Evaluation of the effectiveness of LAPs as a part of distributive education curriculum in Tennessee

The problem of this study was to ascertain the effectiveness of LAPs as an integral part of the distributive education curriculum in secondary schools in Tennessee.

The specific purposes of the study were to determine the following: (1) How many teacher-coordinators have integrated or plan to integrate LAPs in their distributive education curricula in secondary education programs?; (2) How, and to what extent, has LAPs been used as an individualized instructional method, large group instructional method, or as a small group instructional method?; (3) What types of training have teacher-coordinators received in methods of teaching LAPs and their evaluation of these methods of instruction?; (4) How does LAPs contribute to the overall training of distributive education students?; (5) What are the attitudes of distributive education teacher-coordinators concerning LAPs?; and (6) How can LAPs be improved to better meet the needs of our ever changing educational society?

The population for this study consisted of all the distributive education teacher-coordinators in the State of Tennessee. Of the 162 questionnaires sent out, 127 (78%) responded, and 100 (61.7%) responses were included in the study.

An instrument was designed specifically for this study. The instrument's validity and statistical reliability were ascertained by a panel of experts. The statistical method used to estimate internal consistency was Winer's analysis of variance. A computer program was used to compute an instrument reliability coefficient of .9259. Another computer program used to estimate the instrument's internal consistency reliability was the Cronbach Alpha. An internal consistency reliability of .9259 was computed using this formula.

The data for the study were secured by a questionnaire completed by distributive education teacher-coordinators. The data were tabulated and analyzed through the use of the SPSs and SAS computer programs. The multiple linear regression and the Duncan's multiple range test served as the primary analysis techniques. A one-way analysis of variance was applied to determine if any difference existed between the respondents and non-respondents.

The items of the instrument were classified into sub-groups. Part I of the instrument contained Demographic data; Part II, Instructional method evaluation; Part III, LAPs past and future usage; Part IV, Selected attitudes of teacher-coordinators that could be reflective towards the use of LAPs; and Part V, LAPs evaluation and recommendations.

For analytical purposes the use of LAPs was examined and treated for significance as related to the five subgroups. Statistical analysis was done by individual and group items in sequential order to determine if a significant difference existed at the .Ol probability level.

Based on the findings of this study, the following conclusions were made: (1) The use of LAPs places a higher responsibility on the individual student than do traditional methods of teaching, but students

are able to cope with independent study and learning through the use of LAPs; (2) There is a need for additional training for teachercoordinators in all methods of instruction of LAPs to increase the effectiveness of LAPs; (3) Students need to be oriented on the new method of instruction that is involved with the use of LAPs, for many students have never experienced such a complicated system or method of instruction. This can be done effectively through film and audio presentations; (4) The main conclusion of this study was that teachercoordinators have a positive attitude towards the value of LAPs. Individualized instruction creates new roles for teacher-coordinators and students. The teacher-coordinator is more able to perform as a diagnostician, tutor and learning manager in this role. Each student is required to be actively involved in not only the learning process, but also in his evaluation and program management. All distributive education teacher-coordinators throughout the State of Tennessee should consider including LAPs in their respective curricula for the purpose of providing an effective teaching aid.