Graduate Thesis Or Dissertation
 

Development of a resource unit for teaching consumer education

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  • The major purpose of this study was to develop a resource unit in consumer education. In order to plan this unit, the writer: 1. Reviewed findings in the literature. 2. Discovered, through use of student questionnaires, which concepts were most relevant to senior students at Grants Pass High School, and what suggestions they had for effective presentation of these concepts in the proposed consumer education class. Opinions of 364 Grants Pass High School seniors were tabulated, representing 71 percent of the senior class. The 29 percent not covered by the study included absentees, incomplete forms and forms filled out by transfer students which were not used. 3. Investigated present teaching practices used by 14 Grants Pass High School teachers who had previously indicated teaching consumer education concepts. Nine of these teachers who devoted three or more periods to at least one consumer education concept were interviewed in more depth. 4. Utilized knowledge and experiences of those evaluating the first draft of the resource unit. 5. Reviewed as many resources as possible within the limits of time and expediency. In developing the resource unit, concepts, generalizations, behavioral outcomes keyed to evaluation techniques and various levels of the cognitive and affective domains, learning experiences, suggested content and selected resources were identified. The following major topics were covered: Performing the Difficult Role of the Consumer in our Economy The consumer in the economy Consumer protection Creating a Satisfying Life with Available Resources Values, goals and resources Management of resources Sharing resources Consumer credit as a resource Making Ends Meet Wise spending of the shopping dollar Purchasing specific items Dealing with Emergencies and Planning for each Stage of the Family Life Cycle Occupational skills and abilities as a source of economic security Private sources of economic security Public sources of economic security The resource unit was reviewed by students and teachers enrolled in classes at Oregon State University and by members of an advisory committee. Revisions were made based on suggestions of the reviewers. Based on the findings of this study the following major conclusions were made: 1. Most students see the relevancy of consumer education and want it taught in an interesting and effective manner by teachers who can communicate with students and base content on student needs. 2. Grants Pass High School teachers now teaching consumer education concepts see the importance to students but have problems in providing individualized instruction and obtaining up to date resource materials. 3. The homemaking teachers were the only teachers reporting college preparation in consumer education. They reported more student activities, projects and field trips than any other discipline. 4. Consumer education concepts at Grants Pass High School are spread out over a wide variety of courses with no coordination. Based on the conclusions and review of literature, the following recommendations were made: 1. Consumer education concepts begin in elementary school and continue through senior high, due to the great amount of student and teacher interest in the subject and its complexity. 2. Consumer education be taught in all subject matter areas where they apply, but the district provide some coordination and offer a capstone course to draw together these concepts and emphasize them. 3. Work be done to improve and up date district consumer education resource materials.
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Déclaration de droits
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