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Social and Psychological Aspects of Clothing: Independent Study Vs Lecture-Discussion Verna Mary Lefebvre Iowa State University

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Social and Psychological Aspects of Clothing: Independent Study Vs Lecture-Discussion Verna Mary Lefebvre Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1973 Social and psychological aspects of clothing: independent study vs lecture-discussion Verna Mary Lefebvre Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Home Economics Commons Recommended Citation Lefebvre, Verna Mary, "Social and psychological aspects of clothing: independent study vs lecture-discussion " (1973). Retrospective Theses and Dissertations. 4951. https://lib.dr.iastate.edu/rtd/4951 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 73-25,231 LEFEBVRE, Verna Mary, 1936- SOCIAL AND PSYCHOLOGICAL ASPECTS OF CLOTHING: INDEPENDENT STUDY VS. LECTURE-DISCUSSION. Iowa State University, Ph.D., 1973 Home Economics University Microfilms, A XEROX Company, Ann Arbor, Michigan imS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. Social and psychological aspects of clothing: Independent study vs. lecture-discussion by Verna Mary Lefebvre A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Major: Home Economics Education Approved: Signature was redacted for privacy. arge of- Major Work Signature was redacted for privacy. For the Major Dep&rtment Signature was redacted for privacy. For the Graduate College Iov.'ci State University Ames, Iowa 1973 ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS viii INTRODUCTION 1 Statement of the Problem 2 Statement of the Hypotheses 3 Definition of Terms 5 REVIEW OF THE LITERATURE 7 Self-Directed Study vs. Independent Study 9 Independent Study Through Correspondence 18 Student Performance in On-Campus and Off-Campus Courses 23 Student Characteristics Related to Success and Positive Attitudes in Independent Study 28 Course Evaluation in the Affective Domain and Student Evaluation of Instruction 30 Comparison of Methods Studies in Education 34 METHOD 38 Subjects for the Study 38 The Instructor 41 The Course 41 Orientation 43 The Instructional Methods 44 Lecture-discussion 45 Evaluation 45 Cognitive gain 46 Student evaluation of content and method 47 iii Page Affective domain 49 Open-ended overall comments and suggestions 50 Treatment Data 51 FINDINGS 54 Cognitive Gain 54 Student Evaluation of Content and Method 65 Open-Ended Evaluation 71 Affective Domain 72 Summary 77 SUMMARY, CONCLUSIONS AND DISCUSSION 79 Summary of Purpose, Method, and Findings 79 Limitations 81 Conclusions and Discussion 83 Suggestions for Further Study 86 REFERENCES 88 APPENDIX A: INTRODUCTION TO THE STUDY 95 APPENDIX B: OBJECTIVES FOR THE STUDY GUIDE 99 APPENDIX C: POSTTEST AND RETENTION TEST ITEMS 105 APPENDIX D: ILLINOIS COURSE EVALUATION QUESTIONNAIRE (CEQ) FOR LECTURE-DISCUSSION AND INDEPENDENT STUDY 120 APPENDIX E: ADDITIONAL COURSE EVALUATION ITEMS AND STUDENT AFFECTIVE BEHAVIOR QUESTIONNAIRE 123 APPENDIX F: TABLES 125 APPENDIX G: SCHEDULE FOR LECTURE-DISCUSSION 158 APPENDIX H; THE STUDY GUIDE FOR TC 465 161 iv LIST OF TABLES Page Table 1. Distribution of subjects by college major, year, schedule, and years since last college course 42 Table 2. Mean scores on the social and psychological aspects of clothing pretest and posttest for treatment and non-treatment control groups 55 Table 3. Analysis of variance for mean scores on the social and psychological aspects of clothing pretest and posttest for on-campus treatment and non-treatment control groups 56 Table 4. Scheffé's test for comparison of means for scores on the social and psychological as­ pects of clothing pretest and posttest for on-campus treatment groups. 57 Table 5. Mean scores for the 20 selected test items taken from the social and psychological aspects of clothing pretest and posttest and given as a final retention test to treatment and non-treatment control groups 60 Table 6. Analysis of variance for mean scores for the 20 selected test items taken from the social and psychological aspects of clothing pre­ test and posttest and given as a final retention on-campus treatment and non- treatment control groups 62 Table 7. Scheffé's test for comparison of means for mean scores for the 20 selected test items taken from the social and psychological as­ pects of clothing pretest and posttest and given as a final retention test to on-campus treatment and non-treatment control groups. 63 Table 8. Summary of mean scores for CEQ Sub-Scores and CEQ Total Scores for the treatment groups 67 Table 9. Analysis of variance for method sub-score mean scores on the Illinois Course Evaluation Questionnaire for on-campus treatment groups 68 V Table 10. Analysis of variance for overall mean scores on the Illinois Course Evaluation Questionnaire for on-can^us treatment groups 68 Table 11. Sub-scores and total scores on the Illinois Course Evaluation Questionnaire reported in deciles 70 Table 12. Treatment group mean scores for three levels of the Affective Taxonomy 73 Table 13. Analysis of variance for overall mean scores for affective behavior for on-campus treatment groups 7 4 Table 14. Analysis of variance for the comparison of mean scores for the first three levels of the Affective Taxonomy for on-campus groups 75 Table 15. Range, means, standard deviations, and standard errors of scores on the social and psychological aspects of clothing pretest for experimental and control groups 126 Table 16. Range, means, standard deviations, and standard errors of scores on the social and psychological aspects of clothing posttest for experimental and control groups 126 Table 17. Range, means, standard deviations, and standard errors of scores for 20 selected test items taken from the social and psychological aspects of clothing pretest and given as a final retention test to treatment and non-treatment control groups 127 Table 18 Range, means, standard deviations, and standard errors of scores for 20 selected test items taken from the social and psychological aspects of clothing posttest and given as a final retention test to treatment and non- treatment control groups 127 TcJ)le 19. Range, means, standard deviations, and stcuidard errors of scores for the 20 item retention test for the social and psychological aspects of clothing for treatment and non- treatment control groups 128 vi Table 20. Illinois Course Evaluation Questionnaire mezm sub scores and mean total scores for lecture-discussion. Fall Quarter, 1971 129 Têdsle 21. Illinois Course Evaluation Questionnaire mean sub scores and mean total scores for independent study. Fall Quarter, 1971 132 Table 22. Illinois Course Evaluation Questionnaire mean sub scores and mean total scores for lecture-discussion. Winter Quarter, 1972 135 Table 23. Illinois Course Evaluation Questionnaire mean sub scores and mean total scores for independent study. Winter Quarter, 1972 138 Taible 24. Illinois Course Evaluation Questionnaire mean sub scores and mean total scores for independent study off-campus. Fall Quarter 1971 141 Table 25. Combined analysis of Illinois Course Evaluation Questionnaire mean sub scores and mean total scores for on-campus lecture-discussion groups 144 Tcible 26. Combined analysis of Illinois Course Evaluation Questionnaire mean sub scores and mean total scores for on-campus independent study groups 146 TcJale 27. Summary of item response scores on the CEQ reported in deciles 148 Table 28. Affective domain means for sub-scores and total scores for on-campus lecture- discussion groups 152 Table 29. Affective domain means for sub scores and total scores for on-campus independent study groups 153 Table 30. Affective domain means for sub scores and total scores for off-c2unpus independent study group 154 Table 31. Scheffé's test for comparison of means for treatment group mean scores for three levels of the Affective domain 155 vii Table 32. Correlation Matrix for items related to the Affective domain viii ACKNOWLEDGMENTS I wish to express appreciation and thanks to my major advisor.
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