A. Survey of Sefiected Eadie List Mug Chamcteristics (7:? ibe “iindergrazdua‘ce? Smdents v. ‘ «~- at EVEIE-zchigan Skate Linivers.»~.y ”Err—teat Walter Richter Mas-fife? of Arts $191353 A SURVEY OF SELECTED RADIO IISiEhING CHARACZEBESTICS OF TIE UI'TDFB IRADUATE STUDENTS AT I-‘IICHIGAN S’L‘A'TE UVIVERSITY by ERKEST WALTER RICHTER A T3ESIS Srbmitted to the College of Communication Arts Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Television and Radio 1960 A SURVEY OF SELECTED RADIO LISTENING CHARACTERISTICS OF THE UNDERGRADUATE STUDENTS AT MICHIGAN STATE UNIVERSITY by ERIEST WALTER KICHTER AN ABSTRACT submitted to the College of Communication Arts Michigan State University in partial fulfillment of the requirements for the degree of EASTER CF ARTS Department of Television and Radio A/ lyoO .4 \‘ , E x.“ ’ .. XI“. w-‘fl p. : I I A IFS ApprOVEC. 1 17L. < ' L4 71 L._ EDI This study was undertaken in an effort to describe, in quantitative terms, selected characteristics of the radio listening habits of undergraduate students at Michigan State University during the fall of 1955. These characteristics included the amount of time spent listening to the radio, program preferences, and station preferences, each to be broken down according to time of day and day of week, as well as to academic classification (freshman, SOphomore, etc.) and - by sex. In addition, data was gathered regarding the availability of radio sets, additional program desires, and the relative popularity of local "disc—jockeys". Data was gathered by personal interview, using questionnaires with pre-coded answers, of a stratified sample, each stratum of which was prOportionate to, and selected at random from, the corresponding stratum of the universe. The data gathered indicated the following: 1) Virtually all students had radio sets readily available to them. 2) The two local commercial radio stations were listened to more than any others, with the station carrying network programming enjoying a somewhat larger student audience than the independently programmed station. 3) Women were inclined to listen to the radio more than men. A) On weekdays (Monday through Friday) well over half of the students listened for some time during the stipulated time periods. 5) Students spent more time listening during the weekday evening hours than during any other time period except Saturday afternoons, when the broadcast of college football games attracted the largest single student audience. 6) Although music, news, and sports were the most popular program types, almost all other program.types attracted at least some students. In the event that a thorough understanding of college level radio listening were desired, the results would seem to indicate a need for further study in relation to the degree of attentiveness given different program types, as well as the role of program availability. TABLE OF CONTENTS LIST OF TABLES CHAPTER I. INTRODUCTION CHAPTER II. THE PROCEDURE . CHAPTER III. THE RESULTS . CHAPTER IV. CONCLUSIORS . APPENDIXES A. TRIAL QUESTICNKAIRE B. FIEAL QUESTIORNAIRE C. II‘DIERVIEI/IER'S INSTRUCTIOICS . D. TAELES . BIBLIOGRAPHY ii. Page iii Table Ox 10. ll. 12. 13. LIST OF TABLES Composition of Universe and Sample, Michigan State University, Fall 1955. Percentage of Students Having Radio Sets Available . . . Percentages of Students Listening During Given Time Periods on Given Days Percentages of Students Listening Given Amounts of Time At Given Times of Given Days Percentages of Respondents Listening to Classical Music at Given Times on Given Days Percentages of Students Listening to Dramatic Programs on Radio Percentages of S udents Listening to Comedy Programs on Radio Percentage of Respondents in Favor of Additional Programm ing Radio Set Availability . Percentages of Students Listening to Various Radio Stations Station Preferences by Time of Day (Weekday) Station Preferences by Time of Day (Saturday) Station Preferences by Time of Day (Sunday). . . iii. 0 Page II 28 33 37 39 Al 8A 85 87 88 List of Tables (Continued) Table Page 1h. Percentages of Students Listening Given Amounts of Time During Given Time Periods (Weekdays) . . . . . . . . . . . . . . 89 15. Percentages of Students Listening Given Amounts of Time During Given Time Periods (Saturdays) . . . . . . . . . . . . . . 9O 16. Percentages of Students Listening Given Amounts of Time During Given Time Periods (Sundays) . . . . . . . . . . . . . . . 91 17. Percentages of Students Listening Given Amounts of Time on Given Days After Midnight . 92 18. Percentages of Students Preferring Given Program Types During Given Time Periods (weekdays) . . 93 19. Percentages of Students Preferring Given Program Types During Given Time Periods (Saturdays) . . 9h 20. Percentages of Students Preferring Given Program Types During Given Time Periods (Sundays) . . . 95 21. Percentages of Students Preferring Given "Disc Jockeys" . . . . . . . . . . . . . . . . 96 iv. CHAPTER I INTRODUCTION The Importance.of Surveying Radio Listening Preferences Polling for radio listening preferences seeks to satisfy the needs of at least three major groups involved in broadcasting: the broadcaster, the listener, and the advertiser. " In order to be able to attract advertisers, the broad- caster must determine whether or not his programming is drawing a sizeable audience. He has found that his most reliable method of doing this is to conduct a survey of his potential audience. The advertiser, in turn, is interested in determining which radio stations and/or prOgrams he can use to best advantage in publicizing his goods or services. He also has a continuing interest in how his programs, as well as his competitors’, are faring. Thus, he relies on the findings of survey organizations. '” Finally, listening surveys are of importance to the listener, for through them he has an Opportunity to pass judgment on the programs the broadcaster and the advertiser offer him. Through continued polling, the listener can make known changes in his tastes in broadcast fare. Listening Preference Surveying Past and Present Archibald Crossley is credited with being one of the first to employ sampling methods in measuring audience reaction to radio programming. In 1929 he interviewed, or had interviewed, a sample of radio listeners, asking them about the programs to which they had listened the preceding day. From this crude beginning grew the first continuing service for measuring listening preferences: The Cooperative Analysis of Broadcasting (CAB), established by the Association of National Advertisers, and the American Association of Advertising Agencies.1 Other agencies, using other techniques, soon entered the field of audience research. In 193A Clark-Hooper, Inc. began radio audience surveying, using the "coincidental" method. With this method, respondents are called by telephone and asked to what program they are listening at the time of the call. In l9h3 the A. C. Nielsen Company entered the field with a mechanical recorder which could be attached to radio sets and would record a family's listening for an extended period of time. Today, the major national program rating services are Pulse, Inc., using the recall method pioneered by Crossley; The A. C. Nielsen Company: Trendex, Inc., using the "coincidental" method; and the American Research Bureau, which uses a method whereby respondents are 1Matthew N. Chappel and C. E. HOOper, Radio Audience Measurement, (New York: Stephen Daye, l9hh), p. h. asked to fill out a listening diary over a stipulated period of time. The commercial rating services, however, were not the only parties interested in radio audience research. Such diver- sified institutions as the major radio networks, the National Association of Broadcasters, colleges and universities, not to mention individual broadcasters, have conducted radio audience research. The types of research have been equally varied, from straight description of the public's listening patterns to detailed probes into the listening of specified groups. This type of study is a continuing process. Educators, sociologists, advertisers, broadcasters, in short, anyone inter- ‘ ested in obtaining knowledge about what pe0ple listen to on the radio, why they listen, and the effects that listening has upon them, all turn to special listening surveys. Literature Related to the Study In the past little attention has been paid to the char— acteristics of the radio listening of college students. At the time of the study described in the following pages, only one other survey of college students' listening habits had been under- taken. That was A. L. Chapman‘s study, College Level Students and Radio Listening, made at the University of Texas in 1950. This study, however, was devoted entirely to the radio music listening of University of Texas students, and differed proce— durally from the present one made at Michigan State University. The Problem The Purpose of the Study The purpose of this study was to describe selected char- acteristics of the radio listening habits of undergraduate students at Michigan State University during the fall of 1955. These characteristics included the amount of time Spent listening to the radio, prOgram preferences, and station preferences, each of these to be broken down according to time of day and day of week. The results were to be broken down further by academic classification (freshman, sophomore, junior, and senior) and by sex. The study was to be made during the month of Octdber, 1955, using a pre- coded questionnaire and the personal interview technique. The Importance of the Study The specific usefulness of the study was the supplying of data relating to undergraduate student listening to an advertising agency which had requested the study and had suggested the areas of investigation. The results were also to be distributed to the interested broadcasters. Although this study was made among students of a specific university, it is believed that the conclusions drawn may be of interest to radio broadcasters engaged in programming for college students in other college and university environments. This study may also be of interest to educators and social scientists in furnishing the basis for further study of the role of higher education in radio listenership. CHAPTER II THE PROCEDURE Source Material Used in Determining the Procedure As indicated in the preceding chapter, radio listening surveys have taken many forms and have utilized many techniques. The first problem of planning a survey then becomes that of selecting the techniques best suited to the particular study under consideration. Mildred Parten's Surveys, Polls and Samples is a compre- hensive and well documented study of survey techniques. Miss Parten referred to more than 1,100 sources in the preparation of this extensive study. By means of careful sifting, she has delineated the various principles involved in the planning and execution of surveys. Quoting Miss Parten on her book: Naturally, in this comparatively new field there are differences of opinion with respect to the relative merits and limitations of many of the methods and techniques employed; and this situation is aggravated by the fact that practical considera—' tions must often cutweigh theoretical ones. When there are significant claims both for and against an important procedure, it has seemed worthwhile to indicate both sides. In general, I have sought throughout to present an organized account of prob- lems and approaches and at the same time to supply unusually full details of procedure. lMildred Parten, Surveys, Polls and Samples, (New York: Harper and Brothers, 1950), p. 219. After consultation with, and approval of, members of the Speech and Sociology Departments at Michigan State University, this book was selected as the guiding text in the planning and execu- tion of the study. Gathering the Information Three basic methods are Open to the survey director for the gathering of information. These are the mail questionnaire, the telephone interview, and the personal interview. The mail questionnaire's primary advantage lies in being able to cover a large geOgraphic area at low cost with a small staff. This advantage, however, is counterbalanced by the distinct disadvantage of the fact that returns are generally low, and that those who do return questionnaires are generally not representa- tive of the group to whom the questionnaires are sent. The telephone interview is the quickest of the survey techniques. The refusal rate is generally low. Interviewers are easily trained and supervised since they can work in the same office with the survey director. This technique, however, to be effective, must be used in a situation in which the potential respondents can be reached easily by telephone. The personal interview is "the method of direct investi- gation in which skilled interviewers call upon and solicit infor- mation from selected individuals."1 A few of the distinct 1Ibid., p. 72. advantages of this method are that it generally yields a high percentage of returns, more of the respondent's time can be taken than if the interviewer is not present, and it can be made to yield an almost perfect sample of the universe under consideration because almost everyone can be approached. This method, too, has its limitations. First, it is necessary to train interviewers, and second, interviewers may unconsciously distort results to their own biases. Of the three methods briefly discussed, the first two were discarded. The universe under consideration was centrally located, on and around the campus of Michigan State University. Therefore, the mail questionnaire offered no particular advantage over other methods, but offered, instead, the distinct disadvantage of the possibility of incomplete returns. Again, considering the student universe under study, the majority of the students lived in housing units in which telephones were not always readily available. Therefore, the telephone interview method was also discarded as a possibility. The personal interview method was the one selected for use in this study because of the ready availability of the students, 1For a complete treatment of the advantages and disadvan- tages of the various data gathering techniques, see Parten, 2p. cit., Ch. III. as well as the fact that of the three methods under consideration it alone offered the possibility of maximum returns. Drawing the Sample The first problem to be faced in drawing a sample is the assurance that the sample will be representative of the universe which is to be surveyed. .Random sampling, in which each member of the universe has an equal chance of being selected, is considered to be the best method of gaining a representative sample. ". . a large enough random sample, preperly drawn is both a representative and a pr0portional sample. If the sample is not large enough, there is a chance that it may be an extreme deviate, and therefore not representative." In the case of this study, a relatively small sample was to be used. However, it was desired that the strata representing sex and academic classification be accurately represented. There- fore, the technique of stratified sampling was employed, or a random sampling was made of each stratum, proportionate to the representation of each stratum in the universe. Fortunately, a complete listing of the entire universe which could be broken by strata was available for use in this study. A complete set of student registration cards was obtained from the Registrar's office. These cards were sorted according to academic classifi- cation (freshman, SOphomore, junior, senior, and others), and all 1Ibid., p. 226. 10. but the four undergraduate classifications were removed. The remaining cards were then sorted according to sex. The next step was to determine the prOportion of each stratum to the universe and the number of cases representing each stratum which would appear in the sample. It will be noted in Table 1 that slight disparities occur in the percentage of repre- sentation between sample and universe segments, but that these disparities are slight, especially in view of the fact that sample percentages were computed to the nearest whole. With the establishment of the figures representing the number of cases in each sample segment, each corresponding segment of the Registrar's registration cards was shuffled in order to avoid any bias due to the original grouping of the cards. Then, each fifty—ninth card was drawn until the requisite number had been reached. (The figure, 59, was reached by dividing the total of the universe, 1h,599, by the total number in the sample, 250.) In addition to the basic sample, several alternate cards were drawn for use in the event that some of the students repre- sented could not be reached. The Size of the Sample There is no fixed rule governing the size of samples. Sample size is dependent upon many factors. Miss Parten states the case as follows: 11. TABLE 1 COMPOSITION OF UNIVERSE AND SAMPLE MICHIGAN STATE UNIVERSITY FALL 1955 Percent of Percent of Universe Number in Number in Representation Representation Segment Segment Sample in Universe in Sample Total 1h,599 250 100 100 Men 9,636 165 66 66 women h,960 85 3A 3A Freshmen h,67h 82 32 33 Men 2,993 52 21 21 WOmen 1,681 30 12 12 SOphomores 3,962 67 27 27 Men 2,637 h5 18 18 WOmen 1,325 22 9 9 Juniors 3,328 56 23 23 Men 2,252 38 15 15 WOmen 1,076 18 7 7 Seniors 2,635 AS 18 18 Men 1,758 3O l2 l2 WOmen 878 15 6 6 "Among the factors which affect the necessary sample size are the degree of heterogeneity, amount of breakdown, and type of sampling. Relatively heterogeneous populations require large samples as compared with relatively homogeneous pepulations; surveys making detailed breakdowns require large samples as come pared with surveys using only coarse breakdowns; and unrestricted sampling demands large samples as compared with stratified sampling."l Applying these criteria for the relative size of samples to the problem under consideration, we find that the population to be studied may be considered to be relatively homogeneous. That is to say, it may be inferred that the undergraduate students at Michigan State University have many traits in common: socio-economic level, intelligence, age range, etc. With this study, not relying on statistical accuracy ‘ but on general description, it was possible to control the breakdowns and make them'broadly general (coarse) rather than detailed. In the interests of a relatively small sample, the stratified.sampling method was chosen, insofar as the strata to be investigated were clearly defined. When these decisions had been made, the survey director conferred with the members of his graduate committee, 1Ibid., p. 326. 13. as well as with the Board of Examiners at Michigan State University, and a figure of 250 cases was agreed upon as fulfilling the requirements of the study. Framing the Questions Difficulties of Question Framing - Question framing, or how to word questions to elicit the information desired, is dependent upon a number of factors. The questionnaire designer must take into account the people to be questioned, the people who are going to ask the questions, and the possible responses. One question can.be asked in a number of different ways. Should a survey director wish to bias results Obtained from the questioning, he can phrase questions in such a manner as to be able to predict the results. He can accomplish this by the order in which he asks questions or by the way he words them. He can also unconsciously bias the results Obtained from his questions by not taking the above factors into account. In this study the following factors were considered in question framing in order to insure that the question would elicit the specific information desired. 1. The questions regarding the amount of time spent listening to the radio, the stations to which the respondents listened, and the programs to which the respondents listened 1h. were to be limited to specific times of day and day of week, and in each instance the time period had to be specifically defined. 2. MOre than one interviewer would be asking the questions; therefore, each question had to be worded in such a way as to carry the same meaning regardless of who asked it. 3. The answers to each question had to be pre-coded; that is, all possible answers had to be taken into considera- tion before the questions were asked. h. The respondents to the questions were to be undergraduate university students ranging from the linguisti- cally unSOphisticated freshman student to the more erudite senior student; consequently, the questions of necessity had to employ terms understood by all. 5. The questions had to be framed in such a way as to elicit the information regarding amount of time spent in listening to the radio, the preferences for specific radio stations, and the general preferences for programs. The Questions The first group of questions was designed to set up a frame of reference for the respondent in answering the questions "Do you have a radio that you can listen to when you.want to?" "Do you share a radio with someone else?" "What radio stations do you listen to?" (More than one answer possible) 15. The next group of questions related to the first item being considered in the study, amount of time spent listening to the radio during given segments of the day and given days of the week. Note that there was no habitual amount of listening asked for, but an estimation of the average amount of listening. "On an average, how long do you listen to the radio before 12 Noon on weekdays?" This question was repeated nine times to account for morning, afternoon, and evening, as well as for weekday (Monday through Friday), Saturday, and Sunday listening. The third group of questions dealt with the types of programs to which the respondent listened. Here twenty cate- gories of programs were originally listed on cards, this list being later expanded to include twenty-six categories. Each respondent was handed a card containing the list and asked: "WCuld you mind looking at this card and giving me the numbers following the programs you generally listen to?" The reason the respondent was asked to check off the numbers rather than to state the types was to Speed up the interviewing process by allowing the interviewer to check off the responses on the pre-coded questionnaire. The fourth group of questions dealt with radio station preference. "To which station do you listen most during (time of day and day of week)?" 