The present study purposes to determine whether or not teacher-pupil relationships bring about improvement in the social adjustment of homemaking students in a small rural high school. It further purposes to determine the nature and extent of any measurable improvement.

This study attempts to compare the thinking abilities of homemaking girls with the thinking abilities of girls not taking homemaking. By emphasizing the problem-solving method in the teaching of an experimental unit, it proposes to determine whether homemaking students show greater gains in thinking ability at the end of the school year than non-homemaking students. The investigator proposes to find out if the student taught by techniques of problem-solving forms thinking habits superior to habits formed by those students who have not been taught by this method as extensively as homemaking students.

The purpose of this study is to determine whether a unit on child development, planned cooperatively by the teacher and pupils, is effective in changing the attitudes of junior high school girls toward younger children.