AN EXPEREMEENETAL STUDY OF TRANSFER OF CONCEPTS DEVELOPED N A COLLEGE SOCEAL SCIENCE COURSE TO THE CAMPUS CULTURE Thai: for the Dogs“ cf Ph. D. M!CHIGAN S?ATE UNIVERSITY Ludwig John Spofiyar 1959 a L if“ L) } L3 WIT/Ii!!! KW! H! W 711?! ‘3 1293 00991 9352 This is to certify that the thesis entitled AN EXPERDIENTAL STUDY OF TRAi-JSFER OF CCXV'CEPTS DEVELOPED IN A COLLEGE SJCIAL SCIENC COURSE TO THE CAI‘lPUS CULTURE presented bg Ludwig John Spolyar has been accepted towards fulfillment of the requirements for BhLD_degree inMn Admin. 5 Ed. Services Wd/fiz 1%» Major pgfessur w Date-W ’51 / 95‘? Michigan State University a 4 “ ‘nu Q no. “inch—t; L'A- ‘ TWII‘ --...-_._.__ Lvnjs' "L851: L>g . -_ ’ ‘A -.. - -~ .m—‘ntJ9'4 I c .a . .s 't “ ‘ h .. ~'.~w --' I .. .' I ‘L Juxi‘i‘a"n-"’£ _ .‘L— PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE OCT 2- 8 2832 APR (:8 20°32 6/01 cJCIRC/DateDuepes-p. 15 AN mmmnu srunr OF TRANSFER or CONCEPTS DEVEtcPED IN A COLLEGE SOCIAL scrum COURSE TO THE cums CULTURE By Ludwig John Spolyar AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services 1959 AN WEMITAL STUDY OF Tau: ran OF CONCEPTS DEVELOPED n; A COLLEGE SOCIAL sc III-ICE COURSE. TO TIE CMLPUS CULTURE by Ludwig John Spolyar In 19%, Michigan State University established a general education curriculum which was required of all students in the University. One of the four present general education courses is the Basic Social Science course whose aim is to educate the student to understand his society and the individual's relationship to it. The purpose of this research was to study the effectiveness of the Basic Social Science course on the Transfer of certain social science concepts taught in the course to the immediate campus culture and society in which the student is presently living. This was done by comparing one hundred fifty (150) freshmen and sophomores (the Etcperimental Group) Who were completing one year of Basic Social Science to sixty (60) freshman (The Control Group) who had never enrolled in any of the Basic Social Science courses. All students used in this study were single, non- veterans, lower classmen, between the ages of 17-20 years, and had lived in a residence hall for at least one year. Using the Fisher t-Test, no significant difference was found between the two Groups on scholastic aptitude, reading comprehension, and participation in extracurricular activities in college. Ludwig John Spolyar Additional study was conducted within the.Experimental Group on variables that may influence the knowledge and understanding of social science concepts in the academic, applied, and transfer of training situations. Both Groups were administered a thirtybsix.(36) item academic Social Science Test and a thirty-six (36) item.applied Campus Culture Test. Both Tests contained the same thirtyasix (36) social science concepts. Using the Fisher t-Test, the Experimental Group was compared to the Control Group on (1) the Social Science Test, (2) the Campus Culture Test, and (3) the number of concepts known and understood on the Social Science Test gag the Campus Culture Test. (This was termed Transfer Score.) Also, the Fisher t-Test was used to determine, for each Group, the difference between their actual achieved Transfer Score and the Transfer Score which could be obtained by'chgngg, depending on their Social Science score and Campus Culture score. " The Pearson r formula was used to determine the relationships between scholastic aptitude and reading comprehension with knowledge, understanding, and transfer of social science concepts. Results of the study showed that students who experienced the Basic Sbcial Science course knew and understood social science concepts better than students who had not experienced the course on (1) the academic social science test, (2) the applied social science test, and (3) the number of social science concepts that were common to both tests. The Basic Social Science student also had greater ability Ludwig John Spolyar in transferring the social science knowledge and understanding from an academic setting to an applied situation. It was concluded that students who experienced the Basic Social Science course developed greater knowledge, understanding, and ability to transfer their training in the Social science area. Within the group of students who experienced the Basic Social Science course, no conclusive data was found on the influence of scholastic aptitude, reading comprehension, participation in college Extracurricular activities, and academic majors on social science knowledge, understanding and transfer of training. AN EXPEREIENTAL STUDY OF TRANSFER OF COI‘JCEPTS DEVELOPED IN A COLLEGE SOCIAL SCIEICCE COURSE TO THE CALZPUS CULTURE By Ludwig John Spolyar A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services 1959 Ludwig John Spolyar Candidate for the degree of Doctor of PhilOSOphy Final Rumination: August ll, 1959, Room 427, College of Education Dissertation: An Experimental Study of Transfer of Concepts Developed in A College Social Science Course to the Campus Culture Outline of Studies: Major Subject: Administrative and Educational Services (Guidance) Minor Subject: Industrial Psychology Cognate Area: Higher Education BiOgraphical Items: Born: February 5, 1931, Detroit, Michigan Undergraduate Studies: San Jose State College, San Jose, California, 1948-52. Graduate Studies: Michigan State University, l95h—55. San Jose State College, 3.3. 1955. University of Southern California, 1955-57. Michigan State University, 1957-59. Experience: Military: United States Air Force, Personnel Officer, 1952-51.; Education: Coordinator of Student Activities, long Beach State College, Long Beach, California, 1955-57 3 Graduate Resident Advisor, Michigan State University, 1957-58; Head Resident Advisor, Michigan State University, 1953-59. Member of American Personnel and Guidance Association, National Vocational Guidance Association, American College Personnel Association, Student PersonnelAssociation for Teacher Education, Phi Delta Kappa. AClOJOLLEDGfliEl‘ITS The writer expresses his sincere appreciation to Dr. Walter F. Johnson, Jr, chairman of his committee for his constant encouragement and assistance during the course of this investigation as well as during the writer's graduate studies. To the members of the Guidance Committee, Dr. Paul L. Dressel, Dr. Henry C. Smith, and Dr. Buford Stefflre, the writer wishes to express his gratitude for their helpful criticisms and suggestions. To the Office of EValuation Services, the Basic Social Science Department, and the Basic Communication Skills Department of Michigan State University, the writer is indebted for their cooperation and the excellent assistance of their staff members who were involved in this study; A special debt of gratitude is owed John J. Paterson, Bureau of Educational Research, for his assistance in the research design and analysis of data. To the many people, both staff and students of Lichigan State University, the writer is indeed grateful for their assistance in making this study possible. To his wife, whose encouragement, support, and patient understand- ing enabled this study to be completed, the writer expresses his deepest gratitude. iii Pmm DATA. 0 C O O O O O 0 . . ACTQTOT‘TIEGMTS......... LIST OF CHAPTER I. II. III. TABLES.......... THEPROBIETI........ introduction . . . . . ..... Statement of the problem . Importance of the problem. Limitations of the study . Definitions of terms . . . Organization of the study. REVIEW OF THE LITERATURE . CONTENTS Literature describing General. Education and Social &:i°nc.eeeeeeeeeeeeeeeeoOOOO Literature relating to the Culture of a College 0mm, 0 O O O O O O O O I O O O O O O O O O O 0 Literature regarding the Transfer of Training. . . mmos AND PROCEDURES . . IntroductiOn . .'. . . . . Thesamples The Social Science Test. . The Campus Culture Test. . O O O O The Procedures used Collecting, Organizing, and Tabmt mg the D‘t‘ O O O O O O 0 O O O C 0 iv Page iii \0-Q0\l—'l-' 10 15 15 30 36 37 37 37 1+5 TABLE OF CONTHI' TS CHAPTER Methods and Procedures continued me Procedure for Analysis . . . . IV. ANALYSIS AND INTERPRETATION OF DATA. Introduction........... The Social Science Test. . . . . . The Campus Culture Test. . . . . . TheTransferScore........ Analysis of the Ecperimental Group Data. Smnary.. V. WY, CONCLUSIONS, AND SUGGESTIONS FOR FURTHER O O O O O O C O O O O O O O 0 WC}! 0 O O O O O O O O O O O I I O O O O O O %ncludon8000000000000 Suggestions for Further Research . B Emma O O 0 O O O O O O O O O O O 0 APPWH ‘ O O O O O O O O O O O O O O O O O - Inventory of. Social Science Concepts APPEmDIx‘B......'........... . Letter to Technical Judges mmn c O . O O O O O O O O O O O O O O 0 Inventory of Campus Concepts mmn D O O O O O O O O I I O O O O 0 O ‘ Personal Information Data fileet ”Pmn E O O O O O O O O O O O O O O O O O O O O . Mean Social Science Scores by Class and Sex Page 46 5O 50 50 52 53 55 58 60 63 64 67 7h 81 88 89 TABLE OF CONTENTS APPENDIXF... Item Analysis of the Social Science Test in Relation to Levels of Difficulty and Discrimination for the Experimental Group ”Pmn G O I O O O C O O O O O O O O O O O O O O O O O O O 0 Mean Campus Culture Scores by Class and Sex APPENDIXH.......................... Item Analysis of the Campus Culture Test in Relation to Levels of Difficulty and Discrimination for the Experimental Group APPENDIX I O O O O O O O O O O O O O O O O O O O O O O O O O O . Mean Transfer Scores by Class and Sex APPmDH J O I O O O O O O O O O O O O O O O O O O O O O O O O . a. Mean and Analysis of Variances of Social Science Test and Campus Culture Test Scores by Academic Majors Page 90 91 92 91+ LISI‘ OF TABIES Table Page I. Comparison Between Freshmen and Saphomores in the Dcperimental Group of Scholastic Aptitude and Reading Comprehension Derived Scores and Partici- pation in.Ectracurricular Activities in College. . . 38 II. Comparison Between the Experimental. Ch‘oup and the Control Group of Scholastic Aptitude and Reading Comprehension Derived Scores and Participation in Extracurricular Activities in College . . . . . . 39 III. Comparison of Results Between an Ebcperimental Group and a Control Group Used in the Validation of a Forty (40) item Social Science Test. . . . . . . . . AB IV. Results of the Social Scimce Test for the Experi— mentalGroupandtheControlGroup......... 51 V. Results of the Campus Culture Test for the Experi- mental Group and the Control Group . . . . . . . . . 52 VI. Results of the Achieved Transfer Scores for the Ehnperimental moup and the Control Group. . . . . . 5h VII. Comparison of Transfer Scores that Would Be Obtained Ch ce Alone and Actual. Achieved Transfer Scores 3 {Egafifiperimental Group and the Control Group. . . 55 VIII. Coefficients of Correlation of Scholastic Aptitude and Reading Comprehension with Scores of the Social Science Test, the Campus Culture Test, and the TransferScore.................... 56 IX. Comparison of Scores Between a Low Participation Group and a High Participation Group in Ebctracurricular Aetifitiesmcouegoeeeeeeeeeeeeeeee 57 CHAPTER I THE PROBLEM _I_nt roduction American democracy demands an informed, intelligent, and active public for its strength and continuance. American educational institutions have undertaken the task of helping to achieve this continuous goal through academic courses that would not only free the student from the bonds of ignorance but encourage him to utilize his knowledge for the betterment of a democratic society. In the process of achieving this objective higher education has gone through a number of changes of emphasis. Around the latter part of the 19th Century, the emphasis on the traditional curriculum, re- ferred to as liberal education, was lost in the proliferation of course offerings needed and demanded by the encpansion of industry, business and agriculture. Besides these course offerings in special skills and abilities, the over-exhuberence for the elective system added to the de-emphasizing of the importance of a liberal education. Institutions of higher education began to re—examine their liberal education programs some thirty to forty years ago because the curricula found in these institutions were becoming overly complex, unwieldy, and considered by some educators, as lacking in purpose for a "true liberal" college education. Granting that specilization and practicality of educational training are necessary for a proper education, it was also felt that a liberal education was equally important. This liberal education provided common learnings and educational experiences which taken together better enable men to fulfill their potentialities in the many roles they play and to assume their responsibilities in a society characterized by democratic values. The liberal education that was found in institutions of higher education during the period of 181.2 to 1876 emphasized the discipggg nature of education. The re-establishment of liberal education during the period of 1909 to 1921 emphasized the 993i}; aspect. (1.8:lt99-509) Since the liberal education of the former period was aristocratic in intent and irreconcilable with the concept of democracy that was found in the latter period, the re-establishment of liberal education in the 1909 to 1921 period had as its matter and method, a service of democracy. In the years that followed this revised form of liberal education became known as general education. General education seeks to extend to all men the benefits of an education that liberates. (70:16) (me of the specific purposes of general education is to enable the A student to attain a balanced social and emotional adjustment througi an understanding of human behavior, the enjoyment of social relation- ships, and the experience of working cooperatively with others. General education also encourages the student to participate as an active, responsible, and informed citizen in the discussion and solution of the social, economic, and political problems of national and international affairs. Thirdly, general education allows the student to understand the 3 fundamental discoveries of science in their implications for human welfare and in their influence on.the development of thought and institutions; to understand and appreciate the scientific method and use it in the solution of concrete problems. In the early years of the re-establishment of general or liberal education, the colleges and universities offered both survey courses and elective courses to meet the general education require- ments. This system.proved ineffective as viewed by many educators because it failed to provide an adequate pattern that gave common knowledge, skill, and understanding requisite for a liberal education. It was therefore deemed necessary by some educators, to establish a core program that would be required of all students. One of the first universities in.America to undertake such a step was Michigan State University in 19hh. At that time each student was required to complete five of the seven basic general education courses. Each of these seven courses was under a separate department. In 1952 the seven departments of the Basic College were reduced to four basic departments. These present four departments are; Communication Skills, Natural Science, Humanities, and Social Science. Each of these four basic courses is for one academic year and all four are required of all students. The Social Science offering centers around the application of science to the study and analysis of human behavior. Through this method, the student should better understand his own society and his place within it. He may grasp better the process by which he and other individuals have become adapted, and have in turn contributed to the prevailing ways of behavior of the groups to which they belong. He may be more keenly aware of the ways by which men seek to satisfy their wants through economic and other institutionalized behavior. Finally, he may perceive more carefully how human behavior is given direction or is controlled - by methods ranging from those used by the personal, intimate grouping to those used by the nation as a political community. The Eichigan State University Catalog states the aims and objectives of the Social Science course as: "American society expects a college education to contribute to an understanding of society and the in- dividuals relationship to it. The Basic Social Science course is not concerned with the specific findings or methods of the various specialized fields such as anthro- p010gy, sociolOgy, economics, political science, and social psychology, but draws from them.in order better to analyze certain areas of social behavior. The three terms of the course are organized around three problem areas: (1) the orientation of new members of the group to the prevailing patterns of behavior; (2) the satisfaction of human needs and wants; and (3) the regulation of human behavior." (64:h9) Some evaluation should be conducted of the academic courses that have been developed over the years by many educators. Educational research has attempted to evaluate the objectives of some curricula, but unfortunately, it has been minor compared to the large number of courses found in institutions of higher education. host academic courses are designed to prepare the student for his post-college life. Preper evaluation of the effectiveness of a certain course would require a long span of time and elimination of contaminating factors that effect the student after he graduates. In order to evaluate the Basic Social Science course in this prescribed manner, an evaluator would have to wait until the student was graduated and had entered into the society or culture in which he was prepared to be a member. The difficulties found in this type of evaluation are many and of great complexity. The investigator of this study has reviewed literature ( 5, 8, 15, 81) which has described and.established the college and university community as a separate culture or sub-culture. It appears reasonable to argue that since students at Kichigan State University are presently immersed in this collegiate society and culture, the objectives of the Basic Social Science course could be applied to the campus culture as well as to the culture they will be in after their departure from,hichigan State University. The investigator utilized the campus culture found on the flichigan State University campus in an experimental evaluation of the effectiveness of certain academic teachings of the Basic Social Science course. Statement of the Problem The purpose of this study was to determine the effectiveness of the Basic Social Science course of Kichigan State University in the application of certain social science concepts to the practical and immediate situations of the campus culture. This research was a two-fold attempt to measure the amount of social science training that was transferred to the understanding of applied campus situations which had social science implications. he investigator attempted to determine: 1. the difference between the mean raw scores of a group of Basic Social Science students and a group of non-Basic Social Science students on: (a) an academic social science test (The Social Science Test), (b) an applied social science test (The Campus Culture Test) and, ' 2. the number of social science concepts that were known and understood on the academic social science test as well as on the applied social science test. This was translated into what has been defined as a Transfer Score. The objective of the design was to establish specific measures of educational growth that were made by students who experienced the Basic Social Science course. As an extension, or important adjunct of the primary problems (1 and 2), of this study, the following were also determined: 1. the relationship of scholastic aptitude to the attained scores on (a) the Social Science Test, (b) the Campus Culture Test, and (c) the Transfer Score. Since scholastic aptitude is generally regarded as an integral part of academic learning, these relationships were considered important for investigation. 2. the relationship of reading comprehension to the attained scores on (a) the Social Science Test, (b) the Campus Culture Test, and (c) the Transfer Score. Since a large amount of reading is required for the Basic Social Science course, these relationships were considered important for investigation. 3. the difference between the mean raw scores on (a) the Social Science Test, (b) the Campus Culture Test, and (c) the (Transfer Score, of a group of students (who had high participation in extracurricular activities in college and a group of students who had low participation in extracurricular activities in college. Since participation in extracurricular activities assumes an active and familiar relationship with the campus culture, these comparisons were considered important for investigation. mmance 9; _t_h_e_ Problem Every curriculum in educational institutions has its objectives and aims, whether they are stated or implied. Professors, administrators, and students are always concerned about the value of certain courses and whether or net the instruction within a classroom is accomplishing its objectives. Many methods, techniques, and studies have attempted to answer the questions that have arisen from the problem of evaluating curricula. The problem presented in this thesis is another attempt to evaluate certain objectives of an acadexnc Course. The results of this study may provide answers to some of the questions asked by professors, administrators, and students. Secondly, the results of this study will provide adizlinistrators and student personnel workers with information on the students' transfer of knowledge and understanding of academic social science concepts to applied campus situations. This would provide them with a better and more realistic background for the policies, operations, and decisions which affect the university community. Thirdly, the results of this study will provide inforxration on students' lalowledge and understanding of the sub-culture or society in I-u'hich they are presentl;r living. These three possible outcomes signify the inportance of this research. To determine 1-; lich of the outcomes is most valid and to their degree of importance, is material for further study. limitations 2; the Study The following limitations are inherent in the study and the value of any findings are restricted accordingly. 1. 3. A. This is an exploratory study of certain aspects of an academic course. It is not a time—tested evaluation that has been defined or refined from continual use. The evaluation in this study was of the Basic Social Science course at hichigan State University during the academic year 1958--959. ho inferences can be made from this study for other academic courses at Lichigan State University or other institutions. Only freshman and sophomore students were used in this study. 3 r? c‘ These students were non—veterans, single, and of the - i between 17-20 years and lived in the residence halls of lichigan State University for at least one academic year. Evaluation instruments used in the study (Social Science Test " d Campus Culture Test) are subject to the same deficiencies found in most test instruments. in attempt was made to maximize validity and reliability through statistical analysis, panel of experts, pilot group testing and interviewing of students taking the test. This study does not attempt to measure or study the behavioral chance in the student who experiences the Basic Social Science course. Rather it is an attempt to measure the student's understanding and knowledge of certain aspects of his present environmental culture or society as a result of being enrolled 10 in the Basic Social Science course for almost one academic year. 6. Variables used in this study were scholastic aptitude, reading comprehension, academic major, and participation in extra- curricular activities in college. The investigator was aware of such factors as socio-economic status of parents, previous high school courses in social science, college grade-point averages, and students attitudes toward the Basic Social Science course. These factors and their effects on the results found in the study are not included in this research. 7. For the purpose of this study, the .05 level of confidence was. selected in tests of significance because of the experimental nature of this research. Further refinement of instruments and methods used in this study would reguire the selection of the .01 level 0f confidence. In all tests of significance conducted in this study, the .01 level of confidence was reported when applicable. Definition 9; Terms Campus Culture: The inherited or learned artifacts, goods, technical processes, ideas, customs, habits, values and behavior of the members of the college campus community. Critical Thinking: In solving a problem, the ability to (1) identify central issues; (2) reCOgnize underlying assumptions; (3) evaluate evidence or authority; (h) recognize limitations of data; (5) establish relationships; (6) draw warranted conclusions. (23:51) ll Learning: Changes in skills, attitudes, feelings, emotions, knowledge, perceptions, and ideas that are the relatively stable result of experience or changes of behavior, and behavior including all the pSYCholOgical functions of the organism. Transfer 9: Training: The influence of training that is acquired by experiencing the Basic Social Science course in the application of social science concepts to campus situations. Social Science Test: A test consisting of thirty-six (36) selected items used in the final examinations for the three terms of Basic Social Science at Kichigan State University. The items were selected on the basis of their applicability and conversion to a practical campus situation, and were considered statistically "good" items because of their previous tested level of difficulty (.20 to .80) and discrimination level (above .20). Chapter III includes further description of the items. ngpgg Culture Test: A test consisting of thirty-six (36) items which was constructed using the same thirtyesix (36) concepts tested in the Social Science Test, but worded and applied to a campus situation. Transfer Score: The Transfer Score is the total of social science concepts that were understood and answered correctly in both the Social Science Test _a_r_1__d the Campus Culture Test. No credit was given if the concept was answered correctly in the Social Science Test but not answered correctly in the Campus Culture Test, and vice-versa. The purpose of the Transfer Score was to obtain a measure of a student's understanding of a social science concept in an academic test and then to determine if the student can transfer this understanding of the same 12 specific concept to an applied situation with which he is familiar. M.S.U. Reading Test: The M.S.U. Reading Test was developed by the hichigan State University Office of Evaluation Services, and is designed to measure the ability of students to comprehend thoughts expressed in reading passages that are representative of textual materials found in several academic areas. There are fortybfive (A5) items in the test. College Qualification Test: The C.Q.T. is designed to measure scholastic aptitude. The test is divided into three areas and scores are obtained for these three areas plus the total score which was used in this study. The three areas are verbal, general information, and numerical. This two hundred item.test was used for the first time at Michigan State University for entering students in the Fall of 1958, The C.Q.T. replaced the A.C.E. Psychological.Ekamination which was previously used to test incoming students at hichigan State University. American Council 23 Education Psychological.Examination: The A.C.E. PsycholOgical EXamination is designed to measure scholastic aptitude. The total score is sub-divided into two areas, Quantitative and Linguistic. The total score was used in this study. The sophomore students used in this study were tested by the A.C.E. and it is assumed that the students in this study who received certain derived scores from the A.C.E. Psychological Examination of scholastic aptitude would receive approximately the same relative derived score from the C.Q.T. of scholastic aptitude. Derived Scores: The K.S.U. Reading Test, College Qualification ' 13 Test, and A.C.E. PsycholOgical Examination were reported in terms of derived scores. Derived scores are based upon a standard ten point scale ranging from 1 (the lowest) to 10 (the highest). The scale reduces the percent of students in the extremes and increases the percent in the middle of the scale. Note that under this system extreme scores become much more significant in indicating superior or inferior ability. The Derived Score Distribution for tests, Fall 1958, as established by the Michigan State University Office of Evaluation Services, was utilized in this study and the term Derived Scores will refer to those standard scores. It will be noted from this definition that these are not decile scores. Extracurricular Activities: Extracurricular activities are those experiences which are conducted outside the academic classroom but connected with, and generally supervised by, the educational institution. Examples are to include athletics, clubs, student governnwmt, dramatics, school newspaper, debate, etc. Organization 2; the Study The first chapter is concerned with the introduction and statement of the problem, its importance and limitations. Terms which are frequently used in the report are defined and the organization of the thesis is presented. In the second chapter, a review of the literature pertinent to the present study is made. 14 The third chapter is a description of the instruments,.methods, and procedures used in the study. The fourth chapter consists of the analysis and interpretation of the data. The final chapter includes the summary, conclusions, and implica- tions for further research. CHAPTER II REV IEJ‘ OF LITRRTURE Literature Describing General Education and Social Science As mentioned in the Introduction of Chapter One, general education was a 20th Century liberal arts movement with emphasis on the social nature of man rather than the disciplinarian nature as liberal arts was in the 19th Century. (48:h99-509) The purpose of general education was to enable men and women to live rich and satisfying lives and to undertake the responsibilities of citizenship in a free society. (65:489) Here specifically Henroe (65:A90) outlines the objectives of general education as an aid for the individual student: 1. To attain a balanced social and emotional adjustment through an understanding of human behavior, the enqument of social relationships, and the experience of working cooperatively with others. 2. To participate as an active, responsible, and informed citizen in the discussion and solution of the social, economic, and political problems of America and international affairs. 3. To understand the fundamental discoveries of science in their implications for human welfare and in their influence on the development of thought and institutions; to understand and appreciate the scientific method and to use it in the solution of concrete problems. The American Council on Education (3) states the primary obligation of general education is to develop an intelligent, socially sensitive _ 15 - layman able and willing to discharge his responsibilities as a citigen, a community member, a friend, and a member of a family, and equipped with interests and powers to give meaning and satisfaction to life. As to the importance of general education, EcGrath (59:123) mentions that our college and university graduates may have found themselves com- petent in their chosen work, but have been baffled by their inability to understand and deal intelligently with many issues and problems of contemporary life. Dressel (20:409) stressed the desirability of general education in college because (1) it could allow the student to make changes in his curriculum; (2) it gives the student an overview of possible curricula; and (3) Provides training for citizenship. . The Cooperative Study in General Education (3:29) stated that vsociety increasingly demands any education for all youth, and democracy requires an educated citizenry and trained leadership. Brouwer (10:286) stated that our American society looks to the colleges as the training ground for tomorrow's leadership in democratic ways of thinking and acting. Roucek (7h:vii) also stresses that the successful Operation of our democratic system depends upon the support of an alert and educated citizenry and institutional education is the means by which we may seek this end. In considering these forementioned objectives of general education, it appears that the social sciences will have a great influence in the attainment of the objectives. Naftalin (66:111) states that nowhere in 17 the field of general education are the problems that relate to the philosophical, psychOIOgical, and social foundations more omnipresent and more challenging than in the area of the social sciences. HcGrath (61:272) states that the social scientists have been more enterprising than any other academic group in meeting the demand for instruction adapted to the needs of the non-specialist student, i.e. the student who does not expect to devote his life to one of the social science disciplines. The social scientists are earnestly trying to develop in their students an awareness of the complicated social, economic, and political problems which the students will face after they graduate. Levi (50:3) claims the purposes of social studies instruction are (l) to provide a genuine understanding of the society within whose frame we live; (2) to exhibit those conflicts of value which underlie all political and economic decisions; (3) to provide the social knowledge which is a prerequisite to wise decisions of social policy; (A) to enlarge social sensitivity in those areas in which institutional change is desirable; (5) and to prepare and encourage the individual toward intelligent social action. Lloyd-Jones (5h) points out that in almost every one of the 586 COllege cataIOgs examined, there was mentioned in some form or another, social development of their students as one of their major objectives. There appears to be some divergence on the means and ends of the objectives of general education as well as social science. In order to evaluate the effects of general education and the social sciences, it is necessary to have a clearer understanding of these objectives. 18 The objectives run on a continuum. The one end is the intellectual approach, which stresses just the intellectual aspects of the course content. Fext are those who favor a content—oriented approach which exposes the student to accumulated knowledge and the application is left to the student. Evaluation is then based on the content, not the application for both these approaches. (23:4) The other end of the continuum.is the group who believe the objectives of general education and especially the social sciences are specifically to change actual behavior of students after they leave the university. (#:49) (68) The investigator has ass mned an eclectic approach in this study after reviewing the various viewpoints on objectives of general education and the social sciences. Basically, the investigator has assumed that education is to seek change of behavior, not only in action behavior, but thinki-n behavior. Dressel and Layhew (23:h-7) expound this approach where cor itive ob- jectives are given no priority over affective ones. But in order to have the student ggt properly in his behavior, he should first be able to have preper thinking behavior. Evaluation of these social science objectives, as well as the general education ones, can very well and sl:ould be done wllile the student is still in school. Eekert (25:1A5) claims that young people who know little about the social order of mh ch they are a part can scarcely be expected to enter intelligently into the varied civic re mnsibi mties thata it them. liilliamson (9A,) conceives of the extra—curriculum as e:-:periences 19 V which give tne students the Opportunity to work out in practice the Principles learned in their courses. The development of the ability to think critically on social science issues will be covered late r in this chapter. Specifically, it is assulied that the objectives of social science are to change the cognitive aLd affective behavior of them dude.ts in contact with social, economic, and political situations. Evaluation of the objectives can be made while the student is still a member of the campus c ommnity . ince the objectives of social so; ence can be satisfactorily agreed upon in most ca ses s, the means to these ends are open for exploration. Dressel and Iayhew (23:2) speak of the difference between experiences and objectives of general education courses. inese means axd ends are by no means equivalent; and it is undoubtedly possible to attain the same objectives by various experiences. They caution against the tendency of the experiences to become the ends in themselves. Fee (27:115) points out that since so ranch can b-s covered in the social sciences, a Careful selection of important and educational content is necessa y. hcflrath (6 :280) describes the trend of social science courses g ing from a surve; -course and then to an historical development approach to a more significant course organized around contemporary proole as. LcGrath further states that these contemporary course offerings have a distinct psychological advantage over others, for studentsa are more interested in problems which they find in daily life than in the abstractions of the social sciences. Iaftalin (66:130) believes the motivation to learn is greatly increased when matters under study are closely related to the student's experience. hany social science instructors sooner or later discover tlat they perform.best when they are able to relate the subject matter to the student's concern about his own future and his own behavior. Redfield (71:81-91) states that the social science teacher has peculiar advantages of bringing into this teaching experience with the design and conduct of observation to some degree controlled. H points out that some of the materials of social science are right at hand in the community, in the schoolroom, and in the day-to-day experience of members of his class. .iarkness (33:493), Brouuer (lO:A59-463), Perrynan (69:272), Lloyd-Jones (5h:l2) and Eckert (26:159) all emphasize the idea of relevancy in the social science teaching and reference is made to the teaching assistance of the campus community life. Since the extra-curriculum life has been considered by many as important to the teaching of the social sciences, it is wise to review literature that relates to the student personnel services. The student personnel services, usually under the direction of a Dean of Students or similar title, have a great influence on the non-academic collegiate life. The services may include residence halls, counseling services, orientation, student government and activities, student conduct, and other influential areas. The Cooperative Study'in General Education (3:216) states the function of student personnel work in a pregram.of general education: 21 ".....is to help in orienting the student to understand and want the objectives of general education, to aid him in keeping his resources at a high level and using them effectively in his educational work. Misconceptions of purpose, confusion of plan, personal and social conflicts, emotional aspects, pfwsicel inefficiencies, all are bloks to effective educational work. Helping the student eliminate them is an important contribution to the program of general education." ‘ Brouwer (10:51-52) points out there is no difference between student personnel work involving extra-cxn‘riculum and the academic curriculum in such respects as functions, purpose, value, and importance of growth. Lloyd-Jones and Smith (55:12) mention the indirect influence that student. personnel work has in the accomplishments of objectives that are found in the classrooms. Bergstresser and Wells (8:111) cite examples of the cooperation and coordination between the student personnel workers and social science professors. Siffert (76), Kidd (1.6) and Hand (32:11.7) have described how residence halls can contribute to the objectives of general education. The President Commission (70:49) also felt a. great amount of resources for general education would be found outside the classroom. Monroe (65:495) claims that student activities, properly coordinated with instruction, may be expected to gain new significance and to streng- then other elements of the educational program. Monroe also stressed that cooperative and continuing relationships should be established among feculty, counselors, advisors to student organizations and residential groups, and student leaders with the purpose of using all the resources of student life more fully and effectively in a total pregrem of general education. Browser (10:459-463.) and Harkness (33) claim extracurricular 22 activities offer educational support to the training of social scientists. Williamson (94:3) also stresses the need for counseling and instruction to be closer tOgether because knowledge learned in the classroom is beginning to expand in importance to out-of-classroom personal lives of students. Hatteson (57:183) described the common objectives found in general education and counseling. He has aptly stated: "As general education seeks to draw out the student; to expose him.to new and vital experiences, and to present him with opportunities for growth through making decisions, so the counsel- ing technique seeks to place more and more emphasis on the active role of the client in thinking through his problems and making his own plans." The immediate preceding literature has dealt with the importance of extra-curriculum under the student personnel services areas and how this area can abet the teachings of social sciences. A very brief review of literature is now presented as to how social sciences can be of help to the student personnel services. Lloyd-Jones (Shz229) points out that personnel work has generally been applying only psychology and counseling in their endeavors, but are not utilizing the knowledge and findings of the social sciences in their work. Lloyd-Jones and Smith (55:336) again stress the fact that personnel workers should employ sociology, cultural anthrOpology, and other social sciences in student personnel work. Shobin (75), Hobbs (38), and Calia (12) support the importance of social science in student personnel.work which has long been a psychological-centered domain. 23 Summer1 General education is liberal arts education with emphasis on social understanding and behavior. The specific purposes of general education have been stated and clarified by many national and educational authorities. Social science objectives are similar to most of the general education objectives. Although there may be some agreement on the common objectives of general education and social science, there is greater variance in the experience and means to these ends. The investigator has outlined the eclectic approach to the common objectives and experiences used in this study. The importance of relevancy in the teaching of social science was covered and the college community or culture was shown to offer a relevant resource for social science study. lastly, since the extra-curriculum life of a campus is closely related to the student personnel services, a review of literature was presented which combined the efforts of the student personnel prOgram to the instructional prOgram of social science. literature Relating tg the Culture g§.§ Collegg Campus The culture of a college campus is the dynamic man—made society and life found on the campuses of the hmerican institutions of higher education. Some campuses are more dynamic and distinguishable than others but each is unique in its way of collegiate living. Taba (82) 24 says college life is multiplicity of relationships which is a prac- tical laboratory of human relations. The culture in this laboratory is the patterns of acceptance and rejection, the methods of gaining status and leadership, the ways of using authority and allocating belonging, the ideas about individuality and conformity, and about what constitutes success and worth expressed in the formal and informal rules of conduct. These daily lessons for personal and group conduct teach concepts and attitudes about life and relationships, good or bad, depending on what patterns and values it follows. Cook and Cook (1A4h70) state that the assimilation of the college culture is a learning experience, where few students receive a trans matic shock, and therefore it leaves no memory chain to most students. Cook and Cook also state that "Orientation" weeks or courses are not adequate to fully inculcate the student into the college culture. Brouwer (10:286) describes the campus culture pattern which re- fines the cultural patterns that the students bring from.their pro-college days and adds the additional pattern which might describe certain in- dividuals as "college-trained". Yala (96) describes his impression of the American college campus after he arrived from.Algeria as: "The first feeling of most of the foreign students on their arrival at an American campus is one of being removed from the outside world. An American college is a world in itself, "a state within the State". It has its own membership, its workers and its managers, its buildings for work, rest, entertainment, selling and and worship, its own ideal called "school spirit", and its own position on the collegiate ladder of fame. The college is governed 25 by its own set of rules, ranging from the most idealistic principles of academic freedom to regulations concerning parking." Angell (5) referred to undergraduate life as "mental unity", which is one of interaction rather than agreement. He viewed campus culture as confused and poorly integrated. He noted the paucity of real undergraduate leaders, especially on larger Campuses. Cowley and Keller (15:140) speak of the config ration in describing a college culture. The configuration is composed of traditions, mores, beliefs, and values which describe the school's personality or character. i.e. "party school", ”football crazy". Kelly (A5z24h) describes the campus culture as a matrix with customs, prescriptive usage, social roles, and instruments used to elicit or supress behavior. She states a college without a culture-pattern is no more possible than a person without a character. haller (89) describes the campus culture as a segregated social system.with its own patters of authority and control, its distinctive groups and forms of organization, its special ceremonies and rituals, its peculiar language, its special norms and values. Hartshorne (3A) in his classic article says there is a formal regulative university culture of rules and established traditions. He further indicates there is an informal student culture with controlling norms on studying, dating, stratification, drinking; and so on indefinitely. The influence of the campus culture can best be explained by Cowley and Ualler's statement (lSzlhl-lAZ): "From the first day as a freshman to the last ceremony of commencement he is being fashioned by pressures which he understands but little, but which he knows to be vital." 26 Lloyd-Jones (54:12—13) describes how colleges and universities whether they deliberately plan to do so or not, exert a powerful influence in either stimulating or retarding the social development of their students through the various aspects of the college culture. She supported this statement from several scientific studies. One of the most current and important studies relating to the influence of the campus culture is Jacob's study (42), which indicated that colleges exert a "maturing" influence upon the student's standards of behavior, quality of judgment, sense of social responsibility, and perspicacity of understanding of themselves and others. Jacob found the values of American college students remarkably homogeneous. The present students are "gloriously contented" in both their day-to-day- activity and their outlook for the future; few are worried and most are self-confident. The majority were self—centered and sought materialistic gratification. The students were complacent with their government and ignorant and irresponsible of political knowledge. This study indicated a dire need for further study as to the prOper effects of the college experience. As mentioned in the preceding section on general education and social science, the out-of-class life is vitally important to general education objectives as a resource- and concommitant teaching aid. Smucker (77) describes the campus clique as a powerful influence of socialization. He claims that in the strange new world of the campus culture, the informal subgroups are the nearest equivalent of the family. (‘3 .q In analyzing the various components of the campus culture, Kelly (A5) breaks down the central core of the culture into three parts: 1. The culture the student brings to the campus (socio-economic, ethnic, family, and regional influences). 2. The culture on the campus (traditions, mores, customs, beliefs, and values, etc.). 3. The physical and material culture of the campus (the building, grounds, facilities, etc.). Kelly then mentions the outside elements which 'mpinge upon this central core. These include the local community (town and gown relationships); alumni; national organizations represented on campus; and society at arge. The last element mentioned by Kelly, society at large, has received further elaboration by many. Brouwer (10:252) claims that in some respects, the campus community is a miniature of the world outside, and the life which students live within the school community is a preparation for the larger world. Brouwer further states the cultural pattern of a egmpus is at one and the same time a segment or cross section of fmerican subcultures and unique culture in its own right. But each campus is also a unique culture, a society in itself, a subculture which differs in some respects from any other in American life. Cowley and' aller (15:138) state that in certain ways the Spirit of American life sets the tone of social behavior on the campus. Examples of the adult society affecting the campus patterns were cited as 28 corruptions in politics; the football teams being like a circus with publicity, staff of managers, etc.; and the business methods used in student government. Almost every article reviewed.nade some inference as to the lack of thought, awareness, and concern of the campus culture. Taba (82) says research in this area is a neglected area and school staffs seem unaware of the dynamics of the social life in school, Kelly (45:1) states that more thought is given to technical organization than to human organiza- tions and student personnel workers should be more concerned and active in this field. Cowley and Laller (10:132) stress the importance of studying their campus culture for teaching and research purposes, while the administrators could become aware of the controlling forces on campus and utilize such forces in their frosrams. Lloyd-Jones (54:1h) says that colleges should re-examine their situations and evaluate more realistically the opgortunity and encourage— ment they provide their students to grow in social competence. Smucker (77:163-168) suggests that educators, guidance and personnel workers, social workers, SOCinOSiStS and others interested in managing the group process could give more a tention to the campus clique as an agency of socialization and eduCation. Abrams (1) discussed the need for greater research in extracurricular activities in which the great majority of the students invest so much of their emotional lives. Bergstresser and hells (8:121) state a determined attempt should be made to persuade social psychologists and cultural anthro olojists on the facultyt oapply their methods of analysis in re seca rch projects focused on the coL‘e e co: Lun ty itself. Lastly, it is certainly important for the “tulent to gain Lurther understanding of his campus culture. his learnings can be greatly enhar iced br clea r er and relevant theories of social organization and Chan e. This e.rich ent of the students' curriculum and understandins can only be accomplished by further and greater study of the campus culture 31““ -..,_. .1 I. J ‘ all‘V M The cag‘apus culture is unique and complex, like any othr suture or subculture. The students are acculturated to its mores, customs, beliefs, and values which leave an impression upon the student which sonetimes is referred to as ”college—trai ed”. Thi mpus culture is ‘he an individual's per501a1ity or character, which can be understood, analyzed, ‘ and changed. The campus culture can be se -ented and studied in its 1" Ima rts. The central core of the ca"pus culture has out-side miluences impinging upon it and this creates a dynamic culture. The influence of he culture UIOR the student is dynamic and pouerful in many cases. This influence upon an individual stresses the importance that the campus culture should hold in the thinking of facult y and administrators. 1 The research in this area is small, cut the demand for further and deeper study is great. Lore pr fessors, administrators, personnel workers, w w A. ,fi 0 1 ' 5‘ v. -.. .0 ".4 “A. . -, ‘ a and st dents snould bee is aware 01 tfllo culture ior L,ieacer rew_rds to 30 the college experience and growth. Literature Regarding Egg Transfer 9; Training By definition, transfer of training is the influence of past training in a new situation which differs from the original training situation. Historically, transfer of training began with the formal disciplines. (40:210-216) Such educational greats as Eliot, James, and Thorndyke began to discredit the objectives of this-formal discipline. Thorndyke suggested that transfer of training could take place in certain areas. This theory was called "identicalpcomponents theory”, and it proposed that transfer took place when there'were identical elements between the training and the transfer situations. Judd presented a theory of "generalization" which stated that transfer took place when appropriate generalizations had been formed. The NSSE 5lst Yearbook (84:65) states that all programs of general education are conceived of as a preparatory for the future and hence assume transfer of training. The Cooperative Study in General Education (3:20) claimed that studies conducted by the Gestalt school of psych010gy and by other investigators have shown that transfer of training definitely does take place when the circumstances of the learning situation are properly arranged. Whenever the methodolOgy of the instruction is designed to cultivate the capacity to generalize experience, the learner aCuuires not onl; m, he Specific information involved, but also a body of fenez al rrinciples LhiCh can be applied to novel situations as tnev arise. A curriculum.based on the doctrine of specific training includes no iltrins ic educ.'attional values "hicl1 cannot ce gained in a r prosran of general education. 3 Throughout the history of education, transfer of training has I C i 1 been refuted, re—interp‘eted, and re-defined. Current literature has reshaped tlw cefirlitions and understandings of transfer of training. Dressel and Layhew (23:4) describe a ”content-o; iexmt d" approach 1 of gene eral educ; tion which exposes the student to accum ated knowledge and the application of this knowledge is left the student. They go on to other and better approaches which are supported oy relevant research .1. such as Tyler's (87:76-77) study on the retention of material learned in an ele xentary zoolOQ * course. fiiéhty—two students Le ere given the 3 1e test at the beginnin; of'dze course; the end of the course; F3 1d fifteen months after the course ended. lone has tahen any cours in zoology during these post-class fifteen months. Results of the study _1 indicated that erecifi information, nnich was represent ed by exercises requiring the naming of animal structures, is most guickly forgotten; that information of more gener cl agglication is more permanent, and tha during the fifteen month period there was no loss in the abi 'ty of students to snn v important ZOOlO“fiCQl pr inc ciples to £33 situations or to interpret data obtained from.experiments Reinhardt (72:41-52) who tested achievement in the social sciences 32 stated if an examination does no more than test the students' re- tention of specific facts, it is either a poor test or the student has had a poor course. t should test the student's grasp of sociolosical principles, and his capacity to employ sociolo;ical reasoning. Frutchey (29) found in his retention study of hi5h school chemistry that application of principles has retained more than terminology or specific information. Bloom.(9:38) stresses that knowledge is an uportant outcome of education, but not the primary or sole outcome. Lhat is needed is the students' ability and sLill to app r tlis kn sledge to new situations and problems. Bloom st tes these intellectuzl aoilities and skills are more v'dely applicable than knowledge, and they have greater transfer value and permanency. In ore er to increase he transfer ability and permanency of knorledge, it has been stated that genera iza tion of the knowledge is important. Pace' 3 (08) st udr concluded that general education must teach students to build :cneralizations and these 5cneralizations must be accomplished by siff ici ent applications so the students could see how new situa ions can be met by reference to the generaliz ation. Although there have been many chan5es of thinking in lea nin; theory, Bloom (9:23) fO‘ld very little relevant re search in die iterature on growth, retention, and transfer of Mi erent t; les of educ tional outco es or behaviors. of U Iention could be made again of relevency in the proces learning. Mrs sel (20) states that terms and concepts are better 1-! introduced gradually and naturally as students engage in thinLing (\" relating to a pro obl mr ha ing meaning to them. Tyler (eozllS) 5ives I r .9 h,»‘ h) b) n ‘ la- -. ‘ . # >9 ' \ . r '. -¢ w \ ‘ : ‘--. 1 1 fin / three criteri1 lor ef1ective le1rn1nQ as (l) MCJDludelLeoo, (1) sequent i1 1 develop ‘ert, and (3) integration with other 1reas.fl1rkness A 1 s I o I (33:193) feels that stun nt apathy, reluct1nce, and lack of interest in general eduC1tion could be lessened i: students were n1ie 1:1re of the relevance of ed101tion1l objectives to their lmr"lcte activities. 1.713;“. T? '1' LI. ' “- - -""‘ '\ .-v-'v.r \r~ . \‘u - e 1.1ft 11in (co :119) st1tes tn1t then the st1d; of m1n is b1sed uyon a " 4“. '5“. *~ A ‘ I ‘ 1 ~1v1- ~" 2-- ‘4': v" "’"flr 'l“‘- m ‘ -. n M» J- ‘ v“ I 1r1111011l 1nd 1roitr1 c1teuolle1 111t the suedeet n1tcer beeches i t E abstract 1*" unre1l; it becomes concrete 11d ne1ning1ul when it is besed WAR upon m1tters th1t 1re of compelling and immedi1te concern to the individual. ittitud es 1nd values heve often been desired outcomes of eduC1tion. The Cooper1tive Study in General fiducation (3:119) has defined attitude as: ”1 studerxt's tendency to 1ct to».1rd cer t1in social V1lues”; 1nd soci1l value as the Object to. :1rd which attitudes 1re held". face's (68) study on the effects of general education indiceted that 1ttitud es tou1rd rel1ted social problems were inconsis t1nt, but these were results of 1 fr1;1ent1ry and specialized gener1l eduC1tion t1‘34 Ail’ls 0 Jacob's (42) stud; showed th1t few soci1l scielm courses have demonstr1ted 1 C1pec ht' to alter 1ttitudes or beliefs to 1 much greater degree or in a difie ent direction than in conp1rison uith the student body as 1 whole at the s1ne ins titution. Jacob did express the p ssioilities of 1f ectino V1lues in courses where the student is involved and participates in real life exteriences. Dahnke's study (16) indicated that although the students' attitude did change on prejudice in a group as a whole, no correlation Has found between decrease of prejudice 31d the growth of knowledge and under— stan‘ing of minority-group problems. Somit's study (78) on the effect of a political science course in its interesting students in, and preparing them for, partici;ation in the democratic process, used the three following scales. (1) attitude toward politicians, (2) political interest, (3) attitude toward personal participation. Results indicated very little change and they were not significant. It appears that further research is greatly needed in the relation- ship of attitudes and values with the learning process. One of the latest approaches to the general education movement is that of critical thinking. Glaser (30:37) states that evidence suggests ability to learn and ability to think or reason are not identical, but are related. Learning may occur through mere repetition of given experiences, while reasoning appears to require the reorganization of isolated experiences in terms of a goal. Reasoning rejuires a greater degree of intellectual development than.mere ability to learn. Critical or reflective thinking involves a higher order of intellectual development in.which the ability to reason is included. Bloom (9:38) refers to critical thinking as the intellectual ability and skill to aCQuire generalized techniques for dealing with :nen problems and situations by using the necessary information and principles for warranted conclusions. lwh ._..__.‘ C. m Kl) \J‘l \ Dressel and Kayhen (22:36) relate that the concept of critical thinking is certainly not a new one. The Socratic method of dialectic, the lOgic of Aristotle and of Bacon are exemplifications of it. haftalin (63) points out the development of the capacity to make I critical Judgments is closely linked to an understanding of the h t scientific method, and he foresees the time when social science will be P develOped to the point there many problems of human relations will be rhe- solved through the application of scientific knowledge. Dressel and Kayhew (23) outline the skill in critical thinking as (1) identify central issues; (2) reCOgnize underlying assumptions; (3) evaluate evidence or authority; (4) reCOgnize limitations of data; (5) establish relationships; and (6) draw warranted conclusions. The Committee on Objectives in Social Science (23:29) developed a Test of Critical Thinking in Social Science. This test was given to students in various colleges and universities throughout the United States. Correlations of this test to knowledge of social science content as determined by course final examinations, ranged from .69 to .74. This was also the same magnitude as between academic aptitude and the test of Critical Thinking in Social Science. The correlations of this test of critical thinking were made to: a) grade-point averages for all general education courses. (hhere critical thinking is made explicit in the objectives of these general education courses.) r=.hl b) grade-point averages for all non-general education courses of same students as mentioned above. r=.30 36 c) a reading test especially designed for general education. r:.73 d) A.C.E. Psychological Examination (Scholastic Aptitude“. Total Score). r=.7h Summary ; 1 Transfer of training has always been an important component of ! I learning but throughout the ages it has gone through many revisions and Lg definitions. Research has shown that students best transfer and retain generalizations and principles rather than specific knowledge. Relevency of knowledge content appears to aid in the retention and understanding. Lack of research has left an unknown in the relationship of attitudes and values with knowledge. Critical thinking, although an ancient approach in learning, is gaining further prominence in general education. Research in this area is revealing its continual importance in the general education curriculum. Chapter Summary This review of literature has been divided into three areas; (1) General Education and Social Science; (2) the Campus as a Culture, and (3) the Transfer of Training. Significant studies were reviewed to stress the importance and objectives of general education and one of its Inajor components, the social sciences. The campus was presented as a culture which could be used as an experimental real—life laboratory for the social sciences. The last section dealt with the reciprocal tapplication of the other two sections. CHAPTER III LISTI‘IODS All) PROCEJUELES Introduction This chapter contains the basic experimental design of the thesis. It describes the samples and the procedure for their selection. The process of contructing the evaluation instruments used in this study is explained and a descr°ption of other test measurements is presented. The process of collecting, organizing and tabulating the data derived from.this study is described and the procedure for its analysis is outlined. Samples Two groups of students were used in this study. The Experimental Group was composed of one hundred fifty (150) selected freshmen and sophomores who were in their third and last term of Basic Social Science 233. Through the use of Fisher's t-Test of a difference between means (31:10.4), no significant difference was found between the freshmen and sophomores in the Experimental Group on their scholastic aptitude, reading comprehension, and participation in extracurricular activities in college which is described in Table I. _ 37 _ 'l ' Inasm—q-n—u. 1.. ar‘ 38 TABLE I CCIEARISOI‘E 333.333; FPSSEE'; .1133 SCII—IOISORES IN THE E‘IPEEEEIITII GROUP OF SCHOLASTIC APTITUDE AND RELLIKG CCKPREHSKSICN DERIVED SC RES AND FARTICIPATIOE IE EXTRACURRICULAR ACTIVITIES IN COLLEGE Scholastic Reading Extracurricular N Aptitude Comprehension Activities Kean Kean College Freshmen 70 5.6h 6.01 1.79 Sophomores 80 5.75 5.71 1.72 t .hh 1.25 .72 * Significant at the .05 level of confidence. ** Significant at the .01 level of confidence. Since no differences were found between the freshmen and sephomores in the Experimental Group it was assumed they were from the same population and were considered as a single group for this research. The Control Group was composed of sixty (60) freshmen who were not enrolled in, and never had been, in any of the Basic Social Science classes at hichigan State University. Only freshmen were in the Control Group since almost all students at hichigan State University, would have been enrolled in the Basic Social Science course by the first term of their SOphomore year. Both the Experimental Group and the Control Group were equated 39 on the following factors: (1) non-veteran status; (2) unmarried; and (3) had lived in residence halls at Iiichigan State University for one school year or more. The Fisher t-Test was again employed to determine differences between the Et-rperimental Group and Control Group on their scholastic aptitude, reading comprehension and participation in extracurricular activities in college. The results are summarized in Table II. F‘dh—_F—H1fl TABLE) II COLETRIXI‘I 8333.11 THE ELEAIZJZLSIITAL GROUP AID TILE COI'ITROL GROUP OF SCIIOL‘TSTIC APTITUDE AID Pdi‘DII—IG CCITILIhB-ISICII DERIVED 30015113 AID PJITICIPATIOIQ II“: E‘ZTTtLCbRRICUL‘R .'.CT I‘JITIES III COLLKE Scholastic Reading wracurricular N Aptitude Comprehension Activities Lfean Iziean College E‘cherimental 150 5.70 5 .85 1.75 Control 60 5 .38 5 .A2 1.70 t 1 .01., 1.78 .52 * Significant at the .05 level of confidence._ *3" Significant at the .01 level of confidence. There were no significant differences between the biperimental Group and the Control Group with regard to the following variables: marital status, military status, residence hall living experience, scholastic aptitude, reading comprehension, and participation in extracurricular activities in college. Therefore, the two hundred ten 40 (210) students used in this study were assumed to be from.the same population. Through the cooperation of the Basic Social Science Department, five accessable sections of the Basic Social-Science were used for the selection of the Experimental Group. Out of the two hundred thirty (230) students tested for the Experimental Group, eighty (80) students C. '-.4 1‘3.'b_— n\'- ‘0’ were excluded from the study because they were juniors or above, married, veterans, or had no residence hall living experience. This left one hundred fifty (150) in the Experimental Group. Further breakdown by classes was seventy (70) freshmen and eighty (80) SOphomores. It was not possible to control the influence of professors' personalities and teaching methods in this study. Since there were approximately forty professors teaching the fifty to sixty-five different sections per term, and since students register for these sections by numbers, not knowing the name of the professor teaching the section until the first day of instruction, very few students have the same instructor more than once during their three term sequence. All sections of the Basic Social Science course have the same course syllabus and the same final examination, which adds uniformity to the content material covered. It was assumed in this study that all students in the Experimental Group had covered the same basic material and the influence of the instructors in the teaching was egual for all students. Through the co0peration of the Communication Skills Department four accessible sections of the third and last term of Communication 1+1 Skills provided the base forthe selection of the Control Group. Since many students enrolling in this course were not enrolled in the Basic Social Science course, out of ninety-seven (97) students tested, thirty-seven (37) were eliminated from the Control Group due to their being married, veterans, having no residence hall living -. "I?” experience, sophomore or above, or being enrolled in the Social Science courses. This left sixty (60) students in the Control Group. It was assumed in this study that the selection of the Basic Social Science and Basic Communication Stills classes was an unbiased sampling. 1h: _S_9_c__i_a_l Science 12.3.12. The Social Science Test which was used consisted of thirty—six (36) items provided by the Office of Evaluation Services of Michigan State University.l These items had been included in the final examinations of all three terms of Basic Social Science. These items tested the students' knowledge and understanding of specific social science con- cepts taught in the Basic Social Science course. Factual knowledge was not specifically evaluated, but the items were constructed to evaluate the students' critical thinking ability with respect to certain social concepts . and information. Validation and refinement of these items for the study was started during Winter Term, 1958 when forty (40) items were originally selected from the test files of the Office of Evaluation Services on their statistically significant ability to discriminate between superior and inferior social science students. The lower level of discrimination lo 85. Appendix A. was .20 as determined by the Flanagan scale (28). The second criterion for selection of items was the level of difficulty. On previous testings of these items in the Social Science final examr ination, between twenty per cent (20?) and eighty per cent (805) of the students had answered the respective item correctly. The third factor in the selection of items was the capability of the concepts found in these items to be transferred or applied to a prac- ical and real-life situation found on the campus of Iich'gan State University. Further validation and refinement was conducted during the latter part of Spring Term, 1958. The forty (AG) item Social Science Test was administered to two hundred seventy-three (273) students enrolled in the last term of Basic Social Science and to one hundred eighty-eigit (188) students enrolled in the last term of Conmr.ication Skills. After elimirating married students, veterans, students living off-campus, juniors, and students who had completed only one or two terms of Social Science, there remained one hundred seventy-five (175) students in the Experimental Group and one hundred nineteen (119) students in the Control Group. The Fisher t—Test was used to test for differences of the mean scores of the fingerinental Group ‘ and the Control Group as described in Table III. A3 TADIJ III 0012?... 'ZISCI' C‘. his '33 2.71.4.7. AI! 11 'l’lILITTf CZ. UP 3.171; .. C .T'I‘I‘CL 3.101. U3.3 III T3113 7 SLIDEICI. CF. ' F QTY (1.0) 33’ " sC-CI L 3311.12.33. T353 Y Iiean 3t: idard Deviation Experimental 175 22.52 4.80 Control 119 16.00 h.68 t : 11,5grn * 3i nificant at the .05 level of confidence. ** SiEn'ficant at the .01 level of confidence. Results of the scores on the forty (40) item Social Science Test I o 1 .iC';t di-fe rence at the .01 level of confidence (1 {'0 indicat e I a 5-1".- fi-‘ between the mean scores of the Control 3.0up and the dxperimental Group. The “lanagan Scale (28) was again used for item analysis on the '5 V forty (40) items. The levels 0: discrimination and difficulty were \‘N. r‘V'I‘n ' “'.J“" “N W P " ~ n consiscant “led those 0. preVious analys es. i ;anel of technical judges, consisting of four (4) head idVisors from the Ken's 1e sidence La.ls and four (L) professors of t e Basic Social 4. Science Department were asked to evaluate the transferasilitv of the ho'ty (10) social 30 ierce con epts to a Campus Culture: est which La.s constructed bv the in estijator. The oi ht ex erts Here asxed to rank ’3 _n each item on a three point scale as to the dejree of trans _ 1.oi.itv .. . 1114". ' hu..|fl.\¢."..' v... .-,. .