A STUDY OF ACCELERATION METHODS ITT BASIC COLLEGE SOCIAL SCIENCE By John O liv er H all A THESIS Submitted t o th e School of Graduate S tu d ie s o f Michigan S ta te C o lle g e o f A g ricu ltu r e and A pplied S cien co in p a r t ia l f u lf il lm e n t o f th e requirem ents fo r t h e degree of DOCTOR OF EDUCATION D iv is io n of E ducation Department o f H igher Education 1951 ACK1-T0WLEDGM31JTS The w r ite r w ish es t o exp ress h is a p p r e c ia tio n o f t h e h elp g iv en by th e many persons a id in g him in th o com pletion of t h i s stu dy. The c h ie f su g g e stio n s fo r th e stu d y, guidance in i t s e a r ly s ta g e s of developm ent, and p rop osals f o r a n a ly s is o f th e data obtained wore made by Dr. George W. A n g e ll, form erly of M ichigan S ta te C ollege and o r ig in a lly chairman o f t h e w r it e r ’ s guidance committee (now Dean, Hew York S ta te Teachers C o lle g e , N e w P a ltz ) . V aluable a id in o rg a n iz a tio n of t h e w r itte n t h e s i s , su g g e stio n s fo r c l a r i f ic a t i o n o f th e manner o f p r e s e n ta tio n , and guidance toward i t s com pletion wore made by Dr. Morton I,'alter, t h e p resen t chairman. Other members o f th e com m ittee, Dr. C e c il V. M illa rd , Dr. C harles R. H o ffer, and Dr. Troy L. Stearn s are a ls o thanked f o r t h e i r sp len d id a id . Tho w r ite r i s g r a to fu l f o r th e co o p era tio n and h elp g iv en him in s e t t in g up t h e experim ental c la s s by D r..W alter R. F ee, head o f tho Department o f S o c ia l S c ien ce (now a c tin g dean o f th e B asic C o lle g e ), and Graduate C ouncil member o f th e w r it e r ’ s guidance com m ittee, th e l a t e Dean Howard C. R ather, and t o Dr. Paul L. D r o sse l, chairman of th e Board o f Examiners, and t o members of h is s t a f f fo r guidance, u se of s tu d ie s made by them and data fu rn ish ed th e vjritor f o r h is a n a ly t i­ c a l s t u d ie s . He i s a ls o g r e a t ly ind ebted to Dr. W illiam D. Baton fo r many hours o f h e lp fu l guidance in s t a t i s t i c a l methods and fo r h is c r i t i c a l reading o f th e com pleted t h e s i s . Acknowledgment i s g iv en t o members of th e s t a f f of th e S o c ia l S c ie n c e department f o r t h e ir a id in s e t t in g up th e q u estio n n a ire on s o c ia l s c ie n c e background and f o r t h e ir h elp in secu rin g completed c o p ie s from stu d en ts i n t h e ir c l a s s e s . S p e c ia l thanks a r e , of co u rse, due th e 28 members o f th e experim ental c la s s f o r t h e ir to le r a n c e and h e lp fu ln e s s in f a c e of th o a d d itio n a l demands made upon them. Their continued i n t e r e s t in th e stu d y has b een a source o f g rea t encourage­ ment to t h e au thor. * * >|t * * * * * * >ic* i|c* * * ************* *********** ********* ******* ***** *** * John O liv er H all can d id ate f o r th e degree of Doctor of Education F in a l Exam ination, May B, 1951, 1:30 P.M ., Room 202 M o rrill H all D is s e r ta tio n : A Study o f A c c e le r a tio n Methods in B asic C o lleg e S o c ia l S cien ce O u tlin e o f S tu d ies !rajor f i e l d : Higher Education Cognate f i e l d : S o c ia l S c ien ce B io g ra p h ica l Item s Born, December 3 , 1905, B e lle Fourche, South Dakota Undergraduate S tu d ie s: Graduate S tu d ie s: Experience: C orn ell C o lleg e ( lo r n ) , 1923-27 N orthw estern U n iv e r s ity , 1927-2B, 1950-33, summer, 1937, U n iv e r sity o f Chicago, summer, 1934, U n iv e r sity of M innesota, summer, 1939, M ichigan S ta te C o lle g e , 1946-51. M in ister in th e M ethodist Church, H a stin g s, M inn., 1 928-29, Minnesota Lake, M inn., 1933-34, Ajiiboy and Vernon Center, Minn., 1954-36, I n s tr u c to r in th e S o c ia l S c ie n c e s , Ely Ju n ior C o lle g e , E ly , M inn., 1936-43, D irecto r of C iv il S e r v ic e ; S t. Louis County, D uluth, M inn., 1943-44, I n d u s tr ia l R e la tio n s A n a ly st, O liv er Iron Mining Company (U .S . S t e e l ) , D uluth, M inn., 1944-45, In s tr u c to r in S o c ia l S c ie n c e , Michigan S ta te C o lle g e , 1945-48, A s s is ta n t P r o fe sso r of S o c ia l S c ie n c e , Michigan S ta te C o lle g e , 1948- Member o f Tau Kappa Alpha, P i Gamma Mu, American P o l i t i c a l S cien ce A s s o c ia tio n , N a tio n a l C ouncil f o r th e S o c ia l S tu d ie s . T A B L E D ? COUTE’TTS PAGE C'APTE'i i th e scope o? th is 1 sr In tr o d u c tio n .............. L . . . . . . . . . . . . . . . T’no Background of This Study. A c c e le r a tio n procedure at Michigan S ta to C o lle g e . O uestions a r is in gCT ixbout current a c c e le r a tio n I p r a c t ic e ............................................................. The approach made by t h i s stu d y ...................................... Tho T'a.jor Hypotheses U nderlying Assumptions Procedures Usod in Th Study. E xperience in a c c e le r a t io n .................................................... Tho B asic C o lleg e S o c ia l S cien ce program .... An experiment in a c c e le r a t io n ............................................. The a c c e le r a te d c laI s s comuarod w ith othor a c c o l* orated and n o il-a cce le ra ted groups............................. T actors in th o background o f stu d en ts co n tr ib u tin g t o competence iji S o c ia l S c ie n c e .................... C onclusions and rebommondations......................................... Summary. II P.j'RIE'.TCES I?: THE ACCELiiVIA?I OH 01' STUDEUTS I!! A'E'.IICAU COLLEGES................................................................................................... A c c e le r a tio n by Early C o lleg e Enti 1 A 4 7 B 10 10 10 10 11 12 13 14 15 15 E arly s tu d io s a t Harvard U n iv e r s it y ............................... U n iv e r s ity o f Buff i l o ' s stu d io s on d iffe r e n c e s be­ tween su p erior young stu d en ts and o th ers o f equal a b i l i t y , Ohio S ta te s tu d ie s on r e la t io n o f stu d en t ago to c o lle g e su c cess The s o c ia l adjustin' snt o f younger s tu d e n ts ................. O ccupational su cce 3S o f tho young c o lle g e graduate 16 18 20 21 A c c e le r a tio n by Longt loning th o School Year..................... 24 17 PAGE CHAPTER V/orld '.Yar I I ex p o rien co .................... S tu d io s on tho o f f s e t s of tho lengthened sch ool y e a r * ........................................................................................... Student a t t it u d e s on th e lengthened sch ool y e a r . . . 24 A c c e le r a tio n by Taking Heavier Course Loads..................... 30 S tu d ie s on tho achievem ent of stu d en ts on excess s c h e d u l e s .. . ............................................................................. S tu d ies on th e p ersonal e f f e c t s of heavy course lo a d s ................................................... 17 31 34 A c c e le r a tio n by Examination 'without C lass A ttendance. 55 Tho U n i v e r s i t y of Chicago placement t o s t s y s t e m . . . S tu d io s on tho U n iv e r sity o f Chicago program Experience at th e Ohio S ta te U n iv e r s ity ....................... U n iv e r sity of ’B u ffalo s t u d ie s ............................ ?'ichigan S ta te C o lleg e s tu d ie s on a c c e l e r a t i o n .. .. 35 3B 40 41 42 A c c e le r a tio n Through S p o cia l C la sses or Programs III 25 27 51 Experiment a t th o U n iv e r sity of U in n o so ta .. .............. Ohio S ta te seminar in ed u ca tio n a l p s y c h o lo g y . 52 52 Summary.................................................................................................... 54 THE SOCIAL SCIB'TCE CO’J.lSS IH THE 3ASIC COLLEGE PK0GRAJ.T.. 50 The Ba sic C o l l e g e ............................................................................... The S o c i a l Scien ce Course................................... The Comprehensive E x a m i n a t i o n . . . . . . . . . . . . . . . . . . . . . . . . Summary.................................... 56 58 65 68 A" HXPH?.i::SUT 17 THE ACC3LSHATI01: 07 SOCIAL SCIEUCE STITDEUTS......................................................................... 70 Tho S e l e c t i o n of S t u d e n t s ............................... P r o c e d u re i n t h o C l a s s .................................................................... 71 73 C la s s s e s s i o n s .......................................................... Teaching method.................... Class atto*idance. ............................................................. The " c l i n i c " s e s s i o n s ........................ 73 75 78 78 The Achievement of th o S t u d e n ts 81 PAGE Comparison of P r e - t e s t , P o s t - t e s t Scores, 83 A n a ly sis of P r e -t o s t , P o s t - t e s t , by TTr.its o f tho C o u r s e ................................. 92 Tho | E valu ation of th o C lass bytho S tu d en ts....................... 100 January, 1949..................................................... A p r il, 1950...................................................................................... 109 100 S u m a r y i.............................................................. 112 CO'PAiATITE A’ALTGIS CP AC::iET3**E^ 0" 7TTE COIT'AD'TE-!SJ'lti EDA*DU A? I Oil BETiYEE*: TTIE KiPEdI"ii>7TAL CLASS, ACCELERATED GROUPS A ,D A GACT*F OP "OP-ACCELEATES........................................................................................................ 117 "cthod of A n a ly sis .............................................................................. 118 Groups o f stu d en ts included in tho stu d y ........................ 118 Movr th e com prehensive i s a n alyzed ........................................ 121 Group d iffe r e n c e s on p sy c h o lo g ic a l and reading t e s t s ............................................................................................. 122 D i f f e r e n c e s i n achievement remaining a f t e r a d j u s t ­ ments a r o mado f o r v a r i a t i o n s i n i n t e l l i g e n c e and r e a d i n g a b i l i t y ............................................. 135 U nits o f th e Course in which "o S ig n ific a n t D if fe r ­ ences A p p e a r ............................................................. General Summary and Im p lica tio n s of th o Data in t h is tudy. 142 IS DAOKGP.OTniD OP BASIC COLISGE SOCIAL SCIENCE STUDENTS. 148 The 'othods " s o d . .................... 149 A n a ly s is of Data on S tudent Backgrounds............................. 152 Grades r e c o iv e d on comprehensive e x a m i n a t i o n s A|ge d i s t r i . b u . t i o n ...................... ’fen, women, marriod s t u d e n t s , v e t e r a n s D e c ile s on p s y c h o l o g i c a l and r e a d i n g t e s t s Dome ba ch gr ou nd......................................................................... Nigh school background ............................................. Reading h a b i t s and news i n t e r e s t s . ............................. ........................................... Other Basic Collogo co ur se s, ounrna r y ........................................................................................... 152 153 155 155 160 177 184 198 201 CHAPTiSR 7Xi ' G3':.i-iAL ? .srn :5 # co?:clttsio !?s, a t d iis c c 'r s r o A T io r s PARS 205 General V.osume of Findings on tho Hypothosos.................. 205 H ypothesis H ypothesis H ypothesis liyp oth osis ” o..1 ....................................................... "o..2 ............................................................... Ho..3 .......................................................................... I*o..4 ................. 205 207 207 200 L im ita tio n s of This Study...................... 211 C o n clu sio n s............................... 213 tecomnumdations................................................................................... 219 LIS? 0? TABLES I P e r c e n t a g e s of s t u d e n t s i n each grade c l a s s i f i c a t i o n on th o comprehensive exam inations. Spring, 1948........... 44 P e r c e n t a g e s of s t u d e n t s i n each grade c l a r s i f i c a t i o n on t h o S o c ia l Science comprehensive examination, Spring, 1943................................................. 