The development of performance objectives for the two year group instruction phase of the distributive education program at Freeport Senior High School in Freeport, Illinois

Includes bibliographical references.The purpose of this study was to prepare performance objectives for the group instruction phase of the Distributive Education Program at Freeport Senior High School in Freeport, Illinois. Specifically, the study was conducted to accomplish the following two goals: 1. Evaluate the content of the group instruction phase of the distributive education program with the hope that the content will be strengthened and made more relevant to the needs of the students. 2. Develop performance objectives for the group instruction phase of the distributive education program which contain the following: the exact type of performance that is expected from the student, the conditions under which the performance is expected, and a statement on how the performance will be evaluated. The subject matter content included as a part of the group instruction phase of the distributive education program was based on competencies needed to be successful as an employee in the field of distribution. A review of related literature identified job competencies which would be important to individuals employed in the field of distribution. Unit plans for the two year group instruction phase of the distributive education program were developed based on the identified competencies. Unit objectives were then prepared using behavioral terms. A total of l6l performance objectives were developed for the two year program. Based on a review of literature and the actual preparation of the performance objectives the following conclusions were reached: (l) content in vocationally oriented distributive education courses can be developed around the competencies needed for job success, (2) distributive education course of study objectives can be comprised of written, precisely stated performance terms, (3) performance objectives can assist the teacher and the student in communicating so that the subject is relevant to the needs of the student, (4) clearly defined objectives provide a sound basis for the instructor in selecting appropriate material, content, instructional methods, and evaluation criteria for courses of instruction, (5) clearly defined objectives provide each student with a means of evaluating his own progress, (6) objectives that are well-written assist a competent instructor in becoming a better teacher, and (7) performance objectives permit educational objectives and tests to be correlated.M.S. (Master of Science