Copyright by
Robert Eugene Dunham
1959 SOME EVALUATION OF ADMENISTRATIVE COMMUNICATIONS
OF INSTITUTIONS OF HIGHER LEARNING
A Dissertation
Presented in Partial Fulfillment of the Requirements
for the Degree Doctor of Pliilosophy
By
ROBERT EUGENE DUNHAM, B.S. in Ed., M.A.
1959
Approved by
Adviser Department of Speech TABLE OF CONTENTS
CHAPTER PAGE
I. INTRODUCTION, DEFINITION OF TERMS/AND HYPOTHESES . . . . 1
Introduction ..»•••••« ...... 1
Definition of Terms ....0 ...0 ...... 8
Ulstrith ....o...... 6
Strith ...... o ...... 6
Communication . * . • ...... 6
Hypotheses ...... •••a. • ••••••.. 7
II. REVIEW OF THE LITERATURE ...... 3
Pertinent Studies „••«••*.•••••••« *.o. 3
Gordon D. Wimpress, Jr...... o..... 8
James R. Curtin 9
Fay Swogger Rankin ...... 11
Katz and Allport ..«••.««. «o..oo.«*» 12
Attitude Scales .... <>••••. •• ... 12
Allport and Hartman • 13
Thurstone 1^-
Lilcert •••••...... • .•«••••..•• 19
R e m m e r s ...... 0 ...... 19
Guttman 0..a...... l6
Osgood ...... •«••«•.»••....» 17
ii H i
CHAFFER PACE
Others O...... 0 ....oo..«. *•••»• 19
Communication 20
III. PROCEDURE FOR COLLECTION AND TREATMENT OF D A T A.... 23
Attitude Questionnaire ...... •••*...• . 23
Pretest •••• 23
Final Test ...... 27
Administration of Final Attitude Test »••••••• 29
Treatment of Final Attitude Test Results ...... 31
Communications Questionnaire ...... •••*.. 32
Administration of Communications Questionnaire • • • • 33
Treatment of Communications Questionnaire Results . . 3^
IV. RESULTS AND ANALYSIS OF DATA . . 0 ...... 35
Attitude Questionnaire ...... 35
Reliability ...... 35
Validity • •..•s...... «.....o... 33
Results of Attitude Scale in Relationship to Four
Groups ...... 0..V0 ...... b2
Results of Attitude Scores According to Strith
Groupings ...... ^9
Communications Questionnaire...... 5^
Reliability .*••.•••....* ...... 5^
Validity...... 56
Results of Communication Scales 6l
Results of Communications Questions ...o..*.. 75 iv
CHAPTER PAGE
Written Comments in the Communications Questionnaire * . 88
Agriculture College ...... 90
Arts College 98
Commerce College ...... • 95
Education College ..»•»«••...... • « • 9^
Engineering College • <.•••••••••..... 98
Wayne State Students • ••••.••...... 100
V. SUMMARY AHD CONCLUSIONS ...... 105
Summary ...••■•«. ...o...o.o.o...o 105
Conclusions ...... 109
BIBLIOGRAPHY ...... 112
APPENDIX ...... 116
AUTOBIOGRAPHY ...... 165 LIST OF TABLES
TABLE PAGE
1. An Osgood's Semantic Differential Scale ...... • • . . IS
2. Appraisal Item Terms With Their Scale Values and
Standard Deviations • <>....••...... • • • • 28
3. Item-Test Coefficients for Each Item in the Twenty-Item
General Attitude Scale According to Students and Parents
at Each School «. ••<>•.. 37
Reliability Coefficients for the Attitude Test According to
Students and Their Parents at Each School...... 39
Means and Significance of the Differences of Means of the
Twenty-Item Scores According to Scores of the Appraisal
Item for Students and Their Parents at Ohio State and
Otterbein . . » ...... 70
6c Mean and Standard Deviation for Students and Their Parents
at Ohio State and Students and Their Parents at Otterbein
for the Twenty-Item. General Attitude Scale and the
Appraisal Item ...... 1|-1
7. Mean, Median, and Standard Deviation for Students and Their
Parents at Ohio State and Students and Their Parents at
Otterbein for the Twenty-Item General Attitude Scale . . 73
v vi
TABLE PAGE
0. Correlation Between Students and Their Parents at Ohio State
and the Students and Their Parents at Otterbein on the
Twenty-Item Attitude Scale •.••••••••■••••» Lfk
9. Mean and Standard Deviation for Each Item of the Twenty-Item
General Attitude Scale for Students and Their Parents at
Ohio State and for Students and Their Parents at
Otterbein ...... 9°
10, Correlation Coefficients for Each Item in the Twenty-Item
Communications Attitude Scale With the Sum of the
Remaining; Items According to College Analysis for Ohio
State Students and Wayne State as a Whole 57
11, Reliability Coefficients for the Twenty-Item Communications
Test According to Ohio State by Colleges and Wayne State
as a Whole ...... , o • • ...... 58
12„ Correlation Coefficients for Each Item in the Six-Item
Communications Rating Scale With the Sum of the Remaining
Items According to College Analysis for Ohio State and
Wayne State as a ITliole • 59
13, Reliability Coefficients for the Six-Item Communications
Scale According to the College Analysis for Ohio State
and Wayne State as a Whole 60 lh. Mean, Median, and Standard Deviation for the Twenty-Item
Communications Attitude Scale According to Colleges for
Ohio State and Wayne State as a Whole .o,,« <>»*•» 82 table page
15. Mean, Median, and Standard Deviation for the Six-Item
Communications Rating Scale According to Colleges for
Ohio State and Wayne State as a Whole 63
1 6 . Mean and Standard Deviation for Each Item of the
Tventy-Item Communications Attitude Scale for Each of
the Five Colleges at Ohio State and for Wayne State
as a Whcle . . • • • •••«•••• 71
17. Mean and Standard Deviation for Each Item of the Six-Item
Communications Rating Scale for Each of the Five Colleges
at Ohio State and Wayne State as a Whole 7 6
18. Percentage of Students Checking Official Sources of Infor
mation as Important From Ohio State and Wayne State . . , 78
19. Percentage of Students at Ohio State and Wayne State
Selecting the Five Most Frequently Used Sources of
Communications...... 30
20. Percentage of Students at Ohio State and Wayne State
Selecting the Five Least Frequently Used Sources of
Communications ...... 83
21. Percentage of Students at Ohio State and Wayne State
Indicating Humber of Times They Had Difficulty Using
Facilities Because of a Lack of Information . . 0 . . . , 8b
22. Percentage of Students at Ohio State and Wayne State Select
ing the Items for Which They Had Experienced Difficulty
In Getting Official Communications From the University. . 87 viii
TABLE PAGE
23« Percentage of Students at Ohio State and Wayne State
Indicating the Number of Times They Had an Opportunity
of Talicing With Responsible Administrators „ . . « 0 * . 89
2lf. Percentage of Students at Ohio State and Wayne State
Indicating the Number of Times They Would Like to
Communicate With Responsible Administrators 89 CHAPTER I
INTRODUCTION/ DEFINITION OF TERMS/ AND HYPOTHESES
I. Introduction
In an age when schools and educational methods are "being re-examined, many criticisms are being leveled at the institutions of higher learning. These criticisms are aimed at various aspects of the universities ranging from administrative red-tape and type of courses
offered, to the firing of a football coach. Some of these criticisms
are perhaps valid, but many are the result of hasty generalizations
or ignorance. Some of the criticisms are the result of attitudes formed by poor communications, its poor assimilation, or a lack of
communication when needed. Paul C. Reinert, President of St. Louis
University, suggests a two-way flow of information between the public and educational institutions when he states, "As never before, there
is a crying ne°d to create a much more professionalized, a much more
Intensified flow of information from the universities of higher learning to the public and from the public to the universities."1
Most of the institutions of higher learning have designated a public relations division which devotes the majority of Its time to
ujuoted from a speech delivered by the Very Rev. Paul C. Reinert, S.J., president of St. Louis University, at the annual convention of the American College Public Relations Association held in San Francisco on July 28, 1958.
1 2 publicizing the merits of the institution and also to changing or modifying the attitudes of those opposed to the institution or any part of it. The public relations division, in essence, serves as a communicator of the institution.
Although there are several different concepts of communication, most have specified three important segments: the communicator, the communication, and the communicatee. Most concepts stress a feedback process which is vitally important because it enables the communicator to adjust to the audience and its many variables. The audience (or communicatee) in an institutional setup could be an individual (such as a student) or a mass group (like a faculty group or the citizens of a state). The feedback from an individual can usually lie more readily achieved than can the feedback from a large group. According to p Westley and MacLean, feedback can be either purposive or non- purposive. For example, if a school has increased enrollments, this could be a result of good communications about the school which influenced the students to attend* Their attendance at this school may have been without any intent to directly inform the school of their reaction to the communications. This feedback would be non-purposive. If, however, the student body carries out a
demonstration as the result of an ultimatum handed out by a school official, this becomes more direct and, therefore, purposive feedback
p Bruce H. Westley and Malcomb S. MacLean, "A Conceptual Model for Communications Research," Journalism Quarterly, Vol. 3 ^ 1957> P. 31-8. 3 to the communication. Usually the purposive feedback is a result of an unfavorable or neutral communication rather than a favorable one.
This often causes the public relations officers to wonder just how effective their communications are when there is no purposive feedback.
One method of measuring communication effects is through the use of an attitude scale. If we accept Thurstone's definition of an attitude as "the sum total of man's inclinations and feelings, prejudices or bias, preconceived notions, ideas, fears, threats, and convictions about any specific topic,"3 then the measurable attitudes tend to reflect not only the effects of certain communications but also the effects of other variables* Bert F. Green states, "The concept of attitude does not refer to any one specific act or response of an individual, but is an abstraction from a large number of related acts or responses."^ In a communications study the attitudes of the communicatee, even though they are not directly the result of previous communications, tend to provide useful information about the communicatee so that future communications might be preparedo It gives the communicator an idea of the type of audience with which he is communicating and which influences the type of communication which is to be conveyed* Mr* Frederick Stecker,
L*L, Thurstone and E,J* Chave, The Measurement of Attitude (Chicago: University of Chicago Press, 1929), pp.' 6 -7 .
^ert F. Green, Handbook of Social Psychology, (Gardner Lindsay, ed.), Vol* I (Cambridge: Addison-Wesley Publishing Company, Inc., 1§5^)t Po 335« 4
Director of University Relations at The Ohio State University, stated that it is difficult to correct misconceptions "by communications unless the communicator has an insight into the attitudes and opinions of the audience. An attitude scale will tend to give insight into the attitudes and opinions of the audience because the attitudes are expressed in the form of a favorable-unfavorable continuum*
Determining the measurable attitudes of the communicatees tends to point up an aspect of audience analysis, but does not give an evaluation of the communication system. This latter problem is of primary concern in this study. It is the purpose of this study to attempt to learn more about the attitudes and opinions of certain members of the communication audience and also to evaluate the communications and communication channels from the administrators.
The primary interest is in the Ohio State University, but students of other universities will be used as comparison groups.
Two questionnaires were used in this study. One of these questionnaires was constructed to measure the attitudes of students and their parents toward the general aspects of the university. This questionnaire contained a twenty-item attitude scale, a general appraisal item, and several questions about the student and the parent. The data gathered from this questionnaire, although it pertains to communications, is discussed later in the dissertation under the heading of attitude questionnaire.
The other questionnaire used in this study was constructed to measure attitudes toward administrative communications. This 5 questionnaire contained a twenty-item attitude scale about administrative communications, a aix-item rating scale of adminis trative communications, several questions about the channels of communications available, and space for the students to write their own comments about the administrative communications at their school.
The data collected from this questionnaire will be discussed later in this dissertation under the heading of communications questionnaire.
The first questionnaire was administered to students and their parents at The Ohio State University and at Otterbein College, The second questionnaire was administered to students at The Ohio State
University and at Wayne State University, The study was organized to collect data which could be analyzed to throw light on the following questions:
1, What differences in attitudes exist among students and their parents toward their school?
2, What attitudinal differences about the school exist between parents at Ohio State University and Otterbein College and students at Ohio State University and Otterbein College?
3, Does the educational background of the parent affect his attitude toward the school?
4, Do students and parents have any.significant attitudinal differences when broken into strith and ulstrith groups?
5, How do students evaluate the communications they receive from the administration?
6 , What improvements can be made in the communications at this school?
7, Are the students and administration making good use of the available communication channels? 6
8 0 What are the attitudes of students concerning administrative communications at this school?
9* What differences and/or similarities exist between The Ohio State University and Wayne State University regarding communication evaluation? r
II. Definition of Terms
In order to facilitate a clear understanding of some terms used
in this study, they are briefly defined here#
Ulstrith
Ulstrith is the term used for any one sub-society which is the
result... of a complete or ultimate statistical sorting of all persons
of the experimental population of all the traits of the study (such as
sex, color, and occupation)
ulstrith as also do female-black-waitresses and female-white-teachers 0
Strith c Strith is a meaningful aggregated population* A strith group is a less specific group than the ulstrith* For example, using the same three traits as were used in the preceding definition, a strith could be two of the traits such as female-whites or male-blacks or it could be one trait such as females or whites, C omTmmtcation
This term as used in this study denotes written and oral messages.
5Herbert A, Toops, "The Use of Addends in Experimental Control, Social Census, and Managerial Research," Psychological Bulletin, Vol* l»-5, No. 1, January, 19^3, p* ^1. 6Ibid., p. 45. 7
III. Hypotheses
This study has heen undertaken to test the following hypotheses:
Hypothesis 1. There is no significant difference between the attitudes of the students and their parents toward The Ohio State
University and Otterbein College.
Hypothesis 2. There is no significant correlation between the attitudes of the students and their parents toward The Ohio State
University and Otterbein College.
Hypothesis 3« The attitudes of the students and their parents toward
The Ohio State University and Otterbein College are, in general, favorableo
Hypothesis There are no significant differences in attitude toward the communications of administration between students at The Ohio
State University and Wayne State University.
Hypothesis g. The attitudes of the students at The Ohio State
University and Wayne State University toward the administration's communications are favorable.
Hypothesis 6 . Differences in parental attitudes are not highly correlated with educational background of the parent.
Hypothesis 7» There are no significant differences among the students of the five undergraduate colleges at The Ohio State University regarding administrative communications. CHAPTER II
REVIEW OF THE LITERATURE
In reviewing literature pertinent to this topic, very few studies were found which were closely related* This writer would, therefore, like to review these studies and also point up some of the material concerning the types of attitude scales and the concept of communication,,
I. Pertinent Studies
Gordon D. Wimpress, Jr.
One of the studies which closely resembles the present study Is the dissertation by Wimpress. This study deals with the problem of communication within a university, but deals mainly with the faculty.
As Wimpress states in his first chapter, "The purpose of this study was to discover the relative effectiveness of various formal and informal channels of communication among the teaching and non-teaching faculty of an institution of higher learning as shown by a survey of the opinions of faculty members regarding these channels, a measurement of the relative degree of their use, and an evaluation of faculty receipt and retention of Information transmitted over them."?
^Gordon D. Wimpress, Jr., "An Evaluation of Intra-Institutlonal Channels of Communication Used by^ a College Faculty and Administration," unpublished doctoral dissertation, The University of Denver, Denver,.1958, p. 3.
8 9
This study, which was done at the Colorado School of Mines, had among
it the following conclusions:®
1, Facility acceptance and use of formal channels of communication generally was good*
20 An active network of informal channels existed, hut, with the exception of the Faculty Members channel, none was regarded as a major source of information by the faculty*
3. Information intended for the younger and newer faculty members was more likely to be received effectively if transmitted over the written formal channels, and, conversely, information intended for the older, higher ranking members of the faculty was more likely to be received effectively If transmitted over the oral formal and informal channels.
4. Information transmitted over several communication channels generally was received and retained more effectively than information transmitted over any single channel alone.
James R. Curtin
A study similar to part of the present study is the study of
"Attitude of Parents Toward Catholic Education."9 This doctoral
dissertation, which was published in 1954, studies the attitudes of
3,800 parents toward the Catholic schools* The students of these
parents ranged from grade one to grade twelve and were from all parts
of the country. Curtin followed the Thurstone method of constructing
items, which weights the Items before they are placed on the scale*
8Ibid., p. 184*
9 James R* Curtin, "Attitudes of Parents Toward Catholic Education," The Catholic University of America Educational Research Monographs, Vol. XVIII, No. 4, August l7"l954T 10
The attitudes of the parents toward Catholic education were examined in relation to the factors of the grade placement of the child, and the sex, religion, age, occupation, type of school attended and extent of education of the parent,
Conclusions of this study indicate that as measured, the attitudes of parents toward the Catholic schools which their children attended are influenced to a statistically significant degree by the following factors:*1-0
1. The sex of the parent: mothers are more favorable than fathers,
2, The religion of the parent: Catholics are more favorable than non-Catholies,
3. The total amount of education attained by the parents:
a* Fathers with any specified amounts of education are less favorable than fathers with any specified smaller amount of education,
b. Mothers with from 13-16 years of education are less favorable than mothers with from 1-12 years of education*
4, The type of school attended by the parent: both the fathers and the mothers who attended public schools are less favorable than the fathers and mothers who attended Catholic schoolso
As measured, the attitudes of parents toward the Catholic schools which their children attend are not influenced to a statistically significant degree by:
1, The age of the parent.
10Ibid., p, 34
^-Ibid,, P. 35 11
2. The occupation of the parent,
3* The grade which their child attends.
Fay Swogger Rankin
In 1937 Fay S. Rankin carried out a study of "The Religious
Attitudes of College Students: A Comparative Study, which served as part of her doctoral work* This study concerned itself with the attitudes of students in four Southern colleges toward religion.
Using a Likert type scale with five responses, the students' results were divided into groups according to sex, educational advancement, educational advancement of their parents, and church affiliation. The questionnaire contained seventy-seven statements which were judged to indicate whether the person who believed the statements was liberal or conservative in his religious views.
Some of the conclusions from this study are:^
1. There apparently is some tendency for the more educationally advanced groups to be slightly more liberal In their religious beliefs than the less advanced groups,
2. There is some evidence to indicate that those students whose mothers are more advanced educationally are more liberal than those whose mothers are not so advanced educationally.
3. Of the church groups studied, the Presbyterians appear to be the most liberal in their religious attitudes. The Methodists seem to be slightly more conservative than the Presbyterians although not to the extent that the difference is statistically significant.
-^Fay S. Rankin, "The Religious Attitudes of College Students: A Comparative Study," George Peabody College for Teachers Contribution to Education, No. 206, 19387
•^Ibid., p. 69, 12
4* It would appear that among these students those who, while in college, become radically more liberal with respect to their religious attitudes are exceptional individuals•
Katz and Allport
In 1926 at Syracuse University a very exhaustive attitude study was performed* The responses of students were elicited by the use of a questionnaire named the Syracuse University Reaction Study, This questionnaire contained many issues, each of which used several statements ranging from a radical to conservative position upon an issue in question. The students were asked to check a certain number of statements according to the specific Instructions. The number of checks varied for each issue. The data compiled from over 4,000 student returns were analyzed into segments, and three of the conclusions were thought to be pertinent to this study:
1, Almost half of the students believed that their opportunity for developing themselves in their courses was only fair, slight, or else completely lacking,
2. About sixty per cent of the students favored an athletic system which laid equal emphasis upon the participation of all students in the university and upon strong varsity teams.
