A STUDY OF THE GUIDANCE RESOURCES OF STUDENTS IN HIGH SCHOOLS AFFILIATED WITH THE NATIONAL UNION OF CHRISTIAN SCHOOLS IN MICHIGAN AND ILLINOIS Thesis Ion Hie Degree OT pI‘I. D. MICHIGAN STATE UNIVERSITY L. James Harvey 1960 ' “ ”29:1 This is to certify that the thesis entitled A STUDY OF THE GUIDANCE; RESOURCES Oz" b'i‘UDENTS IN HIGH SCHOOLS AFFILIATED WITH THE NATIONAL UNION OF ChRISTIAN b'ChOOLS IN MICHIGAN AND ILLINOIS presented by L. James harvey has been accepted towards fulfillment of the requirements for Ph. D. degree mb‘ducation 0-169 LIBRARY Michigan State University L. James harvey h. There will be no differences between Christian school leaders and teachers perceptions of guidance sources the students should use and the students report of sources utilized in the eleven problem areas. 5. There will be no differences between the Christian school students on the basis of grade level, sex, and size of school concerning the sources of guidance they report they use in each of the problem areas. THE METHODOLOGY The Mooney Problem Check List, high School Form, 1950 Revision, and a Sources of Guidance Questionnaire, developed for this study in Adult and Student Eorms, were the two cri- terion instruments employed. Each instrument was administered to a 12.5% stratified random sampling of tenth, eleventh, and twelfth grade students in nine "Christian" high schools in Michigan and Illinois. The questionnaire was also given to a sample of students from four public schools matched on the basis of size and location with Christian schools in the study. The Adult Form of the questionnaire was administered to a 25% sampling of the Christian school teachers and to a leader group delineated by the Christian school administra- tors. The eleven problem areas of the Mooney Problem Check List formed the structure for the development of the question- naire and for the comparisons made within the study. The comparisons involving the students' problems were carried out through the use of the median test for two samples. The Sources of Guidance Questionnaire data were contrasted by L. James Harvey employing the chi square test and 2 x 2 contingency table. The .05 level of significance was used to accept or reject hypotheses. RESULT S 1. There were significant differences between the sexes concerning problems marked but differences were not apparent between students on different grade levels or in different sized schools. 2. There were significant differences between Chris- tian school males and public school males concerning problems checked but only one area of difference be- tween Christian school females and public school females. 3. Christian school leaders and teachers agree con- cerning the "ideal" primary sources of guidance for Christian school students in ten of the eleven problem areas. 4. There are significant differences between the "ideal" sources of guidance listed by the leaders and teachers and the sources of guidance the students report they do use in over half of the Mooney problem areas. 5. Students of different sexes, grade levels, and sized schools do not differ basically in the sources of guidance they report using. A STUDY OF ThE GUIDANCE RESOURCES OF STUDENTS IN HIGH SCHOOLS AFEILIATLD RITE THE NATIONAL UNION OF CHRISTIAN SCHOOLS IN MIChIGAN AND ILLINOIS by \e" LE'James Harvey A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education Guidance and rersonnel Services 1960 a m y 2. ' 3‘: 5; I of! "j if I J Dedicated to my Wife Jackie 9L. James Harvey Candidate far the degree of Doctor of Philosophy Final Examination: October 19, 1960, College of Education Thesis: A Study of the Guidance Resources of Students in High Schools Affiliated With the National Union of Christian Schools in Michigan and Illinois Outline of Studies: Major subject: Guidance and Personnel Services Minor subject: School Administration Cognate area: Psychology Biographical Items: ‘ ' Born: September 1h, 1930; Grand Rapids, Michigan Undergraduate Studies: Hope College, 1948-1952, A.B. Degree, June, 1952. Graduate Studies: Michigan State University, 1952- 1953, M.A. Degree, June, 1953. Michigan State University, 1957-1960, Ph. D. Degree, December, 19 0. Experience: Teacher, coach, and athletic director, Bellflower Christian High School, Bellflower, California, 1953-1957. Graduate assistant, Department of Administrative and Educational Services, Michigan State University, 1957-1958. Director of Counseling, Grand Rapids Junior College, Grand Rapids, Michigan, 1959-1961. Professional Memberships: American Personnel and Guidance Association American College Personnel Association National Vocational Guidance Association Michigan Education Association Michigan College Personnel Association Michigan Counselors Association iii ACKNOuLEDGMENTS The writer is deeply indebted to a number of people who have aided in the development and execution of this thesis. Acknowledgment and thanks are therefore extended to the follow- ing people: To To To To To To To Dr. John E. Jordan, the Chairman of the doctoral committee, who was generous with his time and very helpful in his guidance throughout the study. the other members of the doctoral committee; Drs. Clyde Campbell, William Kell, and Buford Stefflre for their constructive criticisms and helpful sug- gestions. I Dr. William Farquhar for his aid in planning the study. Mr. John VanderArk and especially Mr. Sidney Dykstra of the National Union of Christian Schools for their aid in carrying out the study. Merry Gregory for her help in editing the thesis. the Christian and public high school officials who permitted the study to be carried out in their schools. the writer's wife and family without whose aid and support this study would not have been possible. Chapter TASLE OF CONTENTS I 0 THE PROBLEM O O O O O O O O O O O O O O O O O 0 Statement of the Problem . . . . . . Background of the Christian Schools . Justification of the Study . . . . . HyPOtheses ooooooooooooo Hypotheses Concerning Student Probl m Hypotheses Concerning Guidance Resources . . . . . . Assumptions . . . . . . . Limitations and Scope . . Q . o o C . o o 9 S O O 0 Definition of Terms . . Organization of Thesis II. REVIEW OF RELATED RESEARCH . . . . . . . . . . Studies Concerning the Mooney Problem CheCk LiSt O O O O O O O O O O 0 Related Studies of Adolescent Problems and Sources of Guidance . . . . . . . Summary . . . . . . . . . . . . . . . . . III. METHODOLOGY AND PROCEDURE . . . . . . . . . . . Description of Sample . . . . Classification of High Schools Sample 0 o o o o o o o o o 0 High Schools in the Sample . . Individuals of the Sample . . Adequacy of Sample Generalization Evaluating Instruments . . . . Mooney Problem Check List . Questionnaire . . . . . . . PilOt StUdy O O O O O O O O O O Instrument Administration . . . Christian School Students . n the Public School Students . . Christian School Leaders . Christian School Teachers ooooeooooooool—ho V Page OONO‘O‘ \J‘IU‘I-IT'I'UI”I I-’ H I'-" I-" ll 20 31 Analysis Procedures . . . . . . 53 Mooney Problem Check List Data . . . . S Questionnaire Data . . . . . . . . . . 5 Summary . . . . . . . . . . . . . . . . . 59 IV. AN ANALYSIS OF DIFFERENCES IN THE STUDENTS' PERCEPTIONS OF THEIR PROBLEMS . . . . . . 61 Introduction . . . . . . . . . . . . . . 61 Signifi cant Findings 0 C O O O O O O O O C be Test of Sex Differences . . . . . . . . 62 Test of Grade Differences . . . . . . . 64 Public-Christian School Contrasts . . . on School Size Contrasts . . . . . . . . . 65 Summary................. ()8 V. AN ANALYSIS OF THE DIFFERENCES IN CHRISTIAN STUDENTS, LEADERS, AND TEACHERS PERCEP- TIONS OF PRIMARY SOURCES OF GUIDANCE . . . 70 Introduction . . . . . . . . . . . . . . . 70 Significant Findings . . . . . . . . . . . 71 Highest Frequency Responses . . . . . . 71 Statistical Test Results . . . . . . . 7A Smary o o e o o o o o o o o o o o o o O 79 VI. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . 81 The Problem . . . . . . . . . . . . . . . 81 The Findings . . . . . . . . . . . . . . . 86 Conclusions . . . . . . . . . . . . . . . 9h Implications . . . . . . . . . . . . . . . 96 BIBLIOGRAPHY O O C O O O O O O O O O O O O O O O O O O 111 vi Tables 111.1 111.2 111.3 111.4 111.5 IV.1 LIST OF TABLES Location, Size of City, Size Classification, Enrollment, Number of Teachers, and Administrator Estimations of Percent of Rural-Urban, and College-Bound Students in Christian and Public High Schools in the StUdy O O O O O O O O O O O O O O 0 0 A Summary of the Characteristics of the Christian School Sample by Individual Schools, Sex, Grade Level, Total Enroll- ment, with the Number and Percents of Each Group in the Mooney and Question- naireSwple..........o..o A Summary of the Characteristics of the Public School Sample by Individual Schools, Sex, Grade Level, Total Enroll- ment, With the Number and Percents of Each Group in the Mooney Sample . . . . . Sample 2 x 2 Contingency Table Used for Median Test of Mooney Problem Check ListData................ Sample Chi Square 2 x 2 Contingency Table Used for Tests of Questionnaire Data with List of Comparisons Made . . . . . . Summary of Median Test Results of Mooney Problem Check List Data for Comparisons Between Christian School Males and Females, male Seniors and Male Sophomores, Christian School Males and Public School Males, Christian School Females and Public School Females on Total and Serious Problems in each of Eleven Mooney Problem Areas . . . . . . . . . . . . . . vii Page 35 40-41 42 SA 57 63 Table Page IV.2 Summary of Median Test Results of Mooney Problem Check List Data for Compari- sons Setween Christian School Students in Class A Schools and Class C-D Schools on Total and Serious Problems in each of the Eleven Mooney Problem Areas . . . . . 66 V.l The Primary Sources of Guidance as Selected by the Christian School Leaders, Teachers, Total Students, Males, Females, Seniors, Sophomores, Class A and Class C-D Groups with the Percentage of Each Group Select- ing the Primary Source First in each of Eleven Mooney Problem Areas . . . . . . . 73 v.2 A Summary of the Results of the Chi Square test Comparing Primary Sources of Guid- ance Contrasts between Christian School Leaders and Teachers, Leaders and Seniors, Leaders and Sophomores, Teachers and Seniors, Teachers and Sophomores, Seniors and Sophomores, Males and Females, and four Class A and Class C-D Groups in each of the Eleven Mooney Problem Areas . 75-76 viii Graphs II III IV VI LIST OF GRAPES Public and Christian School Student Re- sponses on "Mooney"-Total Problems . Public and Christian School Student Re- sponses on "Mooney"-Serious Problems Public and Christian School Student Re- sponses on "Mooney"-Total Problems by Sexesooooooooooooooo Public and Christian School Student Re- sponses on "Mooney"-Serious Problems bySSXGSoooooooooooooo Christian School Student Responses on "Mooney"-Total Problems by Grades . Christian School Student Responses on "Mooney"-Serious Problems by Grades ix Page 128 129 130 I31 132 133 APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F LIST OF APPENDICES "Letter Questionnaire" . . . . . . . . . . "Mooney Problem Check List" . . . . . . . "Sources of Guidance Questionnaire" . . . "Graphs of Mooney Problem Check List Data "Statistical Work Sheets - Median Tests" . "Statistical Work Sheets - Chi square Tests 116 120 1.27 13h 153 CHAPTER I THE PROBLEM The Christian schools in this study, due largely to their conservative religious background, have been cautious and slow to accept innovations in education. This Christian school program is typified by a traditional educational phi- losophy. Because of this conservative philosophy, the Chris- tian schools have done little in the field of guidance. Currently, there has been an expression of concern_about the guidance role of the Christian school systems Christian school leaders are discussing the roles of the school, the home and the church in the guidance of their young people. This study grows from the need for basic information about the guidance of these young people which will aid the leaders in doing a more adequate job of thinking and planning. STATEMENT OF THE PROBLEM The present study is concerned with several basic questions related to the guidance of students in high schools affiliated with the National Union of Christian Schools. What types of problems do the students report having in'adjustment? How do the problems of the Christian school students differ from;those reported by comparable public high school students? Where do Christian school leaders and teachers perceive that 1 2 the students should receive aid in solving their problems? Where do the students report they receive their help in the different problem areas? The study will be concerned with the investigation of these questions. BACKGROUND OF THE CHRISTIAN SCHOOLS To aid in the orientation to the present study, a brief historical review of the Christian school movement follows. The data for the review has been gathered from two source materials; TQQLChristian,Reformed Church by John Kromminga (15) and.2hngetherlande s ig,America by Henry 3. Lucas (17). In 18h? a group of Dutch.immdgrants came to America and settled in Holland, Michigan. One of the primary reasons they cmme~was because of state opposition in the Netherlands to establishing denominational education for their children. Soon differences arose within the group as to whether they should unite with the Dutch Reformed Church in America and whether they should set up denominational schools, or attempt to control the public schools in the settlement. The major- ity decided in favor of uniting with the Dutch.Reformed and against setting up denominational schools. A minority group strongly dissented and founded a new denomination called the Christian Reformed. They established their first denomina- tional school in Holland, Michigan, in 1857. Currently, this system.of Christian education includes 221 school units, h2,980 pupils, (kindergarten through twelfth grade) and 1615 teachers in 22 states and three provinces of Canada (5:20). It also includes Calvin College and Seminary located in Grand Rapids, Michigan. 3 The Christian Reformed denomination in 1947 numbered 31,776 families and 134,608 individuals including baptized children. Though the denomination is found in approximately half of the states in the country, about 50% of the total membership is located in the state of Michigan. The school system is closely related to the Christian Reformed Church; however, only the college and seminary are administered by the church. The Christian day schools are controlled by parent school societies Which are, in fact, non-profit corporations incorporated under state law. The model constitution for these school corporations or societies provides active membership in a society for anyone over twenty- one who contributes at least $12.00 a year to the society. Memberships are left to the discretion of each society, though they frequently follow the pattern of the model constitution. The basic reason that control of the day schools resides with the school societies rather than the church is a belief that education is the primary responsibility of the parent. The school societies are autonomous and each has the final authority for its own school. The societies elect a school board which is given authority to carry out the day- to-day business of running the school. In general, the school boards have responsibility for minor policy decisions, with major policy decisions being referred to the school soci- ety. The actual delegated power of the board may vary from school to school though in general it follows the above pat- tern. u The Christian school population is composed of children from.the Christian Reformed Church, the Protestant Reformed Church, the Dutch Reformed Church, the Orthodox Presbyterian Church,and a few from other fundamental evangelical churches. Most teachers in this Christian school system.receive their training at Calvin College. The Christian schools are affiliated with the National Union of Christian Schools,which has its headquarters in Grand Rapids, Michigan. The main purposes of this organization are to coordinate and promote the Christian school movement. The National Union publishes a monthly magazine, Thnghristian Eggs,EggpSchool,m8Ponsors a scholarship program, conducts re- search, disseminates information, promotes the writing of textbooks, helps establish new schools,and aids in teacher placement. JUSTIFICATION OF THE STUDY There are several Justifications for the present study. No adequate description of the problems and sources of help of Christian school students has been made. Nevertheless, there has been extensive discussion within the schools of their role in guidance which necessitates a clarification of the issues involved. When the study was first conceived, it met with the approval of many within the Christian schools and.has had the support of the National Union of Christian Schools in the form of supplies, office help, postage, and requests for cooperation in the study. The National Union has agreed to publish the results in The Christian Home and 5 School. The results should help clarify possible discrep- ancies between where adults feel the Christian school students should get help with their problems and where the students re- port they dg obtain their help. The study should have impli- cations for the development of school guidance services; it may further aid in curriculum development, parent-child rela- tions, pastoral counseling, and the church instructional pro- gram. Lastly, because the study is the first of this type to explore the problem of guidance in the Christian schools, it may provide a basis for further similar research. HYPOTHESES Because no similar study has been done in these schools, and because of the lack of specific theory to indicate the direction of differences, a two-tailed test is appropriate. The following broad null hypotheses will be tested: Hypotheses Concerning Student Problems 1. There will be no differences in the number of total problems and serious problems indicated in each of the eleven Mooney problem areas among Christian school students when compared on the basis of grade level, sex, and size of school. 2. There will be no differences in the number of total problems and serious problems marked in each of the eleven Mooney problem areas between the Christian school students and comparable public school students. 6 Hypotheses Concerning Guidance Resources 1. There will be no difference between where Christian school leaders and Christian school teachers perceive the students should receive their guidance in the eleven problem areas on the Mooney Problem.Check List. 2. There will be no differences between the students on the basis of grade level, sex,and size of school and where they report they do receive their guidance in each of the eleven Mooney problem.areas. 3. There will be no differences between where Chris- tian school leaders and teachers perceive the students should receive their guidance and between where the students report they do receive their guidance in each of the eleven Mooney problem,areas. ASSUMPTIONS It is always necessary to base a study on certain assumptions. In the present study it is assumed: I. That adolescents face a number of important prob- lemm (i.e., problems of vocational-educational choice, per- sonal-social adjustments, etc) during this formative period of life. 2. That adolescents are not capable of solving all of these problems without adult guidance and.help. 3. That as adolescents receive better information and guidance, they are more likely to solve their problems in such a manner as to provide fewer anxieties and a happier and more useful life. 7 A. That in order to provide a workable guidance pro- gram, it is necessary for the leaders of a group, those deal- ing with the students, and the students themselves to be in consistent agreement as to the approved sources of guidance so as to clarify responsibilities and channels of COmmunication, LIMITATIONS AND SCOPE Any study of this type has basic limitations. The ma- jor limitations of the study are: l. A questionnaire has inherent limitations. Problems of communication and accurate reporting are recognized. The questionnaire used in this study is anonymous so as to remove the bias of threat; however, while overcoming certain diffi- culties of signed questionnaires, the anonymity of the in- strument added a further limitation in that students could falsify and treat the material in a light manner if they so desired. 2. A student's own report is subject to deficiencies due to possible difficulties in analyzing his experiences and reporting them accurately. 3. A check list may give undue emphasis to trivial problems or to problems that have been temporarily dismissed from the student's mind. A. A difficulty exists also in the fact that student problems are grouped in eleven areas, and as problems fre- quently appear in clusters rather than singly, the grouping presents a problem of classification to the student. For instance, an emotional problem of some intensity will not be 8 self-contained but may make itself felt in the areas of "Personal-Psychological Relations" and/or "Home and Family" as well. 5. A limitation is contained in the fact that for pur- poses of the study the eleven Mooney problem areas must be summarized for use in designating sources of help and inher- ent semantic difficulties arise in communicating these areas to the student. 6. The possibility also exists of sampling error inas- much as sampling techniques were applied. A description of the nature of the limitations of the sample are discussed in Chapter III. The study will be limited to nine of the ten Christian high schools in Michigan and Illinois. The study originally called for all ten high schools in these two states, but one school asked that they not be included in the study. The study was limited to Michigan and Illinois because a personal administration of the questionnaire was deemed advisable. The study does encompass over 50% of the nation-wide Chris- tian high school students even though restricted to the Mid- west. While the study is limited to Michigan and Illinois, the results should have relevance for those Christian high schools in other states. This can be stated because the Christian high schools are much alike wherever they are found. They enroll students from similar social, economic, and racial backgrounds; the large majority of teachers are trained in one college; the curricula are similar and the real leadership within the schools is provided by a few 9 people in Grand Rapids, Michigan. For these reasons, a study conducted in the Middle West should have applicability to some extent in the Christian schools in other states. DEFINITION OF TERMS For purposes of clarification certain terms should be defined. The following definitions will aid in understand- ing the present study: 1. The Christian schools are defined as those schools affiliated with the National Union of Christian Schools. 2. Christian school leaders are defined as those people perceived to be outstanding leaders in the Christian school movement as determined by a poll of the school ad- ministrators within the Christian schools. 3. Christian school teachers are defined as being those involved in teaching (half time or more) within the Christian schOOIs in grades ten, eleven, anstwelve. ’ A. Christian school students are defined as those students in grades ten, eleven, and twelve in regular attend- ance at one of the nine high schools in Michigan and Illinois affiliated with the National Union of Christian Schools. . 5. The problems and problem.areas will be those desig- nated on the Mooney Problem.Check List, High School Form, 1950 revision. 6. The schools in the study are classified by size into classes A, B, C, and D based on the Michigan High School Athletic Classifications for the year 1958 (19). See Chap- ter III for a further description of classification procedure. 10 ORGANIZATION OF THESIS The thesis is organized according to the following plan: Chapter I includes a statement of the problem.and a delineation of the study. Chapter II will consist of a review of related studies. In Chapter III the methodology and procedure involved in the study are described. Chapter IV and V are devoted to the analysis of the data. A summary of the Mooney Problem;Check List data and the hypotheses regarding student problems will be found in Chapter IV. In Chapter V the questionnaire data and the hypotheses concerning the sources of student guidance will be discussed. The summary and conclusions of the study are contained in theweeuewudaag Chapter VI. CHAPTER II REVIEW OF RELATED RESEARCH The Mooney Problem.Check List has been used extensively since its development in the early l9h0's. The Check List is published in three similar forms: College, High School, and Junior High School Forms. In 1950 the instrument was revised, and it is this revision of the High School Form.that is used in the current study: In this chapter certain selected studies are reviewed concerning the Mooney Problem.Check List and its uses which are relative to the present study.1 A re- view of selected studies of student sources of guidance will also be undertaken to aid orientation to the study. STUDIES CONCERNING THE MOONEY PROBLEM CHECK LIST Mooney, in reporting the validity and reliability of the Mooney Problem Check List (20), makes the point that both are difficult to assess. Because the Check List has many uses, its validity should be studied in the light of the use to be made of it, and for this reason no validity coefficients are computed or quoted in the Mooney Manual (20). Two recent studies have attempted to evaluate the va- lidity of the Mooney Problem.Check List. Singer and Stefflre 1A more detailed description of the nature of the Mooney Problem.Check List is reported in Chapter III. 11 12 (26) assessed the concurrent validity of the Mooney by comp paring the results from 109 veterans on the Guilford- Zimmerman Temperament Survey with those on the Mooney Problem Check List, Adult Form. The veterans were an unselected group who had come for vocational counseling to a counseling center in a large metropolitan area (26:299). The Adult Form is similar enough to the High School Form.so that the findings are relevant. Singer and Stefflre found that "many" checks on the Check List were apt to indicate undesirable tempera- ment traits (26: 301). They found‘a significant correlation between the veterans not deciding on a vocation during coun- seling and the number of problems they checked on the "Occu- pations" area of the Check List (26:301). This seems to in- dicate that the Mooney Problemeheck List.has some validity in uncovering the vital areas of personal concern. A more extensive study on the validity of the Mooney was carried out by Charles McIntyre (18). In the study, seven a priori hypotheses were constructed and tested. The hypotheses were: 1. The less intelligent students would have more problems in the "Adjustment to School Work" problem area. 2. Seniors would have more problems than others in the "Future: Vocational, Educational" prob- lem.area. 3. Students of broken homes would have more problems in the "Home and Family” problem.area. h. Boys would have more problems in.the-"Adjust- ment to School Work" problem area. 5. Boys would have more problems in the "Future: Vocational, Educational" problem.area. 6. Negroes would have more problems in the "Finances, Living Conditions and Employment" problem.area. 13 7. Girls would have more problems in the "Courtship, Sex and Marriage" problem area (18:270). The High School Form.of the Check List was given to MC? students in a medium sized Pennsylvania city. Following the administrations the students were grouped into the categories called for by the hypotheses and correlations were computed. Hypotheses one and two were confirmed at the .01 level of confidence; and hypotheses three, four, five, and six were confirmed at the .05 level. Hypothesis seven was not con- firmed (18:27l). McIntyre concludes by saying, “It is con- cluded that these findings present prima facie evidence for the validity of the Check List (18:272)." The calculation of reliability for the Mooney Problem Check List is perhaps more difficult than gaining evidence of validity. Because of the nature of the Check List, the usual forms of calculating reliability are of little value. The only possible test of reliability is the Test-Retest method. The weakness inherent in this method is that if the retest is given too soon, recall and memory will influence the results. If the retest is too far apart, then the problems of the person involved may change thus affecting the reliability coefficient unjustly. Mooney does, however, quote two studies using this method (20:9). Rank order cor- relations between .90 and .98 were found. Because of the limitations mentioned, these reliability coefficients at best represent only a qualified support for the reliability of the Check List. In The fact that a certain degree of validity seems to have been established would tend to support the reliability of the instrument. This, plus the fact that the Check List has been widely used and accepted, led to its being employed in the current study. The question of whether check lists should be signed or unsigned when used in a survey was investigated by Robert P. Fischer (10). Fischer was attempting to confirm or dis- prove a study by W. C. Olsen (22) in which Olsen found that college women tended to report more symptoms on the- Woodworth-Mathews Personal Data Report when the questionnaire was left unsigned. Fischer used the Mooney Problem.Check List, College Form, and administered it to 102 college women. It was first administered and signed by the women and one week later given anonymously to them. Through a special system.of pin pricks in the anonymous Check Lists the tests of each woman were compared (10:222). The results showed that in the total problems marked, there were no statisti- cally significant differences although a slight increase was noted for the Check Lists left unsigned. In the area of serious problems there was a statistically significant in- crease on the unsigned Check Lists (10:225). Fischer con- cluded that withholding signatures tended to elicit more serious problems and that on highly personalized items more returns would be forthcoming if names were withheld (10:225). Due to the study by Fischer in confirming Olsen's find- ings and the fact that Mooney himself suggests that anonymity is helpful in eliciting greater responses (20:5), the Check List was administered anonymously in the present study. 15 William.H. Brown conducted a study at North Carolina College in Durham, North Carolina, with the College Form.of the Check List (2). An attempt was made to compare a group of probationary students (probationary for academic reasons) and a group of honor students on the basis of their Check List results. Brown found that in the problem area "Adjust- ment to College Work” there was a significant difference in the number of problems checked between the two groups. The probationary students checked a greater number (2:16). This finding seems to confirm the validity of the Mooney in indi- cating true areas of concern. Brown also found that the probationary students checked a statistically significant greater number of total problems than did the honor students (2:15). This last finding is apt to be misinterpreted, and Brown does not clearly define its relevance. 0n the surface, it would seem to indicate a greater number of problems among the probationary students. However, the difference between the groups may be due to other factors. The probationers may have been more willing to admit their problems than were the honor students who may have been.more defensive or self- reliant. This illustrates a point concerning the use of the Mooney. The total number of problems checked should not be a point upon which great weight is placed. In conducting group surveys where between-group comparisons are to be made, the merit in using the Mooney comes from testing forfpropor- tionate differences between the groups. In Brown's study the fact that the probationary students were more concerned about problems of school work (1.9. this problem.area ranked higher 16 in their hierarchy of concern than it did that of the honor students) may be a significant finding, but the fact that they checked a greater number of problems per so has little proven relevance. Buchanan and Bryan conducted a study in Iowa drawing on the Mooney Problem Check List responses in nine high schools (3). They used a sample of 76h students who were grouped and compared on the basis of grade, size of school, age, sex, residence, and occupation of father to test for basic differences in each of the eleven problem.areas. The main criticism.of this study is similar to the previous one. Though the authors of the study do not go into detail con- cerning their analysis, some shortcomings are obvious. In- stead of a proportionate analysis, comparison was made and reported solely on the basis of the number of problems checked in each category. This is evidenced by the fact that in all of the eleven problem.areas the students in the larger schools were stated to have more problems. This find- ing could Just as easily mean that the students in the larger schools were more aware of their problems and.more willing to check them. A proportionate comparison would have indicated the students relative concern in each problem area in compari- son with the students from.the other schools. This type of finding may have had greater significance. This study also may be criticized because the school-size divisions were less than 100, 100 to 200, and over 200 students. These enroll- ments do not seem to be sufficiently different to enable one to say that school size has been a dominant factor. 17 Pick conducted a study in 1952 of problem.check lists and their possible uses (9). At least three of his conclu- sions bear on the present study. After surveying a number of check lists, Fick concluded two were better designed than the others. One was the Science Research Associates Youth Inven- tory and the other, the Mooney Problem.Check List (9:hll). One of the valid uses of the check lists, as stated by Fick, is group surveys to determine student problems upon which to base curriculum changes and personnel programs (9:h12). This is one of the purposes for which the current study was under- taken. Among the advantages Fick listed for the Mooney is its broad coverage of the students' problem.world. This coverage insures a good sampling of the students problems. One of the limitations listed was that a check list is not a ”depth" technique. It will not reveal unconscious needs or drives which the person does not wish to reveal. A further limitation is that the Mooney is not a scale to be mathemati- cally manipulated, and it cannot be used to classify mental disorders as can some clinical instruments (9:u12). This study was reviewed because it presents the uses and misuses of the Mooney. It confirms that within limitations the Mooney can be used advantageously. It is within these limi- tations that the Mooney is used in this study. The Southern States Work Conference on Educational Problems, which is sponsored by the State Educational Asso- ciations and State Departments of Education in fourteen southern states, in 1956 concluded a study of the needs of southern youth (13). To help assess the needs of their 18 students and the guidance services in the schools, this group used both the Mooney Problem.Check List (High School and Junior High Forms) and the Science Research Associates Youth Inventory (High School Form). The Mooney, Form.H, was given to over 1000 students in the fourteen states in an attempt to get a representative sampling (13:11). The study does not report the details of the administration of the instruments nor does it contain any statistical analyses. The frequen- cies are the only figures reported. The most frequently checked problems are also listed. The problem areas and the frequency with.which.the problems within them.were checked is as follows (13:12): Whom“ Ar“ (Sampiifii'gé'en'gztudents) 1. Adjustment to School Work 5791 2. Personal-Psychological Relations M778 3. Social Recreational Activities 4331 h. Social-Psychological Relations h187 5. Future: Vocational, Educational 3789 6. Health and Physical Development 3480 7. Finances, Living Conditions and Employment 3C52 8. Courtship, Sex and Marriage 3317 9. Morals and Religion 3196 10. Curriculum.and Teaching Procedures 3031 11. Home and Family 2553 This study illustrates a common use of the Mooney and is one of the most extensive recent administrations of the High School Form that has been reported. 19 A further reason for including the Southern States Work Conference Study in this review is that it presents a typical profile of responses.‘ It is evident after critically reading a number of studies involving the Mooney that certain general characteristics in the responses can frequently be expected. This is a finding also mentioned by Singer and Stefflre (26:301) in their study. The problem.areas that often rate high in the concern of young people are "Adjustment to School Work,“ "Social-Psychological Relations," and "Personal-Psy- chological Relations." The problem areas of “Home and Family," "Morals and Religion," and "Curriculum.and Teaching Procedures" on the other hand, are frequently the lowest areas of concern. While these response patterns are often found, it also is apparent that differences in responses occur. Variance is evident between studies indicating there is a basis for comparison between groups. The fact that simi- larities in response patterns are found may be a reflection of a similarity of actual problem patterns among adolescents. Leslie Parrot conducted a study in six Nazarene Colleges in 1958 using the Mooney Problem Check List, College Form (23). This study has contributed in large measure to the methodology of the current study. Parrot's investigation involves both the study of student problems and sources of guidance. It is reviewed in detail at the end of this chapter. A further orientation to the use of the Mooney Problem Check List in group surveys can be obtained by reading the Review of Litera- ture in Parrot's dissertation (23). 20 RELATED STUDIES OF ADOLESCENT PROBLEMS AND SOURCES OF GUIDANCE Two of the studies in the area of adolescent problems which are frequently quoted in the literature are companion studies carried out among Roman Catholic high.school stu- dents. One study by Sister Mildred Knoebber (11;) deals with adolescent girls while the companion study by Urban Fleege (ll) concerns adolescent boys. Sister Knoebber conducted her study in twenty-two Roman Catholic and eight public high schools in twenty dif- ferent states (1M:l8h). A questionnaire which took twenty- three to forty minutes to complete was given to the girls aged twelve to twenty-two with over 50% in the fifteen to sixteen age range. ‘The sample included 3000 girls (1h:185). The questionnaire contained sixty general questions and represented a comprehensive coverage of the girls' problems. Knoebber was mindful of the need for good rapport and also the need to insure the girls that their responses would be kept in strict confidence (lu:183). In general, Knoebber's study is comprehensive, but it has limitations concerning the girls' sources of guidance. 0nequestion.Knoebber asked was, "To when do you talk freely about anything and every- thing?" This question seems to be too broad to gain valid and useful responses concerning guidance. A question such as this requires a generalization beyond the capability of adolescents. By asking about specific problem areas in which students have problems such as the area of vocational choice or the area of religion one is more apt to get a true picture 21 of the student's sources of guidance. Knoebber does ask about the areas of sex and vocational choice, two areas covered in nearly all the studies, but she neglects many problem.areas which are of importance. The present study, attempting to gain a broader view of the help students receive, inquires into eleven different problem areas. The actual results of Knoebber's study are somewhat suspect at this time because the study is over twenty years old and was conducted during the depression. ‘Since this study was conducted, the time element and the socioeconomic con- ditions may have changed the guidance picture.- One finding of Knoebber which seems to have some valid- ity was that girls tend to rely much.more on their parents for their sex information and vocational guidance than do the boys (14:76-90). This is a finding also common to the stud- ies of Bell (1), Landis (16), and Duvall and Motz (7). In l9h5 Urban Fleege followed Knoebber's pattern with a study of Roman Catholic boys (ll).' He developed a question- naire and administered it to a sample of 2000 boys. The study is well done except the section in which Fleege investigates the sources of guidance used by the adolescent boys. Fleege followed the pattern of many of the early studies in this field. He asked the boys what their sources of guidance were in only the two problem areas of sex and vocational choice (11:101-272). Again, as in Knoebber‘s study, the criticism in regard to this is that while these are two important prob- lem areas in which young people need good guidance, they are 22 not the only ones. These studies consequently lack breadth and do not allow one to obtain an over-all picture of the sources of guidance used by these young people. Fleege did, however, find some facts that are repre- sentative of studies in this area. He found that the boys most important source of sex information was their companions (113272). Fleege also found, when asking the students what worried them most, that school work and closely related prob- lems ranked first (lllel). The studies of Knoebber and Fleege consisted entirely of reporting in frequencies and percentages the returns of the questionnaire. They were typical of the vast majority of these studies because no sophisticated statistical pro- cedures were employed. Glenn Ramsey, as*a preface to his study, reviewed the important studies relative to the sources of sex information for boys (25). He reviewed the studies of Exner (l9l5), Hughes (1926), Archilles (1923), and Peck and Wills (1923), all of which agreed that the boys' companions were their chief source of sex information (25:329). In his own study of 291 boys in early adolescence, Ramsey found that 90% of their first sex information came from male companions (25: 350).. He divided the sex information into nine different areas, such as the origin of babies, masturbation, contra- ceptives, etc., and he found that in each area the compan- ions provided the most significant information (25:350). Ramsey was also concerned with parental sex instruction. One 23 of his findings revealed that only 13% of the boys rated their parents' sex instruction as fair or adequate (253352). The rest of the boys rated it as poor or nonexistent. The study of Ramsey is cited because it reviews and confirms a common finding in studies of sex information; namely, the companions of the boys are the most important source of infor- mation. The study is typical of the studies involving sources of guidance because it selects the area of sex information to study and does not include the many other important areas of adolescent guidance. Paul Landis added a new dimension to this type of re- search when he conducted a study at Washington State College (16). He studied a group of #62 single girls. The girls and their mothers were given a questionnaire in an attempt to study differences between generations (163155). The question was asked, "What is the best way for a child to learn about sex?" The two generations agreed by both choosing the parents as the best source. Ninety-three per cent of the mothers and 67% of the daughters listed the parents in answer to the question (l63156). The next most important source they felt should be systematic instruction in the schools with 55% of the mothers and 55% of the daughters marking this source (163156). When asked where they had received their first sex information, "parents and relatives" was listed as the most important source with.48% of the mothers and 77% of the daugh- ters mentioning it as the most important source of’guidance (163156). This difference in percentages may be indicative of an increase in the parental role in sex education. The 24 parents seemed to be more involved in the present generation than in the past generation in this respect. The study is again limited to sex information. However, it does attempt to study differences between generations, and it does confirm. other studies in the finding that girls tend to rely more on their parents than on their companions for sex information. As one aspect of their study Duvall and Mots studied the guidance of girls in 1945 (7). They were particularly inter- ested in finding the influence of age and educational level on social experience and personal-fmnily adjustments. In the area concerning sources of sex information for girls, they found little influence as a result of these factors. All the groups reported the parents being the most important source of guidance (73h17). Duvall and Motz did find that in the older groups there was a trend toward more reliance upon other children or companions (73hl7). A recent survey of this subject was carried out by Eugene Gilbert of the Gilbert Youth Research Company (12). When asking 750 young recently married couples where they re- ceived their sex information, 23% of the husbands and 29% of the wives said from.their parents, while 65% of the men and 55% of the women said from.friends their own age (12). The figures for the men agree with the other studies, but the figures for the women do not agree with these studies. This latter finding may be due to an actual difference in the pop- ulations studied. It may also be explained by the fact that perhaps when husbands and wives were interviewed together the 25 wife tended to agree with her husband's answers. This study, while lacking controls and statistical analysis, is included because it is the most recently reported one in this area. Howard Bell in his study of the youth of Maryland, for the American Council on Youth, included questions as to where the young people received their sex information as well as where they received their vocational guidance (1). Bell's sample was probably the most carefully selected of any of the studies as it was an attempt to gather a sample representa- tive of the youth of America. The study included 13,528 stu- dents, ages sixteen to twenty-four, and data was collected by carefully standardized interviews (139). In the matter of sex information, 66% of the boys and h0% of the girls reported their sex knowledge was limited to what their companions had told than (13270). Parents ranked first for girls (h5%) and second for boys (16.8%). This agrees with earlier studies. In the matter of vocational guidance the school was listed as the most important source of guidance, though only 30% of the twelfth graders reported having received any guidance in this area at all (1375). The study again deals with two as- pects of adolescent guidance; however, it is one of the most extensive efforts in the area. Edwin Peters in a study among 700 Missouri high school seniors, at a voluntary vocational conference, asked what had been the most important factors in influencing the selection of the vocation they were about to enter (2u3u28-u29). The answers led to a conclusion by Peters that the home or parent is the greatest agency in determining the vocation of the 26 young person (243h30). This would seem to contradict Bell's finding. However, the difference in findings may be in the way the questions were asked. Bell's question refers spe- cifically to "where" guidance had been received, while Peters asks "who" had influenced their choice of a vocation. It is quite compatible to believe that while parents do not provide much information about vocations, they are important in in- fluencing a decision for a vocation by one of their children. Another contemporary study of Bell's was one by Walter Eells who attempted to assess the school's role in providing guidance to adolescents (8). The study was carried out on a national basis and sampled 17,000 students in 198 represen- tative public and private secondary schools. Eells broke with the tradition of these early studies and included six areas of guidance instead of the usual one or two areas. The study did not attempt to locate guidance sources but sought to determine from student perceptions the degree to which they had received helpful guidance in certain problem areas from.the school. The areas studied were the library, health, education, vocation, leisure, and personal problems (83275). Eells studied the relationship of grade level, sex, I.Q. level, and type of school (private or public) to the amount of guid- ance the students had received from.their school in the above six areas. Eells'found that grade level had no affect upon the guidance received. He also found that the lower I.Q. levels, the private school students, and the girls tended to get slightly better help than the higher I.Q. levels, the 27 public school students, and the boys (83267). Eells' general over-all observation was that the guidance received by the students was poor (83275). Ruth Strang reported a study which consisted of an anal- ysis of 573 compositions of students in grades eight through twelve in carefully selected schools. The topic of the come position was "What help or guidance do persons my age want from adults?" (27). The study was carried out in a variety of institutions representing private, Roman Catholic, and public schools in which different economic levels were rep- resented (273523). The areas of help in which the students indicated they wanted assistance were in the order of impor- tance as follows: (1) social relations, (2) educational guid- ance, (3) morals or religious questions, (h) vocational guid- ance, and (5) money problems (273524). Only a small percent- age indicated they wished no help at all. This study is some- what limited because of its subjectivity. The students were allowed to write compositions on the previously stated ques- tion. The interpretation of this type of material and the derivation of valid generalizations become difficult. How- ever, the study is of recent vintage, and it is important because it gives some indication of the areas in which young people would like help. Strang concluded her book with a discussion of why young people do not go to their parents for more guidance. In the discussion the following reasons were stated: (1) adolescent desire to be independent, (2) distrust of adult knowledge. (3) dislike of having serious problems 28 minimized, (u) resentment of incessant gratuitous advice, (5) feeling misunderstood, and (6) feeling parents are to blame for adolescent mistakes and delinquency (27: 530-535). In 1958 Parrot conducted a study of personnel services in six churchprelated colleges (23). 