Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls Page: 32
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5* Consistently low for both groups were problems of
home and family; morals and religion; finances, living con-
ditions, and employment, this indicates that family tradi-
tions and loyalties are strong. It also supports the ob-
servation that religious convictions and affiliations exert
a great influence on these students* and that maintaining a
standard of living consistent with the family income Is a
matter of personal pride.
6* The recognition of problems in three areas, namely*
vocational and educational, adjustment to school work, and
curriculum and teaching procedures, was pronounced in ©roup *
but only slightly in evidence among members of Group B. This
may be because age, vocational experience, and environment'
are contributory factors in these areas.
7. A review of the attitude of the students toward
- the problems of the t ®8tionnalre shows that the girls in
Group A recognised, understood, and were more interested in
discussing their problems than were members of Group B.
i. Group M showed an average gain of nine points on
the final administration of the gallfornla fest of Person-
ality. Secondary Series* fhelr apparently lower gain than
that made by Group B may have been due to their lack of in-
terest In taking the test.
9. Group B*s seemingly larger mean score In personal-
ity development 1® due to sampling errors and does not
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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/m1/36/: accessed June 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .