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A COMPARESON OF TRADITIONAL AND
MECHANICAL AID TRAENING METHODS

IN AN EXTENSION HOME
ECONOMECS SWUATION

Thesis for ”no Degree 0‘ M. 5.
MICHEGAN STATE UNIVERSITY

LiEIia-n M. Schwartz

1961

 

 

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A COMPARISON OF TRADITIONAL AND MECHANICAL AID TRAINING

METHODS IN AN EXTENSION HOME ECONOAICS SITUATION

Ci “Cm/sway mm?» L 1"}
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LILLIAH A. SCHWARTZ

A THESIS

Submitted to the College of Agriculture of Michigan
State University of Agriculture and Applied
Science in partial fulfillment of the '
requirements for the degree of

MASTER OF SCIENCE

Institute for Extension Personnel DeveIOpment

1961

ii
ACKNOWLEDGMENT

This study has been made possible by the guidance, sug—
gestions, and COOperation of many individuals. The author wishes
to express sincere appreciation to the following persons:

Dr. George Axinn and Dr. Jack Ferver who as directors
of the Institute for Extension Personnel Development of Michigan
State University have given counsel, encouragement, and inspira-
tion.

miss Lucile Ketchum, Home management Specialist, for
her cooperation and interest which made possible the programming
of subject matter to be used with the mechanical learning aid.

Mrs. Mildred Chapell, Extension Agent in Home Economics
who conducted a leaders training meeting, secured the c00peration
of Home Demonstration Clubs in Livingston County and assumed:
responsibility for distribution of equipment needed for this
study.

The leaders and members of Livingston Home Demonstra-
tion Clubs who participated by using equipment furnished and
completing questionnaires.

Dr. Jean Davis, Department of Home management and
Child Development, and Dr. Edward moe, Department of Sociology
and AnthrOpology, for their counsel in regard to planning of the
questionnaires.

Mr. Wilfred Veenendaal, Head of the Graphics Section
of the Audio-Visual Center, for his counsel and advice in pre—

paring material for slides.

iii

Dr. William Baten, Professor of Statistics and Agri—
cultural EXperiment Station Statistician, for his advice on
statistical aspects of this study.

The committee reviewing this thesis: Dr. Jack Ferver,
Dr. Jean Davis, Dr. Edward Moe, hrs. miriam Kelly, and Dr.
Wilfred Veenedaal.

The seeds Corporation and mr. Larry hathany, Sales
Manager, who furnished the tape player-slide projector combi-

nation which made this study possible.

A COMPARISON OF TRADITIONAL AND AECHANICAL AID THAIAING
METHODS IN AN EXTENSION HOME ECONOMICS SITUATION

By
LILLIAN M. SCHWARTZ

AK ABSTRACT

Submitted to the College of Agriculture of Michigan
State University of Agriculture and Applied
Science in partial fulfillment of the
requirements for the degree of

MASTER OF SCIENCE

Institute for Extension Personnel DeveIOpment

1961

Approved E%LALA?3§.:;<:bbv49ta

Lillian m. Schwartz

ABSTRACT

The purpose of this study was to test the relative
change of knowledge of home Demonstration Club leaders and mem-

bers resulting from the use of two methods of subject matter

presentation:
1. Traditional Method using lectures and discussion,
and
2. mechanical Learning Aid method using an auto-

matic slide projector and tape player.

In order to carry out this study in a normal extension
situation the cooperation of a specialist and a county home agent
of the COOperative Extension Service, Michigan State University,
was secured. The specialist was scheduled to hold a training
meeting for leaders of Home Demonstration Clubs in the home
agent's county on the topic "Building for Family Security," and
permission was obtained to use this situation for the experiment.

The clubs were divided into two groups.

Group I leaders were trained by use of the Traditional
Method by the specialist at a three-hour training meeting.

These leaders in turn used the same method in presenting the
lesson to their respective club members.

Group II leaders were trained by the home agent.
subject matter was presented by the use of the Mechanical
Learning Aid Method. The tape and slides were planned by the

specialist and the writer, and prepared by the Audio-Visual

vi

Lillian m. Schwartz

Center of Michigan State University. The three-hour training
meeting also included a short instruction period on the use of
the projector and tape player. These leaders also used the
mechanical learning aid device in presenting the lesson to
their respective club groups.

All leaders and members of both Group I and Group II
were required to fill out a questionnaire prepared by the writer
to test their knowledge of the subject matter before and after
receiving the presentation of the subject matter. The same
questionnaire was used for the pre-test and post—test.

Leaders in Group II were also asked to fill out a
third questionnaire regarding their reaction to the use of the
Mechanical Learning Aid Method in their groups.

The subject matter questionnaires for both leaders and
members, when scored, showed the mean differences between the
pre-test and post-test was slightly higher when the mechanical
Learning Aid Method was used. However, this difference was not
found to be significant at the .05 level.

The questionnaire completed by leaders who used the
Mechanical Learning Aid Method in their clubs revealed that:

l. Leaders experienced very few mechanical difficulties.

2. The method required less preparation on the part

of the leaders than the traditional method.

3. Most of the club members enjoyed this method of

presentation.

vii
Lillian h. Schwartz

4. Leaders would enjoy using this method occasionally.

most adverse criticisms of the method were of a

01

type that might be overcome through a better
knowledge of programming methods and principles
on the part of the programmer.
After the first three questionnaires had been returned,
a letter of thanks was sent to each leader which included a self-
addressed post card asking two further questions: (1) The amount
of time spent in presenting the lesson at the club meeting and
(2) amount of help the leader felt had been derived by the members
from the lesson presentation. This follow-up questionnaire
revealed that although the average leader spent 46 to 60 minutes
presenting the lesson subject matter, only a moderate amount of
help was secured by members from the lesson. There was a slight
indication that more help was secured by members when the pres—
entation time was Ab to 60 minutes in length in contrast to 75
minutes or over.
As the use of the Mechanical Learning Aid Method
proved as effective in teaching as Traditional Method and the
response of the leaders and members in most cases was favorable,
it seems logical that this method could have increased possi-

bilities in extension work.

vii

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . ii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . v
TABLE . . . . . . . . . . . . . . . . . . . . . . . . x
LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . xi
Chapter
I. INTRODUCTION . . . . . . . . . . . . . . . . 1
Purpose
Problem
Statement of Hypothesis
Situation
II. REVIEW OF LITERATURE . . . . . . . . . . . . 4
Introduction
History and DevelOpment of New LearningIUds
III. PROCEDURE . . . . . . . . . . . . . . . . . 16
Description of mechanical Learning Aid
Specialist and Home Agent Cooperation
Programming of Subject Matter
Questionnaires
Training meeting for Group I
Training Meeting for Group II
Assembling of Data
IV. PRESENTATION AND ANALYSIS OF DATA . . . . . 23
Group I - Traditional Training Method
Group II - Mechanical Learning Aid Method
Statistical Test
Group II Leaders Questionnaires
Leaders Follow-Up Questionnaire
Limitations of Study
V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS . . . 32
Summary
Conclusions

Implications

APPENDIX A .
Questionnaires
APPENDIX B
Leaders' Outlines
APPENDIX C
Leaders' Suggestion Sheet
APPENDIX D .
Problem Sheet
APPENDIX E
Programmed material for Lesson

BIBLIOGRAPHY .

ix

Page
39

5s

61

TABLE

Page

Table 1. Summary of Mean Scores, Aean Differ—
ence in t-values for Leaders and
Members of Groups I and II . . . . . . 26

Figure

LIST OF ILLUSInATlONS

Pre—test and Post-test Scores of Group I
and Group 11 Leaders

Pre-test and Post-test Scores of Group I
and Group II Leaders

The Relationship Between Time Spent and
Help Received from the Lesson

xi

Page

24

CHAPTER I
INTRODUCTION
Purpose

The purpose of this study is to test the relative
change of knowledge of the Home Demonstration Club leaders
and members resulting from the use of the following teach-
ing methods:

1. Traditional Method. Club leaders are trained by the
specialist through the use of lectures and discussion
and, in turn, present the lesson to the members of
their clubs in a similar manner.

