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THE EFFECTS OF THE TEACHER-ADVISOR SYSTEM ON THE STUDENTS OF OMAHA TECHNICAL HIGH SCHOOL, OMAHA, NEBRASKA, IN THE AREAS OF ATTITUDE, ATTENDANCE, BEHAVIOR, AND ACHIEVEMENT (COUNSELING, GUIDANCE, HOME ROOM)
Abstract
This study examined the effects of the Teacher-Advisor System on the students of Technical High School in the areas of attitude, attendance, behavior, and achievement. Two basic research tools were used. Student perceptions of the effects of the Teacher-Advisor System on the attitude of the student body was measured by the use of an opinionnaire. To measure the change in attendance, behavior, and achievement, a modified static group (ex-post facto) comparison was used (Campbell & Stanley, 1968). The basis for the opinionnaire was the eleven Teacher-Advisor goals that were established by the professional staff of Technical High School. From these eleven goals a twenty-seven question opinionnaire was designed. A two-way analysis of covariance was used to study the effects of the Teacher-Advisor System on attendance and behavior while a one-way analysis of covariance compared the academic achievement of the students. The number of absences was used as the measure of attendance and behavior was measured by the number of suspensions and expulsions. California Achievement Test scores were used as the covariant in the achievement measure of grade point averages. The population for this study was the entire student body. The sample consisted of one hundred students, randomly selected from the population. The findings of the study showed there was no statistically significant difference in attitude, attendance, or the behavior of the students. Three null hypotheses were developed in the area of achievement and there was a statistically significant difference in two of the three, with a decline in achievement. The results of this study indicated that the Teacher-Advisor System made no statistically significant difference in the areas investigated. Since the problem being addressed dealt with the overload of the traditional counselor role and the consequent need for alternative forms of guidance, the Teacher-Advisor System was found to be an alternative. Further study of this approach to guidance with a lesser number of uncontrolled variables might bring positive results in regard to the factors studied in this research.
Subject Area
School administration
Recommended Citation
BRADLEY, ODRA WAYMOND, "THE EFFECTS OF THE TEACHER-ADVISOR SYSTEM ON THE STUDENTS OF OMAHA TECHNICAL HIGH SCHOOL, OMAHA, NEBRASKA, IN THE AREAS OF ATTITUDE, ATTENDANCE, BEHAVIOR, AND ACHIEVEMENT (COUNSELING, GUIDANCE, HOME ROOM)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8521444.
https://digitalcommons.unl.edu/dissertations/AAI8521444