>‘ .3 . ‘ 141. Results from the judges' rankings and a pilot testing of ten (10) Resident Assistants in the Men's Residence Halls and nine (9) counselors from the Michigan State University Counseling Center indicated several items were not adequate on the three criteria which had been established to select items. These criteria were: (1) sufficient discrimination level; (2) adequate level of difficulty; and (3) capability to transfer concepts from.a Social Science Test to the Campus Culture Test. The final Social Science Test was reduced to thirtybsix (36) items. Although.the majority of the items were concepts taught in the first term of Social Science, they were applied throughout the three term sequence in the classroom.and the final examinations of all three tenms. Test reliability of the thirtybsix (36) item Social Science Test as determined by the test-retest procedure was 4 .87. 1h: sass “cum- Isa ’ The Campus Culture Test consisted of thirtybsix.(36) items which contained the same thirtyasix.(36) social science concepts found in.the Social Science Test. Each item.on the Campus Culture Test deals with a situation that can be found on the campus or in the residence halls at Michigan State University.3 The Campus Culture Test originally consisted of forty (40) items that were the counter-part of the original forty (40) items in the Social Science Test used in validation and refinement. The panel of judges, as described in the preceding section evaluated on a three point scale,1+ the Campus Culture Test items as to their adequacy for 3 .1 Seeippendix C. A. See Appendix.B. #5 testing. The panel was also asked to make comments and suggestions which would improve the Campus Culture items. Utilizing their ratings and comments, the Campus Culture Test items were revised. A pilot testing as described in the preceding section, gave further information as to the validity of the items. Four items were eliminated which were considered inadequate by the panel and appeared unreliable by the pilot testing. These four items contained the same concepts that were eliminated from the Social Science Test. Therefore, this left thirty-six (36) social science concepts that were common to both the Social Science Test and the Campus Culture Test. Test reliability of the thirty-six (36) item Campus Culture Test as determined by the test-retest procedure with + .86. Procedures Egg Collecting Organizing a_n.c_1_ Tabulati__ng the gait; During the week of April 20-21., 1959, the testing data were collected from one hundred fifty (150) students in five (5) sections of Social Science 233 for the Ebcperimental Group and sixty (60) students in four (1.) sections of Conmunication Skills 113 for the Control Group. The Social Science Test was administered first and during the following two days the Campus Culture Test was administered. All testing was conducted under normal classroom circumstances. The students were asked to complete an information data sheet giving their name, major, year in school, maritial and military status, courses in Basic Social Science completed or being completed, and participation in extracurricular activities in college.5 Scholastic aptitude and reading comprehension derived scores on 5. See Appendix D. 1.6 each student were acquired from the Office of Evaluation Services. The scores included the total score on the College Qualification Tests, Form B, 1956, or the A.C.E. Psychological Examination, and the 11.3.0. Reading Test. All information and data obtained, on each student were placed on separate 3x5 inch cards for tabulation. Possible raw scores on the Social Science Test and the Campus mlture Test ranged from one (1) to thirty-six (36). Scores on the C.Q.T. or A.C.E. Psychological ‘ kamination, and the M.S.U. Reading Test were‘derived scores ranging from one (1) to ten (10). Each student rated himself on participation in extracurricular activities in college on a three-point scale with the following standard: (1) little or no participation; (2) average participation; (3) above average participation. ' Academic majors were classified into the following nine areas: Agriculture, Comication Arts, Education, Eigineering, Business and Public Service, Home Economics, Science and Arts, Veterinary Medicine, and Non-Preference. P.____._._..rocedm m: mania ' After determining no significant differences between the hperimental Group and the Control Group of the variables previously described in this chapter, the Fisher t-Test (31:10.10 was used to test for differences between: ' t ' l. the mean raw scores on the Social Science Test of the Experimmtal Group and the Control Group. #7 2. The mean raw secres on the Campus Culture Test of the ‘ Experimental Group and the Control Group. 3. The mean raw scores on the Transfer Scores of the Experimental Group and the Control Group. The following procedure was utilized in determining the difference between the Transfer Score a student would have received by $33—22 alone, depending on his raw scores on the Social Science Test and the Campus Culture Test, and the Transfer Score he actually achieved. Assuming the Social Science Test independent of the Campus Culture Test, the chance Transfer Score was obtained by multiplying the Social Science Test raw score by the Campus Culture Test raw score, and tha: dividing this product by the total number of possible concepts that were transferable, which was 36. For example, a student who understood eighteen (18) concepts in the Social Science Test and twenty (20) concepts in the Campus Culture Test, would have, by chance alone , understood ten (10) concepts that were common to both Tests. Any significant difference, as determined by the Fisher t-Test, between the chance Transfer Score and the achieved Transfer Score, would have indicated a variable responsible for this difference. Further investigation was conducted within the Reperimental Group on the relationships of scholastic aptitude to (l) the Social Science Test score; (2) the Campus Culture Test score; and, (3) the Transfer Score. The Pearson r formula for coefficient of correlation was used for determining these relationships. 1+8 The relationships of reading comprehension to (l) the Social Science Test score; (2) the Campus Culture Test score; and (3) the Transfer Score were studied by using the Pearson r formula for coefficient of correlit ions. Analysis of variance was made on the Social Science Test scores and ti“ (3um Culture Test scores for differmces between academic majors. . Additional study was conducted on the differences between a group-of students which was low in participation in extracurricular activities in college and a group of students which was high in extracurricular activities in college. The Fisher t-Test was used to determine the differences between the low and high groups on the following variables: (1) The Social Science Test raw mean scores, (2) the Campus Culture Test raw mean scores, (3) the Transfer Scores, (4) scholastic aptitude, and (5) reading comprehension. ‘ As mentioned previously, each student rated himself into one of the three groups on participation in extracurricular activities in college. Comparison was made between the "little or no participation" group (low) and the "above average participation" group (high). The "average participation" group was not used in this study. M The samples used in this study were from class sections unbiasedly selected by the Basic Social Science Department and the Communication A9 Stills Department. The Ekperimental Group consisted of freshmen and sophomores who were completing their third and last term of Basic Social Science. The Control Group consisted of third term freshmen who never enrolled in any of the Basic Social Science courses. All students used in this study were non-veterans, single, and had living eqperience in residence halls at Michigan State University. The two instruments used in this study were a thirty-six (36) item Social Science Test and a thirty-six (36) item Campus Culture Test. The same thirty-six (36) social science concepts were employed in each test. ' 6 Comparisons were made between the Experimental Group and the 6 Control Group of the data which were gathered for this research. Since this study was mostly concerned with the students who experienced the Basic Social Science course, further investigation was conducted within the Experimental Group of the variables used in this study. CHAPTER IV ANALYSIS AND INTERPRETATION OF DATA Introduction This chapter is devoted to the analysis and interpretation of data gathered from the results of the Social Science Test, the Campus Culture Test, a scholastic aptitude test (ACE OR CQT), a reading comprehension test (M.S.U. Reading Test), and information requested from the students as to their acadenic major and partici- pation in college extracurricular activities. Comparisons are made between the Control Group and the Experimental Group from the results of the various data and information gathered. Since this research is primarily concerned with students who had enrolled in the Basic Social Science course, analyses are conducted within the thperimental Group for relationships between scores on the Social Science Test and the Campus Culture Test with scholastic aptitude, reading comprehension, and participation in extracurricular activities in college. _T_'h_e_ Social Science Test Scores on the Social Science Test were compiled for the Experimental Group and the Control Group. The Fisher t-Test (31:10.4) was used to determine the difference between the mean raw scores of the Eatperimental -50.. 51 Group and the Control Group. Table IV presents the test results for both groups and the difference between their mean raw scores. A breakdown of the Social Science Test scores by class and sex is presented in the Appendix.6 TABLE IV RESULTS OF THE SOCIAL SCIENCE TEST FOR THE EXI-‘I'BDIENTAL GROUP AND THE CONTROL GROUP Social Science Standard N Mean Deviation Range Experimental 150 22.3h h.27 9-31. Control 60 15 .35 > 3.65 6-23 15 = 10.08“ “Significant at the .05 level of confidence. “Siguficant at the .01 level of confidence. Cmrison of the means of the test scores for the quierimental Group and the Control Group indicated a significant difference at the .01 level of confidence between the two moups. The Basic Social Science student's knew and understood significantly more academic social science concepts than the non-Basic Social Science students. Utilizing the Flanagan Scale (28) for item analysis, the Social Science items were consistent with their previous item analyses. The average level of discrimination for all Social Science itens was .38. 6. See Appendix E. 52 the average level of difficulty for all Social Science items was .61. Levels of discrimination and difficulty for each item are presented in the Appendix.7 ‘22; Campus Culture Test Scores on the Campus Culture Test were compiled for the Experimental Group and the Control Group. The Fisher t-Test was used to determdne the difference between the mean raw scores of the Experimental Group and the Control Group. Table V presents the test results for both groups and the difference between their mean raW'scores. A breakdown by class and sex of the Campus Culture scores is presented in the Appendix.8 TABLE‘V RESULTS OF THE CAEPUS CULTURE TEST FOR THE EXPERIXENTAL GROUP AND THE: CONTROL GROUP Campus Culture Standard N mean Deviation Range quierimental 15c 23 .11. ' 4.1.0 1 10—35 Control 60 17.55 3.65 11-26 t 2 8.68** *Sfignificant at the .05 level of confidence. **Significant at the .01 level of confidence. 7. See Appendix F. 8. See Appendix G. 53 Comparison of the means of the test raw scores for the Experimental Group and the Control Group indicated a significant difference at the .01 level of confidence between the two Groups. The Basic Social Science students knew and understood significantly more applied social science concepts than the non-Basic Social Science students. The Flanagan Scale (28) was used for analysis of the Campus Culture itus. The average level of discrimination for all Campus Culture items was .36. The average level of difficulty for all Campus Culture items was .6h. Levels of discrimination and difficulty for each item are presented in the Appendix.9 The Transfer Score The Transfer Scores were compiled for the Experimental Group and the Control Group as shown in Table VI. The Fisher t-Test was used to determine the difference between the mean Transfer Scores of the Experimental Group and the Control Group. A breakdown of the Transfer Scores by class and sex is presmted in the Appendix.10 Comparison of the mean Transfer Scores of the Experimental Group and the Control Group indicated a significant difference at the .01 level of confidence. The Basic Social Science students knew and under- stood significantly more social science concepts that were cannon to both tests than the non-Basic Social Science students. 9e 3.. Appendix He 10. See Appendix I. 5h TABLE VI RESULTS or THE ACHIEVED TRANSFER scones FOR THE EXPERIMENTAL GROUP AND THE ccmaox. GROUP Achieved Standard N Transfer Score Deviation Range Mean Experimental 150 16.37 4.86 #32 t = 10009“ *flglificant at the .05 level of confidence. "Significant at the .01 level of confidence. As described in Chapter Three, a chance transfer Score was computed for each student in this study and the means of the chance Transfer Score were computed for the Dcperimerrtal Group and the Control Group. Standard deviations were also computed for the chance Transfer Scores of the Experimental Group and the Control Group. The data are presented on Table VII. The Fisher t-Test was used to determine the difference between the mean 999.4133 Transfer Score and the mean M Transfer Score for the Emerimental Group. This difference was found to be significant at the .01 level of confidence. The Fisher t-Test was used to determine the difference between the mean chance Transfer Score and the mean achieved Transfer Score for the Control Group. This difference was not found to be significant at the .05 level of confidence. 55 TABLE v11 COMPARISON OF TRANSFER SCORE THAT mun) BE OBTAINED BY CHANCE ALONE AND ACTUAL ACHIEVED TRANSFER SCORE 01" MAI. GROUP AND (DNTROL GROUP Chance . Achieved , N Trans. Score , SD . Trans. Score SD t Mean . Mean Ehcperimental 150 14.76 2.95 16 .37 4.86 3.47“ Control 60 7.92 2.43 9.16 l..l7 1.98 *Significant difference at the .05 level of confidence. *fifignificant difference at the .01 level of confidence. Since the Experimental Group achieved a significantly higher mean Transfer Score than they would have received by chance alone, and the Control Group did not achieve a significant difference between their achieved and chance Transfer Score means, there was indication that skill and ability in transferring concepts was developed by students who experienced the Basic Social Science course. M of Eerimental Groyp Data Since this research was primarily concerned with students who had experienced the Basic Social Science course, additional study was conducted on data obtained from the Experimental Group. Analysis of variance was computed on the Eagerimental Group as to differences among the various academic majors on the Social Science Test 56 scores and the Campus Culture Test scores.11 Since the samples used in this analysis were not large, no reliable conclusions were made from the results. However, from the data gathered, no significant differences were found among the academic majors in the kaerimental Group in the 5 mean raw scores of the Social Science Test and the Campus Culture Test. Relationships of the seleCted variables to obtained test scores were determined by use of the Pearson r formula. Relationships which were obtained are tabulated in Table VIII. . TABLE VIII COEFFICIENTS OF CORRmATIONcT SCROLASI‘IC APTITUDE AND READING COMPRISIENSION UITH SCORES CF Tim SOCIAL SCIEIAICE‘TES’I‘, THE CAMPUS. CULTURE . . . . .. TEST, AND TIETRANSFER SCORE ‘ _ f _ Relationship ’ I ' r* Social Science Score and‘SchOIastic Aptitude ‘ .39 Campus Culture Score and Scholastic Aptitude .38 Transfer Score and Scholastic Aptitude .41. Social Science Score and Reading Comprehension .AI. Campus Culture Score and Reading Comprehension .35 Transfer Score and Reading Comprehension .M. L is r's above .21 are significantly different from zero at the .01 A ., level of confidence. 11. See Appendix J. 57 Relationships determined between scholastic aptitude and attained scores on the Social Science Test, the Campus Culture Test, and Transfer Scores were fOUnd to be significant but not high enough to demand further investigation for the purpose of this research. Relationships determined between reading comprehension and attained scores on the Social Science Test, the Campus Culture Test, and Transfer Scores were found to be significant but not high enough to demand further investigation for the purpose of this research. Comparison was made between students who had high participation in college extracurricular activities and students who had low participation in college extracurricular activities on (I) the Social Science Test, (2) the Campus Culture Test, (3) the Transfer Secre, (A) Sbholastic Aptitude, and (5) Reading ComprehensiOn. The data are presented in Table IX. H TABLE IX COMPARISON OF SCORES 133nm: A IOU PARTICIPATION arm? .1 AND A HIGH PARTICIPATION GROUP 7 .1 IN EXTRACURRICULAR ACTIVITIES IN_COLLEGE , Low: ' High Participation Participation (Iv-=56) . (N219) Mean'gf sub-ggoup Mean'gf subégggup t secial Science Test 21.68 ‘ 23.05 1.17 Campus Culture Test 22.93 23.79 .81 Transfer Score ' , 16.30 16.81 .98 Scholastic Aptitude 5.55 6.21 1.55 Reading Comprehension 5.73 1 6.31 1.23 *Significant at the .05 level of confidence. ‘**Significant at the .01 level of confidence. 