Conclusions
From the analysis and interpretations of the
data
outlined in this study, the following conclusions
were
made relative to the research questions of the study:
128
1.
As
undergraduates in
Agricultural Education
recognize more
older, they
skills instruction
college.
in
larger high schools tend
instruction
high
in
fully the
value of
study
Undergraduates
not to perceive study
school
as
Undergraduates from larger high
grow
that
from
skills
important.
schools also tend
not
to recognize study skills as very important for success
in high school.
These perceptions may be influenced by
the perceptions of less individual attention in
larger
high schools and of less academic rigor in classes.
As students become older,
they are more likely
feel that they use good study habits in college.
may reflect
a
higher level of
lower grade levels (freshman
inclined
to
feel
that
curriculum prepares
them
the
maturity.
This
Students
and sophomores) are
Agricultural
to teach
study
to
in
more
Education
skills
and
they will include study skills instruction in secondary
classes when they teach.
2.
Undergraduates
study skills are
Agriculture.
in
Agricultural
important in
Education
high school
Vocational
However, the perception of the importance
of study skills in college does not seem to be
to the
feel
perceived importance
of study
related
skills in
school and secondary Vocational Agriculture.
high
129
3.
Undergraduates in Agricultural Education feel
are qualified
from Kansas
to
teach
study skills
State University.
The
upon
they
graduation
materials
use of
explaining about study skills and habits in college
is
strongly related to the perception of qualification
to
teach study skills.
4.
Instruction on
study
skills in
college
appear to have the most effect on perceived
of study skills.
habits in
classes
importance
Instruction on study skills and study
high school
was negatively
related to
the
student avoids delay
and
perceived importance of study skills.
The extent
distraction
to which a
(Delay
Avoidance);
agrees
expressed goals of education (Educational
their opinions
teachers
and
(Study
beliefs
regarding
Attitudes);
and
with
the
Acceptance);
academics
overall
and
Study
Orientation are all related to perceived importance
study skill instruction
desire
to
avoid
in college.
delay
and
Thus,
distraction
of
subjects'
and
their
agreement with educational goals contribute to how they
see the importance of study skills in college.
How effectively
the student organizes
materials
(Work Methods) was related to whether the subject would
.
130
instruction in
include study skills
the classes
they
taught
expressed goals of
Agreement with the
(Educational
Acceptance),
opinions
education
beliefs
and
regarding academics and teachers (Study Attitudes)
Orientation were
overall Study
and
negatively related
subjects' use of materials which explained about
to
study
skills and study habits in college.
Recommendations
Based on the findings of this study, the following
recommendations are made:
Based
1.
the
on
perceived
relationships between
skills for
student
teaching study
finding
success
skills
in
positive
strong
of
importance
high
study
of
and
school
Agriculture
in Vocational
of
and
recommended
study skills instruction in college, it is
that instructional units on study skills be included in
(1) the Agricultural Education Colloqium class;
the
professional
education
and (2)
These
semester.
instructional units should include instruction on: time
management and scheduling
of study
exam preparation,
improvement
skills.
memory
Undergraduates
time,
text
and
in the professional
study,
notetaking
education
.
131
semester should be encouraged to construct lesson plans
and instructional units on teaching about study
skills
and study
habits to
students.
Undergraduates in the professional education
semester
should
secondary Vocational
also
Agriculture
encouraged
be
instruction about study skills
include
to
and study habits
while
student teaching.
2.
Based on the finding of
significant difference in
a
perceived importance of study skills between the junior
and senior grade level,
it is recommended that transfer
students be required to take
study skills and study
habits in their first
at the transfer institution.
study skills
class
would
course explaining
a
semester
An instructional unit
Agricultural Education
in the
fulfill
requirement
this
about
on
Colloquim
transfer
for
students
3.
Based on
the
finding of
positive
between perceived qualification
and instruction
college,
it
is
on study
Agricultural Education
to teach study
skills and
recommended
relationships
that
majors be
skills
study habits
all
in
undergraduate
required to
take
a
course on teaching study skills and study habits and/or
a
course
explaining
about
study
skills
and
study
:
132
habits.
Such
a
course should Include the
of lesson plans and
construction
instructional units covering
such
topics as: reading skills, time management, notetaklng,
exam preparation, memory improvement and text study.
4.
Based on the findings that Educational
Acceptance,
Study Attitudes, and Study Orientation are all
to perceived importance of
related
study skill instruction
in
college, it is recommended that the expressed goals
of
education be presented
Philosophies
and
of
to students
Vocational
Principles
in the
Education
course.
Students should be encouraged to discuss the importance
of study skills
such
a
and good study
habits among peers
in
class.
Recommendations for Further Research
Based on the research conducted in this study, the
following
recommendations
for
further
research
are
noted
1.
Since
related to
perceived
instruction on
study skills
perceived importance
qualification
to
and habits
of study
teach
skills
study
is
and
skills,
pretest-posttest research should be conducted utilizing
instruments measuring study
skills and attitudes
with
133
students enrolled in courses which give instruction
on
study skills and study habits.
2.
Research
following
graduates
into
their
classrooms to determine whether they actually
own
included
study skills instruction would be beneficial to finding
out whether teachers actually teach about study
skills
and study habits upon graduation from college.
3.
Research
involving current Vocational
Agriculture
teachers should be conducted to find out (1) what their
attitudes are about study
if
skills instruction; and
teaching students about
they are
study skills
(2)
and
study habits in Vocational Agriculture.
4.
Research
involving current Vocational
teachers should be conducted to
Agriculture
find out if they
qualified to teach about study skills and study
feel
habits
in Vocational Agriculture.
5.
Research should
which include
habits to
be conducted in secondary
instruction on
determine
study skills
its effect
on
classes
and
secondary
study
school
students' attitudes and acheivement.
6.
Research
on
units on fostering
developing
effective
study skills and
instructional
study habits
for
.
134
Agricultural Education students in college and students
enrolled in Vocational Agriculture should be conducted.
7.
Research
evaluating
the
effectiveness
of
instructional units on study skills and study habits
for
Agricultural
enrolled
undertaken
in
Education
Vocational
students
Agriculture
and
students
should
be
135
SELECTED BIBLIOGRAPHY
Armbruster,
B.
B.
Anderson, T. H. (1981).
&
synthesis on study skills.
Leadership
39
.
Arrington, L.
Educational
154-156
,
R.
Research
Relationship of student
(1985).
,
attitudes about vocational agriculture to selected
student, school, and program variables. The Journal
of the American Association of Teacher Educators in
Agriculture
.
26
48-56
1_,
,
Askov, E. N. & Kara, K.
content areas
Study skills in the
(1982).
Massachusetts: Allyn and Bacon
.
Askov, E. N.; Kamm, K.; & Barnette, J.J.
(1980).
Study skills mastery: Comparisons between teachers
and students on selected skills.
In Kamil,
M.
L.
(Ed.), Perspectives in Reading Research and
Instruction.
Twenty-ninth Yearbook of The National
Reading Conference
Washington, D.C.: National
.
Reading Conference
Askov, E. H.j Kamm,
K.;
&
Klumb,
R.
(1977). Study
skill mastery among elementary school teachers. The
Reading Teacher
.
30
,
485-488
.
136
Bednar, R. L., & Weinberg, S. L. (1970). Ingredients of
successful treatment programs for underacheivers
The Journal of Counseling Psychology
Blake, W. S.
Brink, W.G.,
26
.
.
.
1-7
97-99,
,
114
Directing study activities in
(1937).
secondary schools
17
Study skills programs. Journal
(1955).
of Higher Education
.
New York: Doubleday, Dorand
& Co.
Brown, W. F., & Holtzman, W. H.
Study Habits and Attitudes
(1967). Survey of
Form C.
New York,
Psychological Corporation
Brown, G. M.; Kerr, M. M.
(1984).
;
Zigmond, N.; & Harris, A.
What's important for student success in high
school? Successful and unsuccessful students discuss
school survival skills.
68
,
High School Journal
Buros, 0. K.
(Ed.).
(1978) The seventh mental
measurements yearbook
Press,
.
New Jersey: The Gryphon
1212
Cline, R. J. K.,
(1969)
Reading ability and selection
for teacher education programs.
12,
,
10-17
634-638, 678-680
Journal of Reading
137
Cronbach, L. J.,
Coefficient alpha and the
(1951).
internal structure of tests.
Psychometrika
.
