The academic effect of career technical business -marketing education on students in a north Alabama high school
This research explored the impact of career technical business-marketing education on student academic achievement. The study compared the academic achievement of students who completed a planned, sequence of at least three, business-marketing education courses (completers) and students who completed one business-marketing course but did not complete a planned, sequenced, business-marketing education program (non-completers) using the Grade Point Average (GPA) and American College Testing Program (ACT) scores of high school graduates. The students chosen for this study included high school graduates who completed a planned, sequenced, business-marketing education program from a large north Alabama high school for the years 2000-2001 through 2005-2006. The number of completers for each year is often limited due to scheduling conflicts within the master schedule and the individual student's curriculum plan. This study was a quantitative study and employed an expost facto research design. Archival data were obtained from the high school transcripts concerning each student's program of study, each student's cumulative high school grade point average (GPA), and ACT Composite scores and subtest scores on mathematics and English. Data were analyzed using comparisons between the two groups of students to determine if completing a planned, sequenced, business-marketing program had an impact on overall student academic achievement. The study showed no statistically significant difference in the ACT scores between business-marketing education completers and non-completers. This study indicated that participation in a career technical business-marketing education program may contribute to the academic achievement and success of high school students. This conclusion underscores the intention of the Carl D. Perkins Career and Technical Education legislation that requires career technical education students meet the same rigorous academic standards as other students. Additionally, the ACT assessment program is designed to measure college readiness (ACT, Inc., 2005). The data from this study indicated there was no significant difference in college readiness between business-marketing education completers and non-completers as measured by the ACT composite scores and sub-scores in English and mathematics. The results of this study should encourage high school administrators to place increased emphasis on career technical business-marketing education.
Secondary education|Business education|Educational software|Curricula|Teaching
Doris A Brown,
"The academic effect of career technical business -marketing education on students in a north Alabama high school"
ETD Collection for Tennessee State University.