2. Mechanical Learning Aid Method. The specialist pro-
grammes subject matter to be presented with the
mechanical learning aid, an automatic slide projector
and tape player. The home agent trains the leaders
using this material and the leaders use the same

method in their local groups.
Problem

In the early years of Home Economics teaching in
the Cooperative Extension Service, county home agents and
subject matter specialists usually worked directly with
individual homemakers or groups of homemakers who were or-

ganized into Home Demonstration Clubs. Assistance given

usually involved development of skills. As the demand for

this work increased, the use of local leaders was found to

be the most effective means of reaching more homes without
too great an increase of home agents and specialists. Under
this system it proved satisfactory for agents or specialists
to train local leaders from each club who in turn would teach
their respective club groups. These leaders through the work
with their groups often gained self-confidence and became

competent community leaders in other areas of activity.

However, in recent years Home Economics Programs
have become more complex. Members have expressed a desire
for knowledge of greater depth and wider scope. Extension
programs geared to the develOpment of manual skills only are
not felt to be adequate in the solution of problems con—
fronting the modern homemaker in her changing environment.
Although club leaders have proved to be very capable, there
has been some Question as to their ability to carry success—
fully to their clubs these lessons involving more technical
and theoretical knowledge.

Also, Home Economics Departments of the Copperative
Extension Service have, for a number of years, recognized a
need to reach not only the rural homemakers, as in the begin-

ning, but all homemakers in their respective areas.

To further complicate this situation, finances have
not been increased to make possible a proportionate increase
in personnel. To meet this challenge it is necessary to
evaluate present methods and investigate the possibility of

new techniques.

Formal educational institutions following a pattern
set by industry and the armed services are introducing the use
of new mechanical learning aids as a means of meeting a similar
problem in their fields.

It seems logical that this method, if tested, may

prove to be applicable to extension teaching.

Statement of Hypothesis

The relative change of knowledge of
l. Home Demonstration Club leaders and
2. Home Demonstration Club members
will be greater when:
a. the Mechanical Learning Aid Method of training is
used, rather than

b. the Traditional Method of training.

CHAPTER II
REVIEW OF LITERATURE
Introduction

World wide demand for education is at an all time
high. Educational institutions are under great strain in
trying to meet this demand and to maintain quality in their
teaching. To further complicate the situation, even the
quality of present teaching is under question. "Why," ask
the critics, "has the quality of teaching not advanced in
proportion to the quantity of knowledge available for
teaching?"

As a means of meeting this educational crisis,
educators are turning to the use of learning aids commonly
called teaching machines. These aids have been developed
in an attempt to improve the efficiency of the teaching-
1earning process by mechanizing those aspects of learning
and teaching that can be systematized. They are an attempt
to free the teacher's time from certain routines, so that he
can make more adequate use of his professional training.

There has been considerable discussion as to an
appropriate name for these new devices. The terms "teaching
machines" and "mechanical tutors" have been rejected by some
educators in that these terms are not accurate or sufficiently
neutral. Rdbert Silverman points out that in some cases this
medium does not necessarily require actual machines as it

sometimes utilizes programmed text books and paper and pencil

devices. He also brings to our attention the fact that
Lumsdaine and Klass at the American Institute for Research
indicated,

that the term machine elicits antagonistic

reactions associated with ideas of dehumani-

zation and thought control. They suggested

that the term 'auto-instructional' would be

more serviceable since it has fewer negative

connotations and is more descriptive.

The Encyclopedia of Educational Research uses the term
2
"training devices."

The writer would prefer to use the term "Learning
aids" in this discussion, in that the real purpose of these
devices is to facilitate the learning process. Even if the
device is a machine it cannot actually teach. It aids the
learner in the learning process. Glazer calls his reader's
attention to this quotation from Skinner,

The machine itself, of course, does not teach.

It simply brings the student into contact with

the person who composed the material it presents.3

Educators point out that these new devices, which
we shall call "learning aids,“ are concerned with the entire

learning cycle: (1) presentation of material, (2) provision

for learner activity, and (3) correction of errors and

shaping of responses.

 

1. Robert E. Silverman, "Auto~instructional Devices,"
Journal of Higher Education (December 1960), p. 481.

2. Chester W. Harris (ed.), EncyclOpedia of Educa-
tfl.cnal Research - 1960 (New York: Macmillan Company), p. 1529.

3. A. A. Lumsdaine and Robert Glazer (Editors),
Teaching Machines_gnd Programmed Learning (Department of Audio-
Visual Instruction, National Education Association or the
United States, 1960), p. 25.

In contrast to this, teaching aids commonly used
in the past, including text books, audio-visual materials,
television, tape recordings, and the like are concerned only
with the presentation phase of the teaching process unless
there is substantial teacher involvement both before and
after presentation.

This line of demarcation seems somewhat vague, and
it appears that any of these devices (those that have been
known formerly as teaching aids as well as the newer devices
commonly called machines) can be considered "learning aids."
However, the effectiveness of any of them will always depend
on whether or not they are used in such a manner as to include

the complete learning cycle as previously pointed out.

History and Development of the New Learnigg Aids

Certain children's toys developed before the turn
of the preSent century are found to be the antecedents of
these new devices. However, the actual development of
machines for teaching or learning followed the objective
testing movement in the educational field.

Dr. Sidney L. Pressley, the pioneer in this field,
as early as l9lb believed he could conserve the benefits of
(nomprehensive frequent testing by the development of mechan-
ical devices that could do the routine work of presenting

:naterial, recording student responses, and informing the

student as to correctness of responses. Later with his
students he developed about a dozen such devices.
One of his first machines was described in a
paper presented at the meetings of the American Psycholog-
ical Association in Washington in December, 192A, and was
subsequently exhibited in an improved form at the 1925
meetings of the same organization. This machine, about
the size of a typewriter, had at the front a window through
which could be seen a question with four multiple choice
answers. At one side were four keys. One of these keys
would be pressed by the operator to indicate his selection
of the correct answer. The pressing of the key would
bring before the window the next question. The apparatus
counted the correct responses on a counter at the back of
the macnine. If the operator so desired, by lifting a lever
at the back, the machine would not present the next question
until the key was pressed that would give the correct answer.
In an article appearing in the 1927 issue of
"School and Society," Pressley described another machine
which, with a little different mechanism, produced approxi-
mately the same results, except that the Operator could not
go on to the next question until the one before him had been

Ll.
answered correctly.

 

4. Lumsdaine and Glazer, op. cit., p. 42.

Some of Pressley's devices were of a punch board
type with colored carbons which would reveal to the student
or teacher the number of correct responses at the close of
the test.

Validated studies made of these machines in their
use in the class room really proved to Pressley and his
students that these devices could be used effectively to
assist the student in the learning process and free the
teacher of the responsibility of tiresome drill work. How-
ever, perhaps because it was during the depression period
these devices did not seem to stimulate the interest of many
educators. In 1932 Pressley himself indicated his discour-
agement in the following statement,

The writer regards the entire field touched

upon in these studies as almost wholly un-

explored....Fanciful though some of these

may seem, there is good evidence to suggest

the possibility of each one of these things.

The problems of invention are relatively

simple; with a little money and engineering

resource, a great deal could be done. The

writer has found from bitter experience that

one person alone can accomplish relatively

little, and he is regretfully dropping fur-

ther work on these problems. But he hopes

that enough may have been done to stimulate

other workers, thgt this fascinating field

may be developed.

Lumsdaine suggests that perhaps one reason these

early devices did not prove popular was due to the fact that

 

5. Harris, 0p. cit., p. 1529.

they were conceived primarily as testing devices and second—
arily as teaching devices.

Little if any further work seems to have been done
in this field until World War II. At this time, a shortage
of instructors in the armed services brought about a wide use
and rapid development in mechanization of instruction. This
was chiefly in the field of perceptual-motor skills—~such as
flying air craft, operating a radar set, and firing at a
moving target. Most of these training devices simulated actual
equipment in display of information necessary for correct
Operation of controls.

The post-war period found the armed services also
using training devices for the teaching of cognitive skills.
It was not until about 1955 that industry and other civilian
agencies started developing such devices for training of
employees as equipment became more complex and qualified
personnel less available. In the educational field progress
was slower. The Revgew Of Educpplonal Research published in
April, 1956, did not make one reference to a training device
or teaching machine.7

In the last decade Skinner developed about five
distinct types of training devices that duplicated features
and functions of the earlier devices. His greatest contri-

bution is in the field of programming material for machines

 

b. Lumsdaine and Glazer, op. cit., p. 42.

7. Harris, Op. cit., p. 153p.

IO

and he stresses the principle that more effective learning is
Obtained if the learner composes his own responses rather than
go through the process of selecting his response from a set of
alternatives.

In recent years machines ranging from comparatively
simple devices costing twenty dollars and less to complex
electronic, optical, or electro-mechanical devices wnich may
be priced at a cost of hundreds of dollars have been developed.
It is hOped that through experiment and research with elec—
tronic machines it may be possible to develop machines which
will have a wider range of instructional capabilities with less
extensive programmed materials. This would reduce the cost and
make the machines more practical. It would seem that education
is really at the dawn of a new era in this field. It would be
premature to make definite predictions for the future, but most
authorities seem to feel that automation in this field is here
to stay, and that educators will make a mistake if they do not
make the most of this opportunity. The wise use of these
machines may well be at least one answer to the problems facing
education at this time.

Douglas Porter in "A Critical Review of a Portion of
Literature on Teaching Devices" included in Lumsdaine and
Glazer's book makes the only attempt WhiCn the writer was able
to find of classifying the new types of learning aids that have
been produced up to this time. However, he cautions the reader
that his classification which follows is not perfect and that the

correct category would depend on how the device was used:

1.

11

Types of Teaching Aids and Devices8

 

 

 

Models
motion pictures
Motion picture loop
(/Tisual Opaque projector
Orthographic projector
Stimulus Devices Printed devices
(PrOViding learning Still film pictures
content without assur-
ance that the learning Phonograph
process will be Auditory Public Address
carried out) Radio
Tape
Audio—Visual Sound motion picture
Television
Kiactile Braille
Abacus
Response Devices Code typewriter
(Gives student op- Data Counting devices
portunity to practice Manipulators Desk calculator
responses. May also Typewriter
be used to gather,
record, and transform Alertness indicator
coded data in regard Automatic test scores
to nature of responses. Data Classroom communicator
Provides no stimulus Gatherers Galvanic skin response
information) indicator
Recorder
Add—a-part films 8: tapes
Simulators Dearborn reading film
( Electronic flight
Stimulus-Response simulators
Devices
(More nearly repro- Pressley multiple Choice
duces the cnarac- Chemical paper
teristics of teaching Immediate Electric answer book
required for effi— Reinforcers Punch board
cient learning) Skinner device

Trigger squeeze indicaunr

Memory drum
Metronome
Metronoscope
\\Pacers Reading accelerator

 

Reading film
Tachistoscope

 

8. Lumsdaine and Glazer, Op. cit., p. llb.

12
To Mechanize, or Not to Mechanize?

The new teaching aids, like most new developments,
have been met with some resistance in the educational field.
Authorities indicate that some teachers fear they may be
replaced by machines. There are critics who feel that costs
are prohibitive. However in all printed materials found on
the subject of teaching machines, the writer was not able to
find an article that discredited them. The chief limitations
seem to be human rather than tecnnical.

Eugene Galanter from the University of Pennsylvania
indicates their possibilities in this statement:

The devices are available; there is some intelli-

gence around that can write programs for them and

we cannot afford to spend time discussing whether
or nOt it is possible. Meanwhile, by capitalizing
on the practical reliability OI Aids, we can also
learn something more about our structure and Char—
acteristics as human beings.9

The problem of programming or preparation of material
for learning aids requires training and real insight of the
learning process as well as knowledge of the subject. Skinner
points out that the success of these aids depends on the
materials used in them. Glazer has shown concern in this
statement:

We are in the situation OI having shells with

no innards. Once programmed learning sequences

are prepared in various subject matters that

teach better than existing methods an educa-
tional revolution may not be far behind....

9. Eugene Galanter (Ed.), Automatic Teachinge—The
State of the Art (New York: Jonn Wiley and Sons, lnc., l959hgi9.

13

Learning programs based upon even our present
knowledge can scarcely fail to be an improve—
ment over anachronistic methOds OI teaching
certain subjects by lecturing to large groups
with little Close control or studgnt behavior
in acquiring the subject matter.1

it is OI interest to note that practically all

authorities feel that through the use of these devices the

best possible research can be done and our knowledge of how

learning takes place will be greatly increased.

Blyth partiCipated in an experiment conducted at

Hamilton COIIege in whicn a Class in Logic was taught through

the use OI a machine combined with lectures. He indicated

that they found many advantages and no disadvantages. The

advantages he described included the following:

1.

Class efficiency increased one—third. Material was

covered in two hours class work per week that had

previously taken three hours. This was due to the

fact that no time in class was wasted on routine
checking or drill with unprepared students. Work on
programmed material was the ticket of admission to
class.

Individual differences were not entirely removed but
every student was close to mastery.

Fewer private conferences were needed because concepts
were learned by the individual at his own speed, through

drill work required with the machine.

 

lO. Lumsdaine and Glazer, Op. cit., p. 29.

14

A. The interest in the subject increased and morale was
improved.

All tests have not prove as successful as this one
presented by Blyth, but in practically all cases where studies
have been made, the degree of learning has been as high or
higher and the work has been done in a shorter period of time.11

Even though the cost of such teaching proves
expensive, it is possible that quality and time saved may
over balance this cost. It is also felt that as machines are

developed which have a wider use and as programming becomes

more efficient costs will be cut considerably.
Learning Aids gn Cooperative Extension Teachipg

Cooperative Extension, like other educational insti-
tutions, has the problem of working with larger numbers of
people without an increased staff. At the present time there
is also a demand for subject matter of greater depth in con-
trast to the "how-tO-do—it" projects of the past. With the
possibility of the Continuing Education programs being com-
bined with Cooperative Extension, such problems would certainly
not decrease and in most cases would logically increase.

There is a genuine need for research in the use of
the new learning aids in our Extension Service. Many of these

machines may have been designed for use in public schools and

 

ll. Lumsdaine and Glazer, Op. cit., p. 404.

15

colleges, but with research it may be found that they can
also be adapted to extension's teaching situations.

In A Guide to Extension Programs for the Future
this statement is made:

All teaching procedures must be continously
evaluated and improvements made in light Of
the evaluation. Extension will need to take
initiative in testing the usefulness of new
methods and new mass media, and also in
systematically eXperimenting with altegnative
ways of using older methods of media.1

Increased adult education appears to not be a
passing fad but a trend that will continue. The Report of
the National Conference of Professors of Educational Admin-
istration indicates this in the following statement:

We believe that a life long participation in
individual and cooperative educational activ-
ities will become a significant pattern of
living for people of all ages, capacities,
and interests during the age of automation
ahead.

As educators in other fields have indicated the
machines are available. The manner in which the Cooperative
.Extension Service meets this challenge may well play an im-
portant part in deciding the future of the COOperative Ex—

tension Service.

