AN ANALYSIS OF THE CONSUMER EDUCATION COURSE IN SELECTED NEBRASKA SECONDARY PUBLIC HIGH SCHOOLS DURING THE 1979-80 SCHOOL YEAR

DENNY JOE WATKINS, University of Nebraska - Lincoln

Abstract

The Problem. The purpose of the study was to analyze the consumer education course as offered in selected Nebraska secondary public schools during the 1979-80 school year. The consumer education understanding of Nebraska secondary public school students was measured and compared through the use of a standardized test. A descriptive profile of the consumer education course, student and teacher was developed. The consumer education courses in schools where students performed more "successfully" on the standardized test were examined to determine important qualities in the higher achieving schools. Procedure. Non-metropolitan Nebraska secondary public high schools with a student enrollment greater than 150 students and which offered a separate course in consumer education were considered for participation in the study. A Nebraska State Department of Education list of Nebraska teachers with consumer education as part of their job description and correspondence with appropriate Nebraska school administrators and teachers were used to choose 15 schools for participation in the study. Near the end of the consumer education course, 452 students were given the Test of Consumer Competencies by the classroom teacher in each school. The standardized test used in the study was developed by Dr. Thomas O. Stanley and is published by Scholastic Testing Service, Inc. The test results were compared to the standardized test norms and, in addition, were used to compare the performance of specific groups of students. Students and teachers also completed surveys designed to provide descriptive data on the consumer education course, students and teachers. The results of the Test of Consumer Competencies were used to select six schools which--based on the test results--had more "successful" consumer education courses. A visitation and interview were used to identify significant factors in the more "successful" courses. Findings and Conclusions. (1)A small percentage of Nebraska secondary public schools offer a separate course in consumer education. In those schools which do offer a separate course, the enrollment is small. (2)The consumer education understanding of Nebraska secondary public school students was almost identical to the consumer understanding exhibited by Illinois students--the state where the Test of Consumer Competencies was normed. Nebraska students did not demonstrate a mastery of the consumer education concepts in the standardized test. (3)Most consumer education students were in the eleventh or twelfth grade. Twelfth grade students performed significantly better than eleventh grade students. (4)Nebraska students were interested in consumer education and believed the course to be a valuable experience. (5)Sixty-one percent of the consumer education teachers believed professional improvement opportunities in consumer education were inadequate. (7)Class discussion was the dominant instructional approach. Textbooks and worksheets were the most used instructional activities. Current periodicals, reference materials, small group activities and film/filmstrips were also frequently used. (8)The teachers of the more "successful" courses used a variety of instructional activities and as a group taught all the topics on which the Test of Consumer Competencies was based. They frequently used analysis of current news to make the course more interesting and relevant.

Subject Area

Curricula|Teaching

Recommended Citation

WATKINS, DENNY JOE, "AN ANALYSIS OF THE CONSUMER EDUCATION COURSE IN SELECTED NEBRASKA SECONDARY PUBLIC HIGH SCHOOLS DURING THE 1979-80 SCHOOL YEAR" (1981). ETD collection for University of Nebraska-Lincoln. AAI8118069.
https://digitalcommons.unl.edu/dissertations/AAI8118069

COinS