Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls Page: 22
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acceptance of the Problem Gheck List. Responses to the sec-
ond. question on the list, which was, nWam would you summar-
ize your chief problems?" were not Included la the table,
because this fuestlon could not be answered by HyesH or
. An analysis of information 1 fable 2 allows that. twenty-
nine of the thirty-four girls participating in the study said
that they felt that the items marked on the list gave a well-
rounded picture ©f their problems * Ml of the participants -
In Group & Indicated that they enjoyed filling out the list.
Fourteen reported that they would like to have more oppor-
tunities in school to write, think about, and discuss mat-
ters of personal concern. She same number said they would
Ulce to talk to someone about their problems, but only two
Indicated that they had any person in mind .with whom they
would like to talk.
Msk examination of ©roup B*s response to the summariz-
ing questions &hows that fourteen of the eighteen girls in-
dicated that their narked checklist presented a well-rounded
picture of their personal problems. three answered mmn to
this question, whereas one omitted her -answer. Seventeen
said that they enjoyed the questionnaire, and one failed to
cheek this item. easily six reported that they would welcome
more opportunities to write out, think about, or discuss
their personal problemsj ten answered negatlwly, and two did
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Fagg, Carmen Bernice. Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls, thesis, 1950; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc130210/m1/26/: accessed October 23, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .