The guidance value of visits to industry

84 Pages·03.349 MB·English

by  Lucow, William H

THE GUIDANCE VALTJ15 OP VXfflT* TO unKJOTRT
far Wllllasa Harrison Lueof, B.A«» B.M.
Thesis presented to tho Faculty of Art*
of the university of Ottawa through the
Institute or Psychology In fulfilment
of the requirements for the degree o f
Master of Arts.
BIBUOfHEQi
in
/u Ottawa 'i
r*/ty ot
Ottawa* Canada, t95©
UMI Number: EC55260
INFORMATION TO USERS
The quality of this reproduction is dependent upon the quality of the copy
submitted. Broken or indistinct print, colored or poor quality illustrations
and photographs, print bleed-through, substandard margins, and improper
alignment can adversely affect reproduction.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if unauthorized
copyright material had to be removed, a note will indicate the deletion.
UMI®
UMI Microform EC55260
Copyright 2011 by ProQuest LLC
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest LLC
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106-1346
AClDfOWIjIiaiSEIIfflfT
This thesis was prepared under the direction of
Br. R.-H. Sherenell, O.w.i., Erector of the Institute of
Psychology, Faculty of Arts, TJniverslty of Ottawa. For his
guidance and helpful suggestions, thanks are due.
Tha&ks are also due to those *ho sade the experiment
possible by their kind cooperation. These includes Mr. T.A.
Araason, principal of Ralph Brown School, Winnipeg, Manitoba;
Mr. J. c. Wherrett, principal of Faraday school; wr. n. w.
Rldd, Tlee-prlnclpal of gt. John's High school; and the
teachers In these schools, Ifiss Irene Bell, Mr. Herbert
ifsalsh, and Bfr. Frank Harder.
Thanks are also due to Canada Paokers Limited,
St. Boniface, Manitoba, for their hospitality and for
literature froa the Coapany library.
TABLE OF CONTESTS
Chapter Page
IHTROnOCTIOW •!
t. Purpose of the study xill
I.- THK EXPERIMENT t
?. Th» "STperlwental Factor t
^. Procedure 2
"5. riorjT Literature on S^curalons *
II— CONSTRUCTION OF THR SEMINATION . . . . . . .. »
». sources of Information 9
"?. Testing Technique ti>
^. Th" Validity and Reliability of the
Examination 16
III— THS SELECTION AND EqOATIRG OF GROUPS . . . . .. ft?
IV— SBTHOn AHT> OB^EmfATICH zt
t. The Lesson ^*
n. The sxcttn»ion T9
l. The First lamination If
4. The ^«<sond Tssraninatlon "M
v.- THE FECIAL COfTTROL GROUP Af?n THS VftmGSimm
OF WSMlWl^Cime^ "*S
71.- coucLusiOfrc <*-*
1. Levels of confidence 4*5
9. Test * — The T*»st of Learning *4
1. Test 3 — Th*> Test of Retention 46
4. «*uamar«y of conclusions 47
BIBLIOGRAPHY **3
Appendix
t— THE TOW-REPORT AS S*1GGE5?TK!> B5T K0Q3 A*m KTAUVRR 5*
9.- CAMHA PACK&RS RXAKIVATIOir . 5"*
3.- AGS, I . I ., P.R., Aim WXAKIHATXOK RA* SCORES . . . *>&
4.- A?? ATTRACT OF The Guidance value of ."isits
to industry &<:*.
LIST OF TABLES
Table Page
I.- Age in months ©f Groups . . . . . . . . . . .. vao
IX.- Mental Ability of Groups . . . . . . . . . .. *>9
III.- Weans and standard neviations of Scores for the
Two Administrations of the Examination . .. 15
IT.- Analysis of the statistics of the special
Control Group . . . . . . . . . . . . . . .. IS
Y— Age In Months and I.Q. of Pupils in the
Control Group, Pair One . . . . . . . . . .. 58
VI— Age In Months and I*Q. of Pupils In the
ExpTiaental Group, Pair One . . . . . . .. 59
VII.- Ages and Percentile Ranks of Class standings
of the Control Group, Pair Two • 6©
Till.- Ages and Percentile Ranks of Class Standings
of Experimental Group, Pnlr T*o . . . . . .. 6»
IX.- Ages and P^rrcentile Ranks of the Control
Group, Pair Three . . . . . . . . . . . . .. 6?
X— Ages BfiA Percentile Ranks of Experimental
Group, Pair Three . . . . . . . . . . . . .. 6U
KXm~ Raw scores ©n Kxasinatlons by Pair One . . .. 64
Til.- Raw icore» on flxaminntioma by Pair Two • • • • 65
XXIX.- Raw Scores on Dxaalnatlons by Pair Three . .. f>6
wiv— Raw scores on TSxamlnatlons by the
special control Group 6?
LIST OF FIGURES
Figure Page
t— Tost answer slip 5?
*?.- Key to test 57
CTTRODUCTIOH
Rhat Is vocational guidance, and has It a value in
the school situation*
Many teachers with long experience behind then, and
doing good work with the traditional methods of teaching, ask
this question as they look upon the efforts of enthusiastic
novices attempting to Introduce new techniques into the art
of teaching. They have a right to know, since theirs is
the structure upon ^ttleh the school system has been built,
they should be shown the necessity and proof of worth of any
now addition. This thesis will describe vocational guidance
in its historical setting and then go on to give the report
of an experiaent that tested the ^orth, in one Instance at
least, of guidance by visits to industry.