58 No significant differences were found between the students who rated themselves high in participation in extracurricular activities in college and those students who rated themselves low in participation in extracurricular activities in college. m This chapter contained the analyzed and interpretated data which were gathered for this research. Both the Social Science Test and the Campus Culture Test gave indication of being adequate instruments in measuring their objectives. The Ebcperimental Group achieved significantly higher scores than the Control Group on the Social Science Test and the Campus Culture Test. The methods used to measure the. transfer of academic social science understanding to campus situations found significant difference between the Ebcperimental Group and the Control Group. The Ebcperimental Group achieved significantly higher mean Transfer Scores. The Experimental Group also achieved a mean Transfer Score which was significantly higher than the Transfer Score which they would have received by chance alone depending upon their Social Science Test score and Campus Culture Test score. There was no significant difference between the Control Group's achieved Transfer Score and the Transfer Score they would have received by chance alone. Investigation was conducted on the Experimental Group data. The student's academic major was not found to be a significant factor in 59 this study. Coefficients of correlation between scholastic aptitude and the scores on the Social Science Test, Campus Culture Test, and Transfer Score ranged from .38 to .AA. Coefficients of correlations between reading comprehension and scores on the Social Science Test, Campus Culture Test, and Transfer Score ranged from .35 to .41.. Comparisons were made between students who were high in participation in extracurricular activities in college and students who were low in participation in extracurricular activities in college on the means of the Social Science Test, the Campus Culture Test, the Transfer Score, scholastic aptitude, and reading comprehension. No significant differences were found between students who were high in participation in extracurricular activities in college and students who were low in participation in extracurricular activities in college on the variables tested. CWTFR V SIEMARY, CONCLUSIONS, AND SUGGESTION S FOR FURTHER RESEARCH Ma One of the main purposes of general education is to teach students to contribute to the understanding of social, economic, and political aspects of a democratic society. The Basic Social Science course at Michigan State University was established to achieve such an objective. This research was an attempt to evaluate a specific aspect of this course in an experimental marmer. The Basic Social Science course purports to educate the student to understand the society and culture which he will be living in after he graduates. Although he is presently living in this larger society, in a general way, he is further enclosed within the sub-culture of the college society. The assumption was made by the researcher that certain concepts taught in the Basic Social Science course could be applied to the society and culture found on the college campus, as well as the larger society outside the college. Specifically, the primary problem of this research was to determine the differences between a group of students who were -60... 61 conmleting the Basic Social Science course and a group of students were never enrolled in the Basic Social Science course on their knowledge and understanding of social science concepts in (1) an academic social science test, (2) an applied social science test, and (3) the number of these social science concepts which were transferred from the academic social science test to the applied social science test. Thirty-six (36) selected social science concepts were utilized in this experiment by use of two test instruments. The first was an academic Social Science Test consisting of thirty-six (36) multiple- choice items that were selected from the final examinations of all three terms of the Basic Social Science course. These items were selected on the basis of their discrimination level, level of difficulty, and applicability to a campus situation. The second evaluation instrument was an applied social science test, titled Campus Culture Test, consisting of thirty-six (36) multiple-choice items that related to campus situations involving social science understanding. These items were constructed by the researcher and validated by a panel of judges and pilot testing as to their applicability and adequacy of measurement. Two groups of students were used in this experiment. The Ekperi— mental Group consisted of one hundred fifty (150) freshmen and sopho- mores who were completing their third term of the Basic Social Science course. The Control Group consisted of sixty (60) freshmen who were not enrolled in any of the Basic Social Science courses. All students involved in this study were single, non-veterans, approximately of the 62 same age group, and had at least one year of residence hall living at Michigan'State University. The Social Science Test was administered first, followed a day or two later by the Campus Culture Test. In addition to the scores on these two tests, the researcher gathered data from the students that included their scholastic aptitude, reading comprehension, academic major, and participation in extracurricular activities in college. Results indicated that the Experimental Group achieved signifi- cantly higher mean scores than the Control Group on the Social Science Test, the Campus Culture Test, and the Transfer Score. The Ekperimental Group also achieved a significantly higher mean Transfer Score than they would have received by chance alone, depending on.their scores of the Social Science Test and the Campus Culture Test. The Control Group did not achieve a significantly higher mean Transfer Score than they would have received by chance alone depending onutheir scores of the Social Science Test and the Campus Culture Test. Additional results of this research indicated no significant difference among the academic majors on the Sbcial Science Test and the Campus Culture Test. Relationships determined between scholastic aptitude and the attained scores on the Social Science Test, the Campus Culture Test, and Transfer Score were found to be significant but not sufficiently high enough to be a major determinant in this study. Relationships determined between reading comprehension and attained scores of the Social Science Test, the Campus Culture Test, and 63 Transfer Score, were found to be significant but not sufficiently high enough to be a major determinant in this stucw. No significant differences were found on the variables used in this study between students who had low participation in extracurricular activities in college and students who had high participation in extracurricular activities in college. Conclusions The conclusions based upon this research, which has indicated several significant differences between the group of Basic Social Science students and the group of non-Basic Social Science students, are as follows: The students who experienced the Basic Social Science course: 1. Knew and understood social science concepts in an academic social science test better than these students who had not experienced the course. 2. Knew and understood social science concepts which were applied to their own immediate college culture better than.those students who had not experienced the course. 3. Knew and understood more social science concepts that were common to both.the academic setting and the applied campus situations than those students who had not experienced the course. Also, these Basic Social Science students showed greater ability to think critically in.their understanding and transfer of the social science concepts from the academic setting to the applied campus situations. 61+ It was concluded from this research that educational growth did take place in the Basic Social Science course on the understanding and trans- fer of social science concepts when these concepts were incorporated in campus situations . The conclusions based upon the study of data gathered from the students who experienced the Basic Social Science course are as follows: 1. Although analysis of variance indicated no significant differences among academic majors, the small samples from each College precluded any definite findings of social science knowledge and understanding among students in the various academic majors. 2. Scholastic aptitude or reading comprehension was significant but did not appear to be highly influential in the knowledge and understanding of social science concepts in the academic social science test, the applied social science test, or in the transfer of social science concepts from the academic test to the applied test. 3. Participation in college extracurricular activities was not found to be a significant factor in the knowledge and understanding of social science concepts in either the academic social science ’ test, the applied social science test, or transfer of concepts between the two tests. Siggestions f9}; Further Research During the course of this study, several possible extensions of the research were indicated. listed below are some suggested research areas for future study. 1. 2. h. 65 A similar research design with the same instruments to be used on a like study but the samples to be H.S.U. seniors who have conqaleted the Basic Social Science course during their freshman or sephomore year (the Ecperimental Group) and M.S.U. seniors who have transferred from other colleges and did not enroll in the Basic Social Science course (the Control Group). Instead of the Campus Culture Test being a multiple-choice objective instrument, it is to be designed as an open-ended situational test. Validation of responses would be required before final testing was conducted. Efforts should be made to determine the feasibility of student personnel workers utilizing the "campus culture" approach in their prOgrams. Orientation of new students may be improved if persons responsible for the orientation program would conduct the new students' introduction to the campus as they would introduce a foreigner to a new culture is cited as an example. A study to be conducted in the Basic Social Science course utilizing two or more sectidns. The Experimental Group or Groups would be instructed in the same material content as the others, but whenever reference or analogies to the campus culture were possible, they would be included in the class lecture or discussion. The Control Group would be any other 66 section of the same course taught by the same instructor, but this Control Group would be taught with no reference or analogies pertaining to the campus culture. Various instru- ments could be used to test the differences between the classes. Social scientists on campus should turn their research efforts on the campus culture. Findings of these studies would be able to explain and interpret much of the campus 11:. that has bothered and perplexed administrators and student personnel workers for years. Advantages of research of this type are many. The population and locale are at hand. Data on individuals is readily accessible in most cases. A large amount of research facilities and personnel are also available at practically no cost. Greater emphasis should be placed upon the coordination and inter-relationships of the academic and the extracurricular areas. Research could be made on the comanalities found in both areas which would be able to re-enforce each other. Further research and study should be conducted on the Transfer Score concept. Statistical analysis and interpretation should be employed to clarify this transfer of training. l. 2. 3. A. 5. 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Evaluation in General Education. Dubuque, Iowa: William C. Brown Company, 1951.. DreSsel, Paul L. Evaluation in 3.31: Basic College _a_t_ Michiga_n State University. New York: Harper Brothers, 1958. , and Mayhew, Innis B. General Education glorations ° in Evaluation. Washington, D.C.: American Council on Education, 1951.. Dropkin. Ronald H. "Becoming Aware, " J__o______urna1 of Education Sociolo , 31: 206-209, Frebruary, 1958. Eckert , Ruth E. Outcomes 2;: General Education. liinneapolis: The University of Minnesota Press, 191:3. "ENraluation in General Education, " Th__e_ Fifty-first Yearbook of the National Society___ for theSt St1_.1_dy__ of Education, Chicago: University of Chicago Press, 1952. 27. 28. 29. 30. 31. 32. 33 . 36. 35 . 36 . 37. 38. 39'. 40. 69 Fee, Walter R. "A General Education Course in Social Science at mchigan State College," Social Science j._n_ General Education, E. J. McGrath, editor. Dubuque, Iowa: William C. Brown Company 1948. Pp. 113-126. Flanagan, J. C. "General Considerations in the Selection of Test Items and a Snort Method of Estimating the Product-Moment Coefficient from Data at the Tails of the Distribution}! J_c_>____urnal _o_f Educational P cholo , 30: 67h-680, 1939. Frutchey, F. P. "Retention in High School Chemistry," Journal o__i: Hierga Education, 8:217-218, 1937. Glaser, Edward M. in garment _i_n_ 1h; Develgppent 9;. Critical Thinking. New York: Teachers College, Columbia University Contributions to Education No. 81:3, 1941. Guilford. J .‘P. Fundamental Statistics in_ ngcholog fl Education. Third Edition. New York: McGraw-Hill Book WW: 1956 0 Hand, Harold C. (ed.). m Activities. New York: McGraw-Hill Book Company, 1938. . Harkness, Donald R. "Can General Education be General?" Journal g Rigger Education, 28:493-497, December, 1957. Hartshorne, Edward Y. 9 "Undergraduate Society and the College Culture," American Sociolggical Review, 8:321-329, 191:3. Hewer, Vim H. M Perspectives _ip Counseling. Minneapolis: University of Minnesota Press, 1955. H1188“: Ernest N. Theories _o_i_'_ Learning. New York: Appleton Century-Crofts, Inc., 191. . . . Introduction 3.3 chholog. New York: Harcourt, Brace and Company, 1953. 3013133: Nicholas. "The Compleat Counselor," _T_h__e Personnel and Guidan_____C_:_e Jo___u_r___na1, 36: 594—602, May, 1958 Hollingshead, A. B. "The Concept of Social Control," Lerican Sociological Revi_____e_w, 6:220, April, 191.1. . Humphreys, Lloyd G. "Transfer of Training in General Edlcation," Journal pg General Education, 5:210-216, April, 1951. Al. 1:5. 1:6. 1:7. 1:9. 50. 51. 52. 51:. 55. 70 Huston, Percival W. The Guidance Function in Education. New York: Appleton-Century-Croi‘ts, Inc. , 1958 Jacob, Phillip E. Changing Values in College. New Haven: The Edward W. Hazen Foundation, 1956. Jessor, Richard. "Social Values and Psychotherapy," Journal of Consulting Psychology, 20: 265, 1956. Kelly. Fred J. Improving College Instruction. Washington, D.C.: American Council on Education, 1951. Kelly, Janet A. "Varying Mores in School and College Cultures," 1h; Journal 9; Education Sociology, March, 1958. . Kidd: John W. "The Students Live," EValuation in t_1_1_e Basic College_ at Michigan____ State University, Paul L. _Dressel, editor. New York: Harper Brothers, 1958, Pp. 169-178. . Residence Hall Guidance. Dubuque, Iowa: William C. Brown company, 1956- Koos, L. V., and Crawford, C. C. "College Aims Past and Present," School _a‘n_d_ Societ , lh:499-509,-1921. Levak, Albert E. "Basic College Social Science: The Final Report of a Departmental Study," August, 1957. (Mimeographea.) Lavi, Albert N. General Education in the Social Studies. Washington, D. 0.: American Council on Education, 191.8. Lewin, Kurt. "Field Theory and Learning, " The ngcholog_ of Learnin ;: Fort -first Zearb ook of the National Society___ for L50 Stud 9__f Educat on. Chicago: University of Chicago- Prass, 1942-. Linton, Ralph. 1h; Cultural Backgron 9_f_ Personality. New York Appleton-Century Company, Inc. , 19A5 Lloyd-J ones , Esther. "Personnel dork and General Education ," Fifty-first Yearbook of t_h__e National Society___ for t__h_e Stgy g_f Education, Part I._Ne1son B. Henry, editor. Chicago: University of Chicago Press, 1952. . Social Competence and College Students. ":‘Jashington, D.C.: Alterican Council on Education, 191.0. , and Snith, M. R. Student Personnel {fork is. Deeper Teaching. New York: Harper Brothers, 195A. 56. 57- 58. 59. 60. 61. 62. 63. 61.. 65. 69. 70e 71 Malinowski and Bronislow. Ehcyplopedia g; 3133 Social Sciences. New York: The Macminian Company, 1931+. Matteson, Ross W. "And Counselors Learn," Evaluatig} in 1112 Basic College at Michigg State Universit , Paul L. Dressel, editor. New York: Harper Brothers, 195 . Pp. 179-195. Nayhew, Lewis B. "General Education - A Decade of Change," Journal 93: General Education, 9:112—ll8, January, 1956.. McGrath, Earl James. "The Future of General Education," _Thg Journal 2; Higher Education, 24:121-126, March, 1953. . Social Science _i_n General Education. Dubuque, Iowa: E‘Jilliam C. Brown Company, 1948?- . . "The Need for Eicperimentation and Research," Generg Education _i_g Transition, H. T. Norse, editor. Minneapolis: University of Minnesota Press, 1951. Pp. l7. , et. a1. Toward General Education. New York: The Macmillan Company, 194—83 Melton, Arthur W. "Learning," Encyclopedia g; Educational Research. New York: The Macmillan Company, 1941. Pp. 668. Michigan State University Cata10g 1958-1959. Vol. 52, No. 10. East Lansing: Michigan State University, April, 1958. Monroe, W. S. Ehgyclogedia 2; Educational Research. New York: The Macmillan Company, 1950. Naftalin, Arthur. "Social Science in General Education," 33 Fifty-first Yearbook of the National Society £92 the Stggy 9_£_' Education. Part I. General Education. Nelson B. Henry, editor. Chicago: University of Chicago Press, 1952. New York Regents' Inquiry: An Outstanding Survey. Remrt 9; BE Regents' gmuiry, New York': McGraw-Hill Book Company, Pace, C. Robert.‘ 2.313;; Went 22 Colleg . Minneapolis: The University of Minnesota Press, 1941. Perryman, J .N. "Rating Students in General Education." Journal 9_£_' Higher Education, 23:272,.May 1952. Presidents Commission of Higher-Education, Higher Education £93; American Democrac , Vols. l-6, Washington D.C., 191+7. t . e O . . . . . . A _ . . . . . . . . . . . . . . . . - .. O . . I . V U . . . « . 9 u .. . .-, . , . C ,‘ . o v e t . e , . ‘ , . I . O . . . e c . - . . . . . e . . e - . _ . , . - . u 0 « e ' . . . U . _ a n . . . . . . . u . e o -. . . . o O O - I O I . ,. V . -v C , ‘ n‘ . Q I l t ..r ..» . .~ . c . a . , O O 0 .. . O 1 0 . ' . . . g e - ‘ . . a .. c --or 71. 72. 73. 7A. 75 . 76. 77. 78 . 79. 81. 82. 81". 72 Redfield, Robert. "Social Science Research in General Education", Journal _o_f _q_e_____neral Educa_____t____ibn, 6: 81-91, January 1952. Reinhardt, James M.. "Testing Student Achievement in the Social Sciences" J_g______urnal _o__f Education Sociolo , 23:42-51, Septerber 1949. Boston: Houghton-Mifflin Company, 1939. Roucek, Joseph S. et a1. Sociolggical Foundations of Education, New York: Thomas Y. Crowell Company, 1942. Snoben Jr., Edward J. "A Rationale for Modern Student Personnel Work", Personnel-O—Gram, 12:9-11, March 1958. Sifferd, Calvin S. Residence Hall Counseling, Bloomington, Illinois: McKnight and McKnight, 1953. Snucker, Orden. "The Campus Clique as an Agency. of Socialization", Journal _o_; Educational Sociolog. 