12. H. L. Ahlgren and C. B. Ratchford (Eds.), A Guide
:29 Extension Programs for the Future (The Agriculture Extension
Seirvice, North Carolina State College, Raleigh, North Carolina,

1959), p. 48.

13. Automation--Its Meaning for Educational Adminis-
EEQJELQQ, A Report of the National Conference of Professors of
Edufinational Administration, Tenth Annual Meeting, University of
Arkftnsas, Fayetteville, August 2b-3l, 1954 (Bureau Of Publica-
tiCU1s, Teachers College, Columbia University, New York, 1957),

Do 523.

CHAPTER III

PROCEDURE

Mechanical Learning_Aid

The machine used in this study is being perfected
by the Needs Corporation of Jackson, Michigan. It consists
of a small, compact automatic slide projector which is
equipped with a cartridge capable of holding a total of
thirty-six 35 mm slides. With this projector a tape player
is used. As the tape is played, it activates the automatic
slide projector so that the slides are synchronized with the
message delivered from the tape. Two complete sets were

furnished for use in making this study.

Specialist and Home Agent Cooperation

 

In order to carry out this study in a normal Ex-
tension situation, the cooperation of an extension Specialist
and a home demonstration agent of the Michigan Cooperative
Extension Service was secured.

The specialist when contacted was scheduled to
hold a training meeting for the leaders of Home Demonstration
Clubs in the home agent's county in April on the topic
"Building for Family Security." This was a lesson of con—
siderable depth giving the general principles which should

be considered in deveIOping a savings plan for the family,

17

as well as going into detail on two specific types of invest-
ments--home ownership and stocks and bends.

The home agent agreed to divide the leaders of her
thirty-one Home Demonstration Clubs into two groups. Plans
were made to have the leaders of fifteen clubs attend the
first training meeting to be held on April 4 and the leaders
of the remaining sixteen clubs attend a second training meet-
ing to be held on the following day, April 5.

Group I or those attending the first day would be
trained by the specialist in the usual manner, while Group II
would be trained with the use of the teaching machine by the
home agent and also be taught how to use the machine in giving

the lesson to their respective groups.
Programming of subject matter

After the preceding over-all plans were made, the
writer with the specialist planned the 30 slices to be used in
illustrating and emphasizing key points of the narrative to be
taped. The plans for these slides were reviewed and improved
by Mr. Veedendaal of the nichigan State Audio—Visual Depart—
ment before they were prepared by the same department. The
first slide showed the specialist holdingeiposter giving the
title, ”Building for family Security," and the script was
taped using the specialist's voice. As she is known by many
club women, it was felt that the use of her picture and voice

would make it more acceptable and the persOnal touch would not

18

be lost. Examples of slides are to be found in Appendix E.
The cost of preparing the set of 36 slides was p225.30.

The specialist prepared the script for the tape
including the same subject matter as would be used in her
lecture for the Traditional Method. A few introductory
paragraphs of this script are to be found in Appendix E.

The three tapes prepared were furnished by the
Needs Corporation and prepared by the Audio-Visual Center
of Michigan State University.

A complete set of these slides with the tape is
on file with this thesis at the nichigan State University

Library.
Questionnaires

The writer prepared a Questionnaire covering the
subject matter to be used with the presentation of the lesson
"Building for Family Security." This test was to be given to:
(l) leaders of both Group I and II before and after training,
and (2) all Home Demonstration Club members before and after
the lesson was presented to them by their leaders. This ques-
tionnaire included four questions requiring a response in the
cooperators own words, and twenty true—false questions. The
questionnaire to be used following the presentation of the
lesson also included six questions pertaining to the coopera-
tors age, marital status, children, educational background

and years of club membership. Questionnaires were numbered

19

so that each COOperator would fill out two questionnaires
carrying the same number in order to facilitate comparisons.

A second questionnaire was prepared for leaders of
clubs using the mechanical learning aid in order to secure
their reaction to a lesson presented with the use of this
method. Copies of these questionnaires may be found in
Appendix A.

In validating questionnaires, Extension staff mem-
bers in Home management and Sociology were consulted. Pre-
testing was done with non-extension homemakers living in a

Married Housing Unit of the University.
Training Meeting for Leaders of Group I

The specialist conducted the training for Group I
on April 4 using an informal lecture and discussion method.
A flannel graph was effectively used as a visual aid. Follow—
ing the presentation of subject matter, the group was divided
into two sections and each given a description of a family
situation. Each group was instructed to discuss the given
situation and work out a tentative savings plan for the family
described. After the group discussion a recorder from each
group gave the entire group a summary of the problem and their
suggested solution.

Aids given the leaders to assist them in presenting

the lesson to their groups included:
1. A leader's outline.

2. A leader's suggestion sheet.

20

3. Problem sheets as used in the training.

4. Extension Bulletin 340 — Family Investmentall+

5. A pamphlet - What Everybody Should Know About This Stock
and Bond Business.15

Copies of the first three aids listed above may be
found in Appendixes B and C.

The questionnaires were distributed before and after
the training period to the nineteen leaders present, and approx-
imately fifteen minutes were used for their completion. It was
explained to the leaders that two different methods of training
were being used that month and that the questionnaires were a
test of methods rather than their ability.

Leaders were also given copies of the questionnaire
to be used at their local meetings and to be filled out by club
members in the same manner. They were asked to return them to

the local extension office or to mail them to the writer follow—

ing their local meeting.
Training meeting for Group I;

When Group II composed of twenty-five women was
trained the following day, April 5, the home agent conducted

the meeting. Leaders completed the questionnaires before and

 

14. Lucile Ketchum, Family Investments, Extension
Bulletin 340, Cooperative Extension Service, michigan State
University, East Lansing, Michigan, 1959.

15. What Everybody Should Know About This Stock and
Bond Business (Merrill Lynch, Pierce, renner, and Smith, Inc.,
New York?, 1960.

 

21

after the presentation of the subject matter as on the pre-
ceding day. The training consisted of presentation of the
subject matter using the tape and slides with the machine.
This was followed by a question-answer period, then the
group divided for consideration of the problems as at the
first training meeting.

The meeting concluded with a brief training session
by the agent on the use of the tape player and slide pro—
jector. Leaders were informed that two complete sets of
equipment, including the slide projector with slides, tape
player with tape, and projection screen with detailed in-
structions for use would be available at the extension office
when each club held its meeting.

The same circulars and problem sheets were dis-
tributed to leaders of this group as at the first training
meeting along with a different leader's outline. A copy of
the leader's outline for this group may be found in Appen-

dix B.
Assembling of Data

The writer scored the questionnaires filled out
before and after the presentation of the lesson "Building
for Family Security" by:

1. Group I leaders

Group II leaders

2
3. Club members taught by Group I leader
4 Club members taught by Group I leader

22

The mean difference in scores made between the first
and second questionnaire for each of the four groups listed
above was secured.. Then a statistical test (t test) was used
to determine if there was a significant degree of difference
in scores resulting from the use of the two methods in the case
of the leaders as well as the members.

Data secured on the special questionnaire for leaders

using the Mechanical Learning Aid nethod were also summarized.
Other Data Secured

In June, after all questionnaires had been returned,
a letter of thanks was written to each cooperating club in
care of the leader. At the same time each leader was asked
to answer two questions typed on the back of a self-addressed
post card. These two questions asked the leader to estimate
the amount of time spent in giving the subject matter for the
lesson "Building For Family Security," and the amount of help
that they felt club members had received from the lesson. A
copy of the post card questionnaire is included in Appendix A.
Facts obtained from this follow-up post card questionnaire

were summarized.

23

CHAPTEh IV
PRESENTATION OF DATA
Group I - Traditional Training method

The two Questionnaires, one given before and one
given after presentation of lesson subject matter, were
completed by each of the 19 leaders attending the first
training meeting which was conducted by the use of the tra-
ditional training method by the specialist.

The mean score of the leaders in the pre-test was
39.00, and 47.58 for the post-test, resulting in a mean dif~
ference of 8.58.

The 96 club members to whom the lesson was pre-
sented by the above leaders, using the Traditional method,
scored a mean of 33.39 in the pre—test and 36.59 in the

post—test. The mean difference was 5.21.
Group II - Mechanical LearninggAid method

The 24 leaders attending the second meeting were
trained by the home agent using the mechanical Learning Aid
Method. They also completed the two questionnaires, one
before and one after receiving the training. The mean score
of this group in the pre-test was 34.79 and in the post-test

44.17, resulting in a mean difference of 9.38.

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26

One hundred twenty-five club members to whom the
lesson was presented by the above leaders using the mechanical
Learning Aid Method also completed the two questionnaires.

The mean score for the pre-test was 35.59. The mean score
for the post-test was 42.61, resulting in a mean difference
of 7.02.

Data for both groups are summarized in Table 1 which

follows. A more detailed breakdown of these data may be found

in graphs given on pages 24 and 25.

TABLE 1

SUMMARY OF MEAN SCORES, MEAN DIFFERENCE AND
t—VALUES FOR LEADERS AND MEMBERS OF GROUP I AND II

 

 

 

Leaders members
Group I Group II Group I Group II
(Tradi~ (Learning t-value (Tradi- (Learntg; t-value
tional) Aid) tional), .Aid)
Pre-test 39.00 34.79 33.39 35.59
Post-test 47.58 44.17 38.59 42.61
Mean Dif- ,
ference 8.58 9.38 1.76* 5.21 7.02 1.86*

 

* Not significant at the 0.5 level.

Statistical Test

Using the statistical t-ratio test, the t value for
the mean difference in leaders' scores with the use of the

two methods was found to be 1.76 for leaders, and 1.66 for

27

members. Although the average mean difference in scores for
both leaders and members was greater when the mechanical
Learning Aid Method was used, this difference was not sig—
nificant at the .05 level. Consequently the hypothesis was

disproven.

Group II Leaders Questionnaires

Fourteen leaders of Group II who presented the
lesson to their club groups using the Mechanical Learning

Aid Method returned completed questionnaires on use of this

method.

The summary of this questionnaire by questions
follows:
1. Twelve leaders (86 per cent) reported that they did not

have any mechanical trouble in using the projector and
tape player. Two reported that they did have trouble...
the projector did not work automatically.

2. No other problems were encountered by the leaders in
presenting the lesson.

3. Eleven leaders who had previously served as leaders for
their clubs reported that this method required less
preparation time on the part of the leader than the
traditional method.

4. The response of club members to this method of lesson
presentation was reported as follows: two clubs did not
like it, two did not show any special feeling about the

method, and ten (71 per cent) enjoyed it.

.. h, “if A

H at”.

1‘“:

Alumna

28

All but one leader felt that club members were able to

learn as much by this method of presentation as with

the traditional method.

Five leaders indicated that they would like to use this

method of presentation often, eight preferred to use it

occasionally, and one club did not wish to use it at all.

The following is a summary of further reactions of the

leaders in regard to the use of this method.

a)

b)

0)
d)

e)
f)

s)
h)

3)

1)

Wished they could stop the machine at intervals
for discussion (5 clubs).

Did not like music with the voice.

Disliked absence of the personal touch.

Club responded better than had been expected and
some were able to pick out things which seemed to
fit their own needs.

Each slide left on too long.

Difficult to sit still for so long.

Some members became drowsy.

Attention wandered.

Less trouble (for leaders) as far as interruptions
were concerned.

Very interesting to present.

Felt it was rather boring.

Members were more quiet.

29
Leaders Follow-Up Questionnaire

Twenty of the thirty-nine leaders to whom the
follow-up questionnaire was sent returned the completed
questionnaire.

In answering question one of the questionnaire
in regard to the amount of time spent in presenting the
lesson to their respective clubs, they answered as follows:
3 leaders - 16 to 30 minutes; 6 leaders - 31 to 45 minutes;
3 leaders - 46 to 60 minutes; 3 leaders - 61 to 75 minutes;
and 3 leaders - over 75 minutes.

Question two asked leaders to estimate the amount
of help provided to members by the lesson. They reported
as follows: large - 0; fairly large - 4; moderate - l4;
fairly small - l; and small - l.

A procedural difficulty made it impossible to
identify respondents as to Group I and Group II, but since
the Learning Aid Presentation was of a forty minute dura-
tion it may be assumed that respondents who indicated having
spent less than forty minutes on the lesson used the Tradi—
tional Method.

The relationship between the time spent by leaders
in presenting the lesson and the amount of help received by

members is shown on the graph given on page 30.

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onE 3 — THE RELATIOAShlP BETAEEN TlmE SPENT AND
hELP nECEIVED FnCA LESSON
Large Fairly .Mxmraua Fairly Small
Large Small

31

Limitations of Study

It should be taken
study is limited in a number
1. The groups used for the

locality.

2. One mechanical learning

into consideration that this
of ways:

study were of one county or

aid, the automatic slide

projector-tape player combination, was used.

3. The lesson presentation was the work of one specialist.

4. Only one set of tape and slides was used.

5. The novelty appeal of a study situation, as has been

shown in the Bank Wiring Observation Room Group_Study

made by Roethlesberger and Dickson, could be significant.

4.3. ..3._.a.....:..........,._.. 3.1.1..

32

CHAPTER V

SUMMARY, CONCLUSIONS, AND IMPLICATIONS

Summary

This was a study to test the relative change of
knowledge of Home Demonstration Club leaders and members
resulting from the use of the following two methods of sub-
ject matter presentation:

1. Traditional Method using lectures and discussion.
2. Mechanical Learning Aid Method using an automatic
slide projector and tape player.

The copperation of a specialist and county home
agent of the COOperative Extension Service of Michigan State
University was secured in order to carry out the study in a
normal extension situation.

The specialist was scheduled to hold a training
meeting for leaders of Home Demonstration Clubs in the agent's
county on the topic "Building for Family Security." This was
a lesson of considerable depth covering the general princi-
ples involved in family financial planning and going somewhat
in detail into two areas of family investment (home ownership
and corporate securities).

The home agent divided the leaders of her thirty-
one Home Demonstration Clubs into two groups. Group I was

trained using the Traditional Method and Group II was trained

33

using the Mechanical Learning Aid Method. Leaders in turn
agreed to use the method by which they were trained in pre-
senting the lesson to their respective groups.

The first leaders training meeting for leaders of
Group I was conducted by the specialist using the Traditional
Method. The subject matter was presented by use of lecture
and discussion, with a flannel graph presentation of illus—
trative material. The entire meeting was completed in three
hours.

At the second training meeting held for leaders of
Group II, the home agent trained the leaders using the Mechan—
ical Learning Aid Method. The tape and slides used with the
machine were planned by the specialist and writer and pre—
pared by the Audio—Visual Center of Michigan State University.
They included the same subject matter as was given by the
specialist's lecture at the first training meeting. Leaders
were also trained to operate the tape player and slide pro—
jector. This meeting also required three hours time.

Leaders attending both training meetings were asked
to complete a questionnaire based on knowledge of subject
matter included in the lesson. Each leader completed the
questionnaire twice--once before receiving training and once
following the training. The same questionnaire was also com—
pleted twice by each club member who attended club meetings

held by their leaders.

.m..1.m‘...x

.alhm ti :4 was 1 .711.

34

Leaders of Group II were also asked to fill out a
third questionnaire after presenting the lesson to their
clubs using the Mechanical Learning Aid Method. The purpose
of this questionnaire was to get the reaction of both mem-
bers and leaders to this method.