16. Again, nine repetitions. By way of a test question, checking the accuracy of the respondent's answers regarding station preference, he was asked to identify his favorite "disc-jockey". "Can.you name your favorite disc-jockeys in the Lansing area?" If the name of the "disc-jockey" did not conform with the pre- ferred station, this was called to the respondent's attention and he was asked to review his previous answers. A fifth group of questions was concerned with deter- mining the relative importance, if any, of post-midnight listening, and additional program preferences. As these ques- tions were not designed to fulfill a stated objective of the study, they were couched in general terms. "Do you ever listen to the radio after midnight, and if so, on what nights?" "And when you listen after midnight, about how long do you listen?" The original framing of theSe questions was more Specific. However, a pretest of the questions Showed that post-midnight listening was, at most, scattered. By framing the questions in the manner above, the responses indicated which nights might be expected to be the most popular for post-midnight listening. The question regarding additional prOgram preferences again used the program-type card and was worded: 17. "WOuld you tell me if there are any programs listed here that you wish there were more of, or that are not available to you but you would like to listen to?" A Sixth group of questions which was asked related to specific hours of the day when respondents listened: "At what times do you generally have your radio turned on during (time of day and day of week)?" Returns on this question, however, were so confused that the results were excluded from tabulation. The final group of questions concerned personal data regarding marital status, finances, and credit load of the respondent. Constructing the Questionnaire After the questions had been drawn, it was then necessary to consider the order in which the questions were to be asked and the general structure of the questionnaire. Due to lack of staff available for coding of answers and tabulation of results, the simplest and quickest method of tabulation was to be employed-~machine tabulation employing the University's IBM machinery. This entailed pre-coding all answers for entry upon IBM.punch cards, a sample of which appears in Figure 1. It will be noted that on these cards appear eighty columns of ten numerical punch positions. In order to employ only one column per question, only ten possible answers could 18. 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ASTCO "U2 ‘ I G " .. wx‘..' ‘ ' -. _ _.- ii. ' L... ‘a .. il'.‘.‘-'..- " ‘..*.-‘ ‘ . - , '. _. __g -qgu— .~-.--—1f_-!nq—— -'. -.—. .— FIGURE 1 be given per question. However, since considerably fewer than eighty questions were to be asked, it was possible to ask questions to which more than ten possible responses could be given by employing more than one column. For example, the questions relating to prOgram preferences involved twenty-six possible answers. It was, therefore, necessary to employ three columns of the punch card for each of these questions. Each punch position then symbolized a potential answer to a question. To simplify the transfer of the answers from the questionnaires to the punch cards, the answers were pre-coded according to punch column and numerical position, the "0" position l9. representing "1 ". Therefore, in constructing the questionnaire, all possible answers to each question had to be written into the questionnaire and pre-coded. Before this could be done, the order in which the questions were to be asked had to be determined. Question Order Although there were only three basic questions to be asked during the survey, the fact that the study was to dif- ferentiate among the times of day and days of week necessitated the multiple repetition of these questions. 1 the two basic In the first trial questionnaire questions, relating to the amount of time spent listening to the radio and program preferences, were divided into three groups according to day of the week. Each question was then repeated three times in sequence to account for morning, after- noon, and evening. The questions relating to station pre- ,ference were treated in a separate group. The orientation questions relating to set availability were placed at the head of the questionnaire, and the ones relating to general radio station listenership were placed Just before the questions relating to station preference. Additional personal questions 1Appendix A. 20. were included at the end of the questionnaire. Before the questionnaire was approved for use in the survey it was pretested in order to determine its efficiency. Testing the Questionnaire After the question order had been determined, it was decided to test any weaknesses the questionnaire might have by submitting it to a test. Several copies of the questionnaire were duplicated, and the first ten students passing the survey office were asked to participate in the test. This test yielded interesting information regarding both question order and responses that were unanticipated in the pre-coding process. It was noted that the constant Shifting of the respon- dent's attention from one time to another resulted in confusion and boredom on the part of the respondent. It was further noted that the post-midnight listening questions, which in the trial questionnaire were included with the other time periods, yielded few results. In the pre-coding of answers to the questions relating to station preference, the coded answers consisted only of the local radio stations plus "others", with a write-in asked for the "other". Also, several respondents were unable to identify any Specific radio station, therefore indicating the need for an additional response--"don't know". 21. The Final Questionnairel As a result of testing the first questionnaire the final questionnaire was organized as follows. All orientation questions were placed at the head of the questionnaire, including the question relating to general listening-~"What stations do you listen to?” The first questions established listenership (set availability). If the answers to \ these questions indicated that the respondent spent no time at > all listening to the radio, the interview could be terminated. 7 Following this came the main body of the interview. The basic questions were placed in nine groups, each group devoted to a Specific time of day and day of week, thus allowing the reSpondent to concentrate more fully on a given time period before moving on to another one. Further questions regarding additional program desires, post-midnight listening, and disc-jockey preference followed. Finally, the interview was terminated with the personal data questions. InterviewingfiProcedure Training the Interviewers A small group of ten interviewers was recruited from among the students in the Speech Department of Michigan State 1Appendix B. 22. University. These students were called tOgether for a pre- liminary meeting in which the aims and procedures of the survey were explained. Each interviewer was then given a c0py of "Interviewer's Instructions"l , and these instructions were explained. A demonstration was then performed by the author with one of the interviewers. In turn, each interviewer was required to interview the survey director. In this way, problems which might occur during the course of an interview'became apparent. For example, a respondent might be confused about the identify of the local radio stations. He might state a preference for one, but list program types which were not carried.by that station, or name as his favorite disc-jockey someone who did not work for the station named. In such cases, the interviewer was told to tactfully call this situation to the respondent's attention and ask him to reconsider his answers. When this training session was completed, each interviewer was given his assignment. Assigning the Interviewers Prior to the meeting of the interviewers, cards were made upon which appeared the name, sex, classification, address, and telephone number of each individual in the sample. Each card was assigned a code number which was also to be transferred to 1Appendix C. 23. the questionnaire for purposes of identification. A duplicate set of these cards, complete with code number, was kept in the survey office for use in the event that any of the original set were lost. The original set was then sorted into groups of from ten to fifteen cards per group according to location (dormitories, fraternity and sorority houses, neighborhoods). At the end of the preliminary meeting, the interviewers were allowed to choose the locations in which they preferred to work, were assigned their groups of cards, and.the code numbers of the cards were recorded. Each interviewer was given, in addition, enough questionnaires to cover his asSignment, as well as cards containing the program type lists. It was then the responsibility of the interviewer to contact the respondents and arrange a time and meeting place suitable to both of them for the interview. Editing the Questionnaire AS each completed questionnaire was returned to the survey office, the code numbers were checked off against the assigned quota of the interviewer. The checking-in process, designed to eliminate the possibility of overlooking lost questionnaires and faulty notations, involved the following procedure. Each question was methodically checked to insure that 2h. it was prOperly annotated. In some instances, answers had not been marked, in which cases the survey director contacted the respondent, explained the Situation, and filled in the missing notation. In other cases, two answers were marked on questions demanding a single answer, notably to the question, "To which radio station do you generally listen . . ." The interviewer was asked to explain this faulty marking, and the inevitable explanation was that the respondent had not allowed himself to be limited to one answer. Consequently, the answer was changed to "don't know", as the respondent Obviously had no clear-cut preference. ‘ Tabulating the Results When all 250 questionnaires and name cards had been returned to the survey office, and had been checked and edited, 1 one card for each the results were entered on IBM punch cards, questionnaire. This involved the use of a manually operated, portable punching machine.2 This machine is a device in which a blank card is inserted and passed under a keyboard resembling those found on a Simple adding machine. As each column comes into line, the code number of the answer for that line is punched and recorded on the card. The process was a lengthy one due to 7Figure l, p. 18. 2Automatic machines are available for this Operation, but they require trained operators. 25. the meticulousness with which the entries were made in order to avoid error. When this Operation was completed, a final set of IBM cards was ready for tabulation. The cards were fed into an IBM counting machine which tabulated the responses for each column of punches. This involved feeding the cards through once for each column, or, as in the case of this study, sixty- nine times. When the final figures had been obtained from the above process, they were changed into percentages, using percentage tables prepared by the survey director, and were entered into tables. CHAPTER III THE RESULTS The General Listening Pattern Radio Set Availability The study Showed that, regardless of the sample segment in which the respondent was grouped, he was likely to have a radio set available for use. Table 2 indicates some correlation between class and set availability, with a higher percentage of sets available for those at the upper class level. TABLE 2 PERCENTAGE OF STUDENTS HAVING RADIO SETS AVAILABLE Class Availability Private Shared No Set Freshman 92 1 91 8 Sophomore 95 12 83 5 Junior 98 ll 87 2 Senior 98 ll 87 2 Total 95 9 86 5 Periods During Which Students Listen The majority of students listen during the evening hours on weekdays and during the afternoons on Saturdays. With the exception of Sunday mornings, at least fifty percent 27. of the students interviewed indicated that they spent some time listening during the morning, afternoon, and evening hours. TABLE 3 PERCENTAGES OF STUDENTS LISTENING DURING GIVEN TIME PERIODS ON GIVEN DAYS 6 A.M.—l2 Noon 12 Noon-6 P.M. 6 P.M.-l2 Midnight Weekdays 61 60 7h Saturdays 50 75 6O Sundays 28 60 50 Amount of Time Spent Listening On weekdays the amount of time spent listening increased steadily from morning to evening, with the greatest amount of listening occurring during the evening hours. On Saturdays and Sundays the greatest amount of listening occurred during the afternoon. Although there was some difference in the listening time for men and women, this difference was not great. In general, women seemed to Spend slightly more time listening than did men in each of the time periods. Table A shows that considerably fewer students listened on Saturdays and Sundays than on weekdays. However, it will be noted that those who did listen on Saturdays and Sundays listened for considerably longer periods than did those who listened on 28. TABLE u PERCENTAGES OF STUDENTS LISTENING GIVEN AMOUNTS OF TIME AT GIVEN TIMES OF GIVEN DAYS 6 A.M.-l2 Noon l2 Noon-6 P.M. Not at All Weekdays 39 MO Saturdays 50 25 Sundays 72 #0 Hour or Less NIH Weekdays 38 17 Saturdays 9 3 Sundays 8 3 % to l Hour Weekdays 16 23 Saturdays l6 ll Sundays 1h 1h 1 to 2 Hours Weekdays 6 l3 Saturdays 6 22 Sundays 17 2h More than 2 Hours Weekdays 3 6 Saturdays 11 39 Sundays 1 l7 6 P.M.-l2 Midnight 26 ho AB 16 lO 9 22 23 17 2h 19 2O 12 O\ \O 29. weekdays. Post-Midnight Listening Comparatively few students listened to the radio after midnight, and most of that number listened for about an hour on Friday and Saturday nights. Radio Stations Available To Michigan State University Students At the time of this study there were three standard broadcast radio stations Operating in the Lansing area: WILS, an independent radio station broadcasting primarily popular music, news, and sports; WJIM, a station broadcasting a great amount of pOpular music, but also broadcasting selected programs of two of the national networks (resulting in a more varied program structure than WILS); and WKAR, the educational station operated by Michigan State University, broadcasting educational, public service, serious music, and sports programs. In addition to these three local stations, adequate reception could be made of stations located in Detroit, Grand Rapids, and Chicago. However, of the non-local stations, the only one receiving a Significant mention by the students inter- viewed was WJR, Detroit. Radio Stations to Which Respondents Listened Seventy-six percent of the respondents indicated that they sometimes listened to WJIM, Sixty-five percent to WILS, 30. fifty-one percent to WKAR, and twenty-six percent to WJR. Only fourteen percent indicated that they listened to stations other than those mentioned, and seven percent were unaware as to which 1 station they listened. The Relative POpularity of the Lansing Radio Stations When questioned as to which radio station they generally listened during various time periods of the day (morning, after- noon, and evening) on weekdays, WJIM generally maintained its lead in popularity over the other stations. The exceptions were the seniors, who listed WIIS more frequently than the other stations for all time periods, and Junior men who listed WILS more frequently during the morning and evening hours. On Saturdays and Sundays the pattern varied only slightly for some of the sample segments, but the over-all preference for WJIM remained the same.2 Although a high percentage of the sample listed WKAR among the stations to which it listened, this station received a very low number of responses when the respondents were asked to name the specific station to which they generally listened. From this the assumption can be made that regular listenership to WKAR is low, but that occasional tune-ins account for the 1Table 10, Appendix D. 2Tables ll, 12 and 13, Appendix D. 31. many non-specific responses elicited by the general question. Nearly as many students who responded with a definite preference for one or the other of the two most popular stations responded that they did not know to which station they "generally" listened at any specific time. ListeningfiPreferences In an attempt to gauge the relative popularity of various types of radio programs among college students, the respondents were asked to list the types of programs to which they listened during morning, afternoon, or evening hourS--first on weekdays, then on Saturdays and Sundays. Music Listening Popular music was by far the most frequently mentioned program.type during all time periods on weekdays. On Saturday afternoons popular music gave way in popularity to Sports events (football). Religious, news, and classical music programs, respectively, were preferred to popular music on Sunday mornings. On Sunday afternoons, classical and semi-classical music super- ceded popular music programs. On Sunday evenings, however, popular music again gained ascendancy. During all other time periods popular music programs had the greatest Share of audience. This over-all pattern established by the sample as a whole varied only slightly for the various sample segments. However, just as women were inclined to listen to the radio more ‘than were men, they were inclined also to listen more frequently to popular music than were men. The number of students polled who listened to classical music programs was generally quite small, never exceeding ten percent of the total for any of the time periods, excepting Sunday afternoons when twenty-seven percent of the sample indicated that they listened to classical music programs. While there was little difference in the classical music listening pattern among freshmen, SOphomoreS, and juniors, there was a marked increase in classical music listening among seniors. For example, during the evening weekday hours when ten percent of all respondents listed classical music programs, sixteen percent of the seniors indicated that they listened to this program type. On Sunday afternoons, when twenty~seven percent of the total sanple listened to classical music programming, thirty—seven percent of the seniors listened to this type of program. On weekdays, women showed only a Slight preference for classical music programs over men. On Saturdays and Sundays, however, women far exceeded men in classical music listening. Semi-classical music programs seemed to be about as popular with the sample as a whole as classical music programs. During weekdays, semi-classical music had a somewhat larger audience than 33- TABLE 5 PERCENTAGES OF RESPONDENTS LISTENING TO CLASSICAL MUSIC AT GIVEN TIMES ON GIVEN DAYS Men Women Total Sample Weekday 6 A.M.-l2 Noon 2 h 3 l2 Noon-6 P.M. 6 7 6 6 P.M.-l2 Midnight 9 12 10 Saturday 6 A.M.-12 Noon 1 9 3 12 Noon-6 P.M. h 11 7 6 P.M.—l2 Midnight 3 6 A Sunday 6 A.M.-l2 Noon 6 12 8 12 Noon-6 P. M. 23 33 27 6 P.M.-l2 Midnight 7 11 9 32.. classical music. On Saturday and Sunday mornings and afternoons, however, of the two program types, classical music seemed the more popular. Again, women seemed to favor this program type more than men, with from one and a half to twice as many women listening to semi-classical music as men. This preference of women for semi- classical music programs was more distinctly pronounced than it was in the case of classical music. In general, it seemed that more SOphomores listened to semi-classical music on the radio than the other class groups. However, Since the figures varied consi- derably from time period to time period, and from day to day, it would be difficult to establish a definite pattern. Jazz music listening seemed to occur with roughly the same frequency as classical and semi-classical music listening, with jazz having a slightly larger audience than the other two during morning and afternoon hours of weekdays, and evening hours on Saturdays. Jazz listening was apparently non-existent on Sunday mornings and evenings. With the exception of weekday evenings and Sunday afternoons, jazz was more pOpular with women than with men. There was no clear-cut differentiation among the other sample segments in terms of the relative popularity of this type of program. March, western, and hillbilly music programs were listened to by four or less percent of the sample during any of the time periods studied. 35- Talk Program Listening News programs were the most frequently listened to of all talk programs, rating in over-all pOpularity second only to popular music. The only times that news programs did not main- tain this second position was on Saturday and Sunday afternoons. On Saturdays, news listening gave way to listening to Sports events and the National Broadcasting Company's weekend-long program, Monitor, which also included frequent, short news summaries. Consequently, between Sports and Monitor, no appraisal can be given of news prOgram listening during this time period. On Sunday afternoons, classical music, semi-classical music, pOpular music programs, and Monitor, respectively, preceded news programs in pOpularity. On weekdays, between thirty-five and forty-four per— cent of the students polled listened to news prOgramS during each of the three time periods investigated. On Saturdays, between fourteen and twenty—four percent listened to news programs; and on Sundays, between seven and thirteen percent listened to news, again for all time segments. There were no clear-cut differences in the relative popularity of news programs among the sample segments. Sports news was the third most frequently mentioned program type for weekday listening during all time segments. Monitor pushed sports news into fourth place on Saturday mornings and afternoons, and on Saturday evenings and all day Sunday, sports news listening declined by an even greater margin. News commentary programs attracted only a small per- centage of the respondents. On weekdays between eight and twelve percent of the sample listened to this program type during the three time periods listed. On weekends, three per- cent listened during all time periods on Saturdays, and on Sunday evenings. On Sunday afternoons, seven percent listened to news commentary-~on Sunday mornings, none. Sports events broadcast by radio achieved a significant popularity only on Saturday afternoons, when sixty-seven percent of the students interviewed said they listened to this program type. Other "talk" type programs, such as farm, homemaking, and discussion programs, had no significant audience among the students interviewed during any of the time periods of the week. Dramatic Programs Three types of dramatic programs were listed: serial drama, complete drama, and mystery drama. Each of these prOgram types had a small audience among the Michigan State students. Serial drama listening occurred only during the afternoon hours, and complete and mystery drama listening only during the evening hours. No drama listening occurred on Saturdays, and on Sundays the only type of drama that was listened to was complete drama in the evenings. 37- TABLE 6 PERCENTAGES OF STUDENTS LISTENING TO DRAMATIC PROGRAMS ON RADIO Men WOmen Fresh. SOph. Jr. Ieekdays Serial Drama 3 7 h 3 9 Complete Drama 5 7 8 7 Mystery Drama 7 1 5 3 9 Sundays Complete Drama h l 3 O 2 Total Sr. Sample 2 5 11 6 h 5 9 3 38. It can be seen from Table 6 that on weekdays women listened more to serial and complete dramas than did men, and that men listened more to mystery drama on weekdays, and to complete drama on Sundays. Serial dramas were listened to less frequently by seniors and more frquently by juniors. While the seniors who listened to complete drama on weekdays reflected approximately the average of the sample as a whole, a compara- tively high percentage of them listened to this prOgram type on Sunday evenings. Mystery drama was most pOpular with juniors. Comedy Comedy programming was defined as consisting of comedy-variety Shows and Situation comedy. These prOgram types were listed exclusively for evening listening. Comedy-variety shows were listed for weekdays and Saturdays, and Situation comedy exclusively for Sundays. Of all program types listed in this survey, only situation comedy seemed to appeal equally to all segments of the sample. Religious Programs For the purpose of this study, religious programs were considered to consist not only of religious services and talks, but also of religious music. During the weekdays, only morning hours were listed for this type of listening. None of the respondents indicated that they listened to religious programs 39- TABLE 7 PERCENTAGES OF STUDENTS LISTENING TO COMEDY PROGRAMS ON RADIO Total 1en WOmen Fresh. Soph. Jr. Sr. Sample Comedy-variety Weekdays 6 l h 6 h Saturdays 3 l l 3 h 0 2 Situation Comedy Sundays h h h 3 h h h ho. on Saturdays. On Sunday mornings religious programming attained its greatest popularity among the students interviewed, with fifteen percent of the total listening to this program type. Sunday afternoon only four percent listened to religious pro— gramming--on Sunday evening, none. Monitor The NBC weekend program service, Monitor, a continuing potpourri of variety, including various kinds of music, talk, interviews, comedy, and sports, was listed as a separate program "type" because it did not fit into any of the other categories. Also, the individual segments of Monitor, limited generally to three minutes each, could not be considered as programs. At the time of this study, Monitor had been on the air a little over one —- year; consequently, some of the novelty of its early months had worn off and it can be said to have built up a more or less steady listenership. On Saturdays Monitor retained third place in preference throughout the day. Nineteen percent of the respondents indicated that they listened to this program during the morning, sixteen percent during the afternoon, and fifteen percent during the evening. This program "service" was also apparently more popular among women than among men. Additional Programming Desired The following table shows the distribution of additional program desires among the students queried. hi. TABLE 8 PERCENTAGE OF RESPONDENTS IN FAVOR OF ADDITIONAL PROGRAMMING Program Type Semi-classical Music Classical Music Popular Music Jazz Complete Drama "Mbnitor" Talks and Discussions of Public Issues Comedy-variety Shows News Commentary Civic and Governmental Events Interviews of Prominent People March Music Total Men WOmen Fresh. SOph. Jr. Sr. 19 15 25 1h 12 21 31 13 1h 12 9 1h 1h 18 11 1o 12 18 8 13 o 11 11 10 16 9 11 h 9 15 12 6 7 11 9 10 6 6 16 9 9 S 11 2 6 1+ 9 u h o 2 13 h o o 0 1h 2 7 u 3 5 2 7 4 S 8 2 o u A2. Summary Nearly all students interviewed had radio sets readily available for their use. However, despite this availability, twenty-six percent of the students interviewed did not listen during the weekday evening hours (the peak listening hours); thirty—nine percent failed to listen during the morning hours; and forty percent did not listen during the afternoon hours. Of those who listened, women were inclined to listen longer than men. In general, the radio station in Lansing carrying network programming enjoyed the greatest pOpularity among the students interviewed, and, lagging not far behind, the independently pro- grammed station took second place in student pOpularity. All other available radio stations received a much lower number of mentions than these two. In terms of program pOpularity, popular music and news, respectively, were by far the most frequently mentioned by the respondents when asked to enumerate the types of programs to which they generally listened. Although almost all program types have an audience among the students reSponding, the mass student audience seems commited to listening to music, news, and sports, with the Saturday football games drawing the largest single audience. Relatively small percentages of the students interviewed felt that they would like to have more of specific program types. CHAPTER IV CONCLUSIONS This chapter will present a discussion of the results in terms of their possible implications. Inasmuch as the study was designed to yield only quantitative, descriptive data regarding certain listening habits, conclusions necessarily must be specula- tive. An examination of the various elements of the validity of the method used in conducting the study also will be made. Implications of the Results Radio Station Preferences The number of students listening at any given time could be broken into roughly three nearly equally sized groups: one which preferred the local independent radio station, one which preferred the local network station, and one which had no clear-cut preference. On closer examination of the figures, it will be seen that, in general, the local network station attracted more college listeners than the local independent station. Other stations outside the local area seemed to attract relatively few student listeners, although several large metropolitan.stations in both Detroit and Chicago were receivable in the Lansing area. 113. A’ That students did not avail themselves of these more d'stant stations can, in all likelihood, be explained by the fact that, although they were receivable, they were not as strong nor static-free as those of the local stations. It would seem valid to assume that signal quality has an effect on the pOpularity of a given station in a given area. The reasons for the greater pOpularity of one local station over the other are more difficult to ascertain, particu- larly when the difference in pOpularity was relatively small. The bulk of both station's prOgramming was music and news, the two most popular program types among students. However, it was noted that other program types also had student audiences, if small ones. Perhaps it was these small, selective audiences that accounted for the small margin of preference for the network programmed station, inasmuch as the independent station‘s program fare was extremely limited. No correlation could be found between station preference and either sex or academic advancement. Differences did exist from group to group in station preferences, but these differences seemed to occur in a random fashion. Weekday Versus Saturday and Sunday Listening With the exception of Saturday afternoons, more students 1+5. listened on weekdays than on Saturdays and Sundays. The large Saturday afternoon listenership can easily be explained by the students' preference during this time period for the broadcasting, at the time of this study, of the School's football games. The preference for radio listening during weekday hours rather than on Saturdays and Sundays would imply that the weekday schedule of activities was more conducive to radio listening than that of the weekend. One might also infer that, weekend activity being less routine than weekday activity, radio listening falls into a routine pattern. Size of the Student Audience and Amount of Listening During Different Weekday Time Periods More than half of the students Spent some time listening to the radio during both the morning and the afternoon, and nearly three quarters of them listened during the evening. Furthermore, the amount of time spent in listening increased with the passing of the day. It is conclusively shown that the heaviest concentration of student listening was during the evening. These results can probably be explained in large part by the nature of the students' days. Classes are scattered throughout the daytime (8 A.M.-5 P.M.). The students were generally in their residences for some time between 12 Noon and l P.M., and between 5 P.M. and 6 P.M., which could account for the increase in afternoon over morning listening. The evening hours were generally free of classroom activity, which would keep the students from their residences, and were, one might suppose, occupied primarily by study and other activity in and around residence units. Thus, the time period when the student is most free to listen to the radio is the evening. Student Program Preferences The most pOpular type of radio program among students was pOpular music, with news and Sports programs occupying second and third places in popularity. However, almost all prOgram types had audiences of varying size among the students. Since listening to popular music does not ordinarily require one's full attention, it can be assumed that one of the reasons students prefer popular music programs is that they can carry on another activity simultaneously. A study made at the University of Texas in 19117-19118 showed that about half of the University of Texas students listened to the radio while studying.1 It does not seem unlikely that the same situation existed among the students at Michigan State University. The fact that a high percentage of students indicated that they listened to news prOgrams is possibly a reflection of a tradition among Americans to regard radio as a primary source of l A. L. Chapman, College Level Students and Radio Listening, (Austin: University of Texas Press, 1950). 1 news information, as shown in the studies of Lazarsfeld, et.al. Furthermore, students would be inclined to turn to the radio for news due to what one may presume to be a limited newspaper circu- lation in campus residence units. News programs are generally scheduled at a time when students can listen to them while preparing for classes or meals. The fact that nearly all program types had student audiences,£ilthough limited in size, might lead one to question the program policy of the time which stressed popular music, news and sports. That these types of programs attracted large numbers of students would seem less significant than that those programs which were in scarce supply would, nevertheless, attract an audience, no matter how small. This latter fact would indicate 2 a possible correlation between program availability and pOpularity. 1These studies include: Paul F. Lazarsfeld, Radio and the Printed Page, (New York: Duell, Sloan and Pierce, 191105; Paul F. Lazarsfeld and Harry Field, The People Look at Radio, (Chapel Hill: University of North Carolina Press, 19h67} Paul F. Lazarsfeld and Patricia L. Kendall, Radio Listening in America, (New York: Prentice-Hall, 19h8). 2The emphasis in radio programming changed from a broad variety of programs to the relatively limited fare found by 1955 due in great part to the growing popularity of television during the previous decade. However, the availability of television to students at Michigan State University was quite limited, meaning that any broadcast listening the student did was primarily directed toward radio. Thus, college students, to a great extent, form a group which radio could serve in the manner in which it did prior to the advent of television. 1:8. The Value of the Study to the Broadcaster The study accomplished the goals set for it—-the measuring of the size of the college listening audience and its program preferences based upon existing prOgram fare during specified time periods. Such data, it can be assumed, has certain values for the broadcasters concerned. It shows that there is a sizeable, relatively homogeneous, group of college students which regularly listens to the radio for protracted periods of time during weekday evenings. It also shows that this group listens primarily to music, news and sports programs. With this informa- tion at hand, the broadcaster would seem to be justified in pro- gramming specifically for this college audience in terms of music, news and sports. However, for the broadcaster to use the results of the program preference portion of the study as a valid guide to pro- gramming for the college audience would be unfortunate. The results, as stated, indicated preferences on the basis of available programming. This programming was designed particularly for listeners who turn for other types of entertainment to television-- their radio listening is assumed to be a companion activity, rather 'than.a primary activity. The college student, on the other hand, rarely has television available to him, but does, in the vast majority of cases, have a radio available. Thus, his program tastes may, if given the Opportunity to develop, embrace more program types than the trio of music, news, and sports. In fact, the study shows that there are segments of the college audience which do listen to drama, comedy, etc., even though these program types are infrequent and often hard to find. What the situation would be were a greater variety of programming available is not indicated by the study. In order for broadcasting research among college students to be truly meaningful to the broadcaster in terms of programming practices, it should be designed to reveal the following infor- mation: What amount of time would the college student be willing to devote to the medium as a primary activity? What kinds of programming would he prefer if it were readily available to him as a source of entertainment and information--programming to which he would be willing to devote full-time listening? If the broad- caster in a college environment would sponsor research geared to the answering of these questions, it would be of great value to him in planning his programming for the college audience. By con- ducting such research on a continuing basis, he would also be able to ascertain changes, if any, in prOgram tastes, and thereby be able to adjust his programming to accommodate such changes. Such periodic program adjustment would insure the broadcaster's serving the college audience to his fullest ability, and thereby would also ensure listenership, attentiveness, and loyalty. The Study as a Basis for Further Research Some questions are raised by the results of this study which might well form the basis for further study. Why are women students more inclined to listen to the radio than men? Why do students prefer one radio station to another? Do students utilize radio as an entertainment medium in itself, or is radio listening primarily a secondary activity carried out while engaged in something else? What are the primary activities engaged in while listening to the radio? Is there a correlation between intellectual development as measured by grade indices and radio listening activities? Do the radio listening patterns of college students follow a pattern established prior to college entry? What effect, if any, does listening to the radio while studying have on academic achievement? These are at least some of the questions raised in considering the quantitative summary of college student listening. The Validity of the Methods Used in Conducting the Study The most accurate method of gathering the information desired for this study would be to install audimeters in every radio set used by students to obtain a detailed program listing for each radio station which was capable of being received, and to determine by the use of a diary how many students were listening 51. to any given radio at any given time. However, the expenditure of money, time, and effort, would be so great that the average researcher simply could not afford the project. In place of such a comprehensive job, the researcher seeking specific information from specific groups attempts to devise a procedure which will not only give him the desired results, but also will do so in the most efficient and accurate manner. However, regardless of the procedure, or methods, developed, certain unforeseen problems will arise. Gathering the Information By all standards, as outlined in Chapter II, the most efficient and accurate way in which to gather information, other than of the type evoked in the simultaneous broadcast-listening telephone survey, is the personal interview method. However, this presupposes a well disciplined, dependable crew of inter- viewers. This study suffered, in terms of a pushing back of the deadline for gathering information, from the fact that the volunteer student interviewers generally failed to complete their assignments. Thus, it became necessary for the survey director to personally complete most of the interviews. The researcher undertaking a similar project should consider two alternative means of recruiting interviewers, either by paying them, or by arranging with an instructor to require his students to complete a certain quota of interviews as a class project. Drawing the Sample The use of the Registrar's student cards made it possible, in a very short time, through the use of automatic sorting equipment, to eliminate from the University enrollment as a whole all students who were not considered as part of the universe. That is, by eliminating special, part—time, and graduate students, a true representation of the universe to be studied could be obtained. Furthermore, the same speed and efficiency was found in separating the universe into its component parts, sex, and classification. Again, in the final drawing of the sample the sorting-counting equipment could be used to draw the required number of cases in each segment. Randomness within strata was insured by thoroughly shuffling each group of cards before drawing the sample. However, this method was limited by the limited amount of information that these cards contained. At the time of drawing the sample, there was, according to the Registrar's Office, no method available to determine such factors as the incidence of marital status, age, and grade index (factors which might conceivabLy have a bearing on radio listening habits) short of sampling the master folders of the universe. A future researcher might investi- gate the possibility of making such determinations. The Size of the Sample The size of the sample was decided more or less Drawing the Sample The use of the Registrar's student cards made it possible, in a very short time, through the use of automatic sorting equipment, to eliminate from the University enrollment as a whole all students who were not considered as part of the universe. That is, by eliminating special, part-time, and graduate students, a true representation of the universe to be studied could be obtained. Furthermore, the same speed and efficiency was found in separating the universe into its component parts, sex, and classification. Again, in the final drawing of the sample the sorting-counting equipment could be used to draw the required number of cases in each segment. Randomness within strata was insured by thoroughly shuffling each group of cards before drawing the sample. However, this method w 5 limited by the limited amount of information that these cards contained. At the time of drawing the sample, there was, according to the Registrar's Office, no method available to determine such factors as the incidence of marital status, age, and grade index (factors which might conceivably have a bearing on radio listening habits) short of sampling the master folders of the universe. A future researcher might investi- gate the possibility of making such determinations. The Size of the Sample The size of the sample was decided more or less 53- arbitrarily as being the maximum number which could be handled under the circumstances without being unwieldy. Hewever, should a future researcher wish to take into account more subdivisions of the universe (grade index, marital status, age, etc.), it would be wise to increase the sample size of the upper classes in order to insure that each segment contained enough cases to cover all sample segments to be studied. Framing the Questions It would seem that all relevant factors were considered in question framing with the exception of correct grammar.1 This can possibly be defended, however, by the assertion that the questions were designed to be in the language of the respondents. Constructing the Questionnaire Again, it would seem that the relevant factors had been considered. Changes were made in the questionnaire following the testing of the original instrument. These changes were primarily in terms of question order. As the questionnaire finally stood, it was an instrument which elicited the desired information in a smooth, efficient manner. Testing the Questionnaire The testing procedure yielded valuable results and insured an efficient questionnaire. lSplit infinitives. 