The oeaning of guidance becoisefl clear, not from some
high-sounding definition, but froa an examination of Its
birth and development, its very birth has a previous history.
Even in the physical world new Inventions are rarely wnew* In
the whole sense of the word. The radio was the result of a
highly developed background of electricity and magnetism?
when it became possible for radio to be Invented, It was
invented* The same Is true for talking notion pictures, for
television, and for the atom bonb. The pre-natal period of
vocational guidance probably dates back to the Industrial
IHTROBOCTIOK Vii
Revolution. The division of labor to make possible mass
production created a host of "vocations* where before there
had boon few. Th<=> growth of technology and inventions gave
those vocations character and an aspect of specialisation,
vocational education became necessary in order to teach the
new techniques t© the prospective worker. Finally, the growth
im& spread of the democratic Ideal, the freedom to make of
oneself whatever mm wished, the freedom to make ene*s own
decisions, brought in the real guidance counselor who would
strive to make these decisions wise.
Frank Parsons, generally conceded as the "father"
of vocational guidance, was not the first one to ponder ever
the problem of guiding an Individual to a vocation that
would employ to best advantage that individual*s capacities
and abilities. John *r. Brewer, in his History of vocational
Guidance, * eitos many antecedents. In »?4t, a Lord way or of
London wrote A Present for an Apprentice, which contained
sound advice for those entering the world of work. Rven
before this, in *575» * Spanish philosopher wrote An Examin
ation of Men's wits, in which he showed for what profession
each one la apt, and how far he could profit in it. in tssi.
Lysander Salmon Richards published vacophv. describing a new
t. John Mm Brewer, History of vocational Guidance,
Row T«rk, Harper, VM%» p. 57.
IHTROroCTlOH vlil
profession - that of enabling persons to find their right
vocations, A study in sociology Is Edward Bellamy's
Looking Backward tissued 1887), in which he acts up a new
industrial system where every man works in accordance with
his natural aptitudes, and groat pains are taken to discover
what aptitudes he has. Xn f*95 George A. Herrlll set Into
action his plan of tryouts for different vocations In a
manual-train Ins* high school. In 1^l>8, a central Rmployment
Bureau for women was opened In London, and In t9J4 a Future
C^r^^r A?sedation was forced there. Charles v. Fillet,
president of Harvard diversity, rend The Value nurlng
Education of th* TAfo-Qapoor motive at the t;»o proceedings
of the Rational Educational Association. These, then, and
other similar attempts, constitute the pre-natal history of
vocational guidance.
What Frank Parsons did for vocational guidance is
what Fochner and wundt did for psychology. Parson? was the
founder of an organised vocational guidance movement, in
1894, he wrote Qttr Country's Weed, in 'wilch he compared the
eare taken in training racehorses and In raising sheep and
chickens with the care taken In developing the capacities of
children:
The education of a child, the choice of his
employment are left largely to the ancient haphazard
Plan - the struggle for existence and th* survival
of the f ltteetT^
s« Xbld*. p. 57.
XHTROBOCTIOM lx
Frank Parsons set about to evolve a plan on how to remedy
this eltuaticn. His efforts culminated in the founding of a
Vocation Bureau in Boston, Mass., on January n, f^uB, with
himself as nlreetor and vocational Counselor. Parsons stated
the Bureau's motto ass Light. Information, inspiration, and
Cooperation, in his first and only report' in way, t*MJ,
he used tho tern vocational gtuidanco for the first time, and
advocated that it should be part of the public school
programme.
The real meaning of vocational guidance may be best
understood after a short description of what it is not. It
is not a mere "getting Jobs for young people", nor exactly,
"distributing young people to Jobs according to their
ability."4 On the ether hand, guidance is not synonymous
with general education, education Is a process that takes
Place within en Individual, and teaching la a form of
guidance that trios to make that process as efficient as It
can be. In order to understand the meaning of guidance it
must bo realised that it is not the work of an employment
placement bureau, nor the educative process within an
Individual, but that it Is related to the best form of teaching
- that which induces the learner to direct his own activities
to profitable outcomes.
'• Xb^d.. p. V3 ff. Parsons diwd In tyt^.
4. Arthur J. Jones, Principles of Guidance. tf.y.,
McGraw Hill. t945, P. 59.