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Date of Award

1977

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate Studies

First Advisor

Helmut H. Reimer

First Committee Member

W. Preston Gleason

Second Committee Member

Donald Duns

Third Committee Member

Madeline Bunning

Fourth Committee Member

Ron J. McBeath

Abstract

The present study is an aptitude treatment interaction study dealinq with the effects of three personological student aptitudes in conjunction with different instructional methods on the affective and cognitive learning of interpersonal relationship skills. A total of 210 subjects wire randomly selected from three Regional Occupational Programs (ROPs) located in three geographically distinct California high schools . Subjects were administered one of three experimental treatments varying in methods of instruction combined with a film, Relationships With Other People, or an unrelated control film treatment. Experimental groups were: 1) film treatment alone, 2) film treatment with associated print based material, j) film treatment, print based material, and formal instruction, and 4) control group. Experimenter-made semantic differential (SOT) and criterion referenced tests (CRT) were dependent variables used to quantify the possible treatment effects. Two weeks prior to film treatment, subjects were given the Sociability (Sy), Achievement via Independence (Ai), and Tolerance (To) scales of the California Psychological Inventory (CPI) and classified into high and low categories for each scale by using upper and lower l/3 scores. On treatment day, subjects were given SOT and CRT pretests , treatment film, and SOT and CRT post-tests within a one hour period. Experimental Groups 2 and 3 received print based material and were given this material to use during film presentation and to study independently on their own time. In addition, experimental Group 3 received didactic classroom instruction related to the print based material dealing with interpersonal relationships. Classroom instruction consisted of four 1-hour sessions during the one month period following the film presentation. All subjects were given an unannounced second SDT and CRT post-test one month after the film treatment day.

Pages

248

Included in

Education Commons

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