3o Almost one-fourth of the students had desired advice which they had not obtained regarding the choice of a vocation.
II. Attitude Scales
Anastasi states, "Attitude scales are designed to provide a quantitative measure of the individual's relative position along a
^Daniel Katz and Floyd H. Allport, Students1 Attitudes (Syracuse: The Craftsman Press, Inc., 1931), p. 319. 13
15 unidimensional attitude continuum*" A quantitative measure can be easily expressed and is much more precise than other methods. There have been several different methods developed for measuring attitudes since Thurstone made his important contribution some thirty years ago0
Some time will be given now to a discussion of some of the more
■well-known attitude scaling methods.
Allport and Hartman
An early attempt to measure attitudes was made by Allport and
Hartman, Several main issues of current interest were chosen and students were asked to write comments or personal views about the issues. These comments were then "carefully sifted and the distinct and relevant views were assembled. Keeping the issues separate, these views were printed on slips of paper and arranged independently by six judges, teachers of political science and psychologists, in order of their logical position on a scale ranging from one extreme on the issue in question to the opposite extreme. The average rank assigned to each statement was taken as its final rank on the completed scale".^ These scales are really rank order scales. One of the main weaknesses of this scale technique is the lack of uniformity in distance between the intervals on the scale.
Anne Anastasi, Psychological Testing (Hew York: The Macmillan Company, 1955)> P* 583T
■^.H. Allport and D.A. Harbraan, "The Measurement and Motivation of Atypical Opinion in a Certain Group," American Political Science Review, 1925, Vol. XIX, p. 735. Ik
Thurstons
One of the first scientific approaches to attitude scale measurement was made by L*L0 Thurstone at The University of Chicago.*^7
Capitalizing on the weaknesses of the Allport and Hartman scale technique, Thuratone developed the method of equal appearing intervals* Basically, this process uses some one hundred to two hundred attitude statements, which are evaluated by a criterion group. This group places these statements in "piles" which are supposed to represent equal placement on a continuum. Each of the statements receives a scale value which determines whether or not it will be placed in the final form. When the subject takes the attitude test, he merely checks the statements with which he agrees. Because of the original weighting of the statements, the score can be readily tabulated. Naturally, the subject taking the test knows not how each statement is weighted*
One of the weaknesses of this technique is that it is only as
strong as the judges who originally weighted the statements. One asset of the Thurstone scales is that the statements used are usually clear, precise, and easily understood. The time and work involved in the process of constructing and scoring this type of scale sometimes becomes quite laborious and is one disadvantage which often discourages its use.
^L.L. Thurstone, "Theory of Attitude Measurement," Psychological Review, 1929, Vol. 36, p. 222-2^1. 15
Likerfc
Another method in the construction of attitude scales was developed hy Likert.^ Unlike the Thurstone method, the Likert scale eliminates the bothersome classification of items by a group of judges.
Items are selected rather on a basis of internal consistency. In order to determine the internal consistency of the items, it is necessary to administer the test to a group of subjects and then perform the needed statistical procedures to achieve the internal consistency and reliability coefficients.
Another difference in this scale is the weighting of responses by the subject according to choice of one of five categories: strongly agree, agree, undecided, disagree, and strongly disagree.
These responses are given a numerical value of usually one to five and the total of the numerical values for all statements is the attitude score for the individual. The expediency of this method is one of its assets. Since It correlates rather highly with the Thurstone tests, it becomes quite a useful, technique. One possible weakness of this method is the need for more statements than the Thurstone to obtain comparable reliability.
Remmers
Using the Thurstone technique, Remmers developed a scale which he called a generalized attitude scale.-1-9 These scales were intended
l8R, Likert, "A Technique for the Measurement of Attitudes," Archives of Psychology, 1932, No. 1^0, p. 55.
Remmers, et- al., "Studies in Attitudes," Purdue University Studies in Higher Education, 193^> Vol. 25,.1-112, 16 to measure a general attitude toward any institution, subject, racial group, and other phenomenon. A unique feature of this scale enabled the researcher to use one scale for any institution, racial group or other phenomenon. In using one of these scales it is necessary to furnish a name of the institution being evaluated with directions stating that each statement pertains to this name.
The time of constructing special scales for every occasion is saved by using the generalized scales, but at times it appears that the scales are too general for certain instances. The results should be re-checked under each situation if results are to be meaningful.
Someone in reviewing these scales commented xipon the absurdity of some items with some objects when he stated, "the item 'gives too little service' becomes ludicrous if the institution under consideration happens to be marriage."^0
Guttman
A departure is made from the above mentioned attitude scaling techniques when Guttman introduced "scalogram analysis."21 This method has a special cumulative property which assumes that a person responding positively to a third item on a scale has responded positively to the first two items. Guttman defines his scale in this
20Qulnn McNemar, "Opinion-attitude Methodology," Psychological Bulletin, 191*6 , Vol. 1*3, pp. 289-374.
2-4l. Guttman, "The Cornell Technique for Scale and Intensity Analysis," Educational Psychology Measurement, 1947* Vol. 71 pp. 247-79. manner: "We shall call a set of items of common content a scale if a person with a higher rank than another person is just as high or higher on every item than the other person."22 He also lists several other criteria for determining whether a set of items is acceptable as a scale. The newness of this technique suggests that much research is still being done and that an evaluation at this point must remain
incomplete.
Osgood
The scales that have been mentioned in the above pages deal with a direct method of measuring attitudes. The person responding to the statements, for the most part, has some idea of what response indicates what attitude. Osgood has developed a technique for measuring attitudes which is a semi-indirect method called the
semantic differential.^ In this technique, concepts are measured on
seven-point continuum scales. Osgood defines a concept as a "stimulus to which the subjects* checking operation is a terminal response."2^
He goes on to point out that concepts are usually verbal and more often printed than spoken. Most often they are nouns, although
occasionally they are noun phrases such as MY IDEAL SELF. Usually these concepts are placed on several scales for an evaluation.
'22Ibid.
23charles Osgood, The Measurement of Meaning (Urbana: The University of Illinois Press, 1957)/ 3^2 pp.
2 ljIbld. 18
TABLE 1
AN OSGOOD*S SEMANTIC DIFFERENTIAL SCALE
COMEDIAN
hot 1 2 3 ^ 5 6 7 cold
hard 1 2 3 k 5 6 7 soft
fast 1 2 3 k 5 6 7 slow-
pleasant 1 2 3 k 5 6 7 unpleasant
clean 1 2 3 k 5 6 7 dirty
active 1 2 3 b 5 6 7 passive
Table 1 gives an example of a semantic differential scale. In this example, the concept COMEDIAN was placed on the scales with these results: hot, fairly hard, neither fast nor clow, somewhat pleasant, somewhat dirty, quite active. For this scale the person merely checks a spot on the continuum somewhere between the polar adjectives. With the results of such a scale the total points can be used or a profile of the results drawn. Osgood has found that these scales are quite reliable when correlated with the Thurstone scales and are somewhat better since they are semi-indirect. The one disadvantage appears to be in communicating the results to laymen who are unsophisticated in this regard. Perhaps some difficulties may be experienced in attempting to translate the results even though one is experienced in the terminology of the semantic differential. 19
Others
Naturally, all the attitude scaling techniques cannot he
discussed in this chapter* Some of the more well-known ones have been discussed including direct and semi-indirect methods. One of the newer direct methods is the "latent structure analysis" by
Lazarsfeld,^ which came into being around the time of World War II.
Also not mentioned were the indirect or projective methods developed by Rorschach^ in the early 1920's and Murray and Morgan2? in the early 1930's, Rorschach developed the Inkblot Test in which he used several ink blottings to serve as stimuli. The responses to the stimuli were recorded and interpreted to indicate an attitude or other psychological data,
Murray and Morgan developed a test called the Thematic
Aperception Test or more commonly referred to as the TAT, This test was also a projective test which used black and white vague pictures.
These pictures were designed to serve as a stimulus to story telling by the subject. The story told would be scored. The difficulty in the projective tests is the scoring and interpretation of results,
25pj?. Lazarsfeld, "The Logic and Mathematical Foundation of Latent Structure Analysis," in S.A. Stouffer _et, al. Measurement and Prediction (Princeton: Princeton University Press, 1950) j PP*
26 H, Rorschach, Psychodiagnostics: a Diagnostic Test Based on Perception (Berne: Huber,'19^0, p, 238, 2?Christiana Morgan and H.A, Murray, "A Method for Investigating Fantasies: the Thematic Aperception Test," Archives Neurological Psychiatry, 1935 Vol. 3^pp» 289-306. 20
III* Communication
The term communication has many meanings and uses. Irving
Lorge states that communication is "The process by which an individual pA transmits stimuli to another to modify the receiver's behavior".
Carroll states that "communication refers to a social relationship set
up between individuals in which messages emanating from one member of
the relationship may enable another member to reduce his uncertainty
in the sense of reducing the number of alternative Interpretations 29 open to him". y Osgood states, "In the most general sense, we have
communication whenever one system, a source, Influences another system,
a destination, by manipulation of the alternative signals which can be 30 carried in the channel connecting them". Lasswell describes the act
of communication in this manner: "A convenient way to describe an act
of communication is to answer the following questions: Who? says 31 What? in which Channel? to Whom? with What Effect?" Redfield
defines administrative communication as "a form of social
28 Irving Lorge, "How the Psychologist Views Communication," Teachers College Record, 1955> Vol. 5 7 , pp. 72-79.
^9Jolin Carroll, The Study of Language (Cambridge: Harvard University Press, 1953)• 30 Charles Osgood, "Psycholinguistics," Journal of Abnormal and Social Psychology, 1954, Vol. 49 No. 4 Part 2, pp. 1-7.
0 “1 ~>‘Tl.D. Lasswell, "The Structure and Function of Communication in Society," in The Communication of Ideas, Lyman Bryson (ed.) (New Yorlc: Harper and Brothers, 19^8), 21
communication in which there are always five elements: A Communicator
who Transmits Stimuli to a Communicatee to influence the behavior of
the communicatee, as seen in M s Response It seems that the
important essentials of most of these definitions are a communicator,
a message, a channel, a receiver, and effects, all of wMch are
important.
The communications of administrators in a university are for
the purpose of informing and creating goodwill or a good impression,
the latter of wMch is usually called public relations. Schellenger
states, "public relations means, first, being good, and then, second,
being darned sure you get credit for it. The latter, I assume, is
what you.,. call communications."^^ He continues, "It isn’t what you
tMhk you are and what you ought to be that matters at this point, but
rather what you really are, and what others think you are."3^ Redfield
suggests, there are upward, downward, and horizontal communications
In this study we are concerned with the communications from the
administrators to parents and students and with the communications
from the students to the administrators. In a sense, the
■Charles E. Redfield. Communication in Management (Chicago: University of CMcago Press, 1953), p.
33Harold Schellenger, "Public Relations— Everybody's Business," in Communication in Communication in Educational Admln-t stration, Darwin Keye (ed.), (Columbus: The O M o State University, 1955)t P. 83. 3^Ibid.
35Redfield, loc. cit. 22 communication to the parents is public relations while the communication to the students is a conveying of information about university policies. In addition to the communication ire are also examining the communicator (administrators), the channels which are being used, the receiver (students and parents), and the effects
(indicated by the attitudes of the students and parents). CHAPTER I U
PROCEDURE FOR COLLECTION AND TREATMENT OF DATA
Since the data for this study were broken into two rather distinct segments, they will be discussed according to (l) attitude questionnaire and (2) communications questionnaire*
I. Attitude Questionnaire
Pretest
Since there was no attitude scale existing which closely resembled the type of scale needed for this study, it was necessary to construct one0 Following the Likert method?^ for measuring attitudes, many statements were formulated concerning an institution of higher learning such as The Ohio State University* The statements were gleaned from books and related materials concerning institutions of higher learning. In addition to the statements gathered from books, some were collected from criticisms by students attending The Ohio State University. These students were asked to write comments about The Ohio State University, including both favorable and unfavorable comments. Still other criticisms were formulated by this author, with the aid of a member of the graduate faculty. The original list of statements was written with several general categories in mind. Naturally, every aspect of the university
3^Likert, loc* clt. 23 2k
could not "be covered, so general areas were used. The Revised Manual
of Accrediting.37 published hy the North Central Association of
Colleges and Secondary Schools, suggested several categories into
which were organized the important aspects or qualifications of
institutions of higher learning. Using the categories in this manual
and also ones created by the natural grouping of the statements, the
foil ending list was chosen: Curriculum, Teaching, Faculty,
Administration, Testing and Guidance, Expenses, Size, Physical
Facilities, Religious Emphasis, Health Facilities, Housing, Admission
and Dismissal, Cultural Opportunities, Social Life, Research,
Athletics, Extra-curricular Activities, Students, and Miscellaneous.
The original list of statements, which was placed into these
categories, contained 383 statements. Most of these statements were
somewhat specific, but there was at least one general, or all-
inclusive, statement for each category. This list of 383 statements
was sorted by critical inspection and reduced to 180 somewhat
specific items and twenty 'general' items. Critical inspection
indicated that most of these statements met the initial criteria for
attitude scale form. In order to reduce the time needed to take the
test by the subjects, two similar forms were constructed. The 180
rather specific statements were equally divided with approximately
the same number of statements on each form of the pretest for each
3?North Central Association of Colleges and Secondary Schools, Commission on Institutions of Higher Education, Revised Manual of Accrediting, July 1, lS&l. 25
category. The -twenty 'general* statements were placed, in both Form A
and Form B of the pretest. Careful consideration was given to
include on equal number of positively and negatively worded items.
During the Winter Quarter of the school year 1958-59 at The
Ohio State University the two forms of the O.S,U. Attitude Scale
Pretest were administered to 120 students enrolled in speech classes.
These classes have many advanced undergraduate students. Sixty
students completed each form.
Using the judgment of several graduate students and faculty
members in the department of speech, a hey was made to score the two
forms of the pretest. These tests were scored in terms of degrees of
favorableness and unfavorableness toward the university instead of
degrees of agreement or disagreement toward the statements. On a
one-to-five scale the five represented a high degree of
favorableness. Thus with 110 statements it was possible to achieve a
total score ranging from 110 (highly unfavorable) to 550 (highly
favorable), After a score was determined for each student, the
papers were placed in upper and lower halves based on total score.
Through the use of IBM machinery, an item count was made on each item
and the mean was found for each item for the favorable and
unfavorable halves. In order to make use of an abac^® for right and
wrong answers, a cutting point was established in the five response
OQ J.P, Guilford, Fundamental Statistics in Psychology and Education (New York: McGraw-Hill Book Co,, 1950j “ 26
scale. The students scoring four or five (favor or strongly favor) were
given a right answer, while the students scoring a one, two, or three
(strongly unfavorable, unfavorable, or undecided) were given a wrong
answer. Using the percentage of right answers for each group for each
item, an item-test correlation was obtained for each Itemc
In addition to the item-test correlation coefficients, the percentage ratings of "3 's" (undecided) for each item were tabulated.
Items selected for the final attitude scale were based on these
criteria:
1. The item-test correlation coefficients should be above .273.
2. The percentage of "3" responses should not exceed 33 per cent.
3. The final scale should consist of all general or all specific items,
4. The items selected should represent all of the previously mentioned categories.
Item-test correlation coefficients which were above .273 were
significant at the 5 per cent level of confidence. The maximum percentage of "3" responses was arbitrarily chosen. A larger percentage of the "S's" was considered an indication of ambiguously- worded items or else a lack of Information on the part of the subject for the particular items. In either case the item was rejected. Using the above-mentioned criteria, twenty general items were selected, but before final approval was made a test reliability was determined using these twenty general items.
Using 100 randomly selected students, the papers were rescored for just the twenty general items on a split-half basis (odd and even
Items), This measure of test reliability compares one half of the 27 twenty items with the other half to determine whether the statements are consistent in whatever they measure. Using the Pearsonian Product-
Moment correlation,^ an r of .76 was obtained. Using the Spearman-
Brown prophecy formula,^ the correlation coefficient was increased to .8 7 .
With these statistical data in mind, the final form of the attitude scale was constructed using the twenty general items. This final test and also the two forms of the pretest can be found in the
Appendix.
Final Test
The final test contained not only the twenty-item scale as was discussed in the preceding pages, but also a general appraisal item with a seven-point scale ranging from excellent to poor. The terms used in the seven-point scale were derived from a study done by Jones and Thurstone.^ Table 2 lists the scale terms used in this study and the scale values and standard deviations were reported by Jones and Thurstone.
39a#l. Edwards, Statistical Methods in the Behavioral Sciences (New York: Rinehart and Company, Inc., 195
^°Ibid.
"Tj.V. Jones and L.L. Thurstone, "The Psychophysics of Semantics for Experimental Investigation," Journal of Applied Psychology, 1955, Vol. 39, PP. 31-37* 28
TABLE 2
APPRAISAL ITEM TERMS WITH THEIR SCALE VALUES AND STANDARD DEVIATIONS
Item Terms Scale Value S.D.
Excellent 3.71 1.01
Especially Good 2 . 8 6 .82
Very Good 2.56 087
Good 1.91 .76
Average . 8 6 1,08 CO t- Fair • .85 CD r- Poor -1.55 .
Green states, "If a scale is reliable and homogeneous, it measures some variable. The problem of validity is to discover what it measures."^ The appraisal item was placed in the final test for the purpose of checking the validity of the scale. Persons giving a high rating on the appraisal item should have a significantly higher score on the twenty-item attitude scale than the persons who have a lower rating on the appraisal item.
Green also points out in his discussion of attitude validity that "Emphasis on the validity of verbal attitude scales for predicting action often obscures the fundamental issue in attitude
lf2 Green, op. £it., p. 340, 29 research. We are interested in the relation of attitudes to other variables, such as socio-economic status, education, exposure to propaganda, or other attitudes... It is only when we attempt to use a scale based on elicited verbal attitude as an indicant to action attitude that this question of validity is paramount."^3 Jn order to analyze several variables in relationship to the attitude scale results, a questionnaire for students and their parents was attached to each test booklet. Items such as occupation of parent, sex, year in school, and formal educational level of parent were included in this questionnaire.
Administration of Final Attitude Test
During the Winter Quarter, 1999 the final attitude test was administered at The Ohio State University. Students were selected from speech classes to take this test. Students who were married and had been away from their former home for some time, foreign students, and students who had not been in school for at least one quarter, were excluded from the test.
As each student received M s attitude test booklet, he was given another one for his parent. The test for the parent was inserted in an envelope with a letter of explanation and addressed by the student to his parent. The parent was asked to fill out the form and return it in the provided self-addressed, stamped envelope. In order to pair the parent test with the student test, each test was
]|"3ibid 30 numbered in duplicate and the student received a test with the same number as his parent. The test forms were given to approximately 130
students and their parents at The Ohio State University, but only about fifty usable tests were returned by parents and thus only fifty pairs of scales were used in this study.
During the second semester the officials at Otterbeln College,
a small liberal arts college located in Westerville, Ohio, were asked to participate in this study by supplying students from that school and their parents to take a similar attitude test prepared for
Otterbein CollegeIt was hoped that this group would serve as a comparison group since the college was small and since it was church- related. The procedure for administering the test was the same as with the Ohio State University students and parents. Likewise, in tliis sample there were fifty usable test forms returned by the parents and thus fifty pairs of scales were used in this study.
Students and parents at both schools were asked to sign their names
on the test for the purpose of cross comparison. They were promised that the answers would be held strictly confidential. The signing of the name was desired also to avoid hasty, unrealistic answers. Since the results of the test would not affect any grade in
a course, it was assumed that candid answers would be mode for the most part.
^The attitude test was identical for Otterbein as it was for Ohio State, but the titles and letters accompanying it were changed to read Otterbein College instead of The Ohio State University, 31
Treatment of Final Attitude Test Results
With data punched on ISM cards, it was possible to process this
data on the special "650" IBM machine.^ Essentially, the program
used obtained the mean and standard deviation for each item, and also
determined the correlation of each item with the sum of the remaining
items in the twenty-item general attitude scale. Coefficients were
also found for the correlation of each item with each of the other
items. The average of these inter-item correlations was .7 8 . This
indicates a high degree of homogeneity of the items in this scale, and
that the scale consists of items all contributing to a common objective
of measurement. Finally, a Kuder-Richardson (formula number eight)
reliability coefficient was found for each of the four groups
(students, O.S.U.; parents, O.S.U.; students, Otterbein; and
parents, Otterbein)•
After the total score was obtained for each student and his parent, it was punched into the original IBM card. These cards were
sorted according to categories of sex, occupation, educational level
and others, and the mean of each of these strith groups was determined.
Another step in the processing of these data was the
correlation of the scores of students with their parents. The
Pearson Product-Moment formula was used for obtaining the correlation
coefficient. As a validity check, the difference of total scores on
the twenty-item attitude scales for persons scoring high and persons
^The program used was written by Omar Goode, Bureau of Business Research, The Ohio State University. 32 scoring low on the appraisal item, was checked to find if there was any significance.
A comparison was made between The Ohio State University and
Otterbein College by determining the significance of the differences of the means of the four groups. This was obtained by using the t test which, essentially, determines whether factors other than chance produce this difference. Formulae used in the statistical portion of tills study are from Edwards
II. C ommunications Questionnaire
It was the purpose of this study not only to determine the attitude of students toward the communication between administrators and students, but to also evaluate the major communication channels and their effectiveness as demonstrated by a questionnaire. To fulfill these purposes, a communications questionnaire was constructed containing a twenty-item administrative communications attitude scale, a six-item communications rating scale, check lists and some open-ended questions.
In a graduate speech seminar during Fall Quarter, 1958> "t116 graduate students were asked to suggest channels of communication on a university campus. In this session many possible channels of administrative communication on a university campus were listed. The graduate students were also asked to make positive and negative comments toward the administrative communications. In several speech classes the students were asked to list os many likes and dislikes
Edwards, loc. cit. 33 as they had toward the administrative communications at The Ohio State
University. They were also directed to write paragraphs giving their
views on the subject. Individual conversations with students and
reading such material as letters to the editor in the campus
newspaper also contributed to the collection of information for test
items. Some editing was needed to put the material in questionnaire
form. This was done by critical inspection with the aid of a member
of the graduate faculty. The final communications questionnaire has
been placed in the Appendix.
Administration of Communications Questionnaire
During the winter and spring quarters, 1959* at The Ohio State
University, students in the five major undergraduate colleges
(Agriculture and Home Economics, Education, Arts and Sciences,
Commerce and Administration, and Engineering) were given the
communications questionnaire. This was done in some classes and also
in some organizational meetings euch as the 4-II club. One hundred
usable forms were collected for each of these colleges. The general
aim was to secure students who were upper-classraen and had been in
school long enough to become familiar with the administrative
communication procedures. The final tally shows only 113 freshmen out
of the 5^0 students used.
For a comparison group in this study, permission was secured
for students at Wayne State University to take the communication
questionnaire. There was no analysis of registrations in the several
colleges of the Wayne State forms, but an attempt was mads to get a good cross section of students* As with the attitude study tests, the name of each questionnaire respondent was required.
The data collected on these forms were placed on IBM cards to facilitate handling and processing.
Treatment of Communications Questionnaire Results
With the data punched on IBM cards, It was possible, as in the attitude study, to process these data on the special "650" IBM machine. The communications questionnaire had two scales: one with twenty statements, and one with six statements. The latter scale is a communications rating scale, whereas the first scale is a communications attitude scale. For each of these scales, the mean and standard deviation was found for each Item. Coefficients were also foxmd for the correlation of each item with each other Item in the scale* Finally, a Kuder-F.ichardson reliability coefficient was determined for each college group at Ohio State and for the total group at Wayne State University.
A t test was used to determine if there were any significant differences between the means for each item for each of the five colleges and also between The Ohio State University and Wayne State
University.
A tabulation was made on all of the items of the questionnaire that were not part of the two scales. On the open-ended questions a listing of written answers was made. A listing of the results will be found in Chapter IV. CHAPTER IV
RESULTS AND ANALYSIS OF DATA
It is important not only to collect and treat the data, but to
analyze it in terms of the hypotheses previously stated* As In the
preceding chapter, the division will be made between the attitude
questionnaire and the communications questionnaire*
I, Attitude Questionnaire
Reliability
Although the items in the attitude scale were given an item
analysis in the pretest, they were given a second item analysis and
test reliability was determined for the final form* Each item of the
twenty-item test was correlated with the sum of the other remaining
items for each of the four groupings (stiidents, O.S,U*; parents,
0*S*U.; students, Otterbein; and parents, Otterbein), These
coefficients are listed in Table 3* There were seven items which had
a correlation coefficient below *273 for a particular group, but there
were no items which had a consistently low coefficient for all four
groups* To facilitate the reader's comprehension of Table 3, the
Items in the twenty-item general attitude scale are being listed here*
1* This school offers many and varied courses from which to
choose,
2, The teaching done at this school leaves little to be desired*
35 36
3. This school has an excellent faculty.
4. The administration of this school is efficient and.
progressive.
5* This school furnishes a good testing and guidance program.
6. The expenses at this school are well within reason.
7. The size of this school and its classes is satisfactory.
8. This school has the physical facilities needed for a good
education.
9* This school gives religion proper emphasis in education.
10. This school provides excellent health and safety provisions*
11. This school provides ample first class housing for its
students.
12. The admission and dismissal policies of this school are fair
and in the hest interest of educational standards.
13. This school provides ample opportunity for cultural growth.
14. This school provides an ample and well-rounded social life.
15. Research carried on at this school is high in quality and
quantity.
16. The athletic program at this school serves as a valuable
educational experience.
17. Extra-curricular activities make a valuable contribution to
the educational process at this school,
18. The students at this school are of good quality.
19. This school has a convenient and attractive campus.
20. This school has many alumni of high distinction. TABUS 3
ITEM-TEST COEFFICIENTS FOR EACH ITEM IN THE TWENTY-ITEM GENERAL ATTITUDE SCALE ACCORDING TO STUDENTS AND PARENTS AT EACH SCHOOL
Item n J ' ~osu-]T J J “J osu-s 1'' oc'^p
1 50 .40 .44 .29
2 50 .5^ .20 .5^
3 50 .65 .39 .67
4 50 .66 .45 .36
5 50 .56 .40 .66
6 50 .5^ .37 .37
7 50 .68 .33 .45
8 50 .55 .41 .48
9 50 •38 .03 .35
10 50 .61 .26 .61
11 50 .56 .26 .39
12 50 .69 .35 .48
13 50 .43 .50 .45
14 50 •59 .25 .67
15 50 .48 .48 .56
16 50 •47 .02 .45
17 50 .47 .42 .49
18 50 .61 .55 .54
19 50 .60 .55 .31
20 50 .60 .41 .52 38
In addition to item reliability, the test reliability -was determined for each group* These test reliability coefficients, which were computed by the Kuder-Richardson formula, are listed in Table
The coefficients ranged from ,79 to *91*
Validity
The face validity has been indicated by graduate students and faculty members. One other method of determining validity is to correlate the scores of the twenty-item scale with the scores of the appraisal item, but the range of the categories for the appraisal is limited and there is not a normal distribution. Therefore, the validity was determined by a t test. Through a sorting process the scores of the twenty-item scale for those who scored one through five on the appraisal item were summated and a mean determined. The same was done for those who scored six and seven on the appraisal item.
Using these two means for each of the four groups (parents and students at Ohio State and Otterbein) a difference of means was found.
The F test determined that the groups were homogeneous and thus a t test for homogeneous groups was used. In each of the four groups a significant difference was found. These results are found in Table 5.
In addition, Table 6 lists the means for the four groups on the twenty-item general attitude scale and also for the appraisal item.
The most favorable attitude expressed toward their school was the attitude expressed by parents of Ohio State students while students at
Otterbein expressed the least favorable attitude toward their school on both forms. 39
TABLE 4
RELIABILITY COEFFICIENTS FOR THE TWENTY-ITEM GENERAL ATTITUDE SCALE ACCORDING TO STUDENTS AND THEIR PARENTS AT EACH SCHOOL
Fiducial Limits
Group i 1 1 ] J r 1 at 5 Pei* Cent Level \ G i — o I
Parents, Ohio State 50 .96 to .84
Students, Ohio State 50 .79 ,89 to ,61 O C O C
Parents, Otterbein 50 • .94 to .77 O C CM Students, Otterbein 50 • ,91 to .66 4o
TABLE 5
MEANS, AND SIGNIFICANCE OF THE D1FFEEENCES OF MEANS OF THE TWENTY-ITEM SCORES ACCORDING TO SCORES OF THE APPRAISAL ITEM FOR STUDENTS AND THEIR PARENTS AT OHIO STATE AND OTTERBEIN
Upper Mean Difference t Level of Group Lower Mean of the Means Confidence
Parents, O.S.U. 83.52 11.00 .001 72.52
St ude lit s , 0. S .U . 77.95 8.51 .001 69.44
Parents, Otterbein 81.75 7.66 .07 74.09
Students, Otterbein 79.54 9.16 .01 TO 41
TABLE 6
MEAN AND STANDARD DEVIATION FOR STUDENTS AND THEIR PARENTS AT OHIO STATE AND STUDENTS AND THEIR PARENTS AT OTTERBEIN FOR THE TWENTY-ITEM GENERAL ATTITUDE SCALE AND THE APPRAISAL ITEM
Tvrenty-Item Scale Appraisal Item Group Mean S.D. Mean S.D.
Students, Ohio State 73.14 10.3 5.06 1.31
Parents, Ohio State 77.70 10.2 5.45 1.11
Students, Otterbein 72.76 10.3 4.94 .84
Parents, Otterbein 76.34 10.8 4.96 1.25 k2
Results of Attitude Scale in Relationship to Four Groups
With each of the four groupings, a mean score, median, and standard deviation was determined. These are listed in Table 7*
Parents at both schools were more favorable toward the school than their children as shown by the mean and median. This difference between parents and students at Ohio State is statistically significant at the 5 per cent level of confidence; at Otterbein the difference between parents and students is significant at the 10 per cent level of confidence. The students and parents at Ohio State were respectively higher on the mean than the students and their parents at Otterbein,
The difference, however, was slight and not statistically significant.
On a whole, the students and their parents at each school were favorable toward the respective schools. Scores higher than sixty indicate degrees of favorableness.
In order to determine the relationship of the students and their parents, the scores of parents with their students were correlated.
The students were paired with their parents and the Pearson Product-
Moment coefficient yielded a value of ,11 between students at Ohio
State and their parents. Students’ scores at Otterbein were correlated with their parents' scores and an r of ,20 was obtained. Neither of these coefficients was significantly different from zero, so it appears that there is not a significant relationship between the students' scores and their parents' scores on the attitude scale.
These results are in Table 8, TABLE 7
MEAN, MEDIAN, AND STANDARD DEVIATION FOR STUDENTS AND THEIR PARENTS AT OHIO STATE AND STUDENTS AND THEIR PARENTS AT OTTERBEIN FOR THE TWENTY-ITEM GENERAL ATTITUDE SCALE
Group Mean Median S.D.
Students, Ohio State 73.1^ 73.5 10.3
Parents, Ohio State 77.70 78.5 10.2
Students, Otterbein 72.76 73.0 10.3
Parents, Otterbein 76.34 77.0 10.8 TABLE 8
CORRELATION BETWEEN STUDENTS AND THEIR PARENTS AT OHIO STATE AND THE STUDENTS AND THEIR PARENTS AT OTTERBEIN ON THE TWENTY-ITEM ATTITUDE SCALE
C orrelates N r
Ohio State Students and their Parents 50 .11
Otterbein Students and their Parents 50 .20 45
The next aspect of this analysis involves an inspection of each item on the twenty-item general attitude scale according to the four groups. Table 9 lists the mean and standard deviation for each item, separated according to groups of students and their parents at each school. The parents at Ohio State were most favorable toward these five items in order.
1. TIrLs school offers many and varied courses from which to choose.
20. Tills school has many alumni of high distinction.
13. This school provides ample opportunity for cultural growth*
8 . Tliis school has the physical facilities needed for a good education.
19. This school has a convenient and attractive campus.
The students at Ohio State were most favorable toward these five items.
1. This school offers many and varied courses from which to choose.
13. This school provides ample opportunity for cultural growth.
8 . Tliis school has the physical facilities needed for a good education.
14. This school provides an ample and well-rounded social life.
17* Extra-curricular activities make a valuable contribution to the educational process at this school*
As con be seen, the parents and their students agreed upon the most favorable item concerning curriculum, and there were three items which appeared in the list of each. From these lists it appears that the parents are more favorable toward the alumni and the attractiveness of the campus whereas the students are more favorable toward the social b6 life and extra-curricular activities* At Otterbein the results were somewhat different. The parents at Otterbein were most favorable toward these five items.
7* The size of this school and its classes is satisfactory,
18. The students at this school are of good quality,
19. This school has a convenient and attractive campus.
9. This school gives religion proper emphasis in education.
20. This school has many alumni of high distinction.
The students at Otterbein were most favorable toward these five items.
7* The size of this school and its classes is satisfactory.
18. The students at this school are of good quality.
19. This school has a convenient and attractive campus.
9. This school gives religion proper emphasis in education.
13. This school provides ample opportunity for cultural growth,
A comparison between parents and their students at Otterbein
indicates much more agreement on item favorableness than the agreement
of parents and their students at Ohio State, It can also be noted that the items highly favored by Otterbein students and parents are somewhat
different from the items highly favored by students and parents at
Ohio State. At Otterbein, which is much smaller than Ohio State, both
students and parents are favorable toward the size, and they consider tliis an important aspect of the college. Also in the list of five items both students and parents indicated their favorableness toward religion. Being a church-related school, this seems to be what 47 might he expected* On the other hand, Ohio State parents and students were quite favorable toward the physical facilities and you would expect a large state university to he well-equipped with these, hut
Otterbein parents and students did not have this item in the top five, perhaps because it is a small private school and the need for physical facilities is not quite met*
Examining the least favorable items, it can be noted that only one item for students at Ohio State and one item for students at
Otterbein was unfavorable© All the other items were favorable. The parents at Ohio State ire re least favorable about these five items beginning with the least favorable,
11. This school provides ample first class housing for its students.
9* This school gives religion proper emphasis in education.
2. The teaching done at this school leaves little to be desired.
7© The size of this school and its classes is satisfactory.
l60 The athletic program at this school serves as a valuable educational experience.
The students at Ohio State were least favorable toward these five items beginning with the only item with which they were unfavorable,
2© The teaching done at this school leaves little to be desired.
11© This school provides ample first class housing for itB students.
9. This school gives religion proper emphasis in education.
3© This school has an excellent faculty. kQ
12. The admission and dismissal policies of this school are fair and in the best interest of educational standards.
The students were in agreement in picking three of the five least favorable items. The parents are seemingly more concerned with the school size than are the students. At Otterbein the parents were least favorable toward these five items.
11. This school provides ample first class housing for its students.
15* Research carried on at this school is high in quality and quantity.
2. The teaching done at this school leaves little to be desired.
5* This school furnishes a good testing and guidance program*
3. Tliis school has an excellent f acuity0
The students at Otterbein were least favorable toward the following items beginning with the only item which they found unfavorable•
11. This school provides ample first class housing for its students.
15. Research carried on at this school is high in quality and quantity.
2. The teaching done at this school leaves little to be desired.
5. This school furnishes a good testing and guidance program.
16 . The athletic program at tliis school serves as a valuable educational experience*
Again the students at Otterbein and their parents seem to have agreed in their selection of the five items. The only difference is in the selection of the one item. Parents seemed to be interested in the faculty item to couple with the teaching item. The students were only slightly favorable toward the athletics, an item most students would,
seemingly, be quite favorable toward.
From observing the five most favorable items and the five least favorable items for the four groups, some distinct differences can be
seen. Ohio State students and parents are not as pleased with the size
of their school, but do enjoy the fine physical facilities, whereas
Otterbein students and parents favor the size of their school, but are
not as pleased with the physical facilities. Another distinct
difference between the attitudes of the students and parents at these
schools is the difference of religious emphasis. Ohio State students
and parents feel a need for more religious emphasis, whereas Otterbein
students and parents feel tliis is one of the more favorable items. All four groups felt that first class housing for the students was one of the five least favorable items. This seems strange in light of the new housing building program at Ohio State. Another item which was chosen by all four groups as one of the five least favorable items was the
one on teaching. It appears that while only one of the four groups was unfavorable on this item, the other three were just slightly favorable.
Results of Attitude Scores According to Strith Groupings
Attached to the attitude scale and appraisal item were several questions pertaining to the background of the students and parents who filled out the attitude scale. The questions covered such details as
sex, age, point hour, occupation, living quarters, and others such as these. Using these responses to the questions, a mean score on the
attitude scale was found for the students and parents in each of the 50 TABLE 9
MEAN AND STANDARD DEVIATION FOR EACH ITEM OF THE TVENTY-ITEM GENERAL ATTITUDE SCALE FOR STUDENTS AND THEIR PARENTS AT OHIO STATE AND .FOR STUDENTS AND THEIR PARENTS AT OTTERBEIN
osu--P osu-s OC-p oc-s Item N Mean S.D. Mean S.D. Mean S.D. Mean S.D. 1 50 4.56 .535 4.78 .414 3 .94' .580 3.82 .865
2 50 3.42 1.133 2.74 .976 3.32 .733 3.02 .990
3 50 3.74 .770 3.14 .938 3.64 .843 3.46 .853
4 50 3.90 .755 3,38 .978 3.94 .544 3 .6 8 .882
5 50 3.78 .782 3 .6 0 1.000 3.56 .804 3.04 .958
6 50 4,06 .858 3.94 .759 3.70 .922 3.50 .922
7 50 3.56 1.003 3.44 1.152 4.24 .736 4.38 .629
8 50 4.14 .749 4.10 .781 3.84 .674 3.86 .664
9 50 3.36 .843 3.14 1.077 4,o4 .894 4.12 .816
10 50 3.90 .877 3.42 i.o4i 3.70 .943 3.56 1.134
11 50 3.34 1.275 3 .0 8 1.L29 3.18 1.033 2.50 .943
12 50 3.90 .831 3.34 1.107 3.96 .528 3.70 1.082
13 50 4.16 .731 4.14 .721 4.00 ,600 4.06 .544
14 50 3.94 .835 4.08 .956 3.90 .900 3.54 1.024
15 50 4.04 .720 3.92 .845 3 .2 6 .626 3 .0 0 .800
16 50 3.70 .985 3.78 .756 3.68 .676 3.24 .991
17 50 3.88 .791 4.04 .871 4.02 .648 3.94 .810
18 50 3.92 .744 3.64 .933 4.20 06oo 4.24 .585
19 50 4.14 .895 3.56 1.003 4.20 .748 4.24 .650
20 50 4.26 .594 3.88 .816 4.02 .678 3.86 .633 51 strith groupings. For example, "by using the sex breakdown it was found that male students and male parents rate The Ohio State University lower than do the female students and female parents at Ohio State*
Otterbein male students and parents appear to be more favorable toward
Otterbein College than do the female students and parents. Most of these differences are not great enough to be statistically significant.
Only the difference between the means of the male and female students at Ohio State is significant.
The results of the attitude scores for the many strith analyses give some indication of tendencies but the differences are not statistically significant and do not permit confident conclusions about such differences. With this in mind, some of the tendencies will be pointed out. Parents with eighth grade education or less are more favorable toward Ohio State than parents with more education, A similar conclusion was found by James Curtin and is listed on page ten.
Parents with college degrees are more favorable toward Otterbein
College, Parents who have graduated from a private or state university are more favorable toward Ohio State than are parents who have graduated from municipal or state colleges or private liberal arts colleges. Parents who have graduated from private universities or private liberal arts colleges are more favorable toward Otterbein
College than are parents from state universities or municipal or state colleges. Parents in the very high socioeconomic status group were less favorable than the next lower group toward Ohio State, This also was found in the Otterbein parent group, Jewish parents were more 52 favorable toward. Ohio State while Catholic parents were least favorable, Otterbein parents included no Jewish parents and the protestant parents were more favorable than the Catholic parents. The parents who were graduates of the school were more favorable than the non-graduate parents. This was true at each school. Parents at Ohio
State who paid less than 5 P&? cent of their student's expenses were more favorable. At Otterbein there was no noticeable difference. The parents at Ohio State who had not visited the school within the last five years other than for an athletic contest were more favorable than those who had visited the school. The reverse was true for Otterbein parents. Parents at both schools who had received much information were more favorable toward the school while those parents at both schools who had received very little information were least favorable.
It is also interesting to note than 28 per cent of the parents at Ohio
State had received much information, h6 per cent had received some,
2k per cent received very little, and 2 per cent no data. At
Otterbein 26 per cent of the parents received much information,
58 per cent received some information, 12 per cent very little
Information, and 4 per cent no data. Parents at Ohio State whose chief source of information was an O.S.U, bulletin were more favorable. At
Otterbein, parents whose chief source of information was their students were more favorable. At Ohio State 78 per cent of the parents received information from their students as the chief source, while at Otterbein students served as the chief source of information for 82 per cent of the parents. Parents of Ohio State students who 53 live In a city or town were slightly more favorable than the parents who live in suburbs or a rural area. Parents who live in the rural area were the least favorable* At Otterbein the same indications were made, but the difference between the city and rural areas was greater.
Parents who indicated that the information they received about their respective school was clear, complete and accurate were more favorable than those who thought the information was not clear, complete and accurate. The same was true for parents at Otterbein. At Ohio State
62 per cent of the parents agreed with the statement about the clear, complete and accurate information, and at Otterbein 72 per cent of the parents agreed.
Younger students at each school were slightly more favorable than older students. At Otterbein the students who had transferred from a state university were most favorable, while at Ohio State students who transferred from a municipal or state college were most favorable. Students at Ohio State with no religious affiliation and protestants were more favorable than students with other religious affiliations. Catholics were least favorable. At Otterbein all students were protestant. Students at Ohio State who live in a dormitory were more favorable than students living in other quarters.
Students at Ohio State who live at home were least favorable. At
Otterbein students who live in fraternity or sorority houses were more favorable, while students who live in dormitories ire re least favorable. Married students at both schools were slightly more favorable than single students* Students at Ohio State who had an 5^ accumulative point hour of 2.00 or less were least favorable toward the school, while students with point hours between 3*01 and 3*50 were most favorable* At Otterbein students between 2*51 and 3»00 were most favorable, while the students between 3*51 and ^.00 were least favorable* Number of brothers and sisters seemed to give no consistent indications. At Ohio State Gtudents who participated in extra curricular activities between six and ten hours per week were more favorable while students who participated more than ten hours were least favorable. At Otterbein students who participated more than ten hours were most favorable, while students who participated between three and five hours were least favorable.
II. C ommunications Questionnaire
Reliability
Each item of the twenty-item scale was correlated 'with the s\nn of the remaining items, according to an analysis of data by colleges for Ohio State and as a whole for Wayne State. These correlation coefficients are listed in Table 10. The coefficients for some of the items for some of the sub-groups were low, and even a few minus correlations existed, but none were Judged to be great enough to seriously reduce the precision of the scale os a whole. The scores for this scale were tabulated using all twenty items. To facilitate the reader's comprehension of Table 10, the items in the twenty-item communications attitude scale are being listed here.
1. The administration is not interested in communicating with
students. 55
2, The size of this school makes it very difficult to
communicate with students,
3. This school is so decentralized it causes poor communication,
i)-. The administration seems to communicate mostly with the poor
students 0
5. The administration seems mostly to he interested in
communication to punish students.
6. The communications of this university are not adapted to the
great variety of student groups.
7. There is too much communication from school authorities to
students•
8. Communication tlirough the different administrative levels
takes much too long.
9. Students need to he kept better informed about the
administration of this school.
10. Students often attempt to communicate with school officials
through the wrong channels.
11. Students are not kept informed of the channels of
communications available to them.
12. It is difficult to sift the important communications from
the unimportant communications.
13. The bulletin boards often are cluttered and serve no real
purpose in communicating to students.
1^. Most of the communications from the administration to the
students at this school come after an important decision
rather than before the decision. 15o Students at this school ought to he told more about the
reasons for rules as well as the rules*
l6 * The administration shows little interest in many worthy
student activities.
17* Most of the communication from tliis school is impersonal.
18. The administration shows little interest in student
response to its communications.
19. The administration does not adequately supervise the
communication of administrative employees.
20. The administration does little to help build school spirit
of this school.
Along with the item correlation coefficients, test reliabilities
for each of the sub-groups were determined. These test reliabilities,
which are listed in Table 11, were determined by the Kudcr-Richardson
formula number eight. The coefficients ranged from ,72 to .82, with
the highest coefficient in the Education College group. The communications questionnaire contained a six-item scale as
well as the twenty-item scale. Item reliabilities for tliis scale, and
scale reliabilities were found. The item reliabilities are found in
Table 12 and the scale reliabilities are found in Table 13. As with
the twenty-item scale, all of the items were kept. The scale
reliability coefficients ranged from .7^ to *85, with the Arts College
group having the highest reliability.
Validity
Face validity would lead us to assume that the twenty-item scale
is fairly valid in its measurement. Tliis, however, is supplemented by 57
TABIE 10
CORRELATION COEFFICIENTS FOR EACH ITEM IN THE TWENTY-ITEM COMMUNICATIONS ATTITUDE SCALE WITH THE SUM OF THE REMAINING ITEMS ACCORDING TO COLLEGE ANALYSIS FOR OHIO STATE AND WAYNE STATE AS A WHOLE
OSU OSU OSU OSU OSU OSU Wayne wsu Item N Agric. . Arts Comm. Educ. Engr. State N
1 . 100 .43 .34 .43 .48 .19 .31 75
2. 100 .27 .30 .35 .32 .16 .35 75
3. 100 .34 .50 .41 .3 4 .38 .39 75
4. 100 .18 .40 .23 .30 .19 ,20 75
5. 100 .48 .48 .40 .55 .43 .23 75
6. 100 .44 .52 .47 .48 .42 .34 75
7. 100 -.05 .14 .10 -.13 .03 -.17 75
8* 100 .42 .36 .42 .48 .23 .52 75
9. 100 .37 .02 .40 .30 .09 .32 75
10, 100 ,16 .19 .35 .01 .01 .10 75
11. 100 .36 .38 .30 .47 .25 .27 75
12. 100 .23 .18 .27 .42 .08 .23 75
13» 100 .39 .17 .32 .30 .27 .44 75
14. 100 .53 .36 .38 .58 .47 .43 75
15. 100 .44 .36 .36 .47 .43 .20 75
16. 100 .46 .36 .44 .29 ,42 .43 75
17. 100 .35 .32 .04 .42 .30 .43 75 .
H CO . . 100 .42 .33 .23 .64' .40 .59 75
19. 100 .41 .29 .36 .32 .17 .33 75
20. 100 .43 .37 .56 .45 .56 .35 75 58
TABLE 11
RELIABILITY COEFFICIENTS FOR THE TWENTY-ITEM COILIINICATIONS ATTITUDE SCALE ACCORDING TO COLLEGE ANALYSIS AT OHIO STATE /HID WAYNE STATE AS A WHOLE
Fiducial Limits Group N r at 5 Per Cent Level CO o Ohio State, Agriculture 100 • .88 to .69
Ohio State, Arts 100 .76 .85 to .62
Ohio State, Commerce 100 .79 .87 to .67
Ohio State, Education 100 .82 .89 to .72
Oliio State, Engineering 100 .72 .82 to .57
Wayne State 75 .77 .82 to .72 59
TABLE 12
CORRELATION COEFFICIENTS FOR EACH ITEM IN THE SIX-ITEM COMMUNICATIONS RATING SCALE WITH THE SUM OF THE REMAINING ITEMS ACCORDING TO COLLEGE ANALYSIS FOR OHIO STATE AND WAYNE STATE AS A WHOLE
OSU OSU OSU OSU OSU Wayne Item Agric. Arts Comm. Educ. Engr* State
1 . .46 .59 .42 .57 .42 .31
2 . .59 .66 .47 .63 .60 *60
3. .64 .7k .70 .60 .50 .61
4. .51 .59 .58 .67 .40 .58
5. .42 .56 .6k .65 .47 .50
6 , .59 .72 . 6 5 .67 .53 .58 60
TABLE 13
RELIABILITY COEFFICIENTS FOR THE SIX-ITEM COMMUNICATIONS RATING SCALE ACCORDING TO THE COLLEGE ANALYSIS FOR OHIO STATE AND WAYNE STATE AS A WHOLE
Fiducial Limits Group N r at 5 Rer Cent Level
Ohio State, Agriculture 100 .79 .87 to 067
Ohio State, Arts 100 .85 .91 to .76 O c+ O CO CO Ohio State, Commerce 100 .81 ♦ •
Ohio State, Education 100 .85 .91 to .76
Ohio State, Engineering 100 .7^ .8^ tO ,60
Wayne State 75 .78 .82 to .73 the correlation of the twenty-item communications attitude scale with
the six-item communications rating scale. Since the six-item scale is
a rating type scale of communications it is expected to correlate with
the twenty-item scale. When the correlation was determined it yielded
a validity coefficient of .50, Tliis correlation indicates that while
these two scales give us some indication of agreement in what these
scales measure, it is sufficiently low to suggest that these two scales
also measure some independent matters and thus supplement each other.
Results of Communication Scales
With a breakdown of the Ohio State students into five under
graduate colleges and Wayne State students as one whole group, the
mean, median, and standard deviation for the twenty-item communications
attitude scale and the six-item communications rating scale were
found. These are listed in Table 14 and Table 15, respectively. The
possible range on the twenty-item scale is from 20-100 with twenty
representing the most favorable attitude toward administration
communications and a score above sixty indicating a degree of
unfavorableness. Thus, in this scale the higher the score, the higher
the amount of unfavorableness. The means for the various colleges
ranged from Jj8*9 to 6^.6, with the Agriculture College indicating the
most favorable attitude toward administrative communications. Medians
as well as means are included in this table to indicate that these
distributions approximate normality. Even though the students of tliis
college were more favorable than the students of the other four
colleges, their mean score indicates only a slight degree of
favorableness. Students of all of the other colleges were unfavorable 62
TABLE 14
MEAN, MEDIAN,' AND STANDARD DEVIATION FOR THE TWENTY-ITEM COMMUNICATIONS ATTITUDE SCALE ACCORDING TO COLLEGES FOR OHIO STATE AND WAYNE STATE AS A WHOLE
Group Mean Median S.D.
Ohio State, Agric. 58085 58.0 8.3
Ohio State, Arts 61*30 61.0 8.3
Ohio State, Comm0 63.58 63.0 8.2
Ohio State, E&uc. 61.92 62.0 8.8
Ohio State, Engr. 64.60 65.0 7.2
Wayne State 63.07 64.0 8.2 63
TABLE 15
JEAN/ MEDIAN/ AND STANDARD DEVIATION FOR THE SIX-ITEM COMMUNICATIONS RATING SCALE ACCORDING TO COLLEGES FOR OHIO STATE AND WAYNE STATE AS A WHOLE
Group Mean Median S.Do
Ohio State, Agric. 14.91 15.0 2.9
Ohio State, Arts 14.34 14.0 3.5
Ohio State, Comm. 14.26 14.0 3.2
Ohio State, Educ. 14.54 14.0 3.3
Ohio State, Engr. 13.83 14.0 2.7
Wayne State 14.04 14.0 2.9 64 toward administrative communications. Students of the Engineering
College indicated the most unfavorable attitude. Students in none of the five colleges demonstrated a strong degree of favorableness or unfavorableness,
The six-item scale was designed with four responses ranging from one to four with four representing very good and one signifying poor.
It should be kept in mind that for colleges to react in a similar fashion to the six-item scale as they did on the twenty-item scale, they must have reverse rank orders 0 The means of the six-item scales ranged from 13.83 to 14.91 with the Agriculture College again showing the highest amount of favorableness, and the Engineering College shoring the least amount of favorableness. Thus, with both scales the high and lor groups are identical.
In order to determine whether the differences in the means for the five colleges for the attitude scale are a matter of chance or not, a t test was applied. The results showed that there was a significant difference between certain groups on the twenty-item communications attitude scale. The students of the Agriculture
College were statistically more favorable than the students In the
Engineering College at the .1 per cent level of confidence. The students in the Agriculture College were statistically more favorable than the students in the Commerce College at the 1 per cent level of confidence. The students in the Agriculture College were statistically more favorable than the students in the Education College at the 5 per cent level of confidence. The students in the Agriculture College ■were statistically more favorable than the students in the Arts College at the 5 per cent level of confidence*
The students in the Arts College were statistically less unfavorable than the students in the Engineering College at the 1 per cent level of confidence* The students in the Education College are statistically less unfavorable than the students in the Engineering
College at the 5 per cent level of confidence. The other differences were not statistically significant,
Wayne State students had a mean of 63*1 for the twenty-item scale and 14*0 for the six-item scale. The difference between these means and the total means for Ohio State students was slight and not statistically significant.
The next division of the analysis consists of an inspection of each item on the twenty-item communications attitude scale in regard to the five colleges at Ohio State and also Wayne State, Since the items in the communications attitude scale were negatively-worded, agreement with the item indicates unfavorableness; disagreement indicates favorableness. Following are the five items which received the most favorable attitude toward administrative communications by the students in the Agriculture College, These items do not represent equidistant and necessarily significant relationship* The exact comparative values for all items may be obtained from Table l6. All of these items are worded so that the students disagreed with them*
7, There is too much communication from school authorities to students. 66
1. The administration is not interested in communicating -with students.
4. The administration seems mostly to he interested in communication to punish students0
5* The administration seems to communicate mostly with the poor students.
3* This school is so decentralized it causes poor communication*
By selecting the five items with which students most agree, we
point out items which present an unfavorable attitude toward the
school. The students in the; Agriculture College agree most with these five items*
15* Students at tliis school ought to be told more about the reasons for rules as well as the rules*
9* Students need to be kept better informed about the administration of this school,
10, Students often attempt to communicate with school officials through the wrong channels.
l4. Most of the communications from the administration to the students at tliis school come after an important decision rather than before the decision.
11. Students are not kept informed of the channels of communications available to them.
The Arts College students were in disagreement most with these five items*
7* There is too much communication from school authorities to students.
5. The administration seems mostly to be interested in communication to punish students*
1. The administration is not interested in communicating with students.
4. The administration seems to communicate mostly with poor students. 67
3, This school is so decentralized it causes poor communication.
The students in the Arts College agree most with these five items,
15, Students at this school ought to be told more about the reasons for rules as well as the rules,
9, Students need to be kept better informed about the administration of this school,
14, Most of the communications from the administration to the students at this school come after an important decision rather than before the decision,
10, Students often attempt to communicate with school officials through the wrong channels*
8, Communication through the different administrative levels takes much too long.
The Commerce College students were in disagreement most with these five items,
7* There is too much communication from school authorities to students,
1, The administration is not interested in communicating with students,
4, The administration seems to communicate mostly with poor students,
5, The administration seems mostly to be interested in communication to punish students,
3, This school is so decentralized it causes poor communication.
The students in the Commerce College agree most with these five items,
19, Students at this school ought to be told more about the reasons for rules as well as the rules,
9, Students need to be kept better informed about the administration of this school. 68
llf. Most of the communications from the administration, to the students at this school come after an important decision rather than before the decision,
11, Students are not kept informed, of the channels of communication available to them,
10, Students often attempt to communicate with school officials through the wrong channels.
The Education College students were in disagreement most with these five items,
7* There is too much communication from school authorities to students,
,6* The administration seems mostly to be interested in communication to punish students.
The administration seems to communicate mostly with the poor students,
3o This school is so decentralized it causes poor communication,
1, The administration is not interested in communicating with students,
The students in the Education College agreed most with these five items,
15* Students at this school ought to be told more about the reasons for rules as well as the rules,
9, Students need to be kept better informed about the administration at this school,
1^. Most of the communications from the administration to the students at this school come after an important decision rather than before the decision,
11, Students are not kept informed of the channels of communications available to them#
10, Students often attempt to communicate with school officials through the wrong channels. 69
The Engineering College students were in disagreement most with these five items.
7* There is too much communication from school authorities to students.
4. The administration seems to communicate mostly with poor students.
5o The administration seems mostly to he interested in communication to punish students.
3. This school is so decentralized it causes poor communication.
1. The administration is not interested in communicating with students.
The students in the Engineering College agreed most with these five items.
15• Students at this school ought to be told more about the reasons for rules as well as the rules.
9* Students need to be kept better Informed about the administration of this school.
11. Students are not kept informed of the channels of communication available to them.
1^. Most of the communications from the administration to the students at this school come after an important decision rather than before the decision.
20. The administration does little to help build school spirit of this Bchool*
The students at Wayne State were in disagreement most with these five items*
7. There is too much communication from school authorities to students.
5. The administration seems mostly to be interested in communication to punish students.
4. The administration seems to communicate mostly with the poor students. 70
3. Tills school Is so decentralized it causes poor communication*
1, The administration is not interested in communicating with students *
The students at Wayne State agreed most with these five items.
20, The administration does little to help build school spirit at this school,
9* Students need to be kept better informed about the administration of this school.
11. Students are not kept informed of the channels of communications available to them.
17. Most of the communication at this school is impersonal.
15. Students at this school ought to be told more about the reasons for rules as well as the rules.
As con easily be seen from the above data, there is complete agreement among students in each of the five undergraduate colleges at
Ohio State and also students at Wayne State that the five items with which they disagree most are items seven, five, four, three, and one.
All students indicate that there is not too much administrative communication, which supplements the results in another section of this dissertation which states that students would like to receive more communication from administrators. There was not complete agreement among the five colleges at Ohio State and at Wayne State on the five items with which they agreed most. Items fifteen, nine, eleven, and ten appeared to be the items which most colleges listed. Ohio State students were consistent in agreeing most that students at this school ought to be told more about the reasons for rules as well as the rules.
Wayne State also had this item in the five with which they most agreed. TABLE 16
MEAN AND STANDARD DEVIATION FOR EACH H E M OF THE IWENTY-ITEM COMMUNICATIONS ATTITUDE SCALE FOR EACH OF FIVE COLLEGES AT OHIO STATE AND FOR WAYNE STATE AS A TOOLE
osu WSU OSU-Agric. OSU-Arts OSU«£omm. OSU-Edue. OSU-Engr. Wayne State N N Mean S.D. Mean S.D. Mean S.D. tie an S.D. Mean S.D. Mean S.D.
100 75 2.04 .786 2.23 .893 2.27 .893 2.57 1.042 2.74 .996 2.56 .997
100 75 2.56 1.160 3.17 1.297 3.33 1.225 3.01 1.245 3.19 1.164 3.20 1.143
100 75 2.16 .784 2.63 1.074 2.58 .961 2.49 .854 2.59 1.069 2.56 .927 CO CO CV1 100 75 2.04 .927 2.23 .968 2.30 .866 2.32 .915 2.21 . 2.43 1.073
100 75 2.06 .915 2.16 I .007 2.45 1.186 2.19 .966 2.60 1.077 1.93 .754
100 75 2.55 .942 2.65 I .062 2.97 .974 2.83 .917 3.07 . 8 8 6 2.96 .972
100 75 1.81 .578 1.98 .800 1.97 .591 1.95 .590 2.05 .606 1.83 .597
100 75 3.17 1.011 3.63 .924 3.49 .933 3.37 .956 3.38 .810 3.45 .956
100 75 3.86 .337 3.85 .792 4.04 .786 3.85 .766 3.85 .865 3.84 .924
100 75 3.68 .691 3.68 .859 3.61 .747 3.63 .673 3.61 .691 3.68 .789 TABLE 16 (contdo) tfSU OSU-Agric o OSU-Arts OSU-Coimn. OSU-Educ. QSU-Engr. 1'J Mean S.D. Mean S.D, Mean S.D. Mean S.D. Mean S.D.
75 3.52 .922 3.51 1.072 3.64 .866 3.76 .88 5 3.85 .841
75 3.^3 .886 3.20 .980 3.42 .885 3.31 .833 3.39 .893
75 3.37 1.163 3.21 1.251 3.52 1.127 3.41 1.226 3.51 1.212
75 3*^6 .919 3.79 .864 3.87 .902 3.76 .850 3.77 .947
75 4.01 .877 3.98 .872 4.08 .924 4.00 .849 4.18 .899
75 2.55 1,014 2.75 1.043 2.88 .886 2.63 .997 2.90 .911
75 3.41 .928 3.57 .982 3.56 .864 3.53 .954 3.61 .904
75 2.76 .950 2.87 .913 3.16 .902 3.00 1.058 3.30 .922
75 3.09 .694 3.01 .794 3.06 .661 2.99 .806 3.12 .697
75 3.12 1*125 3.20 1.131 3.38 1.103 3.32 l.o48 3.68 .926 Means and standard deviations were also found for these same groups on the six-item scale. These are listed in Table 17, The means on the six items in the communications rating scale for the
Agriculture College give a ranking as follows. The most favorable term is listed first.
2. Intelligibility: (Easy to read)
1. Availability: (Information can be secured)
5. Organized: (So that it is easy to use)
3* Completeness: (Doesn't leave questions unanswered)
Accuracy: (Doesn't permit misinterpretations)
6. General Effectiveness
All of the terms were rated as favorable by the Agriculture College students,
The means on the six items in the communications rating scale for the Arts College give a ranking as follows. The most favorable term is listed first. All terms were favorable.
2. Intelligibility
5* Organized
I. Availability
3. Completeness
6. General Effectiveness
4* Accuracy
The means on the six items for the Commerce College give a ranking as follows, beginning with the most favorable term. All terms were favorable. 7^
2. Intelligibility
1, Availability
5* Organized
6, General Effectiveness
4. Accuracy
3. Completeness
The means on the six items for the Education College give a ranking as follows, beginning with the most favorable terra. All terras were rated as favorable,
2, Intelligibility
5* Organised
6. Completeness
1, Availability
3, Completeness
Accuracy
The means on the six items for the Engineering College give a ranking as follows, beginning with the most favorable term. All terms were rated as favorable,
2, Intelligibility
5o Organized
6, General Effectiveness
1, Availability
Accuracy
3, Completeness The means on the six items for Wayne State students give a ranlcing os foU.cn/s_, beginning uith the most favoi-able term* All terms were rated as favorable*
2. Intelligibility
1* Availability
5* Organized
K 0 Accuracy
3. Completeness
6. General Effectiveness
All five groups of students at Ohio State and also the students at Wayne State agreed that the Intelligibility of the administrative communications -was better than any of the other qualities. The agreement on the poorest quality of administrative communications centered around accva’acy, general effectiveness, and completeness with each receiving the lowest (unfavorable) mean by two groups of students. All groups of students were favorable for every term on the six-item rating scale0
Results of Communications Questions
Accompanying the communication scales was a questionnaire of eight questions, seven of which were structured and one an open-ended question eliciting students' suggestions for bettering communications on campus. The first of these questions deals with possible official sources of information which hove provided the students with important information about the school. The students were permitted to check any
(and as many as they wished) of the twenty-seven listed sources or they TABLE 17
M AND STANDARD DEVIATION FOR EACH ITEM OF TEE SIX-ITEM COIMMICATIONS RATING SCALE FOR EACH OF THE FIVE COLLEGES AT OHIO STATS AND FOR WAYNE STATE AS A WHOLE
OSU wsu OSU-Apjric. OSU-Arts OSU-Comm. OSU-E due. OSU-Engr. Wayne State Item H N Mean S*D. Mean S.D. Mean S.D. Mean S.D, Mean S.D. Mean S0D.
1 100 75 2.62 .675 2.42 .777 2.39 .773 2.36 .7^2 2.20 .678 2 .ij0 .786
2 100 75 2.66 .652 2.63 .783 2.77 .719 2.80 .678 2.62 .660 2.71 .649
3 100 75 2 . In .776 2.30 .781 2.17 0825 2.34 .724 2.17 .633 2.23 .7^1
4 100 75 2.36 .7^2 2.26 .718 2.21 .725 2.22 .729 2.19 .703 2.24 .670
5 100 75 2.53 .655 2.43 .803 2.39 .780 2.45 .817 2.38 .704 2.28 .722
6 100 75 2.33 .722 2.30 .755 2.33 .649 2.37 .673 2.27 .614 2.19 .667 had the opportunity to select one of their own choosing as number
twenty-eight. Table 18 gives the twenty-eight sources and the
percentage of students from the five colleges at Ohio State and also at
Wayne State who checked each source. The source most often checked by
all students at Ohio State was the college bulletin with news stories
in the Lantern (student newspaper) coming in second. At Wayne State
the students checked the news stories in the Wayne Collegian (student
newspaper) more than any other source with the college bulletin a very
close second. WOSU-FM and telephone calls from administrators were the
least checked items by Ohio State students. Wayne State students had
three items checked the least number of times: university speakers in
home town meetings, national magazines, and WTVS (television station).
In addition to the checking, students were asked to list the
five most frequently used sources of communications and the five
least used sources of communications0 The five most frequently used
sources of communications are listed in Table 19* Five choices were
asked for and the five top choices are listed for all students at each
school. Ohio State students listed the five in this order: college
bulletin; news stories in the Lantern; calendars, posters, memos,
flyers, maps, bulletin boards; the official bulletin in the Lantern;
and a tie for fifth place between interviews with facility members, and
the time and room schedule. Wayne State students listed these five
choices: news stories from the Wayne Collegian; student activities
book; college bulletin; letters from the administration; and school 73
TABLE 18
PERCENTAGE OF STUDENTS CHECKING OFFICIAL SOURCES OF INFORMATION AS IMPORTANT FROM OHIO STATE AND WAYNE STATE
OSU OSU OSU OSU OSU OSU Wayne Item Agric. Arts Comm. Educ. Engr. Total State
0 95 85 81 89 91 441 76
1 19 20 13 12 11 75 12
2 13 9 7 5 1 35 4
3 43 4l 36 43 35 198 52
4 71 44 33 42 29 219 38
5 72 62 55 51 45 285 32
6 55 37 37 44 22 195 40
7 13 17 27 22 39 118 32
n O 78 76 75 73 75 377 77
9 56 64 51 65 56 292 33
10 6 5 9 9 11 4o 4
11 55 37 44 46 25 207 16
12 14 20 10 18 19 81 4
13 4 1 4 7 1 17 8 l4 3 10 2 5 3 23
15 3 8 2 8 3 24 ■K*
16 41 38 38 39 41 197 4l
— These two items were left out in order to match the two schools. The items in column one are from the Ohio State Communications Questionnaire 0 79 TABLE 18 (cont.)
OSU OSU OSU OSU OSU OSU Way] Item Agric. Arts Comm, Educ« Epflr« Total Sta-
17 67 60 kQ 55 61 291 65
18 21 27 2k 21* 20 116 26
19 52 44 32 44 46 218 k l
20 48 39 26 k2 54 209 48
21 9 8 11 20 21 69 11
22 k 2 2 8 2 18 5
23 27 13 8 12 6 66 12
24 19 35 23 29 10 116 32
25 63 k2 29 44 48 226 19
26 5k kk 39 49 46 233 29
27 37 25 20 35 43 160 32
28 8 15 12 9 10 54 13 80
TABLE 19
PERCENTAGE OF STUDENTS AT OHIO STATE AND WAYNE STATE SELECTING THE FIVE MOST FREQUENTLY USED SOURCES OF COMMUNICATIONS
osu osu osu OSU OSU OSU Wayne Item Agric, Arts Comm, Educ. .. . Engr. Total State
0 75 68 68 74 78 363 40
1 2 2 0 l 1 8 3
2 2 0 0 0 0 2 1
3 16 15 10 17 17 75 29
4 50 20 6 19 12 107 25
5 13 15 6 4 9 47 15
6 17 lb 7 12 4 54 19
7 6 8 15 7 19 55 21
8 53 62 37 61 6l 274 81
9 38 48 25 47 40 198 20
10 1 1 5 2 3 12 3
11 2 6 2 8 7 25 5
12 2 6 2 8 7 25 4
13 0 0 1 1 l 3 5 lb 0 7 0 0 l 8 **
15 0 1 1 3 1 6 •K*
16 18 17 23 17 19 94 32 *-*These two items were left out in order to match the two schools. The items in column one are from the Ohio State Communications Questionnaire. 81
TABLE 19 (contd.)
OSU OSU OSU OSU OSU OSU Wayne Item Agric . Arts C omm»____ Educ,____ Sngr.____ Total____ State
17 50 49 37 39 48 219 52
18 4 9 9 5 7 34 12
19 21 24 18 36 29 128 23
20 18 20 13 22 30 103 32
21 2 2 9 5 7 25 1
22 1 0 0 1 0 2 1
23 10 6 3 1 3 23 7
24 2 13 12 9 2 38 11
25 20 18 15 18 20 91 7
26 20 30 28 22 28 128 9
27 13 8 12 21 27 81 28
28 6 11 9 9 8 43 12 82 announcements in class, The school newspaper seems to play a very important part in the communications at each school,,
Table 20 lists the sources from wliich students least frequently receive communications, The five least frequently used sources at
Ohio State appear to be: telephone calls from administrators, high school career day speakers, informal social meetings with administrators, interviews with administrators, and university speakers in home town meetings, Wayne State students show these five least frequently used sources of communication: telephone calls from administrators, national magazines, WTVS, WHET (radio station), and interviews with administrators. The total rankings given for all students at Ohio State are closely associated with each college's rankings, A few students wrote in their own choice. Most of these choices are noted. The majority of these centered around communications from other students. Terms like grapevine, word of mouth, other students, and rumors were used. Other comments listed included survey courses, assistants, place of employment, sorority house, Lovejoy's college guide, landlady, Ohio Staters' truck, my own family, fraternity house, Agriculture student magazine, A,H,S„ committee meetings, I.F.C., with the last two being added by students at Wayne State.
Question number four on the second part of the communications questionnaire asked how many times a student had been unable to use university facilities simply because he did not get the information for getting such facilities. The responses to this question are found 03
TABLE 20
PERCENTAGE OP STUDENTS AT OHIO STATE AND WAYNE STATE SELECTING THE FIVE LEAST FREQUENTLY USED SOURCES OF C Ol'MJNICATIONS
osu OSU osu osu OSU OSU Wayne Item A^ric,, Arts Comm# Educ, Engr. Total State
0 2 5 2 2 0 11 7
1 32 4o 34 38 26 170 22
2 26 32 25 34 29 lk6 28
3 6 5 8 6 7 32 5
4 2 8 9 9 7 35 13
5 14 10 11 12 10 57 11
6 8 8 6 9 10 4l 9
7 17 14 11 21 14 77 13
8 2 6 1 3 5 17 4
9 4 1 1 4 6 16 8
10 29 21 20 33 20 123 43
11 6 13 7 6 14 46 16
12 29 28 26 16 23 122 36
13 21 15 16 13 25 90 32
14 24 18 19 17 26 104 **
15 21 17 18 15 29 100
16 25 21 17 22 22 107 16
**These two items were left out In order to match the two schools 0 The items in oolumn one are from the Ohio State Communications Questionnaire» TABLE 20 (contd.)
OSU osu OSU OSU OSU OSU Item A(5clc* Arts Comm, EduCp Engro Total
17 8 8 7 6 11 4o
18 30 33 27 31 26 147
19 10 12 18 20 13 73
20 12 14 18 9 11 64
21 19 17 22 14 15 87
22 60 52 59 56 49 276
23 27 29 36 39 25 156
24 25 13 9 20 20 87
25 7 7 11 7 11 43
26 9 9 8 7 7 4o
27 11 23 31 18 14 97
28 0 0 1 0 1 2 85 in Table 21. The majority of the students at each school checked the
answer "a few times". Wayne State students checked "many times" more than Ohio State students. Students in the College of Education checked "many times" more than other students at Ohio State,
Students were asked to check items listed in question number five for which they had experienced difficulty in getting official communication from the university. Table 22 lists the results of this question. The response on this question was not very large. The largest number of check marks on any item for any college was k3 per cent of the students checking that item. Combining the five colleges at Ohio State, the item with which students had the most frequent critical experience as indicated by marks was "changes in course schedules". This was followed by: location of persons with certain responsibilities: driving and parking regulations; changes in rules and regulations; and curriculum, majors, and courses. Students at Wayne State listed these five items most frequently: announcements of opportunities, facilities, and resources; reports on grades and status; location of persons with certain responsibilities; curriculum, majors, and courses; and admission policies and rulings.
As can be noted, there were two items checked in the top five by each school. Other items written in by the students were: deadline on payment of fees, information from an instructor pertaining to another course about a subject he teaches, finding people not listed in the directory, voting, future plans involving dorms, obtaining credit for ROTC, transferring to and from other colleges and universities 86
TABLE 21
PERCENTAGE OF STUDENTS AT OHIO STATE AND WAYNE STATE INDICATING NUMBER OF TIMES THEY HAD DIFFICULTY USING FACILITIES BECAUSE OF A LACK OF INFORMATION
" OSU "osu osu" OSU osu” Wayne Response Agric. Arts Comm* Educ. Engr. State
No times 18 22 21 21 12 28
Few times 7^- 63 Sk 59 7^ 51
Many times 8 12 13 17 12 21
No data 3 2 3 2 2 0 87
TABLE 22
PERCENTAGE Op STUDENTS AT OHIO STATE AND WAYNE STATE SELECTING THE ITEMS FOR WHICH THEY HAD EXPERIENCED DIFFICULTY IN GETTH'IG OFFICIAL COMMUNICATION FROM THE UNIVERSITY
OSU osu OSU OSU osu osu Wayne Item ARTiC. Arts Comm. Educ. Eitrt. Total State 0 12 10 2T lk 26 &9 23
1 16 23 25 3 6 32 132 26
2 9 9 8 11 13 50 1
3 9 8 IT 18 15 6T 31
4 29 38 33 34 43 1T7 15
5 22 31 30 2T 31 l4l 13
6 12 14 IT 19 11 T3 12
7 19 16 19 2b 13 91 15
8 19 22 lb 16 16 8T 11
9 26 28 33 32 22 l4l 11
10 14 10 10 14 9 5T 15
11 31 25 23 29 22 130 35
12 8 10 8 4 5 35 9
13 15 12 14 15 6 62 15
14 IT 22 11 16 IT 83 8
15 30 33 32 35 2T 15T 31
16 9 b 6 9 4 32 T
IT 11 9 16 T 10 53 5 r* 18 0 2 2 0 4 O 3 88
(Ohio State), and use of visual-audio equipment, and university housing
(Wayne State),
Questions twelve and tliirteen deal with the frequencies with
which students have an opportunity to talk with responsible
administrators and the frequencies with which they would like to
communicate with responsible administrators. Table 23 lists the former
question; Table 2h lists the latter. It is interesting to note that
for all colleges and for each school the amount of communication
desired was greater than the amount received. When the mean of the
students for amount of opportunity is subtracted from the amount
desired the remainder indicates that the students would like more
opportunity to communicate with administrators. The greatest
difference between amount of opportunity to communicate and amount of
communication desired is in the Arts College, The least amount is in
the Agriculture College, Wayne State is second in overall comparison.
Written Comments in the Communications Questionnaire
One question in the communications questionnaire was devoted to
letting the student write in any suggestion not already covered by the
remainder of the questionnaire. It asked the student to "make any
suggestion you would consider helpful in improving communications on
this campus". Many of the comments were quite lengthy, others very
brief. Some students didn't make any written comments. Most of the
comments were made in a serious vein, but a few were obviously "crank"
inspired. In some cases the student would attempt to solve all the
problems of the university in one paragraph, but most of the material 89 TABLE 23
PERCENTAGE OF STUDENTS AT OHIO STATE AND WAYNE STATE INDICATING THE NUMBER OF TIMES THEY HAD AN OPPORTUNITY OF TALKING WITH RESPONSIBLE ADMINISTRATORS vimiinriai OSU OSU OSU osu OSU Wayne Response Agric. Arts Comm. Educ. Engr. State
Seldom 28 39 31 37 47 b9
Occasionally 50 44 51 kb 38 30
Often 18 8 17 13 13 20
Quite Frequently k 9 0 k 2 1
No Data 0 0 l 2 1 0 CO ON Mean • .87 .85 .8 2 .6 8 .72
TABLE 24
PERCENTAGE OF STUDENTS AT OHIO STATE AND WAYNE STATE INDICATING THE NUMBER OF TIMES THEY WOULD LIKE TO COMMUNICATE WITH RESPONSIBLE ADMINISTRATORS
OSU OSU osu osu osu Wayne Response Agric* Arts Comm. Educ. . Engr.__ State
Seldom 7 6 14 7 8 9
Occasionally 50 47 4o 50 64 53
Often 37 38 42 36 22 34
Quite Often 6 9 4 6 6 4
No Data 0 0 1 1 0 0
Mean 1.42 1.50 1.34 1.40 1 .2 6 1.32
Difference between these means and the means in Table 23 .44 .63 .49 .58 .5 8 .6 0 90 was limited to communications. For students at Ohio State the comments are listed according to colleges, while for students at Wayne State they are listed for the institution as a whole. Asterisks following a comment signify several similar comments.
