This thesis has examined the effects of forced choice, peer relations and teacher-pupil relations on the self-concepts of forty-eight pupils in a Speech I class at Muncie Central High School, Muncie, Indiana. The pupils were divided equally into two groups: control group and experimental group. The control group was taught in a traditional, rigid manner. The experimental group was taught in a pupil-oriented, relaxed manner.To analyze how the two groups were affected six instruments were utilized: Anecdotal, Record, Classroom Questionnaire, Weekly Report Sheet, Observation Guide, Interview Guide and Self-Response Questionnaire. All data obtained from the preceding instruments were treated descriptively except for the latter instrument. Data from it were analyzed by comparing t-test scores of differences between pre-test and post-test responses of the two groups and by analysis of covariance.Data obtained indicated that pupils in the experimental group: (1) identified themselves in more positive ways, (2) identified others in more positive ways and (3) worked more cooperatively with others than did pupils treated in the control group.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/180342 |
| Date | January 1971 |
| Creators | Weaver, Roy A., 1947- |
| Contributors | McElhinney, James H. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | iii, 139 leaves ; 28 cm. |
| Source | Virtual Press |
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