DEVELOPMENT AND EVALUATION OF A HOME ECONOMICS

COMPETENCY-BASED INSTRUCTIONAL GUIDE ON

SCHOOL-COMMUNITY INTERPERSONAL

RELATIONSHIPS IN TEACHING

by

JERI LYN RIEKEN HAGGARD, B.S. in H.E.

A THESIS

IN

HOME ECONOMICS EDUCATION

Submitted to the Graduate Faculty of Texas Tech University in

Partial Fulfillment of the Requirements for

the Degree of

MASTER OF SCIENCE

IN

HOME ECONOMICS

Approved

Accepted

May, 1977

f^ •^

ACKNOWLEDGMENTS

Sincere appreciation is expressed to Dr. Merrilyn

Cummings for her professional guidance and supportive con­

cern throughout the study. Appreciation is also extended

to Dr. Camille Bell and Dr. Joan Kelly for their direction

and interest in the study. In addition the researcher

wishes to express gratitude to her family for their patient

understanding and support in this effort.

11

TABLE OF CONTENTS

ACKNOWLEDGMENTS

LIST OF TABLES

Chapter

I. INTRODUCTION ,

Statement of the Problem . . . . ,

Purpose of the Study ,

Hypotheses ,

Scope and Limitations of the Study

Definition of Terms ,

II. REVIEW OF LITERATURE ,

Competency-Based Teacher Education

School-Community Interpersonal Relationships in Teaching . . . . ,

Evaluation of the Effectiveness of Instructional Materials . . .

Summary

III. METHODS AND PROCEDURES

Development of the Instructional Guide

Development of Evaluative Instruments

Selection of the Sample

Utilization of Materials and Collection of Data

Treatment of Data

Ill

IV. ANALYSIS AND INTERPRETATION OF DATA . . .

Hypotheses Examined and Discussed . . .

Hypothesis 1

Hypothesis 2

Hypothesis 3

Hypothesis 4

Hypothesis 5

Hypothesis 6

Hypothesis 7

Hypothesis 8

Hypothesis 9

Hypothesis 10

Summary

Teacher Educators' Suggestions and Comments

Teacher Educators' Evaluations of the Instructional Guide

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH

Summary of the Study

Findings of the Study

Conclusions and Implications

Recommendations for Further Research

BIBLIOGRAPHY

APPENDICES

A. TABLE OF SPECIFICATIONS

B. COGNITIVE TEST

V

C. ATTITUDE SCALE AND ACCOMPANYING LETTER 115

D. STUDENT AND TEACHER EDUCATOR EVALUATION FORMS AND ACCOMPANYING LETTER 120

E. STUDENT AND TEACHER EDUCATOR PROFILE FORMS 126

F. INTRODUCTORY LETTER AND BEHAVIORAL OBJECTIVES FOR INSTRUCTIONAL GUIDE 129

G. TEACHER EDUCATORS' COMMENTS AND SUGGESTIONS CONCERNING THE INSTRUCTIONAL GUIDE 133

H. ITEM-BY-ITEM TALLY OF TEACHER EDUCATORS' EVALUATION OF THE INSTRUCTIONAL GUIDE 136

LIST OF TABLES

Table Page

1. Demographic Data on Students 56

2. Demographic Data on Teacher Educators . . . . 57

3. Difference Between Students' Mean Cognitive Pretest and Mean Cognitive Posttest Scores 64

4. Difference Between Students' Mean Attitude Pretest and Mean Attitude Posttest Scores 65

5. Correlation Between Students' Cognitive Pretest Scores and Students' Attitude Pretest Scores 66

6. Correlation Between Students' Cognitive Posttest Scores and Students' Attitude Posttest Scores 67

7. Correlation Between Students' Cognitive Gain Scores and Students' Attitude Gain Scores 68

8. Correlation Between Students' Evaluation Form Scores and Students' Attitude Posttest Scores 69

9. Correlation Between Students' Evaluation Form Scores and Students' Cognitive Posttest Scores 70

10. Correlation Between Students' Evaluation Form Scores and Students' Grade Point Averages 71

11. Comparison of Mean Student Evaluation Form Scores by Age Groups 73

12. Comparison of Mean Student Evaluation Form Scores by Classification Levels . . . . 74

13. Comparison of Mean Student Evaluation Form Scores by Professional Teaching Goals 75

vi

Vli

14. Comparison of Mean Student Evaluation Form Scores by Previous Study on Interpersonal Relationships 76

15. Comparison of Students' Evaluations of the Component Parts of the Instructional Guide 78

V

^ -CI^^P^EiR t

\p ' I N^I'I^OD'UC t I'ON'

In a continuing effort to improve existing teacher

education programs, many colleges and universities through­

out the United States have implemented at least to some de­

gree competency-based curricula in their programs. Compe­

tency-based education can be described as a criterion-ref­

erenced method of assessing student performance. Criterion

levels are established through identification of broad com­

petency areas and the criteria needed for achievement of the

competency. Research concerning the development and imple­

mentation of competency-based education over the past six

years has shown competency-based education to be theoreti­

cally sound, capable of successful implementation and cost

effective (2, 16, 17, 21).

Efforts to coordinate competency-based education de­

velopment have begun on both national and state levels. To

coordinate the nation-wide competency-based movement and to

continue research and development in this area, the National

Commission on Performance Based Education was established

through a grant provided by the Educational Testing Service

(31) . The American Home Economics Association sponsored a

workshop in 1974 at which home economists identified compe­

tencies needed by home economists and determined criteria fo:

attainment of the competencies. The results were published

in 1974 in a booklet titled Competency-Based Professional

Education in Home Economics (3). This nationwide emphasis

does not exceed state efforts in competency-based education

as demonstrated by the 1972 count of seventeen state depart­

ments that had declared changes in certification require­

ments based on competencies or had expressed their intent

to do so (2) .

For the past three years, educators in Texas have

taken a step toward the development of competency-based pro­

grams. Funding for this purpose is provided by the Texas

Education Agency and funds are distributed by the Educationa

Personnel Development Consortiums. The Educational Person­

nel Development Consortium D directed a project funded by

the Texas Education Agency. This project combined the ef­

forts of nineteen universities throughout Texas, the Texas

Education Agency, Division of Vocational Homemaking Educa­

tion and administrators and teachers of secondary vocational

homemaking programs. This group began by identifying com­

petencies needed by beginning vocational homemaking teachers

The results of this effort were published in 1976 in a pub­

lication entitled Basic Competencies for Beginning Teachers

of Vocational Home Economics (46). At that time work was

begun on the next phase of the project. The next phase in­

cluded development of competency-based instructional guides

appropriate for use in Texas colleges and universities with

approved vocational home economics teacher education program

The instructional guides are presently being developed in

such a manner as to support the competencies that were de­

veloped in the first phase of the project.

The Department of Home Economics Education at Texas

Tech University has assumed a prominent role in the devel­

opment, implementation and evaluation of competency-based

education during the past seven years. Utilizing the com­

petencies developed by Wayne State University (48), faculty

members in the Department of Home Economics Education at

Texas Tech University combined their efforts in identifying

and selecting competencies and creating a system for imple­

mentation of the competencies.

This study was undertaken to coordinate activities

of the researcher who was involved in the state project for

development of the competency-abased instructional guides

and who was also completing graduate level work in the voca­

tional home economics teacher education program at Texas

Tech University. Consultation with faculty members, a re­

view of recent competency-based instructional materials,

and a personal interest in the area led the researcher to

select the area of school-community interpersonal relation­

ships in teaching as a vital competency area for prospective

home economics teachers. This competency was selected from

the list of seven major competencies identified by the Texas

State Home Economics Competency Based Education Committee

(46) as essential for beginning teachers of vocational

homemaking. These seven competencies were:

Competency 1: Ability to fulfill the professional

roles of the home economics educator

Competency 2: Ability to establish interpersonal

relationships

Competency 3: Ability to plan the total home eco­

nomics program

Competency 4: Ability to manage the home economics

program

Competency 5: Ability to provide instruction for

the various phases of the vocational home economics program

Competency 6: Ability to guide students in personal

and professional development

Competency 7: Ability to establish procedures for

the evaluation of the learner.

/7 St*at emfentt bf tjhel PrdblW

The problem of this study was twofold. The primary

problem was to develop a competency-based instructional

guide on school-community interpersonal relationships in

teaching to be used by university home economics teacher

educators in coordinating activities to assist their stu­

dents in achieving competence in this area.

The secondary aspect of the problem was to determine

the effectiveness of the instructional guide on school-

community interpersonal relationships in teaching when used

with college level home economics education students. This

aspect of the problem necessitated development of several

evaluation instruments for gathering pertinent data. The

first instrument developed was an objective test to measure

cognitive achievement of the students. The second instru­

ment was a Likert-type attitude scale developed to determine

affective changes in student behavior. In addition, evalu­

ation instruments were developed to measure the perceived

effectiveness of the instructional guide as judged by stu­

dents taught from the guide and teacher educators involved

in this teaching. The final task involved development of

profile sheets to determine demographic information about

students and teacher educators involved in the study. This

information was used in looking at differences in students'

evaluations dependent on their status on these variables.

Purpose of the Study

The study involved the development and evaluation of

an instructional guide to be used by teacher educators in

assisting preservice home economics teachers in attaining

competence in the area of school-community interpersonal

relationships in teaching. The development of this guide

involved a concentrated study of competency-based education

and an analysis of current resources, emphases and subject

matter in the area of interpersonal relationships in teach­

ing. Therefore, the study was based on these purposes:

1. To identify sources of information concerning

school-community interpersonal relationships in teaching,

competency-based education, guidelines for competency-based

instructional guide development and methods of objective

test construction.

2. To develop a competency-based instructional

guide on improving school-community interpersonal relation­

ships.

3. To construct an instrument to be used as a pre­

test and posttest for the purpose of measuring students'

cognitive achievements on the objectives stated in the in­

structional guide on school-community interpersonal rela­

tionships in teaching.

4. To develop an attitude scale to be used as a pre

and posttest for measuring students' affective behavioral

changes regarding school-community interpersonal relation­

ships.

5. To devise evaluation instruments for the purpose

of measuring the effectiveness of the instructional guide as

judged by teacher educators using the guide and the students

who received instruction based on the guide.

6. To develop teacher educator and student profile

sheets for the purpose of determining specific characteris­

tics of the individuals in the sample.

7. To utilize information from the student profile

sheets in analyzing student evaluations of the instructional

guide.

8. To determine if there was a significant rela­

tionship between the students' cognitive and attitude test

scores.

9. To determine if there was a significant rela­

tionship between the students' evaluation form scores and

their attitude posttest scores.

10. To determine if there was a significant rela­

tionship between the students' evaluation form scores and

their cognitive posttest scores.

11. To determine if there were significant differ­

ences between students' mean evaluation form scores when

students were categorized on each of the following variables

grade point averages, ages, previous studies in the area of

interpersonal relationships, classifications, and profes­

sional teaching goals.

12. To determine the differences in students' evalu­

ation of the component parts of the instructional guide in­

cluding subject matter content, objectives, learning experi­

ences, testing materials, resources and overall usefulness.

Hypotheses

The following ten null hypotheses were tested in the

study:

1. There is no significant difference between the

students' mean cognitive pretest and mean cognitive post-

test scores.

8

2. There is no significant difference between the

students' mean attitude pretest and mean attitude posttest

scores.

3. There is no significant relationship between

the students' cognitive pretest scores and the students'

attitude pretest scores.

4. There is no significant relationship between

the students' cognitive posttest scores and students' atti­

tude posttest scores.

5- There is no significant relationship between

the students' cognitive gain scores and the students' atti­

tude gain scores.

6. There is no significant relationship between

students' evaluation form scores and students' attitude

posttest scores.

7. There is no significant relationship between

students' evaluation form scores and students' cognitive

posttest scores.

8. There is no significant relationship between

students' evaluation form scores and students' grade point

averages.

9. There is no significant difference between

students' mean evaluation form scores when students are

categorized on each of the following variables:

a. Age

b. Classification

c. Previous study on interpersonal relationships

d. Professional teaching goals

10. There is no significant difference between

students' mean evaluations of the following components of

the instructional guide:

a. Subject matter content

b. Objectives

c. Learning experiences

d. Testing materials

e. Resources

f. Overall usefulness

Scope and Limitations of the Study

The study was limited to six institutions of higher

learning in the state of Texas which offer a vocational home

economics education teacher certification program. Teacher

educators in these six institutions were willing to partici­

pate in the study. A total of eighty-seven students and

seven teacher educators from these six institutions were

involved in the study. They were enrolled in a range of

courses from the junior year of study to graduate programs

of study. The study was conducted between August and

December 1976. All conclusions were limited to the sample.

The study was limited to the development, testing

and evaluation of an instructional guide on school-community

interpersonal relationships in teaching. The regular

10

teacher educators in the various home economics education

classes administered the pretests and posttests and presented

the material from the instructional guide. An assessment of

the teacher educators' ability to motivate students and of

their approaches to teaching were beyond the scope of this

study. Due to the wide variety of teaching techniques and

resources included in the guide, no attempt was made to

evaluate the use or effectiveness of any one technique or

resource. No attempt was made to control the classroom

environment in which the materials were tested with respect

to such variables as temperature, time of day, day of the

week, ventilation, and other school activities.

Definition of Terms

The following terms are defined in accordance with

the purposes of this study:

1. Affective domain—a classification of learnings

dealing with feelings, beliefs, values and attitudes which

direct one's behavior.

2. Attitude—a personal belief, a conviction or a

learned tendency that directs one to behave in a certain

manner.

3. cognitive domain—a classification of learnings

dealing with behaviors related to thought or mental pro­

cesses.

11

4. Competencies—knowledges, skills, affective

behaviors and/or judgements which the student will demon­

strate at a predetermined proficiency level.

5. Competency-based teacher education—a criterion-

referenced approach to teacher education based on the stu­

dents' ability to demonstrate predetermined proficiency

levels of knowledges, skills, affective behaviors and/or

judgements. Terminal performance objectives (TPO's) and

enabling objectives (EO's) are components of a competency.

6. Emphases—a term used in the instructional guide

to refer to areas of concentration or key points which aid

in the accomplishment of enabling objectives.

7. Enabling objective (EO)—a specific performance

relating directly to the broader, more general terminal per­

formance objective (TPO) and serving as one specific crite­

rion for achieving competency. An enabling objective repre­

sents the most specific criterion for a competency.

8. Evaluation—a process which uses information

derived from a variety of sources to arrive at an appraisal

or judgement of the worth or value of something.

9. Gain scores—the number representing the dif­

ference between an individual's pretest score and posttest

score on an evaluation instrument.

10. Instructional aspects—the term used to refer

to the section of the guide that contains the student termi­

nal performance objectives, enabling objectives, content

12

emphases, learning experiences and resources.

11- Instructional guide—a unit of instruction or

materials based on one competency consisting of introductory

materials, evaluation devices, objectives, learning experi­

ences, content emphases, resources and supportive materials.

12. Introductory materials—a term used to refer to

the section of the instructional guide that contains a flow

chart, competency statement, rationale, general instructions

and definitions of terms.

13. Learning experience—activities planned for

students by teacher educators which enable the students to

achieve a competency.

14. Likert-type attitude scale—a type of attitude

scale consisting of a series of statements to which subjects

react on a five-point scale indicating degrees of agreement

or disagreement.

15. Performance-based education—a term often used

as a synonym for competency-based education.

16. School-community interpersonal relationships--

a phrase that refers to the dynamic connections and trans­

actions between members of the school and the community.

This is a reciprocal situation in which both school and

community affect each other.

17. Student assessment—the term used to refer to

the section of the instructional guide that contains the

student pre and post cognitive test and scoring key.

13

18. Teacher education programs—a course of study

designed to train and prepare students for the teaching

profession.

19. Teacher educator—an instructor in a teacher

education program.

20. Terminal performance objective (TPO)—a broad

general component of a competency that serves as a major

criterion for achieving the competency. A terminal per­

formance objective represents a broad area of a competency

that can be further divided into specific enabling objec­

tives (EO) .

^ ^ CHAPTEJR [i l l

f'^' REk/IiEW OF LITEiRAb?U^E(

The review of literature is divided into three sec­

tions. The first section is devoted to the concept of

competency-based teacher education with a focus on its de­

velopment, implementation and effectiveness. The second

section deals with the area of school-community interper­

sonal relationships in teaching. The final section concerns

evaluation of the effectiveness of instructional materials.

Competency-Based Teacher Education

Developmental Background of Competency-Based Teacher Education

Competency-based education is one of the strongest,

most widespread movements in the recent period of educa­

tional evolution. Houston (25) noted the momentum of compe­

tency-based education when he acknowledged that by 1972

seventeen states had devised teacher certification procedures

based on the competency-based education concept. Hall and

Jones (21) attributed this thrust towards competency-based

education programs to four factors. They considered the

surplus of teachers in recent years, changes in both student

and societal concepts about college education, demands for

accountability and developments resulting from research re­

lated to instruction and learning to be independent factors

14

15

that together provided a need for educational reforms.

Spillman and Bruce (45) referred to competency-based educa-

' tion as one approach to answering the questions of account­

ability and to fostering the concepts of sound vocational

education.

Houston and Howsam (24) cited the shift from tradi­

tional teacher education methods to competency-based pro­

grams as being a result of an increasing realization of the

need for individualized instruction and an increasing demand

for accountability of teachers. According to Houston (25),

the ultimate goal of teaching to influence student learning

can only be accomplished by teachers who have attained com­

petence in specified areas.

Competency-based education programs are conducive to

facilitation of learning in many ways. For example, compe­

tency-based education allows students to progress at their

own pace. Johnson (26) emphasized the importance of making

provisions in competency-based teacher education programs

for students to enter programs and exit as they attain the

specified competencies. Kleingstedt (27) stated that upon

achievement of a competency or criterion level students can

feel a sense of satisfaction and be encouraged to continue.

A task force committee for the American Association

of Colleges for Teacher Education established the following

guidelines to insure understanding of the total concept of

competency-based education:

16

Competency-based education is process-oriented. Since it is substance-laden, it cannot be considered a neatly packaged training program which can be neatly transplanted from one campus to another and quickly installed in a new setting. A competency-based curriculum must be adopted first and then adapted carefully before implementation can take place.

Competency-based education is an open and flex­ible system rather than closed and rigid. Instruc­tional strategies may vary greatly instead of being limited to a neatly packaged set of modules.

Competency-based education can be viewed as hypotheses to be tested and validated as they are tested in a real situation.

Competency-based education is being open about intentions of the program as well as the competencies that are needed for particular professions.

Competency-based education should not be viewed as the only effective program. Even though competency-based education does not claim to be the only way to improve our meeting accountability challenges, this method does provide educators with one promising answer. (2:ix)

Competency-based education is sound in theory, but

difficult to implement if caution is not observed. The

American Association of Colleges for Teacher Education Task

Force (2) noted the following weaknesses in the implementa­

tion of competency-based education programs:

-Results that only skim the surface because of at­

tempts to do too much, too fast, with limited resources

-Results that lack cohesiveness and congruency because

of attempts to incorporate too much

-Results that are too restrictive and structured be­

cause of too narrow an interpretation of competency-based

education.

Maxim (29) maintained that part of the current dif­

ficulty in competency-based programs lies in the lack of a

17

consensus by institutions and agencies as to which compe­

tencies constitute the total scope of effective teaching.

A variety of different stances on what actually constitutes

competency in a given area have been taken by curriculum

developers. Bullough (11) presented a view of what a com­

petency is that is generally agreed on to some degree by

most persons involved with competency-based education. He

described a competency as a broad area of a total role that

does not seek to define specific criterion levels or objec­

tives. In identifying broad areas of competence, care must

be taken to not fragment the total picture of competency for

the specified role. According to Hall and Jones (21), the

ability to master the total competency and not just parts

of it is what actually equals competency in a particular area.

This concept is vital in the development, implementation and

maintenance of a successful competency-based program.

Current literature emphasized a need for well-planned

approaches to the identification of competencies for compe­

tency-based education programs. Without such careful initi­

ation and development, competency-based programs have little

hope for adoption in the highly structured post-secondary

education programs.

Implementation of Competency-Based Programs

Approaches to the development and implementation of

competency-based education have been almost as diversified

18

as the number of institutions developing and implementing

competency-based programs. Dyer (13) reported a minimum

of thirty-three states were interested to varying degrees

in competency-based teacher education programs in 1974.

Funds have been made available from several sources for the

purpose of coordinating research and development efforts on

competency-based teacher education. McDonald (31) cited a

grant given by the Rockefeller Brothers Fund to the Educa­

tional Testing Service to establish a National Commission

of Performance-Based Teacher Education. Dyer (13) cited

studies on competency-based teacher education underway by

the National Institute of Education, the California Commis­

sion for Teacher Preparation and Licensing and the Research

and Development Center for Teacher Education in Austin, Texas.

Results from these studies should be of considerable value to

future developments in competency-based teacher education.

A diversity of efforts in the development of compe­

tency-based programs has produced a variety of approaches

for development and implementation of competency-based edu­

cation programs. However, some characteristics of competency-

based education have remained constant. Characteristics com­

mon to competency-based education programs have been identi­

fied by Elam (15), Hall and Jones (21), Johnson (26), and

Houston (25). First, competencies or learner objectives are

established as being pertinent to teacher success. These

are stated in such a way as to facilitate measurement of

19

attainment of the objective or competency. These competencies

are made public in advance of testing and teaching of the

subject area. The second characteristic is that attainment

of the competency is stated in definite levels of accept­

ability. These levels are also made known to the learner in

advance of testing and teaching of the subject area. Thirdly,

learners are evaluated objectively according to their achieve­

ment of the competency, with emphasis on the demonstrated

competency rather than on specified time periods. Last of

all, plans for systematic evaluation, feedback and revision

are included in the program.

Research on attempts at implementing competency-

based education have yielded several popular approaches to

the implementation of competency-based curricula. Some ap­

proaches are explored at this point.

Bruce and Carpenter (10) reported on a Kentucky model

for competency-based curriculum in which flexibility was the

goal, and competency-based education was the means for at­

taining the goal. This model was used by the Vocational-

Technical Education Consortium of States, Commission of

Occupational Education Institutions, Southern Association of

Colleges and Schools. It provided for development of com­

petency-based materials in vocational-technical areas for use

in high school programs. Kentucky produced catalogues of

competencies and objectives in ten vocational-technical job

areas that included carpenter, child care personnel, tractor

20

operator, dental assistant, bank teller, cashier-checker,

machine shop operator, auto body mechanic, food preparation

personnel, and secretarial worker. These catalogues have

been used to produce approximately 500 individualized modules

which have been field tested in 20 schools across the state

of Kentucky. The following steps were used in implementa­

tion of the Kentucky model:

-Priority areas in vocational-technical education

were identified;

-Performance objectives, criterion-referenced mea­

sures and performance guides for priority areas in vocational-

technical education were developed;

-Occupational analyses consisting of observations and

interviews of people in the priority areas of vocational-

technical education were conducted;

-Field review and revision of performance objectives,

criterion-referenced measures, and performance guides were

conducted;

-Instructional materials including modules for the

priority areas were prepared;

-Instructional materials were tested and revised;

-Individualized instructional systems were demon­

strated at the schools selected by the Vocational-Technical

Education Consortium to be demonstration sites;

-The vocational-technical education competency-

based program was implemented statewide; and

21

-Instructional materials underwent final revision

and preparation for professional publication.

Bullough (11) described an approach to a competency-

based program development utilized by the University of Utah,

Salt Lake City. This approach was utilized in a program for

training instructional technology personnel. First, areas of

competence were determined that resembled role expectations

for the position of educational technologist. Next, the

broad areas of competence were taken to the level of more

specific performance objectives and finally broken down fur­

ther into the most specific levels of enabling objectives.

The enabling objectives were then written in terms explicit

enough for development of teaching and assessment strategies.

The next step was the development of modules that contained

suggested student learning experiences and testing devices.

Finally, the competencies and modules were field tested and

revised. Bullough stated that several modules had been

through the field testing and validation process and were

currently in use while others were still in the testing and

revision stage. The modules covered the following topics:

instructional design; evaluation and selection of instruc­

tional materials; integration, utilization and dissemination

of instructional materials; media design and production;

administration and implementation; data processing, storage

and retrieval; referencing; and instructional research and

development.

22

Spillman and Bruce (45) explained the competency-

based education implementation process utilized by the Voca­

tional-Technical Education Consortium of States (V-TECS).

The V-TECS was made up of thirteen states including Alabama,

Carolina, Delaware, Florida, Georgia, Indiana, Kentucky,

Lousiana, Maryland, Michigan, Mississippi, Tennessee and

Virginia. The primary purpose of the V-TECS was to develop

valid competencies, criterion levels, and performance guides

for vocational-technical students. The Kentucky approach

described previously was designed to be a part of this over­

all vocational-technical education project. The V-TECS out­

lined the following six steps to be followed in the develop­

ment of the competency-based program:

-State priorities for the development of competency-

based catalogues were identified and each state selected a

minimum of two catalogues to develop. The catalogues con­

sisted of performance objectives, criterion-referenced mea­

sures, and performance guides;

-Reviews were made for each priority area of voca­

tional-technical education to determine the current state

of the areas. Each area was ultimately to be defined by a

catalogue;

-A task analysis was conducted that involved taking

surveys and making observations to gather data for use in

refinement of the task statements and performance objectives;

23

-Based on the analysis, teams developed performance

objectives and criterion-referenced measures for the cata­

logues ;

-The revised experimental catalogues were distrib­

uted for field testing; and

-Field testing was conducted and plans were made

for revision.

Follow-up strategies were planned to facilitate usage of the

competency-based materials. These strategies included in-

service education on how to utilize the materials, program

supervision to insure proper usage of the materials, demon­

strations by schools selected by the V-TECS to be demonstra­

tion sites and allocation of resources to supplement the

development and implementation of the materials.

Kohlmann (28) suggested six steps to be followed in

the initiation of a competency-based teacher education pro­

gram. These steps were as follows:

-Teaching competencies are identified; '

-Criteria for achievement of the competencies are

developed;

-Instructional treatment of the competencies is

designed which may or may not include the development of

modules;

-Students are informed of competencies and criteria

and participate in learning experiences designed to facili­

tate their achievement of the competencies;

24

-Students' achievement of the competencies is

assessed through testing based on the competencies; and

-Revisions of the competencies and other related

materials are made based on evaluation of student attain­

ment of the competencies.

It should be noted that approaches described by

Bruce and Carpenter (10), Bullough (11) and Spillman and

Bruce (45) all included development of some form of instruc­

tional materials. Bruce and Carpenter (10) and Bullough (11)

cited the development of modules for use by students as the

form of instructional materials developed for their compe­

tency-based programs. Spillman and Bruce (45) referred to

the development of catalogues for use in the thirteen state

consortium competency-based program. They did not specify

whether the catalogues were for use by teachers, students

or both. Kohlmann (28) stated the development of modules

for competency-based programs as an optional step in that

after competencies and criteria have been determined, the

instructional treatment can vary. The report given by the

American Association of Colleges for Teachers (2) indicated

agreement with the optional instructional treatment concept.

A flexible approach to the method of teaching should help

to appease both those who favor use of modules and those

who favor other alternatives to teaching the material.

Texas has utilized procedures for implementation of

competency-based home economics teacher education programs

25

that are common to several of the previously described ap­

proaches. Funds provided by the Texas Education Agency and

distributed through a project directed by the Educational

Personnel Development Consortium (EPDC) were used to estab­

lish a state committee comprised of home economics admini­

strators, teacher educators, subject matter teachers, Texas

Education Agency consultants, the State Director of Home

Economics, junior college personnel, city supervisors of

vocational homemaking, public school vocational homemaking

teachers from both gainful and useful programs and university

student teachers for the purpose of identifying competencies

needed by beginning teachers of vocational home economics.

These competencies were validated in colleges and univer­

sities in Texas and published in 1976 in a booklet entitled,

Basic Competencies for Beginning Teachers of Vocational Home

Economics (46). Leaders of the committee and leaders of the

consortium realized a need for further development of com­

petencies through creation of instructional materials to be

called instructional guides for all competency areas. These

instructional guides were designed to be used by teacher

educators. Four priority subject matter areas were identi­

fied which included teacher education, food and nutrition,

child development and consumer education. Instructional

guides were developed for all competencies of these four

areas and distributed for field testing. While the field

testing of the first four subject matter areas was being

26

conducted, development of instructional guides in four other

subject matter areas was continuing. These areas were home

management, family life education, textiles and clothing,

and housing, home furnishings and equipment. These mate­

rials were to be field tested during the fall of 1977. Fol­

lowing testing, revision and editing of the materials, they

will be made available for distribution.

Effectiveness of Competency-Based Programs

A variety of research studies on competency-based

teacher education have been conducted during recent years

in the Department of Home Economics Education at Texas Tech

University. Both cognitive and affective changes in student

behavior were assessed in these studies.

Blair (8) conducted a study in 1975 that focused on

teacher competencies for Home Economics Cooperative Educa­

tion. Her sample was composed of forty junior level students

in home economics education classes at Texas Tech University.

Blair found no significant difference in the cognitive

achievement test scores of students taught by a modular

method and those taught by traditional classroom methods.

A study completed by Botkin (9) in 1976, focused on

student attitudes concerning the following competency areas

of vocational home economics: vocational program planning,

classroom instruction, evaluation, unit planning, profes­

sionalism, public relations, motivation, discipline, and

27

management. The students in the sample were home economics

education students in a senior level home economics educa­

tion course at Texas Tech University. Botkin (9) reported

no significant differences in student attitude change scores

when the students were taught by either the modular method

or traditional teacher-directed method in two out of nine

competency areas.

Bell and Cummings (6) reported findings of a study

that focused on student cognitive performance in competency-

based home economics education classes at Texas Tech Univer­

sity. The sample consisted of students enrolled in a senior

level home economics education class. They found no sig­

nificant differences in students' cognitive test scores in

a variety of competency areas when the students were taught

by modular or traditional teacher-directed methods.

Robinson (38) conducted a study in 1976 that was

concerned with student cognitive performance in competency-

based education subject matter on guidance and counseling.

The sample was comprised of thirty-four students enrolled

in three sections of senior level home economics education

methods classes at Texas Tech University. Robinson found

no significant difference in cognitive achievement between

students taught by a traditional teacher-directed method

and students taught by a modular method.

McCombs (30) and Zellner (50) conducted studies at

Texas Tech University in 1975. They both found modular

28

instruction and teacher-directed, traditional instructional

methods equally successful in light of student cognitive

achievements in specific competency areas. McCombs' study

was concerned with personal and departmental management.

Zellner's study focused on public relations techniques for

home economics teachers. McCombs cited the method of in­

struction as secondary in importance to the organization

and presentation of competency-based materials in facili­

tating cognitive achievement.

In a 1976 study. Heller and Dale (23) analyzed the

effects of a competency-based modular instruction method

and traditional teaching method on the attitudes and cogni­

tive achievements of college students enrolled in a course

on the psychology of exceptional children. The sample was

composed of fifty-six undergraduate students at the Univer­

sity of Wisconsin and was divided into two groups for pur­

poses of data collection for the study. Heller and Dale

(23) reported the following findings based on their study:

-There was no significant difference between the

cognitive achievement gain scores of the two groups when

taught by traditional and modular methods.

-There was no significant difference between stu­

dents in the modular and traditional methods in student

attitudes toward the effectiveness of the instructional

methods used.

Heller and Dale concluded that a combination of modular and

29

teacher-directed approaches could prove to be an important

instructional strategy that holds benefits for students in

such a program. They also concluded that it is possible to

experiment within traditional college frameworks with new

methods of teaching.

Results of the research studies reviewed by the re­

searcher indicated that no significant differences between

the effectiveness of modular instruction and traditional

classroom instruction as two methods of implementing a com­

petency-based program have been found. Kohlmann stated that

". . . the kind of instructional treatment provided for

achievement of a competency will vary among institutions

according to the philosophy and available resources of the

particular institution" (28:21).

Competency-based education can be considered effec­

tive in areas other than student cognitive achievement.

Enos (17) cited a recent study in which conclusions indi­

cated competency-based programs as not only being effective

for learners in terms of achieving objectives but also in

the cost effectiveness to institutions utilizing such pro­

grams. According to Nash and Agne (34), competency-based

teacher education programs can provide improvement over

traditional teacher education programs by leading existing

programs through an evaluation process, by refocusing pro­

grams on pertinent areas, and by reorganizing and sequenc­

ing materials to better meet student needs.

30

School-Community Interpersonal Relationships in Teaching

Through a review of current literature and confer­

ences with vocational home economics teacher educators, the

importance of a more concentrated block of study for pre­

service teachers on developing expertise in the area of in­

terpersonal relationships became evident to the researcher.

A teacher's mastery of academic subject matter is a prereq­

uisite to good teaching, but is not enough in itself. Ac­

cording to Gazda (19), mastery of skill in human relations

is as essential to the total development of an effective

teacher as is mastery of academic subject matter.

According to Saputo and Gill (42), a lack of aware­

ness of the possibilities for building skill in the area of

interpersonal relationships has been responsible for a lack

of training in this area. However, research has shown that

training in human interpersonal relationships skills can be

effective (19, 42, 7). Berenson (7) conducted a study to

explore the effects of a human relations training program

on the actual classroom performance of elementary school

student teachers. The total sample was made up of forty-

eight subjects from the senior population of elementary edu­

cation majors at a coeducational suburban state college.

The sample was randomly selected and assigned to one of the

following four groups: experimental treatment group, train­

ing control group, Hawthorne effect control group and

31

control group proper. Following 25 hours of classroom train­

ing in discrimination and communication of interpersonal

conditioning, the experimental group was rated significantly

higher in interpersonal functioning, was rated significantly

higher in competence in the classroom by college and class­

room supervisors, scored significantly higher on a situation

reaction test and utilized significantly more positive re­

inforcing behaviors in their teaching. These results sug­

gest the need for training in human relations skills to in­

crease the teachers' levels of competence in this area. .

A study was conducted by Hefele (22) to clarify

important interpersonal relationship variables, investigate

the role of these variables in teacher training and verify

their relationship to pupil achievement. The sample for

this study was comprised of 16 graduate students, 15 experi­

enced teachers and 99 students in classes taught by the ex­

perienced teachers. The experienced teachers and graduate

students were involved in a Master of Arts level teacher

preparatory program at a school for the deaf in Buffalo,

New York. The results indicated that preservice training

in interpersonal relationship skills had a significant im­

pact on the student teachers' effectiveness in their prac-

ticum experiences. Based on the findings of this study,

Hefele recommended interpersonal relationships training be

included in teacher training programs. Another recommenda­

tion made by Hefele was not only for preservice, but also

32

inservice training in interpersonal relationship skills.

This is necessary to insure good models for prospective

teachers and to insure maintenance of the skills developed.

Gazda (19) pointed out the importance of making sure teacher

educators are good models of interpersonal relationship

skills. According to Rogers (39), aptitude in human inter­

personal relationship skills should be exemplified by per­

sons in all levels of the teaching process including teacher

educators, preservice teachers and administrators.

Training in interpersonal skills can be conducted

in a variety of ways. According to Aspy (4) and Saputo and

Gill (42), the increasing number of persons involved in work

that requires continual direct interaction with others sup­

ports the need for training in the area of interpersonal

relations. Saputo and Gill (42) recommended training through

a separate course in human relations. They defined human

relations as a ". . . study of how people behave" (42:39).

Skill in the area would result from understanding not only

how people behave, but why they behave as they do. Aspy (4)

cited many ways for training teachers in interpersonal skills

including workshops, professional presentations, inservice

meetings and publications in professional journals. Gazda

(19) supported the use of self-instructional modules for

training prospective teachers in interpersonal skills. Ac­

cording to Gazda, the use of self-instructional modules

allows students freedom to advance at their own pace rather

33

than being bound by class efforts based on a certain system

or time schedule. Thus, students with a high level of com­

petence in human relationships skills could progress rapidly

through the program. Gazda does not rule out the benefits

of interpersonal relationships training through direct

teacher and student contact as the process of contact itself

offers some practicum experience in interpersonal relation­

ships. Hefele (22), Berenson (7) and Saputo and Gill (42)

all supported teacher-directed methods of training in inter­

personal skills due to the interaction process of teacher

educators with preservice teachers in such a design.

According to Rogers (40), changes in self-concept

and attitude within the individual must occur before changes

in interpersonal behavior can be manifested. Seaberg (43)

emphasized the necessity of a teacher's clear understanding

and acceptance of self as a prelude to the ability to under­

stand and accept others. Wittmer and Myrick (49) cited skill

in interpersonal communication as a characteristic of a

highly facilitative teacher.

Saputo and Gill (42) emphasized that a characteris­

tic of effective persons in any work situation is not only

their ability to get the job done, but also their ability

to get along with others. Teachers are faced with estab­

lishing relationships not only with students and school per­

sonnel, but also with people in the community. Moran (33)

recommended taking opportunities to provide for recognition

34

and acceptance of other people's feelings as steps for im­

proving community relationships.

Read and Fleischmann reported on a program offered

at the University of Nevada in which " . . . students become

tuned in to the community around them and demonstrate both

to themselves and the community just how dynamic the homd

economics profession is and can be" (36:22). Basically,

this program is a 16 week practicum in which post-secondary

home economics students and the home economics teacher edu­

cator work directly with families in the community on solv­

ing particular problems and concerns. This experience gives

students an opportunity to develop their ability to assess

their own strengths and weaknesses, to invision their role

as possible professional home economists and to provide the

community with a view of home economics as a helping profes­

sion. The home economics teacher's roles in this program

are those of facilitator, mediator, advis£o^-and pLacement

counselor. To successfully fill these roles that involve

direct contact with both students and families the home eco­

nomics teacher must have competency in the area of school-

community interpersonal relationships. Preceding this

practicum course, the University of Nevada offers a work­

shop on communication skills that gives students increased

ability in interpersonal relationship skills necessary for

working with families. As of 1974 this total interpersonal

relationship training program had been successfully utilized

35

for five years at the University of Nevada.

Saputo and Gill (42) stressed the importance of com­

petency in human relations skills as people find themselves

interdependent on one another. The homemaking program and

the community are in many respects interdependent on one

another. According to Fleck (18), the home economics pro­

gram and community have many resources to offer each other

and these resources should be exchanged between the school

and community. Rogers (40) pointed out the importance of a

teacher making maximum use of all resources that are avail­

able. Rogers maintained that students need a variety of

stimuli in the form of resources to foster their creative

interests, encourage their critical thinking and facilitate

their discovery of interests. The final point Rogers made

in his article concerns the teacher's responsibility for

helping students develop feelings and attitudes as well as

cognitive skills. Learning that occurs in both the affec­

tive and cognitive domain is more likely to be truly effec­

tive. According to Aspy (4), cooperative efforts in educa­

tion promotes learning from one another and sharing of re­

sources. Aspy suggested teachers develop sound interpersonal

relationship skills in order that they might work with all

interested individuals in making schools healthier places

for people to live and grow.

The review of research indicated the importance of

including classroom training in interpersonal relationships

36

to improve teacher competence in this area. Because home

economics teachers must interact with many school-community

people, training in interpersonal relationships is important

for preservice home economics teachers.

Evaluation of the Effectiveness of Instructional Materials

Development and distribution of instructional mate­

rials has become a big business in America. Eisner (15)

explained the causes for this influx of instructional mate­

rials by emphasizing the massive governmental support for

development of instructional materials that has occurred

during the past twenty years in addition to mass production

of instructional materials by major businesses or corpora­

tions. According to Eash (14), not only has the number of

materials increased, but also the sophistication level of

these materials has risen.

Due to the wealth of materials now being produced,

careful consideration must be given to the effectiveness

and worth of such materials. As emphasized by Eisner (15),

one of the characteristics of a responsible profession is

the willingness of the professionals to evaluate the ser­

vices they offer. Many developers of instructional mate­

rials have realized the importance of this and have started

programs for evaluation and revision of the materials they

produce.

37

Grobman (20) emphasized the importance of using a

systematic, valid and reliable approach for evaluation of

instructional materials rather than a piecemeal system that

lacks objectivity. According to Grobman, project evaluation

and design should be planned together. The kind of evalu­

ation and the design of the evaluation system should be

planned with the following points in mind: what type of

evaluation is possible for the present state of the project,

when will the evaluation materials be utilized, for what pur­

pose will the evaluation materials be used, who will use the

evaluation materials and what is the project's overall pur­

pose?

The most important consideration in seeking evalu­

ations of instructional materials, according to Grobman (20),

is to plan a variety of evaluative techniques as there is no

one infallible method that can be used to the exclusion of

other methods. One important method of evaluation is the

student test designed to look at the performance of students

using the materials to see if new skills, attitudes, and

behaviors have been attained. Background information on the

students needs to be obtained to permit accurate interpreta­

tion of the statistical data. Grobman stated that " . . . the

apparent failure of curriculum materials in the classroom may

have nothing to do with the materials themselves" (20:50).

It is vital to remember that tests can tell what was or was

not learned, but they cannot tell why something was not

38

learned. Grobman urged further caution in constructing stu­

dent testing devices to be sure that cultural biases have

been eliminated and that the tests are valid through construc­

tion of a grid or table of specifications. Review of the

materials by experts and professionals in the subject matter

area during the developmental stage of the project can assure

two things. One benefit of review of materials by experts

is the addition of professional integrity to the materials.

Another benefit is that the experts develop respect for and

familiarity with the materials.

Grobman (20) stated that feedback from the teachers

involved with testing the materials can be valuable. A

variety of techniques for obtaining feedback should be in­

cluded. Visits to the testing centers and meetings of those

involved in the testing can insure more accurate evaluative

information. Background information on teachers should also

be obtained to utilize in interpretation of statistical data

from teacher evaluations. Feedback from a variety of sources

is as important as the utilization of a variety of methods of

evaluation. Students, administrators, teachers and experts

can all be utilized as sources of evaluative information.

The evaluations from the various sources should be compared

to find areas of obvious discrepancies in points of view. If

inconsistencies are found, further probing should be planned.

One final guideline given by Grobman is that the " . . . most

practical procedure for a project is to be open to evaluative

39

feedback regardless of source and regardless of whether it

was anticipated in the evaluative design" (20:82). Eisner

(15) stated that the evaluation of instructional materials

using research procedures that produce quantified empirical

data on the use, satisfaction and effects of instructional

materials is a new concept in research.

The review of literature exposed several elements

generally considered essential in the successful evaluation

of instructional materials. According to Eisner (15), Grob­

man (20) and McLaughlin and Trlica (32), the following guide­

lines for instructional materials evaluation should be ob­

served:

-The subject matter of the material should be judged

as educationally sound or significant by a group of experts;

-The material should be flexible enough to be utilized

in a range of courses of different levels, with a diversity

of types of students and in a variety of ways;

-The materials should be efficient in time, energy

and money required for utilization;

-The materials should be durable enough to withstand

the uses for which they were designed; and

-The material should help students to achieve the

desired outcomes of the material.

Rinne outlined six criteria for judging the effectiveness of

instructional materials in human relations. These criteria

were as follows:

40

The materials must require the learners to perform a task. The materials must ensure that the learners experience consequences from their behavior. The consequences of behavior must be seen by the learners in a larger concept of interaction. The materials should allow the learners to repeat the experience when appropriate. The materials must allow all students to protect themselves from undue threat and pain. The materials should encourage students to relate their exercise behavior to real world constraints. (36:37)

To effectively evaluate instructional materials, the

evaluator must have actually used the materials in the manner

prescribed. Eash (14) cited the frequent failure of evalu-

ators in the following the prescribed design of materials as

a common reason for the poor success of many materials.

McLaughlin and Trlica (32) emphasized the need for evaluation

following actual testing of the materials to determine their

effect on learner behavior in opposition to review of the

materials only.

According to Sherman and Winstead (44), the value of

student evaluation of instruction processes and products has

been a controversial and unsettled subject for some time.

Evidence reported by two researchers (5, 47) supported the

reliability of student evaluation of instructional programs.

Furthermore, these researchers encouraged the inclusion of

input from student evaluation in comprehensive plans for

program and instruction evaluation.

Sherman and Winstead (44) offered a plausible answer

as to why student evaluations have been ignored despite their

41

suggested reliability. They stated that former types of

student evaluations have not provided specific information

with sufficient utility upon which to base changes. They

believe evaluation should be sought that provides specific

comments and means for improvement. Thompson (46) stressed

the importance of a non-threatening atmosphere for students

to complete evaluation forms and questionnaires. Students

may feel pressured to respond to teacher expectations if

privacy is not assured and the students feel a risk in re­

sponding honestly. Thompson recommended a questionnaire with

a collection of items relevant to the product being evaluated

be used for student evaluation. The questionnaire should

lend itself to tally of total scores and tallies of individ­

ual parts of the questionnaire. Student views should be

checked against teacher views to see if the viewpoints of

each are consistent. Validity of information can be obtained

by looking at background factors of students.

Barsalou, Killinger, and Thompson (5) and Thompson

(47) conducted studies to determine the differences in stu­

dents' rating of instruction when categorized on the vari­

ables of student age, sex, grade point average, major area

of study, or level of education. These studies were con­

ducted using high school students as subjects for the sample.

No significant differences in students' evaluations of

instruction were found when students were categorized on

specific variables.

42

Although evaluation of instructional materials is

not a totally new concept, the idea of a systematic, criteria-

based approach is relatively new. Principles of formative

and summative, process and product and internal and external

evaluation are not new in evaluation of the student-learner's

growth. According to Sherman and Winstead (44), considera­

tion of these principles of evaluation in implementation of

instructional materials evaluation is an encouraging step

toward collection of more valuable evaluative data for im­

provement of such materials.

Summary

The current literature on competency-based education

revealed a definite trend toward competency-based programs

and a continuation of this movement in the future. Compe­

tency-based education focuses on the total scope of learning

as one works toward development of not only cognitive be­

haviors, but also the development of affective behaviors and

skill acquisition. Institutions who pioneer programs can

contribute not only to the competency-based movement, but to

the effectiveness of their programs and ultimately the suc­

cess of their graduates.

The literature in the area of interpersonal relation­

ships emphasized a strong need for teacher training in inter­

personal relationship skills to increase the effectiveness

of their teaching. A review of research indicated that al­

though teacher training in interpersonal relationship skills

43

to improve student and teacher relationships is a relatively

new concept, the idea of the same training to improve the

teacher's relationship with peers, administrators, community

citizens and community leaders is even newer. Only scant

information was available on methods of enhancing school-

community relationships. Review of current literature and

interviews with Texas Tech University home economics educa­

tion faculty members indicated a need for development of

materials for use in teaching this area in university level

teacher training programs. Competency-based education

focuses on the development of total learning which includes

both cognitive and affective learning making the competency-

based approach highly suitable for use in the area of inter­

personal relationships in teaching.

A review of the literature indicated that evaluation

of instructional materials is a vital step in the instruc­

tional material development process. Input into the evalu­

ation process by teacher educators and students should be

sought to obtain a broad-based view of the value of the

instructional materials being evaluated.

CHAPTER III

METHODS AND PROCEDURES

The purpose of this study was to develop and evaluate

a competency-based instructional guide. The instructional

guide was designed to be used by teacher educators in helping

their students achieve competence in the area of school-

community interpersonal relationships in teaching. To achieve

the purposes of this study, it was necessary to develop an

instructional guide in the area of school-community interper­

sonal relationships in teaching. The guide was designed for

use by teacher educators in planning and conducting studies

of the topic in their home economics education classes. in

addition, a cognitive evaluation instrument, an attitude

scale and student and teacher educator evaluation and profile

forms were developed. The procedures for the development

and use of each of these aspects of the study were discussed

in the following sections.

Development of the Instructional Guide

The Texas Education Agency provided funds that were

distributed by the Educational Personnel Development Con­

sortium D in Texas for the purpose of developing competencies

seen as important for beginning vocational home economics

teachers. This three year Texas project led to the publica­

tion of the booklet titled Basic Competencies for Beginning

Teachers of Vocational Home Economics (46). The competencies

44

45

set forth in this publication were developed by representa­

tives from the nineteen Texas universities and colleges

offering programs in vocational home economics education,

the Texas Education Agency, Division of Vocational Home-

making Education and administrators and teachers of second­

ary vocational homemaking programs. After the competencies

were identified, a project was undertaken to develop in­

structional guides for use in teaching in the competency

areas. This was an extension of the three-year Texas proj­

ect involving the development of competencies for beginning

home economics teachers. Development of instructional guides

was coordinated under the leadership of professors from Sam

Houston State University, Stephen F. Austin State University,

Texas Tech University and Texas Woman's University.

The instructional guide developed for this study

focused on one of the seven major competencies identified

as important in the area of teacher education. The reseacher

utilized the competency, terminal performance objectives,

enabling objectives and format designed by members of the

state committee on development of competencies.

The instructional guide format consisted of six

basic parts: the preface, introductory materials, student

assessment, instructional aspects, bibliography and appen­

dices. The preface of the instructional guide was developed

by members of the Texas state Competency-Based Home Economics

Curriculum Project to serve as an introduction to all

46

materials developed in support of this project. The preface

provided background information on the identification and

validation of the competencies and the basic framework and

structure for the instructional guides.

The introductory materials included a flow chart,

competency statement, rationale, general instructions for

using the guide, and definitions of terms used frequently

in the guide. The flow chart provided a quick overview of

the recommended procedure for using the guide. The compe­

tency statement clarified the overall competency and the

terminal performance objectives and enabling objectives

covered in the guide. These objectives were stated in terms

indicative of desired student behavior. The competency

statement also served as a scope and sequence for the con­

tents of the guide. The rationale supported the educational

significance of the guide and the importance of conducting

a study in the area of interpersonal relationships. The

general instructions provided more detailed recommendations

for using the guide. Words which might be unfamiliar or

referred to in the guide in a specific manner were listed

and defined in the guide's definition of terms list. The

introductory materials served as an introduction to the

next sections of the guide.

The student assessment in the form of a cognitive

test was developed to be used as both a pretest and posttest

It was designed to determine the degree to which students

47

could meet the stated terminal performance objectives and

enabling objectives for the guide prior to and following

instruction based on the guide. The pretest results were

to be used as a basis for selection of student experiences

supplied in the body of the guide. The body of the guide

was made up of student objectives, subject matter emphases,

learning experiences and resources.

Content for subject matter emphases and ideas for

learning experiences were selected through a review of

available literature, suggestions made by teacher educators

involved with teaching this subject area and analyses of

similar course outlines and objectives. The major topic of

school-community interpersonal relationships in teaching was

divided into the following subtopics:

a. Using characteristics of the community as a

basis for program development

b. Determining major characteristics of specific

cultural and socioeconomic groups that affect school-

community relationships

c. Determining means of relating to people in

various cultural and socioeconomic groups

d. Interpreting the value of school-community

organizations

e. Describing strategies for working with other

agencies in promoting continuing education.

48

The learning experiences were designed to facilitate

student achievement of the enabling objectives. The en­

abling objectives built up, according to the levels of cog­

nitive learning, to attainment of the terminal performance

objectives. Accomplishment of the terminal performance ob­

jectives helped assure achievement of the competency. A

variety of learning experiences were developed to allow

teacher educators freedom in selecting those experiences

that would best fit their students' needs.

A complete bibliography followed the body of the

guide and the appendices followed the bibliography. The

appendices contained supportive materials, such as case

studies, interview outlines, student reading lists, and

other materials to enrich the subject matter and learning

experiences specified in the instructional guide.

Prior to testing, the guide was submitted to a panel

of four educators consisting of three professors in the

Department of Home Economics Education at Texas Tech Uni­

versity and one professor from the College of Education at

Texas Tech University for critical review. The panel mem­

bers were asked to supply suggestions for improving the

content and construction of the guide. Their suggestions

were incorporated through revision of the guide before it

was tested.

49

Development of Evaluative Instruments

Development of the Cognitive Instrument

One evaluation instrument was designed to measure

the effectiveness of instruction based on the guide in

terms of cognitive achievement. This instrument consisted

of twenty-nine objective test items for assessment of learn­

ing at various levels in the cognitive domain appropriate

for the enabling objectives. The evaluation instrument was

developed to serve as a pretest and posttest.

Ahmann and Glock (1) cited the importance of content

validity in evaluation instruments for yielding accurate

results on which conclusions may be based. A table of speci­

fications is a recommended tool for establishing content

validity. To insure content validity, a table of specifica­

tions was prepared utilizing the concepts, objectives and

proportion of time spent on different aspects from the in­

structional guide on school-community interpersonal rela­

tionships in teaching. A copy of the table of specifica­

tions that was used in the development of the evaluation

instrument for this study has been included in Appendix A.

A pool of multiple choice test items was assembled

by the researcher and reviewed by two home economics educa­

tion professors at Texas Tech University to determine the

appropriateness of the items for testing at the various

levels in the cognitive domain represented by the researcher's

TEXAS TEGH LIBRARY

50

objectives in the instructional guide on school-community

interpersonal relationships in teaching. Revisions were

made based on their recommendations, and the twenty-nine

selected items were organized into an acceptable test format,

This instrument has been included in Appendix B.

Reliability for this instrument was established by

use of the internal consistency method of split-half corre­

lation between even and odd posttest items using the Pearson

product-moment correlation coefficient. The Spearman-Brown

"Prophecy Formula" was used to "step up the half-length value

of the correlation to expected full length value. A reli­

ability coefficient of .77 was determined which was signifi­

cant at the .0001 level. This coefficient of reliability

indicated that the instrument was sufficiently reliable for

the purposes of this study.

Development of the Attitude Instrument

Major concepts from the school-community interper­

sonal relationships guide were identified and a pool of at­

titude statements was developed reflecting an individual's

feelings towards each dimension. An effort was made to have

approximately equal numbers of positive and negative state­

ments. The statements were submitted to a panel of eight

experts consisting of three home economics education faculty

members and five home economics education graduate students

at Texas.Tech University. Panel members were asked to judge

51

whether each statement was positive or negative and whether

the items truly assessed feelings towards the stated dimen­

sions. In addition, they were asked to supply critical

comments for improvement of the statements. Results were

tabulated and agreement of six or more judges was deter­

mined to signify well-constructed, clearly stated items

that were decidely positive or negative. The statements

that were not rated as clear, well-written items were de­

leted or revised, and other suggestions made by the panel

for improving the items were implemented into the final

revision of the items. The final attitude scale was com­

posed of thirty items. This process served to establish

content validity for the attitude instrument.

These attitude items were organized into a Likert-

type scale. A continuum of responses was provided on which

individuals indicated their degree of agreement with the

statements. Possible responses on the continuum were

strongly agree, agree, undecided, disagree and strongly

disagree. A copy of the attitude scale and an accompany­

ing letter of instructions for its use have been included

in Appendix C.

Since about half of the statements were positive

and half were negative, reverse scoring was employed. The

following example by Botkin illustrated the scoring pro­

cedure used for the attitude scale items:

52

Strongly Strongly Agree Agree Undecided Disagree Disagree

Positive Statement

Negative Statement 5

(9:47)

Reliability for the attitude scale was established

by use of the internal consistency method of split-half cor­

relation between odd and even posttest items using the

Pearson product-moment correlation coefficient stepped up

to expected full length value by the Spearman-Brown "Proph­

ecy Formula". A reliability coefficient of .87 was deter­

mined which was significant at the .0001 level. This coef­

ficient of reliability indicated that the instrument was

sufficiently reliable for the purposes of this study.

Development of Teacher Educator and Student Evaluation Forms

Separate parallel evaluation forms were developed

to measure the teacher educators' and students' reactions

to the instructional guide materials. The instruments were

similar in the concepts they were designed to measure. Some

items required slightly different wording of statements to

make the instruments most appropriate for the designated

group. The instruments included items to elicit responses

concerning all component parts of the guide as well as the

perceived effectiveness and usefulness of the guide in

53

improving competence in the area of school-community inter­

personal relationships in teaching. Respondents' ratings of

specific parts of the guide were determined through analysis

of responses to clusters of items covering the following

areas: subject matter content, objectives, learning ex­

periences, testing materials, resources and overall use­

fulness. The instrument was composed of items with a range

of possible responses. Possible responses on the continuum

were excellent, good, fair and poor. In developing the in­

strument, a collection of items was developed that covered

all of the different component parts of the guide. The

teacher educator and student evaluation form instruments

were submitted to three professors in the Department of

Home Economics Education at Texas Tech University for criti­

cal review. Revisions were made incorporating their sug­

gestions to increase the content validity of the instruments

Copies of these instruments with an accompanying letter of

explanation have been included in Appendix D.

Development of Student and Teacher Educator Profile Forms

These instruments were developed to obtain demo­

graphic data on students and teacher educators. The items

included on each questionnaire were developed through analy­

sis of similar research forms and delineation of data perti­

nent for analysis in this study. A pool of items was

assembled and submitted to three home economics education

54

professors at Texas Tech University for consideration. Re­

visions were made on content, wording and format based on

their critiques. This procedure was utilized to increase

content validity for the instruments.

The profile forms were designed to gather informa­

tion to use in determining possible differences between

students' evaluations of the guide according to their demo­

graphic information. The teacher educator profile sheet

requested information such as age, highest degree earned,

and number of years of experience. The student profile

sheets gathered information on variables such as age, clas­

sification, grade point average, major area of study, future

goals, and other courses taken in the area of school-

community interpersonal relationships in teaching. Copies

of the student and teacher educator profile sheets have

been included in Appendix E.

Selection of the Sample

The sample was one of convenience. An introductory

letter requesting assistance through participation was sent

to home economics teacher educators in the nineteen insti­

tutions of higher learning in Texas that offer vocational

home economics teacher education certification programs.

A copy of this letter has been included in Appendix F.

Prepaid postage cards were included for responses.

Positive responses were received initially from twelve

55

colleges and universities. After subsequent considerations

the final participants consisted of seven teacher educators

from six of the institutions. The seven teacher educators

who agreed to participate yielded a total of eighty-seven

home economics students of junior, senior and graduate

status.

Demographic data were analyzed to get an overview of

the characteristics of the students and teacher educators

involved in the study. This information is presented in

Tables 1 and 2.

Utilization of Materials and Collection of Data

To complete the study, materials developed by the

reseacher were used to collect data. The methodology of

this study involved the following procedures.

The potential participants were sent introductory

letters asking for their support through participation in

the study. A list of the terminal performance objectives

and the competency was included to give an overview of the

major emphases of the guide. Copies of the introductory

letter and the competency and terminal performance objec­

tives statement have been included in Appendix F.

The teacher educators who agreed to participate

were sent copies of the instructional guide, copies of the

cognitive and attitude tests, profile forms, evaluation

forms and letters of instructions on how to implement the

56

TABLE 1

DEMOGRAPHIC DATA ON STUDENTS

Variables N

Age Categories

20-22 66 23-25 8 26-30 5 31 or over 7

Classification in School

Junior 16 Senior 62 Graduate 8

Grade Point Averages

1.87-2.50 20 2.51-3.00 23 3.01-3.50 21 3.51-4.00 23

Future Plans to Teach

Yes 64 No IQ Undecided ^

Previous Studies in Interpersonal Relationships

Yes No

31 55

57

TABLE 2

DEMOGRAPHIC DATA ON TEACHER EDUCATORS

Variables N

Highest Degree Achieved

Bachelor 0 Bachelor plus graduate work 0 Master 1 Master plus additional work 3 Doctor 3

Age Classification

20-29 0 30-39 4 40-49 0 50-59 1 60 or over 2

Years Taught Homemaking at Post-Secondary Level

3 or less 1 4-9 3 10-15 1 16-20 1 Over 20 1

Years Taught Homemaking at Secondary Level

None ^ 1-3 3 4-10 3 11-20 1 Over 20 ^

58

study and complete the forms. These items were to be com­

pleted and returned by the end of December 1976.

The teacher educators were asked to administer the

attitude and cognitive pretests. They were requested to

complete pretesting prior to any other instruction or test­

ing in the area of school-community interpersonal relation­

ships in teaching.

The students participated in activities and received

instruction based on plans made by the teacher educators

using the instructional guide on school-community interper­

sonal relationships in teaching. Each teacher educator

selected and implemented the learning experiences from the

guide that best suited the students' needs.

The teacher educators were asked to administer the

attitude and cognitive posttests. These tests were to be

given immediately following the instruction based on the

instructional guide on school-community interpersonal rela­

tionships in teaching.

After taking the posttests, the students completed

the student profile forms and evaluation forms concerning

the instructional guide. Following completion of the study

based on the guide, the teacher educators completed the

teacher educator profile forms and evaluation forms concern­

ing the instructional guide.

All pre and post cognitive and attitude tests and

student and teacher educator evaluation and profile forms

59

were mailed back to the researcher prior to January 1911.

Due to the importance of the test scores and evaluation

ratings as data for this study, the scoring of papers was

carefully conducted by the researcher. The researcher used

an inflexible scoring key to determine scores for all cogni­

tive test papers. Students' attitude scores were found using

a reverse scoring key for positive and negative items. Each

of the items on the evaluation forms were given a four,

three, two or one by the researcher. These scores on the

evaluation forms were totaled for each teacher educator and

student.

Treatment of Data

Data collected in the investigation were treated *

statistically in the following manner:

1. Reliability of the cognitive and attitude evalu-

ation instruments was determined through the use of the split-

half method of correlating even and odd test items. The

Pearson product-moment correlation coefficient obtained was

stepped up using the Spearman-Brown "Prophecy Formula".

2. The significance of the difference between the

students' mean cognitive pretest score and mean cognitive

posttest score was determined through use of the t.-test.

3. The significance of the difference between the

students' mean attitude pretest score and mean attitude

posttest score was determined through use of the t.-test.

60

4. The significance of the relationship between

the students' cognitive pretest scores and attitude pretest

scores was determined by use of the Pearson product-moment

correlation coefficient.

5. The significance of the relationship between

the students' cognitive posttest scores and the attitude

posttest scores was determined by use of the Pearson product-

moment correlation coefficient.

6. The significance of the relationship between

the students' cognitive gain scores and the attitude gain

scores was determined by use of the Pearson product-moment

correlation coefficient.

7. The significance of the relationship between

the students' grade point averages and mean evaluation form

scores was determined through the use of the Pearson product-

moment correlation coefficient.

8. The significances of the differences between

evaluations of students when categorized by specific demo­

graphic variables were determined through the use of analysis

of variance tests.

9. The significance of the differences between the

students' evaluations of specific components of the instruc­

tional guide was determined through the analysis of variance

test.

10. Ratings of the seven teacher educators were

tallied for each item of the evaluation form. Total scores

61

were obtained for each teacher educator's evaluation form.

Suggestions and comments made by the seven teacher educa­

tors were also compiled.

All statistical analyses were conducted through use

of the computer programs at the Computer Center located on

the Texas Tech University campus. Differences were judged

to be significant at the .05 level or beyond.

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

Data collected for the study included student cogni­

tive pretest and posttest scores and student attitude pre­

test and posttest scores. These data were compared with

each other and with other variables by using either the

t.-tests or Pearson product-moment coefficients of correla­

tion. The total possible score on the twenty-eight item

cognitive test was eighty-four points. The total possible

range of scores on the twenty-nine item attitude test was

29 to 145 points.

Additional data included student evaluations and

teacher educator evaluations of the school-community inter­

personal relationships in teaching instructional guide de­

veloped for the study. Students completed the student

evaluation instrument by scoring each of twenty-two items

on a scale from one to four thus yielding total possible

scores ranging from 22 to 88. The teacher educator evalu­

ation instrument consisted of twenty-seven items each scored

from one to four yielding total possible scores ranging from

27 to 108. On the student evaluation form, items 1, 2, 6,

7, and 8 were related to subject matter and content, items

3, 4, and 5 to objectives, items 9 through 13 to learning

experiences, items 14 through 16 to testing materials, items

17 through 19 to resources, and items 20 through 22 to

62

63

overall usefulness of the guide. This set of data was sub­

mitted to the analysis of variance test to compare students'

ratings of the various components of the instructional guide.

Relationships of data from the students evaluation forms

and the student cognitive and attitude posttests were ana­

lyzed by use of Pearson product-moment correlation coeffi­

cients.

Demographic data on students and teacher educators

were obtained from the students' profile sheets and teacher

educators' profile sheets used in the study. The data col­

lected on students consisted of information pertaining to

students' ages, classifications in school, previous studies

in interpersonal relationships subject matter, professional

teaching goals, and grade point averages. The data collected

on teacher educators consisted of information pertaining to

their highest level of education, experiences in secondary

teaching, experiences in post-secondary teaching and ages.

The students' evaluations of the instructional materials

were analyzed in light of their statuses on these demo­

graphic variables using t.-tests and analysis of variance

tests. Data collected on teacher educators were categorized

and tabulated.

Data were collected from a total of eighty-seven

home economics students and seven home economics teacher

educators. These students and teacher educators represented

six universities throughout the state of Texas. One student

64

lacked complete data on her evaluation form, so in some

cases eighty-six students were used for the analysis and

in others eighty-seven students were used.

Hypotheses Examined and Discussed

Ten null hypotheses were tested in the study. Re­

sults of the statistical testing of hypotheses are presented

in this section:

Hypothesis 1

The first hypothesis was analyzed through use of the

t-test to determine if there was a significant difference

between the students' mean cognitive pretest score and mean

cognitive posttest score. Hypothesis 1 stated:

There is no significant difference between the students' mean cognitive pretest and mean cog­nitive posttest scores.

The statistics related to this hypothesis are sum­

marized in Table 3.

TABLE 3

DIFFERENCE BETWEEN STUDENTS' MEAN COGNITIVE PRETEST AND MEAN COGNITIVE

POSTTEST SCORES

Test N Mean t_ Level of Score Value Significance

Pretest

Posttest

87

87

72.

78.

.69

.92 -4. ,52 .0001

65

Hypothesis 1 was rejected because a statistically

significant cognitive gain was made by students from pre­

test to posttest scores. The t-value was significant at

the .0001 level. Students thus gained in the cognitive

area as a result of being instructed on the topic of school-

community interpersonal relationships in teaching utilizing

the materials developed by the researcher.

Hypothesis 2

Hypothesis 2 was analyzed through use of the t,-test

to determine if there was a significant difference between

students' mean attitude pretest and mean attitude posttest

scores. This hypothesis stated:

There is no significant difference between the students' mean attitude pretest and mean atti­tude posttest scores.

The statistics related to Hypothesis 2 are summarized

in Table 4.

TABLE 4

DIFFERENCE BETWEEN STUDENTS' MEAN ATTITUDE PRETEST AND MEAN ATTITUDE

POSTTEST SCORES

Test N Mean t_ Level of Score Value Significance

Pretest 87 119.22 -2.09 .05

Posttest 87 120.83

66

Hypothesis 2 was rejected as a statistically signifi­

cant attitude gain was made from mean attitude pretest to

mean attitude posttest scores. The t-value was significant

at the .05 level. Thus it appears that instruction on the

topic of school-community interpersonal relationships in

teaching based on the instructional materials developed for

this study significantly improved students' attitudes to­

wards the topic.

Hypothesis 3

The relationship between students' cognitive pretest

scores and cognitive posttest scores was analyzed through use

of the Pearson product-moment correlation coefficient.

Hypothesis 3 stated:

There is no significant relationship between the students' cognitive pretest scores and the students' attitude pretest scores.

The statistics related to the analysis of Hypothesis

3 concerning the correlation between students' cognitive

pretest scores and students' attitude pretest scores are

summarized in Table 5.

TABLE 5

CORRELATION BETWEEN STUDENTS' COGNITIVE PRETEST SCORES AND STUDENTS'

ATTITUDE PRETEST SCORES

Variables Correlated N Pearson r Level of Significance

Cognitive Pretest Scores 87 .250 .05

Attitude Pretest Scores 87

67

The correlation between students' cognitive pretest

scores and students' attitude pretest scores was .250 and

was significant at the .05 level. As a result of this find­

ing, Hypothesis 3 was rejected. it appears that students'

feelings about the subject matter area were significantly

related to their cognitive abilities in the subject matter

area before any instruction in the subject area was given.

Hypothesis 4

The relationship between the students' cognitive

posttest scores and students' attitude posttest scores was

analyzed by using the Pearson product-moment correlation

coefficient. Hypothesis 4 stated:

There is no significant relationship between the students' cognitive posttest scores and students' attitude posttest scores.

Statistics related to the analysis of Hypothesis 4

are summarized in Table 6.

TABLE 6

CORRELATION BETWEEN STUDENTS' COGNITIVE POSTTEST SCORES AND STUDENTS' ATTITUDE POSTTEST SCORES

Variables Correlated N Pearson r Level of Significance

Cognitive Posttest

Attitude Posttest

87

87 .307 01

68

The correlation between students' cognitive posttest

scores and students' attitude posttest scores was .307 and

was significant at the .01 level. Hypothesis 4 was rejected

as a result of this finding. Again students' attitudes to­

wards the subject matter appear to be related to their cog­

nitive performance in the subject area after instruction in

the topic is given.

Hypothesis 5

The relationship between the students' cognitive

gain scores and the students' attitude gain scores was ana­

lyzed by using the Pearson product-moment correlation coef­

ficient with regard to the fifth hypothesis which stated:

There is no significant relationship between the students' cognitive gain scores and the students' attitude gain scores.

Results of statistics related to Hypothesis 5 are

summarized in Table 7.

TABLE 7

CORRELATION BETWEEN STUDENTS' COGNITIVE GAIN SCORES AND STUDENTS' ATTITUDE GAIN SCORES

Variables N Pearson r Level of Significance

Cognitive Gain Scores 87 .188 NS*

Attitude Gain Scores 87

Not significant at the .05 level and beyond.

69

Hypothesis 5 was accepted. The correlation coeffi­

cient between students' cognitive test gain scores and stu­

dents' attitude gain scores was not significant at the .05

level or beyond. Cognitive and attitudinal gains in the

subject matter area of school-community interpersonal rela­

tionships in teaching do not appear to be significantly

related.

Hypothesis 6

The relationship between the students' evaluation

form scores and students' attitude posttest scores was ana­

lyzed using the Pearson product-moment correlation coeffi­

cient with regard to Hypothesis 6. This hypothesis stated:

There is no significant relationship between students' evaluation form scores and students' attitude posttest scores.

The statistics related to the analysis of Hypothesis

6 concerning the correlation between students' evaluation

form scores and students' attitude posttest scores are

summarized in Table 8.

TABLE 8

CORRELATION BETWEEN STUDENTS' EVALUATION FORM SCORES AND STUDENTS' ATTITUDE

POSTTEST SCORES

Variables Correlated N Pearson r Level of Significance

Evaluation Form Scores 86

Attitude Posttest Scores 87 .220 .05

70

The correlation between students' evaluation form

scores and students' attitude posttest scores was signifi­

cant at the .05 level. Due to this finding. Hypothesis 6

was rejected. it appears that students' attitudes toward

the subject matter area were related to their evaluations

of the instructional guide on school-community interpersonal

relationships in teaching. The more positive students'

evaluations were, the more positive were their attitudes

toward the subject matter.

Hypothesis 7

The relationship between the students' evaluation

form scores and the students' cognitive posttest scores was

analyzed by use of the Pearson product-moment correlation

coefficient with regard to Hypothesis 7 which stated:

There is no significant relationship between students' evaluation form scores and students' cognitive posttest scores.

Results of statistics related to Hypothesis 7 are

summarized in Table 9.

TABLE 9

CORRELATION BETWEEN STUDENTS' EVALUATION FORM SCORES AND STUDENTS' COGNITIVE

POSTTEST SCORES

Variables Correlated N Pearson r Level of Significance

Evaluation Form Scores 86

Cognitive Posttest Scores 87 049 NS *

Not significant at the .05 level and beyond.

71

Hypothesis 7 was accepted. The correlation coeffi­

cient between students' evaluation form scores and students'

cognitive posttest scores was not significant. This finding

indicates no significant relationship between the cognitive

abilities of students and their evaluations of the instruc­

tional guide upon completion of the study on school-commu­

nity interpersonal relationships in teaching.

Hypothesis 8

The relationship between the students' evaluation

form scores and the students' grade point averages was ana­

lyzed by using the Pearson product-moment correlation coef­

ficient. Hypothesis 8 stated:

There is no significant relationship between students' evaluation form scores and students' grade point averages.

Statistics related to the analysis concerning

Hypothesis 8 are summarized in Table 10.

TABLE 10

CORRELATION BETWEEN STUDENTS' EVALUATION FORM SCORES AND STUDENTS' GRADE

POINT AVERAGES

Variables Correlated N

Evaluation Form Scores 86

Grade Point Averages 87

Pearson r

-.097

Level of Significance

NS'

Not significant at the .05 level and beyond.

72

Hypothesis 8 was accepted. The correlation coeffi­

cient obtained between the students' evaluation form scores

and students' grade point averages was not significant at

or beyond the .05 level. It does not appear that students'

grade point averages were related to their evaluations of

the instructional guide on school-community interpersonal

relationships in teaching.

Hypothesis 9

Data were analyzed for Hypothesis 9 which stated:

There is no significant difference between students' mean evaluation form scores when students are categorized on each of the following variables:

a. Age b. Classification c. Previous study on interpersonal

relationships

d. Professional teaching goals

Hypothesis 9 was analyzed to determine if signifi­

cant differences existed between the mean evaluation form

scores of students in various categories for each of the

variables a through d. Analysis of variance tests were

conducted to compare the mean evaluation form scores of

students in specific categories under each variable. Mean

scores were computed for each student and a mean of means

was computed for each of the categories. Each part of

Hypothesis 9 is examined separately.

73

Hypothesis 9, Part a

To analyze the data pertaining to Hypothesis 9a,

students were categorized into the following groups on the

basis of their ages:

a. 20 through 22 years

b. 23 through 25 years

c. 26 through 30 years

d. 31 years and over

An analysis of variance test comparing the mean

evaluation form scores of students in these four age cate­

gories did not result in a significant F_ value. Therefore,

Part a of null Hypothesis 9 was accepted. The results of

the statistical analysis pertaining to Hypothesis 9a, when

the mean student evaluation form scores of various age

groupings were compared, are summarized in Table 11. Find­

ings indicated students' mean evaluation form scores were

not significantly different for different age groups.

TABLE 11

COMPARISON OF MEAN STUDENT EVALUATION FORM SCORES BY AGE GROUPS

Age Groups N Mean

Evaluation Form Score

F Ratio

Level of Significance

20-22 23-25 26-30 31 or over

66 8 5 7

2.80 2.79 2.85 2.96

.25 NS^

Not significant at the .05 level and beyond

74

Hypothesis 9, Part b

Hypothesis 9b was examined to determine if there

were any significant differences between the mean scores

of students of different classification levels in school,

Students were categorized into three groups on the basis

of their classification level in school as shown below:

a. Junior classification

b. Senior classification

c. Graduate classificati on

The mean evaluation form scores of students in these

categories were compared through the use of the analysis of

variance test. The F_ value obtained was not significant.

This indicated no significant differences existed in the

mean scores of the students in the three classification

categories. As a result of this finding. Part b of null

Hypothesis 9 was accepted. The results of the statistical

analysis of Hypothesis 9b with the mean student evaluation

form scores of students of different classifications being

compared are summarized in Table 12.

TABLE 12

COMPARISON OF MEAN STUDENT EVALUATION FORM SCORES BY CLASSIFICATION LEVELS

Classification Levels

Mean N Evaluation

Form Score F Level of

Ratio Significance

Junior Senior Graduate

16 62 8

2.92 2.80 2.75

.48 NS

Not significant at the .05 level and beyond.

75

Hypothesis 9, Part c

Hypothesis 9c was analyzed to determine if signifi­

cant differences existed between the mean evaluation scores

of students with different professional teaching goals. The

students were categorized into the following three groups on

the basis of their professional teaching plans upon gradu­

ation:

a. Plan to teach

b. Do not plan to teach

c. Undecided

The null hypothesis accepted as the F value was not

significant. The results of the analysis of variance test

indicated that the students' mean evaluation form scores

were not significantly different from students with differ­

ent professional plans following graduation. The results

of the statistical analysis of Hypothesis 9c with the mean

student evaluation form scores compared for students with

different teaching goals are summarized in Table 13.

TABLE 13

COMPARISON OF MEAN STUDENT EVALUATION FORM SCORES BY PROFESSIONAL TEACHING GOALS

Mean Future Plans N Evaluation F Level of

Form Score Ratio Significance

1.72 NS*

Not significant at the .05 level and beyond.

Plan to teach Do not plan to teach

Undecided

64

18 4

2.87

2.64 2.66

76

Hypothesis 9, Part d

Hypothesis 9d was analyzed through use of the t_-

test to determine if a significant difference existed be­

tween the mean scores of students with previous exposure

to interpersonal relationships subject matter and those

with no previous exposure. No significant difference was

found, resulting in acceptance of the null hypothesis.

Whether students had had previous exposure to interpersonal

relationships subject matter did not seem to effect the

mean student evaluation form scores. Results of the sta­

tistical analysis for Hypothesis 9d are summarized in

Table 14.

TABLE 14

COMPARISON OF MEAN STUDENT EVALUATION FORM SCORES BY PREVIOUS STUDY ON INTERPERSONAL

RELATIONSHIPS

Mean Previous Study N Evaluation t Level of

Form Score Value Significance

Yes 31 2.80

No 55 2.82 05 NS*

Not significant at the .05 level and beyond.

Hypothesis 10

Data were analyzed for Hypothesis 10 which stated

There is no significant difference between students' mean evaluation of the following components of the instructional guide:

77

a. Subject matter content b. Objectives c. Learning experiences d. Testing materials e. Resources

f. Overall usefulness

Hypothesis 10 was analyzed to determine if signifi­

cant differences existed between the students' evaluations

of the six categories which comprised the major areas of

the guide being evaluated. Items on the evaluation form

were clustered to form the above categories. Mean scores

were computed for each student and a mean of means was

computed for each of the categories. The analysis of vari­

ance test compared students' evaluations of the following

components of the instructional guide: subject matter

content, objectives, learning experiences, testing mate­

rials, resources and overall usefulness. After a signifi­

cant F ratio showed up, Tukey's formula for determining

honestly significant differences was applied to find out

where the difference was. Only one variable was rated

significantly different than the others by the students.

A significant difference did exist between the students'

evaluation of the subject matter content and their evalu­

ations of the other categories of the guide which wer^ as

follows: learning experiences, testing materials, resources,

and overall usefulness. Students rated the subject matter

content aspect of the instructional guide significantly

higher than any of the other components. The null hypothe­

sis was rejected. The statistical analysis of Hypothesis 10

is summarized in Table 15.

TABLE 15

COMPARISON OF STUDENTS' EVALUATIONS OF THE COMPONENT PARTS OF THE

INSTRUCTIONAL GUIDE

78

Components of the Instructional Guide S c o r e

3 .

2 .

2.

2.

2,

2,

,02

.67

.57

.52

. 40

. 5 3

F Ratio

Level of Significance

Subject matter content

Objectives

Learning experiences

Testing materials

Resources

Overall Usefulness

6.5943

0001

•k

NS ^ *

NS

NS*

NS

NS

'Not significant at the .05 level and beyond.

Summary

In summary, the following were the major findings

as a result of analyses of the hypotheses in this chapter:

1. A significant difference was found between the

students' mean cognitive pretest and mean cognitive post-

test scores.

2. A significant difference was found between the

students' mean attitude pretest and mean attitude posttest

scores.

79

3. A significant relationship was found between

the students' cognitive pretest scores and students'

attitude pretest scores.

4. A significant relationship was found between

the students' cognitive posttest scores and students'

attitude posttest scores.

5. There was no significant relationship found

between the students' cognitive gain scores and the stu­

dents ' attitude gain scores.

6. A significant relationship was found between

the students' evaluation form scores and the students'

attitude posttest scores.

7. There was no significant relationship found

between the students' evaluation form scores and the

students' cognitive posttest scores.

8. There was no significant relationship found

between the students' evaluation form scores and the

students' grade point averages.

9. Students were classified into categories on

the variables of age, classification, previous study in

interpersonal relationships, and professional teaching

goals. No significant differences were found to exist in

their mean ratings of the instructional guide when they

were categorized on any of these variables.

10. No significant differences were found between

the students' mean evaluation of objectives, learning

80

experiences, testing materials, resources, and overall

usefulness of the instructional guide. A significant dif­

ference was found between the students' ratings of the

subject matter content and their ratings of learning ex­

periences, testing materials, resources, and overall use­

fulness. Subject matter content was found to have the

highest mean score of all components of the instructional

guide, followed by objectives.

Teacher Educators' Suggestions and Comments

Space was provided on the teacher educators' evalu­

ation forms for suggestions and comments for improving the

instructional guide developed for this study. The teacher

educators' suggestions and comments were compiled for use

in revising the school-community interpersonal relation­

ships in teaching instructional guide. This compilation

of teacher educators' comments and suggestions has been

included in Appendix G.

Comments received pertained to content, objectives,

learning experiences, testing materials, usefulness and

recommendations for improvement of the guide. All comments

on the content of the guide were positive and favorable.

In commenting on the learning experiences, teacher educa­

tors expressed approval of the variety and types of learn­

ing experiences. Teacher educators' comments concerning

objectives were that the objectives given under the en­

abling objectives (E.O.'s) were too specific and structured

81

for competency-based education. All comments regarding the

testing materials were in agreement on the need for shorten­

ing the cognitive and attitude tests. Concerning the use­

fulness of the guide, teacher educators expressed no major

criticisms of the guide and commented on their enjoyment in

using the guide. Teacher educators felt that the student

evaluation form took too much time and needed a place for a

"no opinion" or "not applicable" answer. Concerning the

improvement of the guide, the need for additional experi­

ences on working with people in the community such as busi­

ness persons was expressed. A list of the teacher educators'

comments was included in Appendix G.

Teacher Educators' Evaluations of the Instructional Guide

The seven teacher educators each responded to an

evaluation form which paralleled that form used by students.

Due to the small number of teacher educators in the study,

data were tabulated rather than treated statistically. A

range of scores from 27 to 108 was possible on the teacher

educators' evaluation form. The teacher educators' total

scores on the form for this study ranged from 77 to 107.

For tabulation purposes, the teacher educator evalu­

ation form items were grouped into seven components. These

components were introductory materials, objectives, subject

matter content, learning experiences, testing materials,

resources and organization and usefulness. In general.

82

all components received high, favorable ratings from the

teacher educators. The majority of the ratings were either

a four or three which was equal to an excellent or good

rating. Only two items out of the total twenty-seven items

on the evaluation form received a score of one from any

individual which was equivalent to a poor rating. The orga­

nization and usefulness component of the instructional guide

received the overall highest rating score. The testing

material was scored the lowest overall by teacher educators.

A copy of the item-by-item tabulation for items on the

teacher educators' evaluation form has been included in

Appendix H.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

FOR FURTHER RESEARCH

This chapter consists of a summary of the study and

conclusions which seem justified based on data analyses.

Recommendations for further research in the area of the

development and evaluation of competency-based instructional

guides with emphasis on school-community interpersonal re­

lationships were based on the findings of the study.

Summary of the Study

The study involved the development and evaluation

of a competency-based instructional guide on school-commu­

nity interpersonal relationships in teaching. The first

facet of the study was to review the literature with emphases

on the present state of competency-based teacher education,

the subject area of interpersonal relationships and methods

for evaluation of instructional materials. Following the

review of literature, the competency-based instructional

guide on school-community interpersonal relationships was

developed. Next a series of evaluation instruments were

completed in order to collect desired data during the re­

search. These instruments included a cognitive test, an

attitude scale, a student instructional guide evaluation

form, a teacher educator instructional guide evaluation

form, a student profile sheet and teacher educator profile

83

84

sheet. The cognitive test and attitude scale were used for

pre and post assessment. All materials and instruments were

reviewed and critiqued by three or more home economics edu­

cation faculty members at Texas Tech University before dis­

tribution and use in the study.

The sample for the study consisted of eighty-seven

students from six universities in the state of Texas. All

of these students were enrolled in at least one home eco­

nomics course during the fall semester of 1976. All students

in the sample completed the pre and post cognitive and atti­

tude instruments, the student instructional guide evaluation

form and the student profile form. All students were in­

structed by the cooperating teacher educators in the insti­

tution in the area of school-community interpersonal rela­

tionships in teaching based on the instructional guide being

evaluated. Each teacher educator had freedom to select

those experiences and resources from the instructional guide

that best suited the needs of the students. All materials

were completed and returned to the researcher by December 31,

1976.

Data obtained from the student cognitive and attitude

pretests and posttests were analyzed through the use of ^-

tests and Pearson product-moment coefficients of correlation.

The Pearson product-moment coefficient of correlation was

also used to test the significance of the relationship be­

tween the students' evaluation form scores and their grade

85

point averages. Analysis of variance tests were used to

determine if significant differences existed between stu­

dents' mean evaluations of the instructional guide when

they were classified into various categories on the vari­

ables of age, classification, previous studies in inter­

personal relationships subject matter and professional goals

concerning teaching. The analysis of variance test was also

used to determine if significant differences existed between

students' mean evaluations of the following components of

the instructional guide: subject matter content, objec-

tives, learning experiences, testing materials, resources

and overall usefulness. The null hypotheses stated in the

study were statistically analyzed and rejected when the

levels of significance were at the .05 level or beyond. All

statistical analyses were made through use of computer pro­

grams at the Computer Center on the Texas Tech University

campus.

Additional data from the teacher educators' evalu­

ation forms were summarized. An item-by-item tabulation of

the teacher educators' evaluation forms was completed to

show teachers' ratings of each aspect of the guide. Total

scores for teacher educators' evaluation forms were also

obtained to determine the overall rating of the instruc­

tional guide by the teacher educators participating in the

study. Demographic information was presented showing the

teacher educators' levels of education, years of secondary

86

teaching experience and amounts of post-secondary teaching

experience. A list of the teacher educators' comments and

suggestions concerning the instructional guide was compiled.

Findings of the Study

Findings of the study resulting from analyses of

data were as follows:

1. There was a significant difference between the

students' mean cognitive pretest and mean cognitive post-

test scores.

2. There was a significant difference between the

students' mean attitude pretest and mean attitude posttest

scores.

3. There was significant relationship between the

students' cognitive pretest scores and students' attitude

pretest scores.

4. There was a significant relationship between

the students' cognitive posttest scores and students'

attitude posttest scores.

5. There was no significant relationship between

the students' cognitive gain scores and the students'

attitude gain scores.

6. There was a significant relationship between

the students' evaluation form scores and the students'

attitude posttest scores.

87

7. There was no significant relationship between

the students' evaluation form scores and the students'

cognitive posttest scores.

8. There was no significant relationship between

the students' evaluation form scores and the students'

grade point averages.

9. There were no significant differences between

the mean evaluations of the instructional guide made by

students in the following age categories:

-20-22 years

-23-25 years

-26-30 years

-31 or over

10. There were no significant differences between

the mean evaluations of the instructional guide made by

students in the following classification categories:

-Junior classification

-Senior classification

-Graduate classification

11. There were no significant differences between

the mean evaluations of the instructional guide made by

students in the following categories concerning plans to

teach:

- Plan to teach

-Do not plan to teach

- Undecided

88

12. There was no significant difference between

the mean student evaluation form scores of students who had

engaged in previous studies in interpersonal relationships

subject matter and those who had not had previous studies

in this area.

13. There were no significant differences between

the students' mean evaluations of the objectives, learning

experiences, testing materials, resources and overall use­

fulness components of the instructional guide. A signifi­

cant difference was found in the students' ratings of the

subject matter content component and their ratings of the

following components: learning experiences, testing mate­

rials, resources and overall usefulness. The subject mat­

ter content component received the highest mean score of

any of the components of the instructional guide.

Conclusions and Implications

Data acquired from the study were limited to the

eighty-seven college students enrolled in home economics

education classes at six Texas colleges and universities

during the fall of 1976. Based upon the analyses of data

and interpretation of findings, tenative conclusions were

drawn'.

In comparing the students' mean cognitive pretest

score with the students' mean cognitive posttest score a

significant difference was found. Students' cognitive test

89

performance improved significantly following instruction

based on the instructional guide. This implies that in­

struction based on the instructional guide is effective

for improving cognitive performance of students in the com­

petency area of school-community interpersonal relation­

ships in teaching.

A significant difference was also found between the

students' mean attitude pretest and mean attitude posttest

scores. This indicated that students' attitudes improved

following instruction based on the instructional guide. It

also would seem to verify the effectiveness of training

students in interpersonal relationship skills based on the

material in the instructional guide on school-community

interpersonal relationships in teaching. The subject matter

for this study was new to fifty-five students in the sample.

This suggested that students' attitudes may be changed

through exposure to new materials. Students may have been

stimulated to learn and react positively to the introduction

of new subject matter. New subject matter, particularly in

areas such as human relations, may result in a change in

students' attitudes and feelings. Similar conclusions were

drawn by Botkin (9) in a study conducted in 1976. Botkin

found a significant difference between students' mean at­

titude pretest and mean attitude posttest scores in two out

of nine competency areas covered in her study with under­

graduate home economics education majors. Botkin noted that

90

these two areas were relatively new to students involved

in the study and that their interest was probably aroused

because of the newness of the material.

In this study instruction based on the guide enabled

students to improve in both cognitive and affective areas

related to school-community interpersonal relationships in

teaching. Thus the guide is seen as an effective tool for

implementing changes in the cognitive and affective domains.

In analyzing the relationship between the students'

cognitive test scores and attitude test scores, significant

though low correlations were found. A significant relation­

ship existed between both the pre cognitive and pre attitude

assessment and between the post cognitive and post attitude

tests. This indicated the existence of a relationship be­

tween cognitive and attitude test scores before and after

teaching based on the instructional guide. This implied

that students' attitudes and cognitive abilities were re­

lated in that the more positive the students' attitudes, the

higher their cognitive scores. It appears that how students

feel about a subject matter area may be related to how well

they perform in a subject matter area. If this is truly

the case, educators face a dual task in planning not only

for students' cognitive learning, but also for students'

affective growth.

The relationship between the students' cognitive

gain scores and attitude gain scores was not significant.

91

Thus, the indication is that there was no significant cor­

relation between students' gain scores on their cognitive

and attitude tests. This implies that although a relation­

ship does exist between student attitudes and cognitive

abilities, there is no significant correlation between the

amount of improvement in students' attitudes and cognitive

abilities.

It was concluded from the analyses of data that a

significant relationship existed between the students'

evaluation form scores and their attitude posttest scores.

This indicated a significant positive correlation between

students' attitudes and their evaluations of the materials

on school-community interpersonal relationships.

Students were not aware of their attitude scores at

the time they completed their evaluation forms. Thus the

students' evaluations were not influenced by knowledge of

their scores on the attitude test. Students were allowed

privacy in completing their evaluation forms. They were

assured that their evaluations of the materials would remain

confidential. The students were also assured that their

course grades would not be influenced by their scores on the

evaluation instruments used in the study. The lack of risk

in the students' evaluations of the instructional guide

allowed honest, candid responses concerning the materials.

The relationship found to exist here implied that

how students feel about a subject matter area may definitely

92

be related to their evaluations made of any instruction in

the area. Therefore when selecting students to help in

evaluation of instruction or materials,^perhaps educators

need to be concerned with how the students feel about the

subject matter area under evaluation.

It was concluded from analyses of the data that a

relationship did not exist between the students' evaluation

form scores and their cognitive posttest performance. This

finding showed that although students' attitudes and their

evaluations of the guide were related, their cognitive per­

formances and their evaluations were not related. The stu­

dents were not aware of their scores on the cognitive test

when they completed their evaluation forms. This helped

insure more objective evaluations that were not influenced

by either high or low scores on the cognitive test. Because

the evaluations were confidential students were able to re­

spond freely to all items. Students were aware of the fact

that their evaluation form scores would not affect their

course grade. This lack of risk encouraged students to

respond honestly thus providing more objective data. A

possible implication for educators is suggested in this

finding. If students' evaluations of instruction are not

related to their cognitive abilities then evaluative input

from students of all ability levels can be sought and uti­

lized effectively in the evaluation process.

93

From the analyses of data, it was concluded that

no significant relationship existed between the students'

evaluation form scores and their grade point averages. The

limited nature of the sample in this study could have in­

fluenced this finding. The range of grade point averages

was relatively narrow due to admittance standards in upper

level home economics education programs. All students in

the sample were in their junior year or above level of

post-secondary education.

The students' ages, classification levels, profes­

sional teaching goals and previous studies in interpersonal

relationships subject matter made no significant differences

in their evaluations of the instructional guide. These find­

ings indicated that students with varying ages, classifica­

tions, professional teaching goals and previous studies in

interpersonal relationships were inclined to rate the in­

structional guide materials similarly. This suggested that

students' evaluations of instructional guides could be uti­

lized effectively because their evaluations were not in­

fluenced by variables such as age, classification, profes­

sional teaching goals and previous studies in the subject

area. It appears that evaluative input from students of

varying ages and classifications and with varying profes­

sional goals and past experiences in the subject area can

be utilized by teachers without concern that these variables

are influencing the evaluation outcome.

94

In comparing the students' evaluations of different

component parts of the guide, inconsistent findings were

discovered. Analysis of data indicated no significant dif­

ferences between the students' evaluation of objectives,

learning experiences, testing materials, resources and over­

all usefulness components of the instructional guide. A sig­

nificant difference was found between the students' evalu­

ation of the subject matter content and their ratings of

the learning experiences, testing materials, resources and

overall usefulness components of the guide. The subject

matter content was given the highest mean evaluation score

of all components by the students. The students in this

study were asked to rate an instructional material they had

not seen. In a situation such as this the subject matter

the students attain is one of the most important variables

to be evaluated. The subject matter content of the instruc­

tional guide on interpersonal relationships in the school

and community was rated significantly higher than the test­

ing materials, resources, learning experiences and overall

usefulness components of the guide. The objectives compo­

nent of the guide received the second highest rating. It

appears warranted in looking at student evaluations, that

attention should be given to component parts of the evalu­

ation in addition to the total evaluative score. This

procedure could prove helpful in finding problem areas that

need attention. This could increase the accuracy of

95

evaluative findings in that a high or low total score might

not be representative of all scores for all parts.

Recommendations for Further Research

This study pertaining to the development and evalu­

ation of a competency-based instructional guide in school-

community interpersonal relationships in teaching revealed

the need for further research in the area. Recommendations

for further research include:

1. Conducting a follow-up study of students in­

volved in this study to determine if significant stable

changes in cognition and attitude are evidenced after a

specified length of time. This type of study would yield

valuable information of the students' ability to retain in­

formation and feelings acquired from instruction utilizing

the instructional guide.

2. Using the same procedure, obtain students' evalu­

ations of competency-based instructional guides in other

home economics education subject matter areas such as guid­

ance and counseling, instructing, evaluation, public rela­

tions, professionalism and program planning.

3. Conducting a study to compare students' and

teachers' evaluations of the instructional guides being

utilized. This would increase the value of the evaluation

data collected by providing evaluation from two sources on

which a statistical comparison could be based. In this

96

study, limited number of teachers did not make this possi­

ble.

4. Conducting a study with a control and experi­

mental group on which comparisons of students' cognitive

and attitude test scores could be made. This would serve

to show that student improvements in the cognitive and af­

fective domain truly occurred as a result of teaching based

on the instructional guide.

5. Replicating the study with a larger sample of

teachers to provide a broader range of data on their evalu­

ations of the instructional guide.

6. Conducting a study with emphasis on exploration

of teacher variables in relation to their evaluations of

the instructional guide.

7. Conducting a study in which some preservice

teachers receive instruction based on the guide and some

do not receive instruction. These subjects could be ob­

served and rated during their student teaching experiences

to determine the effect of instruction based on the guide

in increasing the student teacher's involvement in school-

community interpersonal relationships.

8. Replicating the study with a broader sample

representative of a larger variety of students such as more

variety in ages, classifications, grade point averages and

previous studies in interpersonal relationships.

97

9. Conducting a study in which the variables as­

sociated with teacher educators' selection and utilization

of student learning experiences is more closely controlled

or analyzed. This would serve to strengthen the findings

of the study by insuring more uniformity in the usage of

the materials.

Ahmann, J. Stanley, Pupil Growth. 1975.

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APPENDIX A

TABLE OF SPECIFICATIONS

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APPENDIX B

COGNITIVE TEST

106

107

Najne _ ^ School ^ ^ ^ ^ Date Possible Score 8^ Student Score

School-Community Interpersonal Relationships Test

DIRECTIONS FOR MULTIPLE CHOICE QUESTIONS FOR CASE STUDY II (Community Z);

Read Case Study I. Questions 1-18 deal with the Case Study. Place the letter of the best answer in the appropriate blank on the answer sheet provided. Each answer is worth 3 points.

CASE STUDY I: COMMUNITY X

Community X is located in a rural, primarily agricultural area of the Texas panhandle approximately 30 miles from any large city. The population of 2,000 is primarily tri-ethnic consisting of Anglos, Mex­ican-American, and Blacks in order of predominance. Older settlers of the community have remained, and community loyalty is strong. There is one school with three major divisions—elementary, junior high, and high school sections. There is a major state university in the large city 30 miles away where the county seat is located also. Most of the homes in the community are older single-family dwellings. Multiple family dwellings are limited to several duplexes built within the last 15 years. There are no apartments, only an old hotel where many of the senior citizens reside. New homes tend to be large and expensive, built by middle-aged, long-time community residents.

About 2/3 of the students who start school actually graduate. Within one year after graduation, 70^ of the high school graduates marry. About 5% of the graduates attend a university or college. Major community activities are either church or school related. School activities tend to focus primarily on athletics.

Business and professional services in the city include the following:

1 auto-farm machinery parts store 2 floral shops 3 auto nechanic repair shops 1 furniture store 2 auto sales showrooms 8 gasoline stations 1 bakery 3 grocery markets j bank 1 lumber yard 2 barber shops 1 mercantile & dry goods store 8 beauty salons 1 newspaper office 1 Chamber of Commerce 1 out-patient clinic 5 churches ^ P " office 3 cotton gins 5 restaurants (cafes) 1 dentist 1 tractor sales .<:: r,ervice

108

1.

2.

3.

1 doctor 1 drug store

1 fertilizer-seed sales store

1 variety store Several specialty shops Several insurance sales offices

Which would not be a reason why a new homemaking teacher would want to better understand Community X?

A.

B.

C.

D.

Knowing Community X, one can more readily adapt the program to community needs. Knowing the resources available in Community X, one can enrich learning experiences. Recognizing attitudes and values in Community X, one can change those things one finds undesirable. Understanding prevailing practices of Community X, one can be more accepting of the way of life of students.

Where would you go first in Community X to obtain information on adult education?

A. School Superintendent's office B. Chamber of Commerce C. Telephone book's yellow pages D. Local school board

When using the county courthouse which procedures would be most appropriate for a new teacher in Community X?

A. B. C. D.

Gall with questions ready for clerk to look up. Interview county courthouse officials to answer questions. Check to see what information is on record. Browse through materials available at county courthouse.

^•. Which method of gathering information about characteristics of Community X would be the easiest for the new homemaking teacher to use?

A. Attend community activities B. Read the local newspaper C. Check the census data D. Visit the county courthouse

5. Which statement best explains an influence the rural nature of Community X may have on the Homemaking program?

A. Extra-curricular activities will need to be after school. B. A PreEmployment laboratory will be very feasible. C. Activities need to be planned which will give students of

different ages a chance to interact. D. Future Homemakers of America (FHA) membership will be held

in high esteem.

109

6. Which activity best shows that the characteristics of Community X are influencing homemaking program development?

A. Demonstrations on a variety of food preservation techniques are given.

B. Panel discussions are held on family planning. C. Field trips are taken for comparative shopping activities. D. A resource person on new trends in interior decorating is

decorating is invited to speak.

7. Which statement best defines "cultural group"?

A. A number of individuals having a similar rank in a society. B. A number of individuals having common interests, customs,

traditions, and behavior patterns. C. A part of a population that is less than a majority and

differing from others in some characteristics. D. A number of individuals making comparable utilization of

goods and services in a society.

8. Which statement best explains why one should not draw correlations between socioeconomic levels and cultural groups?

A. The relationship between cultural groups and socioeconomic levels in a changing relationship.

B. An individual's socioeconomic level determines the cultural group of which one is a member.

C, One's cultural group determines the socioeconomic level an individual attains.

D, Cultural groups and socioeconomic level are never related.

9. Which socioeconomic level would be representative of most of the long-time residents of Community X?

A, Lower B. Lower-middle G. Upper-middle D. Upper-lower

10. Which source of Information would be the best to use in determining major characteristics of the Mexican-American culture in Community X?

A. Reference material at the university library B. Records located in county courthouse C. Mexican-American community leaders D. Local weekly newspaper

110 11. Which characteristic of middle-class persons in Community X

would a homemaking teacher be least likely to ascertain by touring the parts of town where there are duplexes?

A. Concern for safety of children B. Interest in maintenance of property C. Size and nature of families D. Employment of wage earners

12. Which method would be best for a new teacher to determine characteristics of the upper socioeconomic level citizens of Community X?

A. Attend many activities in which persons in this group are involved.

B. Make visits to the homes of persons in this socioeconomic group.

C. Read books about upper socioeconomic level groups. D. Observe interactions of persons in this group with others

in the community.

13. In the Mexican-American culture the "macho" or male dominance attitude is very strong. Which of these best explains how this characteristic may effect the homemaking program?

A. Mexican-American male participation in the homemaking programs may be limited.

B. Mexican-American male participation in the homemaking programs may be extensive,

C. Mexican-American male and female participation in the home-making program may be about equal.

D. It is not likely that there is any Mexican-American participation in the homemaking program.

1^. The homemaking teacher in Community X strongly values education. Which action on her part might negatively effect interpersonal relationships in the community?

A. Running an aggressive campaign to solicit students for an adult education program.

B. Teaching students that a quality life can be attained without a college education.

C. Encouraging students to explore many career possibilities.

D. Conducting interviews to analyze the needs for educational change.

15. Which statement tells how an Anglo teacher in Community X could best develop relationships with someone in the Black cultural group?

A. Use their jargon to communicate with them. B. Explain to them that you understand their problems. C, Be yourself, using typical speech and mannerisms. D, Tell them you really are interested in helping them iir,prove.

Ill

DIRECTION FOR SHORT ANSWER QUESTIONS FOR CASE STUDY I (Community X)

In one or two sentences, answer the following questions. Place your answer in the appropriate places on the answer sheet provided. Each answer is worth 3 points.

16. Propose one way in which the homemaking teacher could use the tri-ethnic nature of Community X as a basis for planning a unit of study on the role of family members.

(Answer goes on answer sheet.)

17. Describe a specific characteristic of any of the ethnic groups in Community X and explain one effect this characteristic might have on relationships in Community X.

(Answer goes on answer sheet.)

18. Propose one way that a Black homemaking teacher in Community X could relate effectively to.Anglo students.

(Answer goes on answer sheet.)

112

DIRECTIONS FOR MULTIPLE CHOICE QUESTIONS FOR CASE STUDY II (Community Z):

Read Case Study II. Questions 19 through 28 deal with the Case Study. Place the letter of the best answer in the appropriate blank on the answer sheet provided. Each answer is worth 3 points,

CASE STUDY II: COMMUNITY Z

This community, unlike Community X, is a large metropolitan city with a population of approximately 170,000. The population is diver­sified in both ethnic and socioeconomic background. Citizens include new highly mobile residents and other more permanent residents,

A large, growing school system exists comprised of 1 elementary schools, 10 junior highs, and 5 high schools. There is a major state school with 20,000 plus students and a junior college of around 2,000-3,000 students. Along with this rather extensive school system there is a network of school-community organizations. Participation in these organizations varies with different locals and groups of people. Organizational structure and participation differs in various parts of the city according primarily to the socioeconomic levels. The strongest support of school-community organizations is in the middle-class areas of the city. Lower socioeconomic class participation in school-community organizations is at times deterred by varying work schedules, family lifestyles, and traditions. Participation in upper socioeconomic class areas is largely in name or financially only. Some people in all groups are indifferent and some are very dynamic, concerned, and involved. However, many organizations have experienced severe declines in member­ship over the past several years.

Perhaps more extensive than the system of school-community organi­zations is the variety of agencies found in Community Z. The United Fund is very strong and helps support over 70 agencies in the city. Many governmental agencies also are located within the city. This area is in a developmental stage at present and peak utilization and expan­sion of community agencies lies ahead. The organizations with the greatest popularity are those that offer free services, work primarily with teenagers and young adults, and are convenient to the areas where these people reside.

113

19. Which organization is least likely to have a strong influence on both school and community life in Community Z?

A. ^H Clubs B. Parent-Teacher Association C. Athletic Booster Clubs D. Future Homemakers of America?Home Economics Related

Occupations

20. Which purpose can best be' served by school-community organiza­tions in Community Z?

A. Foster leadership potential B. Promote healthy relationships C. Raise funds for charity D. Publicize on-going projects

21. Which example shows the most effective promotion of healthy school-community relationships in Community Z?

A, The Future Homemakers of America (FHA) conducted a visitation program in the local nursing home.

B. The Young Homemakers of Texas (YHT) planted a tree in a city park.

C. The Future Homemakers of America (FHA) raised money to pay expenses of a member to the state meeting.

D, The Home Economics Related Occupations (HERO) chapter conducted a child development seminar for useful homemaking classes,

22. Which statement best explains the current state of the existing organizations in Community Z?

A. The needs of the populus as a whole are being adequately met. B. The organizations are adequately fulfilling their goals and

purposes. C. The organizations are needing improvement in participation

and program development. D. As they are now functioning, the organizations do not need

to change.

23. Which example would show the most promise in promoting healthy school-community relations in Community Z?

A. Parents were asked to attend a series of city-wide meetings to discuss possible solutions to parental indifference.

B. Parents were mailed a questionnaire to determine grievances and reasons for their lack of interest.

C. Parents were consulted by phone and in person to determine their interests and concerns.

D. Parents were informed of the findings of a group of teachers who met and decided what constituted the problems of school-community organizations.

114

24. Which statement best explains "continuing education"?

A. Returning to a university or college to pursue higher education

B. Returning to high school to finish after an interruption in one's education

C. Attending classes for training to work as paraprofessionals D. Participating in educational activities to increase one's

ability to cope with life

25, Which of the following found in Community Z would be least likely to offer continuing education classes in a homemaking related area?

A, The local public school system B, Young Men's Christian Association (YMGA)

C. Planned Parenthood D. The University

26, Which agency would probably be least successful in Community Z?

A, Neighborhood Recreational Centers B, Young Women's Christian Association (YWCA)

C, Young Men's Christian Association (YMCA)

D, Retired Citizen's Association

27. What would be the first step a homemaking teacher would need to take in beginning a continuing education program with a local agency in Community Z?

A. Discuss possibilities for student experiences with agency personnel

B, Invite paraprofessionals to address the class on careers G, Send students to the agency to explore their program and

facilities D. Arrange to borrow equipment and visuals from the agency

for class use

DIRECTIONS FOR SHORT ANSWER QUESTION FOR CASE STUDY II:

In one or two sentences, answer the following question that applies to Community Z. Place your answer in the appropriate place on the answer sheet provided. The answer is worth 3 points.

28. Propose one way that a homemaking teacher in Community Z could work with the meals-on-wheels program to promote continuing education for her students.

APPENDIX C

ATTITUDE SCALE AND ACCOMPANYING LETTER

115

Texas Tech University BOX 4170/LUBBOCK, TEXAS 79409/(806) 742-3037

DEPARTMENT OF HOME ECONOMICS EDUCATION

116

September 2, I976

Dear Teacher-Educator,

Enclosed you will find the Attitude Scale on School-Community Inter­personal Relationships in Teaching, This is to be administered prior to the cognitive pretest which is located in the guide which you have or will soon receive. Please make.sufficient copies of this scale to be used as both a pre and post attitude assessment. Administer the attitude scale to the students in your test group as soon as possible and mail all copies back to me. These will be returned to you. Please be sure all students put their names on their attitude scales and make sure they are informed of the confidentiality of the scoring. It is very important that the attitude assessment be given before the cogni­tive pretest.

If you have not yet received the instrrictional guide entitled "School-Community Interpersonal Relationships in Teaching", you soon will. After completing the attitude preassessment, you can begin cognitive pretesting and instruction based on the guide. I would like to have the attitude preassessment and the cognitive pretest back by Septem­ber 15 if at all possible. You will receive the evaluation and in­formation forms to be completed at the end of the study based on the guide during the next few weeks.

Thanks once again for your participation in this project. If you have any questions on procedures, call me at my office, phone number 8O6-7^2-3037, or my home, phone number 806-792-8338.

Sincerely,

Jeri Lyn Haggard Graduate Student-Texas Tech University Research Fellow-Educational Personnel

Development, Consortium D

End.

117

NAME: SCHOOL: DATE:

SCHOOL-COMMUNITY INTERPERSONAL RELATIONSHIPS IN TEACHING ATTITUDE STATEMENTS

DIRECTIONS: On the following pages are a number of statements about which there is no general agreement. People differ widely in the way they feel about each item. There are no right or wrong answers. Read each statement carefully and then decide how you feel about it. Circle the response which best describes your opinion toward the statement. This questionnaire has no bearing on your grade.

KEY: SA = Strongly Agree A = Agree ? = Undecided D = Disagree SD = Strongly Disagree

SA A ? D SD 1, Knowledge of community characteristics enhances program development.

SA A ? D SD 2. All communities fit into a basic pattern or type that has characteristics one can count on.

SA A ? D SD 3. It is important to seek information about the community in which you teach,

SA A ? D SD k. Community citizens should be viewed as a minor source of information about a community.

SA A ? D SD 5. A good way to plan a program is to plan it the way it should be regardless of community char­acteristics.

SA A ? D SD 6. People who are in the lower level socioeconomic groups are there because they want to be there.

SA A ? D SD 7. Stereotyping often leads to a breakdown in interpersonal relationships.

SA A ? D SD 8. Minority needs should take precedence over majority needs.

SA A ? D SD 9. A teacher should avoid investigation of the char­acteristics of upper level socioeconomic groups in a community.

SA A ? D SD 10. Cultural diversity in a classroom can do much to enrich learning experiences.

118

SA A ? D SD 11. Homemaking teachers should imitate the behavior of the people in the cultural group with whom they are attempting to relate.

SA A ? D SD 12, Teachers have a moral obligation to change char­acteristics of people in various cultural groups that they find undesirable.

SA A ? D SD 13. Teachers should work toward being able to accept characteristics of cultures that are different from their own,

SA A ? D SD 1^, Genuinely caring about the needs and feelings of others is an aid to relating effectively,

SA A ? D SD 15. Teachers should change their attitudes and values to resemble those existing in the community where they work if they want to succeed.

SA A ? D SD 16. The main purpose of school-community organizations should be to promote healthy relationships between the school and the community.

SA A ? D SD 17. The PTA (Parent Teacher Association) can be an effective organization for promoting healthy school-community relationship,

SA A ? D SD 18, Teachers should devote time to the promotion of organizations that contribute to better school-community relationships.

SA A ? D SD 19, Teachers should use organizations to gain support for projects and programs they plan.

SA A ? D SD 20. Devoting time to increasing the effectiveness of school-community organizations is a waste of time and energy.

SA A ? D SD 21. "Continuing education" programs should be left to the government.

SA A ? D SD 22. "Continuing education" programs should be desi. nod to increase one's ability to cope with life.

SA A ? D SD 23. Community agencies should be utilized in promotin-education both inside and outside the classroom.

SA A ? D SD Zk. Arranging cooperative education programs is more time consuming than it is beneficial.

119

SA A ? D SD 25. Lower socioeconomic level group members should receive the most benefits from continuing edu­cation programs.

