A comparison of attitudes and achievement of Alaska secondary Marketing and Distributive Education students toward a specific simulation model versus traditional instruction Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cf95jf192

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  • The purpose of this study was to test the use of the published simulation, Jeffrey's Department Store (Koeninger and Hephner, 1978), in high school Distributive Education classrooms. The simulation was compared to "traditional" methods of instruction, testing for achievement (knowledge gained) and attitude (feelings about the class after instruction). Control and experimental Distributive Education groups were selected from four high schools in Anchorage, Alaska. All of the 135 randomly assigned participants studied the same topics for eleven weeks, with control groups using "traditional" methods and materials, and experimental groups using the Jeffrey's Department Store simulation. All participants were pretested and posttested, using the Sales Comprehension Test (Bruce, 1976) to measure achievement; a survey instrument was designed for this research as an attitude measure. Analysis of covariance was utilized to determine if there were significant differences among schools, significant differences between experimental and control groups, and significant interaction between levels of schools and groups. Where multiple comparisons were necessary, the Least Significant Difference (L.S.D.) test was used to determine the location of differences. Based on the results of the research, there was little evidence that the use of Jeffrey's simulation showed a significant difference on either the achievement or attitude mean scores of student participants. Achievement scores of students learning in the "traditional" classroom were not significantly different from those using the simulation. An examination of attitude scores revealed no significant difference between "traditional" classroom participants and simulation participants. There were, however, significant differences among the four schools. School 3 attitude scores were higher than the other schools on 15 of the 25 test items. Schools 3 and 1 appeared to have fewer differences than School 3 compared to Schools 2 and 4.
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