After the first three questionnaires had been
returned, a letter of thanks was sent to each leader which
included a self-addressed post card asking two further ques—
tions: (1) The amount of time spent in presenting the lesson
at the club meeting, and (2) the amount of help the leader
felt had been derived by the members from the lesson presen-
tation.

The subject matter questionnaires for both leaders
and members when scored showed the mean difference between
pre-test and post—test scores to be slightly higher when the
Mechanical Learning Aid Method was used. However, this differ-
ence was not found to be significant at the .05 level.

The questionnaire completed by leaders who used the
Mechanical Learning Aid Method in their clubs indicated that:
l. Leaders eXperienced few mechanical difficulties.

2. The method required less preparation time on the part of
the leaders than the Traditional Method.

3. Seventy—one per cent of the club members appeared to
enjoy this method.

A. Leaders would enjoy using this method occasionally.

5. Most adverse criticisms of the method were of the type

35

that might be overcome through a better knowledge of
programming methods and principles on the part of the
programmer.

The follow—up questionnaire indicated that although
.the average leader spent 46 to 60 minutes presenting the les-
son subject matter, only a moderate amount of help was secured
by members from the lesson. However there was a slight indi-
cation that a shorter period of presentation resulted in a

greater amount of help to the members.
Conclusions

The data obtained in this study show that leaders
and members receiving subject matter through the use of the
Mechanical Learning Aid Method scored higher in the mean
difference between pre-test and post-test than leaders and
members receiving subject matter through the Traditional
Method. Although this difference is not significant, it
provides evidence that in this type of situation the Mechan-
ical Learning Aid Method is at least as effective as the
Traditional Method.

The reports from leaders who used the Mechanical
Learning Aid Method reveal the following facts:

I. Eighty-six per cent of the leaders had no mechanical
problems when using the automatic slide projector and
tape player. The problem met by fourteen per cent

could easily be remedied through additional training

36

or more thorough training. Leaders would undoubtedly
become more skilled in the use of the machine through
experience.

2. All leaders who had previous experience as leaders
indicated that the mechanical Learning Aid Method of
presentation required less preparation time on their
part.

3. Seventy-one per cent of the leaders indicated that
their members enjoyed this new method of presentation.
As the writer and specialist involved in preparation of
the tape and slides had no previous experience in the
programming of subject matter for this type of presen-
tation, they feel that through training in this field
the criticisms given of this method could easily be
overcome through presentation of less subject-matter
material in one lesson which would result in a shorter
tape with a more frequent change of slides.

Information obtained through the follow—up
questionnaire indicates that as a result of this lesson
most leaders felt that only a moderate amount of help had
been provided, regardless of the length of time spent in
presenting the lesson. However, there was a slight indi-
cation that more help was provided when the presentation

was of shorter length.

.4.............._S..u__4 3.5:... 3:5...»

3?

Implications

From the results of this study a number of impli-

cations for extension work can be suggested:

1.

Programmed lessons to be used with Mechanical Learning
Aids if used occasionally could be a means of relieving
specialists from the time-consuming task of conducting
numerous training meetings on a county level which are
so often required when subject matter of greater depth
and scope is requested. More time would then be avail—
able for production of new materials. -
Programmed materials as prepared by the specialists
could be a means of strengthening the training of lead-
era as presently carried on by the specialists and agents
as well as the strengthening of leaders' presentations
in their clubs.

A stock of programmed lessons prepared in the various

areas of Home Economics and Agriculture for different

age levels could result in:

a) Reaching far beyond the organized extension groups
that the average county agent is able to serve by
making the material available to the public in
general and for use on TV programs.

b) Making it possible for individual community groups
to carry out a program to meet their special prob-
lems. (County programs cannot always meet the needs

of smaller groups.)

38

0) County agents being able to spend more time train-
ing leaders in effective use of programmed materials.
(How to conduct discussions, etc.)

d) An exchange between states as is now done with
bulletins.

Preliminary to the preparation of programmed materials

by specialists, thorough training in programming would

be necessary to insure high quality programs.

There is need for additional research in regard to pro-

gramming of lessons to be used with mechanical learning

aids in regard to:

a) Costs

b) Most effective timing for greatest degree of learn-
ing. (There is indication from this study that
lesson presentations should be shorter.)

There is also need for continued research with other

types of mechanical learning aids to determine the most

effective teaching methods.

APPENDIX A

39

 

4:3 .“38......_......_.:. 31.1.7\

// 3
BUIIDING FOR mam SECURITY *0

To help us determine how effective our teaching
methods are, we would like to have you again fill
out this questionnaire. We are not testing you;
we are testing ourselves.

Part1

1. There are a number of ways of saving and making investments that are
available to the average family. List as many as you can.

 

 

 

 

 

 

 

2 . Families should consider different things in deciding whether or
not an investment or method of saving is wise for them. What
things would you consider in making such a decision for your family?

 

 

 

 

3 . What points would you consider important when deciding whether or not to
invest in a home?

 

 

 

 

4. What family circumstances would justify investment in the stock market?

 

 

 

 

(17;, Jag. .13... in.
L , T... ~ia.u.._q arid-.1"

 

 

(1)

True

(2)

False

 

Part II 41
TRUE - FALSE summons

If you understand the statement please check it true
or false whichever you believe to be correct. 1£_you
do not understand the statement check column L1)_gn;yg

(3)
Do.not

understand

terms or
question

5.

10.

11.

There is one model or plan for saving that can be
followed by all families.

A.wise use of a family emergency fund would be to
invest it in real estate.

High income and a high degree of safety are not
likely to come with one investment.

Series E Savings bonds are a good investment for
the small saver.

A.home of your own is a "must" in every family
security'plan.

A real estate loan may be covered by a.mortgage
against the real estate as security for the loan.

As a stock holder you are a creditor and you
have first claim.to the profits of the company
for the interest payments specified by your
stock certificate.

There is a place for corporate securities
(stocks a‘bonds) in.family investment plans--
but not for every family.

As a stock holder of a company you share in
whatever profits there are after the creditors'
claims are paid.

A.house that has been in.use a few years may
be a better buy than one that has just been built.
1

Investment or savings plans for your family
.must be made in relation.to your own goals,
resources, and capabilities in order to be

successful.

- 7
..1J

in. .--

um.

 

(1)

(2)

False

(3)
Do not

understand
terms or
question

16.

17.

18.

19.

20.

1+2

The term "liquidity" in relation to a means of
saving refers to safety.

The man who owns his home, some life insurance,
a savings account, his grocery store or his farm,
and several government bonds has diversified his
investments.

Mortgage terms are determined entirely by the
particular lending agency concerned.

As a bond holder you are really "part owner“
of the company.

As a stockholder you will always receive the
same income from your investment.

A broker acts as an agent for persons wishing
to buy or sell stocks. His earnings are from
commissions which he charges on both purchase
and sale of a security.

Safety of an investment refers to how quickly
you can "get at" it.

Prices of preferred stocks are not likely to
fluctuate as mch as those of cannon stocks.

Bonds w dividends at a fixed rates.

Part III 1+3

The information obtained from this questionnaire
can be more useful in planning programs for the
future if it is related to certain other factors
regarding club members. Will you please give the
following information:

Please check ('y) the age group in which you belong.

25 years or under 45 to 54 years
26 to 34 years 55 to 64 years
35 to 44 years 65 years or over

 

 

 

 

 

writal status--please check (V) the group in which you would
be included.

Married
Widowed -'or divorced

Single
a. How many children do you have?

 

b. How many of your children that are dependent on you for financial
support are in each of the following age groups?

Under 5 years 10 to 14 years
5 to 9 years __ 15 to 19 years __
20 to 24 years

 

 

Please check (V) the statement that will show your educational background.

4 years high school
1 to 3 years college
4 years or more college

7th grade or less

8th grade

1 to 3 years high school
Other schooling, specify

 

 

 

 

 

 

Please indicate whether or not you work away from home for pay. Please
check (V) the answer that fits you best.

NO, not at all
Full time (35 hours or more per week)
________ Part time (less than 35 hours per week)

 

Please check (‘4 the number of years you have been a member of a Home
Demonstration Club.

Less than 1 year
1 to 5 years

6 to 10 years

11 to 15 years
over 15 years

 

HH

leaders Questionnaire an
(To be filled out by each project leader.)

We would like to know just how you feel about using the teaching machine in
presenting the lesson "Building for Family Security" to your club group. By
answering the following questions you can help us to know what your experiences
were. Please answer an the questions.

1.

Did you have any mechanical trouble when using the teaching machine?
Yes___ No If you checked "yes" above please explain what trouble

youhad.

Did you have any other problem in presenting this lesson? Yes
No____ If you checked "yes" please explain the problem you experienced
below:

Have you previously served as a project leader for your club? Yes
No_____ . If you have checked "yes" above please check one of the

following to show the amount of preparation this method mquired of you:
(1) Marc preparation time required than usual
(2) Abmtthesameamountofpreparationtimerequiredasusual
(3) loss preparation time required than usual

 

 

 

 

What did you feel was the response of the majority of the club members
to this method of presentation? Check (V) one of the following:

(1) They disliked this presentation method

(2) They showed no special feeling about this method of presentation____
(3) They enjoyed this presentation method______

Do you feel that the majority of the club members were able to learn as
much by this method of presentation as if you had used methods followed
in the past? Yes . No .

 

 

As a project leader would you prefer to use this method of presentation.

(check (I!) ) :
Often
Occasionally
Never

 

 

If you have em special reaction to this method of presentation that has
not been included in preceding questions, please give your reaction in
the following space.

|

Follow-up

Questionnaire

 

LWhatie youreetimateodtheamouatoitime Winner
club for the presentation of the lesson "Building (or Family

 

Security"? (check one)
'13 min. new 301» 45 Mo 61 ten
or less minutes utee minutes

over 75
minutes

 

 

 

l

T
l

 

w

 

 

 

by thie lesson was:

!

 

[Lem

2. In the opinion of your club group theLmount of help provided
‘ (check one) .

IFairly Lar e [Moderate 1Fairly Small [Small I

l r

JJ*

APPENDI X B

BUILDING FAMILY SECURITY 47

“an. n

Lucile Ketchum
Extension Specialist in
Home Management

I Michigan State University
Cooperative Extension Service
Home Economics

Leaders ' Lesson Outline

Recently I heard a widowed mother say that a sizeable part of her investment
funds are in her son, who is finishing a long period of professional training. She
went on to remark that parents today would be considered old-fashioned to talk about
dowries for their daughters -- but that modern parents commonly invest a much larger
share of their lifetime earnings in education (for both sons and daughters) than

ever went into a daughter's dowery in "olden days".

Providing education for children is one of the first things that a group of
parents will mention whenever discussion swings to family savings goals and plans
for financial security. Retirement income, funds for travel, health protection,
pursuit of hobbies -- many more goals and dreams come out as any group talks about

investment plans and financial security.

Goals, accomplishments and resources shift as the young couple becomes a
family, matures and grows old.

Throughout the life of any family, a successful investment program will be
adjusted in relation to all these things, and to many more -- changes in family size,
health of individuals, changing family resources, economic changes in the world, and

80 on.

I. "Typical" adjustments related to family differences and place in life cycle.

a. A young farm family.

b. A middle aged factory worker's family.

c. A 50-year old widow.

d. A young engineer, recently married.

II.

-2-

Principal ways to save and invest money.

C.

d.

f.

Savings accounts.

Government bonds.

Life insurance.

Annuities, pension plans.

Social security.

Investment in a home.
1. Preliminary planning,

including building

up capital for a down payment.

2.

-3-

Purchasing the home.
a. Financing the purchase.

b. Additional costs while home is being paid for.

c. Costs of owning your own home after it is paid for.

- h -

f. Investment in own business or farm.

g. Investment in other real estate.

h. Investment in corporate securities (stocks and bonds).
1. Characteristics of different types

Common Stock

Preferred Stock

Bonds

Investment trusts and mutual funds.

I“! x

3.

5.

- 5 - 49
Principle of deversification

Investigate before you buy. Get the facts -- don't depend
on "tips".

The place of corporate securities (stocks and bonds) in
individual and family investments.

The stock market

(a) Over-the-counter market.

(b) The stock exchange (organized.market).

(c) The commission broker.

(d) How securities prices are quoted.

Stock quotations.

Bond quotations.

- 6 -
III. Your family security plans - priorities.

a. First, beyond paying for current needs, comes building up an
emergency fund and providing protection for dependents.

b.~ Many people would place next home or farm ownership or own business.

c. Third comes investment to provide better family living.
1. Your investment plan will depend upon your goals, your
resources, your own experience and capabilities.

2. It may be a long term investment. Safety of principal is
important. Rate of return should be considered.in relation.
to safety or principal. Liquidity may not be important.

d.

January, 1961

- 7 -

Providing for retirement.
Safety or principal, dollar certain income, a hedge against
inflation are all points to consider.

5O

5 l
leaders Outline for Presentation of Les son

on

"Building for Family Security"

WW

Before meeting, teaching machine and screen should be secured from the
extension office.

Practice using machine at hone before the meeting.
Have extra pencils on hand for members who do not carry their own.

Divide work of giving lesson between leaders. A suggested division
might be for one leader to be responsible for the machine while the
other leader might be responsible for questionnaires, and group discus-
sion organization.

I

W

1.

2.

4.
5.

Set up machine before meeting.

Have all questionnaires, problem sheets, and circulars organised and
laid out ready for diotrdhation.

Have members fill out blue questionnaire and collect them as soon as
completed.

Please explaintothemembers thattheyshouldnotbeupset iftheydo
notknowtheanswers. InpartItheyshould answerwhattheycanbut

not to linger too long over am one question. In part II (true - false
questions) they should check all questions. Please ask members not to
discuss the questions with each other as they fill out the questionnaires.
m that they should not put their names on questionnaires.

Present lesson using the teaching machine.

Divide group into two sections . Give each group the problem sheets and
assign one problem to each group. Then ask each group to select a dis-
cussion leader and a reporter.

Under the leaders guidance ask each group to discuss their assigned prob-
lem and come to some tentative plan for the situation described. Limit
discussion time to ten or fifteen minutes. At the end of this time, the
groups would combine and each reporter should give a report of the
group's decisions.

Give out yellow questionnaire being sure that each members questionnaire

has the same mmber on the upper left hand corner as on the blue one
filled out at the Opening of meeting. Have members fill out questionnaire
as before. Part III should have every question answered. Collect
questionnaires as soon as they are completed.

52
7. Pass out circulars.

8. After the meeting (within a few days) fill out leaders questionnaire
(white) and mail it with members questionnaires in the self-addressed
envelope mrnished.

APPENDIX C

53

COOPERATIVE snowmen SERVICE 54
MICHIGAN STATE UNIVERSITY

ROBE DEMONSTRATION WORK
FAMILY INVES'DdEN’I'S
SUGGESTIONS FOR IEAI‘ERS

leader 1.

It would be a good division of responsibility for the first leader to present
the lesson through section V, g, "Investment in other real estate".

For the first part of section IV, ask the members of your group to name ways to
save mney or invest it. List these on the blackboard, adding any important ones

that may not be suggested by the group.

For the second part of section IV, demonstrate that there are various ways to
plan for family security by presenting briefly several family situations and possible
ways to build financial security. Following are suggested situations and diagrams.