16,
297-334
Dansereau, D. F., (1979). Development and evaluation of
a
learning training program.
Educational Psychology
Devine, T. G.
71
.
,
Journal of
64-73
Teaching study skills
(1981).
.
Massachusetts: Allyn and Bacon
Duffey, R. V.
teacher
Dulin, E. L.
teachers.
Skill training for all secondary
(1971).
Journal of Reading
Elliot, C. H.
The reading
132-133
27,
.
What to Do.
(1973).
.
15
,
109-114
The effective student
(1966).
.
New
York: Harper and Row
Entwisle, D. R.
courses:
Research
Fry, J.
A
(1960). Evaluations of study skills
review.
243-251
53_,
.
Statistical package for the social
(1986).
sciences - Extended
IL:
Journal of Educational
,
[computer program].
Chicago,
SPSS Incorporated
Gadzilla, B. M.,
(1979).
The effects of student to
student counseling on student's perceptions of study
habits and attitudes.
Personnel
.
20
,
424-429
Journal of College Student
138
Gadzilla, B. M.
L.
;
Goldston, J. T.j & Zimmerman, M.
Effectiveness of exposure to study
(1977).
techniques on college students perceptions. Journal
of Educational Research
Gagne, R. M.
71
.
,
26-30
The conditions of learning
(1967).
.
New York: Holt, Rinehart, and Winston
Gee, J. M.
(1982).
Skills needed by students
enrolling in postsecondary agricultural programs.
The Agricultural Education Magazine
.
55
,
A_,
8-10
Geeslin, R.H.,
&
York, P. W.
(1971).
Literacy skills
as a barrier to inservice training.
Reading Behavior
.
3(3),
9-12
Gentle, L. M., & McMillian, M.
students'
Reading
.
Journal of
(1977).
Some of our
teachers can't read either.
21,,
Journal of
145-148
Hart, D., & Keller, M. J.
Self-Reported
(1980).
reasons for poor academic performance of First-Term
freshman.
21,
Journal of College Student Personnel
.
529-534
Haslam, W. L., & Brown, W. F.
(1968). Effectiveness of
study skills instruction for high school sophomores.
Journal of Educational Psychology
.
59
,
223-226
139
Hawkins, M. L.
(1967).
The Reading Teacher
Henderson, J.
Are future teachers readers?
21,
.
(1983).
138-140,
2,
144
Professional commitment to
cognitive skill development.
The Journal of The
American Asso ciation of Teacher Educators in
Agriculture
24
Herber, H. L.
71-75
3,
,
(Ed.).
Developing study skills
(1965).
in Secon dary Schools
.
Delaware: International
Reading Association
Hodges, P. V.
(1982).
An investigative study of
student tea cher competency in basic skills .
Colorado State University
Hodges, P. V., & Nash, A. M.
(1983).
Should teacher
training institutions be concerned about the reading
and writing skills of future teachers?
Teacher Education
Hollingshead,
A.
4,
1_,
67-72
(1957).
B.
social position
Karasiewicz, J.
.
Action in
Two factor index of
Connecticut: New Haven
.
(1981).
E.
A
comparison of grade
performance and study orientation of participants
in content vs
.
content plus study skills academic
assista nce groups
.
Unpublished doctoral
dissertation, Kansas State University, Manhattan
HO
Kramer, G. L., & Washburn, R.
The perceived
(1983).
orientation needs of new students.
College Student Personnel
Maxwell, M.
skills
.
McCausland,
.
24
The Journal of
311-319
,
Improving student learning
(1979).
San Francisco: Jossey-Bass
D.
& Stewart,
F.,
N.
E.
Academic
(1974).
aptitude, study skills, and attitudes and college
GPA.
The Journal of Educational Research
.
67
,
354-357
McCay, J. S., & Mortenson, J. H.
Recent
(1983).
Pennsylvania agricultural education graduates: Their
academic ability and teaching status.
The Journal
of the American Association of Teacher Educators in
Agriculture
Mikulecky,
.
L.
24
J.,
3,
,
&
46-52
Ribovich, J. K.
(1977).
Reading
competencies and attitudes of teachers in
preparation.
Journal of Reading
.
20
,
573-580
The National Commission on Excellence in Education.
(1983). A nation at risk: The imperative for
educational reform Washington, D.C.:
Government Printing Office
U.