0f the studies cited in this review of literature, Parrot's is the most profound. The present study is largely based upon the methodology of Parrot's dissertation. Parrot had three main objectives in his study. One objective was to obtain the administrator's perceptions of the personnel services functioning in the six colleges. Another-objective was to test faculty and student awareness of the personnel program.as perceived by the administrators. The final objective was to find the student's perceptions of their own problems (2333). To obtain his first objective Parrot sought the admin- istrator's perceptions of the personnel programs from inter- views and write-ups in the college catalogs. The second objective of Parrot's study, to study faculty and student perceptions of the personnel program, was developed through the use of a questionnaire. The in- structions on the instrument required the respondents to list the sources of help available on their campus in each of the eleven problem.areas contained in the Mooney Problem.Check List. Parrot then took the primary source listed by each group in each problem area and applied the chi square test of significance to the data. Within each college he compared 29 the faculty and seniors perceptions and the senior and fresh- men perceptions. At this point Parrot could have strengthened his study by adding a faculty-freshmen comparison. It is imp portant to contrast the faculty with the least sophisticated group (freshmen) as well as the most sophisticated (seniors) group. In Parrot's study this can only be done-by inference from.the two comparisons he did make. The present study has omployed the procedure of making contrasts with both the most and least sophisticated groups in the study. Another point concerning Ferret's study is that he did not make clear how be derived the frequencies which he used in the chi square test. His questionnaire left four spaces below each problem area for the respondents to list sources of help, but they were not instructed concerning how many sources to list or if they should be listed in the order of importance. Just how Parrot categorized them.and developed his frequencies is left unexplained. The questionnaire employed in the present study, while basically similar to Parrot's in nature, was more highly structured. A list of sources of guidance was included, and the directions were more inclusive. Five spaces were left beneath.each problem area. 'The respondents were asked to list the sources in the order of importance if more than one was listed. This was done to better fit the questionnaire to the abilities of the high school students and to make the data adaptive to the statistical test employed. The current study also uses both the questionnaire and Mooney as anony- 3o mous instruments. Parrot uses both with the students sign- ingwtheir names. 0n the basis of the research cited earlier in this chapter, it is believed that more accurate perceptions are revealed if students are not required to be identified. The last objective of Parrot‘s study involved studying the problems of the college students. This he did through the use of the Mooney Problem.Check List, College Form. The chi square test for K related samples was applied to the re- sults (2335A). Parrot compared five student groupings among the six colleges to test for basic differences in problem patterns. They were male freshmen; male sophomores, juniors, and seniors; female freshmen; female sophomores, juniors, and seniors; and all married students. It is conceivable that in putting the sophomores, juniors, and seniors together in the comparisons that Parrot lost an opportunity to observe some distinctions which may have been present. A question also should be raised concerning Parrot's use of the chi square test for K related samples. In his tables Parrot compared simultaneously several groups of stu- dents of varying size on the basis of the number of problems they had marked. In this manner, independence was lost in the cells. The current study, to avoid this error, has used the median test. In general, Parrot's study was a sophisticated approach to the study of student problems and their sources of guid- ance. In addition to the previously mentioned factors, Parrot visited each college being careful to obtain an ade- 31 quate sample as well as to standardize the instrument's administration procedures. The latter point is one few stud- ies have reported. SUMMARY Selected studies have been reviewed which use the Mooney Problem.Check List and which deal with student prob- lems and sources of guidance.* The studies reviewed help to present a background and orientation to the present study. The studies deal with various aspects of the problem being investigated and were selected to be representative of the type of study that has been done in this general area. The studies involving the Mooney Problem Check List show it to be an instrument which has some validity in uncovering the problems of people. The studies involving sources of guid- ance in general do not cover the subject thoroughly but only concern themselves with one or two specific problem.areas. Only Parrot's study develops a breadth and methodology suit- able to the problem at hand. CHAPTER III METHODOLOGY AND PROCEDURE The development of this design was based on the re- search of the previous chapter. The details of the research design involving a description of the sample, evaluating in- struments, data collecting procedures, and method of analysis follows. DESCRIPTION OF THE SAMPLE The study is based upon responses of four separate groups: Christian school students, public school students, Christian school leaders, and Christian school teachers. The Christian school students, leaders, and teachers were all asked to designate sources of guidance for eleven basic prob- lem areas of youth. A survey was made of the nature of the problems of the Christian school students by administering the Mooney Problem Check List, nigh School norm, l950 Revi- sion. The same form of the Check List was adminiStered to a sample of public school students for comparative normative purposes. 32 33 Classification of High Schools in the Sample . To determine what relationship, if any, existed between school size and the problems under study, it was necessary to categorize the high schools according to size. A three-class system based on student enrollments in grades nine through twelve was used. Class A--900 or more students Class B--h00-899 students Class C and Db-399 students or less 1 Three of the Christian schools have only grades ten, eleven, and twelve. For these schools, the standard proce- dure of adding one-third to the total enrollment of the three grades was used to adjust the over-all classification (193213). The usual Class C and D categories were combined in the study because of extreme limitations in the Class D Christian school enrollments. High Schools in the Sample As stated previously both Christian and public high schools were involved in the study. A further orientation to the study is provided in a description of the high school sample. Christian High Schools Ten high schools affiliated with the National Union of Christian Schools in Michigan and Illinois were originally selected to be included. One of the schools (Holland Christian High School) preferred not to 1This is an adaptation of the Michi an High School Athletic Classification System.for Lower eninsula Schools (19). 3L» participate. The enrollments in the nine remaining schools represent slightly over 50% of the national Christian high school enrollment. The Christian schools differ in a number of charac- teristics which have been summarized in Table III.1. They are found in communities which range in population from 500 to over 3,500,000. The enrollments range from 99 to over 1100 students in grades ten, eleven, and twelve. The small- est school employs six teachers’and the largest forty-five teachers. According to the estimations of the administrators in one extreme, 99% of the students in one school live on farms in contrast to another school where all students live in a large city. In one community only 10% of the high school graduates go on to college in contrast to another community where 65% attend college. While the characteris- tics of the individual schools vary, the philosophy, curric- ulum, and teaching procedure of the schools are similar, re- flecting the conservative nature of the sponsoring religious groups. Emphasis is on traditional education, stressing the liberal arts and college preparatory programs. Public High Schools In order to hold community differ- ences to a minimum in the Christian-public school compari- sons, four public high schools identical in size and loca- tion to a Christian school were selected. The Christian high school principals listed all area public high schools which were in the same size category as their schools. The list of public high schools was divided into the four size categories, .oopooaoda onaeaonpo ences: damaged: me one uoupao Had .mooaasaapno Aaoop paonoamoa uqssaoo coho» need one .maoumapmdoaaod Hoonom on» no“; macabaooda ca oooooaaoo new canoe name pom coco ooa mm oa em as oma o com cosmos cosmos .m om no a om mom 0 ooo.oo consensus neaeooeane . mm mm me as mmm m oom.a oasaedoneem oaaaeconeom .m on me am 0: mass 4 ooo.m~a condom .o docnooo .a oaaoem as H no N mm a com cosmos .soss nonoz .m mm em m one o ooo.mm necessaH .oaooao hsuoafia .m om m ma ma omm o ooo.oo consensus consensus .a on o o OH NH mos o ooo.om nowosnes .soss .ones .0 on on mm m so new 0 oo~.ma naooHHAH .modnssq modaHAH .m om om om ma omm m ooo.m~e condom .c spoon .: m com o me man m oeo.ooo.m neodaaaH .owmodno owoodno .m m: on o: as own m oom.a ceasedoneem heads .m me mm m m: Nose 4 ooo.m~a nesonm .e nesdem noose .H neacnaono owoqaoo op oesoosum noncompm noonomoa NH 3 OH cacao hpao ooapoooq uaoonom awed do mcaou R scoop mo R amasm mo R no .02 .Haonom no seam nflflflflIIImmIIIIImIIIImIIIIIImIIImIIIIIIflflIIIIIIIIIIIIImIIIIIIIImmIIIIImmmmmmmmmmmmmmmmmmmmflflflu Hanan ems 2H muoomom meHm oHsmpm oze zeHamHmno zH mazmoeam ozpomumemqsoo oze .zemmsuoemem mo genomes mo szHaosHamm moaomemH (zasoe oze .mmmmoema so momsez .ezmsunomzm .ZOHaaoamHmmeso mNHm .maao mo mNHm .zOHaeooq HcHHH mnmda 36 (A,B,C,D), and one school was then randomly selected from each classification. In each case, the public school selected agreed to cooperate in the study.. As with the Christian high schools, the Class C and D schools were combined into one category. The descriptive data of the public high schools is summarized in Table III.1. The largest public high school has an enrollment of 1143, and the smallest 120. Ninety per cent of the students in one school live on farms while in another school only 1% come from.rura1 areas. Approximately 90% of the University High students go to college in contrast to McBain's 25% college matriculation. At one extreme a school is located in a small country town of 500 people, and another in a large city with a population of 175,000 people. It is recognized that all the variables could not be controlled between the public and Christian schools allow- ing unqualified generalizations to be made from the study. The selection of schools was as precise as possible under the circumstances and was an attempt to hold constant the school size and community location. Individuals of the 83.32;; The Christian and public school students and the Chris- tian school teachers were selected randomly. In the fourth group of the study, the Christian school leaders, a total sam- ple was obtained. A description of the exact procedures amp played in selecting each.group follows. 37 Christian School Leadersyj Theoretically, every group has a core of leaders which either form or direct philosophy and policy. The identification of these leaders is not always an easy task. One functional method of identification is to have the administrators of policy designate who they think the leaders are. This plan was followed by having all Christian school principals in the study nominate their out- standing school leaders. To facilitate'the nominations a letter-questionnaire was sent to each principal.2 In the letter the Director of the National Union of Christian Schools added his endorsement to a request for cooperation in nominating the leader group. The following instructions were used: Please list at least 12 people whom you feel are at present the outstanding leaders in the Chris- tian school movement in the United States. If you can list more, please do so. If you cannot list 12, please list as many as you can. 0f the 196 principals polled, eightybone (hl%) re- sponded. A total of 192 different names were nominated. The twenty-two (10%) receiving the most votes were arbitrarily designated as leaders. Christian School Teachers,___ Teacher opinions of the sources of guidance for Christian school youth were obtained by giv- ing the Sources of Guidance Questionnaire, Adult Form, to a 25% random sample of each of the nine Christian high school teaching staffs. 2A copy of the letter-questionnaire is found in Appen- dix A. ' 38 , In the correspondence with each school arranging a date for student testing, a request was made for an alphabetized list of the teaching staff in grades ten through twelve. A table of random numbers was used to determine a starting point on each list, and thereafter every fourth.name was selected to obtain a one-quarter sample. Alternate names were chosen in 3 case a teacher was not able to complete the questionnaire. This biasing procedure was employed only once. All thirty- seven (97%) teachers selected for the sample, plus the one alternate, responded making a total of thirty-eight. Christian School Students_n~ The original goal of the study was a 12.5% stratified random sample of Christian high school students for each of the two questionnaires. The strata were the tenth, eleventh, and twelfth grades for each sex. The operational steps for obtaining the sample were as follows: 1. The cooperating high schools were asked to supply an alphabetized class list for each of the upper three grades separated by sex. 2. A table of random.numbers was used to determine a starting point in each of the six lists. Thereafter, every fourth name was selected. As the names were selected they were alternately placed in two groups. This, in effect, split by sexes each of the six groups, seniors, juniors, and sophomores into two equal 12.5% samples. 3. A coin was flipped to determine which of the two samples in each of the six groups would take either the Mooney Problem Check List or the Sources of Guidance Question- naire, Student Forms 3Because this procedure merely increases the available sample rather than the representations of the sample, it is not recommended in future studies of this nature. 39 Where fractions were involved in the sampling, they were rounded off to the next highest number resulting in an actual sampling of slightly over 12.5% for most groups.u This was done in the anticipation that some students would misunder- stand directions or in other ways invalidate their instruments. On each list one or two alternates (depending upon the size of the school) were selected. If the original person selected was absent on the day of the administration, the alternate was used. The Mooney Problem.Check List was administered to #20 students (13.5% of the total enrollment). Nine of the Check Lists were filled out incorrectly, thus leaving a sample of #11 (13.2%). The Sources of Guidance Questionnaire, Stu- dent Form, was also taken by L20 students. Thirteen of these were invalidated and removed, leaving a group of’h07 (13.1%). Egblic School Students A. To obtain an approximate random sample of public school students, each school was asked to provide one class from each of the upper three grade levels to be given the Mooney Problem Check List. It was stipulated that the class should be in a required course and as much as possible represent a cross section of that grade. Each school complied with the request, and a total sample of 272 public 5 school students was secured. ”See Table III.2 for details of Christian school sam- sample. See Table III.3 for a description of the public school 40 TABLE III.2 A SUMMARY OF THE CHARACTERISTICS OF THE CHRISTIAN SCHOOL SAMPLE BY INDIVIDUAL SCHOOLS, SEX, GRADE LEVEL, TOTAL ENROLL- MENT, WITH THE NUMBER AND PERCENTS OF EACH GROUP IN THE MOONEY AND QUESTIONNAIRE SAMPLE No. In % In No. In % In Total Mooney Mooney Ques. Ques. Name of School Sex Grade Enrolled Sample Sample Sample Sample Grand Rapids if’ 12 130 17 13.08 16 12.31 Christian F 12 161 20 12.42 20 12.42 High School M 11 167 21 12.57 21 12.57 F 11 219 28 12.79 30 13.70 Class A M 10 206 25 12.14 25 12.14 F 10 2 2 12. 28 12. o Hfitgls I1 1 . Chicago M 12 35’ 5 14.2 17. Christian F 12 56 7 12.50 6 10.71 High School M 11 51 7 13. 3 7 13.73 F 11 87 11 12.64 10 11.42 Class B M 10 70 9 12.86 9 12. F 10 93 13 13. 1 1 . Totals 392 52 l3.a7 1 13.0 outh M 12 47 6 12.77 6 12777- Christian F 12 55 7 12.73 8 14.55 High School M 11 56 7 12.50 6 10.71 F 11 61 8 13.11 9 .75 Class B M 10 56 8 14.29 7 12.50 F 10 64 9 14.06 8 12.50 Totals 339 45 13.27 44 12. HI "'fiEIty M 12 9 5' 12:82 5’ 12. Christian F 12 3% 6 13. 6 13.64 High School u 11 5 7 12.50 g 16.07 F 11 61 9 14.75 13.11 Class B M 10 70 8 11.43 8 11.43 F 10 6 7 12. 0 12.50 Totals 3 LL1- 1 e e :L ‘IIIIEna M 12 3g 5 14.71 5 14.71 Christian F 12 3 6 15.79 13.16 High School M 11 36 6 16.67 11.11 F 11 60 8 13.33 13.3 Class c M 10 44 6 13.6% 6 13.6% F 10 352 7 13. 1 . TétaIs 2 8 . . Kalamazoo H 12 17. 7 O. 0 Christian F 12 E6 5 10.87 5 10.87 High School M 11 46 7 15.22 6 1 .04 F 11 50 7 14.00 7 13.00 Class c M 10 45 6 13.33 7 15.56 F 10 i3] 35 13.51 5 13.51 'Totals 259 gfig 13.90 31 14. ,_ 41 TABLE III.2-Continued A SUMMARY OF THE CHARACTERISTICS OF THE CHRISTIAN SCHOOL SAMPLE BY INDIVIDUAL SCHOOLS, SEX, GRADE LEVEL, TOTAL ENROLL- MENT, WITH THE NUMBER AND PERCENTS OF EACH GROUP IN THE MOONEY AND QUESTIONNAIRE SAMPLE No. In % In No. In % In Total Mooney Mooney Ques. Ques. Name of School Sex Grade Enrolled Sample Sample Sample Sample Western M 12 30 4 13.33 4 13.33 Mich. Christian F 12 35 5 14.29 E 14.29 High School M 11 0 4 13.33 13.33 F 11 0 5 12.50 5 12.50 Class C M 10 34 E .. + 11.76 aI F 10 30 2 11.33 13.33 TT't s l 7 l1. 3. Z Mich. Christian F 12 17 2 11.76 2 11.76 High School M ll 17 2 11.76 2 11.76 F 11 20 3 15.00 3 15.00 Class D M 10 17 2 11.76 2 11.76 F 10 18 3 16.67 .3 16.67 Totals . . Timothy M 12 19 2 10.53 I 10.53 Christian F 12 22 3 13.64 3 13.64 High School M 11 18 3 16.67 3 16.67 F 11 26 3 11.54 3 11.54 Class D M 10 25 3 12.00 3 12.00 F 10 20 3 15.00 3 15.00 Tatals 130 17 13.0 17 13.0 Christian M 12 379 52 13.72 ’53 13.98 School F 12 474 12.87 60 12.66 Composite M 11 77 13.42 62 13.00 F 11 24 82 13.14 83 13.30 M 10 567 72 12.70 71 12.52 F 10 594 80 13.46 78 13.13 M 1%23 188 13.21 186 13.07 Total by Sexes F l 92 223 13.18 221 13.06 otals 3I15 411 13.19_ 407 3.07 42 TABLE 111.3 A SUMMARY OF THE CHARACTERISTICS OF THE PUBLIC SCHOOL SAMPLE BY INDIVIDUAL SCHOOLS, SEX, GRADE LEVEL, TOTAL ENROLL- MENT, "ITH THE NUMBER AND PERCENTS OF EACH GROUP IN THE MOONEY SAMPLE No. In Percent Name of School Sex Grade Enrollment Sample In Sample Grand Rapids M 12 135 18 13.33 Creston F 12 136 14 10.29 High School M 11 237 20 8.44 F 11 195 9 4.62 Class A M 10 227 17 7.49 F 10 213 13 6.10 Totals 1143 91 7.96 Hudsonville M II2’ 48 16 33.43 Public F 12 48 17 35.42 High School M 11 52 10 19.23 F 11 53 l .53 Class B M 10 58 l 25.59 F 10 74 10 13.51 Totals 333 82 24.62 Kalamazoo M 12 42 8 19.0 University F 12 46 15 32.61 High School M 11 43 10 22.26 F 11 45 5 11.11 Class C M 10 45 8 17.78 F 10 48 13 2'.0 Totgls 2 59 21.93 McBain M 12 21 7 33.33 Rural F 12 18 3 16.67 Agricultural M 11 14 8 57.14 High School F 11 21 8 38.10 M 10 31 7 22.58 Class D F 10 15 7 46.67 Totals 120 40 33.33 Public M 12 246 49 19.92 School F 12 248 49 19.76 Composite M 11 346 48 13.87 F 11 3 35 11.15 M 10 361 48 13.30 F 10 350 43g. 12.29 m 953 145’ 15.22 Total by Sexes F 912 127 13.93 Totals 1865 272 14.587 43 ADEQUACY OF SAMPLE GENERALIZATION There are certain limitations in the samples used in the study. Difficulty was encountered in selecting the public schools. In Class C the only public school available was the University High Sohool at Western Michigan University. This school is somewhat atypical in that the student body is selec- tive and is above average in ability. The school officials stated that they attempted to balance out the student body with average and poor students. It was obvious, however, that this was not entirely accomplished. Because this was the only Class C school available, the school was sampled and included in the study. To a certain degree this school is not representative in its student composition when compared to the average public school which introduced a bias in the Class C-D classification. Furthermore, both the Christian school student and teacher samples had biases introduced be- cause of absences, misunderstanding of directions, or inability of the sampled person to complete the instrument. One teacher had to be substituted because the selected teacher was not available. In sampling the students, fourteen of the alter- nates selected were used because those originally selected were absent. In addition, nine Mooney Problem.Check Lists and thirteen questionnaires were removed because of obvious misunderstanding of directions. With the exception of the above limitations, the samples may be considered adequate and without distortion. 44 EVALUATING INSTRUMENTS The Mooney Problem Check List, High School Form, and an original questionnaire designed to sample the respondent's opinion of the sources of guidance constituted the two crite- rion instruments of the study. The questionnaire was devel- oped in two forms; one was for the students, and the other for the leader and teacher groups. Because the two questionnaire forms are similar, they will be considered together in the following description. Mooney Problem Check List The Mooney Problem Check Lists were developed during the 1940's to help students express theiGCersonal problems (2033). The Check List is designed to sample a variety of concerns. A total of 330 problems is listed in the following eleven general areas (30 problems in each area). 1. Health and Physical Development (HPD) 2. Finances, Living Conditions and Employ- ment (FLE) . Social and Recreational Activities (SRA) 4. Courtship, Sex and Marriage (CSM) 5. Social-Psychological Relations (SPR) . Personal-Psychological Relations (PPR) 7. Morals and Religion (MR) 8. Home and Family (HF) 9. The Future: Vocational, Educational (FVE) 10. Adjustment to School Work (ASH) ll. Curriculum and Teaching Procedure (CTP) The administration of the Mooney Problem.Check List is simple. The students read the list of problems contained in short statements and check those items that concern them. The present study, due to the large number involved, employed a machine—scored answer sheet with a reusable booklet.b bA copy of the Mooney Problem.Check List and answer sheet are found in Appendix B. 1+5 Problems of concern are indicated by shading in a special space below the number on the answer sheet, and the problems of most concern (serious problems) by shading in a similar space above the number. The original Mooney Problem Check Lists were developed from the open-ended responses of 4,000 students who had been asked to briefly describe their problems. The phrases were edited, checked against other surveys, given in pilot studies, and finally presented in the present form (21368). In 1950, a revised edition of the Check Lists was pub- lished. In the revision, several items had minor changes in wording, other items were replaced, and the order of some items was changed (20:4). Mooney summarizes the 1950 revi- sions as, "The result of extensive research based on large surveys, coupled with expert judgment and long experience with these instruments" (20:3). The validity and reliability of the Mooney are diffi- cult to estimate and have not, for this reason, been carefully studied. The few studies centering on precision and consist- ency are reviewed in Chapter II. The Mooney is administered with certain assumptions: the majority of students will be responsive to the items; they will accept the task with a constructive attitude; and they will find the Check Lists cover reasonably well the range of personal problems with which they are concerned (2037). As far as could be ascertained, the students of the present study approached the task with a constructive attitude, several ex- 46 pressing their interest in the instrument. The students were also asked to check whether they believed the Check List gave a well-rounded picture of their problems, and 92% of the stu- dents replied that it did. Harold Jones in reviewing the Mooney Problem Check Lists stated, "They can only be expected to provide data as to con- Scious and willingly expressed problems of students" (43132). The instrument is not intended to give a deep look into the unconscious, to provide complex data for analyzing and classi- fying personality disorders, or to serve as a basis for pre- dicting behavior. When used as a summary indicator of prob- lems, however, the Mooney can be a valuable instrument. It is within these limitations and purposes that the Mooney is used in the study. Qgestionnaire As stated previously, the Sources of Guidance Ques- tionnaire was developed in two forms.7 The Student Form was designed to assess the present sources of help used by the Christian school students. The Adult Ferm was given to teachers and leaders in the Christian schools to obtain their opinions of the sources of guidance the students should use. Sources of Guidance Questionnairg, Student Form The Sources of Guidance Questionnaire was based on the Mooney Problem Check List. Questions were constructed asking where the stu- dent had or would seek help for problems typical of each of A. 7Copies of the two forms of the questionnaire can be found in Appendix C. L17 the eleven areas of the Mooney. Nine sources of guidance were arbitrarily selected and listed with clarifying examples. The sources listed were: 1. School classes and organizations (includes classroom.work, career clubs, 4-H, future teacher's clubs, or other school groups). 2. School Personnel (individual teachers, advisers, etc). . Parents (father, mother, or guardian). in PTiends (young people of same age or near the same age). 5. Other adults (neighbors, aunts, uncles, older brothers or sisters). 6. Church (minister, Sunday School teachers classes, or groups connected with the church). 7. Famil Doctor 8. Approved books, pamphlets, newspapers, and magazines (those approved by parents and church including Bible). 9. Non-approved books, pamphlets, and maga- zines (those not approved by parents and Char Ch) e If the students had no problems in an area, they were asked to indicate sources of help they would use if they did have this type of problem. Spaces were provided beneath each problem.area for the student to select five of the nine sources of guidance. All students were asked to list at least one guidance source for each area. A request was made that mul- tiple listings be ranked in the order of importance. If the nine sources of guidance listed were not appropriate, the student could add other sources in the blank spaces left for that purpose. A page of instructions was included which covered the purpose, description, and marking of the questionnaire. Sources of Ggidance QuestionnaireL_Adult Form The Adult Form.of the Questionnaire was the same as the Student Form except that one source of guidance (No. 9 in previous sec- 48 tion) was deleted and the adults were asked to indicate where they thought the students should obtain help in each of the eleven problem areas. PILOT STUDY' After the Sources of Guidance Questionnaire was devel- oped, a pilot study was conducted. Through the help of the National Union of Christian Schools a Christian junior high school was selected which would not be in the final sample (only senior high schools were used). A group of thirty-five ninth-graders in the Cutlerville Christian Junior High school, near Grand Rapids, Michigan, constituted the pilot sample. Before administering the questionnaire, the students were instructed to circle any words they did not understand and any problem areas which were confusing. The instrument was given anonymously as was the final form. It took from twenty to twenty-five minutes for all students to finish. Also, prior to the administrations, five students were asked to obtain their peers' reactions to the questionnaire. These students were later interviewed. The general finding was that the questionnaire's use was producing the type of data desired. The students mentioned three or four words that gave them trouble and two problem.areas which were not clearly differentiated from each other. The Sources of Guidance Questionnaire was also given to five of the Cutlerville teachers to help clarify further the Adult Form of the instrument. 49 As a result of the administration to the Cutlerville teachers, three semantic changes were made on the question- naire. The wordings of problem areas ten and eleven were altered to clarify and differentiate between the two areas. The other change was made in the description of source number one in the Sources of Guidance listing. In this instance, further examples were added to help clarify the meaning of the source. It is recognized that the questionnaire has some ob- vious limitations; the language involved in.summarizing the .eleven Mooney problem areas may not communicate to some stu- dents and adults the meaning of the comparable area; it is possible that some students and adults found it difficult to generalize and choose the most important "one source" for a particular area; and the possibility of honesty or distor- tion is also present. The anonymous administration of the instrument had the advantage of obtaining frank and truthful answers which may not have been given in more threatening circumstances. 0n the other hand, it is easier for students to give ludicrous answers when there is no chance to identify the respondent. INSTRUMENT ADMINISTRATION The instrument administration procedures were held con- stant for all aspects of the study. Christian School Students The investigator went to each school, carried out the sampling procedures, and administered the instruments with the 50 one exception listed at the end of this section. After the sample was chosen, the principal notified the selected stu- dents to report to a designated room. Prior to the adminis- tration, the students were not informed of the nature of the study or of the instruments employed. In all schools, the students were divided into two groups according to the instru- ments they were to take. The writer administered the Sources of Guidance Questionnaire. A staff member was asked to ad- minister the Mooney Problem.Check List after receiving de- tailed instructions. sAll students were given a brief introduction to the Study and were asked to read the instrument directions.8 Following this, the directions were explained orally and ques- tions solicited in order to clarify the procedure. The anony- mous aspect of the study was emphasized. The written instruc- tions on both the Mooney Problem Check List and the Sources of Guidance Questionnaire, Student Form, are detailed and contain examples making the instruments nearly self-administering. In all cases, the students were encouraged to ask questions about anything they did not understand. The few students who did.not finish the Mooney Problem Check List within the one hour usually allowed were permitted to continue until their responses were completed. The Sources of Guidance Questionnaire, Student Form, was finished by all respondents within a twenty to twenty-five minute period. All 8The written directions for the administration of each instrument will be found in Appendix C. 51 Christian schools were tested within a one hour period except the Grand Rapids Christian high school. Here, because of the large number in the sample and because of the lack of a room large enough to accommodate the students, the testing was done on two consecutive days (one hour each day). In this case, the students were unaware that the instruments would be given on the second day. As stated previously, the writer took part in all ad- ministrations with one exception. After arriving at McBain, it was found that both the Christian and public high sdhools were not in session because of a broken water main. To pre- vent a return trip, the principals agreed to do the adminis- trations. The administrative procedures were carefully ex- plained to them. A bias may have been introduced at this point; however, as the McBain schools were small and both of the above schools contributed comparable parts to the public and Christian school samples, any differences which might occur because of this procedural deviance would be minimal. Public School;§tudents Only the Mooney Problem Check List was administered to the public school students. In each case, the investigator went to each school and administered the Mooneys in the selec- ted classes with the one exception of McBain. The instruc- tions were the same as those used for the Christian'school sample. The cooperation of the students was enlisted by ex- plaining the study and adding that the summarized results would be returned to their school to aid the faculty in bet- ter meeting their needs. 52 Christian School Leaders The Sources of Guidance Questionnaire, Adult Form, was sent to the twenty-two Christian school leaders with a letter from the Associate Educational Director of the National Union of Christian Schools requesting cooperation in the study. Com- plete directions were contained in the questionnaire which was self-administered. All responses were anonymous; however, a slip of paper with the respondent's name on it was included in the letter, and he was asked to return it with.the completed questionnaire. The leader was told the slip of paper was for checking returns and would be destroyed. Two follow-up cards were necessary to obtain the full cooperation of all leaders. Christian School Teachers The Sources of Guidance Questionnaires, Adult Form, were sent to each of the nine Christian school principals, along with the names of the faculty who had previously been selec- ted for the sample. The principals were asked to distribute the instruments. The questionnaires were sent to each school two days prior to the administering of the student instruments there. This was done so that the faculty would have adequate time and opportunity to complete the questionnaires. The teachers were asked to return the questionnaires unsigned to the school office or to give them to the person administering the student tests. The average time reported for answering the Adult Form of the questionnaire was twenty to thirty minutes. 53 ANALYSIS PROCEDURES The following section will contain a description of the statistical tools and procedures used to analyze the data col- lected on the Mooney Problem Check List and the Sources of Guidance Questionnaire. Mooney Problem Check List Data The appropriate statistical tool for the analysis of the Mooney Problem Check List data is the median test for two samples (63295). This statistic tests the general null hy- pothesis that the two contrasted samples are drawn from two identically distributed populations. For each student who took the Mooney twenty-two scores were derived. A score was obtained for total and serious problems in each of the eleven Mooney problem areas. The score indicated the number of problems the student had marked in each of these twenty-two sections. Each group that was to be tested was then tabulated on the basis of how many of the students had checked one problem, two problems, three problems, etc., in each of the twenty-two parts. Next, the two groups that were being contrasted were put together and the median of the combined groups was determined. The final frequencies were entered in the 2 x 2 contin- gency table (see Table III.4) by taking the number of indi- viduals in each group below the median (indicating more prob- lems marked) and those equal to and above the median (indi- cating fewer problems marked) and placing the numbers in the appropriate cells.9 9The statistical work sheets will be found in Appendix E. 51+ TABLE III.L|. SAMPLE 2 x 2 CONTINGENCY TABLE USED FOR MEDIAN TEST OF MOONEY PROBLEM CHECK LIST DATA Group I Group II a a Equal to or fewer problems More problems The formula appropriate to the 2 x 2 contingency was used:is The Yates Correctional Factor was included in the form- ula. This factor markedly improves the approximation of the X2 distribution in cases involving one degree of freedom and amounts to reducing the absolute value of each cell by .5 (6:225-226). It is easily incorporated in the formula by subtracting %N from tad-bci in the numerator before the dif- ference is squared.11 For example, assume that the Christian school males and females were being compared on the number of serious problems checked in the area of Morals and Religion. Each group would be tabulated according to how many of its members had marked zero problems, one problem, two problems, etc., in this par- ticular area. Next, the two groups were combined to determine the median. Let us assume that the median falls on the indi- vidual or individuals who have marked two problems. The num- ber of males who checked more than two problems were entered 10The formula employed inclgding the Yates gorrectional ' I N Factor is as follows: (6:226) A ad-bc - N) 11 (1*b5(a+c;(bed)(c+d) Ibid. SS in the lower cell of the 2 x 2 table. All those who marked two or less problems were placed in the upper cell. The same is done for the females. The formula is then applied and the test gives an indication whether there is a basic difference in the number of these serious problems marked by the males compared to the females in the area of Morals and Religion. The generalized statistical null hypothesis tested was as follows: HO:the two contrasted groups will not differ significantly concerning the proportion of each group above and below the median. The following groups were compared on the basis of the median test in testing the various hypotheses in this part of the study: 1. Christian school males compared to Christian school females on total number of problems checked. ’ 2. Christian school males compared to Christian school females on number of serious problems checked. 3. Christian school male seniors compared to Christian school male sophomores on total number of problems checked. 4. Christian school male seniors compared to Christian school male sophomores on number of serious problems checked. 5. Christian school female seniors compared to Christian school female sophomores on total number of problems checked. 6. Christian school female seniors compared to Christian school female sophomores on number of serious problems checked. 7. Christian school males compared to public school males on total number of problems checked. 8. Christian school males compared to public school males on number of serious problems checked. 9. Christian school females compared to public school females on total number of problems checked. 10. Christian school females compared to public school females on number of serious problems checked. so 11. Male seniors Class A compared to male seniors Class C-D on total number of problems checked. 12. Male sophomores Class A compared to male sophomores Class C-D on total number of problems checked. 13. Female seniors Class A compared to female seniors Class C-D on total number of problems checked. 14. Female sophomores Class A compared to female sophomores Class C-D on total number of problems checked. 15. Male seniors Class A compared to male seniors Class C-D on number of serious problems checked. lb. Male sophomores Class A compared to male sopho- mores Class C-D on number of serious problems checked. 17. Female seniors Class A compared to female seniors Class C-D on number of serious problems checked. 18. Female sophomores Class A compared to female sophomores Class C-D on number of serious problems checked. A total of eighteen between group comparisons were made, each involving a separate statistical test in each of the eleven Mooney problem areas. Because of the nature of the data and the intent to look for major trends, the .05 level of significance is appropriate for the acceptance or rejection of all hypotheses. Questionnaire Data The appropriate statistical tool for this type of data is chi square. A 2 x 2 contingency table was used and the 12 appropriate formula employed. See Table III.5 for the con- tingency table model. Ibid. 57 TABLE III.5 SAMPLE CHI SQUARE 2 X 2 CONTINGENCY TABLE USED FOR TESTS OF QUESTIONNAIRE DATA WITH LIST OF COMPARISONS MADE Agree Disagree Group I Group II Comparisons Made With 2 x 2 Table In all cases the majority response of Group I was the basis of the comparison. All groups are from the Christian schools. I. 2. i: b: 7. 8. 9. 10. 11. Group I. Group II Leaders.........................Staff LeaderS.........o...............Senior8 Leaders.........................Sophomores Staff...00.000000000000000coooeoseniors Staff...........................Sophomores Male seniors Class A............Male seniors Class C-D Male soph. Class A..............Male soph. Class C-D Female seniors Class A..........Fema1e seniors Class C-D Eemale soph. Class A............Female soph. Class C-D M3168................o..........Females SeniorS.....o...o.....o.........Sophom0res The generalized statistical null hypothesis tested was as follows: HO:the two groups will not differ significantly concerning the proportion of each group with agree and disagree responses. In each case, the Sources of Guidance Questionnaire re- sponses were analyzed on the basis of the first or most impor- tant source of guidance listed in each of the eleven Mooney problem.areas. This was appropriate because the first blank 58 was stipulated to be the most important source and was the only one of the five where an answer had to be given. In order to facilitate the statistical procedure in.sach between group comparison, one group was arbitrarily designated Group I and the other Group II. The designation each group was assigned will be found in Table 111.5. In each case, the comparison was based on the most important source of guidance as chosen by Group I. In each problem area, this majority response was called the "agree" response, and all other re- sponses "disagree." For example, if the Christian school leaders (Group I) chose the parents as the most important source of guidance in a problem area, then the parent responses were classified as "agree" responses, and all others in this problem area were "disagree" responses. To complete the comparison all parent responses in Group 11 were also called "agree" responses, and the remainder of Group II markings were classified as "dis- agree" responses.13 In three cases (see Table v.1) there were an identical number of responses within a group as to the most important source of guidance in a problem area. In these cases, one was arbitrarily selected upon which to make the comparison. The sources selected are starred in Table V.l. when testing for class differences, seniors and sopho- mores were contrasted, assuming that likely differences in 13A statistical work sheet will be found in Appendix F. 59 sophistication would be revealed in their responses. The contrast between school sizes was also tested by comparing the extreme groups, meaning that Class A schools were com- pared with Class C-D schools. Class and sex designation was held constant by testing differences in the response of senior males in Class A against the senior males in Class 0-D and the senior females in Class A against senior females in Class C-D. Identical procedures were followed when analyzing the responses of sophomores. The leader and teacher perceptions were com- pared to the senior and sophomore groups to determine if basic differences existed. Other groups contrasted in the 2 x.2 tables were those of teachers and leaders and males and females. All 2 x 2 table comparisons using questionnaire data were only between Christian school groups. In all, eleven separate comparisons (one in each of the eleven Mooney questionnaire areas) were made in each of the eleven between group contrasts involving the use of 121 separate chi square 2 x 2 contingency tables. SUMMARY This chapter has contained a delineation of the meth- odology and procedures used to carry out the study. The Christian and public schools involved in the study were de- scribed along with the method used to select them. The indi- vidual sampling procedures were outlined for the student and the Christian school teacher groups. The selection of the Christian school leaders was also detailed. 