 

Savings Bonds

 

 

 

 

1. Young farmer, with three young children.

hi
He has accumulated livestock and equipment and Farm Owners p

 

 

 

 

a. small savings account. He rents a farm on Life Insurance

 

 

shares . Savings Social Livestock
Account Security and Tools

 

 

 

 

 

 

 

Shares of Stock

 

 

 

 

 

 

Annuity Insurance

 

 

2. Middle aged factory worker. He has Home Ownership

 

his home nearly paid for, has two children

 

Life Insurance

 

 

 

 

nearly grown - one employed, one in college.

Social Security Savings Account

 

 

 

 

 

(9159)

’2' 55

 

. , Shares
3. Fifty year old widow, with grown children. 1 Investment trust

 

 

 

t t b bl to work to
She is employed.and expec s o e a e Annuity Insurance

 

 

 

 

age 65, when she will be entitled to social secur»
Home Ownership

 

 

1

 

 

ity payments. She owns her own home and has

$10,000 from insurance benefits. Social Security | Savings Account

 

 

 

 

 

 

Annuity Insurance

 

 

 

h. A.young 9011888 trained engineer shares of Stocks

with employment that is reasonably certain for Savings and Loan Shares ]

 

 

 

 

 

 

 

 

 

 

the future and gives promise of advancement. Life Insurance
lHe is married'but has no children. Savings Social Savings
Account Security Bonds

 

 

 

 

 

 

 

You might choose to discuss only one or two situations. It is important to make
it clear that these are possible plans and that there would be other ways any of the
families might choose. Use a flannel board and.strips of paper (with sand.paper on
the back) or draw the diagrams on the blackboard.

Leader 2.

Before procedding with discussion of the second half of the outline the second
Lleader should review briefly the different kinds of investments discussed and make it
clear that although we are discussing in detail only home ownership and securities,
'they are not necessarily the most important means of providing family security. These
'two have been given most attention because of interest expressed.by Extension Group
:nembers.

Plan to finish general discussion in time to break up into small groups of 3 to S
'to discuss the two family situations. Each group should discuss only one situation.
(Give directions: Pick a chairman and secretary, chairman.to be responsible for
discussion, secretary for reporting. Allow 10 minutes or less for discussion. Suggest
that secretary list points as they go along, so that she will be ready to report.
IBring the group back together promptly at the end of the time you have set and ask for
as many reports as you have time for -- at least one for each family situation.

Family Investments should be presented at an all day meeting or two afternoon or
evening meetings.

Lesson Materials Tb Take Home With You

Bulletin, Family Investments — l for each member

Leader's Lesson Outline - l for each leader

Suggestions for Leaders - l for each leader

Situation stories - The Smith Family and Mrs. Brown - l for each leader.
. Project Leader's Report - l for each group.

WPWMH

(9159)

APPEN DI X D

56

000me summon SERVICE 57
MICHIGAN STATE UNIVERSITY
Hons DmnNSTRATION womc

FAMIII INVESTMENTS
THE SMITH FAMILY

John Smith is 30 years old, married, has children 6 and 9 years old. He is a
skilled worker, earns $480 per month gross. The family's current expenses including
$90 rout, average about $400 per month. Mr. Smith's social security deduction of
$11.40 plus deductions for income tax and insurance bring his not monthly earnings
down to about $1515.00.

He figures that if he retires at age 65 his average earnings (which up to the
present time are abour $1.00 per month) will entitle him to madman benefit psymmts.
Under current social security regulations this would smunt to $127 a month for him-
self and $190.50 for himself and his wife when she reaches 65.

If he should die before retirement his wife might receive the maximum payment,
$95.30. If the children should be under 18 and she is caring for them she would
receive $25!..10.

Mr. Smith carries $5000 straight life insurance, prssdnms $100 per year. He
also has a group health and accident policy which covers the family. The Smith's
have $600 in a savings account, $200 in savings and loan shares. They are buying
Series E. Bonds—5 a year. They have invested $300 in the bends over the last two
and a half years. They have no debts except for a balance of $75 due on a washing
machine that was bought "on time" and a balance of $50 on a doctor bill.

What do you see as the Smith family's needs in providing for future security?
If you were the Smith's what goals would you be aiming for? What kind of savings
and investment progrm would you plan?

MRS. BRCNN

Mary Brown is 57, in good health. Her husband died recently, leaving her a
large and comfortable home, another house which rents for $65 a month, and insurance
policies mourning to $7000. Her grown children have different ideas about what she
should do. A son thinks she should sell the hone and spend her time with the child-
ren, going from one hone to the other. Another son thinks she should sell the home
and bw a smaller place. Her daughter hates to see her mother leave their family
home, but knows the $7000 won't last long and wonders how her mother can get elem.
Mary herself wants to stay in her home.

What do you see as Mary Brown's needs in providing for future security? What
are ems possible plans she could make with the resources she has?

Revised
J anusry, 1960

A
PPEN DI X E

58

59

OPENING PAHAGRAPHS 0F SCfiIPT FOR TAPE

Building Family Security

Slide 1.
Family financial security--what does it mean? For
most families, it means having something "laid by." It means

being able to meet day-to-day living eXpenses without too much
difficulty. It means feeling able to cope with financial
emergencies when they come along--the small, and sometimes not
so small, items that could "upset the apple cart." It means
looking forward to the vacation trip for the family, the day
when children will be in college and eventually the leisure of
retirement--and all this with the reasonable expectation of
being able to "foot the bill."

Financial security just does not happen. It comes
about through patient planning and through building block by
block over the years. There are a fairly limited number of
building blocks but families put them tOgether in different
ways.

Slide 2.

For example, here are the Hendersons--a young farm
family with three small children. They have accumulated live-
stock, equipment, and have built up a small savings account.
They rent a farm on shares.

Slide 5.

Their plan for building family security might look

something like this if you were to diagram it. Here would be

a savings account, social security, livestock and tools to

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BIBLIOGRAPHY

61

62
BIBLIOGRAPHY

Books

Galanter, Eugene. Automatic Teaching——The State of the Art.
Edited by the University of Pennsylvania. New York:
John & Sons, lnc., 1959.

Harris, Chester w. (ed.). Encyclopedia of Educational
Research-~1960. New York: Macmillan Company, 1960.

Lumsdaine, A. A. and Glazer, Robert (eds.). Teaching Machineg
and Programmed Learning. Department of Audio-Visual
Instruction. National Education Association of the
United States, 1960.

Other Sources

Ahlgren, H. L. and Ratchford, C. B. A Guide to Extension
Programs for the_Future. Raleigh, North Carolina:
The Agriculture Extension Service, North Carolina
State College for the various Agricultural Extension
Services and the U. S. Department of Agriculture, 1959.

Automation—-Its Megning for Educational Administration. Report
of the National Conference of Professors of Educa-
tional Administration. Tenth Annual Meeting, Univer-
sity of Arkansas, Fayetteville. New York: Bureau
of Publications, Teachers College, Columbia University,

1957.

Fry, Edward B., Bryan, Glen L. and Rigney, Joseph W. Teaching
Machines: An Annptgted Bibliography. Audio-Visual
Communication Review, Volume , No. 2, Supplement 1.
Washington, D. 0.: Department of Audio-Visual
Instruction, 1960.

Ketchum, Lucile. Family Investmentg. Extension Bulletin 340,
East Lansing, Michigan: COOperative Extension Work
in Agriculture and Home Economics, Michigan State
University, 1959.

Silverman, Robert E. "Auto-Instructional Devices," Journal of
filgher Education, Vol. XXXI, No. 12 (December 1960).

What Everybody Ought to Know About This Stock and Bond Business.
New York: Merrill Lynch, Pierce, Fenner, & Smith,
lnc., 1960.

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