21:163-168, November 191.7. Sonit, A., Nealon, R.W., and ‘w’ilkie, ELK. "Evaluating the Effects of Social Science Instruction". Journaldgg Eggs; Education, 26:319-322, 1955. . .7 , Stroup, Herbert. "The Intentions of Student-Activities Systems", _T_h_e_ Journal _o_; Higher Education, 27:256-263, Hay 1956. Stutz, Frederick H.. "EXamining in Social Science", Comprehensive Examinations in A Pregyam_ of General Education, East liming: Michigan State “College Press, l9h9- PP- 7 Sitherland, Robert L. et a1. Students £93 Staff _i_n_ A____ Social Context. Washington D.C. :American Council on Education, Series VI Student Personnell‘iork, No. 18, Volumn XVII, March 1953 . Taba, Hilda. School Culture. 1-7ashington D.C.: American Council on Education, 1955 . Taylor, Harold. "The World of the American Student". Journal 9_f. Hi er Education, 27 :245 , 1956. The Fifty-First Yearbook of the National Society____ For the Study “9.; Education, Part I. General Education, Nelson B. Henry, editor. Chicago: University of Chicago Press, 1952. 73 85. "The Student in Society," An Editorial, News Bulletin, Institute of International Education, 31.:5, January 1959. 86. '_I'_h_e_ Yearbook 9; Education 1255: Guidance and Counseling. Edited by Hall, Robert K. and Lauwerys, J.A., Yonkers, New York: World Book Company, 1955. 87. Tyler, Ralph W. "Permance of Learning", Constructing Achievement Tests. Columbus: The Ohio State University Press, 1934, Pp- 76-77. 88. . "The Place of the Social Sciences in the liberal Arts Curriculum". Journal _o_; General Education, 10:114-120, April 1957. 89- Tni'aller, Hillard. 1h: Sociolog 93 Teachin , New York: John Wiley and Sons, 1932, Chapters 2 and 9. 90. Warner, W. L. , and Lunt, Paul. The Social Life of a Modern Community. New Haven: Yale University Press, 1941. 91. Williams. Jean "The Aspects of Social Science Education," Journal 93.: General Education, 6:180—186, April, 1952. 92. Williams, Robin 11., Jr.‘ American Society: A Sociologgcal Interpretation. New York: Alfred A. Knopf, Inc. , 1955. 93. Williamson, E. G. Counseling Adolescents. New York: McGraw- Hill Book Company, 1950. 94- . "The Ebctracurriculmn and General Education," Fifty- Education, Part I. Nelson B. Henry, editor. Chicago: University of Chicago Press, 1952. 95. . "Counseling From the Perspective of a Dean of Students," Ne! Perspectives in Counseling, V. H. Hewer, editor. Minneapolis: University of Minnesota Press, 1955. Pp. 20-32. 96. Yala, Djamal. "United States: Too Much To Do," News Bulletin, Institute ofInternational Education, 34:23-28, January, 1959. APPENDIX A INVEIHORI OF SOCIAL SCIENCE CONCEPTS APPENDIX A INVENTORY OF SOCIAL SCIENCE CONCEPTS IDirections: Mark the best answer to the following questions by blackening the corresponding number on the answer sheet. Be sure to mark only a single answer for each question. Do not put any other marks on the space for answers. 1. 2. The major criterion for a successful hypothesis is: l. The scientific reputation of its author. 2. Its logical consistency. ‘ 3. The fact that it can be quantified. h. Its effectiveness for prediction. 5. The fact that it has been achieved through deduction. Environment as it affects the personality develonment of a particular individual includes only: 1. Those external elements experienced by the individual. _ 2. Aspects of the habitat -- climate, topography, natural resources, etc. 3. Cultural and societal elements. h. Those external elements culturally defined as environmental. 5. Biological aspects of the individual that are subjected to external stimuli. A cultural element need ngt necessarily be: 1. Learned. 2. Man-made. 3. A product of social interaction. h. Consciously transmitted. 5. material orlnon-material in nature. Social Scientists generally agree that man forms groups because: 1. He is instinctively gregarious. 2. He is naturally social. 3. Of the demands of procreation. h. Of needs which cannot be met by one man alone. 5. He has need for intimate companionship. Universal formal education in America: 1. Is a powerful conformity-promoting a;ency. 2. Is essentially a luxury rather than a necessity. 3. Provides identical education opportunity to all students through the high school level. h. Has as one of its chief goals preparing students to accent change in all cultural spheres. 5. Usually develops to the fullest degree the hereditary'potentialities of each student. A social relationship is likely to become institutionalized if: 1. It involves the satisfaction of some basic social need. 2. It involves more than a small number of people. 3. People are acting together for a common purpose. h. Material goods are also used. 5. The relationship is between members of the opiosite sex. 74 7. 9. 10. 11. 12. -2- The relation of an individual to a social institution is such that: l. The instituti n is dependent upon no one individual for its survival. 2. Deliberate acts of the single individual tend to have marked effects upon the institution. 3. The individual has no choice but to conform to the institutional pattern. h. The institution is spontaneously generated in answer to the need of each individual. ’ 5. The institution is a convenient device but exerts little pressure upon the individual to conform.- The 23incipal reason for the growing interest of Americans in formal education, especially on the college level, is: 1. Their increasing realization that an enlightened citizenry is essential to a democracy. 2. A desire to foster social and economic equality. 3. The closing of other channels through which social mobility may be achieved. h. Their belief that the social adjustment orientation of many schools will produce "better balanced" personalities. 5. A wish to prolong adolescence, since this is the most valued period of'life. All but one of the following characterize institutionalized behavior. Select that one: 1. Pedictability. 2. Want-satisfying. 3. Dependent upon a set of values. h. Fairly stable over a period of time. 5. Highly individualized in nature. Cultural behavior: 1. Represents a special category of reality incapable of being systematically studied. . Constitutes a category of reality that we know very little about. Is inst as amenable to séientific investigation as other natural phenomena. . Is emergent and hence can only be studied by the methods of the historian. . Is so unique that it remains a mystery. WE’WN Which is the most fundamental criterion of a scientifically desirable sample in a relatively heterogeneous population? 1. Smallness 2. Largeness 3. Accessibility h. ExPerience S. Representativeness It is accurate to state that behavior trpically thought of as human: 1. Is learned only in associatien with other human beings. 2. Can be learned to a limited degree by lower animals. 3. Is solely the result of interaction of organism and culture. h. Is at a much higher level in some cultures than in others. 5. Is simply the total of genotypes and phenotypes insofar as they influence the behavior of the individual in the group. -3- Items 13 through 17 are answered using the key below. Each item is a quotation referring to a process of personality adjustment. Key: A. Reaction-Formation E. Eationalization B. Regression F. Compensation 0. Sublimation G. Projection D. Repression H. Identification 13. "It is apparent when the upper or'middle-class child acquires from his family . and friends the practice of attributing to people in the lower classes ambitions of mercenary and status striving which are part and parcel of the value system of the child's own family and class." 1. G 2. B 3. D h. A S. E It. "Thus a young woman student, finding the prospect of passing a course to be very grim, may burst into tears in the face of her helplessness. Ihis form of behavior probably solved many of her childhood problems and so she unconsciously reverts to it in a trying situation." 1. D 2. F 3. A h. B S. G 15. "Later is extended to other persons: father, brothers, sisters, relatives, friends, and various members of groups, and, in time, to all sorts of symbols which cluster about persons and groups. The person feels and speaks for his group. He acts as is the group's unity were his own." 1. G 2. H 3. A h. E 5. D 16. "A girl who fails to attract young men may make up for her failures by stressing her scholastic achievements. A young man who is mediocre in scholarship may satisfy his need for status through athletic prowess. An economically poor person may take pride in his honesty and good character." 1. G 2. C 3. H h. E S. F 17. "Another type of adjustment process is illustrated by the individual who becomes so concerned about what he considers are immoral tendencies in himself that he becomes prudish and develops overly narrow, overly conventional patterns for life." 1. G 2. C 3. A h. E S. B WWMHHHé-HHHW-dHHHHHHfi-dfiHt-‘HHRSX—‘HHHHHW--X—-)1-2(-X-X—X~X-’.(-';(-X-X- X- 39933??? 5. X-in-ifi-ifi-Ji—Dé 2} TH;- X-X”. '- 3 331-2 :«x—sex—x- 13. Mechanisms of adjustment: . Are techniques primarily used by maladjusted individuals. Are usually consciously employed. ‘When utilized prevent one from interacting normally with others. . Are replaced by nature patterns of interaction as the personality develops. . Are used in social interaction as normal processes. 1 2 3 L; 5 19. 20. 21. 23. 2h. ~h— An employee of a corporation or government would conform most closely to the bureaucratic if he: 1. 2. 3. h. S. Interprets regulations on his own initiative. Obeys his superiors regardless of regulations. Obtains his job through political influences. Regards all other emuloyees as his equals. Adheres closely to the prescribed functions of his position. with respect to human motivation: 1. 2. 3. h. 5. Primary drives, Such as hunger and sex, are stronger than secondary drives. Motives deriving from emotional rather than rational sources are strongest. Universally there is no demonstrable strongest motive; the relative strength of drives depends upon personal and cultural factors. The wish for security and response dominates other motives, particularly among members of our own society. Human beings possess the same primary and secondary drives, although there is considerable variation in their manner of expression. The distinction Jetween praise, awarding badges and flattery as compared with gossip, censorship and laughter as means of social control is chiefly a matter of classification based on: 1. 2. 3. h. 5. Direct and indirect methods. Informal and formal methods. Verbal and non-verbal methods. Emotional and intellectual methods. Positive and negative methods. 'Which of these phrases distinguishes "authority" as a concept in social control? 1. 2. 3. 1:. 5. "Has force behind it" "Is recognized as the preper agent" "Is able to influence behavior" "Uses formal methods" "Is empowered to act by the state" Authority in any system of social control is ultimately supported by: l. 2. 3. he 5. The belief system Fear of punishment Government officials Written law The use of force. Social control is best defined as: 1. 2. e. h. S. The way in which society exercises control over the natural environment. The tendency for social institutions to conform to majority demands. The control of society by democratic methods. The government of a group by unwritten codes of behavior. The way in which regularity of beha ior is enforced by society. 25. 23. 27. 28. 29. 30. -5- Human behavior in most social situations is conditioned chie 1y by the fact that: 1. Man alone of all animals possesses imagination. 2. do two social situations are basically similar. 3. Man instinctively rebels against conformity. h. Individuals tend to adjust to group demands. 5. Man is by nature inclined to experiment. The effectiveness of informal methols of social control is most closely related to the individual desire for: WNH fin! U‘l Satisfaction of biological urges. New experience Social approval Material gratification Gocial mrbility Social control among M.S.U. students is chiefly a product of: 1. 2. 3. h. 5. fine the The institutional rules and beliefs of the college community. The power of the Board of Agriculture. The Dean of Students and his appointed disciplinary assistants. The student government. The faculty group which is authorized to.nake all final decisicns on rules. of the functions of government is to odjust social control to changes in social environment. Whica of those is an example of a politic‘l innovation made necessary_by technological change? WNW U1?" The shortrballot The state highway police The voting machine The closed primary The Electoral Uollege Formal government is: 1. 2. Any concentration of power. Practically synonymous with the state. That organization from which popular sovereignty derives. in agent which performs the functions of the state. \ny group exercising social control. respect in which democracy differs from other forms of government lies in fact that it: Does not need to rely upon authority for s cial control. Makes use of and protects Opposinr points of view. Kelies upon a politiC‘l part! as a governing technioue. Does not have a pyramid of power. Eliminates the concept of social class. 31. 32. 33. 3h. 35. 36. / Ind- ‘Jhich of the following is most commonly found in mo ern democratic government? 1. T division of the powers of go ernment between separate but equal agencies. 2. An agency which can decide whether the legislative branch is exceeding the powers given it by the people. 3. A retention of certain political powers qy the subdivisions of the state. h. A freely elected assembly in which both majority and minority points of view may be represented. , S. A written document which expressly states the powers and limitations of government. Regarding government and the individual in a democracy, which of the following is the basic problem underlying this relationship? 1. The problem of equitable taxation. 2. Promotion of social security. 3. The tendency of government to become increasingly paternalistic and thus to destroy individual initiative. h. The adjustment of the need for social control with the individual rights and privileges. S. The problem of the infiltration of subversive groups. The potential conflict in the relations between the President and Congress stems from the basic political fact that: l. The President is the leader of a political party. . .The President is responsible to Congress. The Cabinet tends to exceed its powers. The President and Congress are resnonsible to different publics. Congress has tended to become the instrument of the majority, the President more the instrument of'ths minority groups. VIE-"WM "Taking the role of the other" implies: 1. Making other people think that you agree with them. 2. Acting at variance with one's own true character. 3. understanding the meaning that one's own response has for another and controlling the response accordingly. h. Developing a sympathetic understanding of the problems of one's associates . and reacting in a sympathetic fashion. 5. The development of neurotic tendencies due to the impossibility of being all things to all people. The continually changing patterns of learned behavior and the products of learned behavior which are shared and transmitted among the members of a society constitute the: Universal cultural patterns. Culture of that society. Social dynamics of cohesive forces. . ‘Disintegrative social patterns. . Behavioral patterns disorganizing that society. WIT-“WNW both the cultural and biological inheritance: 1. Are based upon man's attempt to satisfy his basic needs. 2. Are characterized by being in a relatively constant state of flux. 3. Apply to the genetic relationship between successive generations. h. Involve the learning process. 5. Account for many of the resemblances between parents and offspring. APPEIIDJX B mm To TECHNICAL JUDGES ARMEDDKB o :7- \.. -.. \t/ TA ‘, '3 $ ’3 (A L.‘ Y J l K- 11 an. .m As... ....H “u.“ .C. 1‘».— 0;. .11 .1 l .1. .1. .- . .11..“ “.31.... ..T... S L an.” (\1 ML .11.,.. mac... _..1,.. T +1. .0 n 1 3 .1131” +1 C l 11. .11“ O .1, . .-.. C 3 . u 1 1 ..A c 1. ”.1; M... v. ,u 1- 1. .U 111-... .1 .1 u u: 1... ...» .111. m1. 1...... e m..." S <11 ,.._ 1. . f. 1..., .51 "I .10. .14. l: 1. 1 . .... .. K-.. . 1 1. . ... 1.. . J r k .I; (.11. LL .. . 1 1. \ 1 . r. . -1 . O n... .7. .1. G 1... w.) 1.1.1.1 m. 1.. ... _H 1. ; C 1 O ...1. ...1. 1111. e C ..1 H 1.1.1.. . .UU .. 2.1-1“ .1: w mm. 11.1. v0 .11.» .H J 1.1.. .. .... I. ’11. a... ..l M r‘. rm...“ 41A. .V . 1- .1” a v ..- . ‘1..wa AI . . H 1 u 1 v, . _ .. I .514 A. 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NH If a student tells you he has a successful way of predicting who is going to win the football game each Saturday, the best proof of his success is: His reputation for picking winners. The logicalness of his predictions. The fact that he can tabulate his predictions about any game. . How frequently he predicts winners. . That he knows a great deal about football. \J‘lE'bJMH A person who comes to Michigan State will have his personality affected to some degree by the time he graduates because he will be influenced by some of the elements of college life. These elements include only: These elements which are eXperienced by the student. . ihose elements which are descriptive of M.4.U., like new residence halls, heautifu} campus, climate, etc. 3. These elements of culture and social life, like the Lecture-Concert series, greek organizations, activities, and athletic events. h. These elements which might be considered environmental, such as, type of student, type of student government, type of campus, etc. 5. These elements which are biologically inherited by the student and how they are affected by campus life. Many men students at Michigan State wear Ivy Leagumapants and many girls wear white tennis shoes. Such habits of dress need not be: 1. Learned by the students. 2. Connected with students. 3. A result of student interaction. h. Consciously passed on from student to student. 5. Descriptive of many student's dress habits. From your observatians of watching students fern groups at M.S.U., what do you think is the reason generally agreed upon by peeple who have studied group dynamics? 1. The students are friendly by nature. 2. The students are 'naturally' social. 3. This is a wey to keep students in college. h. This is a w‘y to satisfy a need that the student can not satisfy alone. 5. The student wants intimate companionship. Supposing that your formal (elementary and high school) education was similar to the formal education all over the United States, what do you think would be the most common element found in all these schools? 1. There would We a powerful pressure encouraging conformity. 