60 The Mooney Problem Check List and the Sources of Guid- ance Questionnaire, the two instruments used in the study, were outlined along with the administrative procedures. The statistical analysis involving the chi square was explained, and the comparisons contained in the study were listed. Having defined the problem, reviewed selected litera- ture, and described the procedures for collecting and analyz- ing the data, the next step is to analyze the data itself. This is carried out in Chapters 1V and V. CHAPTER IV AN ANALYSIS OF DIFFERENCES IN THE STUDENTS' PERCEPTIONS OF THEIR PROBLEMS INTRODUCTION The present chapter contains an analysis of the percep- tions of the students problems as reported on the Mooney Problem Check List. The Check List and procedure used for collecting and analyzing the data have been fully described in Chapter III. As previously stated, the median test for two samples was appropriate for these data. The .05 level of confidence was accepted for determining the acceptance or rejection of the hypotheses tested. There were eighteen between group comparisons. Each between group comparison involved eleven sub-comparisons, one for each Mooney problem area. The tests were used to ascertain whether differences existed between the various groups concerning the number of problems checked in each problem area. The generalized null hypothesis tested was:' H0:there will be no significant difference between the contrasted groups concerning the number of problems marked in each of the eleven Mooney problem areas. bl 82 SIGNIFICANT FINDINGS The following findings are deemed significant on the basis of the statistical procedures used. Each of the eight- een general hypotheses is listed along with a report of the statistical test results.* A summary of these results is found in Tables IV.1 and IV.2. A11 contrasts involve only Christian school students unless otherwise noted. Test of Sex Differences 1. There will be no significant differences between the males and females concerning the total number of problems marked in each pf the eleven Mooney problem areas. A significant difference in marking was evidenced between the groups in the Mooney problem area of "Social-Psychological Relations." Reference to the raw data indicates the males marked fewer problems in this area. 2. There will be no significant differences between the males and females concerning the number of serious problems marked in each of the eleven Mooney problem areas. Differences in problems marked were evidenced in the following areas: "Health and Physical Development," "Social Recreational Activities," "Social- Psychological Relations," "Personal-Psychological ' and "Home Relations," "Courtship, Sex and Marriage,’ and Family." In all of these areas the males marked fewer problems than the females._ 63 .3: owed no endow on mac necks Bedhead hozoos Go>eao on» no coapmwaomoe 4e swmo.o u Ho. *3m.m: mo. I Eocoohm no common a I mnoaandmaoo Add new condoAMfinwamlMO Ho>oq Ha. ssmm.m 00. am. :0. mo. Hm. H:.a so. an. mac .aa Ho. mo. mm.m ea. mm. 00. m~.m oa. co. co. ems .oa ao.m Ho. smo.: as. is. co. :m.a 0:. me. am. m>m .0 Ho. mm. ma.a om.a ao. mo. mo. 00. *mm.~ oa.m mm .m 00. mm.a oo. som.: mo. mm.a an. mo. on. 0H. m: .p mm.m am.a seem.a ma. om. mo. mm.m m~.m asmm.sa :H.a . mam .o om. we. om. mo. ma. Ho. so. me. sso~.ma wwmm.om mmm .m as. ho. mo. :0. m~.m mo. mm.” mm. smm.: ma.m zmo .: me. me. oo.m NH. mo. mo.a o~.a mo. aam.: ao.m «mm .m oa.a mm.a soo.m**mm.~ mp. mfl.a Ho. oH.m pm.m am.~ mam .m so. am. No. we. mo.a ma. ac. om.a amm.: so.a omm .H msodnom Hepoa msoanom deuce msoanem Haves nsoahom depoa usoanem Hepoa endohd .nsmnmmwawmno admmwmws.hno unmom hmwawmoHQom endow .uWHMMOanom OAdEem .u> saws _MMWMMMm mdmmd qumomm Hmzooa zm>mqm m0 modm zH mzmqmomm mDOHmmm 024 Adgoa zo mmqmsmm Aoomom UHAMDA Qz<.mmddsmm Aoomom zH mamdfi on Test of Grade Differences 3. There will be no significant differences between male seniors and male sophomores concerning the total number of problems marked in each of the eleven Mooney problem areas. No significant differences were observ- able. A. There will be no significant differences between male seniors and male sophomores concerning the nump ber of serious problems marked in each of the eleven Mooney problem areas. No significant differences were observed. 5. There will be no significant differences between female seniors and female sophomores concerning the total number of problems marked in each of the eleven Mooney problem areas. No significant differmces‘were indi- cated by the statistical test. 0. There will be no significant differences between female seniors and female sophomores concerning the number of serious problems marked in each.of the eleven Mooney problem areas. No significant differences were evident. Public-ChristigEZQchooi Contrasts 7. There will be no significant differences between Christian school males and public school males in the number of total problems marked in each of the eleven Mooney problem areas. Disproportionate markings were evidenced in the following two Mooney problem areas: OS "Finances, Living Conditions and Employment," and "Morals and Religion." In both cases the Christian school males marked fewer problems. 8. There will be no significant differences between Christian school males and public school males in the number of serious problems marked in each of the eleven Mooney problem areas. Significant differences were observed in the following areas: "Finances, Living Conditions and Employment," "Personal-Psychological Relations," and "Future: Vocational, Educational." Here again, in all these cases the Christian school males marked fewer problems. 9. There will be no significant differences between Christian school females and public school females concerning the total number of problems marked in each of the eleven Mooney problem areas. A disproportionate marking of problems was evidenced only in the problem area of "Curriculum and Teaching Procedure." In this area the Christian school females marked a greater number of problems. 10. There will be no significant differences between Christian school females and public school females concerning the number of serious problems marked in each of the eleven Mooney problem areas. No signifi- cant differences were observed. School Size Contrasts 11. There will be no significant differences between the male seniors in Class A and the male seniors in 66 .1: swam no endow on use meohs_aeanonm henooz we>eae on» no wowpeuaomoo 4e asmo.o I Ho. #:m.m I o. I Bedoohh no common H I mnouwmdqaoe HHd mWMeeqdeaquwHu mo doped mm. a:. mo. so. mo. ma. Ho. Ho. mac .HH me. so. HH.H as. an. asmo.m Ho.a mm. ;m« .oa so. ao. mo. Ho. no. no. so. om. m>m .o no. 00. am. so. mo. no. mo. me. am .w mm. no. mo. oo. mo.. oa.a oa. so. me .5 mm.m oo. om.m em.” mm.a oo.a oo. mo. mam .0 Ho. om.m mo. n». so. so. mo.a oo. mam .m we. be. an. oo.m. no. me. be. em. 2mm .3 Ha. so. me. mm. ~m.e oo.m mo. oa. «mm .m no. so. on. me. no. me. no. oo.m mam .m mo.~ ma.m mm.a mo. ms. :a.m oo. m~.a new .H usofihom , HepoB asoanem demos msoanom proa esoHAem Hepoa eueeh4 9.0 .m» 4 muses etc .m> 4 "made are .mp 4 nuuao eso .u> 4 amuse soanocm nohoaonmom oadficm monoaonmom sad: eneanem eadaem ehowdom sass hecoos Till! '.II II... III! m4mm4 smqmomm 222002 2M>qu QMHVmo mQflm 2H mamamomm mDOHmmm Q24 A4808 2o mqoomom QIU mm4qo Q24 maoomum 4_mm4AU 2H mazmnbam Aoomom 24HBmHmmo 553m m2omHm4nmSoo mom 4B4Q 9.qu Hugo admomm 222002 20 mBADmmm Emma 24HQMS 20 2245225 N.>H Mdm4a 67 Class C-D schools concerning the total number of problems the respondents mark in each of the eleven Mooney problem areas. No significant differences were evidenced. 12. There will be no significant differences between the male seniors in Class A and the male seniors in Class C-D schools concerning the number of serious problems the respondents mark in each of the eleven Mooney problem areas. No significant differences were observed. 13. There will be no significant differences between the male sophomores in Class A and the male sophomores in Class C-D schools concerning the total number of problems these respondents mark in each of the eleven Mooney problem areas. No significant differences were in evidence. 1h. There will be no significant differences between the male sophomores in Class A and the male sophomores in Class C-D schools concerning the number of serious problems these respondents mark in each of the eleven Mooney problem areas. No significant differences were observed. 15. There will be no significant differences between the female seniors in Class A and the female seniors in Class C-D schools concerning the total number of problems these respondents mark in each of the eleven Mooney problem areas. A disproportionate marking of 68 problems is evidenced in the area of "Adjustment to School Work." The female seniors in Class C-D marked a greater number of problems in this area. 16. There will be no significant differences between the female seniors in Class A and the female seniors in Class C-D schools concerning the number of serious problems these respondents mark in each of the eleven Mooney problem areas. No significant differences were found. 17. There will be no significant differences between the female sophomores in Class A and the female sopho- mores in Class C-D schools concerning the total number of problems these respondents mark in each of the eleven Mooney problem areas. No significant differences were observed. 18. There will be no significant differences between the female sophomores in Class A and the female sopho- mores in Class C-D schools concerning the number of serious problems these respondents mark in each of the eleven Mooney problem areas. No significant differences were found. SUMMARY This chapter has included an analysis of the results of the student markings on the Mooney Problem Check List. Public and Christian school student responses were contrasted. Com- parisons were also made within the Christian school student 69 sample to determine if differences existed on the basis of sex, grade level, and size of school. The median test for two samples was employed to test for basic differences in the marking of problems between the contrasted groups in each of the eleven Mooney problem areas. Having analyzed the data concerning the students' perceptions of their problems, the next task is to analyze the data concerning the sources of guidance the students say they use and are expected to use. ChAPTER V AN ANALYSIS OF THE DIFFERENCES IN CHRISTIAN STUDENTS, LEADERS, AND TEACHERS PERCEPTIONS OF PRIMARI SOURCES OF GUIDANCE INTRODUCTION The chapter will contain an analysis of the data col- lected on the Sources of Guidance Questionnaire. The Student Form of the questionnaire was used to determine the sources of guidance presently utilized by the students. The Adult Form, administered to Christian school leaders and teachers, assessed their perceptions of ideal sources of student guid- ance. The analysis is based upon the primary sources of guidance (first choices) in each of the eleven problem areas included in the questionnaire. The Sources of Guidance Questionnaire and the proce- dures used to collect and analyze the data are described in Chapter III. Copies of the two forms of the questionnaire are found in Appendix A. The statistical model used to analyze the data was the chi square. A 2 x 2 contingency table was employed. The generalized null hypothesis tested was: HO:there will be no proportionate differences between the contrasted groups concerning their markings of primary sources of guidance in each of the Mooney problem areas. The .05 level of significance was accepted as the appro- priate level for the rejection or acceptance of the hypotheses. 70 71 If the level of significance exceeded .05, the null hypothesis was rejected. Fourteen different groups were used in the sta- tistical comparisons. Each between group comparison included eleven separate tests, one in each of the problem areas. I' SIGNIFICANT FINDINGS Highest FrequencyéResponses Before presenting the results of the statistical tests, a brief description is presented of the primary sources of guidance as selected by each Christian school group in each of the eleven Mooney problem areas. A summary of these re- sults is found in Table V.1. Each source of guidance listed is the highest frequency response by the group in the problem area. Table V.1 also contains an indication of the per cent of each group which selected the source of guidance as its first choice. The following Christian school groups are in- cluded in the summary: Christian school leaders, teachers, seniors, sophomores, males, females, Class A, and Class C-D. l. Egglth and Physical Development Both the leaders and teachers indicated the primary source of guidance should be the "family doctor." .Each of the six student groups re- ported that their "parents" were the most important source of help. 2. FinancesI Living Conditions and Employment All eight groups reported the "parents" as the most important source of guidance in this area. 3. Social Recreational Activities Both the leaders and teachers indicated that the "parents" should be the most 72 important source of help. The sophomore and Class C-D groups also reported the "parents" first; however, the seniors, males, females, and Class A groups reported their "friends" as the most important source of guidance in this area. 4. Courtship, Sex and Marriage All eight groups reported the "parents" as the source whiCh should be used and which was used as the primary source of guidance. 5. Social-Psychological Relations Each of the eight groups agreed upon the "parents" as the primary source of help. 6. Personal-Psychological Relations The teachers' perceptions indicated an equal number of responses for the "parents" and "school personnel" as the primary sources in this area. All other groups listed the "parents." 7. Moralspand Religion The leader and Class A groups reported the "parents" as the most important source of help. The males, females, seniors, sophomores, and Class C-D groups all indicated the "church" as the most important source of help. The teacher's responses were evenly divided between the "parents" and "church" as the most important source. 8. Home and Family, All eight groups indicated the "parents" as the primary source of help in this problem area. 9. Future: VocationallgEducational The teachers perceived the "school personnel" as the source that should be used. The leaders were evenly divided between "school per- sonnel" and "parents" for the best guidance sources in this area. The six student groups all indicated the most important help comes from the "parents." 73 .dead financed nose ad vepaomoa ma encommeh hocosdoau pmcnman on» hano "opoz magma amqmomm wmzoos zm>mqm mo moss 2H ammaa.momeom emaaHmm ems ezHaomemm meomc seem so eceezmommm mes maHa.mmeom0 0-0 mmeqo 02¢ e mmaqo .mmmozommom .mmoazmw .mmqazmm .mmaaz .mazmaeam eaaoe .mmmmoema .mmmaeme goomum stamHmmo mme em amaomqmm m<,moz $2348 .pmop Heeaumdpepm on» ad do»: new season bonuses one can e no case on» qu m.~m .mwm: ‘4 mac: m.0mr m.a: 0.0: 0:4: I m.mo a.wm1 .wnem .emom .naem .mhem .maem .naom .naem .maem .nhom Hoonem Hoonom Hoonom aoonom Hooaom Hoonom Hoonom aoonem Hoonom mac .HH m.am 0.0: ~.o: m.o: H.:: o.m: m.a0 m.~0 .maem 0.0: .uaem .uAca .maem .maom .uAQm .maom .naem Hoonom amassem Hoonem Hoonem Hoonem Hoonem Hoonem Hoonem prMom am4 .cH N.mm mucehdm o.mm 0.5: :.0m m.am 5.0m 0.:m 0.mm .asom s $.0com madmhdm munchdm muflohdm magnum mvflmhdm mpflgdm upflohdm Hooflom HOOSOW M>pm .0 m.0m :.0m 0.mm m.0m 0.0m 0.0m m.mm 0.00 0.0: upeeaem sunbeam uncensm mpneaem mpdoaem mpaeaem muneaem epqeasm npneadm mm .w m.~: 0.mm 0.00 m.~: m.:: o.m: m.m: 0.m: «sconce 0.a0 nondno masondm noadno nondno nondno sendno £09520 6 sneamno sunbeam m2 .0 0.0 epneasm 0.0: 0.0: 0.m: n.0m m.a: m.0m 0.0: s $.0som m.:m mpflwhdm afiflohdm mfiflbhdm mnflmhdm mpGOHdm mufimhdm mpfiohdna HOOQOm mpflohdm mmm o0 m.a: s.am 0.a: H.0m o.m: :.:m a.0m 0.mm m.:m mpeoaem mpnenem mpaoaem mpaoaem upweaem mpnoasm mpaoasm mpneasm sunbeam mmm .m 0.mm 0.m: :.sm m.:: 2.0m 0.0: H.mm 0.00 4.00 mueeaem sunbeam upceasm mpnoAdm manoasm upceaem npneedm manoasm sanctum Smo .: 0.0: H.a: 0.5m 0.»: m.0m o.m: m.o: :.00 0.a0 upceaam meneanm museaem mesoaam meceanm meeoaam monoaam mpnendm apneaem 4mm .m 0.00 o.m0 ~.a0 0.50 H.00 m.0~ 3.00 m.a0 0.00 mpneasm muqensm mucondm mpcoadm mucoaem mpqondm mpdoasm mpnoAdm mucousm mam .N n.0a :.a0 H.a0 0.00 0.00 H.a0 0.00 H.m0 . m.:m mucoasm‘ mpnoadm endeaem mucoaem mpnoasm mpceadm secondm .AQ hawadm .afi haaadm 9mm .H 0mauz oeauz 0:a-z maHIz Hmmnz 00H-z eoerz 0muz mmuz maese QIQ mmsao 4 mdeo menoaonmom macanom eawaom sass apnoespm HH4 naenosoa anecdoq hence: 7A 10. Adjustment to School Work The Class A group indicated the "parents" as the chief source to be used in this area, and all other groups listed the "school personnel" as the primary source of guidance. 11. Curriculum and Teaching Procedure All eight groups agreed the most important source of help in this area should be the "school personnel." Statistical Test Results Having briefly described the high frequency responses, attention will now be turned to the statistical analysis and the 2 x 2 contingency table results of the between group com- parisons. The eleven specific hypotheses tested are listed with any significant findings. Each between group comparison involved separate contrasts in each of the eleven Mooney prob- lem areas. A summary of the findings is found in Table v.2. 1. There will be no proportionate difference between the Christian school leaders and Christian school teachers marking of the primary source of guidance which they perceive Chris- tian school students should use in each of the eleven Mooney problem areas. The only significant difference between the two groups concerning their perceptions of where the students' guidance should come was in the problem area of "Morals and Religion." 2. There will be no proportionate difference between Christian school leaders' perceptions of the primary sources of guidance their students should use and the Christian school seniors report of the primary sources of guidance currently used :in each of the eleven Mooney problem.areas. There was a 75 TABLE v.2 A SUMMARY OF'THE RESULTS OF THE CHI SQUARE TEST COMPARING PRIMARY SOURCES OF GUIDANCE, CONTRASTS BETWEEN CHRISTIAN SCHOOL LEAD- ERS AND TEACHERS, LEADERS AND SENIORS, LEADERS AND SOPH- OMORES, TEACHERS AND SENIORS, ThACHERS AND SOPHOMORES, SENIORS AND SOPHOMORES, MALES AND FEMALES, AND FOUR CLASS A AND CLASS C-D GROUPS IN EACH OF THE ELEVEN MOONEY PROBLEM AREAS Mooney Leaders Leaders Leaders Teachers Teachers Problem vs vs vs vs vs Areasa Teachers Seniors Sophs. Seniors Sophs. l. HPD .15 ll.86** ll.75** 26.30*# 27.52** 2. FLE .36 1.22 .67 .06 .03 3. SRA .68 2k.19** 13.53as 21.7200 10.47%: h. CSM .12 ll.hh*% 6.82%* l9.l6** 12.09§* S. SPR .02 1.k5 .83 1.92 1.08 6. PPR 1.13 1.65 .30 24.30** 21.950: 7. MR 5.53% 10.89%* 10.88%* .02 .15 8. HF .00 .85 .21 .61 .04 9. FVE .22 2.61 .97 9.95** 5.95** 10. ASW .OO 8.h8%% 7.73*% l7.41** 16.56** 11. CTP .06 2.81 2.06 8.31** 6.96** Level of significance for all comparisons - 1 degree of Freedom - .05 g 3.84% .01 : b.63** aA deifiription of the eleven Mooney problem areas can be found on page . 76 TABLE V.2-Continued Seniors Male Male Srs. Male Soph. Female Srs. Female Soph. vs vs A vs. A vs. C-D A vs. C-D A vs. C-D Sophs. Female .09 .21 .20 6.06s .00 3.44 .26 .21 1.39 .05 .13 .01 5.92% .69 1.91 .00 .10 .62 2.24 10.6S** .88 1.60 .00 1.79 .21 2.77 .69 .20 1.60 .22 1.95 .09 .04 1.21 .11 .05 .04 .00 .07 1.21 .10 .37 .59 .97 2.46 .11 5.16% 3.33 .47 .54 .04 .00 .12 .29 .06 .46 .62 1.88 2.01 3.04 .15 .00 .00 .26 .00 1.79 77 discrepancy between where the leaders indicated the students should receive their guidance and where the seniors reported they did obtain it in the problem areas of "Health and Physical Development," "Social Recreational Activities," "Courtship, ' and "Adjustment to Sex and Marriage," "Morals and Religion,‘ School Work." 3. There will be no proportionate difference between the Christian school leaders' perceptions of the primary sources of guidance Christian school students should use and their sophomore students' report of the primary sources of guidance currently used in each of the eleven Mooney problem areas. There was a proportionate difference between where the leaders perceived the students should receive their guidance and where the sophomores indicated they did obtain their guidance in the areas of "Health and Physical Development," "Social Recreational Activities," "Courtship, Sex and Marriage," "Morals and Religion," and "Adjustment to School Work." 4. There will be no proportionate difference between the Christian school teachers' perceptions of the primary sources of guidance Christian school students should use and their senior students' report of the primary sources of guidance currently used in each of the eleven Mooney problem areas. Differences were observable between where the teachers per- ceived the students should receive their guidance and where the seniors indicated they do receive their guidance in the areas of "Health and Physical Development," "Social Recre- ational Activities," "Courtship, Sex and Marriage," "Per- 78 sonal-Psychological Relations," "The Future: Vocational, Educational," "Adjustment to School Work," and "Curriculum and Teaching Procedure." 5. There will be no proportionate difference between the Christian school teachers' perceptions of the primary sources of guidance Christian school students should use and their sophomore students report of the primary sources of guidance currently used in each of the eleven Mooney problem areas. There was a proportionate difference between where teachers per- ceived students should obtain their guidance and where sopho- mores indicated they did receive their guidance in the areas of "Health and Physical Development," "Social Recreational Activities," "Courtship, Sex and Marriage," "Personal-Psycho- logical Relations," "The Future: Vocational, Educational," "Adjustment to School Work," and "Curriculum and Teaching Procedure." 6. There will be no proportionate difference between the male seniors in Class A and the male seniors in Class C-D concerning the primary source of guidance they report using in each of the eleven Mooney problem areas. There were no significant differences observable. 7. There will be no proportionate difference between the female seniors in Class A and the female seniors in Class C-D concerning the primary sources of guidance they report using in each of the eleven Mooney problem areas. A discrep- ancy was evidenced between where the groups indicated they received their guidance in the area of "Home and Family." 79 8. There will be no proportionate difference between the male sophomores in Class A and the male sophomores in Class C-D concerning the primary source of guidance they report using in each of the eleven Mooney problem areas. There was a proportionate difference between where the groups indi- cated they received their guidance in the area of "Health and Physical Development." 9. There will be no prOportionate difference between the female sophomores in Class A and the female sophomores in Class C-D concerning the primary source of guidance they re- port using in each of the eleven Mooney problem areas. There was no significant difference observable. 10. There will be no proportionate difference between the male and female students concerning the primary source of guidance they report using in each of the eleven Mooney problem areas. One difference was observable between where the males and females indicated they received their guidance. This was in the area of "Courtship, Sex and Marriage." 11. There will be no proportionate difference between the seniors and sophomores concerning the primary source of guidance they report using in each of the eleven Mooney prob- lem areas. There was a significant difference between seniors and sophomores relative to where they indicated they received their guidance in the area of "Social Recreational Activities." SUMMARY The chapter has contained a summary of the data col- lected on the Sources of Guidance Questionnaire. Adult per- 80 captions of the sources of guidance which the Christian school students should use were contrasted with the student reports of where they do obtain their guidance. A description of the high frequency responses was presented as well as the results of the chi square tests applied to the questionnaire responses. Having concluded the analysis of the data, the focus of the study turns next to Chapter VI and the summary and conclusions of the study. CHAPTER VI SUMMARY AND CONCLUSIONS THE PROBLEM The purpose of the current study was to investigate the "problem patterns" and "sources of guidance" of Christian high school students in schools affiliated with the National Union of Christian Schools in Michigan and Illinois. The study in- volved nine institutions enrolling over 3,000 students. The nine schools enroll slightly over 50% of the high school stu- dents in schools affiliated with the National Union in the United States. The students' perceptions of their own problems were determined through the use of the Mooney Problem.Check List, High School Form, l950 revision. Comparisons were made be- tween student groups to determine if basic differences existed in problems checked with regard to sex, grade level, size of school, or type of school (i.e. Christian versus public schools). Each group contrast involved the eleven problem.areas found on the Mooney Problem Check List, and separate comparisons were made on the basis of the total number of problems checked and the number of serious problems marked on the Check List. For purposes of school size comparisons, the schools were categorized into three divisions: A, B, and 0-D. The 81 82 divisions were made on the basis of the Michigan High School Athletic Association classification system. The sources of guidance were studied through the use of a Sources of Guidance Questionnaire, adult and student forms, developed for the study. The questionnaire was based on the Mooney Problem.Check List. In each of the eleven Mooney problem areas the students were asked to indicate the sources of guidance they had used or would use to obtain help for the problems in that specific area. The adults (a group of Chris- tian school teachers and a group of Christian school leaders) were asked to indicate the sources of guidance they believed the students should use in each problem area. Comparisons were made between the adult groups, between the adult and student groups, and between twelve different student divisions to test for differences due to sex, grade level, and size of school. The student data was obtained by visiting each of the nine Christian high sch00ls and administering the Mooney Problem.Check List and Sources of Guidance Questionnaire. Each instrument was administered to approximately 12.5% of the students in each school. The students were selected by a stratified random sampling technique. The sample was dicoto- mized on the basis of sex and stratified by grades (ten, eleven, and twelve). Four public high schools were selected for the public-Christian school comparisons of Mooney Problem Check List data. They were selected by a stratified random sampling technique from groups of public schools, matched on the basis of size and community location, with Christian high schools. 83 All four public high schools selected provided one class in a required.subject on each of the three upper grade levels as a sample to be used in the study. The schools were visited, and the Check List was administered to the selected classes. The self-administering Adult Form of the Sources of Guidance Questionnaire was sent to a 25% random sample of the 152 teachers in the nine Christian high schools. A group of twenty-two Christian school leaders, nominated by Christian school administrators, were also sent the Adult Form of the questionnaire. All instruments in the study were taken anony- mously. The Mooney Problem Check List data was analyzed by use of the median test for two samples. This statistic was used to test for differences in the problems marked on the Mooney between the following groups: (1) males and females, (2) male seniors and male sophomores, (3) female seniors and female sophomores, (A) Christian school males and public school males, (5) Christian school females and public school females, (b) male seniors in Class A and male seniors in Class C~D, (7) female seniors in Class A and female seniors in Class C-D, (8) male sophomores in Class A and.male sophomores in Class 0-D, and (9) female sophomores in Class A and female sopho- mores in Class C-D. For each between group comparison a dupli- cate set of tests was used for the total number of problems and for the number of serious problems as marked on the Mooney Problem.Check List. Four general null hypotheses were tested: 8A 1. There will be no significant differences between the males and females relative to their perceived problems. 2. There will be no significant differences between the different grade levels relative to their indicated problems. 3. There will be no significant differences between the students in schools of different sizes relative to their perceived problems. A. There will be no significant differences between Christian school students and public school students relative to the problems they mark. The Sources of Guidance Questionnaire data was analyzed using the chi square test of difference. The 2 x 2 contin- gency table was used. The following Christian school groups were contrasted: (a) leaders and teachers, (b) leaders and seniors, (c) leaders and sophomores, (d) teachers and seniors, (e) teachers and sophomores, (f) male seniors Class A and male seniors Class C-D, (g) female seniors Class A and female seniors Class C-D, (h) male sophomores Class A and male sopho- mores Class C-D, (1) female sophomores Class A and female sophomores Class C-D, (j) males and females, and (k) seniors and sophomores. Six general null hypotheses were tested: 1. There will be no proportionate difference between the Christian school leaders and Christian school teachers perceptions of the primary sources of guidance 85 their students should use in each of the eleven problem areas. 2. There will be no proportionate difference between the Christian school leaders' perceptions of the "ideal" scurces of guidance and their students report of the 2 sources of guidance used in each of the eleven problem areas. 3. There will be no proportionate difference between the Christian school teachers' perceptions of the "ideal" sources of guidance and their students report of the sources of guidance used in each of the eleven problem areas. 4. There will be no proportionate differences among the students attending different size schools relative to the primary source of guidance they report they use in each of the eleven areas. 5. There will be no proportionate difference between the males and females relative to the primary source of guidance reported used in each problem area. b. There will be no proportionate difference between the students in the tenth, eleventh, and twelfth grades relative to the primary source of guidance the students report they use in each of the eleven problem areas. In all cases, the .05 level of confidence was used as the basis for acceptance or rejection of the null hypotheses. 86 THE FINDINGS Results of Between Group Comparisons of Students Perceptions of Their Problems The four general null hypotheses that were tested are listed below with the results of the group contrasts used to test them. 1. There will be no significant differences between the males and females concerning their perceived problems. (a) Males versus females, total number of problems. A significant difference was found in the Mooney problem area of "Social-Psychological Relations." The females checked more problems in this area, and the males fewer. (b) Males versus females, number of serious problems. A disproportionate marking of problems was evidenced in the following areas: "Health and Physical Develop- ment," "Social Recreational Activities," "Courtship, Sex and Marriage," "Social-Psychological Relations," ' and "Home and "Personal~Psychological Relations,’ Family." In all cases, the females checked a greater number of problems in the areas where a statistically \ significant difference was found. 0n the basis of the statistical tests, it is evident that there are differences between the sexes concerning the problems checked. The general null hypothesis can be rejected for both total and serious problems. It should be noted, however, that 87 on the comparison based on total number of problems Only one difference was observed. Reference to the raw data indicated that in each case of a statistical difference the males have checked fewer problems in the area. 2. There will be no significant differences between the students in different grades concerning the prob- lems indicated. (a) Male seniors versus male sophomores, total number of problems. No significant differences were observed. (b) Male seniors versus male sophomores, number of serious problems. No significant differences were found. (c) Female seniors versus female sophomores, total number of problems. No significant differences were found between the groups. (d) Female seniors versus female sophomores, number of serious problems. No statistically significant dif- ferences were in evidence. 0f the four specific null hypotheses tested none are re- jected on the basis of the statistical tests. No statistically significant differences were evidenced between the samples contrasted. It can thus be said that there were no significant differences in problems checked between the students on dif- ferent grade levels in the study. 3. There will be no proportionate differences between the students in different sized schools concerning their perceived problems. (a) Male seniors Class A versus male seniors Class C-D, total number of problems. There were no significant differences. 88 (b) Male seniors Class A versus male seniors Class 0-0, number of serious problems. No significant differences were found. (c) Male sophomores Class A versus male sophomores Class C-D, total number of problems. No significant dif- ferences were found. (d) Male sophomores Class A versus male SOphomores Class C-D, number of serious problems. The statistical tests indicated no significant differences. (e) remale seniors Class A versus female seniors Class C-D, total number of problems. "Adjustment to School Work" was the only problem area showing a discrepancy. The Class C-D group checked a greater number of problems. (f) Female seniors Class A versus female seniors Class C-D, number of serious problems. No significant dif- ferences in individual problem areas exceeded the .05 level of significance. (g) Eemale sophomores Class A versus female sophomores Class C-D, total number of problems. There were no significant differences between the groups. (h) Female sophomores Class A versus female sophomores Class C-D, number of serious problems. No significant differences between the three groups were apparent. Of the eighty-eight individual median tests for differ- ences in the problems marked in different sized schools, one differed significantly. This could be expected by chance. On the basis of this, it can be said that there are few apparent basic differences in the problems of the Christian high school students in this study as far as school size is 89 concerned. The one significant difference was between the female seniors in Class A versus Class C-D in the problem area of "Adjustment to School Work." Reference to the data indi- cates that the Class C-D group checked a greater number of problems. This may reflect the fact that the female seniors in the smaller schools have more problems in this area. It may also mean that the problems of the girls in the Class A high school were fewer or that better help was available to them in solving these problems. The writer would assume the latter to be true because the Class A sample came from only one school, and this school had the most advanced guidance program of any of the Christian schools in the study. A. There will be no significant differences between Christian and public school students relative to their indicated‘problems. (a) Christian school males versus public school males, total number of problems. VDiscrepancies were indi- cated between the groups in each of the following prob- lem.areas: "Finances, Living Conditions and Employment" and "Morals and Religion." In each case, the public school students marked a greater number of problems in the area. (b) Christian school males versus public school males, number of serious problems. Significant differences were found in the following areas: "Finances, Living Conditions and Employment," "rersonal-Psychological Relations," and "Future: Vocational, Educational." In each case, the public school students again marked a greater number of problems in the problem area. 90 (0) Christian school females versus public school females, total number of problems. One problem area was found to be of disproportionate concern. It was the area of "Curriculum and Teaching Procedure." (d) Christian school females versus public school females, number of serious problems. No significant differences were found between the groups. In all, forty-four separate median tests were computed in testing for basic differences between the public and Christian school students. Of the forty-four tests six were found to indicate significant differences. 0f the six, five were dif- ferences between the male groups, and in all five cases the public school group had checked a greater number of problems. Among the females only one difference was observed, and here the Christian school group evidenced a greater concern by checking more problems. The tests reveal that the public school females and Christian school females are not signifi- cantly different in their over-all problem patterns. The public and Christian school males do differ in five of the twenty-two areas so that while having many similarities these groups also evidence discrepancies. Results of the Comparisons Based on the Sources of Guidance Questionnaire Data Each between group comparison involved eleven separate contrasts, one in each.problem area. The general null hypoth- eses that were tested and the significant findings follow: 91 1. There will be no proportionate difference between the Christian school leaders and teacners' perceptions of the primary sources of guidance their students should use in each problem area. (a) Leaders versus teachers The null hypothesis is accepted in ten of the eleven problem areas. Only in "Morals and Religion" is there a discrepancy. 2. There will be no proportionate difference between the Christian school leaders' perceptions of the sources of guidance the students should use and the students re- port of the sources of guidance they do use in each problem area. (a) Leaders versus seniors Discrepancies were found in the following five areas: "health and Physical De- velopment," "Social Recreational Activities," "Court- ' and ship, Sex and Marriage," "Morals and Religion,‘ "Adjustment to School Work." The null hypothesis is therefore accepted in six of the problem areas and re- jected in the above five areas. (b) Leaders versus sophomores Diversities were indi- cated in the same five areas as in the leaders versus seniors contrasts (a). The null hypothesis is again accepted in six of the problem areas. 3. There will be no proportionate difference between the teachers' perceptions of the sources of guidance the students should use and the students report of the sources of guidance they do use in each of the eleven Mooney problem areas. 92 (a) Teachers versus seniors Significant differences were found in the following problem areas: "Health and Physical Development," "Social Recreational Activities," II "Courtship, Sex and Marriage, "Personal-Psychological Relations," "Future: Vocational, Educational," "Adjust- ment to School Work," and ”Curriculum and Teaching Pro- cedure." The null hypothesis is accepted in four of the problem areas and rejected in the above seven areas. (b) Teachers versus SOphomores Discrepancies were found in the same seven areas as in the teachers versus seniors contrasts (a). The null hypothesis is therefore again accepted in four of the eleven problem areas. A. There will be no proportionate difference between the students attending different sized schools relative to the primary sources of guidance they report they use in each problem area. (a) Male seniors Class A versus male seniors Class C-D No dissimilarities were found. The null hypothesis is accepted in all eleven areas. (b) Female seniors Class A versus female seniors Class C-D 0f the eleven areas, a variation was found in "home and Family." The null hypothesis is accepted in ten of the eleven problem areas. (c) Male sophomores Class A versus male SOphomores Class C-D A discrepancy was found in only the area of "Health and Physical Development." The null hypothesis is accepted in ten of the eleven Mooney areas. 93 (d) Female sophomores Class A versus female sophomores Class C-D No significant differences were observable in any of the eleven problem areas. The null hypothesis is accepted in all the eleven areas. 5. There will be no proportionate difference between the males and females relative to the primary source of guidance reported used in each problem area. (a) Male versus female Of the eleven tests, one was significant. This was in the area of "Courtship, Sex and Marriage." The null hypothesis is accepted in ten of the eleven problem areas. 6. There will be no significant difference between grades as to the students' perceptions of the primary sources of guidance used in each problem area. (a) Seniors versus sophomores Again in only one of the eleven areas was a discrepancy observable, and this was in "Social Recreational Activities." Therefore, acceptance of the hypothesis is justified in all areas but the one listed. 0n the basis of the testing of the six preceding null hypotheses, the following statements can be made. with the exception of one problem area, the two adult group samplings agree with each other concerning where the students should receive their guidance. There is significant disagreement, however, between the adult and student groups in over half of the problem areas. This indicates that the students sampled are not using the sources of guidance suggested by the adults as "ideal." When the students were compared on the basis of 9h sex, grade level, and size of school regarding the sources of 'guidance used, only minor differences existed. In sixtybsix areas of comparison significant differences were evidenced in only four problem areas. This indicates that, in general, the student groups contrasted in the Christian schools report they are receiving their guidance from similar sources. CONCLUSIONS The following conclusions are drawn from the study and are subject to the limitations of it. 1. There are significant differences between the sexes in the number of serious problems marked on the Mooney Problem Check List but few in the total number of prob- lems checked. (Six of the eleven were significant in serious problems, and only one of eleven in the total problems) 2. There are no significant differences between the different grade levels in the problems indicated as ones of concern to the~students. 3. There are minimal differences between the Christian school males and public school males concerning their indicated problems (two of eleven problem areas were significantly different based on the total number of problems checked, and three of eleven were significantly different in the number of serious problems marked). The public school female and Christian school female con- trasts evidenced one dissimilarity in the twenty-two 95 comparisons (one significant difference in total prob- lems). Generally speaking, the public and Christian school problem patterns were much alike. 4. There was one significant difference between the students in different sized schools concerning the problems indicated (one significant difference in eighty-eight median tests completed). Therefore, it can be said that the problems of students in different sized schools in this study do not seem to be significantly different. 5. The Christian school leaders and Christian school teachers agree concerning the primary sources of guid- ance which they believe the students should use. (One difference was noted in the eleven problem areas wnere comparisons were made). 6. There are proportionate differences between the Christian school leaders' perceptions of the sources of guidance the students should use and the seniors and sophomores report of the sources used. (Five of the eleven problem areas contain significant differences.) 7. There are proportionate differences between the Christian school teachers' perceptions of the guidance sources the students should use and the seniors and sophomores report of the sources used. (Seven of the eleven problem areas contain significant differences.) 8. when the seniors and sophomores were compared, there was one significant difference in the eleven problem areas 96 concerning the sources of guidance these respondents utilize. Therefore, students in different classes in school do not seem to differ concerning the sources of guidance they use. 9. When the males and females were compared, there was one significant difference in the eleven Mooney areas concerning the sources of guidance they utilize. The males and females do not seem to differ significantly in their reported sources of guidance. 10. There were two significant differences between the students in different sized schools concerning the sources of guidance they utilized. (Two significant differences in forty-four separate tests.) Therefore, it can be generalized that students in different sized schools tend to use the same sources of guidance. IMPLICATIONS Having completed the presentation of the study, the writer would at this point like to take the liberty of making some statements concerning guidance in the Christian schools. The following statements and conclusions are based upon the writer's personal experience and research. The following views have been influenced by four years of teaching experience in a Christian high school as well as the background presented by doing the research for this thesis. The writer's views can best be presented by answering two crucial questions: (1) Do Christian high schools need organized guidance programs staffed with trained counselors? 97 If question one is answered in the affirmative, then the second question should be the following: (2) What type of guidance should the school provide? The writer believes that Christian high schools should have guidance programs directed by trained people for the following reasons: 1. The Increased Vocational Complexity in our Society One of the major tasks of counselors is to aid students in vocational selections. American culture is the most technical, specialized, and complex in history and is A continuing to move further in that direction. In the eighteenth century, 90% of all Americans were farmers. Vocational choices were few. Today there are roughly hh,000 jobs from.which to choose. What parent or teacher has knowledge of more than a few of these jobs? What parent can be objective about the abilities and aptitudes of his child? A specialist is needed to help young pe0ple assess their talents and to become acquainted with the world of work. Of the 330 problems on the prob- lem check list used in the guidance study, the one that ranked seventh in importance among the young men was "needing to decide on a vocation." This indicates the importance of the problem.cf a vocational choice among the young men in the Christian high schools. (This problem is ranked as one of the top twenty-five by the young women in the Christian schools.) Further, the Christian school leaders in the guidance study indicated that the Christian school should have the primary respon- 98 sibility for providing guidance in the vocational area. These reasons justify trained vocational counselors in the schools. In fact, if counselors did nothing but vocational counseling, they would be a valuable asset to the schools and would fully justify their addition to the school staff. 