S.
141
Newcomb, L. H.; McCracken, D. J.; & Warmbrod, R.
(1986). Methods of teaching agriculture
.
Interstate Publishers and Printers: Danville,
Illinois
Odland, N., & Ilstrup, T.
Will reading
(1963).
teachers read?. Reading Teacher
.
17
,
Parish, T. S., & Kiewra, K. A. (Eds.).
83-87
(1984).
Contemporary issues in human behavior and
development
.
Parmley, J.D.
Massachussets
(1980).
:
Ginn Custom Publishing
The relationship of selected
presage, context, and process factors to students'
acheivement and satisfaction in horticulture
instruction
.
Unpublished doctoral dissertation,
The Ohio State University, Columbus
Pauk, W.
(1984).
How to study in college
,
(3rd
ed.) Boston: Houghton Mifflin
Phipps, L. J.,
(1980) Handbook on agricultural
education in public schools (4th ed.) Danville: The
Interstate Publishers and Printers, Inc.
Reilly, P.
(1979).
Analysis of factors which
encourage vocational agriculture teachers in Kansas
to remain in teaching
Unpublished master's thesis,
Kansas State University, Manhattan
142
Robyak, J. E., & Downey, R. G.,
Effectiveness
(1978).
of a study skills course for students of different
academic acheivement levels and personality types.
Journal of Counseling Psychology
Robyak, J. E.
,
& Downey,
G.,
R.
25
,
544-550
,
The
(1979).
prediction of long-term academic performance after
the completion of a study skills course.
Measurement and Evaluation in Guidance
.
12
,
108-111
Smith, S.J Shores, L.; & Brittain, R.
methods of study
.
Integrating study
(1979).
skills instruction with content in
Tonjes, M.
Reading World
Zintz, M.
&
Best
Barnes and Noble
Stoodt, B., & Balbo, E.
classroom.
(1963).
.
18
(1981).
a
secondary
247-252
,
Teaching
reading/thinking/study skills in content
classrooms
.
Weltner, K.
Iowa: Wm. C. Brown
The development of study
(1977).
techniques by integrated master programs.
Journal of Educational Psychology
Welton,
R.
F.
(1986).
A
,
8_,
British
34-35
longitudinal study of
selected attributes of agricultural education
graduates in Kansas
.
Unpublished manuscript
143
Whitehill, R.D.,
(1972). The development of effective
learning skills programs.
Research
,
Zais, R. S.
65,
Journal of Educational
281-85
The decline of academic
(1978).
performance in the classroom and the reading scores
of prospective teachers:
Some obversations
High School Journal
52-57
,
62
,
.
The
144
APPENDICES
145
APPENDIX
A
COVER LETTER TO SUBJECTS
Department of Adult
and Occupational Education
•CA2SISAS
College of Education
Bluemont Hall 363
Manhattan, Kansas 66506
913-532-5535
STATE
UHVERSITY
146
January 24, 1986
Dear Agricultural Education Major,
We would like to ask for your voluntary participation in a
research study which will be conducted in February.
This
study will assess students' perceptions of and attitudes
toward study skills; and how well students are prepared to
teach study skills in the classroom.
The results will be used to determine if more instruction
on teaching and utilizing study skills is necessary in the
Agricultural Education curriculum.
Your participation will take approximately one hour.
You
will be asked to complete two surveys.
Of course, you
will remain anonymous and the results will be
confidential
,
.
We are encouraging all Agricultural Education
undergraduates to take part in this activity.
If you wish
to participate, please sign the enclosed consent form,
check the date you will be able to attend, and return the
form as soon as possible to:
Lance Lewis
Adult and Occupational Education
Bluemont 363
Kansas State University
Manhattan, Kansas 66506
Any questions that you might have can be directed to Lance
at 532-5904, or in Bluemont 342.
Please return the enclosed form by January 31.
Thank you for your help.
Sincerely
,
Richard F. Welton
Professor,
Agricultural Education
end.
Lance B. Lewis
Graduate Teaching Asst.
