Abstract:
This study compared approximately 50 grade 12 students
studying In th~ co-operative education mode with
approximately 50 grade 12 students studying in a
traditional English course. Measures of self-esteem,
locus of control and work habits were compared before and
at the conclusion of one semester's involvement in the
different programs.
Using Coopersmith's Self-Esteem Inventory, the students
who had chosen to study in the co-operative education mode
scored significantly higher than the students in the
traditional course. At the end of the semester, the
co-operative education students' scores remained
significantly higher than the English students'. Although
the test showed no sjgnifi~ant changes in self-esteem.
anecdotal reports indicated that co-operative education
students had increased self-esteem over the semester. No
significant differences in locus of control were observed between the two groups at any time. Significant
differences in work habits were observed. While both
groups had the same number of absences and the same marks
before taking these courses, students who were involved in
co-operative education had significantly fewer absences
and significantly higher marks than the students studying
in the traditional course. Anecdotal reports also
indicated an improv~ment in work habits for students who
had been involved in co-operative education.
Recommendations of the study are for further research to
determine more exactly how self-esteem and work habits
develop in co-operative education students. Also.
students. parents, teachers. and administrators need to be
made aware of the success of this program.
