Masters Theses

Date of Award

8-1981

Degree Type

Thesis

Degree Name

Master of Science

Major

Home Economics Education

Major Professor

Jacquelyn H. McInnis

Committee Members

Gerald D. Cheek, Gerald K. LaBorde

Abstract

Purpose

The purpose of this study was to evaluate the processes and product of curriculum development and instructional design used in developing an articulated competency based food service curriculum for secondary and post-secondary levels within the State of Tennessee. Questions were proposed to arrive at an evaluation of the processes and product used; and thereafter, incorporated into a questionnaire to assess their summative effectiveness.

Sample and Procedure

The study was limited to a sample group of seventy-eight food service instructors (1980-81) from across the State who volunteered to participate in the study. Of this total, fifty-six or 71.8 percent responded in time to be included in the tabulation of data.

Following distribution and return of the questionnaire, data were compiled and tabulated. The opinion statements of the teachers in evaluating the curriculum and instructional processes and product used were tallied by groups. The percent of positive and negative responses to each question was then computed from the total responding to each item. The responses to demographic or personal data statements were also grouped according to responses and converted into percentages.

Conclusions

Close analysis of the descriptive data obtained in this study from fifty-six respondents resulted in the following conclusions:

1) Teachers felt that both business and industry representatives and instructors should participate in the identification and validation of tasks for the purpose of curriculum development.

2) Teachers felt that both business and industry representatives and instructors should be involved in deciding curriculum content.

3) Teachers viewed instructors as qualified to write and evaluate learning modules/packages.

4) Both teachers and writing team members found the listing of tasks and objectives, arranged in a learning hierarchy, useful to direct student learning.

5) Teachers viewed the individualized, self-paced, selfcontained modules as helpful in organizing instruction.

6) Teachers agreed that both cognitive and skill development evaluations should be included in competency based curriculum materials.

7) Teachers said that instructors should be used to field test curriculum materials. They also agreed that materials should be field tested in the actual school situation within the time frame of at least one school year.

Recommendations

It was recommended that, with regard to future curriculum development in other occupational areas, the models for curriculum development and instructional design used in this study be employed for systematic, planned process and delivery of a quality final product. It was further recommended that any learning modules/packages be written for the average first year occupational student with emphasis on the needs of slow learners.

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