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Two Methods of Implementing a Home Economics Competency-Based Education Course

Home Economics Education, Texas Tech University, Lubbock 79409

Merrilyn Niederwerfer Cummings

Home Economics Education, Texas Tech University, Lubbock 79409

Two strategies for implementing a competency-based course in home economics education were compared. Sixty-three senior students were alternately assigned to a teacher-directed or student-directed class for attainment of specified competencies. Nine modules were developed to be used in the student-directed class and as the basis for instruc tion in the teacher-directed class. Criterion tests measured the extent to which compe tencies were attained for each group, and a Likert-type scale indicated students' attitudes toward competency-based education. Data were also analyzed to determine if student teach ing affected achievement of competencies.

No significant difference in gain scores appeared between students who achieved com petencies through the student-directed and teacher-directed methods except in the competency area of program planning involving state standards. Significantly higher gain scores were attained by students who took the course before student teaching as opposed to those who took the course after student teaching in the competency areas of personal man agement, teaching skills, and motivation. No significant differences were found in gain scores between students who took the course before and after student teaching in the com petency areas of evaluation, departmental management, unit planning, program stan dards, or professionalism. No significant difference was found in attitude scores between individuals in the student-directed and teacher-directed sections.

Family and Consumer Sciences Research Journal, Vol. 5, No. 2, 79-87 (1976)
DOI: 10.1177/1077727X7600500202


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