Agriculture College
Students should become more acquainted with communications so they can use them easily.
They should be more personal rather than being holes in a card,
V.A, should send more communications to veterans conveying changes and special reasons in regard to signature sheets.
Students should be encouraged to meet with administrators more frequently.
Official bulletin should be given better space in the Lantern,*
There should be some administrative official who is comparatively easy to see.
Administration should occasionally take a positive stand to encourage student morale (particularly in disciplinary cases)•
More and better campus newspaper service.
Reminders of rescheduling time.
A method of public address during class hours.
Administrators should first consider students before making and passing regulations.
Spell out more items concerning curriculum requirements for major fields. There is a question as to what is meant by much of the terminology used for definition of major areas required of a major in specified fields.
Inadequate telephone system.*
Make communications less formal and less red tape**
A more effective radio system. Administration is doing its part in trying to make communications available to the students. It is the students who are not talcing advantage of it.
Better and bigger college newspapers.
WOIO into all dorms.
Students can find answers to questions if they try.
Most complaints of students are that they don't know the complete facts of most things that happen.
All university announcements in one section or page of the Lantern. More use by the university of the Lantern.
More national news in the Lantern.
Have student get-together once aweek to ask questions of an administrator.*
Better communications with the faculty of different departments. Keep the faculty informed so that they in turn may inform the students.
More faculty-student informal meetings.*
Central bulletin boards.
Lantern should print campus news rather than stale international news.
Better distribution of information.
Get sources of information to agree.
Get definite parking regulations.
Information should be concentrated into one handbook.
OpenC.S.A. meetings.
Clearer Lantern stories.
Omission of unimportant items from the bulletin boards.
More outside newspapers on campus.
Administration must gain the respect of the student body before they can attempt to communicate with them. 92
A centralised distribution center.
Have a newsletter or calendar for individual colleges*
Let the students know where the offices of officials ore instead of such and such a building.
Faculty advisors should be trained as advisors.
Send out a montlily report to all students about the workings of the administration for that month0
The information could be sent in a more interesting manner rather than printed pages.
Administrators could meet with students and get their opinion on issues that directly affect them such as bus schedules, parking on campus for evening meetings, etc. I think it would at least let the student know that the administration is interested in his opinion.
1 feel that the informal friendly atmosphere of the Ag. and Home Ec. college is wonderful. The people are willing to help anyone, no matter what. Some college offices I have visited were quite stuffy and seemed to "pass the buck" when asked questions. One day I took a friend to my freshman advisor. They discussed several problems my friend had been wondering about. Where else on campus would I feel free to do this?
More personal contact with students.
A little more could be done through the colleges themselves.
Better communications between student and advisor.
Sources of communication are always available to students who are willing to seek them and use them.
The only difficulty I have experienced was in transferring a transcript from another college0
Get someone on top to coordinate communication.
More direct comments from the administrators to the students.
Arts C ollege
Counseling service needs to be improved.*
Have specific bulletin boards for specific information.* 93
Centralized bulletin boards.
Get better help in administrative department so papers will not be lost, etc.
There is a definite need for more Arts College advisors. Students sometimes sit for hours in the basement of University Hall waiting to see an advisor. If it is not possible to expand the staff, they should set up a definite appointment system whereby the student knows exactly whom he can get in to see instead of waiting and losing his place in line by going to class,*
Sometimes the advisors contradict one another.
Make communications known to the students, I believe the opportunities are there, but only a few know of them. Also make them easier to understand.
The improvement of the facilities for the campus radio station WOIO. The transmitters need replacing and transmitters are needed in the new dorms, WOIO could be an outstanding form of communication,
A monthly briefing hour similar to that of Arts Survey by administrators to all students would improve the system of communications. It would be direct and more efficient when imparted orally, and students would also have the opportunity of talking with responsible administrators and ask questions they may have.*
Assign students to certain cafeterias and certain tables with a member of the faculty seated there.
Do away with the absurd student government as it is now.
With a campus this size I realize that there is little opportunity for the needed communications between faculty and students. It's the maize which we students follow- in order to get an hour or a class changed which disturbs me most.
If administrators, teachers, and counselors would be more personal in their attitude toward you, students would take more interest in their work and their school as a whole.*
Poor telephone service.
Stop passing out so many communications which you do nothing about.
Communications ore very good,* 9k
A greater sense of responsibility on the part of the administration should he cultivated to provide effective communications for the students,
I would appreciate some information concerning what books are lost or in the bindery ahead of time so X may be able to plan accordingly,
WOSU-TV should be available in all dorms,
The Lantern should carry more official information.
In the Arts College, there should be more availability of a reliable source of information,
A rebirth of Ohio State Week, Perhaps the format could be improved but the publication was very helpful.
Clearer communications; make it easier to get.
Closer relationship between faculty and student on the departmental level.
Use the Lantern more effectively. World news in the Lantern is quite old by the time it is printed.
Clean up bulletin boards in B01C building.
I find the college bulletin somewhat hard to use0
Have a weekly administration news bulletin made available to students.
Information center with well-versed people,*
I found the statement "y°u are just an IBM card at O.S.U." to be untrue.
More helpful library staff.
More helpful secretaries and receptionists.
The administration lets us know their decision afterwards and seldom consults students about things which concern them directly.
Make all official announcements in short, easy to interpret sentences.
Have all rules, regulations, and procedures complete In one booklet.
Many students attend O.S.U. four years and never see the administrators who form the policies they must follow. 95
Commerce College
Registering for the first time appeared to be very difficult* Personnel didn't seem to be interested in helping because it interfered with their work.
Better method of changes in course schedules.
Quit rearranging students' schedules around every quarter.
Efficient use of bulletin boards ,*
More catalogued data available.
More people needed to answer questions and pass out information.
Unchanging official source which can be contacted for information.
Very good, but there's always room for improvement.
Students don't know where to go for information.
The very large amount of students makes the situation of communications between the student and the administrator a difficult problem.
Send more Information to students' parents.
Closer student-instructor relationships.
Make known the requirements of each major in each college.
The receptionists should not act so smart. They ignore your question after giving a smart reply. They should be more helpful.
More data before action is taken on a situation.
Better use of space in the Lantern; put more communications in it.
More widespread distribution of bulletins.
Eliminate handing out directives without reasons. Eliminate "high school" directives•
Need a specific advisor to help set up my schedule, etc.
More administrative interest in improving communications.
Lantern should wait until it is completely informed before printing an article. 96
Establishment of a single office into which all information is channeled., organized, and then communicated to the students in an organized system*
A scheduled meeting with the advisor at least twice a year*
A booklet printed with all the traffic regulations in it*
Some type of arrangement whereby the administration is more of a helpful friend to the student rather than a police authority.
Better distribution of the O.S*U. bulletin by placing it in more buildings *
Should have major communications announced more often in classes.
Should divide the communications and put unimportant ones on one bulletin board and the important ones on another.
Education College
Communications are better than average*
The university should make better use of the ways they have of informing students now.
A central board with all events listed.*
Have better information centers, bulletin boards, leaflets to students from each college. More fireside chats*
Counseling and testing should not be so overburdened with work. They should be in a position to follow up on a student instead of giving him a few hours and then say goodbye.
Assigning advisors to students by at least the second quarter of the freshman year*
A little more liberal view of the Board of Trustees and a lot more communications between them and the students, and not just fraternity and sorority people, but a few of the independents and those people who are not included in the other two groups.
The administration should listen to and to as great a degree as possible act upon the students' suggestions.
Large student organizations are not representative of what the student body wants, but of what the fraternities or political party controlling them wants. 97 More impersonal atmosphere; inform the students more*
Inform all members (faculty, counselors, etc.) of the rules, curriculum requirements, and opportunities pertaining to the students.
I feel that the employees of the various colleges should he informed of their jobs. I think that students should be informed of the channels we must go through to talk to an official, without wasting time going through minor, unimportant channels.
Limit enrollment to fifteen or twenty thousand.
Unless the student has connections it is almost impossible to make communications higher than the Dean of Men and Women. There was a definite attempt made and successfully so last Monday when administrators and faculty enjoyed dinner with many students on campus in fraternities and sororities, but again this was a select group. But the interest was there and it has been mutually understood and a remedy is in progress.
The bulletin of course description and the time schedule should be integrated.
Trouble arises when a student doesn't know exactly what or whom he is looking for and consequently often blames the "stupid administrator" for his own stupidity.
How about a handbook which would be published by the administration and which would contain all the official material which the student should know. It could be circulated in the same manner as the Lantern.
Information printed is not received by all or most of the students.
Education College bulletin should have a more complete index.
The university should put a more complete list of events in the official bulletin.
Administrators should be available to students.
Counseling programs are often crowded and uneasy to obtain.
A student can find information if he really tries.*
Let one individual know what he is supposed to do and then let everyone else know the duties of that person.
Closer communication between student and teacher. 98
A regular university newsletter or such should he sent to each student organization (not just fraternities and sororities) and copies of this should he posted on bulletin hoards* Bulletin hoards are too cluttered now— space should he given only with prior permission of a special committee.
Publish a mimeographed, two section bulletin (not in the Lantern) daily or weekly which states everything of importance from the administration in one section and activities notices in another.
Some better way should he devised for informing older students about what facilities areavailable and information in general. Older students are usually living off campus and are not in contact with much information that is passed on by word of mouth.
More outside telephone lines on campus.
Paster way to communicate between students and administrators.
The courtesy and helpfulness of the clerical staff should be improved.
There should be better counseling.
An excellent improvement would be a new system that would eliminate the run around students are always getting.
Replace the Lantern with a good newspaper— one that is written for the students•
X would sure like to see some of the college bulletins revised (positively) •
Since everybody is involved in red tape and buck passing, I would suggest fewer and better administrators with some other purpose in mind than enforcing university blue lairs.
Engineering College
Improve telephone service.
Give freshmen (entering) complete information on campus, dorms, etc.
Improve method of communicating with individual instructors.
Have university rules on discipline, etc., easily obtainable.
Improve scheduling changes.
Treat students as though they were individuals— not furniture. Eliminate "junk" stuff from the bulletin boards.
I would like to see the O.S.U. Weekly return or have something in its place.
Improve Lantern content.
Students should feel a responsibility toward seeking communications as well as receiving them.
Need a means of communication between the various branches of engineering, and from the college office concerning time of meetings, scholarships available, changes in required courses, etc.
Necessary information should be conveyed to aid incoming students.
Student court findings should be published.
Communications should be set up so that the students can voice their opinions and be heard by the administration.
Have sectioned-off bulletin boards such as lost and found, inquiries, etc.
Officials should use the Lantern to its best advantage.
Good communications.
A centralised point where any information can be obtained at any time.
It takes too long to get a reply from any administrator— at times letters are never answered.
An official communications section in the Lantern.*
More meeting places for students.
Oi’ganized official bulletin boards ,*
Office hours posted by each instructor's office and a supplement listing changes in time schedule.
Better distribution of instructors to students.
More personal contact between students and administration.
Better distribution of the Lantern (more availability). 100
The paper "This Week" was helpful— let1 s find something to replace it.
When a decision is pending that will affect a large group of students, some notice should be taken of the needs and desires of that group, whenever possible#
Have instructors inform, classes of various events,
Wayne State Students
The administration should have a special or designated and consistent place in the Collegian and they should use this space to communicate all current information that pertains to the students. This would be most helpful.
See that the student receives a booklet of university rules and regulations and pamphlet of applying these rules, etc. Also, I think that if notices could be posted more places about coming events, advisor's meetings, cotmseling, etc#, it would be helpful.
Make available to all students the use of phone service to departments, etc, through university extensions— a couple per building.
Have a control information area that would avoid students' running from one building to another. This means qualified help#
To one coming from a small university to Wayne State, this university's administrative function appears somewhat disorganized, especially with regard to availability of information, almost to the point of complete frustration.
Monitor systems in classrooms.
During registration many students have difficulty because student assistants are not familiar enough with procedure* This causes waste of time and effort on the student's part# Student assistants should therefore be better trained in their duties.
Have a daily or weekly calendar of events*
There is little or no communication to students as to how university money is budgeted. Students might be interested in knowing how their tuition money is used, especially how the student activities budget is supported and who decides what activities are worthy of university financial support.
Better jobs of orienting freshmen in necessary# They must be oriented more in the affairs of the university. 101
Have a competent full-time advisory staff and assign each student an advisor that can see tilings from a student’s point of view.
More precise and speedier communications heWeen students and administrators•
The establishment of a general set of criteria or rather, procedures which could he distributed to each and every student on campus. It would cover most of the material mentioned as being problematic in this questionnaire.
More information in the "C ollegian".
Communicate well in advance«
Counselors do not find out similar information. They vary in their knowledge of what the requisites for your particular curriculum should be; as a result each semester, unless you yourself are aware of a general outline, you can be misled. Individual records are not all kept up to date and this increases the difficulty of communication beWeen student and counselor.
A closer relationship between student and advisors,*
More local newspaper coverage.
More cooperation from the faculty in regard to their attitude concerning coranunications.
A system of speakers in each classroom for important events.
Information received from one member often conflicts vith that of another faculty member.
Compulsory interviews with students by counselors at least once a semester would improve communications a great deal0
Perhaps a monthly bulletin with most important information collected including administrative and student information.
More bulletin boards or specific places in convenient spots where students can find activities listed.
Good communications.
From the preceding written comments by students, certain conclusions are indicated. Although the written statements are not weighted by students, the frequency of the response of certain 102 comments seem to warrant the following suggestions for improvements in administrative communications at The Ohio State University.
1. Students suggest that a periodical administrative "press
conference" he initiated where students and administrators
could exchange important information. This would help
alleviate the criticism of the students that administrators
should tell students more about the reasons for rules as well
as the rules,
2. Students' comments that the bulletin boards are too
cluttered with "junk", and other comments indicate that they
would like to see more centralized bulletin boards where
specific space is given to important, classified material,
hot only do they think this is important, but they express a
need to have the bulletin boards cleared of outdated and
unimportant materials, thus giving the important material more
meaning and attention.
3o Some comments about a centralized information center with
well-versed persons in charge suggest that the administration
needs to communicate to the students more about the
available features of the present system. Then perhaps the
existing information center would receive more use,
if. Although a comment from a student in the Agriculture College
indicates that the advisors in that co3JLege are excellent,
there were comments from students in other colleges
indicating that the advisors should be made more available. 103
This comment particularly is stressed by students in the Arts
College* Students also would like the advisors to be more
informed of the "correct” rules, regulations and procedures,
5* Students suggest that they are not using the existing
channels of upward communication either because they are
inadequate or else the students don't take the time and
effort to locate these channels. Some students indicated
that students could find channels if they wanted to, and that
the administration was doing its part to make channels
available to students0 Other students felt that a lack of
interest on the part of the administration hindered effective
upward communication.
6. Students for the most part desire more informal, personal
meetings with the administrators and faculty members. An
example was given of a fraternity-sorority dinner with
administrators and facility as guests as a start in this
direction. This would also possibly reduce the impersonal
element that some students feel the administrators have.
7. Several comments mentioned a need for the revival of the
O.S.U. Weekly or similar publication. This evidently was
very helpful in the past.
8* Some students felt that radio station W0I0 could do more with
official communication than it is now doing. This could be
made available to all dormitories. Another comment similar 10if
to this stated that WOSU-TV should be made available to all
dormitories•
9. From their comments, students believe that the Lantern does
not carry enough official information, and one student even
suggested that the Lantern does not have a large enough
circulation. With the "official bulletin" appearing now in
the Lantern, it is quite difficult to interpret these data.’
Perhaps what the students desire is more background material
on administration decisions or policies that cannot be found
in the "official bulletin"„ The news stories that appear
in the Lantern about administration actions are sometimes
written without accurate information, according to the
students.
10, Even though many students wrote adverse comments about the
administrative communications, there were some comments
suggesting that the failure in communications is due to the
lack of Interest, laziness, or lack of knowledge on the part
of the student. 105
CHAPTER V
SUMMARY AMD CONCLUSIONS
I. Summary
Colleges and universities today have felt the necessity to re-evaluate their communication system. They are concerned with conveying information and also with creating and maintaining favorable attitudes toward their school* Several schools have taken time to re-examine their communication activities and have reported this In the literature of their schools. It was the purpose of this 3tudy to attempt to learn more ahout the attitudes and opinions of certain members of the communication audience of the university, and also to evaluate the communications and communication channels from the administration of a university to the students*
A review of the literature suggested many possible methods of measuring attitudes and writing items for such an attitude scale. The literature also revealed what studies had been done in the similar areas.
This study was broken into two segments. One dealt with attitudes of students and their parents at The Ohio State University and of students and their parents at Otterbein College toward their respective schools. The other segment dealt with a study of 106 administrative communications at The Ohio State University and at Wayne
State University* In each segment of this study, a questionnaire was constructed, administered, and analyzed statistically. Hypotheses set up in the first chapter were treated and the results are listed ‘below.
Hypothesis 1, There is no significant difference between attitudes of the students and their parents toward The Ohio State University and
Otterbein College,
Wien the means of total scores on the general attitude scale toward Ohio State and Otterbein were found, there was a difference between the mean of the students and the mean of the parents at both schools. At both schools the parents were significantly more favorable than their students. At Ohio State the difference was k . 5 6 which was statistically significant at the 5 per cent level of confidence. At Otterbein the difference was 3«&5 which was significant at the 10 per cent level of confidence. With these data, the hypothesis must be rejected.
Hypothesis 2, There is no significant correlation between the attitudes of the students and their parents toward The Ohio State
University and Otterbein College,
When the students1 scores on the twenty-item general attitude scale were correlated with the scores of their parents there was no significant relationship. The correlation coefficient for students and parents at Ohio State was ,11 and the correlation coefficient for students and their parents at Otterbein was ,20. Neither of these correlations are statistically significant. Therefore, 107
these data would seem to indicate that tills hypothesis cannot he
rejected.
Hypothesis 3. The attitudes of the students and their parents toward
The Ohio State University and Otterbein College are, in general,
favorable.
On a few individual items of the general attitude scale toward
the school the students were slightly unfavorable. The parents were
not unfavorable on any of the individual items. For the scale as a
whole the parents had a mean of 77*7° at Ohio State and 76*3^ at
Otterbein. The students had a mean of 73*1^ at Ohio State and 72*76
at Otterbein. Any mean above 60.00 indicates favorableness;
therefore, on the whole scale all four groups were favorable. These
data would support this hypothesis.
Hypothesis 4. There are no significant differences in attitudes
toward the communications of administration between students at The
Ohio State University and students at Wayne State University.
