Stan D. Block

Publication Date


Document Type


First Advisor

Stehr, B. W.||Maxwell, Lyle

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Business Education


Bookkeeping; Business education


The primary purpose of this particular study was to ascertain which specific motivational devices were used by high school bookkeeping teachers in the northern twenty-one counties of Illinois, excluding the city of Chicago. Secondly, the purpose of the study was to discover if these same bookkeeping teachers were using motivational devices which noted authorities of bookkeeping felt were the most important. Methods employed to gather the data included a letter of introduction and questionnaire sent to both teachers of high school bookkeeping and to noted authorities of bookkeeping. Two hundred ninety bookkeeping teachers from 218 high schools received the questionnaire. Within two months 204 teachers responded to the questionnaire. Eleven noted authorities in the field of business education, and bookkeeping, in particular, were sent a letter of transmittal and eight specialists responded to the letter. Another procedure used was a compilation of pertinent articles between 1963 and 1968 relating to motivational devices utilized in the instruction of beginning bookkeeping. Fifty-eight articles were reported on. The significant findings and conclusions of the study were as follows: (1) the workbook, blackboard/chalkboard, practice set with papers, overhead projector and transparencies, bulletin board, films, colored chalk, and guest speakers were used by over 50 per cent of the teachers rating the devices; (2) beside the twenty-four devices listed on the questionnaire it was revealed there were 28 other motivational devices being used in bookkeeping instruction; (3) the four greatest motivational devices used in bookkeeping, according to 204 bookkeeping teachers were, in order, practice set with papers, overhead projector with transparencies, workbook, and blackboard/chalkboard; (4) there seemed to be no complete agreement by the noted authorities of bookkeeping as to the most effective motivational device to use in order to facilitate learning; (5) there is really no one motivational device that should be considered as most effective; (6) all motivational devices can be excellent, if used properly.


Includes bibliographical references.


vi, 55 pages




Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type