45 P e r c e n t a g e o f f i r s t , socond, and t h i r d t e r m items of S o c ia l S cien ce com prehensive answerod c o r r e c tly by stu d en ts d iv id ed according to grade and p rep aration . 'S in ter, 1 9 4 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Ranges o f sco re s and grades on exam ination used as a com prehensive and as a p r e - t e s t ............................................. 72 V D i s t r i b u t i o n of t i n e on u n i t s o f t h e c o u r s e ............................. 74 71 lixperim ontal c la s s atten dan ce and a b se n c e s............................... 78 711 Attendance s.t c l i n i c s e s s i o n s . . ....................................................... 79 7111 S tu d e n t's grades in tho exp erim en tal c l a s s . ............................. 82 II III 17 17 X XI Gains mado by stu d en ts in th o experim ental c la s s as shown by d iff e r e n c e s in sc o r e s betwoon p r e - t e s t and p o st­ t e s t .......................................................................................................... 85 P r e - t e s t , p o s t - t o s t gain s w ith in c e r ta in ranges fo r th o experim ental c l a s s . ........................................ 86 Comparative achievomont in s o c ia l s c io n c o , p r e - te s t t o p o s t - t o s t , of throe groups of stu d o n ts.............................. 86 XII A ttitu d e s of experim ental c la s s on tho S o c ia l Scionco com prehensive..................................................................................... 108 X III P ercen tages o f stu d o n ts r e c e iv in g d esign ated grades on th o S o c ia l S c ien ce com orohensive exam ination. P a l l , 1948.......................................^................................................................ 120 XI7 X7 A n a ly s is of 7 a r i a n c o , P a r t I , Comprehensive. P a l l , 1948. 123 A n a ly s is of 7 a r i a n c e , P a r t I I , Comprehensive, P a l l , 1948. 124 XVI XT] I XVIII XIX XX XXI Tho "t* s" of Croups whose mean sco ro s show s ig n if ic a n t d iffe r e n c e s w ith th e moan sco res of other g r o u p s ... 125 R e c o n s t r u c t i o n of Table XVI t o show r e l a t i o n s h i p s b e­ tween t h e achievement of each grouo w it h every o t h e r g r o u p ............................................... 126 Average d e c ile ranking on p sy c h o lo g ic a l and reading ............................. te sts. 133 "F” r a t io s of d iff e r e n c e s between means of d e c ile rank­ ing on entrance t e s t s by f i v e groups of s t u d o n t s ... 135 S ig n ific a n t v a lu e s o f "t" obtained between groups of stu d en ts on ontrance t e s t s ................................... 134 P ercen tages of stu d on ts r e c e iv in g d esign ated grades on th e S o c ia l S cien ce comprehensive exam ination 154 XXII P ercen tages o f stu d en ts in variou s age g r o u p s . . . . ............... 154 XXIII P ercentages o f men, women, married stu d e n ts, and v e te r ­ ans in each group of stu d en ts s tu d ie d ............................... 156 XXIV P ercen tages of stu d en ts in p airs of d o c ile rankings on th e American Council P sy c h o lo g ic a l T e s t......................... 159 XXV Porcentages o f stu d on ts in p airs of d e c ile rankings on th o C ooperative Reading T e s t............................. 159 XXVI P ercentages o f stu d en ts whose homo towns f a l l in c e r ta in p o p u l a t i o n c l a s s i f i c a t i o n s ................................................... 161 XXVII Percentages o f stu d on ts who come from fa m ilie s having th o d esig n a ted number of c h ild r e n ...................................... 162 XXVIII P ercen tages of studonts who have t h e d esign ated p o s itio n , as to a ge, among th e c h ild r e n in t h o ir f a m i l i e s . . . . 163 XXIX P ercen tages o f stu d on ts whose fa th e r s have th e d e s ig ­ nated ed u ca tio n a l a tta in m en t............................... XXX Percentages of stu d en ts whose mothers have th o d e s ig ­ nated ed u ca tio n a l a tta in m en t.............................................. XXXI XXXII 164 164 Porcentages of stu d en ts whose f a t h e r 's occupations f a l l s in th e d esig n a ted o c c u p a t io n s .................. 166 P ercen tages of stu d en ts whoso mothers have occupations o u t s i d e th e home.................. 167 ?A 3 L!3 PAGE XXXIII P ercen tages of stu d en ts in each group whose fa th e r s be* long to th o d esig n a ted number of s o c ia l organ iza­ t io n s ....................................................................................................... 169 XXXIV P ercen tages of stu d on ts whoso fa th e r s bolong to tho d esig n a ted number of s o c i a l v;olfaro o r g a n iz a tio n s * .. 1G9 2CCvr P ercen tages of stu d en ts v.hose fa th e r s belong to tho dosignutod number o f v o c a tio n a l o r g a n iz a t io n s .. . . j . . 170 XXXVI XXTv/II XXXVIII XTXII.'! Porcentages o f stu d o n ts v.hose mothers b elon g t o th e d esign ated number o f s o c ia l o r g a n iz a tio n s ................ .... i 170 P ercen tages o f stu d on ts vhose mothers belong to th e d esig n a ted numbor of s o c ia l w elfa re o r g a n iz a tio n s * .. 171 j P ercen tages of stu d on ts vho atten d church a t varying de­ grees of f renu ency............................................... ................... ...... 172 P ercen tages o f stu d on ts vho d is c u s s p o l i t i c a l , economic, and s o c ia l q u estio n s at home w ith v a ry in g degrees of freq u en cy............................................................................... 173 XL P ercen tages of stu d on ts vho d is c u s s p o l i t i c a l , economic, and s o c ia l q u estio n s with fr ie n d s w ith varyin g do* groes o f freq u en cy............................................................. 173 XLI XLII XLIII XLIV XLV P ercen tages of stu d o n ts vho oppress th e dogroo of h elp vhich fam ily and fr ie n d s h ip in flu e n c e s have contr: butod t o a b e tto r understanding of s o c ia l s c ie n c e 174 P ercen tages of stu d on ts vh ose se n io r c la s s e s in high sch ool c o n s is te d of th e d esign ated number of persons 178 Porcentages of stu d en ts vho had c e r ta in high sch ool cou rses in th o s o c ia l s c io n c e s ........................... .. 180 P ercen tages of stu d en ts ex p ressin g varying d egrees o f b e l i e f th a t high sch o o l s o c ia l s tu d ie s courses are of v a lu e in g iv in g an understanding o f P asic C o lleg e S o cia l S c ie n c e ....................................................... 181 P ercen tages of stu d en ts ex p ressin g varying degrees of Re­ l i e f th a t high sch o o l e x tr a -c u r r ic u la r a c t i v i t i e s ,j church a tten d a n ce, and work exporionce are of valu e in g iv in g a b e t t e r understanding of s o c ia l s c ie n c e . 183 f l f ABLi XL'*I '/.Jj'J' XLYIII XLirC L LI PAC-K P e r c e n t a g e s of s t u d e n t s r e a d i n g t h e d e s i g n a t e d number of d a i l y nows p a p e r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1G5 P e r c e n t a g e s of s t u d e n t s r e a d i n g t h e d e s i g n a t e d number of news ' a g a s i r . e s ............................................................................. 186 PercontacQE of s t u d e n t s r e a d i n g t h e d e s ig n a te d number of p o p u la r m a g a z i n e s . . . . . ................................... 186 P e r c e n t a g e s cC s t u d e n t s whc road a l l magazines w i t h d e s ig n a te d d e - re o s of f r o q u e n c y ................................................ 188 Percontares s t u d e n t s who rea d newspanors w i t h d e s i g ­ nated d ogre os of f r e q u e n c y ............................................... 188 P e r c e n t a g o s of s t u d e n t s who l i s t e n t o r a d i o news commen­ t a t o r s w i t h d e s i g n a t e d degre es of f r e q u e n c y 1B9 LIZ P e r c e n t a g e s of s t u d e n t s o p p r e s s i n g d e s ig n a te d d e g r e e s of i n t e r e s t in d i s c u s s i o n s c o n cernin g s t a t e and n a t i o n a l o o l i t i c s ............................................................................. 190 LIII LI7 L7 L ’l p e r c e n t a g e s of s t u d e n t s e x p r e s s i n g d e s ig n a te d dogroes of i n t e r e s t i n d i s c u s s i o n s c o n cernin g i n t e r n a t i o n a l a f f a i r s ................................................................................................... 191 p e r c o n t a r e s of s t u d o n t s e x p r e s s i n g d e s ig n a t e d d e g r e e s of i n t e r e s t i n d i s c u s s i o n s con ce rn ing b u s i n e s s and f i n a n c e ......................................................................... 192 P e r c e n t a g e s of s t u d e n t s e x p r e s s i n g d e s ig n a t e d d e g r e e s of i n t e r e s t i n d i s c u s s i o n s con ce rn ing a g r i c u l t u r e 193 P e r c e n t a g e s of s t u d e n t s e x p r e s s i n g d e s i g n a t e d d e g r e e s of i n t e r e s t i n d i s c u s s i o n s co ncerning s c i e n t i f i c i n f o r m a t i o n .................................................................................. 193 L7II P e r c e n t a g o s of s tu d o n t s e x p r e s s i n g d e s i g n a t e d d e g r e e s of i n t e r e s t i n d i s c u s s i o n s conce rning r a c e r e l a t i o n s . . . 195 L7TII P e r c e n t a g e s of s t u d o n t s e x p r e s s i n g d e s ig n a te d d e g r e e s of i n t e r e s t i n d i s c u s s i o n s co ncerning o t h e r s o c i a l p r o b le m s ................................................................................................ 195 LZX P e r c e n t a g e s of s t u d o n t s e x p r e s s i n g v a r y i n g d e g r e e s of b o l i e f t h a t knowledge of c u r r e n t a f f a i r s i s o f v a l u e i n u n d e r s t a n d i n g B a s i c College S o c i a l S c i e n c e . 197 m k TA3L3 PAGE LX P e r c e n t a g e s of s t u d e n t s who, i n t h o p r ovio us two y e a r s , have rea d t h e d e s i g n a t e d number o f b o o k s ,which have h e l p e d toward an u n d e r s t a n d i n g of d a s i c IDG C ollege S o c i a l S c i e n c e .............................................. \ ICQ P e r c e n ta g e s of s t u d e n t s e x p r e s s i n g v a r y i n g d e g r e e s of b e l i e f t h a t o t h e r Gasic C o ll eg e co u r se s a r e of v a l u e toward an under s t a n d i n g of s o c i a l s c i e n c e ..........................200 CHAPTER I THE SCOPE OP THE STUDY In tr o d u c tio n The a c c e le r a t io n of stu d en ts in h ig h er ed u cation i s not a recen t in n o v a tio n though s e v e r a l o f th o means o f reducing th e len g th o f a c o lle g e course are com paratively new. The g r e a t e s t u se of speed-up methods was made during World War I I when th e d r a ftin g o f men f o r th e armed fo r c e s encouraged sch o o ls to g iv e t h e ir stu d en ts as much c o lle g e woi'k as p o s s ib le b e fo r e in d u ctio n . Almost u n iv e r s a lly , however, th e end of th e war brought a return t o t h e co n v en tio n a l p attern s and a gen eral re lu c ta n c e o f c o lle g e and u n iv e r s it y f a c u l t i e s t o co n tin u e or in tro d u ce programs e x p ed itin g th e p rogress o f stu d en ts toward t h e ir d e g r e e s. Now a g a in , w ith th e lik e lih o o d th a t la rg o numbers of young men o f c o lle g e age w i l l be ta k en f o r m ilit a r y t r a in in g , in t e r e s t i s de­ v e lo p in g in procedures f o r a c c e le r a tio n . The c h ie f means u s u a lly con­ sid e r e d are th r e e which in v o lv e l i t t l e change in c u r r ic u la r or c r e d it arrangem ents. They a re: (a ) adm ission o f stu d e n ts t o c o lle g e a t an e a r lie r age th an th e customary 18 y e a r s ; (b ) len g th en in g th e sch ool y e a r , m ainly through adding a f u l l summer s e s s io n ; ( c ) a llo w in g su p erio r stu d en ts t o carry h eavier than normal lo a d s of work. This stu d y , however, i s concerned p rim a r ily w ith ad ap tation s of two other methods o f a c c e le r a t io n which depart s u b s ta n t ia lly from t r a d it io n a l p r a c tic e s in h igh er ed u cation . These are found in some