147
APPENDIX
B
INFORMED CONSENT FOR PARTICIPATION
Office of Graduate Studies
KANSAS
College of Education
UNTVIERJSIT'V'
Manhattan, Kansas 66506
STATE
Bluemont
Hall
913-532-5595
148
February 19, 1986
Dr. Richard F. Welton
Adult and Occupational Education
Bluemont Hall 363
UNIVERSITY
Dear Dr. Welton:
have reviewed the information provided regarding the protection of
I
the rights of human subjects in research proposed by Lance B. Lewis.
Based on the assurances provided, the research appears either to meet
the conditions required by federal or Kansas State University policy
the actual protection
I must remind you,
or to be exempt from review.
of the rights of human subjects in research is the responsibility of
the investigators and my review does not mitigate this responsibility
in any degree. Kansas State University policy requires the informed
consent of subjects even for federally exempt research.
Best wishes for the successful completion of this research project.
Sincerely,
Michael C. Holen
Professor and Associate
Dean
MCH:lab
cc:
Lance Lewis
** Return this page **
149
VOLUNTARY PARTICIPATION CONSENT FORM
I agree to partipate in this study, and recognize that my
participation is voluntary.
I understand that I may withdraw
from this activity at any time, and that my identity and any
results will remain confidential.
Signature:
Date:
Participation Attendance Form
All sessions will be held in Bluemont 343.
Please show up ten
minutes early for instructions. The session will last
approximately one hour and will begin promptly at 7:00 p.m.
Thank you for your help.
I
will be able to attend on:
Monday, February 17th, at 7:00 p.m.
Wednesday, February 19th, at 7:00 p.m.
will not be able to attend at these times.
The best
time for me would be:
(please list a time and date)
I
Time:
Date:
** Return this page **
150
VOLUNTARY PARTICIPATION CONSENT FORM
agree to partipate in this study, and recognize that my
participation is voluntary.
I understand
that I may withdraw from
this activity at any time, and that my identity and any results
will remain confidential.
I
Signature:
Date:
Participation Attendance Form
All sessions will be held in Bluemont 343.
Please show up ten
minutes early for instructions.
The session will last
approximately 45 minutes and will begin promptly at 7:00 p.m.
Thank you for your help.
I
will be able to attend on:
Wednesday, March 5, at 7:00 p.m.
Thursday, March 6, at 7:00 p.m.
will not be able to attend at these times.
The best
time for me would be:
(please list a time and date)
I
Time
:
Date:
151
APPENDIX C
FOLLOW-UP LETTER
I
:
.
Department of Adult
and Occupational Education
2ANSAS
3rEATE
College of Education
Bluemont Hall 363
Manhattan, Kansas 66506
JNIVERSITY
91 3-532-5535
152
February
6,
1986
Dear
would like to ask you for your voluntary participation
in a research study which will be during February.
The
purpose of the study will be to find out how you feel
about study skills and how well students are prepared to
teach study skills in the classroom.
I
Your participation would take approximately one hour.
You
will be asked to complete two surveys.
Of course, you
will remain anonymous, and any results will remain
confidential.
encourage you to take part in this activity.
If you
wish to help, please sign the enclosed form, check the
date you would be able to attend, and return the form as
soon as possible to:
I
Lance Lewis
Adult and Occupational Education
Bluemont 363
Kansas State University
Manhattan, Kansas 66506
You may also bring the form to Leah in Bluemont 363.
Thank you for your help and interest in agricultural
education
Sincerely
,
Richard F. Welton, Ph.D
Professor
Agricultural Education
RFW:mn
Enclosure
153
APPENDIX
D
FOLLOW-UP LETTER II
Department of Adult
and Occupational Education
KANSAS
College of Education
Bluemont Hall 363
Manhattan, Kansas 66506
913-532-5535
SrCAETE
TNiViiJRSITY
154
February 20,
Dear
1986
:
Recently I invited you to participate in a research study
involving Agricultural Education students at Kansas State.
If you have not yet attended one of the sessions to gather
data, I urge you to attend a meeting on either March 5 or
6 at 7:00 p.m. in Bluemont Hall.
This will be your last
opportunity to take part in the study.
Please read the enclosed form and return it to me as soon
as possible, either by mail or drop it by my office.
Thank you for your help in improving Agricultural
Education at Kansas State University.
Sincerely yours,
Richard F. Welton
Professor
Agricultural Education
RFW:amg
enclosure
155
APPENDIX E
STUDY ATTITUDES SURVEY
STUDY ATTITUDES SURVEY
156
** DO NOT PUT YOUR NAME ON THIS SURVEY **
To complete this survey, it is important for you to know how study
skills and habits can be defined.
Study skills can be defined as academic skills (including time
management, reading skills, notetaking, text study, exam preparation,
and memory improvement) which contribute to success in coursework.
Study habits can be defined as repetitive behaviors which incorporate
the use of study skills.
This survey is intended to determine your opinions about study skills.
Your contributions are important, so please be as complete and honest
as possible.
Section
I
Directions: Please answer each question to the best of your knowledge.
1.
Size of hometown that you come from: (check one)
Farm/Ranch
0-100
101 - 500
501 - 1,000
1,001 - 10,000
10,001 - 50,000
50,000 +
2.
What is the occupation of your male parent (this includes father,
step-father, or guardian)?
What is the occupation of your female parent (this includes mother
step-mother, or guardian)?
How many years of education did each of your parents complete?
(circle the most appropriate number)
Male parent?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
BS
MS
PhD
MD
6
7
8
9
10
11
12
13
14
15
BS
MS
PhD
MD
Female parent?
1
2
3
4
5
3.
4.
Number of students at the high school jou attended :_
157
Were you enrolled in high school vocational agriculture?
Yes
No
Number of years enrolled?
5.
What was the approximate number of students enrolled in the total
vocational agriculture program the last year or semester you were
enrolled.
(number)
Section II
1.
Did you:
(check one)
Begin as a freshman at KSU?
Transfer from another school?
Community/Junior College
Four year college/university
2.
What is your current classification at KSU? (circle one)
Freshman
3.
Gender:
4.
Age
Sophomore
Junior
Senior
Other
Female
Male
5. Occupational goals
At the present time, I intend to teach vocational
agriculture at the high school or post-secondary level.
At the present time, I do not intend to teach
vocational agriculture at the high school or
post-secondary level.
6.
Have you already completed your student teaching?
Yes
No
.
158
Section III
Directions: Please respond to the following statements by circling the number
which you feel best expresses your opinion.
Example:
I
enjoyed high school.
Strongly
Agree
Strongly
Disagree
1.
I would like to take a course
in college that teaches study
skills.
Study skills instruction should
be included in college courses.
6.
1
3
4
1
Strongly
Disagree
Study skills are important
for student success in high
school
Strongly
Disagree
1
1
Teaching study skills is an
important part of instruction in
high school vocational
agriculture.
Strongly
Disagree
will be qualified to teach
study skills in high school
vocational agriculture upon
graduation from KSU.
Strongly
Disagree
1
1
5
Strongly
Agree
2
3
4
5
Strongly
Agree
Strongly
Disagree
Study skills instruction should
be included in high school
courses.
I
2
Strongly
Disagree
2
3
4
5
Strongly
Agree
2
3
4
5
Strongly
Agree
2
3
4
5
Strongly
Agree
2
3
4
5
Strongly
Agree
159
The Agricultural Education
curriculum at Kansas State
prepares graduates to teach
study skills in high school
vocational agriculture.
As a high school vocational
agriculture teacher, I would
include study skills instruction
in the classes that I teach.
9.
10.
use good study habits as a
student at KSU.
1
4
3
5
Strongly
Agree
Strongly
Disagree
2
1
4
3
5
Strongly
Agree
Strongly
Disagree
I
use good study skills as a
student as KSU.
2
2
1
4
3
5
Strongly
Agree
Strongly
Disagree
I
2
1
4
3
5
Strongly
Agree
Strongly
Disagree
„
11.
Have you taken any classes in which the development of study skills
was part of the class's objectives?
Yes
No
Directions: Please respond to the following statements by circling the
number you think best expresses your opinion. NOTE THAT THE DESCRIPTORS
UNDER THE NUMBERS HAVE BEEN CHANGED FROM STRONGLY DISAGREE AND STRONGLY
AGREE TO RARELY AND ALMOST ALWAYS .
Example:
12.
I
study during the day.
Teachers explained about study
skills in high school.
1
©
4
5
Rarely
Almost
Always
Rarely
Almost
Always
5
'
13.
14.
15.
16.
Teachers explained about study
habits in high school.
I use materials which explain
about study skills and habits
in college.
12
4
1
Rarely
Teachers explain about study
skills in college classes.