2. Formal education would be a luxury rather than a necessity. 3. All students would be provided with identical educational opportunity. b. One of the main goals would be to prepare the students toencept change in all cultures. 5. Each student would have his hereditary potentialities usually developed to the fullest degree. e1 156. 157. 138. 160. -2- If students at M.S.U. started saying "hello" to everyone on campus and this social relationship became a permanent one, it is probably because: It involves the satisfaction of some basic social need. It involves more than a small number of students. The students are a,ting together for a common purpose. . Ehere will be some materialistic benefit. . The relationship is between members of the opposite sex. \J‘Lc’wml—l 0 Michigan State University: 1. Is not dependent for its continuation on any one individual, no matter how important . 2. Is markedly modified by the actions of individual students. 3. Allows students no choice but to conform to its regulations. h. Exists chiefly to meet spontaneously generated needs of students. 5. Has little effect in enforcing conformity among students. When you go home for vacation, someone who is familiar with American education may tell you that the American people have a growing interest in formal education, especially on the college level. ”hat do you think is the principal reason for this interest? 1. The American people feel that educated people are better voters. 2. The American people want to encourage social and economic equality. 3. The American people feel that about the only way a person can better himself nowadays is by education. , h. The American people feel that many of the schools will produce "better balanced" personalities. S. The Americen people, who value youthfulness, want to extend this period of life. University life is different from other forms of living in the United States. One of the following does not characterize this type of behavior. 1. You can predict it._ 2. It satisfies wants or the students, faculty, and administration. 3. It depends upon a set of values. h. It is fairly stable and constant over a period of time. S. It is highly individualized in nature. The campus life of the students at Michigan State: 1. Is incapable of being systematically studied. 2. Is something that is realistic, but we know very little about it. 3. Can be studied scientifically, just like any other natural phenomena. h. Is such a presently confusing situation that it can only be studied when it is past, like history. 5. Can be considered so unique that it seems like a mystery and cannot be studied. -3- ilélt If you wanted to find out what the student body at M.S.U. thought about our chances of going to the Rose Bowl next year, you would have to take a sampling because getting all the students to reply would be too difficult. what is most fundamental in getting a sample from this large group of different types of students? 1. The smaller the group the better. 2. The larger the group the better. 3. Ask the students who are the easiest to ask. h. Ask the students who have been on campus two or more years. 5. Ask students that are representative of all ages, majors, class standing,etc. ‘162. The behavior of students at Michigan State: . Is learned only by association with other people. . Is determined by the University administration. . Is solely the result of interaction between the student and campus life. . Is at a much higher level than at some other universities. . Is completely changed tor the students graduate. i’c 4(- -T’ ’0 W I.‘ :-eeez-ez-ox-ecvee-x-*->:—-:<--x~-x--x—e<—-x-%-:e eeeeez-ee-x-sa-et-ez-ez-eseeeeassess-*1": Items 163 through 167 are answered using the key below. Each item is a quotation referring to an expression of personality as you may find it in your Residence Hall sometime. ‘fqy: A. {caction-Formation E. Rationalization B. Regression F. Compensation C. Sublimation G. Projection D. Repression H. Identification 163. "My roommate is always accusing everyone else of being selfish, but frankly, he is one of the most self-centered individuals in the precinct." l. G 2. B 3. D h. A S. E 16h. "I don't knew'why she does it, but the freshman that lives in the room next to me always has a big 'crying jag' and pouts like a six-year old every time she has a fight with her boy friend." 1. D 2. F 3. A h. B S. G 165. "The follow down the hall just joined a fraternity and you should see him! He bought a fraternity ring, a fraternity sweat shirt, and he has the Greek letters on all his books. Really a fraternity 'hot shot'." 1.e 2.H 3.1x h.E 5.1) 166. "Poor Joe, he's not the best looking guy on campus and can't get many dates. He has developed a terrific build from lifting weights and likes to walk around the precinct without a shirt." I. G 2. C 3. H h. E S. F ' 167. "The girl down the hall is from a very rough and low socio—economic town. Everyone I've known from there is 'fast' and uses 'rough talk' but this girl is prudish and thinks anyone who swears or necks is highly immoral." l. G 2. C 3. A h. E 5. B 168. 169. 170. 171. 172. 4., In your Residence Hall, you: may see examples of student behavior such as; a) a person 'explaining' why he got a poor grade in class; b) a student doing outstanding work in one area because she is less able in other fields; c) a student always talking about his fraternity. These acts: 1. Are techniques primarily used by malajusted students. 2. Are done consciously. 3. Prevent a person from interacting normally with others. h. Disappear as their personalities develop. 5. Are normal processes in social interaction with other people. If your roommate stated that the Head Adviser was a 'bureaucrat', which of the following actions of the Head Adviser would best support your roommates claim? He interprets the dress regulation in the way he wants to. . {e obeys the Dean of Students regardless of what the University regulations say. NH 0 3. He got his job through 'politics'. h. He regards all the Deans, faculty and staff as his equals. 5. He sticks very closely to the prescriLed duties and functions of a Head Adviser. From observing motivation of college students as well as other people, you can say: 1. Primary drives, such as hunger and sex, are stronger than other drives. 2. fictives are the strongest if they come from the student through emotional rather than rational sources. 3. As a rule, there is no clear—cut strongest motive; it depends upon the student and what influences him. h. The student's wish for security dominates other motives. 9. All students possess the same primary and secondary drives, although they may express them differently. Students in 'A' Hall always try to do the proper thing because they are praised, honored, and rewarded when they succeed. Students in '3' Hall always try to do the proper thing because the; will be laughed at, 'chewed out', and talked about if they do not succeed. They are examples of: . Direct and indirect social control. . Informal and formal social control. . Verbal and non-verbal social control. . Emotional and intellectual social control. . Positive and negative social control. vie-mm“; For your Resident Assistant to have 'authority' in order to accomplish something in your precinct, he must: Have force behind him. Be recognized as the proper person for the ’authority'. Be able to influence behavior. Be empowered to act by the students. . Use formal methods. \J‘IE'UJNH 173. 17b. 175. 176. 177. 178. -5- Authority in your precinct is ultimately supported by: l. The men believing in it. 2. The fear of punishment. 3. The Head Advisor and the University. h. ‘Hritten rules and regulations of the University and the Residence Hall. S. The use of.force. The influence a precinct as a social group has over an individual in the precinct can be best exemplified by: l. The way in which the precinct determines how management runs the Halls. 2. The tendency for the group of precint Fnoise makers' to conform to the precinct's majority vote of enforced quiet hours. 3. The control of the precinct by democratic methods. h. The methods of operation of a precinct lclique' by unwritten codes of behavior. 5. The way in which regularity of behavior is enforced by the precinct. The behavior of most students in your precint is conditioned by the fact that: 1. Only the human eeing possesses imagination. 2. No two situations where the students interact are the same. 3. All students rebel against conformity by instinct. h. The students tend to adjust to the precinct's demands. 5. The students naturally are inclined to experiment. The e fectiveness of the precinct's influence on an individual's behavior is most closely related to the student's desire for: 1. Protection from bodily harm. 2. New experience. 3. Social approval of the precinct. h. Some future material gain. 5. A higher status in the precinct. Social control among M;S.U. students is chiefly a product of: . The institutional rules and beliefs of the college community. . The power of the Board of Agriculture. . The Dean of Students and his appointed disciplinary assistants. . The student government. . The faculty group which is authorized to make all final decisions on rules. VIC‘WMH One of the functions of your Residence Hall government (General or House Council) is to adjust the control the residences have on the individual student to changes in the Hall living. ‘Hhich of these is an example of a political innovation made necessary by technological change? l. Requiring the Hall Secretary to mimeograph the Council minutes. 2. Issuing Hall permits for Hi-Fi sets. 3. Having representatives from your precinct on General Council. h. Sponsoring a Hula Hoop contest in the Hall. 5. Having co-chairmen on every Hall committee. 179. 181. 182. 183. -6- Your formal Hall government is: 1. 2. 3. h. 5. Any concentration of power within a Hall. Almost synonymous with the students of your Hall. The organization or group that everyone thinks is the rulers or leaders of the Hall. The organization or group which performs the functions of the students as a Hall organization. Any group exercising control over individuals in the Hall. If your Hall government is democratic, it would differ from other forms of government by the fact that it: \J'IF‘MJNH If Does not need to rely upon the Advisors for influencing the men in the Hall. Makes use of and protects opposing points of view. Relies upon a powerful Hall 'clique' as a governing technique. Does not have a pyramid of power or 'chain of command'. Allows only experienced upper-classmen to hold important Hall offices. all the Halls have modern democratic governments (Hall or House Councils), which of the following would be most commonly found? 1. A division of powers between the Social Committee and the Student Conduct Committee. A committee which would decide whether your Hall Council was ever exceeding its powers. Certain powerful'cliques' found in the various Hall committees. A freely elected Hall Council in which both majority and minority points of view may be represented. A written Hall constitution which expressly states the powers and limitations of the Hall government. ' Regarding the democratic relationship between the Hall government and the individual student, which of the following is the basic problem? 5. If The problem of collecting Club dues. The problem of Spending the Club dues on the different Hall activities. The tendency of the Hall Council to determine and do everything for the residents and thus destroy individual initiative. The problem of determining what the Hall as a group has to control and what are the individual rights and privileges of the students. The problem of selfish pressure groups within the Hall. your Hall president was elected by popular vote, what would be a potential conflict area between the Hall President and the Hall Council which would consist of representatives from each precinct? 1. 2O 3. h. 5. The president is a popular leader. The president is responsible to the Hall Council. The Hall Council tends to exceed its powers. The Hall Council and president are responsible to different groups of students. The Hall Council represents most students and the president represents a minority. 186. -7- If your roommate told you she was 'taking the role' of some other precinct member, this would imply: Your roommate wants the other member to think she agrees with her. Tour roommate will act differently from what she really is. Your roommate understands how the other girl 'takes' certain comments so she will be careful of what she says to this girl. Your roommate is very sympathetic. Your roommate may be develOping neurotic tendencies because she is trying to be all things to all people. ‘Uhile at M.S.U., students learn to act certainways and this behavior may result in customs, traditions, and fads which are shared and transmitted among the student body. This represents the: 1. 2. 3. h. 5. Universal college culture pattern. Student culture of M.S.U. College life. Results of disorganized campus life. Results of late adolescence. A foreign student in your Hall may appear and act di"ferently than most M.S.U. students because of his cultural and biological inheritance. This statement could best be supported by: l. 2. 3. )4. S. The knowledge that a person tries tm>satisfy his basic needs. Observing the inter-relatedness between his biological and cultural inheritance. The knowledge of genetics. The knowledge of the learning process. Also observing this foreign student in his own home and country. APPENDIX D PERSONAL II IFORIJATIOI'J DATA SH"? APPENDIX D Name ..-..-_.._. Student No. Age __ Sex: Male Female Marital Status: Married Single Veteran: Yes He Year in school: Fr So Jr Sr (circle one) Nhat College are you in? (check one) Which Residence Hall do you Zb___;Agriculture 6____Heme Econ. live in, if any? 2_._____Business (L PS 7___Science 8; Arts 3____Comm. Arts 8 Vet. Medicine ...—'- h____Educati on 9_____1~Ion-Preference 5____Ehgineering 1. Have you completed or are you now completing: Basic Social Science 231? Yes No basic Social Science 232? Yes , No Basic Social Science 233? Yes No 2. Jhen did you graduate from High School? 19 3. How active were you in extra-curricular astivities in High School? (Please check one) a) None or very little b) Average c) gAbove average h. How active are you in extra-curricular afitivities in College? (Blease check one) '_—.-"' a) None or very little b )_______Average 0) Above average 5- Ifould you like the results of this test? Yes No 88 APPENDIX E LEAN SOCIAL SCIENCE SCORES BY CLASS AND SEX APPENDIX E MEAN SDCIAL SCIENCE SCORES BY CLASS AKD SEX Group ' fl Mean Control (Freshmen) Men 35 1A. 29 W omen 25 16 .68 TOTAL 60 15 .35 Experimental (Freshmen) Men ’ 37 _ 21.1.9 Women 33 22 .33 TOTAL 70 21.88 Experimental (Sephomore) Men Al 22.141. Women 39 23.05 TOTAL 80 22.71. EXperimental (Total) Mon 78 2.1. 98 Women 72 22.72 TOTAL . 150 22 .34 -39.. APPENDIX F ITEM ANALYSIS OF THE SOCIAL SCIENCE TEST IN RELATION TO LEVELS OF DIFFICULTY AND DISCRIMINATION FOR THE EXPFREE‘ TAL GROUP ITEuI ANALYSIS OF THE RDCIAL SCIENCE TESI' IN APPENDIX F RELATION TO LEVELS OF DJI'FICULTY AND DISCRIMINATION FOR THE mmmt GROUP Level of * Level of ** V Level of * Level of ** Difficulty;‘Qiscrimination Item. Difficulty Discriminatigg .44 .43 19 .87 .58 .23 .27 20 .25 .13 .77 .45 21 .51 .43 .64 .21 22 .44 .28 .68 .46 23 .44 .34 .40 .52 24 .80 .57 .72 .37 25 .90 .38 .35 .28 26 .85 .62 .87 .24 27 .81 .27 .70 .42 28 .50 .46 .72 .53 29 .39 .29 .40 .05 30 .68 .41 .69 .51 31 .59 .24 .87 .44 32 .50 .50 .85 .47 33 .39 .29 .87 .33 34 .41 .34 .50 .26 35 .70 .42 .85 .28 36 .54 .44 Average level of difficulty' .61 Average level of discrimination .38 ‘*percentage of students answering item.oorrectly **es determined by Flanagan formula _ 9o - APPENDIX G 1mm CAMPUS CULTURE SCORES BY CLASS AND SEX APPENDIX G MEAN CAMPUS CULTURE SCORES BY CLASS AND SEX Group Control (Freshmen) Men Women TOTAL EXperimental (Freshmen) Men Women TOTAL ExPerimental (Sophomore) Men Women TOTAL Ebcperimerrtal (Total) Men Women TOTAL 1?. 35 25 60 37 33 7O 41 39 78 72 150 -91.. Mean 17.40 17.76 17.55 22.86 23.39 23.11 22.29 24.08 23.15 22.56 23.76 23 .14 APPEI‘IDIX H ITEfi ANALYSIS OF THE CALIPUS CULTURE TEST IN RELATION TO LEVELS OF DIFFICULTY AND DISCRBIINATION FOR TIE EXPIRE'ENTAL GROUP APPFJIDIX H ITEM ANALYSIS OF TILE CAMPUS CULTURE TEST IN RELATION TO LEVELS OF DIFFICULTY AND DISCRIMINATION FOR THE EXPERBEITAL GROUP Level of *' Level of **' Level of'* Level of ** Item _ Difficulty' Discrimination Item. Difficulty' Discrimination 1 .55 .37 19 .82 .25 2 .65 .62 20 .37 .16 3 .60 .37 21 .60 .47 4 .77 .27 22 .78 .38 5 .55 .41 23 .47 .20 6 .56 .43 24 .31 .38 7 .74 .42 25 ~.79 .27 8 .79 .24 26 .87 .33 9 .56 .23 27 .72 .37 10 .83 .40 28 .62 .65 ll .90 .48 29 .66 .20 12 .49 .28 30 .59 .45 13 .45 .46 31 .69 .26 14 .61 .30 32 .78 .38 15 .80 .40 33 .46 .38 16 .91 .33 31. .46 .29 17 .47 .40 35 .65 .45 18 .77 .28 36 .46 .43 Average level of difficulty .64 Average level of discrimination .36 *percentage of students answering item.oerrectly **es determined by Flanagan.formula - 92 _ APPFNDDC I mm TRNISFER scents BY CLASS AID an: APPENDIX I .HEAN TRANSFER SCORES.BY CLASS AND SEX £21.12 A 1122.11 Control (Freshmen) I lien 35 8.17 Women 25 10.56 TOTAL 60 9.16 Ebcperimentel (Freshmen) Women 33 16 .76 TOTAL 70 16.00 anaerimental ( Sophomore) Men 41 \ 16.20 EJ013311 39 17e20 TOTAL 80 16.69 mperimental (Total) Men 78 15 e 78 Women 72 17.00 TOTAL 150 16.37 -93- APPEEDC J WLN MID ANALYSIS OF VARLU-ICES OF SOCIAL SCIENCE TEST AND CAMPUS. CULTURE TEST SCORES BY ACADEMIC LIAJORS APPENDIX J MEAN AND ANALYSIS OF VARIANCES OF SOCIAL SCIENCE TEST AND CAMPUS CULTURE TEST SCORES BY ACADEMIC MAJORS Social Science 7 Campus Culture £3122 3; Mean Mean Agriculture 9 22.4h 23.00 Business and Public Service 44 21.h8 22.77 Communication Arts 13 23.08 22.33 Education 21 21.h3 23.57 Engineering 13 22.85 22.08 Home Economics 6 23.33 25.33 Science and Arts 26 24.06 24.08 Veterinary'uedicine 7 23.71 24.h3 NOn-Preference 11 20.55 22.00 Total Ekperimental Group 150 21.88 23.1h F’ morio' roe ' Tests of Significant differences among academic majors on: Social Science Test Scores .77 Campus Culture Test Scores l.h0 *Sflgnificant at the .05 level of confidence. **Significant at the .01 level of confidence. _ 94 - nix»,*. A “13.57%. ffx‘ V“: g... 4 h d . .m-f s“ 2"» - ‘1‘ . mam." ,. ff!" 4"“) 2...? '- MICHIGAN ST RTE UNIV. LIBRRRIES 1M lll NiflllllllllflllWIIIHIIWIIHIHIIHI 009919352 31293