c o lle g e s and u n i v e r s i t i e s which in corp orate a c c e le r a t io n procedures in t h e i r gen eral ed u cation programs and in o th ers which have fa v o r a b le a t t it u d e s toviard experim ental changes. The two ty p es are: ( a ) gran t­ ing cou rse c r e d it by exam ination w ithout or w ith only p a r t ia l c la s s a tten d an ce; (b ) development o f s p e c ia l c la s s e s f o r su p er io r stu d en ts in which co u rses a re covered in l e s s th an th e u su a l number of c la s s s e s s io n s . J u s t i f i c a t i o n f o r th e u se of th o se means o f a c c e le r a tio n i s found, not in th e e x ig e n c ie s of a n a tio n a l emergency, but ra th er in r e c o g n itio n of t h e fundamental d iffe r e n c e s and neods of c o lle g e s tu ­ d en ts and a d e s ir o to adopt c o lle g e programs t o in d iv id u a l v a r ia t io n s . Stud en ts d i f f e r w id ely a t t h e tim e o f m a tr ic u la tio n , not only in i n t e l l i g e n c e , reading a b i l i t y , and p o s it io n in t h e ir h igh sch ool c la s s e s but a ls o in t o t a l p r o -c o lle g e background, m a tu rity , m o tiv a tio n , t o t a l rea d in ess f o r c o lle g e work, and in th e amount and range o f fu r ­ th e r p rep aration needed to en ter in to a d u lt l i f e . Some, b ecause of i n t e r e s t , e x c e lle n t high sch o o l tea c h in g and guidan ce, home or voca­ t io n a l background and le v e l o f m aturity are p r e tty w e ll q u a lifie d in a t l e a s t some o f th e in tro d u cto ry c o u rses. They a r e a b le t o do as w e ll or b e tte r on exam inations in th e s e s u b je c ts than maty stu d en ts ta k in g th e co u rses; or they are a b le w ith a minimum of e f f o r t t o b rin g th em selv es t o a p o s it io n where they can meet academic standards f o r such co u r se s. Supporters o f a c c e le r a tio n emphasize th e w aste of tim e and money of some stu d en ts i n req u irin g them to f o llo w r ig id programs s e t up fo r th e average stu d en t. Su p erior stu d en ts can grasp id e a s more q u ick ly , vrork f a s t e r , and seem t o mature e a r lie r th an o th e r s . But th ey a re h e ld back by t h e reg im en ta tio n p ro cess which attem pts t o f i t a l l stu d en ts in to th e same c r e d it p a tte r n . For some reason th e fou r year period required to com plete one’ s c o lle g e work has become alm ost sacred and th o se who su g g est any sh orten in g a re looked upon w ith d is ­ d a in . The whole str u c tu r in g o f American c o lle g e l i f e i s around aca­ demic r e g u la tio n s o f tim e and c r e d it p e r io d s. Student a f f a i r s , c la s s o r g a n iz a tio n s, and alumni groups p erp etu ato t h e system* The amount o f tim e taken t o g e t a d egree i s supposed t o bo an in d ic a tio n o f th e v a lu es a tta in e d in c o l l e g e . I f t h e requ ired tim o i s not put in th e student i s h old to be d e f ic ie n t i n t h e outcomes expected o f c o lle g e p eo p le. Hence t h e o p p o sitio n t o any program which reduces th e len g th o f a c o lle g o c a r e e r . Dr. D etlev 7 . Bronk, p r e sid e n t o f Johns Hopkins U n iv e r s ity , r e ­ c e n tly d ecla red th a t fa r to o much tim e was l o s t by most stu d on ts in c o lle g e s and u n i v e r s i t i e s .^ Ho proposed th a t th e student be perm it­ te d to tak e work a t h is own pace w ith out regard t o scheduled or sem ester requirem ents. Dr. Bronk cla im s th a t th ereb y th e ed u cation al system would be g r e a tly improved b ecau se men and women would fin d t h e ir work more c h a llen g in g and much needed manpower would be saved. He su g g e sts: 1. New York Tim es, November 2 5 , 1950, page 15, column 8 , rep o rt­ ing a speech by Dr. Bronk b e fo re th e annual con ven tion of th e Middle S ta te s A s so c ia tio n o f C o lle g e s and Secondary S ch o o ls. Dr. Bronk was chairman of th e N a tio n a l Research Council from 1946 t o 1950 and i s now p resid en t of t h e N ation al Academy o f S c ie n c e s . -3 - L e t 's break th e lo c k s te p p rocess th a t i s now th e accep ted p a t­ t e r n of most c o l l e g i a t e system s. I t i s important t o have th e student dem onstrate th a t he has developed a degree of i n t e l l e c t ­ u a l competence rath er th an th a t he has acquired a c e r t a in number of sem ester c r e d i t s . In making such a statem en t Dr. Bronk i s not m erely s t a t in g o p in io n . He i s supported by an array o f resea rch , some of which i s reviewed hero in Chapter I I . Without e x c e p tio n th e fin d in g s o f a c tu a l experim ents and resea rch bear out th e wisdom and v a l i d i t y of th e p r a c tic e o f a c c e l­ e r a tio n . This stu d y , th e r e fo r e , does n ot q u estio n th e d e s ir a b i l i t y o f e x p ed itin g the c o lle g e programs of a b le stu d e n ts. I t rath er in q u ir e s in to th e e f f e c t iv e n e s s o f two methods o f a c c e le r a t io n . Tho Background of t h i s Study A c c e le r a tio n procedure a t Michigan S ta te C o lle g e . A c c e le r a tio n p r a c tic e in th e S o c ia l S cien ce course of th e B asic C o lleg e of Michigan S ta te C o lleg e forms t h e b a s is o f t h i s stu d y . c o n s is t s o f co u rses in seven b a sic areas: The B asic C o lleg e program ’W ritten and Spoken E n g lish , B io lo g ic a l S c ie n c e , P h y sica l S c ie n c e , S o c ia l S c ie n c e , E f f e c t iv e L iv in g , H isto ry o f C iv iliz a t io n , and L ite r a tu r e and Fjine A r ts. B efore he i s p erm itted to t r a n s f e r t o an uppor sch o o l a stud en t must o b ta in th e n in e c r e d it s required i n a t l e a s t f i v e o f t h e s e c o u rses. C redit i s granted only a f t e r s u c c e s s f u lly p a ssin g a fou r hour com prehensive exam ination in each b a sic co u r se . The com prehensive exam inations a re drawn up and ad m in istered by an independent Board o f Examiners. S in c e i t s in c e p tio n , th e B asic C o lle g e , reco g n izin g wide d i f f e r ­ ences in th e g en era l ed u ca tio n a l background o f i t s stu d e n ts, has p erm itted th e a c c e le r a t io n o f cap able stu d en ts in th e sev en co u r se s. Choice of stu d en ts fo r a c c e le r a t io n a f t e r one or tvro terms in a cou rse i s made on th e b a s is o f grades ob tained in th e co u r se . Tho p o lic y on s e le c t i o n procedure i s e s ta b lis h e d by each department but th a t o f th e S o c ia l S c ie n c e department i s t y p ic a l. V stu d en t in tho f i r s t term w ith an A grade a t m id-term may o b ta in " sp e c ia l perm ission"^ t o ta k e t h e com prehensive exam ination i f he a l s ) has an a l l c o lle g e grade p o in t 2 average o f 1 .5 , th e recommendation o f l i s in s t r u c t o r , and perm ission o f th e head o f th e departm ent. A stu d en t in t h e second term of S o c ia l S cie n c e may a c c e le r a t e i f he has had an A or a B in th e f i r s t term and a t l e a s t a B a t m id-term i n th e second term of th o cou rse and m eets th e o th er above req u irem en ts. Having q u a lifie d fo r " s p e c ia l perm ission" th e stu d e n t i s on h is own t o prepare h in iso lf i n th o s e u n it s of th e cou rse not covered in c l a s s . Q u estion s a r is in g about cu rren t a c c e le r a t io n p r a c t ic e . I t i s to be expected th a t many q u estio n s would a r is e concerning th e o p era tio n o f th e B a sic C o lle g e a c c e le r a t io n program, both becaxise i t i s an inno­ v a tio n in ed u ca tio n a l p r a c tic e and because of th e o p era tio n o f th e program i t s e l f . (1 ) The most fr e q u e n tly reclam ing q u estio n s area Can s tu d e n ts , s e le c t e d by grade i n tho f i r s t or second term have a s adequate a knowledge and understanding o f th e con cep ts o f th e 1 . " S p ecia l perm ission" i s t h e term us ed ( a t Michigan S ta te C o lleg e) t o d e s ig n a te th e p o lic y o f a llo w in g stud ants t o tak e th e com prehensive exam ination a f t e r one or two quarters wo: k in t h e co u rse. The t e r n " s p e c ia l p er m issio n students" i s used sy nonymously w ith " a co elera ted stu d en ts" i n t h is stu d y . 2 . The grad© p o in t system used at M; chigan S ta te C o lleg e when t h is study was mad© u sed th e fo llo w in g grade \raluQs: A -3, B -2, C - l, D -0. whole cou rse a s th o s e stu d on ts ta k in g a l l th r e e terms? (2 ) I s n ot s e le c t i o n o f stu d e n ts fo r a c c e le r a t io n a c t u a lly made on th e b a s is o f i n t e l l i g e n c e and read in g a b ilit y ? (3 ) Are th e r e n o t b e t te r means of s e le c t in g stu d en ts fo r a c c e le r ­ ation? (4 ) Do not stu d en ts who a re excused from c la s s atten d an ce in part o f th e cou rse m iss some o f th e t a n g ib le and in ta n g ib le o b j e c tiv e s o f th e course? (5 ) I s s u f f i c i e n t guidance given stu d en ts in t h e ir independent p rep aration o f a rea s of th e cou rse not covered in c la ss ? (6 ) Would n ot stu d en ts gain more of th o o b je c tiv e s of th e cou rse through th e d ir e c t io n g iv e n in an ab b reviated c la s s coverin g th e whole course? (7 ) How do stu d en ts d i f f e r a t th e tim e o f c o lle g e en tra n ce, not only in i n t e l l i g e n c e , reading a b i l i t y , e t c . , but p rim arily in knowledge and understanding of t h e main con cep ts developed in th e B a sic C o lleg e course in S o c ia l S cien ce? The approach made by, t h i s stu d y . This study has grown out of t h e attem pt to s o lv e some o f t h e problems encountered in th e a c c e le r a t io n program o f th e B a sic C o lle g e . I t does not purport t o p resen t answers to a l l th o q u estio n s which have b een r a is e d . R ather, i t i s lim ite d t o th o c o n sid e r a tio n o f o n ly t h r e e . F i r s t ,’ can a one-term a c c e le r a te d course be s u c c e s s f u lly organized? I s i t p o s s ib le to a d eq u ately cover a th ree-term S o c ia l S cie n c e co u rse, fo r a s e le o t group o f s tu d e n ts, in one term? -6 - Second/ do stu d en ts ta k in g such a one-term a c c e le r a te d course ev in ce a l e v e l o f achievem ent on th e com prehensive exam ination (a s analyzed by u n its o f th e cou rse) s ig n if i c a n t l y h ig h er th a n th a t o f stu d en ts a c c e le r a te d through e s ta b lis h e d procedure who make prepara­ t i o n under s e l f - d i r e c t i o n on u n it s o f th e cou rse not covered in c la s s ? A lso , a re th e r e s ig n i f i c a n t d iffe r e n c e s between stu d on ts a c c e le r a te d by e it h e r moans and th o s e ta k in g th e reg u la r th r e e term course? T hird, what a re t h e e s s e n t ia l d iffe r e n c e s in th e background of stu d en ts a t th e tim e o f c o lle g e entrance which have a b earin g upon competence in s o c ia l s c ie n c e and hence upon p o s s ib le a c c e le r a tio n s ? The I.'njor Hypotheses Pour major h yp oth eses a re t e s t e d in t h i s stud y on th e a c c e le r a ­ t i o n o f stu d en ts in 3 a s ic C o lleg e S o c ia l S c ie n c e . (l) Students ( s e le c t e d by a s o c ia l s c ie n c e p r e - t e s t ) who p a r t ic i ­ p a te in a one-term s p e c ia l c la s s so in c r e a se t h e ir knowledge and under­ stan d in g o f s o c ia l s c ie n c e th a t th ey a t t a in s ig n i f i c a n t l y h igh er l e v e l s of achievem ent on th e item s o f t h e com prehensive exam ination p e r ta in ­ ing t o t h e n in e u n its o f th e cou rse than each of th e fo llo w in g groups. (a ) Students in t h s i r f i r s t year in c o lle g e a c c e le r a te d on th e b a sis o f grades obtained in the f i r s t term of th e S o c ia l S cien ce co u rse. (b ) Students in t h e ir second year in c o l le g e a c c e le r a te d on th e b a s is o f grades ob tained in th e f i r s t term of th o S o c ia l S cien ce c o u rse. -7 - ( c ) Studonts w ith a varyin g tim e in c o lle g o a c c e le r a te d by grades ob tain ed in th e f i r s t and second term s o f S o c ia l S c ie n c e . (d ) Students having a ll . th r e e terms o f S o c ia l S c ie n c e vh ose sc o r e s on th e com prehensive exam ination