Rarely
1
1
5
Almost
Always
2
3
4
5
Almost
Always
Rarely
Teachers explain about study
habits in college classes.
THIS IS THE END OF THE SURVEY.
160
3
Rarely
2
3
4
5
Almost
Always
2
3
4
THANK YOU FOR YOUR COOPERATION.
5
Almost
Always
161
APPENDIX
F
SURVEY REVIEW COMMITTEE
162
The following individuals assisted in reviewing and
refining items on the Study Attitudes Survey:
Miss Sue Gibbs
Doctoral Student
Economic Education
Richard F. Welton
Professor
Agricultural Education
Dr.
Dr. John Parraley
Associate Professor
Agricultural Education
Harry Field
Assistant Professor
Agricultural Education
Dr.
163
APPENDIX
G
SURVEY OF STUDY HABITS AND ATTITUDES
164
SURVEY OF STUDY HABITS AND ATTITUDES
Authors:
W.
Publisher:
The Psychological Corporation
(Harcourt Brace Jovanovich)
7500 Old Oak Boulevard
Cleveland, Ohio 44130
Copyright:
1953-1967
Forms:
H
C
Validity:
F.
Brown and W.
H.
Holtzman
Grades 7-12
College freshman
(GPA = criterion)
Correlation of subscales with GPA*
Range of Correlation:
Mean:
*
Reliability:
1,772 cases
Test-retest
4
weeks and 14 weeks
Range:
.83 -
.94
.25 .36
.45
165
APPENDIX
H
ANALYSES OF VARIANCE ON GRADE LEVEL AND
SELECTED VARIABLES
166
Table H-l
Analysis of Variance on
Delay Avoidance and Gra de Level
Source
df
Between groups
Within groups
Total
Note.
p
=
SS
2
29
66.1818
2744.1993
31
2810.3811
MS
33, ,0909
94, ,6276
I
.3497
.70
Table H-2
Analysis of Variance
on Work Methods and Grade Level
Source
df
Between groups
Within groups
Total
Note.
SS
125.9711
2096.9644
2
29
31
.42
MS
62.9856
72.3091
2222.9355
.8711
167
Table H-3
Analysis of Variance
on Study Habits and Grade Level
Source
df
Between groups
Within groups
Total
Note.
29
30.2873
7776.4912
31
7806.7785
2
MS
F
15.1436
268.1549
.0565
SS
.94
Table H-4
Analysis of Variance
Educational Acceptance and Grade Level
Source
df
Between groups
Within groups
Total
Note
.
£
=
.61
SS
29
61, .1162
1785. ,4085
31
1846, ,5246
2
MS
30.5581
61.5658
F
.4963
168
Table H-5
Analysis of Variance
on Teacher Acceptance and Grade Level
Source
df
Between groups
Within groups
Total
Note.
2.
=
ss
29
52.1957
2071.1866
31
2123.3823
2
MS
26.0978
71.4202
F
.3654
.69
Table H-6
Analysis of Variance
on Study Attitud es and Grade Level
Source
df
Between groups
Within groups
Total
Note.
p
=
.61
SS
29
216.5088
6427.2594
31
6643.7682
2
MS
108.2544
221.6296
F
.4884
169
Table H-7
Analysis of Variance
on Study Orientation and Grade Level
Source
df
Between groups
Within groups
Total
Note.
.88
MS
29
212.2790
24042.2418
31
24254.5209
2
SS
106.1395
829.0428
.1280
170
APPENDIX
I
t-tests FOR INDEPENDENT SAMPLES
COMPARING SELECTED VARIABLES FOR STUDY SKILLS CLASS
PARTICIPANTS AND NON-PARTICIPANTS
171
Table 1-1
t - test for Independent Samples Comparing SSIMPT
Scores for Study Skills Class Participants and
Non-participants
SS Class
Group
Number per
group
28
Mean score
Standard Deviation
25
18.96
18.64
3.38
2.81
t-value
Note
.
No SS Class
0.38
£.
>
-
05
(
df = 51
)
Table 1-2
t - test for Independent Samples Comparing SSQual
Scores for Study Skills Class Participants and
Non-participants
SS Class
Group
Number per
group
28
Mean score
Standard Deviation
.