A mean was determined for the twenty-item communication
attitude scale for the students at Ohio State and for the students at
Wayne State. Using a t test, the significance of this difference was
determined. There was no statistical significance of this difference; therefore, these data indicate that this hypothesis cannot be rejected,
HvDothesis 5. The attitudes of the students at The Ohio State n4 < i p* >i ■ l l i »■*■■■■■ im i m *■> m ■■ l *i hj <■ ■
University and Wayne State University toward the administrative communications are favorable. 108
The mean scores were found for the students at Ohio State and
Wayne State on the communications attitude scale. These means ranged
from 5^*85 to 6^.60 with 60.00 being the dividing line between
favorableness and unfavorableness# Belov; this dividing line
favorableness was indicated. The students at Wayne State were
unfavorable as were students at Ohio State in four out of the five
colleges. Only students in the Agriculture College were favorable.
Since the data are not conclusive, this hypothesis cannot fully be
accepted.
Hypothesis 6 . Differences in parental attitudes are not highly
correlated with the educational background of the parent.
The parents were classified into strith groups according to
their educational background. For each of these strith groups a mean
score for the general school attitude scale was found. Differences
between means of the various strith groups were determined and the t
test was appliedo There were no statistically significant differences
in scores of the strith groups; therefore, this hypothesis cannot be
rejected.
Hypothesis 7 « There are no significant differences among the students
of the five undergraduate colleges at The Ohio State University
toward administrative communications.
Mean scores were found for students in each of the five
undergraduate colleges for the twenty-item communications attitude
scale. These mean scores ranged from 58*85 to 61j-.60. The differences
in means among the students in the five colleges we re determined and 109 the t test appliedo This test indicated that there were some
statistically significant differences between certain colleges. The
difference between the mean of the students in the Agriculture College
and the mean of the students in the Engineering College was
significant at the .1 per cent level of confidence. The difference between the mean of the students in the Agriculture College and the mean of the students in the Commerce College was significant at the
1 per cent level of confidence. The difference between the mean of the students in the Agriculture College and the mean of the students
in the Education College was significant at the 5 per cent level of
confidence. The difference of the mean of the students in the Arts
College and the mean of the students in the Engineering College was
significant at the 1 per cent level of confidence. The difference of the mean of the students in the Education College and the mean of the students in the Engineering College was significant at the 5 per cent level of confidence. Other differences in means were not statistically significant. The data indicate that this hypothesis must be rejected.
II. Conclusions
following careful examination of the data used in this study, and realizing the possible limitations of this study, the following conclusions have been reached.
1. Students at both The Ohio State University and Otterbein
College were favorable toward the general educational X10
program of the college as shorn on the general twenty-item
attitude scale.
2. Parents of students at hoth The Ohio State University and
Otterhein College were favorable toward the general
educational program of their school as shown on the general
twenty-item attitude scale.
3. Parents' general attitudes toward a school are not
statistically affected to any significant degree by sex,
occupation, educational background or other information
derived from the general attitude scale questionnaire.
4* Parents at both The Ohio State University and Otterbein
College are significantly more favorable toward their
school than are their students.
5. There is no significant relationship between the attitude of
the student taward the school and the attitude of his parent
toward the school0
6. Students in the Agriculture College were favorable toward
administrative communications and significantly more
favorable than students in any other college.
7* Students in the Arts, Commerce, Education, and Engineering
colleges at Ohio State and students at Wayne State on the
average reacted unfavorably to administrative communications.
8, Students in the Arts College at Ohio State, even though they
were unfavorable toward administrative communications, were
significantly more favorable than the students in the
Engineering College. Ill
9. The students in the Education College, although unfavorable
toward administrative communications, were significantly more
favorable than the students in the Engineering College,
10, Students at Ohio State and Wayne State would like to
communicate with administrators more than they now do,
11, Students at Ohio State consider the college bulletin as their
most frequently used source of important information,
12, Students at Wayne State consider the Wayne Collegian (student
newspaper) as their most frequently used source of
information,
13, Students at Ohio State and also at Wayne State consider the
intelligibility of the administrative communication its
most favorable quality,
1^. Ohio State students experience the most difficulty in
receiving communications concerning changes in course
changes 0
15, Students, when given the opportunity, made suggestions which
in their judgment would improve the quality of administrative
communications. BIBLIOGRAPHY
112 113
BIBLIOGRAPHY
Allport, F.H* and D.A, Hartman, "The Measurement and Motivation of Atypical Opinion in a Certain Group," American Political Science Review, 1925, Vol. XIX.
Anastasi, Anne, Psychological Testing. Hew York: The Macmillan Company, 1955*
Carroll, John, The Study of Lan^ua^e. Cambridge: Harvard University Press, 1953«
Curtin, James R., "Attitudes of Parents Toward Catholic Education," The Catholic University of America Educational Research Monographs, Vol. XVIII, Ho. ^f-, August 1, 195^•
Edwards, A.L, Statistical Methods in the Behavioral Sciences. New York: Rinehart and Company, Inc., 195^*
Green, Bert. Handbook of Social Psychology Volume 1, Gardner Lindzey (ed.). Cambridge: Addison-Uesley Publishing Company, Inc., 195
Guilford, J.P., Fundamental Statistics in Psychology and Education. Hew York: McGraw-Hill Book Company, 1930.
Gullman, L., "The Cornell Technique for Scale and Intensity Analysis," Educational Psychology Measurement, Vol. rJ} 19^7•
Jones, L.V. and L.L, Thurstone, "The Psychophysics of Semantics for Experimental Investigation," Journal of Applied Psychology, Vol. 39, 1955.
Katz, Daniel and Floyd H. Allport. Students1 Attitudes, Syracuse: The Craftsman Press,, 1931.
Las swell, H.D, "The Structure and Function of Communication in Society," in The Communication of Ideas, Lyman Bryson (ed,). Hew York: Harper and Brothers, 19^o7
Lazarsfeld, P.F. "The Logic and Mathematical Foundation of Latent Structure Analysis," in Measurement and Predition, S.A. Stouffer (ed.) et. al. Princeton: Princeton University Press, 1950.
Likert, R., "A Technique for the Measurement of Attitudes," Archives of Psychology, No, 1^0, 1932. 13A
Lorge, Irving, "How the Psychologist Views Communication," Teachers College Record, Vol. 57; 1955*
McNemar, Quinn, "Opinion-Attitude Methodology," Psychological Bulletin, Vol. 19^6.
Morgan, Christiana and H.A, Murray, "A Method for Investigating Fantasies: the Thematic Aperception Test," Arcliives Neurological Psychiatry, Vol. 3^; 1935*
North Central Association of Colleges and Secondary Schools, Commission on Institutions of Higher Learning, Revised Manual of Accrediting, July 1, 19^1*
Osgood, Charles, "Psycholinguistics," Journal of Abnormal and Social Psychology, Vol. k-9, No. k} Part 2, 195^7
. The Measurement of Meaning. Urbana: The University of Illinois Press, 1957*
Rankin, Fay S. "The Religious Attitudes of College Students: A Comparative Study," George Peabody College for Teachers Contribution to Education, No. 206, 1938.
Redfield, Charles E., C ommunic at ion in Management - Chicago: University of Chicago Press, 1953*
Remmers, H.H., et. al. "Studies in Attitudes," Purdue University Studies in Higher Education, Vol. 25, 193^7
Rorschach, II. Psychodiagnostics: a Diagnostic Test Based on Perception. Berne: Iluber, 19^2.
Schellenger, Harold, "Public Relations— Everybody1 s Business," in Communication in Educational Administration, Darwin Keye (ed.), Columbus: The Ohio State University, 1995*
Thurstone, L.L., "Theory of Attitude Measurement," Psychological Review, Vol, 36; 1929*
, and E.J, Chave. The Measurement of Attitude. Chicago: University of Chicago Press, 1929*
Toops, Herbert A., "The Use of Addends in Experimental Control, Social Census, and Managerial Research," Psychological Bulletin, Vol. ^5j No. 1, January, 19^8. 11?
Uestley, Bruce II. and Halcomb S, MacLean, "A Conceptual Model for Communications Research," Journalism Quarterly, Vol. 3 ^ 1957*
Wimpress, Gordon D., "An Evaluation of Intra-Institutional Channels of Communication Used by a College Faculty and Administration," Unpublished Doctoral Dissertation, The University of Denver, Denver, 1958. APPENDIX 117 O.S.U.A.S. PRETEST FORM A
On the following pages are statements about the Ohio State University. As you read each statement, decide the extent to which you agree or disagree with that statement. Then, record your opinion on the IBM answer sheet according to the following scale:
Place a mark in
Column 1 if you strongly disagree with the statement.
Column 2 if you disagree with the statement.
Column 3 if you are undecided about the statement.
Column k if you agree with the statement.
Column £ if you strongly agree with the statement*
Sample Statement
96* This school has a fair grading system.
If you strongly agree with statement number 96, then place a mark in column 5 on the IBM answer sheet opposite number 96*
6 6 60 66 66 66
66 O • « 9 66 « 9 9 6 . o» *0 . . © . * . ». .. o • a. .a
Please do not place your name on the answer sheet* We would like your candid answers, which will be held strictly confidential.
Please record an answer to each statement.
Move as quickly as possible.
Thank you for your assistance. 3.18
1* The subjects at this school now are mare valuable than the subjects taught quite a few years ago*
2. This school shelters many students who are just along for the ride.
3* This school places too much pressure on the alumni for financial assistance*
4* The examinations at this school help the students learn more from the course.
5. This school offers many and. varied courses from which to choose.
6. Heating facilities are good at this school.
7. There is ample opportunity at this school for the student to mature socially*
8. This school has close inspection of housing provisions 0
9* More attention should be given to provisions for safeguarding the health and physical condition of students participating in athletics at this school*
10* The teaching done at this school leaves little to be desired.
11* The extra-curricular activities at this school lack proper guidance.
12. The size of this school prevents close inspection of health provisions.
13. Many of the drop-outs at this school are due to a poor admission program.
14. Many of the teachers at this school are trying to flunk out studentso J 15. This school has an excellent faculty.
16. Most of the graduates from this school are socially well-adjusted*
17* Neighboring shops and rooming houses at this school charge too high prices.
18. Weak students at this school are given ample time in school before being asked to drop out. 119 19. This school strengthens the students' sense of mature respons ibility ,
20* The administration of this school is efficient and. progressive,
23.* Rules governing students at this school allow the student enough liberty.
22. Students who attend, the health center at this school usually must wait in a long line to get treatment*
23. Instructors at this school are interested more in their own studies than in teaching their students.
24* There is not much association of the practical with the theoretical in college teaching at this school.
25. This school furnishes a good testing and guidance program.
26. This school often fails to appraise its own work.
27. This school should not provide lower cost housing for the studentso
28* The teachers at this school give careful attention to the papers and other work turned in by the students*
29. There are enough extra-curricular activities at this school to satisfy the interests of all students*
30* The expenses at this school are well within reason.
31. Social life at this school usually serves as an escape from reality and thus does not adequately prepare the student for life after graduation*
32. The administrators in this school seem interested in building a progressive school.
33 o Students today are getting a well-rounded education at this school0
34, The business affairs of this school are poorly handled.
33* The size of this school and its classes is ideal.
36. The students at this school pay only for facilities they use.
37. This institution has a distinguished faculty.
38". Students are required to bear too much of the cost of education at this school. 120 39* There Is no need for additional facilities at this school at this time*
40* One can certainly he proud of the physical facilities at this school*
4l* There is a good deal of cheating on tests at this school0
42* Facilities at this school are often given preference over faculty members in the budget*
43* This school should have a more definite requirement concerning periodical physical examinations*
44* Students at this school are lazy*
45« This school gives religion considerable emphasis in education*
46* The primary concern of this school is in the 'Veil-rounded" man,
47o' Rooms In the school buildings here are well ventilated*
48* Students at this school have a tendency to be rowdy*
49* There are many faculty members at this school who ridicule religion,
50o This school provides excellent health and safety provisions,
51^' The relationship between teachers and students at this school is close and friendly,
52, The social program at this school is limited to the more wealthy students*
53*' There is too much overlapping in the content of courses taught in this school*
54* This school often succumbs to the,popular activities instead of assisting the cultural activities*
55• This school provides ample first class housing for its students*
56. The only requirement for entrance in this school should be one of proper intelligence*
57* Academic freedom at this school is not too limited,
58* Much of the teaching at this school is aimed at coaching students to pass tests,
59* This school trains conformists rather than individual leaders* 121 60. The admission and. dismissal policies of this school are fair and in the best interest of educational standards*
61, Student fees at this school are reasonable,
. j 62* Students are required to spend too much time at this school completing forms and taking tests«
63* Red-tape often tends to slow down or eliminate vital equipment needs at this school*
6 W The administration has little concern for the problems of teaching*
65* This school provides ample opportunity for cultural growth*
66, The campus is an esthetically pleasant place in which to live and work,
67V The instructors at this school make good use of audio-visual aids in their teaching*
68* Counselors at this school work closely with the faculty and administration.
69* The cultural programs at this school are failing to provide excellence in quality and variety.
70, This school provides an ample and well-regulated social life,
71 « The diagnosis of student ailments is hasty and careless at this school0
72*' The instructors fail to interest and motivate students in their subjects
73*' Only a few subjects can be well taught in a school as small as this*
74. The administrators in this school are impartial to individual departments*
75o Research carried on at this school is high in quality and quantity.
7 6. Administrative officers in this school know how to deal with students,
77* Most of the professors at this school live in an "ivory tower" which sets them apart from the average citizen* , 122
78. There is an indiscriminate and unnecessary expansion of facilities.
79. This school has a dedicated f acuity 0
80* The athletic program at this school serves as a valuable educational experience.
.i j 81* A school of thiB size makes for economical education*
82.‘ Too much money is spent for research at this school*
83. Administrators in this school know how to delegate authority.
8k* A student can find courses in this school to correct any deficiencies in his high school education.
85* Extra-curricular activities make a valuable contribution to the educational process at this school.
86. The faculty at this school lead a leisurely life*
87. The physical conditioning of the many students at this school is good.
880 The students at this school have a proper voice in the adminis trative actionso
89*' Students cram to pass tests, but fail to learn much of importance at this school.
90. This school can be proud of the type of students enrolled here.
91. It is not a good policy for this school to permit some of its students to live in private housing.
92* This school should be more interested in pure research than applied research*
.1 -» 93* This school does not provide enough compensation for research.
9k. The inter-collegiate athletic program at this school should be abolished.
95 •’ This school has a convenient and attractive campus*
96. ReligLous services for students should be improved for this school.
97o The courses at this school are aimed at the average student rather than the superior student 0 123
98, Courses taught In this school go into too much insignificant detail*
99* This school places proper importance on research*
100, This school has many alumni of high distinction*
101* The athletic program at this school is not limited to a comparative few*
102, There is ample assistance in planning the students' schedules,
103* The student government has little function in important decisions affecting students *•
IQljv There are certain theories heiag taught at this school which are unnecessary for and often harmful to students,
105* This school has adequate concern for the moral welfare of students*
106* This school offers fine guidance for students with religious problems„
10T« The size of this school is a good indication, that the school is of high quality,,'
103, Good high school students win. he able to do successful work in beginning courses in this school,
109* I would recommend students tojattend 'this school because of the excellent physical facilities *
110, More research would be highly appropriate for this school. 12k
O.S.U.A.S# PRETEST FORM B
On the following pages are statements about the Ohio State University# As you read each statement, decide the extent to ■which you agree or disagree -with that statement# Then, record your opinion on the IBM answer sheet according to the following scale:
Place a mark in
Column 1 if you strongly disagree with the statement.
Column 2 if you disagree with the statement.
Column you are undecided about the statement#
Column 4 if you agree with the statement#
Column jj if you strongly agree with the statement#
Sample Statement
96# This school has a fair grading system0
If you strongly agree with statement number 96, then place a mark In column 5 on the IBM answer sheet opposite number 96#
1_ .2, .3. A ,5. 0 0 • • 9 9 9 • t • # . 1 i - 96 # 0 0 0 0 • 9 ? • o' 0
• 0 0 0 0 4 9 0 a p } 4 0 h r *> •, J •1 <(
Please do not place your name on the answer sheet# We would like your candid answers, which will be held strictly confidential. 1 Please record an answer to each statement#
Move as quickly as possible'#
Thank you for your assistance# 125
1. Too many students are permitted to begin at this school without the proper background.
2* The administration of this school is very impersonal in its correspondence to students and their parents.
3* The extra-curricular program at this school is well-balanced.
Most of the students at this school are doing their best work* scholastically^
5* This school offers many and varied courses from which to choose*,
6. The faculty, on the whole, is experienced.
7o The fraternity system at this school is so selective it causes many student disappointments.
8. It is not difficult to receive emergency health service at this school.
9.* Religion should have more place in the curriculum at this school.
10. The teaching done at this school leaves little to be desired.
11* This school should attempt to get more students to participate in extra-curricular activities.'
12. There is plenty of opportunity for the students to work in excellent laboratories.
13* This school shuns the old fashioned methods of teaching in favor of a more progressive and modern method* l W This school wastes resources by admitting unqualified students^
15. This school has an excellent faculty*
16* There are rich aesthetic resources in the community in which this school is located.
17* This school does not make money at the expense of students.
1 8 , : The research program at this school should be left to the discretion of individual professors.
19* The cost of room and board at this school is not excessive when compared with other schools of this size.
20,' The administration of this school is efficient and progressive^ 126
21* Many of the courses at this school should place more emphasis on student research* j 22* It is difficult to make friends in a school this size,
23* Students in this school lack school spirit,
24* Life at this school seems to foster the growth of false and materialistic standards*
25* This school furnishes a good testing and guidance program*
26, The students at this school have adequate opportunity to express themselveB in the classroom*
27* Students at this school are treated as men and women and not as hoys and girls*
28, It Is not difficult to get to talk with an administrator in this school*
29* The curriculum is so organized at this school that a student will avoid a fragmented education*
30* The expenses at this school are well within reason.
31*' Tuition and student fees are too high at this school*
32*- T©o many of the courses at this school tend to he snap courses.
33 q There is too much bickering among administrators of this school^
3^* There is too much emphasis placed on grades at this school*
35* The size of this school and its classes are Idealo
36* More money should he spent for academic facilities rather than for student activities*
37. This school gives very little special attention to the slow learner*
380 There are many fire hazards to students at this school*
39» Students at this school are more sheltered than most college students,
40* One can certainly he proud of the physical facilities at this school o 127
4l, The size of the classes at this school permits good teaching.
4-2 0 The treatment given at the health center at this school is as good as that given by the average private doctor*
43* The courses at this school are more suited to men than women.
44* The many required courses at this school cause all students to develop alike0
45* This school gives religion considerable emphasis in education*
46.' The athletic coaches at this school often give the school a bad name.
47. Students at this school are aware of current issues.
48* Faculty members at this school are well educated.
49. The research done at this school makes a vital contribution to society.
50. This school provides excellent health and safety provisions*
51. More compensation should be given to students at this schorl who participate in major sports.
52'. This school should admit only those students from this state*
53*; The research should be done by specialists other than teachers at this school.