a r e i n th e same range as th o se o f t h e one-term s p e c ia l c l a s s . (2 ) Any d iff e r e n c e s d isco v er ed between t h e f i v e groups o f stu d en ts examined under th e f i r s t h y p o th esis cannot be a ttr ib u te d to d iffe r e n c e s in a b i l i t y as shown by d e c i l e ranking on th e American C ouncil on Educa­ t i o n P s y c h o lo g ic a l Exam ination and th e C ooperative Reading T e s t. Another fa c to r or f a c to r s a re p resen t t o account f o r such d iff e r e n c e s in achievem ent on t h e com prehensive exam ination. (3 ) Gains on u n it s o f th o S o c ia l S cie n c e cou rse made by stu d o n ts of th e one-term experim ental c l a s s are g r e a te s t in th o se a reas not s p e c i f i c a l l y covered by high sc h o o l work. (4 ) S ig n if ic a n t d iff e r e n c e s e x is t between th o groups o f stu d en ts in th e study i n such background f a c to r s as home in flu e n c e , h igh sch o o l s o c ia l s c ie n c e p rep a ra tio n , o r g a n iz a tio n a l a c t i v i t y , and reading h a b it and i n t e r e s t background. U nderlying Assumptions S ev era l assum ptions are fundamental to th e exp erim en tal and a n a ly t­ i c a l work undertaken in t h i s stu d y . (1 ) The S o c ia l S c ie n c e cou rse as organ ized and o ffe r e d a t M ichigan S ta te C o lleg e ad eq u a tely m eets th e purposes o f a g en era l ed u cation cou rse in th e s o c ia l s c ie n c e s . Though under gradual and con stan t r e ­ v i s i o n , n ever f u l l y s a t is f y in g th o demands of th e tea ch in g s t a f f , th e cou rse en ab les th e freshman or sophomore stu d en t t o a ch iev e an under­ stan d in g o f th e world of human s o c ia l r e la tio n s h ip s commensurate vdth h is a b i l i t y and m a tu rity . (2 ) The com prehensive exam ination a d eq u ately measures th e a t t a in ­ ment by th o stu d en t o f th e o b j e c tiv e s of th e S o c ia l S cien ce co u rse. The exam ination p rovid es th e Board o f Examiners w ith evid en ce of t h e f a c tu a l knowledge acquired by th e stu d en ts as w e ll as t h e ir grasp o f th e concopts n ecessa ry t o a s c i e n t i f i c understanding o f th e world o f human s o c ia l phenomena. Although n e c e s s a r ily based upon th e p a r t ic u la r s o c ia l s c ie n c e cou rse o ffe r e d a t Michigan S t a te C o lle g e , tho com prehensive exam ination p rovid es an a p p rop riate v e h ic le f o r determ ining t h e ex ten t t o which stu d en ts who have n ot tak en t h e course have gained a l e v e l o f under­ sta n d in g j u s t i f i a b l y expected o f stu d en ts i n t h e i r freshman or sopho­ more yoars in c o l l e g e . (3 ) The a c c e le r a t io n o f q u a lif ie d stu d en ts in B asic C o lleg e S o c ia l S c ie n c e i s a d e s ir a b le p r a c t ic e . The supporting r a tio n a le and th e e x i s t ­ in g research o f f e r s s u f f i c i e n t evid en ce on th o a d v is a b ilit y o f recog­ n iz in g th o d iff e r e n c e s in th e d egree to which stu d o n ts alread y meet th e sta te d o b j e c tiv e s o f the course and th e v a r ia t io n in tim e which such stu d en ts can p ro g ress through a c o lle g e co u r se . The b e l i e f i s th a t th e stu d en t who e x c e ls h is f e l lo w stu d en ts i n background and a b i l i t y cannot r i g h t f u l l y be h eld t o th e same pace through h i s b a sic -9 - co u rses as th e average or below average stu d e n t. Tho m aturing i n f l u ­ ence o f more advanced cou rses are more b e n e f ic ia l t o him than fo r c in g him in to a r ig id program -which does not f i t h is r e a l n eed s. Procedures Used in t h i s Study E xperience in a c c e le r a t io n . The l it e r a t u r e on a l l f i v e ty p e s o f a c c e le r a t io n , as p r a c tic e d i n American c o lle g e s and u n i v e r s i t i e s , i s review ed in Chapter I I , w ith s p e c ia l emphasis upon th o se where e x is t in g research may have a b earin g on t h is stu d y . A tte n tio n i s g iv en t o t h e research f in d in g s o f t h e Board of Examiners o f Michigan S ta te C o lle g e on a c c e le r a t io n in t h e B a sic C o lle g e , which are o f . p a r tic u la r importance to t h is stu d y . The Basic C o lle g e S o c ia l S cien ce program. The o r g a n iz a tio n and o b j e c tiv e s o f t h e B asic C o lleg e a re exp lain ed and t h e r a t io n a le o f t h e com prehensive exam ination system i s s e t f o r th in Chapter I I I . The p la c e o f t h e S o c ia l S cien ce co u rse in th e B asic C o lleg e program i s de­ lin e a t e d . The p e c u lia r n atu re and purposos o f th e cou rse are p resen ted with a rath er com plete review o f th e obj e c t iv e s and co n ten t of each o f th o n in e u n its o f th e co u rse. T h is i s o f s p e c ia l im portance inasmuch as t h e achievem ent o f th e groups o f a c c e le r a te d stu d en ts i s an alyzed on th o b a s is o f th e s e u n i t s . An experim ent in a c c e le r a t io n . A group o f freshman s tu d e n ts , s e le c t e d by a s o c i a l s c ie n c e p r e - t e s t , are g iv en th e th ro e term , n in e c r e d it S o c ia l S o ien ce cou rse in one term . The methods used in th e c la s s and th e d a ta ob tain ed concerning th e o p era tio n of th e c la s s a re review ed i n Chapter IV. Student a t t it u d e s toward t h i s ty p e of -1 0 - a c c e le r a t io n a re summarized. The g a in s in knowledge and understanding during th e term a re an alyzed by u n it s of th e ftourse. The a c c e le r a te d c la s s compared w ith oth er a c c e le r a te d and nona c c e le r a te d groups. A com parative study i s made ( i n Chapter V) o f f i v e groups o f stu d en ts who took th e S o c ia l S cien ce com prehensive exam­ in a tio n a t th e end o f th o F a ll term , 1948. of the 28 members o f t h e experim ental c l a s s . The f i r s t group c o n s is t s A second group com prises 25 f i r s t term S o c ia l S c ie n c e stu d en ts in t h e ir f i r s t term i n c o lle g e who are a c c e le r a te d b ecause o f A grades in the c o u r se . A th ir d group I i s composed o f 10 stu d en ts from f i r s t term S o c ia l S cien ce c la s s e s who a re in t h e i r fo u rth term in c o lle g e . th e r e s u lt of A g ra d es. They, t o o , are a c c e le r a te d as The fo u rth group has 43 stu d en ts a c c e le r a tin g from th e second term o f S o c ia l S c ie n c e , chosen la r g e ly on th o b a s is o f B grades in t h e i r f i r s t and second term s in t h e co u rse, but who have been in c o lle g e a v a ry in g number of term s. i The l a s t group i s made up of 47 stu d e n ts who had a l l th r e e terms o f S o c ia l S c ie n c e . T his group was drawn from t h e sample used by th e 3oard of Examiners in making i t s s t u d ie s , b u t in clu d in g on ly th o se who made sco res on th e com prehensive exam ination w ith in th e same range as t h o s e o f bhe experim ental c l a s s , The fo u r a c c e le r a te d and th e one non-accel erated groups are compared in t h e i r achievem ent on item s in Part I and Part I I o f th e S o c ia l S cien ce Comprehensive exam ination p erta in in g to each o f the n in e u n its in th e S o c ia l S c ien ce c o u r se . B asic t o t h is siiudy, t h e r e fo r e , i s th e obtainm ent of 18 sc o r e s f o r each o f th e 153 stu d en ts i n th e f i v e groups. Tho s t a t i s t i c a l tech n iq u e o f th e a n a ly s is o f v a r ia n c e i s used t o determ ine whether th e r e a re s ig n if ic a n t d iff e r e n c e s between th e groups of each u n it o f th e cou rse as in d ic a te d in P arts I and I I o f th e exam­ in a tio n . I f an ’’F” r a t io appears which i s s ig n if ic a n t a t th e one per cen t or f i v e per cen t l e v e l th e Mt" t e s t of s ig n if ic a n c e i s used to determ ine whether th e r e a re s ig n i f ic a n t d iff e r e n c e s a t th o one or f i v e per ce n t l e v e l s , betweon a l l p o s s ib le p a ir s o f groups. Thus an in d ic a ­ t i o n i s g iv en concerning t h e r e la t iv o achievem ent, on each u n it o f t h e co u rse, which each group shows w ith td absences !To. of Students Ho. of c la s s e s attonded 6 7 n 0 5 1 1 1 1 1 1 1 • The " c l i n i c ” s e s s io n s . 31 30 29 28 27 26 25 24 23 22 20 !‘o . of absences 0 1 2 3 4 5 6 7 B 10 11 The g r e a te s t departure from u su a l-c o u r se procedure was probably found in th e e x t r a - c la s s s e s s io n s which came t o bo known as th e " c lin ic " . The purposo of th o c l i n i c was t o provide a tim e when stu d on ts could come in d iv id u a lly or in groups fo r an in t e r ­ v ie w w ith th e in s t r u c t o r , fu rth er d is c u s s io n on p o in ts not f in is h e d or made c le a r in c l a s s , or to ta k e t e s t s . 3ecauso of c o n f lic t in g sch ed u les i t was n ecessary t o fin d two p eriod s a week so each stu d en t could come a t l e a s t on ce. Tuesday from 1:00 t o 2:00 P.M. (when 21 could come) and ‘tVednesdoy from {3:00 t o 9:00 A.M. (when 23 could come) were arranged. A ttendance a t th e c l i n i c s e s s io n s was not la r g e but student re­ a c tio n from th o se who did atten d was good. Table VII shows th e number o f tim es varying numbers of stu d en ts atten ded . TABLE VII ATTENDANCE AT CLINIC SESSIONS No. of Studonts " C lin ic s ” Attended 6 3 1 3 6 1 1 2 1 1 0 1 2 2 A. 5 6 7 8 10 The average atten d an ce was 4 .3 stu d en ts w ith atten dan ce running between one and elev e n per s e s s io n . Those who d id come t o th e c l i n i c wanted to u se t h e ir tim e c h ie f ly in ta k in g u n it and torm-ond s o c ia l s c ie n c e t e s t s . Grades were not n ecessary as a l l stu d on ts were to take th e comprehensive and be graded th e re b y . Furthermore, i t was thought th at tim e could not be spared in talcing exam inations during th e reg u la r c la s s p erio d . N e v e r th e le ss, th o stu d en ts had th e op p ortun ity in th o c l i n i c s e s s io n s of checking th e ir ovm progress through ta k in g any t e s t th ey d e sir e d when th ey thought th ey were ready. The t e s t s w ere, th e r e fo r e , d ia g n o stic a id s to h elp s tu ­ d en ts d isc o v e r t h e ir weak sp o ts so as to g iv e g rea ter a t t e n t io n to areas where th e y made th e p o o rest showing. The in s t m o t o r scored each t e s t im m ediately a f t e r th o stu d en t had f in is h e d . iSach stu d en t was q u ite in te r e s te d in r e la t in g h is sco r e on a t e s t to th e grade g iv en f o r a com­ parable sco re when the t o s t was used in a reg u la r c l a s s . I t was a common s ig h t t o se e stu d en ts then talcing n o tes concerning q u estion s m issed t h a t th ey may e ith e r in q u ire about them from th e in s t r u c t o r or retu rn to th e readings f o r fu r th e r c l a r i f i c a t i o n . This was th e f i r s t tim e in th e ex p erien ce o f th e in s tr u c to r when he w itn essed stu d en ts a c t u a lly enjoying exam inations. Tho reason undoubtedly was th a t th o se t e s t s were considored to bo lea rn in g a id s and not wearisome chores de­ manded by a grading system . Although many stu d en ts did not atten d th o c l i n i c s o s s io n s some remarked afterw ard that thqy wished th ey had. A review o f stu d en t e v a lu a tio n of t h e s e s o ss io n s i s made below.^ Vrtiile the c l i n i c s were used p rim arily f o r t o s t ta k in g th e r e were s e v e r a l o cca sio n s when stu d en ts brought problems from t h e ir reading 1 . I n f r a . , pp. 102, 105. -80- or from c la s s d is c u s s io n and d osirod a d d itio n a l exp lan ation by tho in s t r u c t o r . A d iary was a ls o kept of th e s e s e s s io n s and th e in s t r u c ­ t o r ’ s e n t r ie s show d is c u s s io n s on index numbers, fed e r a lism , due process o f lav/, p r ic e d eterm in a tio n , e t c . I t v/as not th e stu d en ts v/ho alon e b e n e fite d from th e c l i n i c . The in s tr u c to r found i t a good source fo r h is e v a lu a tio n of th e cou rse. Those who attended ta lk e d f r e e ly on t h e ir a t t it u d e s toward th e courso and th e ivay we were p roceed in g. For examolo, some thought th e in s t r u c ­ to r spent too much c la s s tim e ansv/ering th e q u estio n s of one or two stu d on ts when th e m ajority were not in te r e s te d in hearing a d is c u s s io n of such q u e stio n s. The in s tr u c to r attem pted to p r o f it by t h is and other su g g e stio n s on th o conduct of th o c l a s s . The u se of short q u iz­ zes a t th e beginning of each period grew out of student su g g e stio n s in the c l i n i c s e s s io n . Tho Achievement of th o Studonts Tho c h ie f t e s t of stu d en t achievem ent in th e T asic C o lleg e i s , of cou rse, tho comprehensive exam ination. This i s g iv e n t o a l l s tu ­ dents com pleting throe terms o f work in each b a sic area and to th o se who take i t by s p e c ia l p erm ission a f t e r one or two term s in th e a rea . A ll stu d e n ts from th e experim ental c la s s took th e S o c ia l S cien ce com­ p reh en sive exam ination upon com pletion o f th e ono-term courso. r e s u lt s a re shown in Column 3 of Table 7111. Tho No grades v/ore given as a r e s u lt o f t e s t s fo r th a t purooso during tho term but as a d m in istr a tiv e p o lic y req u ired grading by th e in s tr u c to r ho form ulatod t h e ir grades -81- on th o b a s is o f h is s u b je c tiv e knowledge of th e stu d en ts plus th e ir accomplishment on such t e s t s as wero given f o r d ia g n o stic purposes. Thoso grades aro g iv en in Column 1 of Table T i l l . A lso , a p o s t - t o s t was give-, which c o n s is te d of th e same comprehensive exam ination used by th e Board of Examiners as a p r o - te s t and from which tho stu d en ts of th o experim ental c la s s were s e le c t e d . stu d en t growth during th e term . Tho purpose was to measure A d e t a ile d account i s given below .^ Nowevor, column 2 in Table 7111 a ls o g iv e s l e t t e r grades on t h is p o stt e r t based on tho d is t r ib u tio n of grades given by the Board of Exami­ ners when th e t e s t was used as th e com prehensive exam ination in S o c ia l S cien co a t th e end o f th e w intor term, 194B. TABI3 V III STUDENT'S GRADES IN THE EXPERIMENTAL CLASS Grade Number of Students A ssigned C-rades By I n s tr u c to r Cn P o s t - t e s t By Comnrehonsivo _________________(1 )_______________ (2 )__________________‘ (3 )_____ A B C . .... --------------------------- . . . . . , . 8 16 4 . _ . . 4 19 5 1------ i - ■ - - - - - - - - - - ----------------- ----- - 12 ' 14 2 Tho q u estio n may a r i s e as t o why wide v a ria n c e s appear in p o ss ib le and r e a l to rn end grades a ssig n ed t h e s e stu d on ts of th e experim ental c la s s . In regard to th e grades given by th e in s tr u c to r i t may be re­ peated th a t th ey were h is c o n serv a tiv e s u b je c tiv e op in ion of tho growth 1. I n f r a . , pp. 8 3 -9 9 . ! "".ado by the stu d e n ts during th e term . In th e lig h t of achievement made on th e com prehensive he guessed somewhat low. Concerning th e d iffe r e n c e s between tho p o s t - t e s t (which was a former com prehensive) and th e H a ll 1946 Comprehensive t h is m y be sa id : th e members o f tho c la s s had f i v e a d d itio n a l days to study from t h e l a s t day in c la s s (December 3 th ) to th e day of tho compre­ h e n siv e exam ination (December 1 3 th ). i'any of them wore q u ite p ertu rb - od th a t they had dono no b e t t e r on tho p o s t - t e s t and l a t e r reported co n sid era b le studying fo r th o com prehensive.^ I t may a lso be noted th a t the sco res o f many "3’1 stu d en ts on tho p o s t - t e s t wore q u ite c lo s e t o tho beginning o f th e "A" s c o r e s . Perhaps th o f iv o days of stu d y in g r e s u lte d in th o n ecessary r i s o to g et thorn over th o l i n o . Had e ig h t "P" stu d o n ts r a ise d hhoir sco r es an avorago of 8 p o in ts they would bocome "A" s tu d e n ts. I t was not a t a l l u n lik e ly th at tho extra push at th e ond was enough t o bring them up in to th o next l o t t o r c l a s s i f i ­ c a tio n . A tte n tio n i s g iv en in th o next chapter to a comparison of t h i s oxporimontal c la s s w ith th e achievem ent of se v e r a l o th er groups o f stu d on ts tak in g th o same comprehonsivo exam ination a t th o ond o f tho f a l l to r n , 1946. Comparison of P r e - t e s t ; P o s t - t o s t Scores t Table IX p r ese n ts an in d ic a tio n of stu d en t achievem ent in t h e ex­ p erim ental c la s s as shovm by an a n a ly s is of sco res rocoived in th e I n f r a . , pp« l 0 6 , 110. -8 3 - p r e - t e s t and tho p o s t - t o s t . Tho s tu d e n ts-o f th e c la s s cooperated w e ll w ith th e in s tr u c to r in again ta k in g tho samo comprehensive exami­ n a tio n th ey to o k as a p r o -to s t at th e beginning o f th o term . S in ce th ro e t o fou r hours'w ore required t o ad m in ister t h e t e s t i t could not a l l bo done during reg u la r c la s s tim e . Tho stu d o n ts began th e t e s t in one of th e c l i n i c s e s s io n s , continued i t during scheduled f r e e p e r io d s, and fin is h e d i t th e l a s t c la s s m eeting. Thus, th e p o s t - t o s t was ad m in istered under rath or u nfavorable circum stances and w ithout th o b e n e f it o f review and th e l a s t minute ca tch in g up on assignm ents which i s th e u su a l t o s t p rep aration procedure. The t e s t s were scored im m ediately by the in s tr u c to r so each s tu dont could determ ine ho-w much o f a g a in ho had made during th e cou rse. !?nny stu d en ts used th e romaining tim e at th e ond of th o p eriod to chock erro rs and d isc o v o r areas where fu rth er study was n ecessa ry . Host o f them wore rather d istu rb ed a t t h e ir low g a in s , undoubtedly a co n trib u tin g fa c to r to g r e a te r e f f o r t boforo tho com prehensive examina­ t io n . Table IX, Column 16 g iv e s th e average g a in fo r th e whole c la s s from p r e - t e s t to p o s t - t o s t as 31.2 p o in ts or an in c r o a se of 10.4 per c e n t. The d is t r ib u t io n of gains among v a rio u s stu d en ts in th o c la s s i s p resen ted in Table X where gains are c l a s s i f i e d by ranges of p o in ts . Tho student making th e la r g e s t g ain in crea sed h is score by 58 p o in ts . Ono stu d en t made no g a in . GAIITS MADE BY. STTTDSIITo I!T 7123 EXPSRIYS'ITAL CLASS AS 335C.’~: BY DIFFERENCES III s c o p e s “ 3 7 v s e : p r b - t s ;;t a y d p o s t - t e s t Part I I P a rts I & I I 1 2 3 4 5 6 7 8 9 CL, k i) § 5 (2 ) 19 32 6 25 16 3 15 19 15 7 .6 20.2 2 .6 15.1 B.B 1 .6 5 .3 9 .8 7 .5 i» ■a O J-i a £ O' o -p 1 (3 ) 11.2 2 3 .3 3 .5 1 7 .4 1 0 .7 2 .1 8 .1 1 1 .9 8 .9 1 (4 ) 3 .6 3 .1 .9 2 .3 1 .9 .5 2 .8 2 .1 1 .4 I, 1 9 .0 9 .7 1 4 .8 9.2 11.8 19.0 1 9 .0 1 0 .7 9 .5 •H S [6) 1 8 4 9 5 1 1 6 7 o u CL, •p to o PU 0 •§ 3 (7 ) 19 28 16 30 5 5 24 g 14 °(9 ) 10.2 18.2 10.1 15.2 3 .1 2 .2 14.1 5 .1 7 .4 in Gains © •p 1 1 2.4 2 0 .1 1 2.1 17.1 3 .4 2 .7 1 6 .1 5 .9 8 .3 0 *H o 0 *H 0 CO t© o S °< io ) £ (1 1 ) 2 .2 1 .9 2 .0 1 .9 .3 .5 2 .0 .8 .9 1 1 .6 6 .9 12.1 6.3 5 .8 1 0.8 8 .5 8.8 6 .6 M c. ■i £ (1 3 ) O o 2 6 1 8 9 3 5 4 7 38 60 22 55 21 8 39 28 29 Score u © ■g 0 •H a o M Tlean P o st-test M Cl U A* i© -p 9 CJ in-1 !•** Q 0. •H -p to Score -P t 0 •rt a o CO -p to 0 -p 1 8 CO P re-test --T'ean - O © to E o 0 U 0 o u o o Rank M •P to to 0 •H M to I -p © t-. o 0 to -p to © -p 1 -p to o (X. JJnit • © o o to u — - ....................... . . . Unit number in course* ------------ 1 Part 3 0 •H © a © ♦H ctf a ■s © o 1 (1 6 ) £ (1 7 ) 17.8 2 3 .6 5 .8 3 8 .4 43 .5 5 .1 1 2 .7 15.5 2 .8 30.3 3 4 .5 4 .2 11 .9 14.1 2 .2 3 .8 1 .1 4 .9 1 9 .4 2 4 .3 4 .9 1 5 .0 17.8 2 .8 14.9 : 1 7 .3 1 2 .4 1 5.3 8 .5 12.8 7.6 1 0 .4 13.9 12.5 1 0 .1 8.3 ----------- T otal 150 78.5 97.2 1 8 .7 12.5 150 85.6 9 8.1 12.5 8 .4 300 164.1 195.4:1 31.2 1 0.4 i.uiuuoia 1,0 tnt) xoJu.owxng u n ics or one course: yundamentais or S o c ia l S cien ce; (2 ; R ela tio n sh i Between Man and Government; (3 ) Character and Purposes of Contemporary Education; (4 ) O rganization f o r Production, (5 ) The P o s itio n o f Labor; (6 ) A g r ic u ltu r e in T ra n sitio n ; (7 ) Maintenance o f the Fam ily; (B) L im ita tio n of Intergroup C o n flic ts ; (9 ) ’Maintenance of In te r n a tio n a l P eace. o £ •H cS L, i 7 3 9 5 2 4 6 8 TABLE X PRE-TEST, POST'-TEST GAINS ‘.VITHIN CERTAIN RANGES FOR THE EXPERIMENTAL CLASS Range o f Gains No. o f Studen ts 59-50 49-40 39-30 2 9-20 19-10 9-0 5 2 10 7 3 1 Mean Gain Per cent Gain 5 4 .0 4 6 .0 3 2.3 2 2 .9 13.3 0 .0 1B.0 15.3 10.6 7.6 4 .4 0 .0 Doss a g a in of 1 0 .4 per cen t fo r tho whole c la s s show an adequate in c r e a s e in th e competence of stu d en ts in th e experim ental c la ss? A pparently no research is a v a ila b le g iv in g any in d ic a tio n o f th e gain s th a t might be expected o f a su p erior group of stu d en ts in any co u rse. A comparison may j u s t i f i a b l y bo made, however, w ith t h e fin d in g s of a study on gain s in B asic C o lleg e S o c ia l S cien ce made by th e Board of Examiners, Michigan S ta te C o lle g e .^ of freshmen stu d en ts: This study c o n s is t s of two groups a c o n tr o l group which did not tak e B asic S o c ia l S c ie n c e , and on experim ental group which d id . A ll incoming froshmon in the F a ll, 1947 wore g iv en a p r e - t e s t which inclu ded item s from a l l th e b a s ic a r ea s. F if t y item s t o t e s t knowledge o f th e "content ob­ j e c tiv e s " of B asic S o c ia l S c ien ce were in clud ed in th e p r e - t e s t . The same item s were rep eated in tho S o c ia l S cien ce comprehensive examina­ t io n in the Spring, 1948. From th o s e stu d en ts ta k in g the comprehensive 1* ^ -teport on S everal Problems' R elated t o th e B asic C o lleg e Comprohensive Exami'riati'o'ns, an unpublished study made by 'the Board of iixam iners, Michigan S ta te C o lleg e, East L ansing. 1948. pp. 1 -6 . who had th r e e terms of S o c ia l S cien ce an experim ental group of 100 vius s e le c t e d , rep resen tin g th e f u l l range of achievem ent as measured by th o com prehensive exam ination. The same item s were a lso in clu d ed in a t e s t g iv en to 100 stu d en ts who did not ta k e S o c ia l S cie n c e , and wore known a s th o co n tro l group. The purpose of th o study was t o fu rn­ ish an in d ic a tio n o f gains made in th o m a teria l o f th e S o c ia l S cien ce courso by stu d o n ts not e n r o lle d in th o course so a s t o comparo them w ith th o s e having th e co u rse. Tho fin d in g s of t h is Board of Examiners stud y aro reco n stru cted in Table XJ. fo r purposes o f comparison w ith th e o n e-to rn experim ental c la s s . A gain of 2 3 .3 per cen t (column 11) was made by stu d on ts ta k ­ ing th r ee torms o f S o c ia l S c ie n c e . A g a in of 9 .7 per cen t was made by stu d en ts who did not ta k e S o c ia l S cion co but were in c o lle g e fo r th r e e torm s. Thun, th e stu d on ts in th e Board o f Sxam inors’ study who had not taken S o c ia l S cion co made alm ost as much of a g a in as th o s tu ­ donts from tho experim ental c l a s s , 1 0 .4 per cent (T ab le XI, Column 1 1 ). And stu d on ts who had a l l th r e e torms made over tw ic e as much a per­ cen ta g e gain (2 3 .3 por c e n t) as th o se who had th e one term a c c e le r a te d c la s s . Tho q u e stio n n a tu r a lly a r is e s as to th e reason f o r t h is wide v a r ia n ce in g a in s. An ex p la n a tio n of t h is d iffe r e n c e i s d i f f i c u l t due to th e number of unknown v a r ia b le s probably in v o lv ed . However, a few ob serv a tio n s can be made. 1. Tho achievem ent of stu d en ts on th e p o s t - t e s t i s not in d ic a tiv e of th e t o t a l gains made by stu d en ts in th e one-term cou rse. -8 7 - As already TABLE XI C0’ These stu d e n ts, b egin n in g t h e ir second year in c o lle g e and a c c e le r a tin g from f i r s t term S o c ia l S cien ce c l a s s e s , show few s ig n i f i c a n t d iffe r e n c e s w ith any groups. group surpass th e com prehensive: 1 However, th o se in t h is s t term (a ) group on one u n it in each part of th e The P o s itio n of Labor in Part I , and Maintenance of Peace in Part I I . The only oth er d iffe r e n c e i s w ith t h ir d term stu d en ts on th e u n it " A g ricu ltu re in T ra n sitio n " , in Part I o n ly . 4. 2 nd Term. This group of stu d en ts ta k in g th e comprehensive exami­ n a tio n a f t e r two terms o f S o c ia l S cien ce are e x c e lle d only by th e ex% porim ental c la s s on two u n its in Part I I of th e t e s t , "The Character and Purposes of Contemporary Education" and "Maintenance o f Peace". They do, however, show competence which i s s ig n if ic a n t at th o one per cen t le v e l on t h e u n it "O rganisation f o r Production" in Parb I I , when compared w ith th e experim ental c l a s s . With th e advantage th e se second term s tu ­ dents have on economic q u estio n s one wonders why they did not e x cel on Part I of th e exam ination as w e ll. Both o f th e f i r s t term s p e c ia l perm ission groups are e x c e lle d by t h e second term ers on th e u n its "The O rganization fo r Production", and "The P o s it io n o f Labor" which ought to bo th e c a se s in c e th ey j u s t f in is h e d c la s s in s t r u c t io n on th e s e u n it s . The 1 st term ( a ) group are a lso su rp assed on item s in Part I of th e exam ination d ea lin g with " A g ricu ltu re in T ran sition " and " R elation sh ip Between Man and Govern­ ment". This is in te r e s t in g as th e f i r s t term group had j u s t been doing A work in th e term in which th e governmental u n it i s ta u g h t. term stu d en ts are B s tu d e n ts. The socond '•Then compared w ith stu d en ts having a l l th r o e terms of th e course the second term group shows s ig n if ic a n t ly b a tte r work, a t th o one per cen t l e v e l , on a l l of th o u n it s on economic q u estio n s and the one on government, which appear in Part I . On Part I I , th e u n it on ’’The P o si­ t io n of Labor" shows h ig h ly s ig n if ic a n t d iffe r e n c e s in favor o f tho second term s tu d e n ts. D iffer en ce s s ig n if ic a n t a t th e f i v e per cent l e v e l are a ls o d isco r n a b le on "O rganization f o r Production" and "P osi­ t io n of A g ricu ltu r e" . The second term stu d en ts a ls o , p e c u lia r ly enough e x c e lle d tho th ir d term stu d e n ts on th e u n it "‘.vaintenanco of th e Family" in Part I I . Tho stu d en ts ta k in g tho whole S o cia l S cien ce course had j u s t stu d ied t h is u n it and th e second term stu d en ts never had c la s s co n sid e r a tio n of it. Howaver, GO per cen t o f th e second term stu d on ts had th e E f f e c tiv e L iving course which spends th o whole second term on m arriage and fam ily problem s. But th e n , 53 per cent of th e th ir d term stu d en ts a ls o had th o same co u rse. The ex p la n a tio n of th e d iffe r e n c e , th e r e fo r e , i s not r e a d ily d isc e r n a b le . 5. 3rd Term. This group of stu d en ts which had th e f u l l th roe terms of S o c ia l S cien ce b e tte r e d none of th e o th er groups w ith lo s s than th ree terms work by any d iffe r e n c e s which stand as s ig n if i c a n t . They are ex­ c e lle d c h ie f ly by th e experim ental c la s s and tho second term group, and mainly on m a teria l from th e second and th ir d terms of th e cou rse. U n its of th e Course in which no S ig n ific a n t D ifferen ce s Appear. The f i v e groups o f stu d en ts whose achievem ent on th e S o c ia l S cien ce comprehensive exam ination i s reviewed in t h i s study showodno s ig n if ic a n t -142- d iff e r e n c e s ( a t e it h e r the one or t h e f i v e per cen t l e v e l s ) between them on item s from f i v e u n it s of t h e cou rse in Part I of th o compre­ h e n siv e and item s from two u n its o f th e cou rse in Part I I o f th e exam ination* These u n it s ares U nit Humber Part I 1 ..................... 3 *.......... 7.... ..................... 8 ................... 9.... ..................... Fundamentals o f S o c ia l S cien ce Character and Purposes of Contenporaiy Education 'Taint enanco of th e Family Intergroup C o n flic ts T'nintenanco o f I n te r n a tio n a l Peace Part I I 1.......................... 2 ..................... Fundamentals o f S o c ia l S cien ce R e la tio n sh ip 3etweon ’Tan and Government I t is d i f f i c u l t t o make an adequate ex p la n a tio n o f th e absence of s ig ­ n if ic a n t d iff e r e n c e s between tho groups on tho above u n its of. th o co u rse. Two th in g s stand o u t, however, F ir s t , a l l groups seem to p o sse ss an adequate understanding of t h e un d erlyin g concepts of th e cou rse as covered in th e f i r s t u n it on fundam entals. t o th e f a c t th a t This may bo due fo r a l l groups a h ig h er proportion of tim e was spent on t h i s than any o th er u n i t . Second, on Part I of tho exam ination no s ig n i f i c a n t d iffe r e n c e s appeared on any o f tho u n its of th e th ir d term of th e co u rse. I t may be th a t most o f th o b e t te r stu d en ts are grounded in th e e s s e n t i a l con cep ts o f th e s e u n its as a r e s u lt of previous ex­ p e r ie n c e and t h e cou rse does not make much o f a change in them. General Summary and Im p lica tio n s o f th e Data in t h is Study Two major hyp oth eses were examined in t h is com parative study of se v e r a l groups o f s o c ia l s c ie n c e s tu d e n ts , four o f which are a ccelera ted and one which d id not a c c e le r a t e . -143- The f i r s t , and perhaps th e most im portant, h y p o th esis te s t e d in t h is stu d y i s : Students ( s e le c t e d by a s o c ia l sc ie n c e p r e - t e s t ) who p a r t ic ip a t e in a one-term s p e c ia l c la s s so in c r e a se t h e ir knowledge and understanding o f s o c ia l s c ie n c e th a t th ey a t t a in s ig n if ic a n t ly h igh er l e v e l s o f achievem ent on th e item s of th e comprehensive examina­ t io n p e r ta in in g to th e n in e u n its of th e course than each of th e fo llo w ­ ing groups. (a ) S tudents in t h e ir f i r s t year in c o lle g e a c c e le r a te d on th e b a s i 3 of grades ob tained in th e f i r s t term o f th e S o c ia l S cien ce co u rse. (b ) Students in t h e ir second year in c o lle g e a c c e le r a te d on the b a s is o f grades obtained in th o f i r s t term of t h e S o c ia l S cie n c e co u rse. ( c ) Students w ith a varying tim e in c o lle g e a c c e le r a te d by grades obtained in th e f i r s t and second terms of S o c ia l S cien ce. (d ) Studonts having a l l th r e e terms o f S o c ia l S cien ce whose sco res on t h e comprehensive exam ination are in t h e same range as th o se o f th o one-term s p e c ia l c l a s s . The fin d in g s do not com p letely support th e h yp oth esis as s ta te d . S ig n ific a n t d iff e r e n c e s in achievem ent betweon th e experim ental c la s s and o th er a c c e le r a te d groups are not found on a l l u n its of the course as t e s t e d on both p a rts o f th e comprehensive exam ination. V/hen compared w ith (a ) f i r s t term , f i r s t y e a r, s p e c ia l perm ission stu d en ts no s i g n i f i ­ cant d iff e r e n c e s a re d iscovered on 11 of th e IB means of u n it sco res (n in e on each part o f th e exam ination ). Yftien compared with (b ) f i r s t term , second y ea r s p e c ia l p erm ission stu d en ts no s ig n if ic a n t d iffe r e n c e s are found on 16 u n it means; w ith ( c ) second term s p e c ia l p erm ission stu d en ts on 15 means; w ith (d ) th ir d term stu d en ts on n in e u n it moans. Hei'ther i s th e h y p o th esis d isp roved, f o r th e only group which e x c e ls th e experim ental c la s s on any u n it of th e course i s th e group of second term s p e c ia l p erm ission stu d en ts ( c ) and th a t on U nit 4, "O rganization f o r Production" on Part II of th e exam ination. I t should bo noted th a t no s ig n i f i c a n t d iffe r e n c e s e x is t botweon th e groups on t h i s u n it in Part I of th e comprehensive exam ination. A lso , th e second term a c c e le r a t e s were s e le c t e d fo r a c c e le r a tio n on th e b a sis of in ­ s tr u c to r granted grades on t h i s p a r tic u la r u n it . S ig n ific a n t d iff e r e n c e s are shown by th e experim ental c la s s over (a ) f i r s t term, f i r s t y ea r a c ca lo ra ted stu d en ts on seven u n it s (fo u r in Part I and th r e e in Part I I o f th o com prehensive): over (b ) f i r s t term , second y ea r a c c e le r a te d stu d en ts on two u n it s in Part I I o f th o exam ination; over ( c ) second term s p e c ia l p erm ission stu d en ts on two u n it s in Part I I ; over (d ) t h ir d term stu d en ts on n in e u n its (fo u r on Part I and f i v e on Part I I ) . I t would seem, t h e r e fo r e , th a t t h e h yp oth esis i s p a r t ia lly j u s t i ­ f ie d . The experim ental c la s s does not excel other groups on a l l u n its of th e co u rse, but i t does on a s u f f ic ie n t number to g iv e support to th e p r a c tic e o f a one-term a c c e le r a te d c la s s of stu d en ts s e le c te d by a p r e - t e s t on s o c ia l s c ie n c e knowledge and understanding. The im p lic a tio n seems to b e, t h e r e fo r e , th a t a high le v e l of competence in s o c ia l s c ie n c e upon c o lle g e en tran ce, plus an ab b reviated, a c c e le r a te d cou rse can b rin g th e s e su p erio r stu d en ts t o a l e v e l of achievem ent on th o S o c ia l S cien ce comprehensive which i s as good, i f not in many ca ses somewhat h ig h er than t h a t of stu d en ts ta k in g one, tw o, or th r e e terms o f th o cou rse. Furthermore, stu d en ts a c c e le r a tin g from regu lar S o c ia l S cien ce c la s s e s on th e b a s is of grades obtainod in th e cou rse show a h igh er achievem ent than stu d en ts ta k in g a l l th ro e terms of th e cou rse. Tho gonoral c o n c lu sio n derivod from t h is occurance i s th a t i f a c c e le r a tio n by grades obtainod i s to be continued, the stu d en t w ith two terms of S o c ia l S cien ce stands a g rea te r chance of higher competence than i f ho had one term . A lso , tho p o s s i b i l i t y of a stu d en t a c c e le r a tin g from S o c ia l S cien ce i s g rea ter i f th e stu d en t i s in h is second year in c o lle g e . Tho second h y p o th esis te s te d in t h is chaptor i s : Any d iffe r e n c e s d isco v ered between th o f i v e groups o f stu d en ts examined under the f i r s t h y p o th esis cannot bo a ttr ib u te d to d iffe r e n c e s in a b i l i t y as shown by d e c ile ranking on the American Council on Education Psycho­ l o g i c a l Examination and tho C ooperative Reading T e s t. Another fa c to r or fa c to r s are p resen t to account f o r such d iffe r e n c e s in achievement on th o comprehensive exam ination. Tho a n a ly s is of covarian ce was used to d iscou n t th e d iffe r e n c e s betwoen stu d e n ts, as shown by t h e ir d e c ile ranks on th e p sy c h o lo g ica l and reading t e s t s to s e e whether s ig n if ic a n t d iffe r e n c e s s t i l l e x iste d in achiovomont on tho v a rio u s u n its o f th e co u rse. s t a n t i a t e th o h y p o th e sis. The r e s u lt s sub­ I t i s evid en t th a t d iffe r e n c e s between groups -146- are not accounted fo r by tho p resen t of s ig n if ic a n t d iffe r e n c e s on p sy c h o lo g ic a l and reading t e s t s . c o n s id e r a tio n . Other fa c to r s must be tak en in to Yihat th o se might bo are examined in Chapter 7 1 . -147- CHAPTER VI TK3 BACKGROTD 0? BASIC COLLSC-E SOCIAL SCIENCE STTTDE'::TS This s e c t io n o f tho study p rovid es and an alyzes data t o t e s t th e h yn o th o sis th a t: S ig n ific a n t d iff e r e n c e s e x is t between th e groups of stu d o n ts in th e study in such background fa c to r s as homo in flu e n c e , h ig h sch o o l s o c ia l s c ie n c e p rep a ra tio n , o r g a n iz a tio n a l a c t i v i t y , and roading h a b it and in t e r e s t background. Evidence was p resen ted in Chapter V"*" t o support th e h y p o th esis th a t d iffe r o n c o s in achievem ent on th e S o c ia l S cien ce comprehensive exam ination cannot bo s a t i s f a c t o r i l y exp lain ed sim ply because a high c o r r e la t io n i s noted between th e rankings on p sy c h o lo g ic a l and road­ in g t e s t s and grades on com prehensive exam ination s. V/hen, through th e s t a t i s t i c a l tech n iq u es o f a n a ly s is o f covarian ce, adjustm ents a re made f o r d iffe r e n c e s in i n t e l l i g e n c e and reading a b i l i t y th e v a r ia t io n s in achiovamont on th o se v e r a l s e c tio n s of the s o c ia l s c ie n c e course re­ mained. Ilonco, tho h y p o th e sis examined here th a t oth er v a r ia b le fa c to r s in th e background of c o lle g e stu d en ts must account fo r tho d iffe r e n c e s in competence in s o c ia l s c ie n c e o f c o lle g e freshm en. This stud y pur­ p o rts t o in v e s t ig a t e a few fa c to r s which may seem t o have a bearing upon f a c i l i t y in d ea lin g vdth th e concepts of s o c ia l s c ie n c e by s tu ­ d en ts upon c o lle g e en tra n ce. 1 . In fr a 1.'," pp." l"3'6—139. The Methods Used Inform ation concerning the background of stu d en ts in ^ a sic C ollege S o c ia l S cien ce was obtainod c h ie f ly by th e u se of a qu estionn aire# item s used we re s e le c te d by the fo llo w in g procedure. Tho Tho stud ents of th e experim ental c la s s were f i r s t given a q u estio n n a ire, d ic ta te d o r a lly , t o determ ine a t th e s t a r t o f th e course what in flu e n c e s in t h e ir back­ ground th ey con sid erod r e s p o n sib le fo r t h e ir e x c e llo n t showing on the p r o -te st. Tho q u estio n s used v/ere formed fo llo w in g in terv iew s w ith th e s e stu d en ts previous t o r e g is t r a t io n in tho experim ental c l a s s . Tho q u estio n n a ire g iv en to a l l th e stu d en ts in th e stud}' was p erfe c te d from ex p erien ce w ith t h e experim ental c la s s and su g g e stio n s from o th er mem­ bers o f th e S o c ia l S cien ce s t a f f . Tho com pleted background q u estio n n a ire was th en obtained from 306 stu d en ts in th e fo llo w in g c a te g o r ie s: (th e abb reviated t i t l e given to each categ ory i s th a t u3ed in th e t a b le s to d esig n a te each group of stu d en ts: 1 . Exper. C la ss. T w enty-eight stu d en ts in th o experim ental c la s s , a one-term s p e c ia l s e c t io n of th e S o c ia l S cien ce course in which th e y e a r 's cou rse was g iv e n . A ll members took th e comprehensive examina­ t i o n a t th e end of th e F a l l term, 1948. 2 . 1 st Term ( a ) . T w en ty-five stu d en ts who took tho regu lar f i r s t term of S o c ia l S c ien ce , and because o f A grades in th o course and tho approval o f th o department wore perm itted to ta k e th e comprehensive exam ination a t th e end of th e F a ll term , 1948. Tho d e sig n a tio n "(a)" i s usod to id e n t if y t h i s group as freshmen in t h e ir f i r s t term in c o lle g e . -149- 3 . 1 st Term ( b ) . Ten stu d en ts a ls o ta k in g th e comprehensive exam ination a f t e r the f i r s t term in th e regular S o c ia l S cien ce cou rse, ( F a l l , 194B). The "(b)" c la s s e s them as sophomores in t h e ir fou rth term in c o lle g e . 4 . 2nd Term ( a ) . One hundred and one stu d en ts who had two terms of th e regu lar S o c ia l S cien ce course and because of 3 grades or b e tte r in both term s, and th e approval o f th e department, v/ero granted per­ m issio n to ta k e th e comprehensive exam ination a t th e end of th e Winter Term, 1949. The " (a ) ’1 i d e n t i f i e s th e se stu den ts as freshmen in t h e ir second term in c o lle g e . 2nd Term ( b ) . F if t y -o n e stu d en ts a lso tak in g th e comprehensive exam ination a f t e r two terms o f S o c ia l S cien ce (W inter, 1949). The "(b)" i d e n t i f i c a t i o n c la s s e s them a s sophomores in t h e ir f i f t h term in c o lle g e . 6 . 3rd Term, terms o f S o c ia l S c ie n c e . llin ety -o n o stu d en ts having the th r o e f u l l regular These stu d en ts entered c o lle g e in th e F a ll, 1948 and took th e com prehensive exam ination a t tho end of tho Spring torm, 1949. S e le c t io n of stu d en ts in th e se c a te g o r ie s was made as fo lio w s : Gi'oup 1, th e experim ental c l a s s , in clu d ed a l l the members of t h e c la s s by pro-determ ined d e c is io n . Groups 2 , 3 , 4 , 5, a l l " sp e c ia l perm ission" stu d en ts ta k in g th e comprehensive exam ination b efo re com pleting tho co u rse, c o n s is te d of th o se stu d en ts returning completod q u estio n n a ires. The resp o n se was e x c e lle n t , as over 90 p er cent of s p e c ia l p erm ission stu d en ts in each category were in clu d ed . Group 6, th ir d te r n stu d en ts, we ” 0 s e le c t e d by ask in g each in s tr u c to r tea ch in g a f i r s t te r n course in th e F a ll term , 1948 t o g iv e th e q u estio n n a ire t o every te n th and tw e n tie th stu d en t in h is c l a s s e s . The response brought a t o t a l of 49 q u e stio n n a ir e s a f t e r e lim in a tin g th o se who la t e r to o k th e comprehensive by s p e c ia l p erm issio n . An a d d itio n a l 42 q u estio n n a ires were obtained by having each in s tr u c to r tea c h in g a f i r s t term cou rse in th e F a ll term, 1948 g iv e q u e stio n n a ir e s t o th o s e stu d on ts who knew th ey had taken th e S o c ia l S cien ce p r o - t e s t during O rien ta tio n V.reok. In order to determino whether or not t h i s second group was as random a s o lo c t io n as th e f i r s t th o method o f a n a ly s is of v a ria n co was used to fin d whether s ig n if ic a n t d iff e r e n c e s e x is t e d between th o groups in i n t e llig e n c e , reading a b i l i t y , and achievem ent on th o comprehensive exam ination. There wore nono. Tho t o t a l group of 91 wore th e r e fo r e used in t h i s background stu d y. The data ob tain ed from th e s ix groups of stu d en ts are assembled in t a b le s to make f o r more roady comparison of th e d iffe r e n c e s between them. The t a b le s a re organised according to areas o f in flu o n c o operating upon stu d o n ts p rio r t o t h e ir c o lle g e ex p erien ce. In te r p r e ta tio n s of th e data are made on th e b a s is o f obsorved d iffe r e n c e s in p ercen tages o f studonts from each group on th e f a c to r s under co n sid e r a tio n . On sev o ra l ques­ t io n s where numbers of stu d en ts are s u f f i c ie n t l y la rg o th e ch i-sq u a re tech n iq u e i s used to determ ino whether s ig n if ic a n t d iffe r e n c e s o x is t . 3y t h is means i t i s p o s s ib le t o show whether th o observed freq u en cies f o r any group are so fa r from th e t h e o r e t ic a l freq u en cies th a t s i g n i f i ­ cant d iff e r e n c e s between th e groups a r e sa id to e x i s t . qu en cies a r e , o f co u rse, u sed . The a c tu a l f r e ­ P ercentages are p resented in th e ta b le s to f a c i l i t a t e , fo r th e read er, the making o f comparisons between th e groups. A n a ly sis of Data on Student Backgrounds Grades r e c e iv e d on com prehensive exam inations. Inasmuch as t h is study purports to examine th e d iff e r e n c e s which e x i s t in th e background of s e v e r a l groups o f a c c e le r a te d stu d e n ts and a group who did not a c c e lorato i t i s important t o examine, f i r s t of a l l , th e d iffe r e n c e s between them in achievem ent on t h e S o c ia l S cien ce comprehensive exam ination. Table XXI p r esen ts tho d ata on t h e grades receiv ed on tho comprehensive and hence f o r th e S o c ia l S c ien ce co u rse. I t should be noted th a t th e f i r s t th ro e groups are inclu d ed in th o p reviou s study in which a com parative a n a ly sis i s made of achievement on th e n in e u n it s of th e course.^- A ll stu d en ts in th e se groups took t h e same comprohonsive exam ination in th o F a ll term , 1948. tvro groups (4 and 5) are a ls o compared in Chapter V. Tho next The stu d en ts in t h e s e groups to o k th e com prehensive a t th e end o f th e Vfintor term , 1949. The s ix t h group has not been p r e v io u sly co n sid ered . who did not a c c e le r a t e . These a r e stu dents T heir method of s e le c t io n fo r t h i s stud y i s d escrib ed in t h is ch a p ter. They took tho comprehensive exam ination in th e Spring term , 1949. The fo llo w in g groups, th e r e fo r e , entered c o lle g e in th e F a ll term, 1948: 1 . t h e experim ental c l a s s , 2 . the f i r s t t o m (a ) s p e c ia l per­ m issio n stu d e n ts, 4 . th e second term (a ) s p e c ia l p erm ission stu d e n ts, and S. th e t h ir d term stu d e n ts. e a r l i e r , in th e F a l l , 1947: Tho other two groups entered a year o , the f i r s t t o m (b ) s p e c ia l perm ission 1 . I n f r a . , pp, 118y119, 2 . I n f r a . , p. 138 (fo o tn o te ) 3 . I n f r a . , p. 150,15)... -152- stu d e n ts, and 5 . th e second term (b) s p e c ia l o erm issio n students* Tho only group evid en cin g anything approaching a normal d is t r ib u ­ t io n of grades i s o b v io u sly th e th ir d term group* s e le c t e d fo r a c c e le r a t io n purposes. The others were Tho v a li d i t y of t h e sampling of tho group of stu d e n ts ta k in g a l l th ro e terms i s shown when the d i s t r i ­ b u tio n o f grades f o r th e se stu d en ts i s compared w ith th o t o ta l popu­ la t io n o f t h ir d term stu d en ts ta k in g th e same com prehensive exam ination. Of 1506 stu d en ts tak in g t h is comprehensive 5.2 p er cent roceived A, 2 5 .4 per cen t B, 4 9 .7 por cent £ , 16.2 per cent D, and 3 .5 per cent F. S ig n ific a n t d iffe r e n c e s e x is t between the achievem ent of t h e s e s ix groups on th e S o c ia l S c ie n ce comprehensive exam ination. Applying th e a n a ly s is of v a ria n ce an "F" r a tio o f 16.44 i s found, or s u b s ta n tia l­ ly more than i s n ecessary f o r s ig n if ic a n c e at t h e one per cent l e v e l . The h y p o th esis o f t h i s study is th a t th e groups showing s ig n if ic a n t d iffe r e n c e s on th o comprehensive w i l l a ls o show s ig n if ic a n t d iffe r e n c e s in fa c to r s in t h e ir backgrounds which have a b earing upon competence in s o c ia l s c ie n c e . Age d is t r ib u t io n . Student ago d is t r ib u tio n i s g iv en in Table XXII. The members of th e experim ental c la s s a r e shown t o bo th e youngest group of stu d en ts w ith an average age o f IB . 8 y e a r s . The th ir d term stu d en ts (r e p ly in g to th e q u estio n n a ire a t about th e same tim e, F a ll 1948) were about a h a lf year o ld e r . The stra n g est phenomenon in t h i s ago study i s th e f a c t th a t th e two groups of second term sp e c ia l p er­ m issio n s tu d e n ts, though a y ea r apart in school had e x a c tly th e same average age when th e y took th e comprehensive exam ination in th e W inter term , 1948. TABLE XXI PERC3ITTAGES 07 STUDENTS RECEIVING DESIGNATED GRACES Oil THE SOCIAL SCIENCE C0HPR3SHENSIVE EXAJ.ENATION i Groups (2 ) (1) 1. 2 . 3. 4. 5. 6 * Grades on Comprehensive Ho. of Students Exper. C lass 1 st Term (a ) 1 s t Term (b ) 2nd Term fa ) 2nd Term (b ) 3rd Term A 1&Y 3 (4 ) C (5 ) 43 24 40 27 16 50 44 40 53 53 7 32 8 22 28 25 10 101 51 78* F (7 ) D (6) . . . 10 10 19 31 54 1 14 3 T h irteon stu d o n ts who s ta r te d S o c ia l Scionco in tho F a ll, 1948, d id not f in i s h th ree terms l a t e r b ecau se o f f a ilu r e roq u irin g r e p e t it io n of a term ’ s work, withdrawal from c o l l e g e , or n e g le c t to con tin u e to ta k e th e s u c c e s s iv e terms in th o co u rse. TABLE XXII PERCENTAGES OF STUDENTS III VARIOUS AGE GROUPS Grouns (1) (2 ) Exper. C lass 1 st Term (a ) 1 st Term (b) 2nd Term (a ) 2nd Term (b ) 3rd Term 28 25 51 91 20 23- 2524 26 29& iteoh up Ago (3 ) (4 ) (5 ) ( 6 ) ( 7 ) ( 8 ) (9 ) (1 0 ) (11) (1 2 ) (13) 14 8 64 24 10 101 19 Age 2 l . 22 i CO C M CM 1. . 3. 4. 5. 6. 2 Ho. of Students " 1T 18 3 27 10 7 43 12 7 16 4 16 30 10 20 13 33 19 14 18 20 12 4 4 8 20 10 5 10 10 10 1 4 14 3 8 18.8 4 19.1 3 5 2 0 .6 7 . 