What is the effect, if any, of career technical education on students' attitudes toward achievement?
The purpose of this study was to examine the effect of Career Technical Education (CTE) on students' attitudes about their reading, writing, and math skills. This research responds directly to the need for additional research of benefits of CTE. Previous research noted that more research needed to be conducted using qualitative research models. Only a small percentage of articles published about CTE are from qualitative research. Additionally there is not enough research that looked into the possibility that students taking CTE courses developed a better since of self-efficacy and had a perceived change in attitude toward their own academic achievement (Rojewski, Asunda, & Kim, 2008). Pre and post surveys were collected from 103 seventy and eight grade students currently enrolled in CTE courses. The surveys provided both qualitative and quantitative data for analysis. Factors such as, how the students felt about their reading, writing, and math skills before and after participating in CTE course work were evaluated. This research provides documentation of how CTE affected the students' attitudes about their abilities in the areas of reading, writing, and math. Specifically, the research question that guided this investigation was: What is the effect, if any, of Career Technical Education on students' attitudes toward achievement? The findings confirmed that students who received CTE instruction showed their attitudes about their ability to read, write, and do math improved significantly after participating in the course