Input and environmental variables influencing community college student satisfaction with Tech Prep programs in Texas

Tech Prep has emerged recently as a major reform in career/technical education. As with any educational initiative, the means of evaluating that program became important. The main problem considered in this study was the lack of reported research on community college students' satisfaction with Tech Prep programs in Texas. Using Astin's (1991) I-E-0 model, an evaluation of student satisfaction with Tech Prep programs was undertaken.

The three main purposes for the study were:

1. to determine which, if any, of the input and environmental variables affected student satisfaction with Tech Prep programs in Texas;

2. to identify policies and practices that enhanced student satisfaction; and

3. to make recommendations concerning policies and practices to increase community college student satisfaction with Tech Prep programs in Texas and the nation.

The methodology included the development and statewide distribution of a questionnaire. Twenty-five hundred questionnaires were distributed to 53 community college campuses. A total of 500 surveys for students over the age 18 were returned for a usable response rate of 20%. Both descriptive and inferential statistical methods were used to analyze the data. Blocked stepwise multiple regression analyses were used to answer the research questions. These regression analyses allowed the researcher to formulate equations to predict student satisfaction with three dependent satisfaction variables.

The major findings were as follows. In formulating an equation to predict student satisfaction with vocational aspects of Tech Prep, 10 of 43 independent variables were found to be significant. In formulating an equation to predict student satisfaction with academic aspects of Tech Prep 10 of 43 independent variables were found to be significant. In formulating the equation to predict students' overall satisfaction with Tech Prep, 11 of 43 independent variables were found to be significant. Furthermore, the data revealed that the Tech Prep students in this study were very satisfied with the program.

Policy and procedure recommendations were made based on these findings.