Type of Document Dissertation Author Jabor, Mohd Khata Bin Author's Email Address email@example.com URN etd-07012010-170704 Title The Achievement of Business Education Students on High School Core Subjects Degree Doctor of Philosophy (Ph.D.) Department Human Resource Education Workforce Development Advisory Committee
Advisor Name Title Machtmes, Krisanna Committee Chair Burnett, Michael Committee Member Johnson, Geraldine Committee Member Kennedy, Eugene Committee Member Slack, Tim Dean's Representative Keywords
- Technical education
- Demographic characteristics
- Cognitive learning
Date of Defense 2010-04-12 Availability unrestricted AbstractThe importance of academic courses taken during high school has been well documented. It could determine the studentsí achievement in high school, affect the studentsí ability to transition to postsecondary education and expand the studentsí choice of postsecondary majors and degree options (Laird, Chen, & Levesque, 2006). This study examined whether enrollment in business education is related to achievements in high school core subjects. The rationale for the study is to determine if business education contributes to the academic achievement of high school students.
This study used the data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) collected in 2005. Nationally representative samples of over 26,000 public and private school students were assessed. The study described the graduating high school students by age, gender, ethnicity, the highest level of parental education, public or private school students, and whether or not they are business education students. The study also described the performance of the students on the mathematics, English, social studies, and science as measured by their GPAs in these respective subjects. The study compared academic achievement of business education students with that of non business education students in these core subjects. The study determined if differences exist in student academic achievement based on studentsí personal demographic characteristics. These comparisons revealed that although there were statistically significant differences in GPA scores in all core subjects, the effect size of each of these areas was either small or moderate.
Several selected variables explained statistically significant portions of the variance in high school student achievement as measured by GPA scores in the mathematics, English, social studies, and science. These variables were age, gender, ethnicity, socioeconomic status, public or private school status and business or non business education status. Demographic factors played important role in determining studentsí academic achievement. The multiple regression models had either small or moderate effect sizes. Overall, non business education students had a statistically significant superior academic achievement than business education studentsí academic achievement. However, the statistically significant differences only translated into small effect sizes.
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