2. The Development of Specialized Knowledge and Skills in the Behavioral Sciences In recent years psychology and sociology have developed rapidly and have uncovered useful material on human behavior. A specialist is needed in each school to master this subject matter, to keep abreast of new developments, to test them against "Biblical truth," to interpret them to faculty and parents, and to apply the material to the school situation. Included in this material are tests and measurements. Each school needs a specialist to utilize these instru- ments in a correct and helpful manner. Much.misuse of tests is taking place in the schools, and a specialist could help to correct this situation. This body of knowledge in the behavioral sciences will continue to grow and to become more useful. The average teacher does not have the time to master and apply it. A specialist is needed. The counselor be- comes that specialist and applies this knowledge to the vocational, educational, and personal-social prob- lems of the students. 3. Adolescent Problems Probably the most difficult period in the American society is adolescence. This 99 period between childhood and adulthood is filled with problems and decisions which affect the rest of the individual's life. The period is also often character- ized by a loosening of parental ties which sometimes limit the effectiveness of parental guidance. An under- standing counselor who develops the confidence of the students can be a valuable supplement to the guidance provided by the parents in this transitional period of life. A. Prevention of Educational Waste With the pressing weight of the numbers of students who are entering schools, it is important that educational waste be pre- vented. With his specialized knowledge the counselor can through counseling and testing help students select courses and curricula within their abilities. Gifted children and underachievers can be identified, and in many cases the full benefits of the educational process can be brought to bear upon them. Many students fail to do their best in school because personal problems absorb their attention and energy. Counselors can per- form a real service in this area by helping to remove the blocks to full utilization of abilities. 5. Leading Educators Suppprt Guidance The vast ma- jority of leading educators in the United States today support guidance services wholeheartedly. The recent Conant report calls for one full time counselor for every 250 to 300 high school students. Christian schools 100 should not accept per se every program that develops in the public schools without carefully weighing its merits. After evaluating the merits of guidance programs, how- ever, it will be found that the counsel of our country's leading educators is sound. The guidance study also indicated that the problem patterns of public and Chris- tian school students are similar in many respects. This implies that if guidance is necessary in public schools it may be appropriate in Christian schools also. 6. Needed for Accreditation A reflection of the truth in statement five can be seen in the fact that accred- itation agencies are planning in the near future to require schools to have full time counselors before they can be fully accredited. The North Central Association, for example, has stated that the high schools under its jurisdiction must have one counselor for each 300 stu- dents by the l9b3-bh school year to be fully accredited. 7. Christian School Leaders Views In the guidance study, the Christian school leaders assigned primary guidance functions to the schools in three of the eleven problem areas dealt with in the study. It would seem that the handling of these guidance functions can best be handled by trained counselors outfitted with special- ized training to handle this all important task. Do Christian schools need organized guidance pro- grams? The writer believes the answer is clear and affirmative. 101 The next question that needs to be answered is what type of guidance should the school provide? It is difficult to discuss guidance and guidance sources because of the complexity involved. The framework used by this study (i.e. the eleven Mooney problem areas and Primary Sources of Guidance) is not ideal but it is helpful in studying and discussing the problem under consideration. Therefore, this framework will be used here to aid in the answering of the question that has been posed. It should be recognized that the following are broad generalizations. Each student is unique with his own problems and with his own guidance resources which.might well offer more appro- priate help on occasions that the guidance sources about to be listed as ideal. It is with this in.mind that the follow- ing are presented as ideal sources of guidance. The over-all guidance of the Christian school young people will first be discussed and followed by a section summarizing the school's role in the total guidance picture. The writer believes the following sources of guidance should be used by the Christian high school students in each problem area. 1. health and Physical Development The parents should be primarily responsible for providing guidance in this area up to a certain point. The parents should recog- nize the danger signals of most diseases and be pre- pared to immediately send their children to a doctor. The current study indicates that 67.6% of the students 102 had gone or would go to their parents with a problem concerning health. This is good if the parents will recognize problems that need professional attention by a doctor and be willing to send their children to him. The school may play a minor role here by providing infor- mation of a health nature in connection with biology, physiology, general science or other related courses, but it need not be a major emphasis. The school may further provide a nurse to take care of emergencies, give first aid, and coordinate inoculation programs. The basic essentials of good health as well as help in solving problems in health and physical development, however, should be given to the child primarily by the home. 2. Finances and Living_Conditions The parents should be primarily responsible for guidance in this area also. This vieWpoint is in agreement with that of the teachers and Christian school leaders~and also with the students who report that they do go to their parents for help on this type of problem in the majority of cases. 3. Social and Recreational Activities The area of social and recreational activities in the Christian school setting is one area that needs to be clarified and improved both from the standpoint of guidance and from the standpoint of providing attractive recreational activities. The conservative churches which support the Christian schools have been quick to condemn the movies, dances, and other recreation afforded public school 103 children but they have been slow to suggest positive replacements. Parents have by and large followed the lead of the churches. The students indicate they go to their friends for help in this area in larger numbers than they do to their parents. This is a reflection of the negative approach to recreation which is still looked upon in some circles as a waste of time. The parents should be primarily responsible for guidance in this area and the church and school should actively de- velop programs of wholesome recreation. Much of the misconduct on the part of Christian school young people can be traced in part to the lack of positive guidance in this area and the lack of wholesome recreational opportunities. A. Courtship, Sex and Marriage The parents should be primarily responsible for guidance in this area. The sex life of a child begins at birth and questions relat- ing to sex are forthcoming before a child enters school. Because sex questions will have to be dealt with as they arise, the parents will of necessity be involved in sex education before the child enters school. There is no reason why the school or any other agency should assume these responsibilities when a child reaches a certain age. The guidance, education, and development of atti- tudes in the area of sex should continue to be the parenth responsibility. If sex education only involved the presenting of facts and information, perhaps the 101. school could play a major role. This is not true, how- ever, because it is an area deeply laden with attitude formation of a highly emotional nature. Even a school system.as homogeneous as the Christian school system would have difficulty presenting a program of sex educa- tion satisfactory to all the parents. It is therefore believed that the parents are in the best position to deal with the problems that arise in this area. This means that some parents will have to work to handle the task adequately, but the reward will be well worth it. If there is good rapport and understanding between parent and child this can be an extremely rewarding experience for both parent and child. The school counselor can and should be prepared to give assistance to parents who need and desire help in carrying out their responsibil- ities in this area. S. Social-Psychological Relations Again in this area, the parents should be primarily responsible for providing help. This view is in agreement with the views of the Christian school leaders and teachers sampled in this study. The church and the school should be actively concerned to the point of offering aid. The church should be actively involved because religion presents the basic essentials concerning man‘s relations with his fellow man as well as his inner feelings. The school with the trained counselor has a wealth of material in the areas of psychology and sociology which should be 105 available to students with.special problems in this area. The parents, then, should be primarily responsible, but the church.and school should provide positive supplemen- tary programs to assist and aid the parents in this area which is one of the most important areas listed here. 6. Personal-Psycholpgical Relations Because of the similarities between this problem area and number five, the statements relating to number five are applicable to this area also. 7. Morals and Religion When problems arise concerning morals and religion, the church should be primarily re- sponsible for offering guidance. However, this guidance should be given by the church in close cooperation with the parents. Because the church is basically responsible for interpreting religious truth to the people, it there- fdre should assume the primary role in guidance where questions of morals and.religion are involved. The minister and/or assistant pastor should provide active leadership in this problem area and through the cate- chism classes, Sunday school, youth.groups, and other church activities attempt to anticipate and answer the questions of the young people as well as provide help and guidance when it is solicited by the young people or the parents. A 8. Home and Family’ when problems arise within the family and concerning the family, these problems should be settled within the home group. The parents should 106 be the primary source of help and guidance. Obviously some problems of a more serious nature may occur and a third party would be desirable to give help in solving the problem. At this point the school and church should be ready to provide able assistance. The minister and school counselor must be adept in dealing with these problems. This problem area is one of the low ones in rank of concern as indicated by the students on the Mooney Problem.Check List; however, serious problems may develop, especially in a group such as the Christian school society where strict discipline is often used and where there is in some quarters the additional problem of recent Dutch immigrants adjusting to the Americal culture. 9. Future: Vocational, Educational This area of guid- ance more than any other one justifies the existence of a counseling program in the schools. The school should have the primary responsibilities for providing help and guidance in this area. The counselor with his special- ized knowledge, techniques, and resources should be the primary agent in helping the young people to evaluate their abilities, interests, personality traits, and values and then to select the most suitable vocation. 10. Adjustment to School Work The school again should have the primary'responsibility'for'guidance in.the "Adjustment to School Work" problem area. The important sub-area of study skills and habits should be primarily 107 the responsibility of the classroom teacher. The coun- selor can aid and abet the program and give help where it is needed. The use of tests to help locate weak areas in a student's academic program (e.g. reading, math) and to uncover and help the underachievers can also be a part of the counselor's work. In this area, as well as all of the others, the parents should be an important source of guidance. ll. Curriculum and Teaching Procedure Help for prob- lems in this area would closely parallel that of prob- lem area ten. The school should be primarily respon- sible, but should strongly encourage the parents' assist- ance. Interestingly enough, it has been the writer's experience that the parents (who actually run the school through the parent school societies) often fail to do a good job in this problem area. Reference to the Chris- tian-public school comparisons reveals that the Christian school female students tend to mark a significantly greater number of problems in this area. This could indicate that the schools may not be doing adequate coun- seling in explaining their curriculum, purposes, and methods to the young people. It may also indicate pa- rental indifference and/or criticism of the schools. The writer's experience indicates that both of these reasons play an important role in the development of problems in this area. The writer believes that the Christian school guidance IIPogram should center about the vocational-educational guid- 108 ance area. The counselor should also be concerned with the area of Social-Psychological Relations and Personal-Psycho- logical Relations. One of the important contributions in this area would be to help relate the new discoveries and ideas in the psychological-soci010gical areas to the "Biblical truths" held by the denomination. Further, the counselors should be able and ready to aid in any other of the guidance areas if in individual cases the agency primarily responsible should fail to perform its function. The strong family struc- ture found within this religious group should be responsible for providing the main source of guidance in most of the prob- >lem areas discussed. The close relationship which is found between the home, the church, and the school should be put into proper focus so that each agency handling the areas of primary responsibility would stand ready to supplement the guidance of the other agencies. The great need within this group at pres- ent is for a delineating of responsibilities and a clarifi- cation of the guidance functions. It is hoped that this study will make a contribution in this direction. If trained counselors are added to the Christian schools, it is hoped that they will, besides their primary responsibil- ities, serve to coordinate the guidance functions of the home, church, and the school. With their professional training-they can also provide help to the parents (through talks, articles, and in-service programs) and aid the parents in becoming more adept at fulfilling their roles as counselors to their own children. 109 In closing, the writer would like to briefly summarize some of the implications of this study for the guidance of Christian school students. Based upon the questionnaire re- turns of the Christian school leader and teacher groups, the study indicates that the parents should bear the primary re- sponsibility for guidance in most problem areas. The school should be involved in the guidance program when problems in the school work area are involved and also when problems of vocationaloeducational planning are evidenced. The parents and the church should be involved in problems concerning morals and religion. The indications are that the "ideal" guidance sources, as delineated by the adults, are not being utilized as well as they should be by the students. There was no indication that sex, grade level, and size of school were major factors in the determining of the sources of guidance used by the students. The problems of the students seemed centered about their problems in school and problems involving their social, recre- ational, and personal-psychological relationships. There were significant differences in problem patterns between Christian school males and females and between Christian school males and public school males. In all cases, the Christian school males marked fewer problems in the areas of significant dif- ferences. This may mean that they have fewer problems or that they were more defensive in their answers, and therefore fur- ther research should be done in this area before great weight is placed upon these findings. Grade level, sex, size of 110 school, and type of school (public versus Christian) were fac- tors of little or no significance in determining the problem profiles of the students. l. 7. IO. BIBLIOGRAPHY Bell, Howard M., Youth Tell Their Story, Washington, D.C., American Council on Education, 1938. Brown, William H., "The Problems of Probation and_Honor Students," Educational Research Bulletin, 32:14-16, January 1h, 1953. Buchanan“ Lola, Ray Bryan, "Which Pupils Have the Prob- 1ems, Clearing House, 24:169-172, November, 19h9. Buros, Oscar Krisen (ed.), The Fourth Mental Measurements Yearbook, Highland Park, New Jersey, The Gryphon Press, 19;? o Christian School Annual. 1958-59, Grand Rapids, Michigan, National Union of Christian Schools, 1958. Dixon, Wilfrid J., Frank J. Massey, Jr., Introduction to Statistical Analysis, New York, McGraw-Hill Book Cbmpany, Inc., l9§7. Duvall, Evelyn Mills, Annabelle Bender Motz, "Age and Education as Factors in Social Experience and Personal- Family Adjustments," School Review, 53:h13-h2l, September, 1945. Eells, Walter Crosby, "Pupil Judgment on Value of Guidance Received," The School Review, 46:2c5-275, April, 1938. Rick, Reuel L., "The Problem Check List: A Valuable Approach in Counseling," Occupation, 30:410-412, March, 1952. Fischer, Robert P.“ "Signed Versus Unsigned Personal Questionnaires, Journal of Applied Psychology, 30:220- 225, June, l9h6. Ill ll. 12. 13. 15. 16. 17. 18. 19. 20. 21. 22. 112 Fleege, Urban H., Self Revelation of the Adolescent Boy, Milwaukee, Bruce Publishing Company, 1945} Gilbert, Eugene, Syndicated Column-What Young Pebple Think, Lansing, Michigan State Journal, February 9, 1958. "Guidance Services in the Public Schools," A Report of the Southern States Work Conference on Educational Problems, Tallahassee, Florida, State Department of Education, 1956. Knoebber, Sister M. Mildred, The Self-Revelation of the Adolescent Girl, Milwaukee, Bruce Publishing Co., 1937. Kromminga, John, The Christian Reformed Church, Grand Rapids, Michigan, Baker Book Rouse, 19H9. Landis, Paul H., "Marriage Preparation in Two Generations," Marriage and Family Living, 13:155-56, November, 1951. Lucas, Henry S., Netherlanders in America, Ann Arbor, Michigan, The University of Michigan Press, 1955. McIntyre, Charles J., "The Validity of the Mooney Problem Check List," Journal of Applied Psychology, 37:270-272, August, 1953. Michigan Hi h School Athlepgc Bulletin, 34:190-223, Number A , November, 1957. Mooney, Ross L., Leonard V. Gordon, Manual: The Mooney Problem Check Lists, New Ybrk, The Psychological Corporation, 1950. Mooney, Ross L., "Surveying High School Students' Problems by Means of a Problem Check List," Educational Research Bulletin, 21:57-69, March 18, 1942. Olsen, W. C., "The Waiver of Signatures in Personnel Data Repgrts," Journal of Applied Psychology, 20:hh2-450, 193 . 23. 24. 25. 26. 27. 113 Parrot, Leslie, "A Study of Student Personnel Services in Six Liberal Arts Church Colleges," Unpublished Doctoral Dissertation, Michigan State University, East Lansing, Michigan, 1958. Peters, Edwin F., "Factors Which Contribute to Youths Vocational Choice," Journal of Applied Psychology, 25:k28-43o, 1941. Ramsey, Glenn V., "The Sex Information of Younger Boys," American Journal of Orthopsychiatry, 13:347-352, 1943. Singer, Stanley and Buford Stefflre, "Concurrent Validity of the Mooney Problem Check List," Personnel and Guidance Journal, 35:298-301, January, 1957. Strang, Ruth, The Adolescent Views Himself, New York, McGraw-Hill Book Company,IInc., 1957. APPENDIX A 115 September 26, 1958 Dear Principal I am at present beginning a doctoral study which has the following endorsement: "Mr. James Harvey's guidance and counseling study is endorsed by the National Union of Christian Schools because we feel that it has value for Christian education. We hope that you will co-operate with Mr. Harvey in this project. " Cor dially /8/ John A. Vander Ark Director The study concerns students in the Christian high schools in Michigan and Illinois. As a part of this study, it is necessary to delineate a group of Christian school leaders. It would be appreciated if you would fill in the blank on the reverse side of this letter. It asks that you list at least twelve people whom you feel are leaders in the Christian Schools affiliated with the National Union in the country today. These may be teachers, lay people, ministers, or college professors as long as you perceive them to be among the top people in the field. They may or may not live in your area. I am interested in defining this group because a questionnaire has been prepared for them which is a key to the study. You need not sign your name. Will you please return the blank to me by the 10th of October? Thank you for your help. Yours in Christian Education W James Harvey 10. ll. 12. Please list at least 12 people whom you feel are at present the outstanding leaders in the Christian school movement in the United States. If you can list more, please do so. If you cannot list 12 please list as many as you can. Thank you for your co-operation. City, Church, or School Name of Leader With Which Leader is Connected APPENDIX B 116 ll? 1950 REVISION MOONEY PROBLEM CHECK LIST Ross L. MOONEY Bureau of Educational Research Ohio State University DIRECTIONS “ This is not a test. It is a list of problems which are often troubling students of your age—problems of health, money, social life, home relations, religion, vocation, school work, and the like. Some of these problems are likely to be troubling you and some are not. As you read the list, pick out the problems which are troubling you. There are three steps in what you do. First Step: Read through the list slowly, and when you come to a problem which suggests something which is troubling you, find the number of the item on the answer sheet and blacken the answer space BELOW the number. For example, if you are troubled by the fact that you are underweight (problem number 1 in the list), you would find number 1 on the answer sheet and blacken the answer space BELOW the number. Thus, Go through the whole list in this way, marking the answer spaces below the numbers of the problems which are troubling you. Second Step: When you have completed the first step, read again the items you have marked and pick out theones which you feel are troubling you most. Show these problems by blackening the answer space ABOVE the number. For example, if, as you look back over all the problems for which there are black marks below the numbers on the answer sheet, you decide that “Being underweight” is one of those which troubles you most, then blacken the answer space ABOVE the number, like this, This example shows how the sheet would be marked by a student for whom both items 1 and 4 represent problems, with 1 being among his most im- portant problems. Third Step: When you have completed the second step, answer the summarizing questions on the back of the answer sheet. Do not make any marks in this booklet. Put all your marks on the answer sheet. Printed in U.S.A. Copyright 1950. All rights reserved. The Psychological Corporation 522 Fifth Avenue, New York 36, N. Y. 51-1351‘8 First Step: Read the list slowly, and as you come to a problem which troubles you, blacken the answer space BELOW the number on the answer sheet. Page 2 Being underweight Being overweight Not getting enough exercise Getting sick too often Tiring very easily Needing to learn how to save money Not knowing how to spend my money wisely . Having less money than my friends have . Having to ask parents for money . Having no regular allowance (or income) . Slow in getting acquainted with people . Awkward in meeting people . Being ill at ease at social affairs . Trouble in keeping a conversation going . Unsure of my social etiquette . Having dates . Awkward in making a date . Not mixing ‘well with the opposite sex . Not being attractive to the opposite sex . Not being allowed to have dates . Getting into arguments . Hurting people’s feelings' . Being talked about . Being made fun of . Being “diflerent” . Losing my temper . Taking some things too seriously . Being nervous . Getting excited too easily . Worrying . Not going to church often enough . Not living up to my ideal . Puzzled about .the meaning of God . Doubting some of the religious things I’m told . Confused on some of my religious beliefs . Worried about a member of the family . Sickness in the family. . Parents sacrificing too much for me . Parents not understanding me . Being treated like a child at home . Unable to enter desired vocation . Doubting the wisdom of my vocational choice . Needing to know my vocational abilities . Doubting I can get a job in my chosen vocation . Wanting advice on what to do after high school. . Missing too many days of school . Being a grade behind in school . Adjusting to a new school . Taking the wrong subjects Not spending enough time in study . Having no suitable place to study at home . Family not understanding what I have to do in school . Wanting subjects not offered by the school . Made to take subjects I don’t like . Subjects not related to everyday life 101. 102. . Vocabulary too limited 104. 105. 106. 107. 108. 109. 110. Frequent headaches . Weak eyes . Often not hungry for my meals . Not eating the right food . Gradually losing weight . Too few nice clothes ' . Too little money for recreation . Family worried about money . ’Having to watch every penny I spend . Having to quit school to work Not enough time for recreation Not enjoying many things others enjoy . Too little chance to read what I like . Too little chance to get out and enjoy nature Wanting more time to myself . No suitable places to go on dates . Not knowing how to entertain on a date . Too few dates ’ . Afraid of close contact with the opposite sex Embarrassed by talk about sex . Wanting a more pleasing personality . Not getting along well with other people . Worrying how I impress people Too easily led by other people Lacking leadership ability . Daydreaming . Being careless . . Forgetting things . Being lazy . Not taking some things seriously enough . Parents making me go to church . Disliking church services . Doubting the value of worship and prayer . Wanting to feel close to God . Affected by racial or religious prejudice . Not living with my parents . Parents separated or divorced . Father or mother not living . Not having any fun with mother or dad' . Feeling I don’t really have a home . Needing to decide on an occupation . Needing to know more about occupations . Restless to get out of school and into a job . Can’t see that school work is doing me any g . Want to be on my own Not really interested in books Unable to express myself well in words Trouble with oralreports Afraid to speak up in class discussions Textbooks too hard to understand Teachers too hard to understand So often feel restless in classes Too little freedom in classes Not enough discussion in classes 118 Page 3 111. Not as strong and healthy as I should be 166. Poor complexion or skin trouble 112. Not getting enough outdoor air and sunshine 167. Poor posture 113. Not getting enough sleep 168. Too short 114. Frequent colds 169. Too tall 115. Frequent sore throat 170. Not very attractive physically 116. Wanting to earn some of my own money 171. Living too far from school 117. Wanting to buy more of my own things 172. Relatives living with us 118. Needing money for education after high school 173. Not having a room of my own 119. Needing to find a part-time job now 174. Having no place to entertain friends 120. Needing a job during vacations 175. Having no car in the family 121. Nothing interesting to do in my spare time 176. Not being allowed to use the family car 122. Too little chance to go to shows 177. Not allowed to go around with the people I like 123. Too little chance to enjoy radio or television 178. So often not allowed to go out at night 124. Too little chance to pursue a hobby. 179, In too few student activities 125. Nothing interesting to do in vacation 180. Too little social life 126. Disappointed in a love affair 181. Being in love 127. Girl friend 182. Loving someone who doesn’t love me 128. Boy friend 183. Deciding whether I’m in love 129. Deciding whether to go steady 184. Deciding whether to become engaged 130. Wondering if I'll find a suitable mate 185. Needing advice about marriage 131. Slow in making friends 186. Being criticized by others 132. Being timid or shy 187. Being called “high-hat” or “stuck-up” 133. Feelings too easily hurt 188. Being watched by other people 134. Getting embarrassed too easily 139, Being left out of things 135- Feeling inferior 190. Having feelings of extreme loneliness 136. Moodiness, “having the blues" 191, Afraid to be left alone 137. Trouble making up my mind about things 192, Too easily moved to tears 138. Afraid of making mistakes 193. Failing in so many things I try to do 139. Too easily discouraged 194. Can't see the value of most things I do 140. Sometimes wishing I’d never been born 195, Unhappy too much of the time 14L Wondering how to tell right from wrong 196. Can’t forget some mistakes I’ve made 142. Confused on some moral questions 197. Bothered by ideas of heaven and hell 143. Parents old-fashioned in their ideas 198. Afraid God is going to punish me 144. Wanting to understand more about the Bible 199. Troubled by the bad things other kids do 145- Wondering what becomes 0f people when they die 200. Being tempted to cheat in classes 146- Being criticized by my parents 201. Being an only child 147. Parents favoring a brother 01’ sister 202. Not getting along with a brother or sister 148. Mother 203. Parents making too many decisions for me 149. Father 204. Parents not trusting me 150. Death in the family 205. Wanting more freedom at home 151- Choosing best subjects to take “9’“ term 206. Deciding whether or not to go to college 152- Choosing best SUbleCtS to prepare for 0011883 207. Needing to know more about colleges 153- Choosing best subjects to prepare for a 10b 208. Needing to decide on a particular college 154. Getting needed training for a given occupation 209. Afraid I won't be admitted to a college 155. Wanting to learn a trade 210. Afraid I'll never be able to go to college 156. Not getting studies done on time 211. Trouble with mathematics 157. Not liking school 212. Weak in writing 158. Not interested in some subjects 213. Weak in spelling or grammar 159. Can't keep my mind on my studies 214. Trouble in outlining or note taking 160. Don’t know how to study effectively 215. Trouble in organizing papers and reports 161. Not enough good books in the library 216. Classes too dull 162. Too much work required in some subjects 217. Teachers lacking personality 163. Not allowed to take some subjects I want 218. Teachers lacking interest in students 164. Not getting along with a teacher 219. Teachers not friendly to students 165. School is too strict 220. Not getting personal help from the teachers Page 4 : fi 221. Trouble with my hearing 276. Poor teeth I 222. Speech handicap (stuttering, etc.) 277. Nose or sinus trouble 223. Allergies (hay fever, asthma, hives, etc.) 278. Smoking 224. Glandular disorders (thyroid, lymph, etc.) 279. Trouble with my feet 225. Menstrual or female disorders 280. Bothered by a physical handicap 226. Parents working too hard 281. Borrowing money 227. Not having certain conveniences at home 282. Working too much outside of school hours 228. Not liking the people in my neighborhood 283. Working for most of my own expenses 229. Wanting to live in a different neighborhood 284. Getting low pay for my work . 230. Ashamed of the home we live in 285. Disliking my present job 231. Wanting to learn how to dance 286. Too little chance to do what I want to do 232. Wanting to learn how to entertain 287. Too little chance to get into sports 233. Wanting to improve myself culturally 288. No good place for sports around home 234. Wanting to improve my appearance 289. Lacking skill in sports and games 235. Too careless with my clothes and belongings 290. Not using my leisure time well 236. Going with someone my family won’t accept 291, Thinking too much about sex matters 237. Afraid of losing the one I love 292. Concerned over proper sex behavior 238. Breaking up a love affair 293. Finding it hard to control sex urges 239. Wondering how far to go with the Opposite sex 294_ Worried about sex diseases 240. Wondering if I’ll ever get married 295. Needing information about sex matters 241. Wanting to be more p0pular 296. Being too envious or jealous 242. Disliking someone 297. Speaking or acting without thinking 243. Being disliked by someone 298. Feeling that nobody understands me 244. Avoiding someone I don’t like 299. Finding it hard to talk about my troubles 245. Sometimes acting Childish 01’ immature 300. No one to tell my troubles to 246. Being stubborn or obstinate 301. Too many personal problems 247. Tending to exaggerate too much 302. Having memories of an unhappy childhood 248. Having bad luck 303. Bothered by bad dreams 249. Not having any fun 304. Sometimes bothered by thoughts of insanity 250. Lacking self-confidence 305. Thoughts of suicide 251- Sometimes lying WithOUt meaning to 306. Sometimes not being as honest as I should be 252. Swearing, dirty stories 307. Getting into trouble 253. Having a certain bad habit 308, Giving in to temptations 254. Being unable to break a bad habit 309. Having a troubled or guilty conscience 255. Lacking self-control 310. Being punished for something I didn't do 256. Clash of opinions between me and my parents 311, Friends not welcomed at home 257. Talking back to my parents 312. Family quarrels 258. Parents expecting too much of me 313. Unable to discuss certain problems at home 259. Wanting love and affection 314. Wanting to leave home 260. Wishing I had a different family background 315. Not telling parents everything 261. Lacking training for a job 316. Not knowing what I really want 262. Lacking work experience 317. Needing to plan ahead for the future 263. Afraid of unemployment after graduation 318, Family opposing some of my plans 264. Doubting ability to handle a good job 319, Afraid of the future 265. Don’t know how to look for a job 320. Concerned about military service 266. Don’t like to study 321. Getting low grades 267. Poor memory 322. Just can't get some subjects 268. Slow in reading 323. Not smart enough , 269. Worrying about grades 324. Afraid of failing in school work 270. Worrying about examinations 325. Wanting to quit school 271. Teachers not considerate of students’ feelings 326. School activities poorly organized 272. Teachers not practicing what they preach 327. Students not given enough responsibility 273. Too many poor teachers 328. Not enough school spirit 274. Grades unfair as measures of ability 329. Lunch hour too short 275. Unfair tests 330. Poor assemblies iecoml Step: Read again the items you have marked and blacken the spaces on the answer sheet ABOVE the numbers of the problems which are troubling you most. Third Step: Answer the (11.15?“ 0n the back of the Jiiawr.’ 00—» < co: .m.#.. Itch In. m<1073 xxo» Buz .zofigonEou 4563056.. oz» .xuwn of :c 23:22. 2: Loawcw new $9? of at: .N can w 3me ”4533500 poc< .._.°._. Sn an we». Rn own We.” in QM EN Km cum .0: xi. tn in we. .1: .2: NE 1: 2,. 9: mi ,9: E: m... am mm mm. W sku mmn vmn mNn NNm “mm cam 0cm new new con m_~ a_~ my” ~_m _a~ cad mw_ emf “ma cm_ m:— ao~ w:_ we" as” ,om my aw av ov 3n< c~w man w_m N_n can men ecu meN new _c~ eww mew mam N¢~ ao~ we“ «ma wwW ~n_ [WW :c_ ,mo .wm ,, ;. . . ..; ..... m_m ean m_n Nam _;m ocm omN mmm NmN cmN wcm we» wc~ ”2N _c~ :w_ new ow“ Nw_ sea mm «a ,nm :; _ ..... .: ..... c—m oon men how can 9%.. vmm mm. 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Xhu g dslmumm .m 0L hum 5|an 0.. e Inl meme; a mu mammm mmmma mame mmmwm manna mmme m mam WWMWw Mmma aiho ls ) a .Oleil .00.» $28 00 0:: 380.5 :0.» 80:3 :85 8:8 8 A0800 -800 .00—803.80 >00 0>0: =0.» 00 .00 2 0le .m0>lll $0: 0:» 00 60:88 0>0: 89» 08030.8 0:: :0 0800 80:0 0800800 00 0:00 00 0:: 89» 2803 080:0 0:0 :00: :0.» : .0. 8030080 0:» :0 :00: :0.» 30: 80:98 00005 .0 Zill.00 >111] A80.» 00 800800 800000»: «0 0000008 080020 :80 .80:0 :85 .80 0:83 00 30:00 8 000880 0.88 90: 00 0:: 80.» 2803 .m 0808880 :01: 0 0:03 @8003 :30 .80.» E 080308 00:0 .80.» 08.808880 :0» 2803 302 .N 0008800 0.88 0.8008 0:0 0:08 00 >00 00 0.800 .08 80.» 80:83 $050.80 314. .0 Z 00% $80508 .80.» :0 08008 0000808203 0 03w 7.: 0:0 :0 000208 0>0: :0.» 080: 0:0 00:0 :00: :0.» 00 A mZOHFmMDU 08030080 .80.: mama/0:0: 0:0 0038< 800m BEE APPENDIX C 120 121. Page 1 Sources of Guidance Questionnaire-Student Form Instructions Purpose of Questionnaire Yours is a period of life in which many important problems must be faced. This questionnaire is an attempt to better understand where you get help in solving these problems. Description of Questionnaire There are two parts to this questionnaire. On the half—sheet (which is page 2) and directly beneath it on the left hand side of page 3 you will find eleven different problem areas listed. On the right hand side of page 3 you will find listed a number of possible sources of information which might be used for get- ting help and guidance to solve the problems in the eleven problem areas. Procedure 1. Fill in on the top of page 2 the information requested as to your grade, sex, and school. 2. Read problem area number 1. If you have had a problem in this area, think of the sources of information and guidance which you have used. (Even if you haven‘t had a problem in this area, determine where you would go at the pres- ent time for help if you did have such a problem). Next, refer to the sources listed on the right hand side of page . If you find there the source or sources of information you have or would use, place the number of the most important source in the blank marked lst__;under the problem area. If you have used more than one source, place these other source numbers in the order 9f importance by the blanks 2nd, 3rd, 4th, and 5th. You need not list five but you may do so if you prefer. 3. If a source of information which you have used is not listed on page 3, you may add this source by writing it in the spaces (Numbers 10 through 13) left for this purpose on page 3. Write in the source and write the number by it in the correct space under the problem area. a. Continue until you have done the above for all eleven problem areas. Example: Sources used for problems of HfALTH AND BODY DEVELOPMENT (such as problems concerning your weight, bad health, physical handicaps, appearance, lack of sleep, eating, and similar problems). lst. 3 2nd. ’4 3rd. 8 11th. 5th. The marking of the example indicates that when this person had a problem in the area of Health and Physical Development, he got his most important help and guid- ance from his parents. (No. 3 placed by first). The next most important source of help indicated is his friends (N0. 4 placed by second) and the final most im- portant source indicated is the reading of books or magazines containing infor- mation on health and physical development (No. 8 placed by third). By not fill- ing in the uth and 5th choices, the person has indicated that he would use or has used only the three sources he has listed. 128 mousooOOhm .:0008 0 .oappsonmeo x903 Hoosom ou .umsn0 ohsusmum>m 0w0appaz a now .aasmuusoouzmo aaaamm 000 oaom-m0 moduapapoe .oom Hmaoomu<0m l Imunousum .nsm acamaa0m 000 manhosum: .Hdem a .0000 .>HA .moouanamumqm 00000500 .pso mnodumamm .hmm Hanomnmmummm .p00 Hwodmzsm a suawmmnnmm m.m _ n.~ o.m 11m?! 0.m ma \\ // “a O. \ \, \1k 0.3 a r\‘ Vuw< 1, \\ me xx / / > \ -\ m. , z / / \ \ .0 C.“ It ’4 / \\ V/ \\ O.“ r . .N /. \kMH‘ \Jlr \\.\ m.m / \ I r \ /;\~ m.n M/’ N ll. 1\ 0 ID A O o 0 .z. m“ o 0 he )1: _ “.0 o.eaeo ewe msm km. 000 m m zno m m cm 0.8 wzmqmomm A¢HdngHmzoczu zo wmmzommmm Bzmanm Aoomow z onsusmum>m madamm can oeomnmm nodwda0m 080 mawposumz macapwfl0m .hmm Hmcomn0mnmmm ImunocSpm .nsm IllmunouSpm .uso .oaspsoumeo .um:«00u30¢ mnoaumamm .hmm Hmaoom-mmm owedhpmz a now .Qasmuhsounzmo .000 deoomu<0m .HQEM um .ccoo Crag .mGODmDHmIMAm .H0>00 Hmoamhsm a :uH00mu00m modud>dpo¢ on. on. om. 00. 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SPr 1.1. CTP A Disa e _M_ a 41819166 M :9 v?” 6 SourceJ 6 .133... 186-2177. Sourcez .1111?) 418.....9121 ..E... c d ..E... c 3' 95 126 221 :91“1_13_9_fi.221 .. 16 2 ON- 0 159 21131 1107 Formula Used: 7 LL 11 7 6. PPR 2 1 \2 X " ad - bcz- .‘I, M Almgrmgagree 8170 are, 1317-51,! {6+3} Song 73 113.186.4199-. F c d ,91 134221 1611 211314107 * This number is the number of the guidance source on the sources of guidance 1630 CHI SQUARE TET -- QUESTIONNAEE DATA _Senidrs_ vs. Sophomores 1. HPD 7. MR Agree Disagree Dis sagr Eel}; O senm 6 "“zgr'b SouIécekJ 7% 111.113.199. Sow-:3 so 3cea 11 .011 Om" 100 11911119 5"” 8__3_: _8__6 11119 173 89N=262 113 ”111911-262 2. m; 8. HF A Wee A Disggree 81111.1 5 5.911... 8 2 Source 3_ 88 251‘113._.P.6. Sarge; 32 81d111_3_ .59 30.11111 0 a 192.11 0 1 121 28 1119 “#12950 1119 209 53N°262 82 180Nc262 3. SRA 9. FVE Disagree Sam a1D1sggree “551‘“ SourceJ+ 511 59 113.5432 Sonia; 58 TSjllLJ'T 3.91210 c 061 118 101 1119 mm 11119 102 16191-262 1112 120N'262 h. CSM 10. ASW MIA-g a 66 83.1fm.“ 8' 1 e 6 emce,3.,50c6 3d 113.2.211 30mg; 11%:j113 .0 s s ‘th 81 68 119 ”h 61 1119 131 13111-262 110 1521-262 5. SPr 11. CTP. Disagree Agzeg._m%agree A fig-w-B. Serf?“— ' Source..3 1.12;: 7.....O__d 113...-.121; Sougce... i112? 7131 113 .115 39191“ 1119 (1911.: 60 ...83 111.9 1025711482 Formula Used: 102 16(N= 262 6. PPR 2 12 " (Lad - 13:31- A agree (yum-:31 1b+d1 {0+3} Sen. 81mg1 Source—3 1 7.33 113.1195. 589118838 1.1.. 1119 109 1531- 262 * Thisnumber is the number of the guidance source on the sources of guidance lbl CHI SQUARE TEST --- QUESTIONNAIRE DATA TMWrLD 1. HPD ‘ 7. m Amatmaggree fif-...i_§1bm A : Sourcéf; 86; Sbfd1ll1'omfi-Ua3 Source..3S 86 c__—-—7 111......9.Q3 “C"? 101 28 011129 (:77 1129 187 Bil-26910616311969 2. FLE 8.1{F 11115-3399 A aJilisggree ..A... 7 ..A. - 104 25 129 38 911129 ‘209 ‘60:» 269 75 ”19111-269 3. 51m 9.1m; Agrssamggree 88.1.5511: 66. 71a1110..1...6_3_ 8.1.8:: 67 73.1 18.91.11 ..C..'«:-.D 7175 81:7: 129 111 1581*?69 h. CSM 10. ASW wAMmeEDisggree an? msggree “~11: 81 79d 110 3.55 3mg 50 811d‘111°__117 ‘30.. c .. ”D 72 57 129 £13 176 83 129 133 136“. 269 102 1671-: 269 5. SPr 11. CTP Agzeg-Jflfisgree J}: regz._D_i_s,%gree “L- 8 0 60 80 11110.... Sme%3b733ed 9 111 -.6... 111+ Smrtéej’) cw‘di “‘1' 61c 68‘1 129 “- 118° -81.-“ 1129 108 161 N- 26 105 161.711" Formula. Used: 9 6. PPR 12 " ( ad - be - ApesnDigagree a+01 198’s, b++d, c+d 881123632 570 83d 110 1.1.7.8.-. 9119- 63 88 29 _....L___ 120 1191- 269 * This number is the number of the guid ~e source on the sources of guidance ‘ . C D ‘ . ‘- ‘ I O l \ . ‘ ‘ a. I A. f . 162 - CHI SQUARE TEST -- QJLISTIWAIRE DATA L 1.HPD Scurce*_3 AAgnena. Disagree 10 6 d1‘16 29 -Q.-:-D 2.FLE A .JL- Source 3.. g -D 15° 5 d[20 2s 11N°36 66 l 110 56.16 J 39 18 2 20 '29 7N=36 3. SBA A a . ee 3011:5611: ll [ 5 16 1.12.9}. C-D c a a [12 20 h.csu Ag‘ A.-. SourceJ+ 19 17N 36 8 68 9 I7 16 .33 €2.21}. 1min 20 5. SP1- 16 2ON-36 Apes-Jew 5°—I§E 2o L133 9 J16 1169- 12 26,1:- 36 1L1 22N- 36 * This number is the number of the guidapce squrce on the sources of guidance Majg Sgs, Class Ave. C and D 7.143. Agree Disayee -.A... 8. W1? Samoa; 8 8 416 0 m9? c C3D“‘_§__ 12 cizo 16 20N-36 aDiB rec 7 g$16 Some—cSEDAg cm- -2-J+6 5 15md120 1h 22 mn-36 9. FVE ____A_, Disaggree Source_3 163.—4.9.37 .a=D 20 1 n-36 10.ASW Agra: e Sun” I 6 o :16 ,62 9:2. 0 i1 16 . 10. 26 Nc36 IL.CTP A A regEQ-gggire; Soul-cell: 1.1-9.34 1 40—91 __ C - 210 10 120 ‘17 H1§N=36 163 cm SQUARE mam - QUESTI 01mm mm Male Sgphg. A zg. C and D 1. HPD 7. m Agmatniaagree Agree _., Digagree JL12 13 1‘25 696 filam 25 Sonnet; c d‘ ~ Sourc c c ..JLZl .CsD. 19 3 '22 .9- 7 15 322 31 1611-117 20 “fin-L17 2. FLE 8. HF . A” Wee . ..LA a1.313.;ggre;“ll Source“ 31 ’4: 25 Jib- Som'c ~3- 9 1 :2 _ u ._ d 93: c 5 22 i1)— 6° 16 ’22 '38 «311-17 15 3211-417 30 SEA ' 9. WE ee 8&81‘99 A g a a ‘ 3mg} 9 16 25 , .002 Smm'é'fi' 15 1° 25....0512 C-D c H ..._.... 3 13 22. . 22 18 29 NHn 29 lBN‘h? b. can 10. ASW AgneLDiaggree «.mmagg .111 a A? 111a 11 11:56 Source‘lr, B 17 d 25 .1259. Source; c 1 w .. b C .- L 12 10 22 __Z___l§j 22 5. SPr 11. CTP was A A 39: Disagree 22.8.3J25 -.ZQ... . Squfji 1261-3 3425.....25 _1.§___ 22 .§_ ___1L;a'22 11 36nd“ Formula. Used: 20 2711-117 6. PPR ( 2 X2 " ad - bc - a u AgnegTDigagree (AH) 831...; , c 301521112. 13 25 1.21. 42-13:, 1% 22 '—--L—-- 27 eon-N7 * Thiehmnber ie‘theA umber of the guidaplce source on the eourcee of guidance .\ 161+ CHI SQUARE TEST -- QUESTIONNAIRE DATA Senjgna Girls A zg. (land 11 1. HPD 7. m 9.395.513.158ng Agree, a'D.’Ls1g,g:r-ee Sou-oil 12 8dj20 -919” 10 ;2o .10 C Co 13 7 ,20 .9... 120 25 15 N410 22 18 Nigo 20 FLE 8. HF Agzaaynisggree A Disggree ”A“ 11+ 6 ‘20 13 “'5: 8 an12 i2o 5___16 sourced” c 6% . . SOUI'C%_D c Md} __ o .. 16 L1 0 1 13 2o 30 10 Nuuo 9 31 111-110 3. SEA 9. FVE manages A a Disgsree .A... ; .__._.. i SourceJ+. 9 11 E0 ..z..l9. SourceZ. I E 20......112. .021) ° 5 c_-.-n_ l cl d 9 11 20 . 1 - 20 18 22 N3- L10 12 28 N110 h. CSM 10. ASW Agannggree ran Maggre ..A..." a ‘20 £1 8 a 12062 ”0] BMW-3— '11c 9 d 0'0 Sources? c d -D L1 12 8 O m 3 17 L0 23 17 N. 1+0 1]. 29 N": 110 S. SPr 11. CTP .A... a ..Digagree Sourcel. 7 13d O .lfég- Sourcée .. c _. U 12 8 O 19 21N~ I10 Fen-mule Used: 6. PPR 2 2 X " 93d - 1303‘- ._ A1m§__mgexugree 8+ We” .» SourcL 6 1 420 .11 as c 1---... ' 8 12 120 11 26N~uo * This-{umber is‘the umber of_the guidancesource on the sources of guidance 165 CHI SQUARE TEST -- QUESTIONNAIRE DATA Soph. {-11:13 (flags avg. C and D 1' HPD 70 MR A Agree? Disagree imfiaégiégigree Sourcefi 18 10 (11.28 M Source—5 15 9.22... A 28.416 C2D.-. Oc2 d! 5:12 c O; 2 22 .3311. . 22 38 12N'so 211 26 N- 50 20 FLE 8. HF .A. Pia ree Sourcelh .22-.528 .133 can. ! nggZZ 9 1+1 N- 50 9. FVE Di Afi°fimgfigr°° Source3. 16 12J28 .29 C... D d 10c 12 122 23 27111.50 T211430 N' can 10. ASW ,Afi? a B so ‘ a . a Source}. ,1110 111d 338 _1__-_22_ s :3 17 E1. 28.3.1911 £2.12 ”“64: a 16° 661 2 7 6'15 22 3o 2on- so 211 26 N- 50 5. SH 11. CTP L‘su-msm 9A 9.93%” Source3~ 2.3:. 1.}; 28 -23- SourceZ $.14 ‘3! 28.1.79 .. C C...D_. 11c]. 22 -C...D 6 16 .3! 22 a 20 30 ON. 0 22 23:1 50 Formula Used: 5 6. PPR A Rigagz'ee a+b 93'": ‘06:!) (on, a I 30.1.23 15 2.33.. 28 .195.-. 9:2- 123 10 22 "db—o... 2? 234' SO * This number is the number of the guidance source on the sources of guidance ”5‘5"” E Q .'1£J'"I$E If"; i I“! {C '1... 4* «w. my 3"" K .r“ thx ' g- .t‘ .9 N .31 'J ‘ “ . ‘1 . a; . o "‘: " 1‘ i"~ ., , , 3 NS .- I _ a. IE: ' 5"" ‘5”! ‘ H “H; I ’ . t,- s ‘. ;_--. N31! 11 1955 MMMMM mi:13111711111161MNQNMQMN"“117"s