Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls Page: 7
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The initial step in this study was to divide the teem*
"bars of the homeataklng classes in the high school of fioga,
Texas, into groups. (toe class, composed of eighteen juniors
and seniors, was designated as Sroup A. toother Glass,
made up of sixteen freshmen and sophomores, was designated
as Group 1. Both classes were enrolled in first-year home-
oaklng. ^ Ml of the girls had access to the same references
and supplementary materials. Both groups partio ipated in
units related to the same areas of homeaialciBg, except that
Group B participated in an additional unit on personality
development, whereas Group A dealt with this problem only
as an integral part of the total program.
feats and Plan of Work
In order to determine the status of each girl's indi-
vidual and social adjustment, all of the students included
in the experiment took the California Te3t of Personality.
Secondary 'Series.2, la addition to the test, each girl made
a study of her problem fey oar king the Problem Check Mst,
High School Foraj,^ As she read through the list, she
*irnest W, ffiegs, Willis W. Glarle, and XjouIs f, Thorpe,
§aHfcr ia feat of Personality, Secondary Series,
%oss L. Mooney and Hary Alice price, fmblmm Check
List, Ugh School Form.
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Fagg, Carmen Bernice. Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls, thesis, 1950; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc130210/m1/11/: accessed March 24, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .