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Michigan State
University

 

 

 

 

 

 

‘91 .: -M'rn'r r511 fisve '~ .' z?) I 14* n "IT. 9 --\ -v t- n .|~--I":""*'.. --~:~, ‘ f3?» "1' .".","("'*. rfifn- -'-.I 7-."Y-' t. Ir'ra “‘ . '0' A ‘71:"? r‘.

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h- .. J“; ”A ‘OLJ 3U...» .'I.L-“. iJ.‘ .J {)4 A .w—‘o ...‘_u '.«t..v\ \J \JJ. §. :‘~.-‘-. tb'l" .J..n.n. «ad .‘ h‘.. on 1-05....st

1"‘1-1',’ run, ~ IV'T”. ".i f‘fi'f’!‘ "' 5-, {‘I‘f—u'ffl ‘1 T \) .w T'Wl" 1'73 11“v1‘.""‘31‘:‘f
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finnette J. -n.,1L01for

’ [~41ny i'UT

1" A-qAJ .0.

"1.11m; it. ‘o 1;“: 30111330 cf 3.171": culture of IicE:..-’;nn
State fimversify of .c-tfricul IJ‘B am 5.11m." cal
Zl'cienc a in partial fulfillment of the

m;1fi1m*m1* *‘ for t'w degree of

~ro .JmI-v-fi r‘v‘s _o',‘-v"l'1"fvl-1
J ~‘. 1- L.'&\\ U; L \J—L. --1U)'J

Institute for Extension Personnel gave. .ow u1t

( ‘1 Ir' 1
1 fun?

f I‘ V?! 7"" FY?" N“. P‘s-“(7‘

JsviuiV- iwloho

This stmiy has been made ”513112-13 by the cooperation and
encounzgomont of 71131157 imiividuals. Tho author is 117111013161 to the
follm.- ..71:; persons for 1111:1313 to maize this thesis possible:

George Joann, Erector of the Institute for Ecrto‘ms-on
Personnel Develoycmnt of ficiflgfl tit-ate th'vemity for his con-
stant encouragement, advice, counsel, meiration, and his
mice-1112111. supervision.

1.1.3:: Lois fiorslund, Home Economics Tone-11-1011 Television
Plitor, for her acl‘ice on the 81311-5777 problem 9.1715. her Splendid co-
oneration in pron. sing the television show In ISL-171935.111 the Teens.

.117. Jo: 1n Calibrell, Minoan-’3. roe cor at the. W dob15311n tote
U11... vars: ty Telex 1715.011 Sta tion 73”.? B, for produci. F73 the tolov“ ..s..on

1, , . .l‘" . -. P1
1311014 In T113112 7-14.31 too 11711731153.

 

Dr. William Eaton, Prof-55017 of Statistics and Agricultural
.quooximont Station €271.11 is ician, for his gonerousa advice on the
atatis‘tical aspects of tho 8111117137.

LT. 5219111011 11.11.7171], Associate Professor in Sociology and
Anthropologr; Dr. Eeatrico ?:101ucoi, Associate E’rofesoor in 1710128

mug-o- .ent and Child Jevelooment; 110116171; Ja1m17in, Graduate A3515 tant
in uoneral (‘0:1171uzncation Arts; 2211.733 Roberta Hershey, 11.11311131011
Specialist in Foods and. Nutrition; and $77173. 111mm Kelley, 11313113111111:
Director of Home li‘cononics of the 27171111111773. Cooperative Po.“ ension
Service, for their counsel during the (13711010171211.0111; of the study

problem.

The committee. which consisted of Dr. Minn, Dr. lam],

Hrs. Kelley, Kiss Florence Rann, Assistant Professor of Home
Economics Extension, and Robert Horrall, Extension Television Editor,
who agreed to review this thesis.

Pat“icia Coolican, Chautauqua County Home Demonstration
Agent from the state of Saw York, who conducted a concurrent related
stud? and whose ad'nce was esfiremely valuable.

Fellow g uduate sfiudonts in the Institute for their advice
and encouragement.

The Xiahigan State Uhiversitr Board of Trustees and the
13.0111;th Cooperative E-iemion Service for gmnthug sabbatical leave
to the author and thus made it possible to pursue this study.

Hrs. Shirley Coering, Ingham Sounty h—H and Home Economics
Extension Agent; Eel Avery, Ingham County Extension Director; and
the members of the Ingham County Somen's Extension Council. who
all agreed to assume additional reaponsibdlities to make it possible
for the writer to be away from her duties as Ingham Covnty'Extensicn
Agent, Home Economics.

Finally, Robert, Thomas, finite, and Joel Schaeffer (author's
retails/0 for their willingness to forego mew family pleasures in the

interest of the author's involvement in this thesis.

iii

M“‘-‘¥P rh v-n I‘m—147); J'W'T-r'. firs-a 1-77.?“ (1" vat-via -- PPV~1-4nm‘vr"§1 fi";9~r‘
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p-v-qfi mr _ r‘h \V'yy-Ps ‘-.‘-’“'""T‘ or. Mr". *r .9 I. '0" :0“; (‘VP I“ A». “1‘ 9W)“
U~1.LJ VUU‘ 5",“‘uueqLV ‘ | :l“ 41“-;31' 331 1‘} E!

L‘- A a. .4 L$L5.a.‘r .1- v laiu'xN-‘a- ‘4 about... -A.4u.-"

Armctte J . oclmei‘fer

F‘ IV‘. 49-: Int-fl
i-" I m~rébulv

Sum)...“ tted so the Colle L:e of iI.griculture of Rich..- gen
btate Bil-mere ity of :‘ggzicultuz‘e and .aoplied
acienoe in partial fulfillment of the
requirements for the de gee of

1‘! -‘.m.--,v f." " V?“m

33¢ a.) lid)» U1; ‘DL‘uUL

Instit te for Edens ion Pore camel ievelogxnent

 

Improved

3212326 tte J. Joincffer

. -\o-?.~--. A .‘I'.
‘ .. J

I‘M/21..» ...4

The purpose of title 6311:; is to provide some guidance to the
p- ofossiomzl 3101.6 Economics P‘xtension J- fluent in her 111 3.115te do: 62.... 33.612
as to which 01"-11181 to use 2.361 emioavomng to reach the great st
2262:: be: of 3:0- 51....26"v 1:6. in the most effective manner. It is an attemt
to on... re the 81LE‘C21WY‘LW* of time channels of cm.:z~2mfioation:
-:.te.2....o'2' tmcfitional lea-iontmirfirg arrangement where the pro-
foeoionola g6nt tn.1.. ’ '23 the 16¢ 61 leader who, in tum, tm ins others;
3.3 .e (ii-mot 63 3313532181 of telo'rieioz'xg and a combination of direct tele-
V' 6.3.011 SJ?[J.‘8261‘2§1(3~‘1 .23? t 623.2261 16.."- 1 leader disease ... ion.

Teen-age nutrition was at 21133.61 by seventy~three immertially

eoleo ted ho: 3.18.5913 2.: he were goth ered together in thirteen interval

‘

groups in their mm homes for this pxujmse. 5.6 :2an factors .2-
poss 32.3.16 that could have 1:2. fluonceti t1 ofir 166223.24: were co..tro-.1ozi

so that the independent variable of 6115.22.12. 1 could be e? foo 1.1346117 coo-
pared by 2363.218 of the do o"'lo..t va.-.:ole. The -12 10%“...12113 v.22 1.21510

in t 3.213 at? "'1' was the 631' 212225]. of co .moica‘ Lie .6; the 2162;622:163. mflablo,
the difference in sooree 01" 1526223161 t6 no.3 te-C- ten t7" the 1'16 ’18.... ‘ Pore
befom 9.12:1 after 6"? 21.3166. Luch factors as 266de of itmtnlotion,
idozztf. ;,r of instructor, 6221 time of 63-163mm were as near alike as
mseible. ‘316 women zero 66. t6 'omzed into four cateoories which
represented the Ciiill‘znel var}. a tione 3362.223 testofl.

23.6 .39 512 Cate gory I two: part in a 166mm taught by a 166211

Y

Stealer 2:..0 323.0. been trained at a traiz'mlg center; those in Category II

1!

" " " I. . 'H ’1
y 1‘ (- , 2‘. , ~ 2 a- 1
' ‘I b. I r}. " . l 30 .1".".. - '.\

2.63.6266! a to" .6"? ".2103: 22:61:7'1. .5 5111;? 53:61-26 in 7i:.fs-.;o':';r .1-.. 22:1 €12.16! +7.16
61-311.»; .1 9.1.1 t}:- 9.11 tit-oi: govt in a ;.JL2."1."1<6:£ (1.2.-381'1‘H. ' -1111 166*“ .., a local
16.13.61: 3.63.3615 on 1216;266:3216 11‘: a trims; 66: .161". ”ho-so 1n "ch-3"“:
12' 20-2276 1": ‘3 control 66.363311}! 2.516156 there was no 8333017421.?‘3 to 3.336 m; 53:13.“. to.

T123 216: n ('2""'r'-vv 1113?... 321351063 2657216612 1'3'9 6.111 1:20:11 $565.21: 6126:2233
of £226 -11'52‘1 '93).”{631 6:13..'-{;'..:".6:3 3....‘13: t3'12t the 120571122 31-21 16221265
11611111.... 2' "111221: 6.12 6 1657.233. of tins 62:66:36. 1226 C"T:"..‘.‘O 5622172
(I?!) (11.3 1;: t.

:‘3. 3.3.366 02‘31‘6‘7'21195 5511".- ..1.-t 3.226 LATHE-1?.- oi‘ 377.-..‘10133 '6..._.-.'. 1.5.3
has}. 16830271;le sf 1;," £16 M313. .3; {ems-Wt “3.313 control 6.. 12.11: win-.631 6172.1..-‘3"
s! 162.26 they 321111 3315111611 in 1-6121111161136} .

7‘66 6.. “3-0165 6.66 511.612 to 12373 31662 6111131, at th tire of
t: o mosh-1:663 , 1.2.611 3326 1:61:12 rem sooros of 611 tho 611’: 6. cries 16 m
8'11'1'5. tted to the 63111161223 of 'J11'"..'.e.11co 51.6.2.5.”1- 1 test.

011 tl' 5...-..611626 post-test L326 .6er m Booms of the first.
three “416361563 on .6. mm not, to vary 5:322: ficzmtly from 0:16 612.633.1221“.
.11 t.‘ '16 13.113336: #166 1:1; 363116611 1316 612113.621 cat-6361? r6611 36 . 6121
6127 of 3.3.6 first 3.166. 11.6 a." -' 6 .13 trees for ... 5:66.51 raw sot-r651 .5:
ti 26 Cataj"3"1168 on the second poetutost. "166.6 1. as no 6172;111:6121:
Variants: 6:61.125; 1.326 soars-2.1 o: 'oopt for" -12....r 30:17 I': g 1122‘ ' 3.1.5 1661131641
no flQYJL-‘lil’e.

'2’3'6 story of -.".'..'-:t 32.2.1 6 312611: 326's; '61} to the portiofxiszts

u‘ was L326. tlif'I,‘ 7.2m 61} 11.11 in the 336:1? .1315. S..O‘.J€¥.1 no

to
IV‘-'

statistical gain in 3.: 6.3.53 62‘561' tho 6.- j‘?! 311:6, but 37:? {.226 ti."'e

they took the exam test. for the cram time. té‘sey 21:51 32mm an impeamw
in imlmige.

‘l‘hus the major mmm. that tho categories mm chm:
$3131 or .3333th man cliffamcoa in Its-.9 aux-:1 postu‘ ats (19am as
11123311 or more) 13 suppoz'tai in that they an: an (mun). amount.

That the campus: would show equal or gras- tar mean du‘fammce
in gust-test and accord post-test (nataln a: much or more) is also
aulwtmztia‘be'l in that that}: aim an equal azwumt of forgetting; or
retention. finality because in warm more) a

It can be 5391'; assumed that in this stay uvrzen learned
as much mam 2;; a tele'dsf-x-z: gram or flaring a telmrisimm pmgmze
with a tmfath‘. (113331351021 leader fen-32:" 1? as they did ta‘dng part
in a lamlezutr-zmrinq 165381.21}. since they were all statistic-3117:; arr-ml.

I ;':-ié.l;ar2;'. they sam'nd to have retained as much when they
vimm-i a television program or vimmi one with a trained Quantum
leader 16.3mm; them after the pmgy '3 as tim' did tang part in a
Lwder-tminfing lesson, since they were all statisticaliy 91-3331.

Jamming to data gauwmd in this stuck; it can be cmclmied

hat as far as these worm were concerned they 193nm equally as

much and mtaimd juat as much when thay were in a neig‘nmrhond
group situation mgaIflL-ass of whether timgr wow tazE‘i .3; a lean-job
tmh‘zfmg 15313302.), matcim'g television alarm. or viewing; a couh-Um‘tion
of television and leadar— tm 1:11.213 tacimiques .

'I‘rcls bears out the many cmgnmtivo closei and open circuit

ataz’ios w’mm tolavirzion SifxieJZ'ILS gem-wily (13.4 as well or better 1.3m)

Vii

Ammtte J. Eciuioi’for
those taught by the conventional methods. In this instance, it
has been shown that television is as effective as Extension's tradi-
tional method of Extending i pormation to manyo-the loaderbtroining
lesson taught by the local loader.
If it can be accepted that television generally roaches

larger numbers of women than the other channel studied; and if the
indincs of this study, that in this instance television was as
effective as the traditional leadoratraining loosen, be taken into
consideration; than the ad'antage cloarly lies in favor of the

television channel for extension education.

r." "7" '7“ '9'} " ‘HE
A. .."‘....;4 UL) (“lKHMJ

A “‘1‘7’0 '1 T'W‘ ‘5‘!“ £"7‘P:
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Purpose 0 o o o a o u I! I 9
Present Situation . o o o o o
fiethods . o o o a o o o -
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1;: 1'1"? (1? 73:32.1..1'1-“1‘1; . . . . . . .
'tiugiience ECEBEEPCT'I o o o o o 0
2.111911 ion Television Eff-arts «-
(JCJJa 1.293311 1.1141183 . . . C O .
Closed Circuit Etih‘lie; . a

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twangry o o I o o o o o I o a

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Definition oi T911119 . o o o o

L TJJY 11.1% 11!...«1. o o o o O o . o o
Problezzxs in Television Res-search

thodology

Categories 0 o o o o o n I

tub ject 1.1.31.0? o o c o o o
Devices 0 o o o o o o o 9
11061811111118; ~BViCB o o o .0

Selection of Fartici .29nts
Training “1169910119 . o o .
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2.2". T:".L...I'I1TICX .3122.) IIL‘LILIC CF DITA . . . . . g . . o o 0
Statistical 123130 226.388 o o o o o o o o o o o o o 0
1132130? 11912151210312 216136“ 0 o o o o o o o o 6 o
mama-don Of alfpct2‘w 9303 o o a o o o o o o o o o o
"irst 2:22.110]? lbwthesis o o o o o o o o o o o a
L‘L‘econd Elinor Hypothesis . o o a o a o o o o o o
:1er "1.1102 quyatlwa. "e o c o o o o o o o o o 0
10121121 line-r 21313312222119.9219 o o o o o o o o o o o 9
Fifth 1.111201“ {15713012218813 0 o o o o e o o o o o .
225230? .Jtatistical HEIDOUTBSi o o o o o o o o 0
Characteristics of Participating 12011291911919 . . . .
1V1. ICZLJ1LJ coat-00000000200000.0000
512$!erocean-ooooroococoo to.
00110111510119 cocoon-00.000000 coo
"us-3991210219 for Further Research . . . . , . . 0
Implications for Lomen' s Ovjanized E ension Program
APPEI'Uuz-A..........................
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APPS-23 30000000000000.0000...coco.
Statistical TGStS U59d . o o o o o o o o o o o o o
AP~:;*iJ-U’Lcoooooocoho-00000000000000.
1111321133911 Extension Bulletin 17-12743 0 o o o o o o .
Script for Television Show . o o o o o o o o o a o
Isador—T‘mirrmg Instructions 0 a o . o o o o o o o
leader-L-Trainixm Discussion Cuestiona . . o . . . o
Questiommim Used for the Time Tests . . o . o .
Additional Mon-mtion Sheets 0 c c o o o o o o o o
lettertOKHZIO‘theI‘Sooetc-coo.to...
Rotux‘DCflrdoocoo-00000000000000
Instructions to COCpemtOI'S o o o o o o o I o o o 0
Instructions Fastenod to Sealed Ewe]. pa . . . . .
Instructions Inside Sealed Envelope . o o o o o o 0
Category IV Exposure 321681" c n o o o o o o o o o 0
Category“ 7" quoosum Sheet . . . u o u . u . o . 0
Category III Exmsure {Sheet 0 O O Q I I o o o o o O
CategoryIEbcposuI-eéheet. .aooooooooo o
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p.12

1.. I‘Imamrs of Groups, 210113921:- ‘wrs and Ceegmretors 125210
Participated in Comparati 1’6 C21. Trifle]. firmly o o o o o o o o o 0 1.5.9

.. Emma-.1? of 21313112: Seem-:5 of t..e Three Tests and the Rear.
Iifferences Between Pre—Test and rest-Test and the
lire-t am": Sec-01d P et-Teet by Catewrles . . . . . . . . . . 5.2

3. Differences in mm {cores Bet ween Prev-Test and First
POSt-J-Gflt in £8.th Of the FOUJ' C3t0"31’19$ o o o o o o o o o o :3

1%. ’j‘ff erence in Leen Scores Bet men First and Bacon! Post--
52):) in IiiCh Cf tile Sour Categories 0 o o a o o o o o o . g 52"

5. flesh/em of V.- rim-cc on Prep-Test Scores . . _. . . . . o . . . 5:1

f“.
S

0. Antagsie of V‘s: ance on est-Test Sceres . o . o o o o e o o 57
7. dialysis of Variance on Second Poet-Test Score 0 o o o o . o 58
8. 1:3...“ “Luca Test Scores for Category I (leader-Tra..1ingo . o 73

9. Individual Test Scores for Ceto'or'y II (Television) 0 o o o o 71

10.“:1141" Test: cares for CLte gory]... III (Television 111.3.

17181.1" finleador)cocoa-0.000.000.0000. 72

11. Lndiflclual Zest Scores for Cate 5017; I? (Cont 11x1) . a o o . 73

['3‘

113.

zeSCflETiODOfSQE’Q‘Jleoounce-00.0.0000.oon 71"

13. 2022?".1 rel Changes Re 1300. by Participez‘1ta :3.“ .er T'.:.. he
Lays .1 E‘. grain. " i‘eem.’.ger3 :‘E'Qtl’itiol'l o o o o a o a o o o o o o 75

131. Problems in Teen-.5139 3.?utritien o . o o o o o . . o o . . o . 77
15. Questions felted fluent Teen-3.5.: .E.1tr tic-n . o . . o o . o o o 79
15. Pamicipente Walnation of Their Lean-zine }'L'.-.:.:er’= 81106 0 o o o 81

170 D“ "forences in lean Score: on First Pest-Test EEetween
3.0103110 "ourvatoromes . . . . o o o o . o o o . o . o . 55

18. l‘iffore noes in Teen Scores on Lecozxi lest-Test Between
5801'}fI'OurCutegOIiBSococo-00.00.00.000. E4)

awn'y'rn I

-‘ 1-4

‘tfl‘V CC..."

.:.C F:-4_\ )‘-

*rW
.L «a

 

This stair, comers-s the effmtivmasa of v: rious 12‘»? .314an mm
utilized tr; £me Econcmfica Extension fi-genta in teaching subject mtmr
to Malt hormmiaters. fiance the mvfesaional agent is contimmlly
evaluation her mm sift: rte in 11 cm. of efficient utilization of time
to ach 119% the mudmwn amount at met on hear clientele, she is
cen‘rizml'jy 1' (:03 with the decisi on of which charm]. would be the mat
appmpriate.

Wilson and Gallup {flames this msl-wnsi'tfiuty in another my.

The 22... .em; 1311 worker trust mummy exercise 313:? tent
in chow: n13: (am warlmxg hauls which he cons Aer: 813139;); .Cate
to acomligh the task at hand. an method or combination
of grutlwig 19 scam ht mum is 1.1.2me to be more ef.ect‘ve
than other rrsetlwsl s an attahimg the desired goal. a o
Cptimm acccxmlistmant from the en tire year's teachirg acti-
vity must always be the concern of the Manama worE-wz‘.

The pmblma faced by tho mansion worker 1n choosing
awmgflate tools for the various teaching ,fiohs is not an
ear-:7 one at beam.

The most maccesaful tat-(tension teacher is, of course.
the one who uti. 112255 the mulching too‘! a avaiu'blo in such a
firmer as to 135m the largest possiblg accomyli dram
from the entire war-’6 teaching effort.

 

1 credit}: than and C 13.2133 ' 3’1111110. 3' ~ '
mm, mural Ltwaicn Circular 495 C ’asl‘inzt 0m ‘4'. ~7'- ”GNP-"11‘9“
I-‘r'lntim; (Africa, 131-55). 1:. 3.

 

0,,“
“M5 "'4 ’0. 5". L2.

It 13 the desim of: they author to pmvido 3000 gsideposta and
direction to that profess‘icml agent when) she is in the process of
:35 king 1.23080 6.06165.

'lhe mum at tmczirg mar amh’uia in 0213 01:13:; are (1) the
tmditimal-tmao of gmup tminlz‘g 10:53:31 101000 a 10001 mafier (leader)
is tmimd w a pmfo 0810001 agent at. a tmirfing conmr, (2) direct
teaching of those gmup marr'ners by the pmfessimxal than: ugh use cf the
bone 1010:7181. on 80:05:11 ., and (3) a 0030:... --xztion 032' t'hL tint tub), 05010
the m'nwakem View the: (ii-amt te'imrira'zon 1:100th Lion and 010 10.1 5.55:

0 941-5103 aiucational cliscuszoion (21' the ‘9. _.~05. ‘13:; a 10001 1011:01‘ tmizwd

by the professional Latent at a tmlr‘ L3»? con-.01".

 

i: bx": 01‘ review of {lament 331prer “00:31:01 mtlnla utifb'. 0.0:).
by Rome Ilcorwrdcu Agents of the Cougar-0*” .zve E: :temzlon :mvice in teach-

ing 0:11:11. 1:00 .emiscrrs is mrflnmt at. this point.

‘ ,+:'1_’":n

*3..-

vafioty of 00120000 18 mm mntly a'raiLLE." 3.0 to the pmfzssssie'ml
050211. "May range frum imiitu'iflm'z 1 fac0—tu-face 0.1.1.0019 of may 2-0019

fries and 1101050000 cells, to gran a tau-cidzu'; of 41.0000 2.0;. 1:20:33.

of hcztmmiszers. to gun-am). 11.43010. to ca-ntacta 15.0530 timz'i-jh imifidaal
and mixingrzphed lottem. 130 00001010 0%10108 and cal'x'xm. 10.5.1028
vii-ch L003 to rwch even hr'gjer ambers 100115.30 r0110 00:: telmiflon.
111-030 are those 12133 12,130 4.08120 tiwt t3 0 1am far 1:120 nu :‘Lmr cf remix-.3
reached by a 81'.) 221710 c'tz5; .0 01 the 1003 the Lynct and 15.33.103.100 5:35.200
mace .tioual our: .130. 'I'i'u‘.8 kgqxfihm .385. is not L055 00:1 in this starts, but

interesLir-g L 1.100 131.03 :51. 11 L0 0:: 325.001 later.

The fOCJB of analysis of this particular study singles out the
unique method of training local women as leaders that has been develop-
ed by the organized women’s extension prOgrom. The following section
describes this system. how it develoood historLoolly, its advantages

and drawbacks.

55.51,.15 T781311; a”
LIA" .51.‘ ad...“ W

"5

In the early years of the Cooperative Extension oervice, most
agents visited individual homoxakors throughout the corotryaide and
worked directly with them. {he 10530300 were largely confined to the
improvement of homemaking skills and the physical standards of the farm
homes. in order to expand clientele, the agent soon boson to teach
groups of women gatuered together in those rural homes. Planned lessons
were presented by the agent to those pioneer groups of neighbors.
tradually those homemakers began to represent others who were not able
to meet with the grouy. They hogan to go back into their oxn neighbor»
hood environment and share what they boo learned with those who had
stayed home. From these diroct face-to-faco contacts there developed
the system of training local women to teach others. It was around this
time that those who stayei home hogan to organize as formal local groups
‘with the woman doing the training rof0rred to as a local leader. T1010-
ing centers were established where greater numbers of local loggers
were trained to present a lesson back home to their formally organized
groups. The groups b00000 known as Home Demonstration groupo.

This method of reaching honemakors through training local
leadero multiplios the ultimate number of people contacted. The re-
lated 4~H extension youth program also uses this leader-training

technique.

In many counties, the rganizzed woman‘s ortarvicn program, with the
ultimate teaching resyonsibiT‘ty of the local groups in the hands of
tminod local leaders, still receives the greatest priority of etrqamsis.
it. does, in effect, multiply the teaching staff. E'éot only is it. possible
to reach far greater numbers of hmmmukers, but the effects of so-callod
”fringe tonefits,“ imp ving loadersm‘p {wtential of the loaders hertz-
aelves has begun to assume greater value and importance. Eioreover, the
formalized local gmups of hczmtmaficors fill a real social need in the
lives of relatively isolated farm Waters. Ees‘onsi‘crilitiee in-
curred Ly the local mmn who have either agreed to act as leaders or
to be mambors of a highly successful group fire a gentle force winch
obligates them (much as though they had enrolled in a class) to stmiy
subjcct matter. This sou-.otimes meets their needs even befom they
themselves are well aware of them. The groups, their leaders, and

mbera acquire status and gain mcogni ion within their local com-

Great strides in accomplishments were reported during the early
organizational period. In 19?. county extension workers throughout
the Grated ttates reported a total of 1,200,000 local leaders actively
ewgaged in forwarding some aspect of the «mansion program. Forty-six
par cent. of them were w<:::.-'u=,-.n.3 Currently this method of disaewdnating

subject matter information is still the backbone of most county

extension {grog rams.

 

Ibido’ p. 69

 

Eiouever. them ham team fences that are changing cormity
and far-1113 life in such a way as to cause the magic social needs far
these organizatiana to be weakened. Rum]. modem families ware no
longer isolated and living in a simple social world. The social waves
of rapid chmm tin-2t have scams-mg! the cunt-ant. moimlogical
rovelutiw have been thoroughly altering the basic pattern of life for
them £325.11”.

Cities haw sprawled into the count maids to become suburbia
with its accompanying vast numbers of 3122311 names, its nmi'zmwflzg
shopping camera, new schools, high-mm. and cmiwgity centers. The
familiaé mmlved have found themselves can-gut in a uhirhrmd of
societal obligations that carry firm: uwugghout the water met-wra-
than cowwfity. 'Z'he aummlo takes them long flames to their
places of occupation, their wheels, and their shopping centers.

The stench? rise in tha cost of living has forced warm hone-
makers into the 1.4wa tax-Fret. Iflbcwsaving devices in their homes
have freed than not only for erzplorgmant, but far cinties s, “h as
tmnsmrtim the 1‘3.in matters to their diverse social and liveli-

q
l
‘6

hood centers, and ccrmuzity oi: igmiana in wideh Um? have boco'f as
involved.

The pace of family living; has been 51291:;er} 11:). Iowa people
any yowxger. have familiar: at an aarliar age. mve more cften, have
weak-291‘ carmmity and family l'fil‘fiiip ties. Families play as hard as

bay war-1:. Diffemzma mtwen fem. urban. and mud an-fam

poo 1910 am steadily ban-.315 erased in light of base clmr‘gea.

Thooe conditions are mflectod in the Extension Service's
patterns of reaching people. In many coxmtios, where this devolopmnt
is relentlessly changing the whole countryside, extezwion staffs have
been aware that attendance at extension matings of all kinds now must
compete with may other community dflflfilfiSo Paul Miller. rural sociol-
ogist, once privately observed that fazfilies now have to choose from
so numerous an array of organizational activities that tlmy are forced
to choose those where they have boon definitely coxmaitted.“ In some
cases the families who are deeply affected have meted in a curious
way. They tend to protect an occasional bit of time when they are
able to stay at homo.

At the same time there are certain other segments of the mau-
Zbation who cannot attend group meotimjs. This young hot; maker, tied
to her mSIYan-si'cdlities in the nuclear fardly, and the senior citizen,
with the longer 11.53 span ahead of him, have often been p-‘rg’sicolly unable

to attend meetings, either local 33: sup or countywide.
I": acct. 9: 'Z‘;--‘, {“3”- wf. :1]

As 4 societal dammit 13802le m-rc carrier, television was exert-

1-
ing another powerful influence on the American family. In the face of

the cozrrglesflties of modem COu‘Eéldflity life, the .-'-.mericon family was

forced into making still more time utilization choic 5-. Television

N

viewing became the recreational pastime of millions, and cautioned to

attract viewers long after the novelty had worn thin. Tue obsession

 

W

l; -. . ..
observation made to author while x'aul miller was director
of the :-Iic1fl.g=m Cooiverativc .h'tension Ser‘rlco.

of rltlele 016.33 and lever riddle class families in watching; the

televizzisn semen caused them to be even more relmtant to meet

nae

together in groups or to attend o‘dxer e: 121022110221 matings. 5011.111
reverted in 19 ‘55 that, after may. .erie 2g sixty studies on telev..sion’e
expect,

Tele- 155.022 keeps the fa: Elly at howe em“. brings
in ’ gees vie: inf; " nonwowmers. Lei-014102.23 attendance
at comer» is]. e 2terteim'en125 was more affec.er.1 tmn
we. 10- XICI‘”(‘C.“‘.(LJFC.L.41 soc "Pl activi‘flos. .lt‘ 3.11 t; 2 "2:22.23,
{-92}.ng bedti'wee, and hobbies may suffer inteeram'wce.
Tole-21.22.09 vmu .1223 Iéif‘lijJ 1x133: tunfihe. and p Vii-es
new: sources 01’" cc renen interest, but the increased 19:31.13
mzity 2.3 more “.2...-..ve‘ than "Lacti'e."

(“02:32.2 1226.222; the reactions of verieus social {5. 2:9,
the lower income and lower educational swaps seem most
reefer-geive to telm’ieion. 21.2 3.522:- sec ice-30.12.22 .23 groups
are more 1.1.}:er to own sets (pmbably clue to finale-1&1

’

reaz'sozw), b'fi: the le- 9 privilertei grems Spend were tire
in vimrmg, hold more favorable opirfiom, andqehow
gmeber enacts of teleJieiou in their lime."

1-11.123“ gh cor: :ercial telensf'i -on in the evening hams has 1mm
the greatest dmwiny card, there have been these who have been aware
from the bc"1fliuh‘"' of the trer'ezuious eiuca 0222.1 19:332-301. tele 231cm,
*fizet‘er good or bad, could exact on the entire pagalation. T12
Federal Ccmnmflx: .thn 2500939 5:10-31 manned this when it reserved 25’.)

(2132111913 for educational pauposeeé and re: {aired cermercial 32.22.13. as

to clev eat a certain 93202211; of 1:20 to educational programs.

 

JIM wk 0 ‘ a
2. E. toffm, "Televielon I..f2'act on wcnlh’i‘f, MMfiAM
35:53.3 2193.2“ :12 (Cater-9r. 1955): 1‘“. awed. “earn“ in momma

   
 

(r2 7“ .‘ ‘9‘.“ t; I“ 1):. _.
Crile, ‘2'! '2": 2* ‘ .- cw , ' , 11.: .11.:1. ., Federal ”Jeweler.
‘5

Circular “1.1.6:: 5112 (- 9.31.1.2: "1-2.: x.*3"el';'1"‘£““t ri'etim; Clifice , 2225.7").

 

. 0rd Forage. 1.1.022 22- d F's-92.1 fer :.1'~::2.'2«:o=-'.-'mt of Eli ‘ .rcetien,
'I . - ’ ‘ - ”‘ .‘ "-2.343, ( -1222: [era 2021.1 Feelgtlen Cffice of litrerts,

   
 

The utter sion service meonfls reflec+ this in“ fact. in the
extent of adjustment its person-161 are morting in their arm-ml

statistical reports. .Acconimg to d: ta cortpilui from this source,

county extension agents throughout the United 5 tates have staadib'

increased their use of the telev scion broadcast, as an E‘Jménsion
teaching mthod. During 1935 they had 3: ads or pmpamd 15,837
television broadcasts. This was an immaso of 1’02 from the 1951+
number and 11,181; above the 1953 meow. The number contizmea to
rise. The 1958 figures numbered 18,581+ television appeamnces.7
Thus it is that Extension faces the challenge of change. The pro-
fes 51mm]. agent must weigh the advantages of the traditionally
accepted against its distinct disadvantages. S .3 must assess new
techniques in the game light and seek to incorporate the best from

web.

 

  

731518313 5. Cordj, qr!) 3143...,” . . -, .- '_ .

um. 0. 833.}... Federal Extension Service Lireular Nunmr 5:32
( askmlgtom Covemmw Printmg Otice, 19 59), p, 16.

  

Cl)

Ta and 2m? co....t.r*e.7. ":1 68.3: a. 32.3‘7T3.'47€:‘ reflex: of 15.’ CC}. " :1133 1:";
order to obtain .1: .-1~..1cc€. 33‘s on the il‘ij‘fiC’t of the; tcT.:3'-.-'i.3:’.31 s: 13.11 321
on the Kantian far-211;”, the matter 3.3.1 extent the (“mma‘ 1.3 1101:

. M 4-. ~ -1- 1‘“: \H‘ J A ‘ :nr-l .,»:‘(<.v.o.
being, utilixzei by the 131.413.: 1.1-3...» 7....-01...v..-. 5.1.4191" s (1.11.11 e 3.3.333

\
- I r -_~_ I ‘1- 4-7‘ "." E... .~ .n‘. J‘ ‘.I W . ‘ r m
0.1 ex‘ -nslon u‘ili: +3.03), 27. 1.110 £3...+...=.....1;J;;. (1.. (Lure-.1». mm x- 1 011
11.11 61‘ Gcfi 9.11033.
Q I. q" \fir'y ’r (75":‘V‘J‘
.. ’ A. _ A.'LA.:. j...“

 

'4‘ fl '

Acc- 91972.11 11.; to the 1-25.23": recent @131.':’:."17.;4..::s ti'ze32' an": ore him 13.11;:
1'21 -111011 11:13:39 01.1111; .3: mleis 1:111 80’: s wit ;..':1 five cor 11111011131 151')L‘..~"L‘;.E.1"L:1$

a

0.1. the UlILtGd -.t.:1+es. This Harrier 113.13.37.93 tut m er eightgr—sxxzrcsrz 11:11“-
cent of 11.1 mriczan hows now haw access to the te'l 91:13:01: warm.
The Mmg; ( Eexw 13111113111615 Hm: Jersey) S‘dI“J’Pj._.‘.3, which are inlimtive
of television's status all over the 7f..ihx1tates, mpartoi that

1356 a lateau 3:: 91m tr.» 113m been -ached in t1". umber of 1:311.)
1;;

017111.; television. liinety ‘7‘“?W‘M of all tie he): <13 in 31-72m-

 

1 . . .-
"tom ioumkfiaon and F1111: fo 1‘ 1.113111033331113 01 1.121511112113111,
.. ”:4.
W P0 50

9

‘5
3.“; than had television sets.“ A meant survey showed that more
hmos had television sets than bathtubs . 3

On the basis of the data maentod in the

 

it can ha reasonably estimated that nine out of ten television sets
can be expectoi to be tuned in for about four hours every weekday
evening, sixty-seven to seventy-five percent of the television family
mozrzbers will nonmlly View television for about two hours during an
average weekfiay evening, the average television fan spends about
twelve hours a week watching television on weekday evenings, husbands
and wives spend over thirteen hours dozing wed-flay evoningsnbih their
toen—ago children spend too to twelve hours.“

It is evident that television is ham to stay and that. its
impact on the lives and education of the fowrican peoplo has been,

and will be in the future, oxtremekx powerful.

“ . -—. a H - .--' 1-. 1‘
i111.to.r1.~.-.i:.1n 1433;11:151-313. 1.11‘orts

Trmughout the past ten years there have been significant
mummy-s of Extension program developed utilizing the television
radium in various manners. Host of than could be considered as 6.1qu-
mental programs. variously (1951131661 to detonrzine the extent of vimim:

audiences. their program pmferoncoa, whether they did rate the

2 -
"fir-item Television Comes To Toma,” 2mm, ‘aol. 1,
1‘3“?!er 2, July, 1955’ p. 10

BP‘or-sl Foundation and Fund for fidvancoment of Eiucatioz'a,
Mi... '9. 2.

"12.721311 Telovision Como To Town,” 513%. p. 1*-

6-1311133 programs as valmble, the extent that Extension programs
were far. Aliar, and the mom. suite: la time 3111 length of programs.
hay were notewmrth" (armaments and provide guides for the student,
but generally, they lacked the quality of rigorous mascara}: design.
.31 brief overview of these picnear efforts will serve to become
acquainted 1.3.21 th -e studies.

I Early in the decade the 3:51:3er Ertansion staff interviewed
616 homva‘cera who had television sets in nine ceen mmiomly selected
areas amund ‘1'.11.1':d21;1:ton in an effort to detenxina the: kind of pro-
31:71:15 that would appaal to the. 1. They indicated that educational
homemkmg 1pmt raps ranzceci eight... Hmre'mr, thay did offer a clue
to a 3111* able tine they would prefer to watch such a program -- in
the afternoon tetwaen the hours of one and three. 5

PM 1955 sLxctyo-tl'mee percent of interviewed fislumm home

do. uor1s‘trz1’cioz1 c1 ub msbers had watched the local ‘zome damnatratim
agent's television pm; mm. TM rty~eig, ‘nt mment of the non-markers
were far-1111313“ with it. It was estirrwed that 95,000 whi ta ho 1,:r'1lcer3
alone saw the pro-.1: mm.

In nzml Lancaster and Lebanon counties in Fennsylvania,
whom religious beliefs of a aizaabla nmnbar of people fmwn on

television mmz‘ckzlp, forty-one pcrcmzt of all Open country residents

 

5-4. T. 21:111.}.131461' and 101.153 Emitcozztb,
""T'v, pecial Cir-13:11.12" 2111:1611 3 (301121114,

   

    

. . - :: - 2:, fiiscuildneu 1, Publica-
tion Lancer 57 ( 03.11130 1 ‘rm’c, :m~:1.--..~.:.1: I“ “$111111 ' 1,11 wml
Extension Service , 1,155).

interviewed owned a television set. Relatively few men or women
watched television bent re Into afternoon on woe1: .1513“: and before one
o'c1 no r on 53ml: 23's, lwwm'er. Of those roving sets, tvmnty-five per-
cent of the men ani forty-five percent of the women had seen the
local extonoion to evision pro; on. flora than two—thirds of both
men and wow-zen who had soon it fowl the information ueoful.7

Wilson and Boo mpoficod on the evaluation of one of the
pioneer om. “1‘3. .5 outlet Nom'xg to teach clothing construction processes
via tolev‘ .5105. Personal intervioxm were obtained from 251 wagon in
t e metmgxnlitmn area of washington, D. c. who had requested bullethm
offered by the television series Lot'o $2th a I‘z'ooo. Considering all
eleven program in the series the average "atteiflanco" time was
forty percent of ti o total audience inton'immd.

Four out of ten interviewed indicated that they already eon-red
a Wit deal. The study ompimei zed complications that were likely to
plague adonehm innovators as they endoavomd to incorporate the new
chmmol into the lives of wcmon being served. The problem of
cozzzpctition with family responsibilities of the lawmakers was the
greatest single corplication.

no study did 81.0%: t int a high proportion of young mothers

mfiieiyoto'l in the project, that television dononstmtion supple-
went/oi W a bulletm we 8 his: :.3;; effective, that the danons rations
were hi silly effective in co: 312.1115. eating iooas and moticoa regard-

loss of Juan factors as a o or pm iouo skills.

 

W

H

I . .. _ ..

I icinia Crilo, 1.1.11. F: fast and Elton 2:. Tait, *“mizn
j? .3 “:1, 1.: _ A, -» .. ”‘- ‘ 7-1:“ 1 '5, $45.30*”
Iowa: al “stone- on Circular 1 uz {or 1-190, ('r-JoeL-ainggton: {Jovonlont
Printing 3:}. ..ce, 1/5211

to

    

r“:

   

D

:42 data poi-3213.1 cruise“. ica.11y .0 the L2 porimxce of suppla-
2.1.~2n1=."..=2z'y print-0d 3.2.3. bar to {.220 televisicn “moeamtm ..s teacim‘g
clc: 22112;; construction pro-1:653:35. TIL-e high 2.2:.me of this ILLLt-ti

amid. 6.22:9 1222220236 tale :ision 1313051333.: on 5232:1233 i;xiic cats the pot en-

tialitios of talcvision as an effective) mafia: far cL21iuc3’Line; an adult

I ... _, P... ~. -,. ”I. ...,.."., ." ‘
{39.02331 32:21.33 Later 12.253 Let-.3 .Lita Lullave ‘:;:tL.LulJn ..‘em‘ice

{resentefi a sizrdlar series of ten tiirty-zzinuta teleca.

 

33;: 12.1226 ;: .-:.1 3.12:: Lem fit-.336. and the tent" n 1:3 3 a live Show 1212:2239
Immerxl'xers who had pariicivmtw 1230;123:1233 the dresses the" had ELL-JG.
flzmllxzx$ was not necessary yet 301.112 women 623301106. for the 6222.33.03.
Inter-3.35.2525 were obmtwd. from a ramlom savanna of magmrgents drama
from the names cf all the wcne -:..0 had enml'locl. zines. -3 had been
completrai by flirty-six percent of these women during the series.
Ind. icatioiw were that a 8i 21.03.1210 umber of women, Ly their own ad-
2'Lssi-on. did race-13m a better 1:13.351» :9 of clot‘fing construction
pm2ess as from televiaz'. n wirich £22523, in turn, put into 21523.10
cormm Lion was (3.1312 mm from imonzai' Lion 002123211213... previous s 113.3 of
the Izoz‘aexaalcers.

733.0: cutest-rized 1:123:33 Lsr‘zx .3 into twee w". o 113:1“..‘361.

only the telmidon pmser:utio..; those who viawcd and received homo

econoz'sist assistance; those 2:‘:2o 3 ' L3.-10.1 22:13. mce 1.10:1 a bulletin; “xi

 

 

0
those who vimrcd, received a bu ...let' 1;: and home GLOIIOT‘iStE .22.; Lance. ’
a.
2.9mm C. 1.1123021 and :k.....x33 L}. .be,

 

14 ‘ . .. --’v~.~-~+3 313, J.:..'2}..-.., Iedox'al 1311301131021

Sexvice bircuLnr timber 12:36 (élaskdgxg‘tonx Cavern: 2122’: Prim’ing Of flee,

1951).
9:02.33 2'.§.;I'1.cultura1 Extension .323

__ (:‘122323 ,
.me , 1951) .

 

It apymémo that there were little appreciable diffomncoo bet-ween
results of the four teaching; methods tested.
The authors node one oigzm‘icani observation that bears on
the :"tumaosos of this stair.
To wlmt dogma loaning; by TV can be: may measured
is open to question. On the Maia of prosont irxiicaiiopo,
o sfozoable n tater of wozm did, however, mceivo from TV a
bottor Ez‘mzlo_1;e of clothing grcmstrmtion processes which
hag-3 in turn, put inw 11518.4”)
Eovio described how a tobvioicn sort-.35 on tho Iow fitnte
College television station was organized in conjunction with local
county epitomion prom-.25. fi-J‘ter the local program plazming group
in F- an‘flin County had selected window decorations as one of the areas
of emphasis for the ensuing year it was loam that a television
series on the some aubjoct was ochexluled to be produced at that. time.
Lamadiateflgr, rho local comsil too}: the initiative and organized 830
woman in infer-w]. “coffee groups“ to view the solutes. A state home
ooonorfics opeomuot helped train 150 Local leaders from those groups
who would corfiuct discussions after each program. Unfortuxmtoly,
. .. . _ 11
there was no fo..J.ow-up evaluation of the project.
In 1951: Pollock ml 279100229 more! able to mport the results
of another series of telecaotsn-thio time corxiucted in ia'isconoin's
Milt-mu: :oe County on toilorirg a coat. Thom we re: twenty- two fifteen

to bratty-five minute telecaoto presented in the spxi z of 1953 by

 

 

M I." v u_' an:- h ""7 ,' ' V, "; I-r- y 1,. lil.‘ \;
’ “'01"“": “30"“3 L-Tn'ilra V‘JM'C‘MG «"ruoa-J.” p ~J‘JJ .-o

the local ii me Zanenotration Agent. A rmmion sample of 156 women who
)1: :1 rec: mos tad leaflets on toilo ring 1mm intervlmrol. They 131.311.1631
farm, rural non-fans, v5.1 ago, anu ci’r‘y ho mormcers. Ninety percent
said the picture coma in clozrly, eighty pemont tried to plan their
1 or“: so they could follow the program more clooob’, sixty-five poroout
sou mom foam half of the s 1" as, and forty per: ant sans: more than two-
thirds of tho... Out of the @1210 11:», ff..- «.y—sovon ac‘ uolly made carrots--
'3

fort;.r-::i:; 0:? 11:11:11.1 were coat

."oo:-"*1t..:izo so; :0 ti. no ‘ :u" dor and 3311an of t}. 31¢}..igan State
tbllege E..:tomion star at‘teL. 3>tod to sot up firperlzn. at centered
around to ama co ioraggo of the collo o tale,"g oion o‘ation. It cor-:—

him->1! the trufi :13, of 100: l 10...... .15 to impl anoint a telov“ ..sion series

       

n... .741.
.Q \_l-"

‘er. Hmong}: the coo-porati on 01" a}. pension
ago onto ulti' an the covoxago of the local 5* ‘tion 13va wore able to
locate certain groups agreeing to com-crate. Tlmm rem four wool-m;
thirty-‘finute shows telecast. It the time, the local collogo station
as Drama-.101? alt 1a 13.51. E: fi‘mrpwzzcry (1121) and oily a limited
amber of Emzm had the necessary converti. mg, ' movie e on fixoir German-
’tvional oats. TILLS factor, coup Led wit £111th or fa. 111;, and cm. 2111i
co: 37.14.01." 10. of tho coopomtoro, ultirntol‘y led to only firm {tzoxgps
with :1 tot; l of two“ .-. "5,- own no. man 1:110 co:1;_> late-x1 fire some—‘3. .- 112-054;

sixty-five percent of those who did wom mxior thirty-four years of

 

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1
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of“ ‘oct'ive as a oubjsa. ct taught‘ ...n ma face-to—fa. co proud-11',
31.321. M...» 21.. won fro 52.12.1623 which sold oil-or
valmble data are tolo. 23.1021 tom. 21.52. 1;; 12131.91 1.1121111121231113;
var-"223 grow) 1012.13; talc 1:5..0n toaoli'. ' vorsxoo hymn-51.313
by the 113.3..2111- Judi»; xtotixxli to vision vars 3.21.10

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series: 12.32323; 9. {5.121813 authority. fifter the series

W“.

42:..." J—Eoro out 0:2 8. randozr. 5:121; lo of £13? '-f.'-vo rcc...>..2.'1..o of a. 212.3—

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73.33 poo '19 int ‘he v" 61.5.1.3 audiomo.

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furniture mfizus‘flxg. Inotr'ction shoato 1mm again otdo avails-Lilo

l . .
Babmthy i'fnlclcr, “M'- have!“ motel Study in the Use: of

Tolexision as on 1.1:..2111sion I... immtion Tool for E":- sontin ": 3:21:10
12001107251. co "r051": .13 to Urge-.111? .od Viowim; Groups" (Uz'mubliohod .l’ootor's

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kn
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- "O - -I -- vag'iim 5:15.: .1 1» .. (do 1‘“ “p.31", 1 ...- ‘V'n fir: (’1':
.2: ~-o O "\ u: I" V " ‘ ‘ "C 2"" 1 . ' ‘
Lowe atom ,(.’5"'.‘16I‘3t, iflSodChdSOtt : .. -1soochuoottsi “tom. ion .— ornate,

195:. )

to the viewers on request. 21. random sample of those requesting the
sheets produced fifty-two womn who amrmmd evaluative mail
queationmims. any wonty-mne percent of those had seen all three
progmms in the series but flirty-three percent had completed same
£0.1th mfinishing chore. .-"-.ga.in, the local tation's Lwiience
Research Bunyan estimated the ciaily size of the viewing audience to
be 15,600 View”... 'lhosa in charge of the pmjact attributed its
success largely to the amomlt of publicity both series had waived
over the air infore the premium began.

Elm-rill and E-bntgcmry evaluated the i’fichig‘an Coopm‘ative
Endemic!) Service's series of telecasta in 3959 which apmamd over

,._._.-._ 16
why. The head of

Sicifigan State University television station.
the college: of Home Economics Food and nutrition department organza
and presen‘oai the series. it. was her intention that the pmsontations
geared to the lava]. of an average high school gramme

A may) of married home mnomsts and. a comparable number of
ho-mml-aem who were not trained professionally agreed to View and
evaluate each {mogmm in the series.

in 8212:;ansz those waluatiom it was found Hunt:
1. Those who mat-red half or more of the twenty- tn"; pfogmms reported

learning; as much as if they had mad 8 book an nutm'tion.

2. An educational series of this nature lawman: to dezmuxi the

mvmm atten'iicn of woman vimmrs.

 

'
lb ' ‘1'; 7‘ fl 2" J' M "w 1:3'8 '3 n a h‘ A '3‘?
I. R. aerrill 8:" «a 1». mom-aomr'y, My; M *‘ ‘mi
p A" * " I. ~ ' It}. ‘ ‘3' ... 9‘ < t ‘7‘ a 9 " v.9. ‘-.-' r- o- "v- p. r: ' .3. ,-
M, U 3V1}. ..L E£350-m13 4‘: '.‘.)l\o’1 t 5C1 :, (w;uc Inillblmi, 4&0t5¢;,3113

liichigwn State University, 1959‘} .

18

3. ..‘ici'zigan homewzkars appear to be able to adjust their hat-mmaking
schedules quit freely. However, when households with cram;
of stdlar ages were compared, no period of aptimm Viewing was
indicated.

1:. There appaur to be two pmgmn approaclws to televisai home
ecax'zomics imatmction for the {t-amral women‘s audience. The
aproach used successfizlly in W appears to reach
about 11.9.11“ of the women potentially available for a seriaa of
this type in any given time period. A somsumt greater share
of tlmt audience might be mashed by a lseries that could be
vi and while other household activities were being ca nied on.
However, such an approach. using somnthing lika the pace of
the women's daytime television aerial, would permit present-
ation of far less naturist]. durum an equivalent time gamed}?

21mm are other cactcnsion studies pertairrmg to expeernts
attoxmting to deter-fine effective utilization of television adeqmtem
suz‘vatzarizai by Incimia Crile, Extexwion finalyst with the Diviaion of
lbdmnsion qu‘ei—zr‘ch and Training, Fedora]. Ecrtoxmim Serviceola
chemnce to Unis work would prove fruitful for the stwiant irricstiu
gating telmisian research. There am doubtless mam other musion
televizrion projects that have been Gama out tlunughout the United

States. it is n'zgmtmblo tint. no regatta of the w:pezfi.0nces can:

to the attention of the author. laudablaa as these rammed projects

17m

uw—&oy p. 1

If) ’9 ‘.
lulucinda Crile, 1- -~ - 3 b.3.3.i.,
Federal Thicrmign Service Circumr 193:5 ("isé'ngtom Govemwnt
Printing; Lffico, 1955}.

 

have 11203, the writer rsazwes tiwt r'xom rigarous fen-ml waluation
stwes am mafia! 1‘11'333‘3 msults are pram-m ta be reliable enough
for the ear-ma phenozzzem to occur 11‘ t2: save given cosnzittioz’zg were

again in Operation. To do this 33111:; ccntrol factars malt} have to

be singled out and equated.

‘72-)! flux! "2% :4. at"

There are a host or fomml and Lfiomml stmlies that lave
been conducted by various other mum: interested in all the nmv
facets of {Ln-school ant adult oincation. Rmu-fination of their efforts
pmvided 2mm sclmtii‘ic evidence of loam-gills aa‘zd mtention. It 13
apzmrent titzat research fix "" n53 have Gian-fishing“; Weatai 'Jitmt it
is possible for the mimiaion vii-sneer to Learn abject mtter content.

In the wblication T5233: in" L} Tulmigi m the writers for the

m

 

71

       

2;.

'1.
3 ma this to say about tele-

'- 4*?“31 new. 1m+
VLSiano

Z'Tnon television first began to be used for direct
classroom irxatnzction, may quostiom were raised about
its role in ariucation. There were 3cm wlw tool-z a dim vim:
of its pomztzlal. It was tar-1713;}, for era-..zplo, tint tele—
vision was essentially a om-x-ray rm: “3 ci‘ cazzm‘fication

arr} tint its use for tastz'xctisn would <‘.=:.-:>:::‘f.vo the student

of valuable contact with the teacher. ...It was also 3:31:61
firm 1m filing 1:20de to reduced to a manure experience in
wi‘:_.c31 the stufient marely sani'vi up what was masantozi 'zzy wag:
of a flit-mung; image on a scream» Elm-.113, 01' course, it
was amaze} tint “‘r --levisicn will never replace the teacher."

17139.1: most of these augments overlooked was that
television is not a teacher, but 2:29th a conveyor of teach-
Lug, and that a good teacher on television can be: 1mm}: 2mm
effecti-m in athzmlating W than a FfiliOCE-I‘B teacher
in the intimate em‘imn‘rent of a classroom.

 

'
¢

mlbxd Founiation and Fund for fidvaacemnt of Educa 12.3.01},
'7 "1* o g p. 60

Slag-ad .‘imzzit 5-?m31‘1a3

3113 most exhaustive; 81.111.11.93 to data are 1.11.111 11056 Sponsored
by the various 1111111121103 01' the 1'1 11:11:51 figurines. Early in tho 11131:.
decade Rock: and 111 a associatea £01112! tlwt 3,3113 311:1; Field Force
"’Leeservists who flmmd 61 "1‘11. cm—lwur telecast 113350115 3.11 Emma over
a period 01‘ ten 1139113 1111 1111;111:911 3111-3161111. 311:3. 1111 in 11111111131339
between their pm—tos" 3 am post-tests. They not 0111:; 1911111911 but

mmmbemd mast at 1:11:11. they had leamcd when m tested. four to 51x

31‘
‘urU

weeks later.
Tim 311119 group of 19.311111121311113 reszrted that comparable 1511211115
of naval air mwm ms 11.110 ware tang... cm of 1:110 series or eight
traimng 11111150111: by 0110 cf three zwtwds (closed circuit 1.111511 55.011,
television kirwscoms, and cmmntional classroom 5.113111191101133
6110111111 that television is a feasible and a. ”naive 2111311119 of con “33?...
wtmctiogfil T110116 vim-1111." via temvisicn 1121111113 $11,711.11 cant. -'
1111‘. er 50011113 1.11111 these wit-111.1111; the 311.119 1111111111111 on the other two

channels in half tbs compamsms 1:13.19. The 10511111113 mm tawgght 1:;

different inst rectors. l'mzevor.

 

33107101'11’1: .0311, .15. mes .4. 15.11.21, and John 16.111113. 3A

 

Eamdnn‘ton. L. 1., 1m 1011.: 1'. 311111111 Luvicea 111111015 (1.1511311 01
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L. 1.. rim: fcrkc Spec 1111 331W}. «.393 Center, {1133:1123 01? 3111111111" rLeBearch.
Depm "cent of the Ii’avy. 1“ 151)..

21

In 1953+ Ellen conducted a study to determine the effectiveness
of a four-hour television course of instruction with Quartermaster
mi"; students as compared to regular classroom study. Measured _by a
thirty-taco item examination, the effectivenese of instruction via
television appear-e1 to be equal to that or classroom instruction for
short orientation type courses emphasizing the lecture demonstration
methods of instruction.‘22

No attempt had been made to control extraneous variables in
the previous tests until Kanner and associates embarked on the ambitious
study in 19;?“ covering 12,000 fiat-w basic trainees.23 Here fourteen
hours of selective representative intcnnation and skills were care-
fully equated in content and presentation and submitted to cmpareble
groups via television or regular instruction. Basic conqurisons
between television and regular instruction under matched conzzlitions
indicated that television instruction was at least as effective as
regular instruction. Interestingly mow h television instruction was
even more effective for lower-aptitude groups. The authors concluded
that should conditions require the Away to adept BESS media inst-motion,
this kind of instruction could be ut lizod most of iciently.

Thme other “road Serdces studi es conducted about the some

time all reported little significant differences in perfomancea ‘

“A

223‘ . 33. 35- llen, '3 ‘9’ " ‘

W (Fort Lee, Virginia: 'mertermastor School, knarter-
master Training Coxmand, 1955) duplicated.

23 J. H: anner, R. p". ”Wanda! O. Seeidera o, W}

   

Y

Teclmical Reportl “ELL: her 115 (L ashinrtons George Edaelxington University,

1953).

to
to

between television trained stmiente and conventionally trained
students. Rooney" tested Pavel Academy students who took one of
two courses on electronics either by television or through conven-
tional classroom procedures. In one course the television students
scored aimificantly higher whilein the other the regular classroom
students did eigrdfioantly better.

.4; personnel who too}: a radio electronics course by televi-
sion did as well as the group who attended regular classroom
instruction on their achievement. tests, according to Fritz and his
associates.25

There have been nmemua other studies comparing formal
class instruction with in-studio closed circuit television classes.
The usual measuring instnment employed to manure learning was an
nomination or achievenuant test. There were few cases where a

benchmark pretest was awnistemd to deterring whether or not the

participants varied significantly before they were exposed.

 

 

s», (mapolis, .aryhndl United States

iiavnl academy, '195‘:), (duplicated) appeoring in Hideya, Finn-um,
1.

 

 

Illinois. (Ann Arbor. E'fichizan. 1956).

25.5.1. . Fritz ani others, -'. ’
‘ "’- W ,r( “art hashington, L. 1., 233w York: Special Devices
Center. Office of Haval Research, Eunan Engineering Report, 8.1). C.
530-01-1. 1952) appearing in Include Crib. W1:
W3. 0.5.D.A.. Federal Extension Service Circular l#95 (Washington:
Government Printing Office, 1955) .

 

There follows a brief overview of these studies from formal
instructional c noses of varied nature. 0113 could argue that these
findings could 113le be applicable to the type of informal education
cozvursonIJ asso tco; with the Extension Service. It is the prenise
of the author that this erg unent should be rejected on the 3munds
that they will serve to isolate. oeesurable factors related to learn-
ing more effectively to the researcher t1 1:2.n most Extension studies
are able to do.

Belaon reported that the British Broadcasting Corporation
exposed a group of adults to two ten-minute television programs and
reported that seventy percent showed evidence of having sufficient
grasp of all the major points and sixty percent of them metered
part of the major pointe.26 In-school elementary students in (inn
Diego 1.2..o televiewed a series of let sons showed a substantial increes e
in their raw tests scores, according to Stanley.27 Ulrich23 contri-
buted the results of his stuuy indicating that eighth grade television
students did significantly better than those taking part in conven-

tional classroom teaching.

 

 
 
  

25 ,. .. . c _

h. E. Lalbhng """"'-"“ ' ’ 1- '- "‘ "-‘ f 2'
m, (.British Lroancesting corporation nudie..ce Report, 1955)
e. peering in .iu93n, .- . "-" ~ -.

 

(ann arbor, aichiven, 19:13).

 

27Ml~reff Henley, Cocoamtive In School Television Studies,
San Meg-o, Califc rnia, n.d.. appearing in Iideya. mu, W
It I“ 311:]:41 F-"fl'll ma 15.? 9.1 an r: .

 

(Ann Arbor,

   

.- icniran, 1953).

“SJ. h. ‘Jlrick, "1J1 :nmrinwntal L-tuly of 1:110 .quus; tion of
Information from Tzree .ms of Peconled Television Presentations,”
3419553, apuearing: in Iiidezm, innate, rim".

3'3 ' “’7‘" 1

   
  

  
  
 

Corr-tum. cations icsearc h at the University of Illinois ( nn «rbor,
mic-him... 19w ).

24

Smrdera wrote t1 at his adult television studen ..s in Pittsburgh's

   

It“ passed seventy—one percent of his tee ting devices.
A year Later TannenbaumBO tested dentists in Urbana who had been exposed
to television training classes and found that they scored significantly
higher in final exams than those who were trained in the classroom.
Evans“ reeffimed this fact when he found no significant differences
on final atoms between television and campus students stocking either
biology or speech.

There were those who felt that the earlier studies found
students so impressed with the novelty of television viewing that they
could not help but learn. This could have influenced their apparent

success. Later studies carried out after the novelty had been worn

thin still corroborated the finimgs of the earlier research.

 

£v~aliation of Telecourses for Credit

’1“ ~ 1- - - “oh-m“ "‘ ”H .5" ” (Pittebmq; h Pu ..lic
schools}, 1955.313333ng in ZLLdeya, ought-a, W

Ts . , J .- ‘ ._- ' ‘ ‘ 1-. . .- -- , ' I: .

£1. A. :‘Ylyder, .‘n

   
   

 

155.01.153.11, 195;).
3‘“.-

Percy -.. Tsrmenheum, .. ,. . ~ --
W, Institute of Conwmica tion Research ('erone,
illinois, University of Illinois). 1955, appearing in Aideya, .. note,
- w-- .. ~ .... o &

 

T~

.o‘ IW j ”'1": Q“ .

(£- nn Arbor. crichirran, 1956).

    
    

qLfilchard I. Frans, "1.11“".111c'1ry of Research Findlms, Concenfing
anaemic-mi '1“! at the University of Houston" (Unpublished report,
L'nivo reity of Ziourton, :iouston, T932155, 19*}42, apnearing in lucintla
Crile, "'.- . U.'o.D. ..., Federal Extension
f-ergice Circular #95 (distant-,1 ton: Govemcent P "inting Office, 1955),
p. 1.

   

 
 
 

   

JIML raga; 3.5,

25

t"erln‘apss the most relevu nt study to the purposes of this re: search
was that reported by Shiite“: on the comparative effects on learnin
of a television trained class of Red Cross volunteers with a conven-
tionally tmined class of adults. were were three eXpeflmentel groups
involved; one viewing presentation on television, one televiewing with
laboratory practice, and. the third receiving stamiemi classroom

instruction. It was found that television instruction was as effective

as clas com ins tructian in te aching facts about home nursing and pro-
noting an understandfi' :' of the principles involved in care of the
32

sick. 'nltile differences in fill-'11 test scores between the two
television groups and the standard class group were statistically
reliable, it was too small to be considered of practical significance.
Eerninger33 from -.mwn state L‘niversity wrote that he had
tested to measure the imPiiCt of two ani of five-t..inute horticultural
television programs on existing knowledge and attitude levels, on
recall value, and on viewer-3' preference. Three productions (television
recordings) were devoted to roses and one each to peas and the Japanese
yew. Eight classes of college students were given a pro-test, a poet-
test, and a rec all-test. A significantly high percentage of informtion
was imzecliately absorbed. Cver a period of three weeks, the retention
of this information was excellent, with no occurrence of significant
decreases in Emowledge. Tale 5:... me was true when the audience was ecq-oeed

to five minutes of information.

 

,
‘13. ..Shim’eerg, "A Comparison of Television and Classroom
Instruction in Ieeck ing the Red Cross Home Nursing Course Preliminary
Report,‘ ‘1( lrincet .on, 169.: Jersey: Educational Testing Semice, 33—51519,
195“) p. L").

‘J
U31. £2. Earning er and '3. E*.‘=-.’:~1tron,"12'mact of : icrticultural
Informtio on T919371. aka-yrs," j...“ '24 1" 2 .

.....
"=3" 1 at,

. :..-\J.”vII ('1OVOIJher" 1r Dir].

‘3‘.
J

“MW:

     

   

E f‘ . 4 r1 . a,
Cat-“=11 aim: 3 tr:

F“

The follm—xirg are representative or the typo of attains when
enrolled tele'riai on atmienta were mm to attaienta taking the
same comma using canvantimml methods.

The ChicagoL City Jmior COllr: ye a my in typical.y+ Its
G: 11mm FE- Tglm-{gfisg pmjewt emllad 1.300 studenta. 91th identical
final carats written t3 the television students: and the 2,500 studmxts
tating the 33m coursea in the 0mm.» classroom. the television
atmkmta earmd gmdoa at least tan percent higjwr than their exams
counter-parts. Research is continuing to mater-«zine exactly what factors
account for the grad. ‘iifl'omce. The question remains what‘mr or not
them who thought they were not. succeeding toe well did volmtarfly
(imp out thus 143an the hotter («magma to tam tbs final mm.
Gthor studies am not hearing this feeling out. imvar.

For a more canploto dreamt-mica of instmctioml television
research it 3.3 a wanted that Emma mung; met ‘fl‘m
35 ha further mm;

 

vv-xé:ifll

It in now gmmlbv recognized that it is possible to ham

via the television screen. Teledaion students have done as well as

 

31+ "Hmvnouss :1. Exam inn-.Ciwcas’o Tc’ Classes Pass ‘v-ith
Honors." + - -. Iarclnkril. 195?.

 
  

33131913 rm‘ata, W .
WW (Ann Iwbor, ’imlgan, 1956). p. 3.

 

27

other students in comparative studies of methods related to learning
and retention. In many closed-circuit touts students have been eXposcd
to television presentations and compared to stulents exposed to con.
ventionul classroom procedurcs. In most cases they have either scored
significantly higher in achievement tests or there has been little
significant difference. ccasionally there have been attempts to pro—
vide the samo instructors, identical subject matter. or same time
ltnita ions .

fidults enrolled in television courses televised over the air»
waves have consistently scored as high or higher than students in the
classroom. However, there has been little to indicate whether these
students were equal in other reapects. No data has revealed whether
or not television stufients, who felt they were not understanding, aver
finished the courses. This could, in part, explain why they, as a
group, performed so well on final examinations.

Ltudies of arperimontal informal afiult homomoking classes in

/ various subject matter areas are serving as guidonosts in determining
\
3 how courses can be integrated into the livoc of busy homemakers. East

{of the studies revealed strong pepularity among all ages of homemakcrs.

{brackets that have been so difficult to reach by any other method.
The writer did not discover, however, whether any study had

been conducted on the problem voiced by Mulder. the had said that it

1

.l
I
i
I
r
I

would be valuable for the Extension Service to know whether a subject

1

4
j taught on television could be as affective as a subject taught by the

3 leader-training method. To the writer's knowledge, there has not boon

1

"...—off
,_._-v4-—f

any carrqmz'ison in effectiveness 170119-0811 these two math-3:5. bin-0;; the
leader—t raining meti'mi, which consists of the pmi‘essioml extansion
{Lg‘zent tminiq; & second person to teach othsrs, had been deveIOpe-i
before the: advent of television as a way of multiplying the number of
recipients reached 25.9; a single pz‘cfeasimwl agent, it. should be
filteresting to cox-.par'e its effectiveness with tlwt of television.

The characferistic of television is that it, toe, is designed to

reach vast await???) of people.

[Wrath-r '3'3’»,”“,' '~ .-
L- J 'J—IL I sit]; M 1):.

In an effort to guide professional extension agonts in t‘m
choice of methods designed to meet the c‘rwllang- go of change in pmple's
design of living, a brief sum-art; of what Gallup and 131le have to
niggoct is helgi‘ul.1

assuming that the local extension Itaff has adequately assessed
the needs and problem of the local people and developed a program to
meet those mods, they then should decide for the wolves the kind of
peeple who mace up E :rtension's clientele in their area and whether
or not tho embasis is to be to reach many peOple less effectively
or fewer pacple more effectively. This will be related to the actual
size of the professional staff and the available cinnnels that can be
utilized. The audience itself needs to be brought into focus with its
characteristics closely examined. The subject matter involved some-
times lends itself batter to one channel rather than another.

"In the final analysis the extension worker is faced essentially
with a series or conmromises. as the selection of mthods involves

judgment of may factors.“’2

 

.eredith" v. 3113011 and GlE‘u’VS Gallup, ‘ IL??-
LW: 11.3. Dun, Federal Exhaust-1011' ervice Circular #95 (hashiiygtcns
Govonment Printima Off cc, 1955).

 

23m 3 '4 0, p. 760

29

30

At best this is a difficult hit of advice for the extension
worker to follow. what has actually been observed in practice is that
extension workers tend to regard the television channel as an addi-
tional msporfii‘oility for the “over-hmiened extension agent." then
there exists a formal organization of women’s 9. nsion groups whooe
system of training local leaders involves the greater percentage of
an agent's time, it is not surprising that the typical agent views
the television program as a not-too-effective tool that cannot possibly
be developed adequately in face of the time already committed in train-
ing the local leaders. County extension.workere need to be shown that
television can teach effectively, reach more people while so doing,
and can be successfully incarcerated into the present leaderbtraining
oystcm.

Subject-matter extension specialists at the state universities
are faced with the name dilemma. They'too are concerned with the
most effective way of disseminating research knowledge to the greatest
hunter of people while at the some time bolstering the efforts of
the local field staff. Home Economics specialists in Michigan.(a
limited number) have been involved full-time in developing bulletins
for public distribution and training both agents and local leaders
to teach others. In face of these obligations it seems to them that
to adapt a new channel for training is not worth the necessary amount
of preparation time.

Wilson and Gallup of the Federal Extension Service had
indicated that television seemed to be suitable only for particular

subject-matter areas and was not as effective as face—to—face

31

preoentations whether on an individual or group basis.3

It was felt by the author that if research could be conductad
'where like groups of homemakera wars exposed to the channels iscussed
hora, with as many as possible of the other variables equated, a
comparison could result that would prove helpful to both the profes-
sional Rome Economics Extension Agent and Specialist in their pro-

gramming decisions.

 

The following major theoretical hypotheses are therefore for-
mulatod for this study.
In a group situation, homemakero learn as much or more by!

I. Viewing a television program bolstered by a trained discussion
leader compared with taking a traditional axtenaion lesson.
(Category III €> Category I).

II. Viewing a television pregram bolstorad by a trained discussion
leader compared with viewing a television program alone.
(Cat gory III g) Category II).

lll. Viewing a television program compared with taking a traditional
extension lesson. (Category II €> Category I).

In a group situation,homem3kers retain as much or more by:

l4
4.

w. Viewing a television program bolstered by a trained discussion
leader compared with taking a traditional extension lesson.

(category III §> Category I).

 

 

to-

k, 5!

'4'. liming: .3 11515212131011 pregmo mlstomd bye trained 51.55.11.121. ion
loader out, mm with viewing a tel 1135.011 1': 5mm alone.
(215032.17 .11... .> Category II).

5... I’imdng a to lovidor; pm from compared with to: mg a traditional

. -«. . "43‘ fi ‘5
mfionaion loss-4‘11. (octagom 1.1. => usatogomv 1;.

11‘: ..-1 1.1. 1:, 1:217-..”

torts-in defithiam and cl: .3." ..cations are izspora‘ 2.119 15:52:19
pmceoriing with the: ambsio. In the mjor theoretical kpopot‘zzeoes
54: i the auocoolix g statistical mgotl'mos tEm-x‘o are won-la uni flu'wos
that 114152121313 55291}. " cation.

1. "" om» 535.4 ;';23I_;..(..1‘" More to a m-;:..bo.hood 1:105:52 of horwmkoro
a: otimz t5: comer 111301ng in cm of their own homo. '1 :15 is
he 11:12.51 co: '2 :tation 1.115151 one describes 5: Some Domzzstmtion
gmagtu “I‘m mmhoro to «my rm: .1 f 5-1 to 51512;}? (five to thirty}.

rw-

2211.5 51.1152; not 3 5212112253: n23.12201- 01‘ 3:5,); hot—251:2 takers.

3. “m" is the word used to denote 0122252235: in attituies, increased
meme-14:52 51:2: 35:0th of inf'oz-zrg’ts‘ ...on moaned. authorities differ
on the most valid measurw :5: -t armies to o:.-.; 103' t1-t in this at 511:;
a 95:1" es of three Monti cal tests were. rim/9153:1951 to a-hnimotor
to each part icipant. they took; a pro-mat. tl‘m mom eorg'sooai to
the e: 551112521, tool-5 a pout-toot, and twelve 5:533 later took a

wound mot-toot. "Lea .. xvpmsahfis the 51152511mzce in «Looms

totwoon tho protest and the post-test.

5.

6.

33

"533;;$F is th word used to denote the ancant of 10:21.4 z the
participant is able to remember and apply after a given length of
time. In this study the word "retain” aprcscnta the difference
in scares between the first and second post-tact.

“Traditicna cn lbsggn“ refers to the kind of training

 

that has been developed and used for years by the Cooperative
Extension Service. The professional agent or Specialist trains
representatives (leaders) from the local groups at a training
center'whc, in turn, cdnduct learning discussions or'dcncnstra-
ticnc with their local groups. Their training consists of subject-

matter information and techniques to enplcy'wncn teaching.

 

" is the phrase used to
describe a possible way the television channel could be
incorporated with the traditional extension lesson. If television
facilities were avci 'bla it is possible that subject matter could
be taped and beamed directly to the viewer. To conpansatc for

the belief. held'uy coco experts. that televicicn lacks cffcctive~
nccs because there is no twoqwcy communication between the teacher
and learner, and the belief that the training of local leaders has
man; other values relating to leadership potential, a method has
been devised where the two channels are combined. In this study
the subject mattcr'wcs viewed on television, the local leader

was trained at a training center the traditional manner, but
only on techniques of lcading a learning discussion.

ligtcggzz" 13 a wcrking classification uccd in this study to

separate the women.whc'werc exposed to different channels. Thus,

for practical purpcscs, "category" can be assumed to be syncnynous

7o

9.

with the won} “channel."
°'-"."‘-...Px-aa1”"‘ in this atmiy, refers to the route or tool by means Of
which information reaches 1: kw-zenmamr. This is not to be

confused with "=1

 

tact-col. r i133“? in teo'nriquos employed as well as in the final
qulity £m>anfleos of wlmt channel is being employed.
"W" is a word used to describe the time period when the
participants are “axposoi” to her particular classified chazmel.
In this study the wos‘aen will be diviclod into four categories.

Category I .. refers to women exposed to the traditional
extension Lesson.

Category II - refers to women axposed to a television
program alone.

Category III -- refers to woman wmsed to the combination
of televloion program plus {alarmed dis-
cussion.

Category IV -- refers to the control group whore women
mooivoi no macro. This was accovz‘plisl'xed
by requiring; ham to discuss an irrelevant

to;:ic (flower arrangotoant) .

 

‘4. 2:2» xi 7‘ ‘i

cm.» "1" . 37‘ r' :3
3;; “1 E'IZLLIJJIZL

 

'Z‘l'nom b.3313 boon are. no ormefmmto in television program-

mngf but scientific roommh 1"}. "mos have been relatively ammo.

I

m
33

Tolm'ision pmgmwdng has for outstriz-ood malmtion stu35os. so
1‘ :guor-rtly an oiucaticnal tokwioion program 13 plmum. and
evalmtion has been an afterthomfi: . Evaluation has been difitoult
because more has boon diff: any in contmlling the {IQ-IV wfimmooo
variables. which is so accessory in relating cause and effect. for
example, who can prove what factors actually contributed to tho
location; arr/edema? Could it have been that. the viewer being:
swam: was predisposed at tho the to looms one thing; in
pmf‘emnco to am: thor? Could another vimr have possessed Ma‘s-3oz“
optima-loo my: native intelligence 33-inch caused hit-:1 to loom 1mm?
Could the homemkor have toot; {3231333311.}; 32311633. in a process team
the mac-3.3m? Foo the entire m3}: 1:03.213 bestoi a topical movement-
ctive gmxp from which imam-noes conic}. safely he (5.....Lm? The mom
nearly truce factors om 932333041 the more focused at $1,333! becoms
in m. 42:3: Salmmnlont wrinkles ( cause) to (hymn variables

(33:06:14: .

There is some question as to the most reliable [Lethal of
masurirg leaning. Lita-lies do not always employ a meesw'ing ins tru-
mnt that adequately [#83me t .e change in lmrrirg.

As the variables are equated and factors oontrollej the research
design seems no longer a tme-to-life situation. 1"ven though this
design may not always reflect tme-to-life altuatimw, it is just as
vital to control emerimnte in television research as it is to
control conditions when testing a new seed variety.

'I'the author of this study proposes to set up a carefully control-
led "laboratory situation" in the real world of lwimwekers, families

and television sets.

 

"1' I. ‘ “Iv-"J .3:-

In this 51233:; groups of {automakers organized in infont'el
nef. 313303“th groups were (mg-meal to 1.133 sane tees-age by mans of one
of four different combinations of cémmtele and tmafwants. Local
groups in the first category were taught by local leaders tunnel by
an Ixtemio. Agent in Kama llconozrdce. Those in the second via—zed
a television program on the ammo subject given by the 833119 agent
directly from hove televrisfi on screens. The 1:125. a! at 50:7; of grease
was taught by discussion leaders (in tum trained by the saw agent)
who incorporate-3. the television program as part of their presentations.
Groups in the fourth. a control categmxy, diam-seed an uawelated tepic
during the sauna time per}. . All categories took a pro-test before
six-meme ml :3 post-test aften-sanje. A secozfi post-test was £111 '2

out by the participants in their mm hon-tea twelve days after the

1! :,. '7 .. f“. ... “.2. . L . :2 4:3 . . , a ...- .3 .. ..
01' 1:15.73. (3‘23: 2.371799. :3 '.\L-.;....c :27 1331218 r3. t‘ 3 . .3733 1:22.19: ”'43 i ...:...1.

21:9 gem-21:32. 7.23:2:3 3.31.221 3.3.: ”*"7' "3 infra-25:11:11 51:11": $.13 r7312zz'12‘;;:t 2.3::

the 1.11.173 prov" ‘Llet23. 17.711239 for o:re:1-ca::3:3d e2r'.-..L:t -.rrn of $1.2 0111913392
The cflffemance mtween the pm- 7:32;: 517:3 113:2 ::<.::+.-t.e:2;:t 21:27.3

131%“?me as the lmwjpgj score (223' 927922 312111713331. "!2:a (if-f7" emu-c: a

between the meat-tent. and the second post-test was 31131321231923 as t}:

mien-tier: scam.

7?.

2":

I J
'3

L1

0

Q

{3

d"
C

:ut ”mica-'1 was the 8117.-.,ject 13171122227 chosen or use 1::
this M37137. 23:92:12?) as 11.3.5.2 51.7.1137 12:3 (30211-30103 ‘1’: coon: '-~+.-L:1:

with anther related study 24211.. "E 'crumg‘m'ed the effecx'tit'n'nerm of 3.2111. (2.3172 .
r5333.- 23331 11721071531011 v17 33-2153,: 22:3 1:121:31 1:1"- -5 assume {19:11 co..-urve'27‘2

1t 1-3-18 comm 222 ant for 13 :9 14:20- au that's to (35:21:30?- 1.7 aubject vrxt2tt.s.2r

fl

already crz'anized in an 9:22.22 :12: ‘1' 13.123111: 7:1... 7.197.“) 12': :x>:-;..1:1r for: o

T. (a tit 10 of the 12111137111 012235.23 was 1);: ”Mg ......" *...."'_:....“'.:.._.2~72 ‘m'-7-'-:.:3...-.';§;<;M‘- "
2.5.1,..." '13:. ”71:9 cont 3': of 137.13 bulletin prov: 3.021 the sub? 9:. " ..1’ 71'

control- or 1.0511 3:12.103 in tlhxair eni‘im’ty.

In ozder to conduct this 91322317173321. two dii‘i‘e “(31-1. (2". 1:1. '1 11::
of charmed and treat: 11'. were five icymo

The first was a twarz'ty-sseven m" 71713.3 mlewlslxm 821m. ’L-‘sing
he 7lletin content. 33 “sic 17110113?“ Ln, 1:! 1:3 auLthr deve10Lsd a

d.-.tailo:1 9.213.213 ..123pw11cer 3:11 dirwctor were "12.2.2 new careiul

.\ : i ‘ . _‘ 1i: "N -l‘
1-69 :.:-;-v:.:....3: 4-1, 72. ...-..

2.11.29 5" «NJ-'22 '2 1:- 53:7
0

' IJ‘ #uLMd. '-~I24.

38

to pmsont content as nearly identical with that in the bulletin as
possible. The pari‘omar, who is the anti-mar of this study, was the
5:12:43 egg-1t who traimi the local leaders and test "cooperator-s“ at
training 99331033 the follmflrg Ty.

T13 television slam-i was organized as though the agent were
talking directly to than viewer in a Bani-classroom situation, The
points were angahasized by the use of flip cards, tear sheets, black-
board, labelai food, and even by the) use of the tele—prmapter to aid
the talent in mpnflucing the emct vowing found in the bulletin.
The dimcfior am} the producer mam scmmdxat fiiaappointed in that they
were not penalttefi to utilize the full cmtive potentialities of the
television cluml. It was assantial that all treatments be kept as
similar as possible to make valid ccmmriaons between mcpoaums.
Although the resulting pmsentaticm was one that was typical of the
kind an agent would give under field coniitions, it was felt by those
producing: the show that it. did not present tele'dsion, as a channel.
to its best advantage.

The Show was video—taped on Thursday, 1an 19 and shows: on the
air over llchigan State University station, "3-3.23, we clays lawn
Them was no advance public ty concerning the show.

‘l‘he second clmmxel was a tmditiomxl loader twining typo
lesson on the same subject.- Tue tulkztdn content was followed just
as faithfully and inclmiad in the lesson. "more were, however, the
necessary adaptatiorw to the presentation as it was to appear on
television. Some of the visuals that had been used on the television

program more nut practical to use in a. home twining; situation. This

39

1.1.1.3 951131213111; 132115171311 the study deaf 711 required the leader-
he "3.5.1: 1 r3; presentation to run 31-1130: iratcly forty—five 11‘..1:3.ute The
11.111101: 1: tilized a Large 1.13. of 1131-: 31313313. on 11": 5.1311 the pcims had been
previously mitten. The 121311315315; period for 311133-9013 1133. tter last
ap1fwrozrimtely three-femm of an hour

The 13033113121” 1.3.139 of 1.3.3 t...-.:'.. .5; sessiofi 1333 devotefl to the
le: der's 13113313113311.1031 of their own visuals on 11311331113115: pads pravided
for then: and to an a:m1::mtio-.of how to cam: on he gamut discuss;‘..on.3
list of 130.135.”; 313 disca3330n 1313033110313 11113 33133133393 for 5:11:33 to use

b .
This 13.3 the 511323 1....t of czuesticms pro-

31‘" or their pmsentc’tions.
vidocl the 133.3.ch 3:110 (30131301011 discussion for the :.rr~011:131:1o were to
watch tzza tclwision 1333133311. Identical food 311.333.1133 were used, and
the leaders advised to assemble a 55.311121 collection for use when they
c1131 t5: eir (21111 13133:: tation. T113339 1332216133 were met aware that there
was a tea" 131......031 pros. .3 going; on over the air on tha 8.13:3 subject at
the curve 1.5.1710. 3.113 1111.11.13; took place the day before the test perior .
3.531% 11.5: 13330 to 311.1;3 this 1:11:12 31;; 5053 35.031 :33 effective
as possible. itince the anihor h: 3. reason to expect that 1:313 3:051;
effective exposure would be the dire-ct television presentation combined
with leacicr directed discussion, it was felt twat in order to erase
Wpos 33.2313 531.113 the 10.: a]. leaders should be esyacialkw well twine-.5.
T130 rem 31335.31; tm...11.ng session itself was 1110139 h1tensive than the
usual 33. tu.=1".,..on in t1 1zr1t ti'xer'e 11331123 actually only two leaders reins
tmizwdn-i‘ 81‘ £31.31: £13 an in 3 nor .211 try... 115.3- 11.111.113.031. The 3119311;

'11

133.3 30.3 to 91 1:3-"wise c.1130... .111J every word u 131; went on the 1‘ ..ip charts

 

T

Q
flee ppem‘lix C—BO p. 97'

“flee 1".p1r1endix C—l'ro P0 93-

being pmg'xereri by the 1140 leaders. -39 swan“ .311 we 3 fax: final. 1.1.1.31;
...3 mt alwe vs tm 9 in 1“ 01.1 0022...-..31w. 1511.11 all of the mime
written 21mm on the flip charts for ref reuse them me little
czport £1113 for riskier-premium cr far the emitting of 99393211431
information. '1'139 Griffins]. 111191.113 vas 11:93.1 by the 199.1919 fer
mfermxca and 13:..c .mel in: 7013": 91.1031 but was not diets“ ..tutod to the

parti sips-.111. e .

.. 3393”,. ,3?”

n tent deaf. mod to wane: the summit of 1923133133" 2:111 91:
0301132911 as a result 0.. the 112.23.11.331 .duel mulci3m3$ exposure to the
various cEHmmlsand '~ 1.29: 4:93:13 was develoyed by the agent who con-
ducted the previously 32931111923931 (3112;394:3310!) 519-5355 The identical
test was filled out three different times by emf-n particimmt: once,
before exposure; again, baa-ii .ie‘ «1:; af- .er exposure; and a t ..‘ani t3:
tux-31": ch-{n later. They will 1793206333. .13 1:9 mfemi to as the pre-
test, pars twttast a: 3.1 sewrfi p.35 13-1991. mmvm fivegy.

It was planned to 3:13.79 the second post—test twelve days after

he initi... 931;: genre to pmvide a 3396:3319 c! the arc-v.22 -t of 1135-313-

reticn act-.L: 11y 312135132941. The cw-yzflson of the pest-test scare 923d
the second 93.31.1931. score tlm'efora provides a treasure of the amunt
cf "1031““,9 rem-1.31931 for this @1101. It follows that the difference
befimen the scans on the poet-1.95:1: and the score on the second post-

test. indicates the amormt of "forgetting."

 

E
..-’- 5.. .. .14 .-" a: (““5
do uppermm ...—3;, m . 4‘, J. 1.5.

L1

.10 test co aimed of a 3313.0:301‘ statentent s, 80213 of flich

maul- 3d words t3 be fillrxi ..n to CIT." 1310 Le their meanings, mad otl'zers

Q

4- ! 9 I _' , 5.. , ... - q- ..5 ‘2'- ... L ‘ . . , . ‘ -
of win: 2: z. to 09 33:13:31 tr...) or £31,343. “1:3; 0. ...e LL3L’E‘Aflfltf3 hem,
in of; 3st, L..3':.:.:..3d to 2213 3:31-19 recs-.3. and retention of a spacfi 1c
'1 '~v~~ m '- n v ‘ N-"-- “‘fi't . 3"“ . 7..” .3 J":- J'x‘ f!) ‘1 ""0
zjfl¢éllfl¢ Oi ‘JIBULD-ii ZA- vial}. ‘-’ v: ”Jr C “k 8 .LL.‘ v8 L‘s-v4.8 6n uJ..%¢*J ”(I DAV-1 0 d..;

1 “'~. 61": ..‘ 'r . ‘ L
51.2.11“: mmoer of... " 330m 120" 4:1 odflf t~r—.-,1.c. ma 5.01.33 VS.- a 1362,31

“ ‘ .....‘Y-- .. .-.‘ 1-9.- . ...: '1. . -wv. ... ..- .
0... £12.20 .sszank'Jr‘ Cf 2.1.3....:.db, wdfial BOI‘O €-""- 4.4.3:. 1;.) 131.4. 3LC.: “30.30

7

The test was ,m-‘ues .91 by a grout: of 9.3.11 miensz’. on uoflzem

4"

an}. flair Lin-".33. Tier-3;; 0:38 Cu. their previous {mauled-5r: of i:'-.1'2..*1.’-.;;L:'n

facts, 1.: all cases the scores on pre- to: t a :2 on zstt-test were

'1" 1"

.I; a 1“,»
siu-L....c:;:1;,' mzlsrxt

‘\

172:3 teat than was nsm-mbfted is; islentic a}. ion: in flux cliff: 9mm.

010w, r3;:re~.~2czz.1'7;i;'2g; 2.1.0 o. tegozi as vet: 1;; testafi. The plnutes t was

I

in“

$23331 “0;, the: ELKLOLJIAZL, .1133}: the correct amm'er to each question.”

3 ‘U

...

\

-1e pow-"teat. and second wet-Les t .2ch prefixed by the statownt,

n,

. ..oase ammor the cguosfiiozzs on the basis of 1:115.- you read 61‘ saw.“
Size post-"cesst inc 12310.2 5 sheet of irfi'onrmti on about the mapomie but
which 0" “33.4 eu' her as to where 82 .e L'Jed, her a; a 5:01;), tho aymunt
of £01331 e..1ucat.ion size 213:2 cangloteci, 311.2 the m. r 2.11:1 ages of

c115. '...‘.1‘0: 52': 213:2 1.21 the mquimd 0.39 tract-cot. “1:19 Lat page of the

’

second post-test pmfldm amco for the: mspomlant to evaluate her

subject—mtt‘er proble: :5, -st bclwvio- ..1 c '03 assaulting from 2:3:

ezrgr Josure, 353.: Md. 2.5.0131 cues stions co: coming, t1: m3"? ect, and fin::'”...;',

to give a pars-62ml th; 130.;33...t evaluation of the effectiveness of the

..L

Bu'zfjoct-ormuto war pretzon whom.

 

Q

5:331:39 the cz‘lginrl P11131333 12333313 3 the comiiticns under

Lie}; 211319131133 3 wem to mrtic‘qmtg in the 31 1:13P it was i? 3:3".112231'3
to secure mmiciymts who would ‘04: 331.3 to meet. tc-{jeti'zer in their
ha: 33 in tic-ma]. 12615.3}:‘1'1335‘312131 5311313. It was 3130 193301393 that.
the 33 133.731 3*{31‘3 should have 333:3 3 5.272113? interest in the subject
matter being pmcsentai. It 33. "32:31 tint. anthers of adclescent
clfihh‘en 131113.13 pmlnhly be a natural graup ta Contact. Thea-13 331:9
mama were not to have any pmvicus 13733313333 abcmt the natm‘e of
this study in uni-3r to mew-31+. pmimration.

'Z‘nus them coaliticcw were 19411111321 of all m‘mm taling; part
in tie 33.1.17! 1.11 manners cf £213 min." Imrhocd 3:311:13 had to be 13.12:
tarsal-rare and have at 133.31; one (:31 11:1 he mean the a; ‘68 of 31312311 to
nineteen. 3‘13 3 £331.13». hay had to agree to meet. on 31333113331, '37; 2.1
at 1.2333 p.12. 131 3133 of t113..r 31: .1 1.0333. The group itself had to be
3330 to pmvide a "cooyramtor" who could atthl a tmfiniag 1.3311315;
for $3.. "tier“ .313 .mctions on I’riday, Thy 20 before the test 13.15;.

( cm of tl 1333 ‘ccmpera 3113‘3’ faund 1:133:3131133 :11 so in the role of
1331131” 33 will be 3313;114:333 below.) The [group 33.30 113.1 to have 3
33131133113: of 85.): 13032033311313 taking 3:133 in the study.

The rumicgmzts mm obtained in the folio-.33.. g 1231:1113“ A
letter 33353313313 to their 32133331. in y'm'ticipating in a research
{11123031. was 39:“ .t to 11.13 442131112: we Jar mailing; list of Inglmn mommy,
£3.11: 5.31.6 532113.113?“th this 131111;} inclining ten yam' old 11-31 Hfiz‘fIflX‘S,

bzt the list had neat 1:13:13 bmug;..t up to data far ever a year, so it

 

6

L33 3313113311. .-.: , 1'1. 113-3.

was mammal tit-Lt all ten year 01.5 z-Yre now eleven years of: age.
we the ...ist man one of dill-Jon’s news, the mine and addrosa on
the envelope was ploi‘kcezl by he wuxx'ls, "To the mother of no“
21:18 am‘amierxent tended to insure that. all who received the latter
would be wornn who he... cixildmn within the mmirea ago levels. The
letter asked that. they tags the initiative and gather togotl'aer frierxls
and noifiz‘” r who also had claihlrml betw—zoon the ages of eleven and
lanai-eon, who mare interested in pcmmcipating, and ago would agree
to moot together at a certain specified time in one of their own
hues. If the :wtiwr contact-xi was able to secure a group of women
fulfilling the very SpOCific coleitions called for she was act-zed. to
"I

roam“. a card with the pofluinont information included on it.’ Out
of ayzmmzimtekf fourteen 1:131:1er letters of this type amt out,
fourteen canis were rotm'nad Mica‘dflng that there were fourteen
c.2301 ‘rnt groups of women throughout the comlty who were interested
and curious one-.1511 about five stuck] to agmo to meet at the ogmcified
time. Ila; ‘-' others owldencai interest and curiosity about the project,
but mare wable to corp}; with the mquirenwnts. It was all too
apparent that the nooutim hour on a busy Saturday (the date whic‘:
had bean set by ti; television station) was not the most com'-' Diem;
time for a group to meet and a test to he comlucted.

The card also listed the name of the "empera‘cor," the person
in the -;;r-oup '1 :0 w-zouli be able to moot almad of time for “I‘lrthor

- . ':- " .. l1
«JuathL: 1.3.0315 and trai:....~‘ng:.

 

. l 3 fi’
...-ca mpgromi}; 53-7! P0 1““

£3 those cards were received, the groups they reprooented
‘wero listed. EVery fourth card was placed in the first category —-
that which required the "cooperator" to be trained at a separate
timo than those of the remaining three categories. That was the
"cooperator" who, in addition to her role as ”cooperator." was to
asaumo the role of the traditionally-trained local leader. A11
”cooperators” were contacted individually and told where and at

what time to report for trdhing.

 

The training sessions took place the day before the test
period. All "oooperatoro" arrived at the Vevay Township Hall in
Ingham County on Friday} any-20, at 8:30 (with tho exception of those
vho were previously categorized as traditionally trained local
loaders). As they arrived, they automaticalxy categorized th mrolvos
when they picmed up instruction sheets which haa boon printed on
green, yollow and pink paper.8 These colors ropresonteé, respectively,
the television exposure, the television plus discussion looser
eXposure, and the no exposure :zontrol) categorios.

Before they even know what the colors represented, tho
instructions were carefulky road to them by the author. These in-
cluded an oXplanation of the test procefiuro and what he role of "co-
uporator" required them to do. Essentially. they were all instructed
to give the pro—test to tho'women at 12830 p.m. the following day,

hon initiate the exposure at 1 p.m.. after which they were to allow

 

bee .apmnc‘ix tan-8’ p. 1070

the woman to £3.11 out tho post-tort. Tiny 1.13119 to col-met those two
testis, £111.. .1. out tgr tho pa. ci'oz‘o. and rotor" .1 tho-:1 to the or. tho r
Ir £11.13. or wry-.1321 22:30:21... on '21: 33:11.. Thor 1.11m not to 1.217.221 part

I31 the team at 2113., they 1mm simply "coanators" in every some
of the var-:3.. Tuolvo days later t2 . mm to <10uv0r a sealed on T210320

‘01.

to one}; of‘ .3119 o. .fiml “pa. ”tic" ..pmto .11 their 61:11 1'.omo."3'i‘mt
2121:1021 (mural-.1110 (almaciy mogx.mi and W for timm to take with 1.32217.)
00.13.231.11 onmct..m*lr1c:tiozwtba pint-“Leigh ...ts tollkxgt 1123221 to fill
out tho m‘zolosc-ci toot 2:11:11 '2‘ ‘11 4 ..t dimotly to the tumor-.11 .3. B‘nazfipoi
notimooeci om’o lope 1.1113 Included for this {1111:3038 .

-‘.;E'tor Io ins-{5.1113 tiom 3110:1021 no ‘00 ...ov‘ov 1’ .ly w‘LIoro cod by
all the ”(sol-1:153:21toms*l (the? «1:23.323 ito 51:11: 1'11. ”tlmr 0.11.1231... 0113) 1.2.13 5?
1:21th tho oonmlnm...‘ mmboro of gx'wtoots, post-toot 13 212122 oowml
post-tests 11021211221 for 11101: group and mottled tho 1112121131123 teal-con.
531.21 tests Ina..." boon 37mm omly 00.106. and tlmy doubly; choc} cod 1': I123: I123-
had icic-r.‘ 5.63211 nowhere of each set.

21:23; 1212113 than rezuiy to have 12.11.:- mquaozu‘oo explained to

tlm. Tho 1.19.33. .1221 .316 ram Instmcuozm, which 1:113 tho (201111131.

'1")

cu‘ozj-z 1:15“, 120m ’6‘. first to 112-121-133 t‘IIr-mr p.231}: 03:103.»? 2: 221m...w
2129 121:1? .. mot-o ow mania-xi tin: {1'1zrtiabxnto to di- 2:01:15 in any mmmr

twain-13021:. of. 1.31-2.21: on." Ca: .1111 .. L3.-111121."; tho mam-122% t: .11 (110

q.

.. .. .‘1 r9. 1. . - 2.. .~. 1- ..LM “1.. - ~'
0“."udiwl . ’1'“! C‘JC’.E.‘... I.v:"3 3*..4 ’Lo 34° . .5; 5:1 b‘1‘WCJ-l n (‘31 1.10

"...... kWh—P nut/M .-....u v... '41) U:

A .—

'3-

w-.
'4:

*JIW "EEK; ”' I".:".3’. 'mlu I p. 1313.
1'!
M" W 1127-1121....3.‘ ~~ 6.11,» p. 13-3.
1')
dd-

A
- i o , n .- t ) .
...-043 a: 1.373.7‘2'1453u': inn-3...: a. r . 11” .

01-223.;inct which were pm'ddej for aach mgr-{mm Those three I'coopcrmtors,“
13011110001 1.111;; a to {2:21 of ain't/~03 :ht 001.1011, than 103% u 0 2.132-113.1111
00301011.

‘1'..0 0000223 cate 301'}; "00: 30:22 .010" 'ram 1'. met to 200032 3:0 '11er
co.w*00n¢.n.., (me. 31) 03090011133 instnlctimw .13 Thay 1mm Iii-32131:? told
to tune in their television sets to the 12'!” “ television program on
IE! T3331": ‘- €3.11. TELL; at t..0 033303033 1.3 '10. Spontaneous (11002001011
21:15 to be 30mitm1 ‘-' 2t the "000710220 ..tor" 1.- .0 .0 remain in her role
and t3. «:0 no initiative in lead. 21:3 01'” d3- 3012305101.. 11309120 five 10100.31,
10111000101313 0 total of foamy—.fiva p... .101. pants, were mac-'1: to leave
the session.

The 0.00 category of "000 3cr:=.’0rs" 1:0 :0 011 who 1-0."3230...

31.0 .r (303101.) 0.0303 3130 11032100331003 advised ’0} 10:3 to tax-210 2'" on the

“A‘

. .3!
0.1.20 television program at. the ~xpom2r0 time-3. fitter the program

car: 0011;103:021 t}. 1.0:; 110120 to inf-115.21 ..0 disc-03510: 2.0ng .It zeir {5:01;
.. .:‘00r3. ". list of disc 3.831011 000:. ...-1.03 was providei 101' t....~31 to
{73.310 each paz'tici 1321.03.35 300.20.21.00 on 110.: to 1...‘:.ti:1".' 0 and glide
{go-3.1 discussion were quickly mvimmri. T11000"ceo;'\0r. nor-0," 121';
would be I" 0001101011 leaders as 3:011 0.1131.» ,tI':-0 next day's 02:2 -osum
220120 Last to leave the tr..ini: :3 session at \0vav. 121037 mprfinntai

Lit V

three 513323.130 11' 1;. 22. total of t»; 2031.133? 1:02:00.

 

«-39 2‘. 21.12113»: 13-13.. p. 1110

124'. . . - 0
Lee 51223345213213 5-140 p. 11".

a e-

L"\

",,~3}9 .-'-.‘{)'f"0310:lx 5-151. P0 980

1&7

.431; 10:30 am. the "cmpemtcra" who had been pmvdoushr cam-
gar'izmd an t. aa-iitinm‘fly-tmimd local Int-idem amm. The same
procedure was follmmd in instructing than on 22m to (Jim the I'm-fest,
post-teat and second post—test. Rot until they completely understood
their duties as "coasmmtor's," as: eviamwed by their 0935111; to ask
questions. and had picked up their fathered (white) tastes was it
revealed to than that their 0.3303112? ccnsietad gifing a lessan on

* I: a l :
3:10.;esmant nut-ration. '6’

A description 01’ the kind of training tiny
recesivad 3.33330;er abmze. Them mam two leadam rapmaenting thirty...

0219 W‘MI

7333 "coaperatora” in this eta-1:: were trairwi to carry out the
81333 on :3.-AW. Zia-y 21. 3:9 audwr did mt 1.3313 par in any test
on that day. Rather. the day was spant uwmg tho television gamma
itself and minim what was hfipmning in the home when the
”mommtom” and 1.13.050 who were aha fmwd an Inmate-3n were conducting
“the 31;. '1 .aneous test pmcedms.

E139 pro-teats an! poet-tests were 133th completeZLv my tit-:3
fol 1min; ‘fieduea 13.3. In 3331136 03'? urgfimgs to mum adriitioml pa mica-
gmzts the "commrators" at 3.33:.stantly reported a az‘al‘lar £31m? of
participants than had anginally may: up far the test. Them mm
a few mflicigun'ts whoa-ea teats: had to be dimcarfied 1.1. :311529 Quay ma
£213.03 in sex-:39 mg.” to (3.031316%: '*' fill out oi.'t}“-.ear the pmtcst or the

2‘"
'4
.-

xmst—test. «’3' tbs 1.131? mm “a of the mgxfimLmnts t was 1;»..zpcaaible

to 1236111629 tit-.9 tests of them $323333.

 

I

1-3
“g! , i ~°v 'W .l: \ 3’- ‘rf . Q
were 3 :3 39.5.1-3: ...-..1, p. 11.3.

Elmira: days later all we "cmpesatcra" were to»):..:-..a: 2:31
mafiniafi to deliver fi'iair Bacon: post-1:13:31. es vals :33 to thair g: 13:0
mmber particzan a that e «3:11. :39 aswsL'w: to instruct" ans. Easy
wars can-mamas to make certain sash :xa-z" iciifan. + received ti'a ems made
nzrabar that she has-:1 haul c-n the pm: 1mm two tes‘ . a. T1333; did thi in
(311-31- tint Lo Bacon-i p05 wtast wand bei nthe 111x333 c! Ens pa'fiisiflmn a
early Emma? morning. "32:3 firms]. mat-teats Ham mailed directiy to
the: sumo:- w the particigmtta and mm all m eeived by firm-add y of
tag fella-:1? :r was.“ scam p‘r: cue calls ta) ’c‘m “cc-Operators" were
names may to 1.13am the re‘um fun a few pmcmst. ins ing :mr’tisiyanfis.
£13: were War re umed, thammy mfiucing "s - the final nuvz‘csr of

participants.

, lug?“ 9‘1 .... A,» ’3 -.L
. ...rx - a
a_ 1“ A ‘- 4 Hun—l. A1.—

50. 3‘0

:23 um} total :11: bar cf home: :13: :13 who Cumfplfl‘fifily 1111a! out

...thm tasts um: ar specified ea .11. {.1013 was was 5:71": y--i‘:.ur. later
nu... ma;- -.. 5:23 dis 4122.11.11.03 1:22:31": it was (macaw- ~3. who has: liztacl

:33 child in 91-9 var-9.1:“. rat's-1 5:39 bmc’mt.
fins]. maths: 01‘ pa: skis; .rfl' 1:19;; gwww as] m “mains:

1‘.

participants are mammals“! in ”Tat-.313 1.

'n' 717:2»
J.-a-l-:&.J 1

I?

g)

\

 

TFV- t’VT 9' "W ‘33")! :"__‘)«‘f' 3", yr‘v-j fq Vr‘. f ‘Y; .‘I'.-*I':j"f‘1 WV": n‘ ‘3
ii.“ .. 4.:J Cl" (4"J'L'L ’ ...-3.4. .1.-. trek: JLlww} \c'W ....- dC-l '1»)
w n17} . 22";3'1'7" .P“ 'Qr :g-D ,(fi-r‘ A f qu‘svufi". ,
":40 I‘m at; {.ALJ: ..L.‘ 'v LL. -- u‘. 1.5-5. III-.1 Kin-UL&‘.M. 31.5.14!
”3.33qu \‘1. CONN"! ffi'(‘:'~‘“- s. ‘?.Y 1 l_
.LL$'\J... "..- . L. ...A.~-JL......1.. ..-q', .‘ ‘. 21, :‘DO
T'.‘C,H S 1%“ 1'” "7773 ’3‘ _.', 1m
..Ll.‘ A HJJA'... L...» 1 03's.;
p - #11" M "“f" rwwr f5- , "M ‘- “pm? A r FT"'.‘."~ vwr'r Rhin-
CJ. ’ LiJC‘JILi C—-&t‘4’\.t“v \J. \JJ~4...:J\-‘\J1uL-.L \hfla.-t\4‘~;.a'. i‘ul

 

llu'ILbOr of
Local UI‘D’ 5’35 2 5 3
Learner-atom 2” 5* 3 3
I‘m'ti 13:31th 17 21: 1b 18

‘37“3‘3 also tminod dimension leaders.
** are also t1~4....t..o 14:13; tminai local leaders.

r“: .‘ iwmn
vla'... LEE". v

Pl PATIO}! A239 aromas OF mm

 

 

The major theoretical hypotheses are stated in statistical

form for etuiy purposes below.

In comparing mean difference between pro—test scores and

post-teat scores-—

I.

II.

III.

That of Category III (television plus discussion) is equal
to or greater than that of Category I (traditional leader
training).

That of Category III (television plus discussion) is equal
to or greater than that of Category II (television).

That of Category 11 (television) is equal to or greater than
that or Category I (traditional leader training).

In comparing mean difference between first post-test scores

and second post-teat scores-

IV.

That of Category III (television plus discussion) is equal to
or greater than that of Category I (traditional leader
training) .
That of Category III (television plus discussion) is equal to
or greater than that of Category II (television).
That of Category II (television) is equal to or greater than
that of Category I (traditional leader training).

50

In order to check statistically that there was a change in
each category as a result of exposure, Category IV is introduced as
a control group. women in this category received irrelevant subject

matter for discussion during exposure period.

Mi .

 

The following minor statistical hypotheeee are stated in

support of the major hypotheses.

1. There will be a significant difference between the pro-test mean
scores and the post-test mean scores in each of the four categories.

2. There will be a significant difference between the post-test mean
scores and the second poet-test mean scores in each of the four
categories.

3. There will be no significant differences in the mean scores of
the preutest among the four categories tested.

4. There will be significant differences in the mean scores of the
post-tests among the four categories tested.

5. There will be significant differences in the mean scores of second

post-test among the four categories tested.

 

All of the scores of the homemakere varied to some degree
in every teat. They are summarized according to categories and the
mean scores for each test computed. Table 2 tabulatee this summary
as well as both the mean difference between the pro-test and poet-test
and the mean difference between the post-test and second post-test for

each.category.

['5

\fi

.... ' .. L... n
fi-e'fielml 1.4 ‘

«v.13:- 7*." r e v- t c- '1' "- n«,- .3 m- 0 ‘ r new H
0.3. 'u .- .. '7. (new. .1961; .a; ‘14;- L431... 2-11s. ’. nu..- n.) .1164) Hug. 1' ....'~'(
Tam-:7.“ ' v v "M: r- *-‘ r, ‘ ~‘ .‘1! r- t‘or-u-fl ; ."\ ‘4'). "47'.- ("Won 7!: "P
‘0’". d. a-;6~ sl:\‘ ‘§“-' :.~"... F wi-LI.‘ - ‘55:- ..‘-.3 it‘.‘& Q; "T 3i: —;:) ‘OJ-J
'.‘ -v*-\- N ‘ “.‘ Mg... ' “b” ...r.‘ 1'." \ ..r.’. ...:f (a, I ‘ A. .‘Uvsh
I 4.1M”. [any .;~:‘..ivnu 4' us ”Una-..." .. 911:1. «vauu ...1

 

we FOR (1.? 111:3" -. ”II 5"}:33111' II {1.1317313}? IIIC TIC? ”I I?

9.
U1
0

k...)
to

?TE~T03t 27.30 2&.5o 2e.35 o
let I-"oet-Teet 1.532 9.?5 2.2“ 25.61
211:1 Post—Test 130% 12.1; 1b.?) 2.2.55

Fear: Diff: acme

Flo-an Difference
let e and East-Toet -1.59 ~3.79 «2.71 3.C55

 

e. ‘
‘n‘ .‘ ‘A' ‘4‘”. l-q-Po 0L1;a:fi
Lylgi' kg; 3

The differences in test scones between 12’ze pm—teet and; grat-
test has been identified as the "lee; nine; score. In each category
the near. difiemnce has hem subdtted to the ma tie Licel "t” e _-.t
in order to detenr ine thetaer or not the (1:. finance was glen enozgh

to 112.: ate damage ( Iowan. 1;).

'rbIG 3 3113:31’1383 Lid}! ”€153 1.13.351.

53

TABLE 3 1

DETEIREEZC ES I}; 331125 E: COWS REEVES}! mfg-TEST AID
FIE-{LET ‘POLT- TEST Ii} EACH 01“ THE F G7 n CATEGORIES

 

CATEQCRI unease ' MEAN DIFFERENCE “t"
I .
Leader Training 17 1H.17 11.91""l
II
Television 2% lk.54 l?.9*‘
III
Television Plus
Discussion Leader 14 12.6“ 9.87‘*
IV

CUDtI'Ol 18 -023 ‘053

 

_‘ 7.—

‘*Significant at’l percent level of significance

The data choirs that there was a significant difference in
mean scores between the pro-test and post-test in Categories I
(leader training), II (television), III (television plus discussion
leader). This supports the first minor statistical hypothesis that
there would be a significant difference in mean scores between the
pro-teat and post-test. In Category IV there is no significant
difference and the hypotbeeia is not supported. This is as expected,

since Category IV was introduced into the study as a control factor.

Second t-iinor {Igntheeie
The difference in scores between the post-test and the second

pasta-test has been identified as the ”retention of Pmouledge" score.

lace Appemiix B for explanation of "t“ formula.

If it is a negative value it is to be associated with the amount of
”forgetting." It is assumed that the difference in.mean scores
will be negative after having a period of twelve days elapse between
the tests. The question is'whether or not the amount of forgetting
will be statistically significant. The mean difference in scores is
once again submitted to the statistical "t" test for significance.

Table h summarizes the results.

2
TABLE h

surnames m mm scams some mm: mm
sscoso POET-TE5TS 13 EACH as THE FOUR CATEGORIE

 

CATEGORY NUHBER MEAN DIFFEPWNCE ”t"

 

I

Leader Training 17 «1.59 2.92*
II

Television 2“ -3.79 7.52:.
III

Television Plus

Discussion Leader 14 -2.?1 2.32'
IV

Control 18 3,06 n.3ocs

I”Signii‘icnnt at 1 percent level of significance.
‘bignificant at the 5 percent level of significance.

The data shows that there was a significant difference in the
mean scores between the post-test and the second post-test taken out

after twelve days in .11 categories. In Category I (leader training).

 

2509 Appendix B for eXplsnsticn of “t“ test.

55

II (television). and III (television plus discussion leader) the
difference was in forgetting. In Category IV (control) the difference
was positive. The women showed a gain of knowledge instead of a loss.
This data supports the second minor hypotheais that there
would be a significant difference between the mean scores of the post-

test and the second post-test.

 

so far it has been indicated that there were significant
differences in scores between pro-test and post-test as a result of
ggngggrg. how the question arises as to whether the groups were, in
truth, similar to each other at the time the pre-test was given.

Bid the variances in scores represent only chance variation that
occurs among random samples of the population or were they indicative
of real differences in women's scores:

It is possible to check statistically on these variances by
applying the "F” test, or the Analysis of Variance procedure, to all
the pro-test scores at one time.

Table 5 summarizes computations on the mean pro-test scores

for the pre-teat.

.-. ’afi f."-"I . 3 a. . '1‘? .va.

'1'1 7".“ FT' 9:,. _
\r...-.J.».fi..r.1 ud I ‘..‘.¢|0.:'..‘.4.T .,.~..-I..;-...1

 

OF E..7f.- c: :1. '1 :2 111: :1 "5‘“
Q. a 7 na- 19“. a, q t En —<.-—.- v .- | _ (..., 7-7. 1
L'L;'=.L‘hi.k‘lhi $1.1; 1‘”; 3.1.2.1.! icggxlt-L-.. L-j‘t
m h 5“ 1‘;
11 C thl ?3 2,31; 95
1.0 13-11301)
4 -0 (\fi hp
L ategoriea 3 71. j 1;. 9.;115. .73
"ithin
.'- an n .
C3; togf‘ Cries L39 1.x. La 0 3 )2 Q 5'5"

 

""F" needed fer sigfrzli'iezmce at the 5 percent level when degree of
t’meciom (11.13) is 3 and b9.

1.11:1: the ccr.;...-1s\i “3*“ value is .?’ and loss than 2.73:, it
is thereby mnclm "6:1 (mt the (3011:1111 "T” va..ue in not a zaimfi cunt
one. 51:13 varlence in scores among the women taking the pry-ted we
net 1112* .39 encujh to be eriicamne of 61113; real Ltfarence. There is
1111:: :19 mason to feel they new not 9:31:11 in abilities, 'omowleige.
and attitudes 011 the 9:1 Voct at that 1:11.110.

1?» third virwr mfg/Jammie, that there would be no 51:" ...fi. 2 ant
difmreme in the 11311.11 8’— area of the pre-test ama‘g the four categories

tested. 13 thereay 5L1, averteuo

The eva# s of variance is again applied to the poet-test
scores. filers tire 12111101" "Memes e, t: u 1: there will ha 31 3"" ....ficam't
*ffommcee in the mean acoms of the post-test among .123 four
categeries tested imicates the designer of the study expects to find

nuances.

 

1. 1
“Lee 111::131131: in for e: cplamtion of mlymia of variance
statistical test.

57

Table 6 summarizes computations on the post-test mean scores.

......” .‘é

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Total 73 h$37o6

Elem-roan

Cate; r193 3 60‘.0 239-30 BOQI
; 5. thin

Cat goriea $9 #93706 , 55051

“"3“" needad for simificrmce at the 5 mment lave]. when degxw oi"
fmmiom (d.f.) is 3 and 6’).

Earn the cotxgrzum "P" value) 5.3 lazfiger than the "5‘” value
maiai f: Significance. "axis indicates vafiance 1n the scores and
it bacon-ea neceasary to check t‘m mean raw mores of each catcgsxy’
on he stwflmtizod rams tablas.5 Thea scores of Category I (loader
traiz'fi.m;), Categm'y II (television), and Category III (tekvision
plus clizmsim wager) have no variance ancng than. The variance
1.3:; batman the raw mean score of Category I! (cmtml) and any or
all of the other three.

Tue data in Catt-359;” I, II, and III :1er not, than, support
the fourth ‘:finar rgqaotltasis, that there will be siswicant differmzces

in the swan seams of the post-tefis arwng all the: cato':oz'iea.

'-

fl ‘7

“have App ' ‘ B for explaxwtian of fmlyaia of Variance
statistical tent.

sites Apporunx B for explanation of ctuimtized range titles
and how the mean coma fitted in.

In the c390 of Category IV there were differences or variance.
The difference detected hy the computed "F” value lies between the

mean score of the control category and the rent of the categorioa.

Linea Category IV (co; trot) had received no axpoaurc, this

is as «Epoctod.

 

The analycia of variance was afipliod to the second post-test

scores.
Table 7 summarizes computations on the ascend post-test

mm 8001133.

5.. .i . 1 1". ‘7‘.- .‘i-. ‘71 5 '37 _ ‘05., 3.1 .l.‘-.-‘ ' m." .'J":‘ hi" 2-”; r'.;-‘_. (1“. fit.
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.3 $5.}: 413.7

of? :31 CF ‘2': 1.2-? ”F“
3.35;.335 2:1 as- g 2:; 214;: Mg (2.71;)
Cbtal 73 . 3096
Between

Cam z'crioa 3 1095 365 12.6
$.11,th

Satogories 69 2001 29

 

“F” needed for aignliicance at 5 percent when d.£. (dagrefl 0f

frcedom) is 3 and é).

It is apparent that the computed "P" value for the second

hrgcr tl;an the “P" value needed to indicate

post-test (12.6)
significant va.;ance in tho scores. Thia indicates variance in.ccoroc

A

0‘

co Ippon;iz 5 for eXpla @tion of Ar~1;sis of variance.

59

and the studentizsd range tables show that the variance lies between
Category IV (control) and the remaining three categories.

As far as Category I, II, and III are concerned, there is no
variance among thsm.and therefore refutes the fifth minor hypothesis
that there is a significant difference in the mean score or the

second post-test among the fOur categories tested.

 

It has boon shown that all of the major statistical hypotheses
have been supported. Each one stated that the mean differences
between pro-test scores and post-test scores of the various categories
are cogs; to or greater than differences for Category I, the traditional
leader training group. From the support of the several minor

hypotheses, support of all major hypotheses is inferred.

Chrrccteristics of Particioo Honcrok)

   

deitionol sheets on the post-test and on tho second post-test
supply information on the general characteristics of the homemakcrs
involved in the sntirc study; The results are summarized by categories
in Tables in Appendix A.

Since the study design specifies that the homemakers be mothers
of children between_ths ages of eleven and nineteen, this places a
natural bracket on their range of ages. Sixtyhcno percent or the
homemakcrs are between the ages of thirty and fiftybfour years of age
and about thirty—nine percent between thirty and thirtybfour years

or age.

60

The total number of children in the required age bracket of
eleven to nineteen years of age represented by the women is 156
tecn-egere, sixty-five boys, and ninety-one girls.

The wagon checked the description of neighborhood which most
marly identified where they lived. If they live on a farm and earn
even part of their living from it they are classified as rural farm
residents. It ti-sey live in the country and do not farm, near a.
village, or in a village of less than 2500, they are classified as
‘ rural nomferm. Residents of village: or cities with a population
upwards of 2500 and of the outkring developed sumrhan areas around
such cities or villages are classified as urban.

The entire group contains forty-three percent farm homoelccrs;
nineteen percent ruml‘rvhon‘cnzkers; and thirty-seven percent urmn
homemlzers. Closer examination reveals tiwt Category I (loader
training) women are predoninantly rural farm women while urban women
predominate Categories III (television plus discussion leader) and
I"; (control). Category ”II (tale~ sion) is reasonably evenly balanced
in regard to the type of neighborhood they represent.

As far as the amount of education is concerned, the women
range from one who has had only a grade school education to fifteen
who are college graduates. Seventy percent of the homemakers indi~
cated that they had finished high school and some sort of post--
graduate education or training. in additional twenty percent reported
that they were college graduates. In Ca ..egory I (loader training).
women EGDGI‘BLLV reported less formal academic training than did the

renaming three categories tested.

61

Forty-three percent of the women matching the television pro-
gram and thirty-five percent of timse ta’ ,3 the leader-tmixfixxg
lesson irxlicated that they had "done something different as a result
of 31.12.1321. r teen-age nutrition." It wee the television watching
category of women who also Imd the greatest number of problems on
the subject (56 percent). The women who had dieoueeed an irrelevant
subject (Category 1"!) had the greatest number of questions to ask as
a result of the madame (33 percent).

Tables in Appemix f. summarize the remarks made by tho partici-
pants in the final sheet of the second poet-test. ‘

It is difficult to evaluate these remarks since problems were
often, written as questions, and questions were stated as problems.

finally, out of seventy-$30 evaluations redo by the women
themselves as to whether they had learned little .1 some, or a great
deal; fifty-four percent said they had leafned some and meaty-mo
percent said that they had learned a great deal. Twenty-three
percent said that they had learned little. It is eimmcant that

twelve out of those seventeen were in the centre]. category (IV).

    

5‘
‘ ‘. “'1 ‘1')!“
' b} Ezna‘

 

   

The purpose of tlfis study was to previde some gmidance to
the pmfessicnal {Io-me Economics Extension figent in her ultimate
decision as to which channel to use when amicavoring to mach the
gmatect number of hmz:e::e2<ers in the most effective manner. It was
an attezazpt to compare the effectiveness of three chmmels of com-
mmication: Extension's tmditicnal leader-training arrangemnt
wEnre the prufessioxwl agent trains the local leader who, in tum,

t; dine others: the direct channel of television; and a combination
of direct television supplemented by trained local leader discussion.

Teen-age nutrition was studied is? seventy-um mirtially
selected honemkers who were gathered together in thirteen informal
groups in their mm homes for this purpose. As many factors as
possible um. could have influenced their learning were controlled so
that the independent variable of Chanel could be effectively com-
pared w means of the dependent variable. The indepmzdent variable
in this study was the ctennel of ccxmmmicaticn; the dependent variable,
the difference in scores of identical tests taken by the homemakers

fore and after ec-rpcsure. Such factors as method or metmcticn.

identity of instructor, and time of 9379081119 were as near alike as

§

31:2. he urea were co. to .. .r‘lced into four categories wuich
represented the channel var" rioti: .3 being; tested.

"twee in Categom: I took pa win a lee neon tiluijl'fit by a local
loacler who Md been traimd at a trolrfim; center; those in Category
3 watched a television program; and those in Category in watchel
the progpcam and them took part in a plamei diecueelon led he? a. local
loader tmimd on pmcaitn‘e at a training center. Those in -‘7'etegom7
I! were the control category whom them was no measure to the
message.

The wean oatemrg, difference he+weon pro and poemL tcst scores
of the first three cat: gories etm that the woven trad lean ed a
sigificont emowt as a result of the meme. file cor ttml group
(r!) on not.

£11 thm catemriea show that the mount of Emulate rem: ....od h
he‘ lessened simfifioemtw {axe opt toe control category mocha 16!;me
shows they had gained. in mac-ire) .

The categories are shown to he ve been equal, at the time of
the pro—test, when the men raw acorn or all the catearcfleo were
submitted to the analysis of variance statistical test.

On the immdiato post-tom the mean raw scores of the first
three categories are ohm-m not to vary fimflcantly from one another.
5111 the :fiffemnce lay lmtween the control category mean score am
any of the first three. Toe same is true for the man raw scores of
the categories on the second met-test. There was no 331:315. cont
variance among the scores ecceot for Category IV, marsh had recei not

no estgxsrurflo

Tim atom: of what had sexually massing-1 to the participmts in

Fatah-4rd 1"! was that they war-3 033.31 in the Ngdnnim, shmxsd no

ll

1 . ... .- . ‘ - v - - - . 0
statistics}. gain in k13:'-a:‘.-.£x§.z. s artsy. the £i£§¥J8¢-f‘6, bit ‘37:: the tr. ~99

Irv

they too}: the 3:35 test for tho. 1:21:31 ti‘m they ma 513mm in 123313322199

'i‘ims the mfior hygothssis, first the ca togorisa wmfld 92pr saws).
or gremtsr mean differences in pro and post-toot (loan: as Era-22h or
more) is summrted in that t1 :sy show an equal amount.

Trust the oats-faring! would 33m equal or er mn curi‘emm-s
in post-toot. and second pasta-test. (remain as web or mom) is also
surstantistsd in inst they slam: en equl ammmt o! fmgattirg cr m-
tszttion ability (doors-use in man more).

It. can be 33:23:23: sssmrd must in thi study mmm hauls-3 as
much visa 71.33 a tslmrision program or viewing a television program with
a tmimd discussion leader follmdng as they did midng par‘ in a
lesdsr-tmis‘drg lesson, since the-3:." wérs all statisticat‘gv equal.

timfmfly, ttmr stressed to ram ratsimi s3 mob when tray
viewed a telryvision program or flawed one with a trail-mad discussion
leader 1936.5.ng them after the pmm as they did taking part. in a

lmderntmining lesson, E11368 they were all statistically equal.

. wfi-i rang:

at“

 

According to data 5.1 (1331111 in tins 51.2123: it can be canola.be
hat as far as these wows!) were comsrmad fizsy learned 9";usny as
such and madam Just. as much when they were in a migzbcrhow group

3

situation regardless of \dfiiz‘zsr they were ts‘wirg a 19:34:;e3'h-tmis'drg

65

lesson. watching telmision alone or flowing a combination of
“hole 'ision and leader-tminrsg techniques-s-

Trcls baara out tho mm comparative closed and Open circuit
studies where telwision students generally did as wall or better than
those tau zght by too conventional methods. In this instance, it has
been Shfl'fli that television is as effective as Extension's traditional
mtiwd of extomiing information to nary, t? e leader-tn: fining lesson
taught by the local loader.

If it can be accepted that television generally reaches larger ‘ _
mobora of woman than the other cl‘mnnel studied, and if the findings

of this study, that in tlzi s instance talc cion was as effective as

 

 

the tradi lie all lead or—tmLmng lesson, be taken into co al’cmtion,
1.1.311 tan admnta so clearly lies in favor of the television channel
for axtonaion education.

Hontion should be made of the study com-ducted by Patricia
Coolican of the 2162»: York Extension Service at the same time this
otmiy was coruuctod. ‘Ioe compared the effects of television weaning,
raiding a bulletin, and reading a mi‘rwogragahod version of the some
bulletin with a group of Idvingston County hommkesrs umior carefully
controlled conditioi .5. The subject—nutter content for the two studies
was com; ct. She found that the gm op viewing the televiafi. on pro-
gm: had laamoi 8i 3:“ 'ican’rly more than those reading of: ther kind
of described hillotin; However, they did not retain enough of the

knowledge to make it any more effective than the group wading the

 

   
 

bulletirl.
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iallotin, m1 us. fished .....Mcc's $1.: 04.3 (last Lansing, 4.652;; ‘75:;21,
-J.C!LJ. an dirt 0 u?“ m'vml‘SitI’g 1:! N).

Kids study in no way attexsptmi to judge such things as which
would be the most p-o'émlar or moot effective and of television
presentation, mic}: would be the mat suitable time of day for a
television class or whether the subject rszotter was truly meeting the
nae-is of the vimmr. It sitmly measured loamxim; and retention on a
givon subject, at a given time, by a given number of carefully defined

loomo‘m'zicers .

IE‘uS‘bstiono for Farther Rzocarch
It right he interestfmg and helpful to all ther interested
in lbztonoion toasting methods to:

1. Conduct this some type of study on a larger canola of horncmokere
in Order to further vefiufir or disprove the fittings of this
study. In other mares, "field trials" need to be carried out.

2. Contact this same type of study on other variables that might
influence the rate of leami. 7. For exexrzple, tho Chan; el and
tree tmnt romin constant and the tim of day be the independent
vexia'ole.

3. Fszper'mont in all objects-:3 tter areas to develop recommended
techniques in television teacl'drn’.

L}. Lovolop a pilot program in a local com 3', whore tclovision
facilities were available, whom pzfimry emphasis be placed on
television programs as the channel used in teaching television.-
orionted groups of woaen and to conduct an evaluative study of
such a pilot program. This pilot program should not he conducted
in addition to an agent's present responsitdlities to the organized

groups but as an agent's sole responsibility. Developing suitable

television groups in conjunction with the presont program coco-.5
to him’lor the agent in developing an adequate television program
because she chow—01:; is fully corrutted to the loader-trunnion;
typo program. Such an evaluation should be comiucted before any
change in emphasis be meetmeniad to all Rom Ecomnico Fates-1510::
agents. Tris kind of a pilot program would serve to demonstrate
to the agent whether or not woven could learn effectively via
television.

5. Conduct research into the arm of M131: makes a woman choose the
progmmc on television that she does. Placing all types of tele-
vision promos on a continuum ramjirg from purely automating:
to purely educational, there is a wide range where entertainmnt
and education cannot ba easily separated and identified. that
are the factors that irfluenco the hawmaker in the c2":cice of
program she makes? If these factors were imam, this information
would be helpful to those planning Moml educational pmmvw

for lawmakers .

 

Ellis small beaming may serve to umpire others to further
research in the area of Emmion toachfmg by television. Raiding the
assumption that if the studies: and projocto recommended by the author
were carried out and did further verify the findings of this study,
it is mcciting to ponier the effectc of that: on methods now being
utilized by the Coogoemtive Extension Service to reach homcmkors in

this chzmging world.

Cert: 1:11;; the 331-9313 31131.3 2.131113 r33 3.11:! the 0221111131 in a
difiamnt 1.. 111.. Inst 33d of tr'aLmn agents and local leaders 1:3;
L-zeetimzs and um“: .3hopa they, would 3313101134; cons: Liar tale". 33.021
sex" .33 1133231 dimc’th; to £2 10 113:.20335-311- or prepared tapes of lessons
that local pro; ~ 31011.31 amnts con .61 111113.228 on their local telwi 31m
31.3-0213.

.13 local pmfessioml age e111, 143.131 figs-1.3311. a new area 120111151335.
(defined 17;; . nation cover: .33) as her client 313 and r1131 t make every
attempt to at: 1123 the clhmml in “3113-1311th ms plan: ed promL-z for
the area (not county). If television facilities were availab.-3 were
would CORE? eiva 31:; be 1333 3111313313 place-cl on the tmditional 1031.1911-
tmixwg 3.132111313 and more on the television c‘imnnel.

If these mama-311.193 3t 1.1.331“ 1‘3:sz finned the direction of
3:1;11111313 pointed out 12:; this 33:11:11 .2th33 renewed 9 ”forks 1 Lould h: are

to be made by 1:: no Coo :emt..ve Extensmn Land: 6 to procure the

cooycra $1021 of 103 31 co. 1.030131 He'd ion Nations in chtainirg
311113.210 time for 1.242.141.1313 11013.-..31‘... Fe~31sarrim1ticn of the (er-Ace's

policies on comamial 31:10: florahip of .111. -113 .3. ion pmgmms 132nm protabh'

be necessfimmlo

hPPENDIX A

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‘A I II III ggf 4‘
I. Residence
Fara:- 13 9 3 2 2
Rural fionuFarm 3 6 3 2 1%
Urban 1 8 8 11; 31
Total 17 ":23" 12+ 13 ' 2*
II. Education
8th grade or less 1 O O 0 1
Some high school 1 1 2 2 6
High school graduate 11 9 b 3 27
Some college or
Special tramim 1% 6 7 6 23
College graduate O 7 1 7 15
Total 1" 23* 14 18 72*
III. Age
Under 29 1 O 0 0 1
30 - 3% b 3 3 3 13
35 - 39 3 3 5 3 1”
tea - 2.1+ 5 7 3 7 22
Q5 - 5h 4 10 3 5 23
Over 55 0 0_ O O 0
Total 17 2.3" 114- 18 72*
IV. 30. Children 11 to 19 ’
Eoys 17 2 8 16 65
'L-‘rirla :32 ¢ 21' 2!: Em A 9.1
Total 39 b9 33 35 155

 

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Crumgge no Change Total
Category 3'. 7 10 17
Category II 10 11; 2:;
Category III 2 12 11+
Caiegory IV h 114» 18
Total ' 23 ' 50 ' 73

 

(Tbs-32993 Togofiod by Cfier‘orv I (he do? __'?‘mi'1:‘-n Q

A

1. ”Seru'od 3031f 00d 9 fl

1}. ‘Tectured on the value of a balanced diet to m family and soon
to it my son eats~~all of it."

5. "I have given more thought to bummed meals."

7. "Gerved mom vege “ables and fruit, cheese, 95:" £3. and milk: dishes
and cut down on sownlgo. “

9. "30 a, *n £1110. ed and lossr ’:‘OZ‘IOY for eat-mom. "
16. "Better lunches."

17. "230 problems, sounds ideal."
Char-mos iejnfic ,gd by Cat. to; 111' (Tomi/'1 £13,013}

1+. "Zlacle sure thfiy had a good broaii‘ast."

 

11. "Cut 0101!!) on milk, nude sure butter and cheese were eaten."

15. “flucreasoci green and yellow veget' ales, prote ns, and ml:
desserts."

22. "Tried to add more ‘a’it'tm' . C foods.”

3].. “Bought more nutfltioxm food for smoke."

~1
C‘s

33. "Fruit for 5:12.21 :3."
35.’ "Tollzocl it over with av dougfler and she has agreed to coo aerate."
’56. "Tr-"7 ‘5' to he we m- no color}. .11 attractive :‘33318 and p1eos:mt

1+1. 'TEave silica-rod 6:244:31“. cid'ld one fool ..o mood not eat totem? (y
cuttzng dom or; fronts about ot‘m. r non—favorod foods.‘

I .9} . . a
1+2. ” mod to use rm: moi? sto trace 112315 more interesting. "
':hf‘?""3 :ik “Mu-1+ (3,? ‘:v \. ”Sf-Apnnwy III _(\" 3"". it: C‘q m 115.5. 1.4.3 «\yforzi‘rtn Inc-Tic”)

 

1. "Encouraged eating more fruits and vegetables
2. "Tried to slow dozm their eatL 1g.‘

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13.31%? {31:23 Promor'o 1'93. ‘1'. tiuoo to four £12203 3 day."
30. “Loss detso orto, mom milk and eggs."

31. “loom st on breakfast, L .r-e mvwota‘rlos a: 1:! cut down on
379.0018.“

31;. "'7 5y mug. '22‘ or 331d I to‘lmd over her oven :ight problem.
.3210 docidod on a special protein diet."

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"2"me dun}: too ram 1: mill and oat too mus

they won ' t

not wt as ...any 1.52.50 tables as timr should. ”

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5. "230 1111091331- st, not enough vegetables, too m?" malted-9, too
much pup.’

13. " .737 1:“ r19 will eat no ve. etahles or 9:. ..ads. There's no variety
in their diet."

17. "153 chilmn are ovemei ;‘:1t. The“! dxin’ez too 119:. -h 1.121019 silt-z,
should be drinlt'L-dg, 5:..Lrt319d.”

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11. “Li'ziiing foxl iii-133130."

13. "LI-oi. 9:101: 'h 21mm: last."

11+. "'32 have t1 .ree girls-3; 0:19 won't eat 9110111311 meat, the other
won't 99!. any cit um fruit, t.:19 t1“ dislikes-1 potatoes.

5.11 dislike vegge tab-.93."

19. ‘17 teen-4:391:- does not eat broad rust or care for whole grain
cereal. lie £1121.an too much Keel-h id. "

21;. "Dar teemager does not eat mow-1:311 fruit or salad."

30. "Cur tea; 3.. er has to force her" 9911‘ to eat breaidast 9.11.1 93133
no fruits. "

31. "Zia-.1}:es vegetables and won't eat at 1.19altixns
32. "Tz'yt'xg to {5191: than: to 111:0 new foods.“

35. "Wenceig..t d:- ’;‘1tor."

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‘21va can I {get her to eat bmaldfast’r"
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..ow to Ices; than from eating too much all the time?"

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the mm of the scores in Category II

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n2 is the nzmber in Category II
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1114. is the much-er in Category IV
P." is the total nmabor in the sazszple

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- Sum of Squares W Categories(3)

 

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for each test:

 

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Ap,’ . .1959

Extension Folder F-274‘E

 

 

 

 

Eating

T helr

 

Michigan State University

Cooperative Extension Service

East Lansing, Michigan

 

 

unto-man mmxsxou PROGRAM (1/2 hour)
Tepic - "In Tune with the Teens"
firoducer - Lois Korslund
Director - Jack Caldwell
Talent - Annette Schaeffer
Presentation - Studio
Props - Curtain background, desk, flip cards for desk, record player on
standard, tear sheets on easel, blackboard, demonstration table,

food trays with cards.

Bate produced - Video taped Thursday, May 19, 1960 - 2:30 PM.
Air presentation - Saturday, May 21, 1960 - 1:00 P.M.

 

2.1.1229. 9.0.92.9.
Camera 2 - 92 - Cover picture and m -(live sound)
title . "In Tune with the Teens" Announcer -
Camera 1 - Egg - Schseffer near That music has a definite tune.
record player, listens to music "I'm trying to keep in Tune yith

‘n
.9

our Teen Agers"

(Pan right as)
Schaeffer turns off record player It's important that parents and

and moves to desk teenagers "stay tuned" with one another
- how we get along
- how we dress

- how we eat

Camera 2 - g; - Schaeffer seated Does your teen-agar have a talent
behind desk for eating? Some of them have huge

appetites, some of them are "finicky"
about their food, and all of them are
changeable. But, then, so are grown-
ups. Parents are people, too, and
teachers have their food foible‘b!
Custonnry eating ways of the folks at

home are almost sure to influence the

younger generation.

[gamers l - !§§.- Schaeffer seated
behind desk

Camera 2 - 9Q - Flip cards on desk

9g - card 1

£2 - card 2

9-.)

THE EATING HABITS OE .AIMIRED ADULTS
AND THOSE OF "THE CROWD" KARE THEIR
THEIR IMPRINT, T00. LUCKY THE FAMILY
THAT SERVES A WIDE VARIETY OF FOODS
WITHOUT EITHER EVER ONCE SAYING, "THIS
IS GOOD FOR YOU," OR FATHER ORDERING,
"CLEAN UP YOUR PLATE."

BUT THERE ARE SERIOUS DISCORDS.
TEEN-AGERS ARE THE POOREST FED MEMBERS
OF AMERICAN FAMILIES. (SURVEYS HAVE BEEN
TAKEN IN SEVERAL STATES.) TEDSE FRO“
LOW INCOME FAMILIES EAT AS WELL AS THE
RESTnSOMETIMES BETTER. ALSO THERE IS
NO DIFFERENCE BETWEEN THE EATING HABITS
OF RURAL AND URBAN CHILDREN.

FOODS DDST OFTEN LACKING:

GREEN AND YELLOW VEGETABLES

VITAMIN C CARRIERS

PROTEINS

MILK AND CHEESE

GIRLSuTHE mm or man --
mxs room roon cmxcss rm sore.
"pan" mars m mam ro sum. m,
.m-romm or riser-some mm mm
renames nunsazorssnsorscs.

sore snow new areas or roan
mums accounmc ro SELECTIVE

SERVICE RECORDS .

g1 - Card 3

g; - Card 4

Camera 1 . _l§_8_ - (pan right as)
Schaeffer moves' to easel

Camera 2 - g; on easel cover picture

Camera 1 ,- LES - Schaeffer

Camera 2 - £11 - 2nd easel sheet

99 - 3rd easel sheet (picture)

.3-

21
AVERAGE HAS 7 DECAYED TEETH -
WILL HAVE LOST 5 TEETH BY VOTING AGE.
ALL - SKIP BREAKFAST, SNACK ON SHEETS,
RICH FOODS, AND SOFT DRINKS, FOLLCH BAD
FOOD HABITS OF THEIR PARENTS mRE OFTEN
THAN GOOD ONES, AND GORGE AT BEDTIHE.
HERE'S mw SOME OF THE TUNES DIFFER.

DO YOUR TEENAGERS SAY THINGS LIKE
THIS?
NEVER BE DIFFERENT FROM THE REST OF
THE CRWD. I'D GIVE ANYTHING FOR A
CLEAR SKIN-oPINFLES ARE A FEST.
BE VERY INDEPENDENT OF GRWN-UPS.
IT WOULD BE WONDERFUL TO LOOK LIKE
DAWN DARLING FROM IDLLYHOOD.
IT WOULD BE SLICK TO BE AS RUGGED AS
DICK DRIVER. LET'S START SOMETHING NEH.
JOIN US FOR A SESSION AT THE comm DRUG.
ANYTIME IS SNACK TIME WHEN HE'RE STARVED.
FOODS THAT ARE "GOOD FOR YOU" NEVER
TASTE GOOD. WE'RE NEVER REALLY SICK SO
HMT'S THE USE OF HORRYING ABOUT OUR
LATER YEARS? THERE ARE TOO NANY OTHER
THINGS TO DO TO EAT AT HEALTINE.
NEAWHILE, PARENTS ARE SINGING A
DIFFERENT TUNE.

92 - 4th easel sheet

_C_I_I_ - 5th easel sheet

Camera 1 - g§ - Schaeffer
(pan right as) Schaeffer moves
to desk.

§§_ dolly to ES - Schaeffer
behind desk, standing (reads from
teleprompter)

91?.

NEW LIKE TO BE PROUD ON OUR CHILD-
REN AND HAVE THEM BOUNCING HITH HEALTH.
HE SPEND PLENTY OF MONEY FOR POOD; THE
CHILDREN OUGHT TO BE WELL-FED.
BOYS AND GIRLS SHOULD STAY AT THE TABLE
LONGER. HE MUST BEGIN TO INSIST THAT
TEEN-AGERS EAT BREAKFAST. CHILDREN
LEARN ABOUT PROPER FOODS IN SCHOOL,
BUT WE TRY TO TEACH THEM WHAT'S GOOD
FOR THEM AT HOME. OUR TEEN-AGERS HAVE
TOO MUCH MONEY To SPEND FOR METS BUT
THEY ARE HISERABLE IF THE OTHERS mvs
HORB

OUR SON EATS MORE THAN HIS FATHER--
IT MUST BE TOO MUCH. TEEN-AGERS EAT
ALLTHETIMEANDHUCHTOOOPIENBE-
INEEN MEALS.

NON NE ALL WANT TO BE PLAYING THE
SAME TUNE.

LET'S BEGIN BY BUILDING THE BASIC
CHORDS.

GROWTH IS MUCH ACCELERATED DURING
ADOLESCBNCE. THE TEEN-AGE GIRL NEEDS
MORE OF ALL FOODS THAN HER mTHER; THE
BOY MORE THAN HIS FATHER.

EMOTIONAL UPSETS AFFECT NOT ONLY
THE QUANTITY OP FOOD EATEN BUT ALSO ITS
ABSORPTION AND USE BY THE BODY. SINCE
EMOTIONAL UPSETS ARE NOT UNUSUAL
DURING ADOLESCENCE, THIS IS ANOTHER

-5- 93
REASON FOR ADULTS TO KEEP CALM AND TO
BE CASUAL ABOUT FOOD.

CALORIES MUST NOT BE CUT SO W THAT
BUILDING AND PROTECTIVE FOODS ARE DAN-
GEROUSLY LACKING. "EMPTY CALORIES" (METS
AND VERY HIGH FAT FOODS) MAY BE FILLING
BUT THEY ARE NOT BUILDERS.

DAILY MEALS AT REGULAR TIMES PROWTE
APPETITE AND GOOD ELIMINATION.

EATING IS FUN AND MEALS AT THE
FAMILY TABLE CAN ADD MUCH TO THE DAY'S
ENJOYMENT. SAVE THE BEST ANECDOTES TO

TELL AT MEALTIME . NEVER NAG OR COMPLAIN

 

ABOUT FOOD.
Camera 2 - £§ - Schseffer NOW LET'S MAKE THE MELODY.
(pen right es Schseffer moves
to demonstration table)
Camera 1 - 9f; - Schaeffer MANY FOOD NOTES COMPLETE THE W.
behind demonstration table,
food assembled in trays
Camera 2 - _cy_ - Tray 1 HIGH CALCIUM
Schaeffer puts card on food 3-6 CUPS MILK DAILY. (LARGEST MUN!

DURING YEARS OF mST RAPID GRWTH.)
0113388 MAY SUBSTITUTE FOR PART. SOME
MIGHT BE SKIMMED IF BUTTER OR PORTIFIED
MARGARINE IS USED.

29. - Tray 2 HIGH PROTEIN
2 OR 3 SERVINGS DAILY OP MEAT, EGGS,

PISH OR CHEESE. (BEANS, NUTS, OR PEANUT
BUTTER MAY BE SUBSTITUTED OCCASIONALLY.)
SERVE HIGH PROTEIN POOD AT ALL MEALS IE
POSSIBLE.

Camera 1 . Q - Schaeffer

Camera 2 - 92 - Tray 3

QU-Traylo

Camera 1 - fig - Schaeffer
Camera 2 - _cy_ - Card

Camera 1 - Cg,-
Pan to left . Schaeffer moves to
blackboard

gg - Schaaffer

-6-

L VITAMINS - IRON

3 OR MORE SERVINGS DAILY OF HHOLE
GRAIN OR ENRICHED BREAD OR CEREAL.
BE SURE SNACK-TIME BAKED TREATS ARE MADE
FROM ENRICHED FLOUR, TOO.

VITAMINS A AND c

AND MINEPALS

4 OR 5 SERVINGS OF FRUITS AND VEGE-
TABLES DAILY. ONE GREEN OR YELLOH AND
ONE HIGH IN VITAMIN C LIKE ORANGES, TO-
MATOES, STRAWBERRIES, OR FRESH GARDEN
PRODUCE.

KEEPING IN RHYTHM

VITAMIN D (HELPS BODY ABSORB MINERALS)
AS VITAMIN D MILK OR AS A CONCENTRATE

IODINE (PEP PRODUCER)
AS IODIZED SALT AND SEA FOOD.

PARENTS , WANT TO TRY OUT FOR THE
TEEN-AGE BAND

ANSWER THESE FOR YOURSELVES.

EXPECT TEEN-ACRES ALNAYS TO EAT A
HEARTY BREAKFAST. REIMIND THEM OFTEN
THAT CERTAIN FOODS ARE GOOD FOR THEM.
KEEP SUITABLE NUTRITIOUS "SNACK" FOODS .
ON HAND. ENCOURAGE TEEN-AGERS TO SERVE
SNACKS TO THEIR FRIENDS AT HOME. REQUIRE
TEEN-AGERS TO DRINK OR EAT FOODS THAT

PARENTS DO NOT TAKE THEMSELVES.

Camera 2 - 9g - Blackboard

gamers l - §_§ - Schaeffer
pan to left (moves to desk)

Dolly to E - Schaeffer seated
at desk

Camera 2 - Q! - Flip Cards at desk

95
ORDER THEM TO "CLEAN THEIR PLATES."
SCORN FAD DIETS INSTEAD OF HELPING PLAN

A CAREFUL "GLAMOR" ONE. TALK ABOUT
POOR FOOD HABITS AND OTHER UNPLEASANT
TOPICS AT THE TABLE. ENCOURAGE SCHOOL
CLUBS TO PROMOTE BETTER EATING BY RE-
LATING IT TO GLAMOR AND PEP. CRITICIzE
THE EATING HABITS OF TEEN-AGERS' FRIENDS.

HOW ABOUT TEENAGERS PLAYING IN THE
FAMILY ORCHESTRA?

BEING A GOOD SPORT ABOUT TRYING TO
LEARN TO LIKE FOODS. GETTING UP EARLY
ENOUGH FOR BREAKFAST. BUILDING GOOD
HEALTH FOR THE FUTURE. REALIzING THAT
GOOD LOOKS COMES PARTLY FROM HITHIN.
TALKING m PARENTS, NOT A; THEM.
HELPING PLAN MEALS AT HOME. CHOOSING
A BALANCED NOON LUNCH. INVENTING SNACKS
OF HIGH FOOD VALUE. NOT CRAMMING TOO
MUCH FOOD INTO ONE MEAL. BEING A
"STARTER," NOT AINAYS JUST A "FOLLOWER,"
IN CHOOSING LUNCHES, SNACKS, AND PARTY
FOODS WITH THE CROHD.

NW THERE OUGHT TO BE REAL mm
1. EVERYBODY JOINS IN A LEISURELY

FAMILY BREAKFAST ONE DAY A WEEK. EACH
ONETRIESIDADDAPENMINUTES (ANDA
FEW FOODS, IF NECESSARY) TO BREAKFAST
ON OTHER DAYS.

Camera I-gg - Schaeffer
pan to left (moves to record
Player)

Camera 2-92 - picture and title

2. NOBODY TELLS ANYONE ELSE w
TO EAT w.

3. THE MAKINGS 0F IMAGINATIVE,
NUTRITIOUS SNACKS ARE TO BE KEPT ON
HAND AT HOME. (ONE OUT OF EVERY 1N0
SNACKS BOUGHT OUTSIDE THE m 13 TO
BE A NUTRITIOUS ONE.)

4. EACH PERSON WILL CHECK ON _}_I_I_§
OWN EATING HABITS.

(Musical background)

HOW ABOUT IT, PARENTS AND TEENAGERS?

ARE YOU TRYING TO KEEP IN TUNE?
Music

Announcer - You have been listening

Leaders Outline

 

"In Tune With the Teens"

Materials Needed to Teach
NewSprint and standard
China marking pencils or brigh colored crayon

 

Preparation for Lesson
1. Read Bulletin
2. Locate several large pictures of teenagers, paste on 2nd sheet of newsprim.
Write underneath pictures (sheet 2) "Are you in Tune? "
3. Prepare sheets 3, 4, 5, 6, 7, 8, 9 as instructed at training session.

 

Day of Lesson
Arrive early. set newsprint oasis in prominent place in room. Sit or stand
near it so that you can easily flip the sheets as indicated. Keep pictures
covered till after you give "a" test.

 

Lesson
Introduction:
One of the favorite topics of parents when they get together is th: of

. their children. It seems comforting to know that other parents have similar
problems in rearing their offsprings. Parents of teenagers think they have
more than their share of problems, but this could be a debatable question
when talking with parents who have children of different ages.
We know definitely, however, that these children are in the stage between
childhood and adulthood. They grow in Spurts, both physically and mentally,
and it is Often perplexing to parents when they exhibit adult insights at one
time and childish atti tudes other times. It requires the utmost in patience
and understanding.
Today, we' re concerned with their eating habits and related health conditions.

Review Pointers in Bulletin

 

It takes talent to train taste (Sheet 2)
(Sheet 3)

But there are serious discords (Sheet 4)

If we want harmony,

Let's start building basic chords (Sheet 5)

Then work on the melody (Sheet 6)

 

Parents - Try out for the Band (Sheet 7)
Teenagers «- Are you in Harmony (Sheet 8)
Here are the harmony numbers (Sheet 9)

Discussion - follow instructions on sheet of listed discussion questions.

__ a. You could ask each member to come up with a contribution for the same
b. You could ask each member to answer a different question. question.
c. Whichever way you do, encourage your ladies to talk.

Discussion Questions - "In Tune with the Teens"

Instructions: Discuss at least five of these questions after your lesson.

10.
ll.
12.
13.
14.

15.

16.

What are the eating habits of the teenagers in your family?

What problems, .if any, have deve10ped in your family as a result of
these eating habits?
Share with group ways you have to solve these problems?

As a result of these ideas what could you, as mother of these
teenagers, do to improve their eating habits?

In your Opinion, why do your teenagers eat the kind of breakfasts
they now eat?

How could you induce the entire family to learn to like new foods?

State ways you could make breakfast meals more interesting in
your family.

Try and list as many different kinds of snacks and light refreshments
that would appeal to your Teenagers and still meet the requirements
of good nutrition.

What is wrong with the snacks and refreshments your teenagers
now prefer?

What health problems are now evident in you teenager?
When your teenager finds himself or herself on a refreshment
committee for some kind of affair how could you influence their

final choice of menu?

If you could put your finger on one single way you could irrp rove
the whole family's diet, how would you go about doing it?

If you have a daughter who is glamour and weight conscious,

how could you guide her in the selection of a sensible. health-
ful pattern of eating?

List ways you could make meal times more pleasant and regular.
What kind of lunch does your teenager eat?

If your teenager is in apparent good health, how can you get him

to real ice that any poor eating habits he may might affect his
condition as an adult in the future?

1

...»{J
3.3;! on Get...

. ' .u'.‘ . A“
. .. a.» U
QUESTIONNAIRE test and . ocoxri I eat-test

PLEASE ANSWER THE QUESTIONS ON THE BASIS OF WHAT YOU READ OR SAW.

cm THE CORRECT ANSWER TO EACH QUESTION

1.

Which 922 of these groups is the poorest fed members in American families:

a. mothers

b. fathers

c. teenagers

d. children between 5 and 12 years
e. pre-schoolers

 

What percentage of first-born babies belong to mothers under 20 years of age:
a. 10%
b. ' 151.
c.

d. 29$

ANSWER TRUE OR FALSE FOR EACH 01“ THE FOLLOWING:

6.

There is a difference between the eating habits of rural and
urban children.

 

Boys make poorer food choices than girls.

 

Eating habits of admired adults and those of "the crowd" make
their imprint on the younger generation, but eating habits of folks at
home do not influence them.

 

Teen-agers from low income families eat as well and sometimes
better than teen-agers from other families.

 

WRITE-IN THE APPROPRIATE WORD IN EACH SPACE

7e
8.

9.

 

 

 

 

All teen-agers snack on , rich foods, and drinks.
All teen-agers follow food habits of their parents more Often
than ones.

All teen-agers tend to gorge at .

 

FOR EACH QUESTION BELOW, FILL IN THE AMOUNT OF EACH FOOD THAT A TEEN-AGER NEEDS

10.

11.

120'

13.

 

 

 

 

PROTEIN: or servings of meet each day.
CALCIUM: to cups of milk daily.
B-VITAMINS - IRON: or more servings daily of Whole grain or en-

 

riched bread or cereal.

VITAMIN A 8: C: or servings fruits and vegetables daily.

_2‘ 1-1

ma m quesnons BELOW, LIST THE SOURCE OBTAINED FROM
m.vnmmn(mmammstbmmmuhrmmwumnn orua

 

15. IODINE (pep producer): as iodized and .

16. CHECKTHEFOURUL)FOODGROUPSTHATAREMOSTOFTENIACKINGINTHEDIETOF
TEENFAGERS

 

fruits

proteins

milk and cheese

whole-grained or enriched cereals
green and yellow vegetables
butter

vitamin C carriers

cereal products

energy foods

FORTHEQUESTIONSBELOW, FITLIN'I‘HENWER:

17. The average person will have lost teeth by voting age.
18. ‘Ihe average person will have decayed teeth by voting age.
WRITE-IN THE APPROPRIATE WORD IN EACH SPACE

 

 

 

19. is much accelerated during adolescence.

20. Imotional upsets affect not only the of food eaten but also
its and use by the body.

21. Daily meals at regular times promote appetite and good .

 

WRITE-IN Tm APPROPRIATE WORD IN EACH SPACE:

 

 

 

 

 

 

Parents say:

22. We spend plenty of for food ; the children ought to be

23. We must being to that teen-agers eat breakfast.

2h. Teen-agers eat the time and much too often between .
25. Our son eats more than his . It must too much.

 

 

WRITE-IN THE APPROPRIATE WORD IN EACH SPACE:

Teen-55ers say:

 

 

26. Teen-agere never want to be different from the of the crowd.
27. is snacktime when we're starved.
28. We're never really 4 so what's the use of worrying about our later

 

years.

29.

-3-

I'd.give anything fer a clear - are a pest.

30. There are too many other things to do to eat at

 

SELECT‘THE CORRECT WORD FOR EACH STATEMENT.AND UNDERLINEATT:

31.

32.
33-
3h

One out of every (one, two, three, feur, five) snacks bought outside the
home is to be a nutritious one.

All teen-agers tend to (skip, dislike, eat) breakfast.

Emotional upsets (are, are not) unusual during adolescence.

The teen-age girl needs (less, the same amount, more) of all'foods than

her mother.

WRITE-IN THE APPROPRIATE WORD IN EACH SPACE:

35-
36.

37.

Nebody tells anyone else to eat .

Each.person will check on his eating .

Everybody Joins in a leisurely
one tries to add a few

breakfast one day a.week. Each
(and a few foods, if necessary) to

 

 

breakfast on other days.

CIRCLE THE CORRECT ANSWER FOR.EACH OF THE STATEMENTS BELOW:

Agree
Agree

Agree

Agree

ASr°°

Disagree
Disagree

Disagree

Disagree

Disagree

Disagree

38.
39.

ho.

h1.

h2.

1.3.

Parents should order teen-agar to "clean their plates".

Parents should scorn fad diets instead of helping teen-
agers plan a careful "glamor" one.

Parents should talk about poor food habits and other

unpleasant t0pics at the table.

Parents should encourage school clubs to promote better
eating by relating it to glamor and pep.

Teen-agers should be a good sport about trying to learn
to like foods.

Teen-agers should realize that good looks come partly
fromuwithin.

' h” I. ’_“.\+

.. J;
‘3 ..“1 .
o .0 no. u L3-]. ' Va) b- w~‘.-§-I .

(I
L P
in."
I)
"

ABOUT YOWSELF

Please check m for m of the following questions.

1.

2.

3.

1..
5.

net is your age?

 

29yearsorunder

be____ ”'34 m5
c.______ 35-39 years

d.

0.
f.

 

 

40-44 years
45-54 years
over 55

mars do you live? Check the m that best describes W:

onafarmi‘rcmwhichve gethalformore ofour income
onafarmfrcmwhichws get less thsnhalfour income
inthecountrymtmtonsfsrm

in a village that has a population of less than 2,500_____
in a village or city that has a population of 2,500 to 10,000—-
near the village of in a built-up or suburban area______
near the city of in a built-up or suburban aree___

in a city that has a population of 10,000 or more

 

 

mat is the highest grade you completed in school?

Q»
13.
Ce
4.
as

__ 8th grade or less
____lt03ysersofhighschool

__ high school graduate

__ some college or special training beyond high school
____ college graduate

Bowmychildrendoymhsvemyourfamily?__

Please list the ages of your children:

(1)
(2)
(3)
(4)
(5)

Illllg

(1)
(2)
(3)
(4)
(5)

IIIHE

1.

2.

3.

4.

THE WONDm SHEET
Have you done anything differently about feeding the teen-agers in
your family since you were here on my 21st? Yes No.

If you answered YES to the above question, please tell me what changes
you have nude.

 

 

 

 

 

 

 

Do you have any special problems in teen-age nutrition in your family?

Yes No.
If you answered YES, please tell me what these special problem are.

 

 

 

 

 

Do you now. have any questions that you would like to ask about teen.-
age nutrition? Yes No.

 

 

If you answered YES, please list your questions.

 

 

 

 

Check the one which best describes your experience with IN TUNE WITH
THE TEENS:

I learned __ nothing new

_______ something new
a great deal

 

...:
( .
\J‘t

May 6, 1960

Mothers of lngham County 4-H Club Members
Dear Friend:

Mothers of children between the ages of eleven to nineteen are needed to
take part in a special research project being conducted by Michigan State
University graduate extension students. (Your own County Extension Agent
in Home Economics, Mrs. Annette Schaeffer, who is on sabbatical leave,
is cooperating with Miss Pat Coolican, Extension Agent in New York State,
is conducting this research. ) Since the Inng County Extensim Office
lists your child as a 4-H club member, you automatically fall into the
category mentioned above. Therefore we are asking you mothers to help
out on the project. I

Here is what we would like you to do:

We would like you to contact a group (6 or more) of your friends and
neiflibors (who are also parents of children between the ages of eleven and
nineteen) and ask them if they would be willing to meet together as a group
on Saturday, May 21 at 12 noon. They would meet at the home of any one

of the mothers involved.

Part of the research project requires that those who take part know nothing
about the project beforehand. We can say only that there will be a program
developed for you to discuss in a group at this exact time.

One of the group will be asked to come to the campus to receive further
instruction on the project some time Friday, May 20. This campus meeting
will involve about two hours at the most.

It is important that the group meet at the exact time specified if the
research is to scientifically accurate.

If you and your friends decide to take part in this project, we believe you
will find it an interesting and exciting experience. The only compensation
we can offer is the satisfaction that comes from knowing you are a part of
and are contributing to new research knowledge that will benefit all parents.

 

Important:
If you and your friends do want to participate, please let us hear from you

immediately. Fill out and return the enclosed card with the information
required.

We will then contact your appointed representative and arrange with her

as to the exact time and place she should report on the 20th. for further
information.

We shall truly appreciate your c00peration.

Since rely

a/ ray-.1172: XW

‘ W- 4—. Tw-“—‘———

Dear Mrs. Schaeffer

Our informal group of friends
have agreed to; coope rate with
your special. research project.
We have arranged to meet on
Saturday, May 21 at 12 noon at
the home of

 

 

_\

 

Here is the name of the person
who will represent the group

on the campus Friday, May 20
Name
Address

Telephone

 

Sinc e rely ,

 

H
g)

TO ALL REPRESENTATIVE ~-

You are being trained to conduct a study that must be carried out under the
conditions where all women. are with a group of friends in. any one of their homes.
All women throughout the county will be doing this at the same time.

v‘ as

Do not discuss subject matter or the whole experiment with your members before
you meet. Follow carefully each step as outlined.

1. On Saturday at 12:30 p.m. distribute "a" test to each woman assembled.
Tell them to follow instructions on the questionnaire, and to work
individually with no consents among themselves.

2. While they are taking the test, record number given each woman on the
outside of your own envelope . This is for your own use to double
check that they receive identical numbers later on.

3. Allow the women enough time to oanplete the questionnaire but they
mstbethmughbylp.m.(r~g -, _._:t~:- )

4. Collect "a" test. Clip together and put in the large envelope.

 

5. Proceed with W (this varies, depending on your color). You
have individual instructions on this .

6. After exposure, distribute "b" test to each woman assembled. Be
sure each receives the identical number she had before (double check
with own list on envelope). Same instructions as Number 1.

'7. After they have completed "b" test, collect, clip together and put in
the same large envelOpe Wits.
Mgr. (Mail or deliver in person. This will be arranged
with each one of you personally before you leave today.)

8. This part of the study is completed. Thank the vanes for their
cooperation.

9. W:

011 WWW. distribute one of the sealed
envelopes to each woman. who took part in Saimrday's test. Again, be

sure each receives the identical number she had before (double check with
own list on envelope). The sealed envelope tells each woman what to do.

an; does this in her own home, on her own. Impress 9p m that the sgcgess
who e t ends 9;; REL! £31; gggpgmtigg on the 3g step. The

instructions tell her to fill out the "c" test and return. it directly to
Amette Schaeffer. We'll be calling YOU if we don't receive them.

m: correction on page 2 of all questionnaires .

108

632.: 0058.30 3030532:
3028 one .8 .s 3 as .~. 05:. Sevens”; some 033E

09202.8 3 scone—4.3.5 ungo=3 QED

     

   

fill 6M in earns manner you did the 2f previews; tests

      

:54 “'
::: . , ‘V ‘- . .-
‘i ' ‘_’.- a; .‘
Mediate» in enclosed envelope directly to. W ; 95,,
.o , _‘ ,0 ‘ .. . ' J14;‘_:.V
_ x - ‘ K.

      
   

 
 
  

   

o
\. ' s

'\?‘f

for mt help and cooperation ' I,

    

 

 

   
 
 
 
 

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EXPOSURE

IMPORTANT - do not tell any of the women involved ahead

of time about the nature of this exposure or the subject matter
involved. Your group is the "control" group.

At 1 p. m. distribute bulletins (Parliamentary Procedure) and
go over points in the bulletin.

You may lead the discussion or simply report it to them.
Minimum time of presentation ~ half an hour. Then give "b"
test as directed.

1...!
{-4

l s‘

EXPQSURE

IMPORTANT - do not tell any of the women involved ahead
of time of the nature of this exposure or the subject matter
involved.

Tune in on WMSB TV show "In Tune with the Teens" at

1 p. m. Allow group to watch it and react as they would
normally. After the program follow instructions on
"Discussion Sheet. " You lead the discussion and allow
them to discuss as long as they wish before giving "b"
test.

123

EXPOSURE

IMPORTANT - do not tell any of the women involved ahead of
time about the nature of this exposure or the subject matter
involved.

Give leader-training lesson as instructed.

Start at l p. m. Allow 45 minutes for presentation and as long
a time as discussion (based on points listed) lasts before
giving "b" test.

'0'
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Pratchegg, Fro-:1 and Others. Evaluation in Extension. Tepelca, Eisnsasl
2:. 2:. Ives and sons, Inc" 195

5'1" {3 jiic-Lmlon [£112.24 “"1625 ' ‘ '
I::v':‘.'.021: U ..;‘I..'.,1“e::°...oml intonation Elervi cs iiircular Nun‘mr

 

 

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(321-411.. “.r 211121112012 49‘), 1755

United E 2tos Dcziartnont of- gracul tum. 2~ 2‘22“ 2"”- ‘5

 

«£z2.shir2.g:ton: U: 1.221., 12.1.12111 idemion Service, 1955.

‘.-.-'i.lson, Eferodith C. and Gallup, Gladys. 2‘ '
..aslfington: 02w ., Federal Fz-iension Service Circular

 

ilson, .’.’ With. C., and”: ice, Lia's rd 0. "“f' ' °"' " "r "‘ “‘
-!.- - 2, luashington! 13.25.21, Federal
Egg-ten: zion {Service Circula :2 Hunter 466, 19510

  
 
 
 

   
 

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«it-110:1, 2:. R. ' . - ‘ .
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master Tra .1112“ 2 Corr: and, 1954 (d .zplicated).

{0.23.222}, George II. . .' . 1'22-222 Special Circular
3.111.261" 4, lemmri-c, Delaware: University of Delaware
I’gidcultursl Extension fiervice, d. do

 

Becker, 5.9:?

   

1.1.3.1131). lug, and Cierlfijr’ J.

  

Ltate University of Iowa, 1957.

 

Posse 831.011, Jozmll and lohrer, .-.-':=.2rne, C.
. :‘2 .

23hr1:,-.‘"222~fland8 421521222111212120 city of Agricultural
Phatonsion, Rise. Publica .2021 159, 1957.

   
   

 

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Ford Founin ti on and Fund for the :‘dvancenent of Education. "1"“222‘2; 21-22;
31,222- Tn?.;2,-f,,eg’,.flg~,q. 23212.: 30123:: Ford Foundation Office 01‘ 109012225,
1959.

AIMS , 107.33 ’

 

Joint Co; ritteo of the ‘3‘. .2. Offlc e of {vacation and the 1213:110-
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Ann Arbor, iii: hi'nn, 1956.

     

   

 

Lionterger, 1123er F. - '- -
University of 1&330212i,- gmcuitural Jan-qaerinent Ltation,
Ihllloufm '23:, 19,23.

 

i253. sachusetta Extension ':ervice.

 

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Univo. ..ity of ..'.-.-.csac11uset :3, 1953.

 

fillistor, ‘2'. ’1‘. and 2211112220111, Louise. '12., 2' ‘7 ~"--' 3
£1292 enigma. 12394:; 12:, Delaware! University 01‘ P912222: 'aI'e
Agricultural Extension Service, :‘2‘..;:'2eci '21 Circular
Eiwn‘oer 3, 1951.

   

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