Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls Page: 8
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underlined the problems which were of concern to her# She
also added a mwmrj of her personality needs as she Inter-
When the Initial testing and problem-checking program
was completed, units In the following areas were planned :■ •
co-operatively by both classes and the teacher t food
preparation and nutrition, clothing'cons traction# grooming#
home management, entertaining, laundering, child care,
family relationships, and mm education, ©roup B's addi-
tional unit on personality development included such topics
as "inderstanding Ourselves," "the High school Qirl and Bfer
Family," "You and Tour Family,H "Boy and ©irl.Friendships,
and "Looking toward Marriage."
In setting up the instructional procedure, the problem
arose as to when the special four-weeks personality unit
for Sroup B should be taught. In order to avoid its develop-
ment disproportionately early or late In relation to the
whole experiment, it was placed early in the second semester.
the personality content for ©roup A, on the other hand, ex-
tended over the nine-months school year,
At the end of school, the California test of Person-
ality « Secondary Series, was administered again to ©roups
A and B. Results of the initial and final. tests were then
studied to det®ratine whether comparable changes had taken
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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/m1/12/: accessed March 26, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .