Secondary work-based learning students' perceptions of their course and work and career-related issues
Dupree, Yvette Teresa
MetadataShow full item record
This descriptive survey study examined the influence of gender, race/ethnicity, and Career and Technical Student Organization (CTSO) membership on secondary work-based learning students’ perceptions of their course and work and career-related issues. The Student Perceptions of Work-based Learning Questionnaire was used to examine student perceptions. The survey consisted of 14 demographic questions, and 36 Likert-type questions, 14 related to student perceptions of their work-based learning course and 22 questions concerning work and career-related issues. The Chronbach calculated was 81.7, suggesting strong internal reliability. Secondary work-based learning students within two Georgia school districts served as the sample. A total of 135 students participated in completing the online questionnaire, for a response rate of 34%. Descriptive and inferential statistics were utilized to determine student characteristics and perceptions. Demographic data describing the sample in more detail was captured using descriptive statistics. One-way analyses of variance (ANOVA) were used to compare students based on gender, ethnicity, and CTSO membership. No significant differences were found for student perceptions of their course or work and career-related issues. Students believed that their work-based learning course was valuable. Their perceptions were positive overall concerning their educational experience and work and career-related issues. This study provides valuable insight into the beliefs of secondary students toward their work-based learning course and work and career-related issues.