SA A ? D SD • 26, Middle class socioeconomic persons have little need for continuing education programs.

SA A ? D SD 27. Homemaking subject matter areas can be enriched by many community agencies,

SA A ? D SD 28. Agencies that can provide enrichment for home-making subject matter areas are limited.

SA A ? D SD 29.. Homemaking teachers should eventually save time and energy through effective use of community agencies in continuing education programs.

APPENDIX D

STUDENT AND TEACHER EDUCATOR EVALUATION FORMS AND ACCOMPANYING LETTER

1 2 0

1 2 1

Texas Tech University BOX 4170/LUBBOCK, TEXAS 79409/(806) 742-3037

DEPARTMENT OF HOME ECONOMICS EDUCATION

September 2k, 1976

Dear Teacher Educator,

Enclosed you will find the student and instructor forms for evaluating the guide entitled, School-Community Interpersonal Relationships in Teaching, that you are field testing as a part of this project. These forms should be completed as soon as possible following the posttesting based on this study. Your input and that of your students will provide valuable data for this project. Please encourage your students to respond openly and frankly as ail of the responses will be confidential.

Also enclosed are brief student and instructor profile sheets to aid in the tabulation of data. These will also be considered confidential and can be completed at the same time the evaluative forms are completed.

Your participation in this project is helping to make it a truly gratify­ing and challenging study and is deeply appreciated. These forms repre­sent the final materials to be sent to you for completion. I will need all completed materials by no later than December 1, 1976, and I would, of course, appreciate having them back prior to that date. If you have any concerns or questions, I can be reached at Texas Tech University, phone number (806) 7^2-3037 or my home, phone number (8O6) 792-8338.

Sincerely,

Jeri Lyn Haggard Graduate Student-Texas Tech University Research Assistant-EPD Consortium D

Enclosures

122

STUDENT EVALUATION FORM FOR HOME ECONOMICS INSTRUCTIONAL GUIDE ENTITLED

"SCHOOL-COMMUNITY INTERPERSONAL RELATIONSHIPS IN TEACHING"

NAME SCHOOL DATE COURSE NAME AND NO, YOU ARE (WERE) IN WHERE THIS SUBJECT MATTER WAS TAUGHT:

PLEASE RATE THE FOLLOWING USING THIS KEY: (PLACE A CHECK ON THE LINE ABOVE THE NO,)

4 = EXCELLENT 3 = GOOD 2 = FAIR 1 = POOR

• • • • •

4 3 2 1

1, Relevance of subject matter to your future goals ^ 3 2 1

2, Newness of subject matter to you /. 3 2 1

3, Awareness on your part of the objectives for this topic

k. Helpfulness of the objectives in guiding your

"^^^y rr^r 5. Relationship of content to objectives 7^ — -^ i 3 2 1 6. Up-to-date nature of contents studied — _

H- J C. ±

7. Completeness of content studied ____

8. Organization of content studied _ _ _ _ —

9. Challenge provided by learning experiences _ _ _ _

10. Relationship of learning experiences to objectives ... _ _ _ _ _ _

11. Adequacy of learning experiences for grasping key ideas j ^ •:T~ 2~ Y

123

12. Adequacy of learning experiences for reaching stated objectives

13. Adequacy of learning experiences in improving your posttest score

14. Adequacy of test in measuring your competence in this area

19. Helpfulness of appendix materials (such as the interview outline) ,

4 3 2 1

4 3 2 1

4 3 2 1

15. Length of test

4~ 3~ 2~ r 16. Helpfulness of pre and post tests

^ 3~ 2~ r 17. Availability of resources needed for completing

this study

V Y 2~ T 18. Adequacy of resources in enabling you to

complete study V Y 2~ T

4 3 2 1

20. Usefulness of this study as related to time and energy invested

V Y Y T 21. Overall rating of this study of interpersonal

relationships

4 3~ 2~ r

22. Desire to do other studies of this nature and design

4 3 2 1

COMMENTS: PLEASE DESCRIBE ANY SUGGESTIONS FOR IMPROVEMENT OF THIS STUDY ON THE BACK OF THIS PAPER. (Be sure to comment on items that you rated 1 or 2 and on any items that you consider outstanding.)

iiriiriiit«

124

INSTRUCTOR EVALUATION FORM FOR HOME ECONOMICS INSTRUCTIONAL GUIDE ENTITLED

"SCHOOL-COMMUNITY INTERPERSONAL RELATIONSHIPS IN TEACHING"

NAME SCHOOL DATE COURSE NO. & NAME WHERE GUIDE WAS USED:

NO. OF STUDENTS PARTICIPATING: YHHl

PLEASE RATE THE FOLLOWING USING THIS KEY: (PLACE A CHECK ON THE LINE ABOVE THE NO.)

k = EXCELLENT 3 = GOOD 2 = FAIR 1 = POOR

1. Purpose of guide stated in rationale 4 3 2 1

2. Adequacy of general instructions section of • t ^ ^ ^^^^ YY^~

3. Usefulness of definitions of terms ^ i 3 2 1 k. Relevance of Terminal Performance Objectives

( T P.O,'S) to home economics education students ^ 4 3 2 1

5, Relevance of Enabling Objectives (E.O.'s) to home economics education students _ _ _

H- 3 *- 1

*6, Helpfulness of objectives under enabling objectives (E.O.'s) __ _ _ —

7. Challenge provided students by variety in levels of objectives Y Y Y Y

8. Relevance of contents to home economics education students Y Y Y Y

9. Relationship of content emphases to objectives __ _ _

10. Up-to-date nature of contents _ _ _ _ _

11. Completeness of content Y Y Y T

12. Organization of concept development _ _ _ _ _ _

13. Instructions given for learning experiences _ _ _ _ _ _

125

14. Relationship of learning experiences to objectives ^ ^ ^

4 3 2 1 15. Adequacy of learning experiences for

grasping key ideas / h J Y Y 16, Adequacy of learning experiences to

reach stated objectives •

4 3 2~ ~ 17. Adequacy of test to cover the stated

objectives for this guide 4 3 2 1

18, Length of test for competency area Y Y Y Y

19. Adequacy of scoring key in determining test results ,

00 A Y Y Y Y 20, Availability of resources listed in guide

^ 3~ 2~ T~ 21, Adequacy of resources suggested for

instructional purposes Y Y Y Y

22, Appropriateness of appendix materials Y Y ^ Y

23, Usefulness of guide as related to time and energy invested ,,,,.,

~ 3~ F 1~ 24. Helpfulness of guide in teaching this

subject matter Y Y Y Y

25. General organization of the guide 4 3 2~ ~

26, Adaptability of this guide for a variety of courses and/or programs

4 3 2 1 27. Overall qual i ty of t h i s guide

4 3 2 1 COMMENTS: Please describe any suggestions for improvement of this guide

in the space below. (Please be sure to comment on items that received a 1 or 2 rating,)

ANY ADDITIONAL COMMENTS:

• The objectives with four digits were added only for this thesis research and not for the state project.

APPENDIX E

STUDENT AND TEACHER EDUCATOR PROFILE FORMS

126

127 NAME

SCHOOL_

DATE

STUDENT PROFILE SHEET

NOTE: All responses will be confidential and are for tabulation purposes only,

1. I am ,,.

a. Male b. Female

2. My age group ...

a. 17-19 b. 20-22 c. 23-25 d. 26-30 e. 31 or over

3. My classification in school is ...

a. Freshman b. Sophomore c. Junior d. Senior e. Graduate

4. My overall GPA (Grade Point Average) is with the highest possible GPA being at my school,

5. My major area of study is ,..

a. Home Economics Education b. Other, please specify,

6. I plan to teach home economics upon graduation from college ...

a. yes b. no

7. Prior to this course, did you have a course where the topic of interpersonal relationships in the school and community was covered?

a. yes b. no

If so, which course?

128 NAME

SCH0OL_

DATE

TEACHER PROFILE SHEET

NOTE: All responses will be confidential and are for tabulation purposes only.

1. The highest degree I have earned is .,,

a. Bachelor h. Bachelor and some graduate work c. Master d. Master and some graduate work e. Doctor

2. My age group is ...

a. 20-29 h, 30-39 c, 40-49 d. 50-59 e. 60 or over

3. My college major(s) for each degree held was ... (Please list majors after each degree.)

Degree Majors

Bachelor

Mast er

Doctor

4. Including the present year, the number of years I have taught

a. 3 or less b. 4-9 c. 10-15 d. 16-20 e. Over 20

5. The number of years I have taught vocational home economics at the secondary level is ...

a. none b. 1-3 c. 4-10 d. 11-20 e. Over 20

APPENDIX F

INTRODUCTORY LETTER AND BEHAVIORAL OBJECTIVES FOR INSTRUCTIONAL GUIDE

129

Texas Tech University BOX 4170/LUBBOCK, TEXAS 79409/(806) 742-3037

DEPARTMENT OF HOME ECONOMICS EDUCATION

130

July 30, 1976

Dear Teacher Educator,

This letter is written to request your support and cooperation in testing instructional materials being developed through funds provided by the Texas Education Agency for implementing Competency/Performance Based Edu­cation programs. To fully understand the intended purpose of these mate­rials, called Instructional Guides, the following paragraphs provide some background information concerning this project and an explanation of how you can be of assistance.

These Instructional Guides are an extension of the three-year state proj­ect which led to the identification of basic competencies for beginning home economics teachers. These competencies were established by repre­sentatives from 19 Texas universities and colleges; the Texas Education Agency, Division of Vocational Homemaking Education; and administrators and teachers of secondary vocational homemaking programs.

The present project was designed to develop instructional materials ap­propriate for Texas colleges and universities with approved Vocational Home Economics Teacher Education programs. The Instructional Guides pro­vide assistance to faculty members in planning course work to support development of the basic competencies needed for beginning teachers of vocational home economics. Included in each guide are pre- and posttests and scoring keys, student objectives, content emphases, major suggested learning experiences, resources, and enriching supportive materials. The users of the guide are encouraged to pick and choose from the sug­gested materials to best meet the needs of their students.

Your cooperation is being sought in field testing one guide, "School-Community Interpersonal Relationships in Teaching." If you agree to help, you will be asked to implement some of the suggested learning experi­ences in the guide in one or more of your college classes in home eco­nomics education. In addition, you will be asked to administer pre and post cognitive and attitude assessments to your students. Time required for utilizing the material is flexible, but should require about two one-hour class periods and some extra time for testing (about 20-30 minutes for the pretest and the same time for the posttest). Frief student in­formation sheets will need to be completed and you, as the instructor, will be asked to complete a short evaluation form pertaining to the materials.

131

Page 2 July 30, 1976

The attached sheet identifies the major competency and the objectives of the Instructional Guide. This is included to provide some idea of the content of the material. The topic of the Instructional Guide being tested is relevant to many home economics education classes. We hope you will consider implementing the materials this fall in your course(s) through the use of this Instructional Guide.

My interest in this project is two-fold. First, I am employed as a research fellow to assist in developing the materials and, secondly, I am a graduate student at Texas Tech University working toward a Master's Degree in Home Economics Education. I have chosen the area of research for my thesis. I need your input for completion of my thesis.

So that we can get the materials to you on time, please return the en­closed post card to inform me of your intentions to participate prior to August 16. If you are personally unable to participate, please pass this information on to a faculty member who might be willing to partici­pate and who could indicate willingness to do so by August I6. Final selection of participants will be made by August 23 and the guides will be in the mail by August 25 to allow time for you to make your plans for implementing the guide during the fall term. I would like to re­ceive results prior to December 1, 1976, to enable me to complete my thesis during the spring semester, 1977.

Thank you for your time, concern, and cooperation in this project. Your support will be most helpful in improving the materials and advancing the State-wide project.

Sincerely,

Jeri Lyn Haggard Graduate Student-Texas Tech University Research Fellow-Educational Personnel

Development, Consortium D.

End.

132

BEHAVIORAL OBJECTIVES

for

INSTRUCTIONAL GUIDE

COMPETENCY: The student will be able to establish interpersonal relationships.

The student will , , .

-Propose ways to use characteristics of the community as a basis for program development.

-Determine major characteristics of specific cultural and socioeconomic groups that affect school-community relationships,

-Determine possible means of relating to people in various cultural and socioeconomic groups.

-Interpret the value of school-community organizations,

-Describe strategies for working with other agencies in promoting continuing education.

-Develop skills necessary for functioning effectively within the community.

APPENDIX G

TEACHER EDUCATORS' COMMENTS AND SUGGESTIONS CONCERNING THE INSTRUCTIONAL GUIDE

133

134

TEACHER EDUCATORS' SUGGESTIONS AND COMMENTS

The following suggestions and comments were given by the seven

teacher educators from the six Texas institutions which participated

in the study:

Regarding content:

-Excellent content that can be used in a variety of different courses

-Very good content

Regarding objectives:

-Too many objectives under enabling objectives--causes guide to be too structured and awkward for competency-based courses

Regarding learning experiences:

-Excellent teaching strategies, ideas that can be used in a variety of different courses

-Very good learning experiences

Regarding testing materials:

-Students felt the cognitive attitude pre- and posttests

took a lot of time

-Test was quite long-would like to see it condensed

since it is given twice

-Test was too long

-Subject area at times was close to "touchy" areas

-Pre- and posttest was too long (cognitive)

-Some distractors in the multiple choice test items

were confusing

-students felt evaluation in general took too much time

Regarding usefulness and organization:

-Enjoyed using

-Seemed too detailed

-No major criticisms of guide

-Overall it was good

Regarding resources:

-No favorable or unfavorable comments were given concerning this component of the instructional guide

Regarding improvements to make:

-Arrange for some of the testing and experiences to be done outside of class

-Give more experiences for working with business persons and others in the community for such programs as HECE (Home Economics Cooperative Education) and FHA (Future Homemakers of America),

135

APPENDIX H

ITEM-BY-ITEM TALLY OF TEACHER EDUCATORS' EVALUATION OF THE INSTRUCTIONAL GUIDE

136

.if'''

137

TEACHER EDUCATOR EVALUATION FORM FOR HOME ECONOMICS INSTRUCTIONAL GUIDE ENTITLED

"SCHOOL-COMMUNITY INTERPERSONAL RELATIONSHIPS IN TEACHING"

1. Purpose of guide stated in rationale _7_ / 3 2 1

2. Adequacy of general ins t ruct ions section of the guide _6. 1

^ 3 2 1 3. Usefulness of definitions of terms ^ ^ —

4 3 2 1

4. Relevance of Terminal Performance Objectives ( T . P , 0 , ' S ) to home economics education students _3. .4

^321 5. Relevance of Enabling Objectives (E,0,'s)

to home economics education students ^ A 4 3 2 1

6. Helpfulness of objectives under enabling objectives (E.O.'s) J^ A — 1-

7. Challenge provided students by variety in levels of objectives J_A____

8. Relevance of contents to home economics education students ^ ^ 2 ~ 1 ~

9. Relationship of content emphases to objectives 2. A. — —

10. Up-to-date nature of contents A- 2. 1. —

11. Completeness of content Y Y Y Y

12. Organization of concept development A- A —. —

13, Instructions given for learning experiences J_ A 4 3 2 1

Ik, Relationship of learning experiences to ^ objectives /+ 3 2~ I~

15, Adequacy of learning experiences for ^ ^ grasping key ideas ^ ^ ^ T~

138

16. Adequacy of learning experiences to reach stated objectives ^ A. 2:

i' 3 2 1 17. Adequacy of test to cover the stated

objectives for this guide _L 2 i ^321

18. Length of test for competency area i.2 3 1 i 3 2 1

19. Adequacy of scoring key in determining test results _3_ .4

^321 20. Availability of resources listed in guide i_5_J:

^321 21. Adequacy of resources suggested for

instructional purposes 2 5 4 3 2 1

22. Appropriateness of appendix materials 2-3. i 3 2 1

23. Usefulness of guide as related to time and energy invested JL.6

^ 4 3 2 1 2k. Helpfulness of guide in teaching this

subject matter ^ _ 2 - _ _ - _

25. General organization of the guide J _ 4 _ _ H" J ^ 1

26. Adaptability of this guide for a variety ^ of courses and programs IT Y Y Y

3 4 27. Overall quality of this guide _ _ _ _ _ _

zr