This study compared two groups of college home economics and science students in order to establish whether or not previous experience influences ability. One group received high school education in the two areas and the other did not.

Call number: LD2668 .T4 1959 H47

Call number: LD2668 .T4 1965 D96 / Master of Science

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The question as to whether to teach personality development as a separate unit or to include it as an integral part of the total homemaking program became a problem which required careful investigation. It became the purpose of this study, therefore, to determine whether more measurable growth in personality is achieved by teaching a special unit in personality than by including such subject matter as an integral part of the homemaking program.

It is the purpose of this study to compare the effectiveness of the film method with the pupil-teacher discussion method for summarizing certain food units.

The purpose of the present study is to compare two forms of home project reports and to determine the preferred form.

The problem in this study was to determine whether students enrolled in beginning typewriting who typed between fifteen and fifty-five words a minute would learn economic facts incidentally and intentionally through the typing of timed writings on the topic of economics.

Two teachers with two classes each participated in the research, which used a modified Campbell and Stanley equivalent time series design. Each class was randomly assigned four of eight filmstrips. Both experimental and control classes heard lectures on a module, the experimental group viewed the filmstrip, and both were posttested. Independent variables controlling for student differences, module difficulty, student attitudes, and the critical independent variable, viewing of the filmstrip (View), were regressed on student cognition. In the analysis, significant at the .001 level, View exerted a significant positive influence on cognition scores. No relation was discovered between student attitudes toward filmstrips and increased cognition.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract