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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 75- 11,326 CASTERLINE, Larry Earl, 1942- THE EFFECTS OF TRAINING PLANS ON THE PERCEPTIONS OF DISTRIBUTIVE EDUCATION AS A TRAINING PROGRAM. The Ohio State University, Ph.D., 1974 Education, vocational Xerox University Microfilms,Ann Arbor, Michigan 48106 0 1975 LARRY EARL CASTERLINE ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. THE EFFECTS OF TRAINING PLANS ON THE PERCEPTIONS OF DISTRIBUTIVE EDUCATION AS A TRAINING PROGRAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Larry E. C a ste rlin e , B.S., M.Ed. ***** The Ohio State University 1974 Reading Committee: Approved By Dr. Neal E. Vivian Dr. William Dowling Dr. Robert McCormick Adviser lollege of Education ACKNOWLEDGMENTS The writer wishes to express his appreciation for the counsel and guidance provided by Dr. Neal Vivian, Professor of Education, His dedication to distributive education and desire to help further knowledge in the field of expertise is unquestioned. A special thanks goes to Dr. William Dowling, P rofessor of A dult Education, and Dr. Robert McCormick, Professor and Assistant Vice-President for Continuing Education. These gentlemen were always ready and willing to offer suggestions and ideas. Their assistance in reading and criticizing the manual was invaluable. The writer wishes to express thanks to Mr. Roger Brown, computer specialist, and the educational development consulting center at The Ohio State University. Their help in data analysis was extensive. Finally, the encouragement and understanding given by the w riter's immediate family and close friends is acknowledged and appreciated. ii VITA June 20, 1942 Born - Warren, Ohio 1964 B.S., Bowling Green State University, Bowling Green, Ohio 1965 M.Ed. in Business and Distributive Educa­ tion, Bowling Green State University, Bowling Green, Ohio 1965-1966 Teacher-Coordinator of Distributive Educa­ tion, Rogers High School, Toledo, Ohio 1966-1969 Teacher-Coordinator of Distributive Educa­ tion, Medina High School, Medina, Ohio 1969-1970 Adult Consultant of Distributive Education, Northwestern, Ohio, Vocational Division, State Department of Education, Columbus, Ohio 1970-1974 State Supervisor of Distributive Education, Northwestern, Ohio, Vocational Division, State Department of Education, Columbus, Ohio Fields of Study Major Fields; Business Education in Undergraduate School, Dr. Mearl Guthrie, Advisor, Bowling Green State University Business and Distributive Education in Graduate School, Dr. Chester Mills, Advisor, Bowling Green State University, Bowling Green, Ohio Vocational and Technical Education, Adult Education, Distributive Education in Gradu­ ate School, Dr. Neal Vivian, Advisor, The Ohio State University, Columbus, Ohio Minor Fields: Speech in Undergraduate School, Bowling Green State University, Bowling Green, Ohio School Administration in Graduate School, Bowling Green State University, Bowling Green, Ohio iii TABLE OF CONTENTS ACKNOWLEDGMENTS ....................................................................................... i i VITA ....................................................................................................................i i i Chapter I . INTRODUCTION .............................................................................. 1 Statement of the Problem ..... ....................... 5 Need fo r the S t u d y............................................................ 7 Hypotheses .............................................................................. 9 Delimitations .......................................................................... 10 Definition of Terms............................................................ 11 I I . REVIEW OF THE LITERATURE................................................... 14 Cooperative Education ....................................................... 14 Distributive Education ................................................... 22 Training Plans ..................................................................... 24 Related Research ................................................................. 34 III. PROCEDURES................................................................................... 38 Population and S c a le....................................................... 38 D e s i g n ........................................................................................ 41 Collection of D a ta ............................................................ 44 R e sp o n se s................................................................................... 46 Instrumentation ..................................................................... 50 IV. ANALYSIS AND INTERPRETATION OF FINDINGS................... 54 Statistical Technique ....................................................... 54 Mean Value Interpretation .............................................. 58 Analysis of the Pre-Test D ata..................................... 59 Pre-Test Student D ata ................................................... 61 Pre-Test Teacher-Coordinator Data ....................... 62 Pre-Test Training Sponsor Data ............................ 64 A nalysis of the P o st-T est D a t a ................................. 67 Post-Test Student Data .............................................. 67 Post-Test Teacher-Coordinator D a ta ................... 77 Post-Test Training Sponsor Data ............................ 79 Summary........................................................................................ 87 iv V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .... 95 Summary................................................................................. 95 Conclusions..................................................................... .... 96 Training Sponsors ............................................................ 97 Teacher-Coordinators ................................................... 99 S t u d e n t s ...........................................................................100 Recommendations ..................................................................... 102 Append!x A TEACHER-COORDINATORQUESTIONNAIRE .................................. 106 B STUDENT QUESTIONNAIRE.......................... 110 C TRAINING SPONSOR QUESTIONNAIRE .................................... 114 D LETTER SENT TO TEACHER-COORDINATORS FOR PRE-TEST 119 E LETTER SENT TO TEACHER-COORDINATORS FOR POST-TEST 121 F LETTER SENT TO TRAINING SPONSORS FOR POST-TEST . 123 G DATA FOR SCHEFFE POST-HOC TEST: STUDENTS .... 125 H DATA FOR SCHEFFE POST-HOC TEST: TRAINING SPONSORS..............................................................................................127 BIBLIOGRAPHY.................................................................................................. 129 v LIST OF TABLES 1. Pre-Test Numbers and Percentages of Returned Questionnaires for Control and Experimental Groups by Students, Teacher-Coordinators and Training Sponsors ............................................................ 46 2. P ost-T est Numbers and P ercentages of Returned Questionnaires for Control and Experimental Groups by Students, Teacher-Coordinators and Training Sponsors ............................................................ 49 3. P re-T est Means of Students by Control and Experimental Group ............................................................ 60 4. One-Way Analysis of Variance of Students on the Pre-Test for Control and Experimental

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