51+. Interviewing Procedure A great deal of care was exercised in developing the interviewing procedure. Interviewers were trained in a way which should have insured uniformity in interviewing. However, one point was neglected, that of emphasizing strongly enough the necessity of the interviewers' checking the questionnaires with the respondents upon completion of the question-asking phase of the interview in order to determine that the correct informa- tion was entered in the correct places. This would have eliminated a number of call-backs to respondents by the survey director, which were made in order to check on answers and blank spaces. The control over the interviewing procedure was facilitated by the use of duplicate cards and the keeping of accurate records of the interviewers' accomplishments. Tabulation of Results The tabulation was accomplished in an efficient, accurate manner by following the procedure outlined in Chapter II. General Conclusions The Results The bulk of student listening occurs on weekday evenings, with a great likelihood existing that this listening is a secondary activity not involving the student's full attention. Saturday afternoon football games, however, which do require concentrated ‘ . \ x . 0 . x , l . . - s . . ‘ 55- attention, attracted a large segment of the universe. Program preferences would seem to follow the pattern of prOgram avail- ability, although such preferences could also seem to be influenced by the fact that preferences were influenced by the nature of the listening. The inconclusiveness of the results would indicate the need for further study in depth of student listening patterns. Accuracy and validity of the study as a whole was not limited by the methodology, but by the original planning of the study, which included only the gathering of quantitative information rather than analysis. Perhaps the most significant general conclusion to be drawn is that the radio broadcaster who wishes to reach a student audience, if he wants to obtain their entire attention, should strive to develop a program as appealing and attention— holding as a Saturday afternoon football game, and should broadcast it either on a weekday evening or on a Saturday afternoon. Effectiveness of the Procedure In general, the procedure followed did elicit the information for which the survey was designed. It showed which of the local radio stations was favored by Michigan State students, and by what margin. It indicated the peak listening periods and the types of programs to which students listened. In terms of drawing valid conclusions as to the background of the results based on the data gathered, however, the study was, as a whole, poorly designed. It could show only quantitative results in terms of listening--results which did not lend themselves to well grounded analysis. For example, the matter of whether or not radio listening was a primary or secondary activity, or whether it was sometimes primary and sometimes secondary, was not in any way explored. APPENDIX A. TRIAL QUESTIONNAIRE A Survey of the Radio Listening Habits Of Students at Michigan State University Code: This is a radio listening survey conducted by E. W; Richter in cooperation with the Speech Department at Michigan State University. Your name was selected in a sample of students designed to make up a representative group of the Michigan State student body. Your c00peration will help us to get a clear picture of the listening habits of the students at Michigan State. Furthermore, your name will not appear in any of the results. First of all, we'd like to know: 1. Do you have a radio that you can listen to when you want to? Yes 1 No 2 2. Do you share a radio with someone else? Yes 1 No 2 3. (If answer to #2 is "Yes", ask:) How many other people use the radio you listen to? One 1 Two 2 Three 3 Four More 5 57- 58. On an average, about how long do you listen to the radio before 12:00 noon on weekdays? 15' 30' hs' 1 hour 1 % hours 2 hours 2 % hours 3 hours Mere than 3 hours Not at all OOmNmmkle-J f—l And how about in the evening . . . from 6:00 till midnight? 15' 30' hs' 1 hour l % hours 2 hours 2 % hours 3 hours More than 3 hours Not at all ommslmmrwmI-J p Do you listen to the radio at all after midnight? How long? 15' 30' us' 1 hour 1 % hours 2 hours 2% hours 3 hours Not at all \OQD-QO‘wa-TWNH (Interviewer will add the times listed in the three above and enter here.) 15' 30' us' 1 hour 1% hours 2 hours 2% hours 3 hours More thafi 3 hours Not at all (How many ) O\OOD-\IO\\JI#‘UUI\DH |._! 59- 8. And now we're interested in finding out at what times of the day you usually listen. Before 8:00 a.m. 1 Between 8:00 and 9:00 2 Between 9:00 and 10:00 3 Between 10:00 and 11:00 h Between 11:00 and 12:00 5 Between 12:00 and 1:00 6 Between 1:00 and :00 7 Between 2:00 and :00 8 Between 3:00 and :00 9 Between #:00 and :00 10 2 3 h 5 9. (Continuation of #9 Between 5:00 and 6 Between 6:00 and 7:00 Between 7:00 and 8:00 Between 8:00 and 9:00 Between 9:00 and 10:00 Between 10:00 and 11:00 Between 11:00 and 12:00 After Midnight CD-Qmmfi‘WNE-J 10. And now we'd like to find out what types of programs you listen to during the daytime on weekdays (until 6:00 p.m.). WOuld you mind looking at this card and giving me the numbers following the programs you generally listen to? (Circle Numbers mentioned) ll l2 13 1h 15 16 17 18 19 10 20 11. (Continuation of 10) \ooo—qo‘xxns-wmr-J 12. Are there any prOgrams not listed that you listen to? If so, what are they? 13. 1h. 15. 16. 17. Now here's another card. would you mind looking at it and telling me in the same way, selecting the programs you listen to in the evenings on weekdays? (Circle numbers mentioned) 11 12 13 1h 15 16 17 18 19 20 OWGD-QWW-F-‘me |_J (Continuation of #13) Are there any programs not listed that you listen to in the evening? If so, what are they? On an average, about how long do you listen before 12:00 Noon on Saturdays? 15' 30' hs' 1 hour 1 % hours 2 hours 2 % hours 3 hours More than 3 hours Not at all O\OGD-QO\U'I-F’UUI\)|-‘ H And Saturday afternoons, before 6:00? 15' 30' hs' 1 hour 1 % hours 2 hours 2-% hours 3 hours More than 3 hours Not at all OOOJ-QGU’I-F’UUNH H 18. 19. 20. 21. 15' 30' us' 1 hour 1 % hours 2 hours 2 % hours 3 hours Mere than 3 hours Not at all: P After Midnight? 15' 30" h5' GOODKIONUT-P’UONH 1 hour 1 % hours 2 hours 2 % hours 3 hours More than 3 hours Not at all H (Interviewer will add the times and enter here) 15' " More than 3 hours Net at all m 5" E (O H O\OCD~IO\\J1-P’U)NI—' And what times of the day do you generally listen? (Saturdays) Before 8:00 a.m. (3000—me11?me 61. And Saturday evenings, between 6:00 and Midnight?‘ (How many? Between 8:00 and 9:00 Between 9:00 and 10:00 Between 10:0 11:00 0 and Between 11:00 and :00 Between 12:00 and Between 1:00 Between 2: 00 Between 3:00 Between h:00 O\OCD\]O\U14TUUNI-' [.4 62. 22. (Continuation of #21) Between 5:00 and 6:00 Between 6:00 and 7:00 Between 7:00 and 8:00 Between 8:00 and 9:00 Between 9:00 and 10:00 Between 10:00 and 11:00 Between 11:00 and 12:00 After Midnight C\\fl-F"UON}-’ (ID-x] 23. And what kinds of programs do you listen to during the day on Saturdays? Here's another card. 11 l2 13 1h 15 16 17 18 19 2O O\OOO-\10\UT-F"UJNI-‘ H 2h. Continuation of #2A. 25. And Saturday evenings? 11 l2 13 1h 15 16 17 18 19 2O O\OCD\]O\U'I«P'UU|\)!-' H 26. Continuation.of #25. .And.fina11y, Sunday. _ 2?7. On an average, about how long do you listen to the radio before noon on Sundays? 15' 30' hs' 1 hour 1 % hours 2 hours 2 % hours 3 hours More than 3 hours Not all "—__—71 \oooxiouns-oomr-J O 28. 29. 30. 31. After Noon and'before 6 15' 30' us' 1 hour 1 % hours 2 hours 2 % hours 3 hours More than 3 hours Not at all OOCDNOW-P—‘UOMH H :00? And during the evening before Midnight? 15' 30' us' 1 hour lii hours 2 hours 2‘% hours 3 hours Mere than 3 hours Not at all I...J After midnight? 15' More than 3 hours Not at all O\OCID-x]O‘xkf‘l-l1"u)l\)I'-‘I H (Interviewer will total 15' 30' hs' 1 hour 1 % hours 2 hours 2 % hours 3 hours Mere than 3 hours Not at all OGCD-QQU‘I-F‘UJNH H Comflmmthl-J times and enter here.) 6A. 32. And at what times do you generally listen on Sundays? Before 8:00 a.m. Between 8:00 and 9:00 Between 9:00 and 10:00 Between 10:00 and 11:00 Between 11:00 and 12:00 Between 12:00 and 1:00 Between 1:00 and 2:00 Between 2:00 and 3:00 Between 3:00 and #:00 Between h:OO and 5:00 OOCD-dChU‘I-F‘UJNH H 33. Continuation of #32. Between 5:00 and 6:00 Between 6:00 and 7:00 Between 7:00 and 8:00 Between 8:00 and 9:00 Between 9:00 and 10:00 Between 10:00 and 11:00 Between 11:00 and 12:00 After Midnight CID-QmV'I-F‘LAJNH 3h. And what kinds of programs do you listen during the day on Sundays? ll l2 13 1h 15 l6 17 l8 19 2O O\OCD-\]O\U1-F‘UOMI—' H 35. Continuation of #3A. 36. And what kinds of programs do you listen to on Sunday evenings? ll l2 13 1h 15 l6 17 18 19 2O owmmmmrwmw H 37- 38. 39- ho. A1. A2. 1+3. Continuation of #36. Here's the last card we'll ask you to look at . . . could you tell me if there are any programs listed here that you wish there were more of? Just mention them.by number. ll l2 13 1h 15 16 17 18 19 2O oxoooxioxxns-oumr-J . |—’ Continuation of #38. And now we're interested in finding out which stations you listen to. (More than one answer possible) WKAR 1 WKAR-fm 2 WILS 3 WJIM A Other 5 (Specify ) To which station do you listen the most during the morning on weekdays? WKAR l WKAR-fm 2 WILS 3 WJIM A Other 5 (Specify ) During the afternoon? WKAR 1 WKAR-fm 2 WILS 3 WJIM A Other 5 (Specify ) During the evening? WKAR 1 WKAR-fm 2 WILS 3 WJIM A Other 5 (Specify ) Ah. A5. A6. 2+7. AB. #9. 66. And which one do you listen to the most during the daytime on Saturdays? WKAR l WKAR-fm 2 WELS 3 h 5 WJIM Other (Specify ) Saturday evenings? WKAR WKAR-fm WILS WJIM ' Other 5 (Specify ) nurture And which station do you listen to the most during the day on Sunday? WKAR 1 WKAR-fm 2 WILS 3 WJIM A Other 5 (Specify ) And finally, which one do you listen to the most on Sunday evenings? WKAR l WKAR-fm 2 WILS 3 WJIM A Other 5 (Specify ) Can you name your favorite disc jockeys in the Lansing' area? If so, which ones, in order of preference. a. b. c. d:__ e.7(non‘t like any of them.) And now we have just a few questions more we'd like to ask you as a check on how accurate our sample of the student body at Michigan State is. I'd like to repeat that all information you give us will be kept confidential. Are you married or single? Married 1 Single 2 50. 51. 52. 53- How old are you? 17 or below 18 19 2O 21 22 23 2h 25 and over \OGDKIQW-F‘UONH Who is paying for your education (More than one answer possible)? Self Parents Scholarship Government Friend or relative HOV'many credits are you carrying? \J'I-P'UONH Less than 5 5-10 2 11-15 3 16- 20 1+ More than 20 5 Are there any comments that you would like to make about this survey? ****** APPENDIX B. FINAL QUESTIONNAIRE A Survey of the Radio Listening Habits Of Students at Michigan State University This is a radio listening survey conducted by E. W. Richter in c00peration with the Speech Department at Michigan State University. Your name was selected in a sample of students designed to make up a group representative of the Michigan State student body. Your cooperation will help us to get a clear picture of the listening habits of the students at Michigan State. Any information you give us will be kept confidential. No names will appear in the results. First of all, we'd like to know: 1. Do you have a radio that you can listen to when you want to? Yes 1 No 2 Do you share a radio with someone else? Yes 1 No 2 (If answer to #2 is "Yes", ask:) How many other people use the radio you listen to? One 1 Two 2 Three 3 Four h More 5 (How many? ) 53 16. 17. 18. 19. £22. 71. And to which station do you generally listen on weekday afternoons? WKAR 1 WJIM 5 WKAR-fm 2 WJR 6 WUOMEfm 3 Other 7 (Specify) WILS h Don't know 8 And how about weekday evenings, about how long do you listen to the radio between 6:00 p.m. and Midnight? On weekdays? 15' 30' us' 1 hour l % hours 2 hours 2 % hours 3 hours Mere than 3 hours__ Not at all (How long? ) oxooo-qomnroumw H At what times do you generally have your radio turned on weekday evenings? 6:00 - 7:00 1 7:00 - 8:00 2 8:00 - 9:00 3 9:00 - 10:00 h 10:00 - 11:00 5 11:00 - 12:00 6 WOuld you take another look at the card and tell me what types of programs you generally listen to on weekday evenings? 1 (2o) 11 (21) 21 2 12 22 3 13 23 h in 2h 5 15 25 6 16 26 7 17 27 8 18 28 9 19 29 10 2O 30 And to which station do you generally listen on weekday evenings? WKAR l WJIM 5 wKAR-fm 2 WJR 6 WUOM-fm 3 Other 7 (Specify) WIIS 1+ Don ' t know 8 72. That takes care of your weekday listening pretty well, I'd say, but now we'd like to go on and find out about your Saturday and Sunday listening. 23. 2h. 25. 28. About how long do you listen to the radio Saturday mornings, before 12:00 Noon? 15' 30', hs' 1 hour 1 % hours 2 hours 2 % hours 3 hours More than 3 hours__ Not at all 1 \OmNCDU'I-F-‘UONH Q (How many? ) At what times do you generally have your radio turned on Saturday mornings? Before 8:00 a.m. 8:00 - 9:00 9:00 - 10:00 10:00 - 11:00 11:00 - 12:00 U1$7UJRJFJ And what kinds of prOgrams do you listen to Saturday mornings? The card again. (27) 21 22 23 2h 25 26 27 28 29 30 And to which station do you generally listen Saturday 1 (26) 11 2 12 3 13 h it 5 15 6 16 7 17 8 18 9 19 10 2o mornings? WKAR 1 WKAR-fm 2 WUOMrfm. 3 WILS h WJIM WJR Other Don't know CD~JO\v1 (Specify) 73- And how about Saturday afternoons from 12:00 to 6:00? About how long do you listen to the radio? 15' 30' 1+5' 1 hour 1 % hours 2 hours 2 3 hours 3 hours More than 3 hours Not at all '(How long? ) OOCDNQW-F’UUNH H And at what times do you generally have your radio turned on Saturday afternoons? 12:00 - 1:00 1 1:00 - 2:00 2 2:00 - 3:00 3 3:00 - #200 h hzoo - 5:00 5 5:00 - 6:00 6 And what types of programs do you listen to Saturday afternoons? l (32) ll (33) 21 2 12 22 3 13 23 h 1h 2h 5 15 25 6 16 26 7 17 27 8 18 28 9 19 29 1O 2O 30 And to what station do you generally listen to Saturday afternoons? WKAR 1 WJIM 5 WKAR- fm 2 WJR 6 WUOM-fm 3 Other 7 (Specify) WILS h Don ' t know 8 71+. And Saturday evenings, from 6:00 until Midnight. About how long do you listen? 15' 30' 15' 1 hour 1 % hours 2 hours 2 % hours 3 hours Mere than 3 hours Not at all (How many? ) OOCD-QGU‘I-P’UJNH H And at what times do you generally have the radio turned on during the evening on Saturdays? 6:00 - 7:00 1 7:00 - 8:00 2 8:00 - 9:00 3 9:00 - 10:00 h 10:00 - 11:00 5 11:00 - 12:00 6 And what types of programs do you listen to on Saturday evenings? l (38) 11 (39) 21 2 12 22 3 13 23 h 1h 2h 5 15 25 6 16 26 7 17 27 8 18 28 9 19 29 10 2O 30 And to what station do you listen on Saturday evenings? WKAR l WJIM 5 WKAR-fm 2 wan 6 wuomerm 3 Other 7 (Specify) WILS )4 Don't know 8 hi. 1+2. h3. h6. M7. 75- And now, finally, Sunday. How long do you listen Sunday mornings? 15' 30’ 115' 1 hour l % hours 2 hours 2 % hours 3 hours More than 3 hours_ Not at all (How long? ) O\OOD-fihm mm mm R pom mansaan>< pom oz madam (HMO U\U\;r GDQDP— U\WWU\ GJWTC> a MBHHHm< 9mm OHQ0 mm mm mm mm mm mm mm mm mm mm a bansaas>< pom mH om m: as mm mm ON 2 8 mm as we aw mos mam gonadz ooEoB no: mpoflsom £6803 so: mpoHGSh c6803 no: moaoSoamom mesoz no: cmsnmmnm nose: . so: H6908 OHmsdm 81+. 85. COP-2' .d'Lr\O —:fl\-O OJoxri Firiri B‘l [‘Cflm song p.som ma 0 0 SH 0 0 ma 0 o o o 0 Ha m Ha s m s 0H 0 0 ma m a ma m m s o o m o m m o a s o 0 ma H s OH H m a s a soepo 20:3 za-m OE wszmEmHH mBszDBm ho mmUHO OZHszmHH OBzmnDBm mo mmOn1 «Db—b- car—g} U\nfiri Hicnrr ON ON ON O O m < mpsom who: One m [‘O\Lr\ OOO .d'MO- (”0-30 000 0 SN OH OH SH HH OH NO?- :LnO ON OH N ON O S. HH S O HH S O SH S O HH O m < mpsom ON OO OH ON SH OH OH OH OH SH HN O NH HN NH OH O S OO OH O HH mH O O OH O HH O ON O NN S ON O ON HN OH OH OH OH SH OH SH S SH OH O < mhsom N S ON ON 0 o O N S O O o O O O O O O S OH O. O S HH S O O O O o o O N SN O OH SH O S O N O NH S m S O m < mhsom WH .z.m OOHO wad cooz OOUNH ammkpmmuum mH S mN SH ON OH ON HH .SN HH ON HH O O OH O OH O SH N NN OH OH OH OH O NN OH ON HH O m snow H S OH HH NN OH OH OH OH NH HN HO SN OH OH OH .< O O O O O O O O O O O O m O m N O N OH O O J O O O O O S O S O O O H O H J O H H O H O O H O m < .m4 0 Gooz OOHNH whommmut< HOOK O O O O OH O O S O O O O O OH. m O mH N O O O S N S O N O O S S. N S S H O S O N H N O S N O m O O O .OO S O mm OH SN O S mS OS OO S S OS mm OS O O ON O SO m O OO SN OO N N mS OH Om O O OO O OO O S SN OH OO O O SO NH OO O O ON Om ON N S HO SN HO H O OS ON OS H- O OO mN NS H S OS ON OS H m OS ON OO O < O m < HH< u< poz .OH AmwaqmpeHO OZHOOO OzHe OO OSZOOEH ZOSHO OZHzOOmHH mezmanem SO OOOHO OZHmDQ MEHB mo OBZDOE< zm>HO OZHszmHH mezmnbem mo mMOc>c> cu<3\o ‘oJonc> r-INO H H H .m: Nb- H COCON- O\[‘-Hd’ .Om NOLA GOO GOO GOO 30H .mH Ocflampqu pnmmm OEHB mo pqsoe< SN SN L‘- \0 ON SN ON NN NN HN OH OH ON NN ON U\\O(\J :47: (DO\Lr\ Nmo é SN SH ON OO OH HN ON OH SH OH OH ON OH OH O SH HH OH LAN \OCON -:1'\OO .3 O SH HH OmcmpmHH OOOQ U\U\\O :ft‘o COL¥ cmeoz n02 muoOcmm c0803 cm: mnqudb £0803 :02 OOMOEosmom nwEo: :02 amenwmuh :0803 nmz Hdpoe mHgEOm BmOHZQHE mm8m< mwdn zm>HO zo MEHB mo mBZDOZ< zmbHO OszmBmHH mEszDEm mo mmO¢Ezmommm SH HHm¢B TABLE 18 PERCENTAGES OF STUDENTS PREFERRING GIVEN PROGRAM TYPES DURING GIVEN TIME PERIODS (WEEKDAYS) Program Type Popular Music News Sports News News Commentary Jazz Sports Events Semi-classical Music Classical Music Religious Programs Audience Participation Popular Music News Sports News News Commentary Semi-classical Music Jazz Classical Music Serial Drama Talks on Farming March Music POpular Music News Sports News Semi-classical Music Classical Music News Commentary Jazz Complete Drama jMystery Drama Sports Events Comedy-Variety Shows Talks or Discussions of Public Issues Total Men women Fresh. Soph. Jr. Sr. (Morning) 55 52 59 52 h8 h3 53 ho ho h1 35 37 AB un 12 13 10 10 9 11 13 8 7 10 6 9 11 7 7 6 7 10 5 5 7 h 3 6 3 2 2 7 3 2 6 h o 2 9 3 2 h 1 3 h 2 2 2 2 1 3 o h 2 1 h 1 3 h o (Afternoon) 56 so 68 6h 35 61 37 3S 32 38 39 ho 29 2h 17 19 12 21 23 11 7 10 9 11 9 1h 9 7 7 5 l2 9 3 ll 7 7 S 10 5 6 7 9 6 6 7 6 8 h 7 5 3 7 h 3 9 2 3 3 1 1 3 2 h 3 3 2 3 2 h 2 (Evening) 61 6o 62 57 62 6h 62 an h2 h9 nu h2 5h 37 22 25 16 15 32 27 13 15 12 21 9 17 18 18 10 9 12 6 1h, 7 16 12 1h 7 8 12 11 18 9 9 h 6 11 13 9 6 S 7 8 3 7 1+ S 7 1 5 3 9 h 5 6 2 h 6 h 6 h 6 1 h 6 h 2 3 5 o 0 9 h o 9h. TABLE 19 PERCENTAGES OF STUDENTS PREFERRING GIVEN PROGRAM TYPES DURING GIVEN TIME PERIODS (SATURDAIs) Program Type Total Men WOmen Fresh. SOph. Jr. (Morning) Popular Music 3h 31 ho 36 28 38 News 2h 25 21 23 18 29 "Monitor" 19 1h 30 3O 18 13 Sports News ll 12 ll 1h ll 13 Jazz 5 3 9 h 5 h March.Music 5 6 2 8 5 h Semi-classical Music 5 h 6 3 9 h News Commentary 3 h 2 h S 2 Classical Music 3 1 9 1 6 0 Civic and Governmental Events 2 2 O l 2 2 (Afternoon) Sports Events 67 67 72 65 80 66 Popular Music 33 28 A2 35 31 39 "Monitor" 16 1h 16 16 1h 23 News 1h 13 16 18 18 11 Sports News 1h 15 1h 10 ll 21 Classical Music 7 h 11 5 6 5 Semi-classical Music 5 h 7 6 5 5 March Music 3 l 5 h 6 2 News Commentary 3 3 l 3 S 2 Jazz 3 l 7 3 2 h (Evening) POpular Music 51 A6 62 52 51 52 News 18 16 21 16 2O 21 "Monitor" 13 1h 16 1O 18 18 Semi-classical Music 9 7 1h 9 9 7 Jazz 9 8 ll 12 6 9 Sports News 7 8 6 5 ll 9 Classical Music h 3 6 l 5 h Western, Hillbilly Music 3 h 2 l 2 h News Commentary 2 3 O l 3 2 Comedy-variety Shows 2 3 l l 3 h HIDUO N NNNOQNH-F‘w “’8‘ rHIH S’C>C>#'S'O\$r—J#r F4F4\n UJU)F‘ H omrHs-xoou 95- TABLE 20 PERCENTAGES OF STUDENTS PREFERRING GIVEN PROGRAM TYPES DURING GIVEN TIME PERIODS (SUNDAYS) Program.Type Total Men WOmen Fresh. SOph. Jr. Sr. (Morning) Religious PrOgrams 15 15 15 13 15 13 22 News 7 11 O 12 8 5 2 Classical Music 8 6 12 12 3 h 13 Popular Music 7 5 10 6 3 5 l3 Semi-classical Music 5 h 7 8 3 h h "Monitor" 2 3 l 1 2 5 O (Afternoon) Classical Music 27 23 33 25 28 2O 37 Semi-classical Music 2h 20 31 23 15 3O 29 Popular Music 20 2O 2O 21 23 18 18 "Monitor" 15 17 11 18 17 16 4 News ll 10 18 12 12 ll 9 Sports Events 9 13 O 6 9 13 7 Religious Programs h 2 7 l 3 5 7 Jazz 3 h 2 h 6 2 2 News Commentary 3 3 l h 2 2 2 Sports News 2 l 2 h 2 2 0 (Evening) Popular Music 33 29 h1 32 29 38 33 News 16 15 16 13 18 23 7 Semi-classical Music 13 11 17 6 15 1h 18 Classical Music 8 7 11 6 8 5 16 News Commentary 7 15 6 8 9 h h Sports News 5 h 6 5 8 A 0 Complete Drama 3 h l 3 O 2 9 Situation Comedy h h h h 3 h b *That portion of the tabulated results in which "Monitor" and Comedy-variety Shows appeared was lost, hence the lack of inclusion of these categories in the Sunday Evening tabulations. OOO (\JO\O HOP 000 N O O. SOQOO ammo OHSOHN Onmmmo nonma& noun Ohmppme Moonm qHHawm mooOhmmmpm 000 000 000 O O. :. OOO CUOKO OOO ONO H O. O. O O N :mmeOOO omHQ: zmbHO OZHmmmmmmm mBzmQOBm mo mmo