Research investigating the effects of career education on student academic achievement has been a topic of interest for the last decade. Federal funding stimulated the evaluation of career education programs around the nation. An extensive number of scholarly narrative reviews have been prepared on the topic. While the reviews have been valuable, the results have remained inconsistent and conflicting. This investigation used a meta-analytic approach to quantitatively integrate the research findings from 67 studies which reported results of the impact of career education on academic achievement. / The present research synthesis offers quantifiable evidence of a small, overall positive effect of the career education strategy on student academic achievement. Across the 67 studies analyzed, the average experimental effect size was .1599. This means that the effect of career education improved student academic achievement levels an average of .1599 standard deviations. Improvement was also noted when studies were grouped by selected characteristics common to specific studies. / Results of the meta-analysis suggest that the value of career education as a vehicle to enhance academic achievement is statistically supported. Elementary students of average ability appear to profit most in their academic achievement if they are randomly assigned to groups, where the career education intervention is coupled with math and language arts subject matter; with interventions which averaged 151-200 hours per 9 month school year; and in a program which is concluding its second year with the same students. / Implications of this research are of interest to researchers, school professionals and legislators. For the researcher, the investigation identifies additional areas of guidance worthy of research integration. An actual effect size provides a reference to determine adequate sample sizes for future research. The fact that career education had a positive effect on student academic achievement will be valuable information to school professionals and legislators as they make program decisions. Although the effect size is considered small by Cohen's standard, the potency of the intervention may possibly be increased if combined with other proven classroom strategies that affect student academic achievement. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3662. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75940 |
| Contributors | EVANS, JAMES HAROLD, JR., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 190 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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