Abstract

This study was conducted to examine the effects of activity-based career education program on career attitude, career understanding, and school adjustment of elementary school students. The effects of activity-based career education program (n=32) were compared to chose of lecture-based career education program (n=30) and no-treatment control group (n=30). Fifth-grade students in three classrooms at one elementary school participated in this study. Data were collected by administering pre- and post-tests of the Career Awareness Maturity Test and the School Adjustment Questionnaire. The analyses of covariance (ANCOVAs) with groups as between-subjects variable and career attitude, career understanding and school adjustment as dependent variables, and planned comparisons were conducted to analyze the data. The results of this study were summarized as follows. First, both the activity-based and the lecture-based career education programs did not enhance participants' career attitude. Second, differences between two career education programs and no-treatment control group in the level of understanding about work, self, and decision-making were significant; however, differences between the two career education programs were nor significant. Also, the activity-based career education program was found to be more effective in increasing the level of understanding about career choice than the lecture-based career education program. Third, differences between two career education programs and no-treatment control group in the level of relations with teachers, rule compliance, and school activity participation were significant. Again, the activity-based career education program was more effective in improving relations with teachers, rule compliance, and school activity participation than the lecture-based career education program. In conclusion, the activity-based career education program was effective in increasing career understanding and improving school adjustment. The results of this study imply that career education programs targeting elementary school students need to be based toward activities and experiential learning rather than toward teacher-led lectures. Also, more intensive and longer-term career education interventions should be implemented to develop career attitude. Finally, the practical implications of this study for planning and implementing career education programs for elementary school students and the limitations of this study were discussed.