Graduate Thesis Or Dissertation
 

The major components of occupational program articulation among Oregon's community colleges and public secondary schools

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  • The central purpose of this study was to identify the major components of occupational articulation as perceived by Oregon's community college and secondary school vocational education administrators and instructors. Specifically, the objectives were: (1) to determine the major components of occupational articulation; (2) to test the hypotheses that there is no significant difference among the perceptions of the groups and programs participating and (3) to determine the underlying factors or commonalities that exist among the 61 occupational articulation components included in the study. Procedures A mail survey questionnaire containing 61 occupational articulation components with a five point continuum scale, from strongly agree to strongly disagree, was used to gather the data. The study's population utilized 116 Oregon comprehensive secondary schools and the 13 Oregon community colleges. The sample for the study consisted of 75 administrators and 75 instructors from each of the two institutions. The total sample consisted of 300 vocational educators, of which 210 responded. The F statistic was used to analyze contrasts among the mean scores for each statement, with the .01, .05 and .10 levels of significance being used to determine differences existing among the groups and programs. This testing allowed for four groups of components to be identified and arranged in different levels of agreement, ranging from little or no difference to significant difference. A factor analysis of the statements was used to determine statement groupings by clustering those statements with moderate to high factor loadings. The mean scores for each statement retaining the null hypotheses at the .01 level were examined to identify statements with high directions of agreement. Those statements were then identified as the major components of occupational articulation. Findings The R-Mode analysis utilizing a factor loading of ±.45 or higher in a six-factor solution produced meaningful relationships among the components within each factor. The analysis of variance test indicated that the groups and programs were generally alike in their ratings of the statements, but significant differences did occur in three components between the administrators and instructors and in 18 components between community college and secondary school personnel. The hypotheses were retained at the .01 level of significance on 42 of the 61 statements. The examination of the mean scores of statements retaining the null hypotheses produced 28 components with high directions of agreement and by meeting this criteria were identified as major components of occupational articulation. Recommendation In view of the findings, it is recommended that articulation be developed and implemented in a long-range systematic approach, initially utilizing those components showing little or no differences which have high directions of agreement. It is also recommended that additional research be conducted, including private vocational schools and apprenticeship programs.
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