25
17.50
16.68
3.14
3.84
0.84
t-value
Note
No SS Class
_p_
>
.05
(df - 51)
172
Table 1-3
t - test for Independent Samples Comparing SSQ1
Scores for Study Skills Class Participants and
Non-participants
Group
SS Class
No SS Class
Number per
group
28
25
Mean score
3.50
3.36
Standard Deviation
t-value
Note.
1.254
.84
0.47
£
>
.05
(df = 51)
173
APPENDIX J
t.-tests FOR INDEPENDENT SAMPLES
COMPARING SELECTED VARIABLES FOR SUBJECTS
WITH DIFFERENT OCCUPATIONAL GOALS
174
Table J-l
t - test for Independent Samples Comparing Study
Attitudes for Subjects with different Occupational
Goals
Group
Teaching
Number per
group
No Teaching
12
12
Mean score
52.26
53.70
Standard Deviation
15.10
15.94
t-value
Note
.
0.24
_p_
>
.05
(df = 22)
Table J-2
t - test for Independent Samples Comparing Study
Orientation for Subjects with different Occupational
Goals
Teaching
Group
No Teaching
Number per
group
12
Mean score
101.24
96.66
29.07
26.58
Standard Deviation
t-value
Note
.
12
0.40
£
>
.05
(df = 22)
175
Table J-3
- test for Independent Samples Comparing SSIMPT
for Subjects with different Occupational Goals
t
Teaching
Group
Number per
group
12
Mean score
Standard Deviation
.
12
18.95
18.33
3.16
3.31
t-value
Note
No Teaching
0.47
£
_>
-
05
(df = 22)
Table J-4
- test for Independent Samples Comparing SSQUAL
for Subjects with different Occupational Goals
t
Group
Teaching
Number per
group
12
Mean score
Standard Deviation
.
12
17.56
15.58
3.31
4.05
t-value
Note
No Teaching
1.31
£
>
.05
(df = 22)
AN EXAMINATION OF
STUDY HABITS AND ATTITUDES OF
UNDERGRADUATE AGRICULTURAL EDUCATION MAJORS
by
LANCE B. LEWIS
.S.
Kansas State University,
1984
AN ABSTRACT OF A MASTER'S THESIS
submitted in partial fulfillment of the
requirements for the degree
MASTER OF SCIENCE
College of Education
KANSAS STATE UNIVERSITY
Manhattan, Kansas
1986
ABSTRACT
The primary
study habits
Agricultural
purpose of this study
attitudes of
and
Education
undergraduate
Kansas
at
was to assess
the
students
in
University.
State
Fifty-three subjects completed two surveys for this study.
A
non-standardized instrument,
Survey was constructed for this study.
Study Habits and Attitudes,
also used in
a
The Survey of
standardized instrument,
Scores from the
the study.
Attitudes
the Study
Survey of
Habits and Attitudes and responses from the Study
was
Study
Attitudes
Survey were used in selected statistical procedures.
This study
designed
was
determine
to
perception of the importance of study skills and
of qualification to
study
showed
subjects
that
instruction as
Agriculture.
teach study skills.
important
Subjects
skills, although they
Education curriculum
in
did
high
prepared them
perception
Results from
perceive
school
also felt qualified
did not agree
subjects'
study
skills
Vocational
and
to teach
study
Agricultural
that the
to teach
the
such
skills.
Subjects indicated that they received little instruction
on
study skills
or
and
study habits
in
either high
school
college.
Perceived
importance of
related to instruction on
Measures of perceived
study skills
was
strongly
study skills in college
classes.
qualification to
teach study
skills
were related to instruction on study skills and study habits
in college
classes and
perceived importance
to
of
study
found between
grade
skills in high school and Vocational Agriculture.
significant differences were
No
levels
scores
on
Attitudes.
skills.
on
However,
juniors and
Survey
the
of
significant differences
No
grade levels
of
Study
were found
qualification
perceived
Habits
to
and
between
teach
study
significant difference was found between
a
seniors
on
overall
a
measure
perceived
of
importance of study skills.
No
significant differences
variables between students
study skills
differences
who reported taking
and
those
that
were
found
on
subjects with different
were found
did
not.
selected
No
?«-&*}
0V-0&;.
selected
a class
in
significant
variables
occupational goals
teach, would not like to teach).
on
between
(would like
to