SECONDARY STUDENTS' MATHEMATICS COMPETENCIES IN RELATION TO EMPLOYMENT TESTS.

Autor/in	LANDIS, WILLIAM HARPER
Institution	University of Southern California, Los Angeles. School of Education.
Titel	SECONDARY STUDENTS' MATHEMATICS COMPETENCIES IN RELATION TO EMPLOYMENT TESTS.
Quelle	(1967), (197 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Doctoral Dissertations; Employers; High School Students; Job Application; Mathematical Experience; Mathematics; Screening Tests; Terminal Students; California + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewerbung; Mathematik; Screening-Verfahren; Kalifornien
Abstract	THE PURPOSE OF THIS STUDY, A DOCTORAL DISSERTATION, WAS TO DETERMINE IF THERE WAS A MEASURABLE DIFFERENCE OF SUCCESS SHOWN ON THE MATHEMATICS SECTION OF EMPLOYER'S SCREENING TESTS BETWEEN MATCHED GROUPS OF TERMINAL SECONDARY STUDENTS WHO VARIED IN HIGH SCHOOL MATHEMATICS EXPERIENCE. A SAMPLE OF 45 EMPLOYERS, REPRESENTING APPROXIMATELY 35 PERCENT OF THE AVAILABLE ENTRY JOBS IN A 13-COUNTY AREA OF CALIFORNIA, SUPPLIED JOB APPLICANT CARDS FROM WHICH A SAMPLE OF 2,018 TERMINAL SECONDARY STUDENTS WAS SELECTED. GROUPS WITHIN THIS SAMPLE WERE MATCHED ON THE BASIS OF SEX, SOCIOECONOMIC LEVEL, ACADEMIC APTITUDE, READING AND MATHEMATICS ACHIEVEMENT LEVEL, AGE, YEARS OF HIGH SCHOOL, AND SEMESTERS OF MATHEMATICS. CONCLUSIONS INCLUDED--(1) STRUCTURED MATHEMATICS EXPERIENCES WERE SIGNIFICANTLY MORE EFFECTIVE IN PREPARING YOUTH TO PASS EMPLOYER MATHEMATICS TESTS THAN TRADITIONAL, OCCUPATIONAL, OR GENERAL MATHEMATICS EXPERIENCES, (2) TRADITIONAL COLLEGE PREPARATORY MATHEMATICS EXPERIENCES WERE NOT SIGNIFICANTLY MORE EFFECTIVE THAN GENERAL, OCCUPATIONAL, OR NO MATHEMATICS EXPERIENCES, (3) FOR MALES, STRUCTURED MATHEMATICS EXPERIENCES WERE NOT SIGNIFICANTLY MORE EFFECTIVE THAN OCCUPATIONAL MATHEMATICS EXPERIENCES, (4) FOR FEMALES, STRUCTURED MATHEMATICS EXPERIENCES WERE NOT SIGNIFICANTLY MORE EFFECTIVE THAN TRADITIONAL OR NO MATHEMATICS EXPERIENCES. RECOMMENDATIONS CONCERNED (1) ADOPTING STRUCTURED MATHEMATICS AS THE UNIFYING FORMAT OF MATHEMATICS INSTRUCTION IN THE SCHOOLS, (2) IDENTIFYING MATHEMATICS SKILLS USED IN SPECIFIC JOBS IN COMMERCE AND INDUSTRY, AND (3) IMPLEMENTING A FOLLOWUP OF THIS STUDY AND RESEARCH ON EXPERIMENTAL METHODOLOGIES, CORRELATION OF MATHEMATICS INSTRUCTION AND JOB NEEDS, AND EXPERIMENTATION WITH HIRING PROCEDURES TO DIFFERENTIATE BETWEEN TRAINABILITY FOR JOB COMPETENCE AND ACADEMIC ABILITY. (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC