Show simple item record

dc.contributor.advisorKerley, S. Auston
dc.contributor.advisorWebb, Earl S.
dc.creatorLewis, Ronald Alton
dc.date.accessioned2020-01-08T18:22:44Z
dc.date.available2020-01-08T18:22:44Z
dc.date.created1976
dc.date.issued1975
dc.identifier.urihttps://hdl.handle.net/1969.1/DISSERTATIONS-183384
dc.description.abstractThe purpose of this study was to determine if the program and services offered by the university were adequate for counseling students about curricular choices. In order to accomplish this purpose the following objectives were achieved: 1. To compare the intellective and non-intellective characteristics of undeclared and declared students. 2. To compare the level of satisfaction undeclared and declared students have with the current programs and services available to help them in making curriculum choices. 3. To make a list of recommendations to facilitate the adjustment of programs and services for helping student make curricular choices. The sample for the study was drawn from the students who entered Texas A&M University as beginning freshmen in 1970, 1971 and 1972. Data were collected from records of the Counseling and Testing Center, Registrar's Office and questionnaires sent to students. There were 372 students used as the original sample for the study. The questionnaire was mailed to 232 with 178 responding. It was found that declared students scored higher on the Scholastic Aptitude Test, Nelson Denny Reading Test, the English Composition Achievement Test and the Math Level I Achievement Test. Declared students also had more work experience than undeclared students. There were no significant differences in the other intellective and non-intellective variables studied. Both groups expressed satisfaction with the college counseling they had experienced. It was also found that few students took advantage of the services offered to help them make curricular choices. It was recommended that the university encourage high school students to talk with a counselor before they enter college, that programs and services designed to help students make curricular choices should not be limited to students in the undeclared category, and that special programs be developed to acquaint students with the services available to them.en
dc.format.extent119 leavesen
dc.format.mediumelectronicen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subject.classification1975 Dissertation L675
dc.subject.lcshEducationen
dc.titleThe intellective and non-intellective characteristics of undeclared and declared students at Texas A & M Universityen
dc.typeThesisen
thesis.degree.disciplineEducationen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberBarker, Donald G.
dc.contributor.committeeMemberKrebel, Earl
dc.type.genredissertationsen
dc.type.materialtexten
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

This item and its contents are restricted. If this is your thesis or dissertation, you can make it open-access. This will allow all visitors to view the contents of the thesis.

Request Open Access