Identification of beauty culture skills for Alberta high schools Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/q811kp38h

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  • This study identified the skills necessary to successfully complete the beauty culture program of Alberta. The (Alberta) beauty culture teachers (N =40) were surveyed, with their responses being used to assess the perceived skills. The instument, a 41 item survey, was established through the use of a Delphi panel to establish content validity. The reliability was calculated by using the Hoyt-Stunkard analysis of variance technique. The instrument's reliability showed a +0.95 level of internal consistency. The means for the items ranged from a high of 5.85 (an affective skill) to a low of 4.12 (a cognitive skill). All items indicated a need to retain the existing beauty culture competencies. The items were divided into three taxonomies; namely, cognitive, affective, and psychomotor. This was done to inform the respondent of the nature of the tasks. All three of the affective skills ranked in the highest frequency group, with two of the items being placed in the first and second spot. R-mode factor analysis was used to group the items into clusters according to the respondents' ratings on the six-point scale. With the initial loading set at 0.50, only one task was found to be spurious. Seventeen clusters (factors) were produced and were spread across affective, cognitive, and psychomotor skill areas. Skills involving manipulative procedures varied in importance levels. Technologically advanced methods of achieving cosmetology outcomes were not considered as important as the learning of basic tasks. This indicated a need to teach only the basics in preparation for completion of the beauty culture program in Alberta.
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