2 1 .2 10 8 2 2 2 2 19.4 2 0 .6 '.fen, women, .married stu d e n ts, v e te r a n s * In Tablo XXIII th e per­ cen ta g es of men and women stu d en ts in each group i s g iv e n . I t i s notod th a t th e experim ental c la s s i s evenly d iv id ed between th e sexes w h ile most o th er groups show a d ecid ed d is p a r it y . I f th e studonts in a l l th e groups a re t o t a le d th e r e s u lt in g d is t r ib u t io n i s 74 per cent mon and 26 per cen t women, e x a c tly th e same a 3 th e th ir d torm group and approxim ately th e proportion between th e soxos in th e t o t a l c o lle g e p o p u la tio n . The p ercen tages o f married stu d en ts and v etera n s is a lso shown in Table XXIII. An in t e r e s t in g f a c t i s th a t approxim ately h a lf of groups 2 and 4 are v etera n s (56 and 43 per cen t r e s p e c tiv e ly ) w h ilo th e members of th e experim ental c l a s s , who entered c o lle g e th e same term, number o n ly 1G per cont v e te r a n s. t i o n of th e s e th r o e groups? Does t h is have any b earin g upon th e composi­ I t may be th a t s in c e th e experim ental c la s s was chosen by a p r e - to s t t h a t recency of high sch ool experience may havo g iv en th o members o f th e c la s s an advantage over th ose who had boon out of sch o o l and in th e armed s e r v ic e s . Not only acquaintance w ith su b je ct m atter but f a c i l i t y in t e s t tak in g may have given them an advantage over stu d en ts o f equal a b i l i t y who had l o s t some of th e ir f a m ilia r it y w ith sch ool te c h n iq u e s. D e c ile s on p sy c h o lo g ic a l and reading t e s t s . T ables XXIV and XXV g iv e th e r e s u lt s of th e p sy c h o lo g ic a l and reading entrance t e s t s f o r th o groups in t h i s stu d y. The d e c ile s are combined in to groups of two f o r th e purpose of f a c i l i t a t i n g ta b u la tio n . An exam ination of th e average d e c ile s shows a wide v a r ia t io n between th e groups. Group 4 , TABLE XXIII PERCENTAGES OR ;SJrT, 7JOM3H, 1'ARRIED STUDENTS AND V3T3RAKS !!o. o f Students Groups U ) 1. 2. 3. 4. 5. 6. ............................. Exper. C lass 1 s t Term (a ) 1 s t Term (b ) 2nd Term (a ) 2nd Term (b ) 3rd Term ... (2 ) . Hen _ 7/omen Harried Veterans (4 ) (5 ) (6 ) 50 4 IB 56 50 43 29 30 M 28 25 50 88 12 20 10 60 84 73 74 40 10 16 18 27 26 6 101 51 91 7 second term s p e c ia l p erm ission students' in t h e ir f i r s t year in c o lle g e , rank h ig h e st on th e p sy c h o lo g ic a l t o s t . c l a s s , ranks h ig h e st on th e reading t e s t . Group 1, th e experim ental Groups 5 and G, th e second term s p e c ia l p erm ission stu d en ts in t h e i r second year in c o lle g e and th e th ir d term stu d e n ts, rank lo w est in a b i l i t y on both t e s t s . Also noted i s th e much h igh er p rop ortion of stu d on ts in th o 9-10 d e c ile s o f groups 1 and 2 on th e reading t e s t than on th e p sy c h o lo g ica l t e s t . The average d e c ile s o f 6 .0 , on th e p sy c h o lo g ic a l t e s t , and 5 .7 on th o reading t e s t fo r th e th ir d term group is q u ite probably near th a t f o r th e t o t a l p o p u la tio n o f th ir d term S o c ia l S cien ce stu d e n ts. The averages f o r 1948-49 a re not a v a ila b le but th o s e f o r th e sch o o l-y ea r 1947-48 g iv e 5.42 and 5 .3 6 as th e average d e c ile s f o r th e p sy ch o lo g i­ c a l and roading t e s t s r e s p e c tiv e ly o f th ir d term stu d e n ts. In Chapter V on a n a ly s is o f th e d iffe r e n c e s between groups 1, 3 i s made. 1 2 , I t is th er e shown th a t 1 and 2 do not d i f f e r s ig n if ic a n t ly 1 . I n f r a ., pp. 122-136 on any part of th o p sy c h o lo g ic a l or reading t e s t s . Groups 1 and 3 chow s ig n i f i c a n t d iffe r e n c e s a t th e one per cent l e v e l of s ig n if ic a n c e on th e reading t e s t o n ly . A comparison of groups 2 and 3 shows 2 t o be s i g n i f i c a n t l y su p er io r t o 3 a t th o f i v e per cen t l e v e l . In con n ection w ith th eso d iffe r e n c e s on th e p sy c h o lo g ic a l and roading t o s t s wo m y w e ll review th e observed d iffe r e n c e s betweon th o se groups on achievem ent on th e comprehensive anam ination. a n a ly zes th e s e d iffo r e n c o s .^ Chapter V a ls o Group 1, th e experim ental c la s s , i s shown t o bo s ig n i f i c a n t l y sup orior to group 2 , th e f i r s t term s p e c ia l per­ m issio n stu d en ts in t h e ir f i r s t y ea r in c o lle g e , on four o f t h e u n its of t h e cou rse coverod in Part I of th e comprehensive and th reo u n its of th o cou rse as covered in Part I I . I t is ob vious, t h e r e fo r e , th a t th o se d iffo r o n c e c in achievem ent are not due to d iffe r e n c e s i n in t e ll ig e n c e and roading a b i l i t y fo r nono wero shown. Furthermoro, as i s pointed out in Chapter 7 , d iffe r e n c e s in in t e llig e n c e and roading a b il it y do not e x p la in d iff e r e n c e s on th o comprehensive exam ination. o A fte r eq u a liz­ in g the groups on p sy c h o lo g ic a l and reading d e c ile ranking through th e uso o f tho a n a ly s is o f co v a ria n ce, th e d iffo r o n c e s on tho exam ination remained. Thus t h e h y p o th esis i s supported th a t oth er f a c t o r s , such as d iff e r e n c e s in background, account f o r d iffe r e n c e s on th e comprehensive exam ination. Another o b se r v a tio n on T ables XXIV and XXV conoorns the two groups of second to r n stu d en ts (4 and 5).® 1 . I n fr a . , pp. 136-143. 2 . I n f r a . , pp. 122-136. 3 . I n f r a ., p. 138 (fo o tn o te ) Those stu d en ts a c c e le r a te d from t h e some second term S o c ia l S cien ce c la s s e s in Winter term, 1949. Group 5 had beon in c o lle g e a y e a r lon ger than group 4 . The psycho­ l o g i c a l and reading averages o f group 4 are alm ost two d e c ile s h igh er th en group 5 . And y e t , an a n a ly s is of th e comprehensive exam ination by u n it s o f the course shows com paratively l i t t l e d iffe r e n c e between them. The f i r s t y ea r group (4 ) d isp la y ed d iffe r e n c e s which a re s ig n if ic a n t a t th e f i v e per cen t lervel on two u n its of th e course on Part I of th o exam ination— " R ela tio n sh ip Between !%n and C-ovommont", and "Organiza­ t i o n fo r Production"; in Part I I on one u n it , "O rganization fo r Produc­ tio n " , but at th e one per cen t l e v e l of s ig n if ic a n c e . what ex p la n a tio n can be g iv en fo r t h is phenomenon? One might sug­ g e s t th a t group 5 i s a year o ld er and hence more mature. However, i f Table XXII i s examined th e strange f a c t i s d iscovered th a t th e two groups have e x a c tly th e same average age, 2 0 .6 y e a r s . The on ly hypothe­ s i s th at appears te n a b le i s th a t in th e W inter term, 1949, the d i f f e r ­ ences between both groups were not as g re a t as p sy c h o lo g ica l and read­ in g d e c i l e s would in d ic a t e . I t must be remembered th a t th e s e a b il it y t e s t s were ta k en a y ea r ap a rt. A y ea r in c o lle g e had brought th e two groups c lo s e r to g eth er th a n th e t e s t d e c ile s show.^ I t i s a ls o l i k e ly 1 . S ev era l s tu d ie s show th a t stu d on ts in c r e a se t h e ir sco res on p sy c h o lo g ic a l t e s t s as they progress through c o lle g e . S ee, Hunter, E. C. "Changes in Scores o f C o lleg e Students on th e American Council Psy­ c h o lo g ic a l Exam ination a t Yearly In te r v a ls During th e C o lleg e Course", Journal of E ducational Research, V o l. 36 (A p ril 1943), pp. 284-91. Ac­ cording t o Hunter’ s stu d y, "freshmen gained 23 p e r c e n tile p o in ts in one y e a r , sophomores gained 24 p e r c e n t ile p o in ts in two y e a r s , ju n io r s gain­ ed 26 p e r c e n t ile p o in ts i n th r e e y e a r s , and s e n io r s gained 31 p e r c e n tile p o in ts in fo u r c o lle g e y e a r s . A pparently, th e g r e a te s t amount o f i n t e l ­ le c t u a l growth m an ifested during the c o lle g e y e a r s a c tu a lly took p la c e during tho f i r s t year in c o lle g e . Approximately 75 per cent of the four y e a r g a in occurred during th o f i r s t year." th a t th e second yea r stu d en ts had acquired a s u f f ic ie n t ly broader back­ ground from a year of c o lle g e exp erien ce ( c la s s and out of c la s s ) than they p o sso ssed upon c o lle g e entrance t o p la ce them alm ost on a par w ith t h e ir su p erio r cla ssm a tes in t h e ir f i r s t y ea r in c o lle g e .^ TABLE XXIV PSRC3HTACBS 0? STTJD3KT8 IX PAIRS OX DECILE RAXKIUGS OX THE AMERICAN COUiiCIL PSYCHOLOGICAL TEST 1 -2 i to No. of Students Groups i (1 ) 1. . 3. 4. 5. 6. 2 ____________ Bxoer. C lass 1 s t Term (a ) 1 st Torn (b ) 2nd Term (a ) 2nd Torn (b ) 3rd Term .... ( 2 1 .... 26 25 (3 ) (4 ) 4 7 4 8 10 10 101 51 91 2 12 B 24 19 D o cile Rank 5-6 9-10 7-8 ..(5).. . . . ( . e l . .. . . ( 7 1 21 24 30 13 27 21 25 24 20 25 27 30 ’.lean . .(£ )_ 7.6 7 .4 7.1 43 40 30 54 8 .1 20 6 .0 18 6 .0 TABLE XXV PEXCEIHAC.2S OX STUDENTS 13'! PAIRS OX DECILE RANKINGS OX THE COOPERATIVE READING TEST No. of Students Groups 1 -2 (1 ) 1. 2. 3. 4. 5. 6. ■ Expor. C lass 1 st Term (a ) 1 s t Term (b ) 2nd Term (a ) 2nd Term (b ) 3rd Term (2 ) (5 ) 3 -4 <*) D e c ile Rank 5 -6 7-8 Is) (s) 28 25 8 4 4 10 20 10 5 12 101 1 51 91 15 2 22 22 25 20 9-10 cn 71 58 30 50 ’.lean Cb T 9 .1 8 .6 6.9 35 30 32 9 22 6 .0 20 21 22 5 .7 8 .2 1 ., In c rea se in a stu d o n t's background in s o c ia l sc ie n c e a f t e r a year i n school w ith o u t tak in g t h e S o c ia l S cien ce cou rse was shown by th e Nichignn S ta te C o lleg e Board of Examiners study vhich rev ea led th a t be­ tween a p r e - t e s t a t th o b eginning of the froshman yoar and a p o s t - t e s t at th e end stu d en ts had a g a in of 9 .6 per cent on a S o c ia l S cien ce t e s t w ithout having taken t h e co u rse. I n f r a ., p. 86-92. , -159- Home background* The p op u lation o f th e homo towns from which stu d en ts in th e se v e r a l groups come i s presented in Table XXVI. It appears th a t s i z e of home town cannot be a fa c to r in accounting f o r v a r ia t io n in achievem ent in s o c ia l s c ie n c e between a c c e le r a te d groups and th o se who do not a c c e le r a t e . A few th in g s should be noted concerning t h i s p op u lation d a ta . Students from farms apparently gave t h e ir homo town p op u lation as th a t of tho tovm noar which th e y resid ed fo r only fou r sta to d th a t th ey came from th e open country. I t i s porhaps w e ll th a t such i s th e ca se s in c e th e in f luenco o f an urbanised area upon an adjacont rural’ community ob­ v io u s ly a f f e c t s th e c u ltu r e o f the ru ral community. Thus th e popula^ t i o n raid: of th e near-by urban community is a b e t te r in d ic a tio n of back­ ground o f th e stu d en ts than i f they had c l a s s i f i e d them selves as r u r a l. An in t e r e s t in g s id e - l i g h t i s th a t th o average stu d en t, in t h i s stu d y, comes from a c i t y o f between 15,000 to 49,999 p op u lation ( c o l . 7 ) . S lig h t ly ovor 18 per cent come from p la c e s w ith l e s s than 2 ,5 0 0 popula­ t io n w h ile more th an a th ir d are from c i t i e s w ith 1 0 0 ,0 0 0 or more. About 16 per cen t come from c i t i e s w ith ovor a m illio n p op u lation ( c h io f ly D e t r o it) . Those in clu d ed , roughly, in one standard d e v ia tio n above and below th e mean como from c i t i e s between 2,5 0 0 and 999,000. Tho p r a c t ic a l upper lim it here i s around 250,000 as th a t i s th o approxi­ mate p o p u la tio n of th e la r g e s t c it y in Michigan o u tsid e 3 )e tr o it. Tables XX7TI and XXVIII g iv e s th e number o f ch ild ren in th e fam i­ l i e s from which stu d on ts in th e s ix groups come and a lso tho age p o s it io n which such stu d en ts have t o th e s ib lin g s in t h e ir f a m ilie s . -160- TAPL'J : c c /i FSRCHITTAGSS 07 STT7D3UTS ViUOOS HOTIS TOVfuS PALL I!T CERTAIN POPULATION CLASSIFICATIONS P op u lation of Home Tovm __________________________________ __________________________ Rural- 1 ,0 0 0 - 2 ,5 0 0 - 5 ,0 0 0 - l5,O no- 6 0,000- 100,000- 1 ,0 0 0 ,0 0 0 2,499 4,999 14,000 49,999 99,999 999,999 over •____________________ 999 (1 ) M (5 ) ' (4 ) (5 ) (6 ) (7 ) (8 ) (9 ) (1 0 ) 191 Groups 1. 2. 3. 4. 5. 6. Exper. C lass 1 s t Term (a ) 1 s t Term (b) 2nd Term (a ) 2nd Term (b) 3rd Term No. of Students 28 25 11 11 8 8 10 10 20 101 51 91 7 10 5 8 14 12 20 16 4 15 19 11 25 16 30 19 6 8 10 12 22 20 4 . 14 8 12 9 19 16 14 14 12 10 ; 7 20 10 17 19 16 The reason f o r in clu d in g t h i s data i s to t e s t th e h yp oth esis th a t number of ch ild ren and p la co in the fa m ily has a b earin g upon compe­ te n c e i n s o c ia l s c ie n c e . The fo o lin g i s th a t stu d en ts v