54* The upkeep of school-owned housing is quite good*
55* This school provides ample first class housing for its students*
560 The testing program is often carelessly carried out at this school.
57* Although this school has adequate facilities, they are not easily obtainable*
58. Students for this school.should not be selected on a basis of religion, race, or creed*
59* Too much money is spent on athletic equipment at this schoolo
60* Hie admission and dismissal policies of this school are fair and in the best interest of educational standards* 128
61, Parents are kept informed of student progress at school*
62. There is a need for increasing faculty salaries at this school,
63o This school should accept, any high school, graduate,
6k-» The faculty at this school has too many individualists,
65* This school provides ample opportunity for cultural growth,
66, Much of the counseling done at this school is done by unqualified persons,
67, The administrators in this school communicate well about the policies of the school,
68e‘ This school should try harder to provide school housing for all students,
69, Because of the size of this school, students are cften regarded as numbers,
70* This school provides an ample and well-regulated social life0
71 o Meals served in dormitories do not provide a well-balanced diet,
72, The housing facilities at this school are inconvenient,
73, This school is nationally known for the research done here0
7*t-, A student wishing to have a large variety of curriculums from which to choose would enroll at this school,
7 5 • Research is carried on at this school in high quality and quantity,
76, This school should have activities like theatre and music,
77® This school is meeting deeply felt educational needs,
78,' The faculty members at this school have too great a teaching load,
79* The public has enough voice in the administration of this school,
80, The athletic program at this school serves as a valuable educational experience,
8lv This school is not too narrow in its view toward religious training. 82. The registration procedures at this school are relatively simple
83. Classrooms and libraries at this school are well lightedo
84.' Faculty members at this school do not spend enough time in their offices,
85. Extra-curricular activities make a valuable contribution to the educational process at this school.
86. Students at this school have the opportunity to demonstrate creativity.
87. The athletic coaches at this school are well-trained.
88. Religion receives a proper amount of emphasis at this schoolo
89. This school has no obligation to transmit cultural heritage to the students.
90. This school can be proud of the type of students enrolled here.
91. There are an adequate number of courses to help the student integrate his learning at this school.
92. This school should provide more financial aids for students.
93 • The better students are given adequate attention and encouragement by the teachers of this school*
94* There is little opportunity for students at this school to earn part of their way.
99* This school has a convenient and attractive campus*
96. This school has verylittle to do with the planning of social activities.
97* Social activities at this school do not interfere with the academic work of the students.'
980 Students are often given the "run around" by different administrative offices.
99* Most of the graduates of this school are properly qualified in their respective fields.
100. This school has many alumni of high distinction,
101. The athletic program at this school has received no more attention and emphasis than it should* 130
102* Library facilities at this school are among the besti
103*' This school has placed too much emphasis on the extra-curricular activities#
104* The strength of the alumni association benefits this school*
105* The students at this school do not have much respect for religious training*
106. Examinations at this school give the students an opportunity to demonstrate what they have learned*
107* There is not enough emphasis at this school in training specialists*
108* At this school the results of a few tests mechanically determine the future of the student*
109* This school should provide more educational services for the community as an extension of the regular school program*
1 1 0 * The instructors at this school male use of varied methods of instruction* 131
THE OHIO STATE UNIVERSITY 205 Derby Hall
Dear Parents:
We need your help in carrying out a study of the communications you have received from The Ohio State University* We presume that the presence of one of your children as a student here is evidence of interest in this institution of higher learning* A great university such as Ohio State tries to communicate with the parents of Its students In many ways. Not all parents respond directly to these communications, and probably no one could respond to all of them. Your evaluation of some of our institutional communications may be helpful in forming a standard for such activities* We request your help In filling out the enclosed questionnaire.
We want to assure you that your response will be held confidential. Your answers will be tabulated with the answers of other parents* The answers you give will not be identified personally with you in the report*
Enclosed you will find a twenty item scale plus a short questionnaire* Please read the Instructions carefully before answering. When you have answered all of the items, return the material In the self-addressed envelope at your earliest convenience.
Thank you for your assistance.
Sincerely yours,
Robert E* Dunham 132
THE OHIO STATE UNIVERSITY 205 Derby Hall
Dear Parents:
We need your Help in carrying out a study of the communications you have received from Otterbein College* We presume that the presence of one of your children as a student here is evidence of interest in this institution of higher learning* A fine college such as Otterbein tries to communicate with the parents of its students in many ways* Not all parents respond directly to these communications, and probably no one could respond to all cf them* Your evaluation of institutional communications may be helpful in forming a standard for such activities* With permission of Floyd J* Vance, Dean of the College, we request your help in filling out the enclosed question naire*
We want to assure you that your response will be held confidential* Your answers will be tabulated with the answers of the other parents* The answers you give will not be identified with you in the report*
Enclosed you will find a twenty item scale plus a short questionnaire* Please read the instructions carefully before answering* When you have answered all of the items, return the material in the self-addressed envelope at your earliest convenience*
Thank you for your assistance*
Sincerely yours,
Robert E* Dunham 133
O.S.Uo ATTITUDE SCALE
On the following pages there are statements about The Ohio State University. As you read each statement, decide the extent to which you agree or disagree with that statement. Then- record your opinion by encircling one of the five responses listed under each statement.
Draw a circle around
(0) S.Do if you
(1) D. if you
(2) u. if you
(3) A. if you
(*j S.A. if you
Sample Statement
25. Student fees at this school are reasonable*
(0) S.D. (1) D. (2) U. (3)A. (*0 S.A.
If you strongly agree with statement number 25, place a circle around (4) S.A. just under the statement.
Following the twenty statements there is a short questionnaire which is also to be answered. On the questionnaire there is a space for your name. The name is essential for convenient handling of the data* We would like your candid answers to both the twenty statements and the questionnaire. They will be held strictly confidential.
Please record an answer to each statement.
Thank you very much for your assistance. 134 O.S.U. ATTITUDE SCALE
1, This school offers many and varied courses from which to choose*
(0) S*D. (1) D. (2) U* (3) A. (If) S.A.
2* The teaching done at this school leaves little to be desired,
(0) S.D. (1) D. (2) U. (3) A. (4) S.A,
3* This school has an excellent faculty.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
4. The administration of this school is efficient and progressive.
(0) S.D0 (1) D. (2) U. (3) A. (4) S.A.
5. This school furnishes a good testing and guidance program.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
6. The expenses at this school are well within reason.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
7. The size of this school and its classes is satisfactory.
(0) S.D. (1) D. (2) U. (3) A. (4) S.Av
8. This school has the physical facilities needed for a good education.
(0) S.D. (3.) D. (2) U. (3) A. (4) S.A.
9. This school gives religion proper emphasis in education.
(0) S.D. (1) D. (2) U. (3) A (4) S.A.
10. This school provides excellent health and safety provisions.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
11. This school provides ample first class housing for its students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A. 135
12, The admission and dismissal policies of this school are fair and in the best interest of educational standards,
(0) S.D. (1) D. (2) Uo (3) A, (4) S.A.
13• This school provides ample opportunity for cultural growth,
(0) S.D0 (1) Do (2) U. (3) A, (4) S.A.
14, This school provides an ample and well-rounded social life,
(0) S.D. (1) D. (2) U. (3) A, (4) S.A.
15* Research carried on at this school is high in quality and quantity,
(0) S.D* (1) D. (2) U. (3) A. (4) S.A,
16. The athletic program at this school serves as a valuable educational experience.
(0) S.D, (1) D. (2) U. (3) A, (4) S.A.
17. Extra-curricular activities make a valuable contribution to the educational process at this school,
(0) S.D. (1) D. (2) U. (3) A, (4) S.A.
18. The students at this school are of good quality0
(0) S.D, (1) D. (2) U. (3) A. (4) S.A.
19 0 This school has a convenient and attractive campus.
(0) S.D. (1) D. (2) U. (.i) A. (4) S.A.
20. This school has many alumni of high distinction.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
How would you appraise this school?
(0) Excellent (1) Especially Good (2) Very Good (3) Good (4) Average (5) Pair (6) Poor 136
Questionnaire For Parent or Guardian
Some of the following questions have specified responses and some have space for written answers* For those having specified responses, place a circle around the response you select# In the blank spaces please write as briefly as possible*
1. List the clubs and organizations to which you currently belong:
2* How much of your son’s or daughter's college expenses do you pay? (0) 95$ or more (l) 50$-9^ (2) 5$J )-9$ (3) less than %
3* Have you spent some time on the 0*S.U« campus in the last five years other than for an athletic contest? (0) Yes (l) Ho
4o How much information have you received about The Ohio State University? (0) much (l) some (2) very little (3) none
5* What is your chief source of information about The Ohio State University? (o) from son or daughter (1) from local newspaper (2) from local radio or TV (3) from bulletin from 0*S,U. (!{•) from magazine from 0oS.Uo (5) 0#SoU* administrator (6) 0*S.U. faculty member (7) other __
6* Where do you live? (0) city or town (l) suburbs (2) rural * 7# Has the information you have received about Ohio State University been as clear, complete, and accurate as you would like? (0) yes (1) no
8, Your name: 137
O.S.U. ATTITUDE SCALE
On the following pages there are statements about The Ohio State University* As you read each statement, decide the extent to which you agree or disagree with that statement* Then, record your opinion by encircling one of the five responses listed under each statement*
Draw a circle around
(0) S*D if you strongly disagree with the statement*
(1) d ; if you disagree with the statement*
(2) u. if you are undecided about the statement*
(3) Ao if you agree with the statement*
(*) s Ia if you strongly agree with the statement*
Sample Statement
25* Student fees at this school are reasonable*
(0) S*D* (1) D. (2) U. (3) A* (if) S*A*
If you strongly agree with statement number 25, place a circle around (if) S*A* Just after the statement.
Following the twenty statements there is a short questionnaire which is also to be answered* On the questionnaire there is a space for your nameo The name is essential for convenient handling of the data* We would like your candid answers to both the twenty statements and the questionnaire* They will be held strictly confidential.
Please record an answer to each statement* Thank you very much for your assistance. 138
O.S.U. ATTITUDE SCALE
1* This school offers m a n y and varied courses from which to choose.
(0) S.D. (1) D. (2) U« (3) A. (4) S.A.
2, The teaching done at this school leaves little to be desired.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
3* This school has an excellent faculty.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
40 The administration of this school is efficient and progressive.
(0) S.Do (1) D. (2) U. (3) A. (10 S.A.
5« This school furnishes a good testing and guidance program.
(0) S.Do (1) D. (2) U. (3) A. (4) SJl.
6. The expenses at this school are well within reason.
(0) S.D. (1) D. (2) U. (3) A. (If) S.A.
7« The size of this school and its classes is satisfactory.
(0) S.D. (1) D. (2) U. (3) A. (If) S.A.
8* This school has the physical facilities needed for a good education.
(0) S.D. (1) D. (2) Uo (3) A. (if) S.A.
9* This school gives religion proper emphasis in education.
(0) S.D. (1) D. (2) U. (3) A. (4) SJl.
10o This school provides excellent health and safety provisions.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
11* This school provides ample first class housing for its students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A. 139 12* The admission and dismissal policies of this school are fair and in the best interest of educational standards*
(0) S.D* (1) D. (2) U. (3) A* (4) S*A.
13* This school provides ample opportunity for cultural growth.
(0) S.D* (1) D. (2) U. (3) A. (10 S.A.
Ilf. This school provides an ample and well-rounded social life.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
15. Research carried on at this school is high in quality and quantity.
(0) S.D. (1) D. (2) U. (3) A. (^) S.A*
16. The athletic program at this school serves as a valuable educational experience.
(0) S.D. (1) D. (2) U. (3) A. (If) S.A.
17. Extra-curricular activities make a valuable contribution to the educational process at this school.
(0) S.D, (1) D. (2) U. (3) A. (4) S.A.
18. The students at this school are of good quality.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A,
19 o This school has a convenient and attractive campus.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
20. This school has many alumni of high distinction.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
How would you appraise this school?
(0) Excellent (1) Especially Good (2) Very Good (3) Good (4) Average (5) Pair (6) Poor Student Questionnaire
Some of the following questions have specified responses and some have a space for written answers. For those having specified responses, place a circle around the response you select. In the blank spaces please be brief.
1. Sex: (0) Male (l) Female
2. Age: (0) Under 20 (l) 20-25 (2) 26-30 (3) Over 30
3. College: (0) Arts & Sciences (l) Education (2) Commerce (3) Agriculture (4) Engineering (5) Other . .
4. Major: ______
5* Degree for which you are preparing: (0) Less than 4 years certificate (l) Bachelor's (2) Master's (3) PhD (4) Professional (5) No degree
6. Intended occupation (specific) ______
7. Transfer student? (0) No If yes, from what type of school? (l) private liberal arts college (2) state university (3) municipal or state college (4) private university (5) other ______
8. Religious affiliation: (0) Protestant (l) Catholic (2) Jewish (3) None (4) Other______._____
9. During the school year do you live: (0) in a dormitory (1) rooming house (2) fraternity or sorority house (3) at home
10. Are you married? (0) Yes (l) No
11. What is your accumulative point hour average? (0) less than 2.00 (1) 2 .01-2.50 (2) 2 .51-3.00 (3) 3.01-3.50 (4) 3.51-4.00
12. Are you a living house officer? (0) Yes (l) No Which office?
13o Were you ever a living house officer? (0) Yes (l) No Which office? .
14. Number of brothers and sisters: ______Are you (0) Eldest (l) Youngest (2) In between llfl
15 o Approximately how many hours do you participate in extra-curricular activities per week? (0) 0-2 (l) 3-5 (2) 6-10 (3) over 10
16, Are you a member of a social fraternity or sorority? (0) Yes (1) No
17• Your name:
Student Questionnaire About Parents
1. The person filling in the questionnaire that is being sent home is: (0) Parent (l) Guardian
2. Sex: (0) Male (l) Female
3* Highest level of formal education: (0) 8th grade or less (1) 9th grade-11th grade (2) high school graduate (3) some college (if) college graduate
if* If parent or guardian attended college, what type? (0) private liberal arts college (l) state university (2) -municipal or state college (3) private university (if) other ______
5* Specific occupation of head of household:
6* Religious affiliation: (0) Protestant (l) Catholic (2) Jewish (3) None (if) Other ______
7* Is parent or guardian a graduate of this school? (0) Yes (l) No
8, Parent or guardian’s name: ______1 4 2
OTTERBEIN ATTITUDE SCALE
On the following pages there are statements about Otterbein College, As you read each statement, decide the extent to which you agree or disagree with that statement. Then, record your opinion by encircling one of the five responses listed under each statement.
Draw a circle around
(0) S,D, if you
(1) D. if you
(2) u. if you
(3) A. if you
w S.A. if you
Sample Statement
25, Student fees at this school are reasonable,
(0) S,D. (1) D. (2) U. (3) A, (4) S.A,
If you strongly agree with statement number 25, place a circle around (4) S,A, just under the statement.
Following the twenty statements there is a short questionnaire which is also to be answered. On the questionnaire there Is a space for your name. The name is essential for convenient handling of the data. We would like your candid answers to both the twenty statements and the questionnaire. They will be held strictly confidential.
Please record an answer for each statement.
Thank you very much for your assistance. 1 4 3 OTTEREEIN AIT ETUDE SCALE
10 This school offers many and varied courses from which to choose*
(0) S.D. (1) Do (2) U. (3) A. (4) S*A.
2. The teaching done at this school leaves little to he desired,
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
3. This school has an excellent faculty.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
4. The administration of this school is efficient and progressive.
(0) S.D. (1) Do (2) U. (3) A. (4) S.A.
5. This school furnishes a good testing and guidance program.
(0) SoD. (1) D. (2) U, (3) A, (4) S.A.
6. The expenses at this school are well within reason.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
7. The size of this school and its classes is satisfactory,
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
8. This school has the physical facilities needed for a good education.
(0) S.D. (1) D. (2) U, (3) A. (4) S.A.
9. This school gives religion proper emphasis in educationQ
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
10. This school provides excellent health and safety provisions.
(0) S.D. (1) D. (2) U. (3) A, (4) S.A.
U . This school provides ample first class housing for its students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A, 144 12, The admission and dismissal policies of this school are fair and in the test interest of educational standards,
(0) S.D. (1) D. (2) U. (3) A, (4) S.A.
13, This school provides ample opportunity for cultural growth,
(0) S.D, (1) D. (2) U, (3) A. (4) S.A.
14, This school provides an ample and well-rounded social life.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
13. Research carried on at this school is high in quality and quantity.
(0) S.D, (1) D. (2) U. (3) A. (4) S.A.
16, The athletic program at this school serves as a valuable educational experience,
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
17, Extra-curricular activities make a valuable contribution to the educational process at this school.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
18, The students at this school are of good quality.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
19o This school has a convenient and attractive campus*
(0) S.D. (1) D, (2) U. (3) A. (4) S.A.
20. This school has many alumni of high distinction.
(0) S.D, (1) D. (2) U. (3) A. (4) S.A.
How would you appraise this school?
(0) Excellent (1) Especially Good (2) Very Good (3) Good (4) Average (5) Fair (6) Poor 1 4 5
Questionnaire For Parent or Guardian
Some of the following questions have specified, responses and some have space for written answers. For those having specified responses, place a circle around the response you select. In the "blank spaces please write as briefly as possible*
10 List the clubs and organizations to which you currently belong:
2, How much of your son's or daughter's college expenses do you pay? (0) or more (l) 5C$-94$ (2) 5#-4$# (3) less than 5#
3, Have you spent some time on the Otterbein College campus in the last five years other than for an athletic contest? (0) Yes (l) No i 4, How much information have you received about Otterbein College? (0) much (l) some (2) very little (3) none
5, What is your chief source of information about Otterbein College? (0) son or daughter (l) local newspaper (2) local radio-TV (3) bulletin from Otterbein College (4) magazine from Otterbein College (5) Otterbein administrator (6) Otterbein faculty member (7) Other
6, Where do you live? (0) city or town (l) suburbs (2) rural f 7* Has the information you have received about Otterbein College been as clear, complete, and accurate as you would like? (0) Yes (l) No
8, Your name: ______146
OTTERBEIN ATTITUDE SCALE
On the following pages there are statements about Otterbein College. As you read each statement, decide the extent to which you agree or disagree with that statement. Then, record your opinion by encircling one of the five responses listed under each statement.
Draw a circle around
(0) S.D. if you
(1) D. if you
(2) u. if you
(3) A. if you
(4) S.A. if you
Sanrole IStatement II I ■m t a - — .
25. Student fees at this school are reasonable.
(0) S.D. (1) D, (2) Uo (3) A. (4) S.A.
If you strongly agree with statement number 25, place a circle around (4) S.A. just raider the statement.
Following the twenty statements there is a short questionnaire which is also to be answered. On the questionnaire there is a space for your name. The name is essential for convenient handling of the data. We would like your candid answers to both the twenty statements and the questionnaire. They will be held strictly confidential.
Please record an answer to each statement.
Thank you very much for your assistance. 1^7
OTTERHEII'I ATTITUDE SCALE
1. Tills school offers many andvaried courses fromwhich to choose.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
2. The teaching done at this school leaves little to bedesired.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
3. This school has an excellent faculty.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
if. The administration of this school is efficient and progressive.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
5. This school furnishes a good testing and guidance program.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
6 . The expenses at this school are well within reason.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
7. The size of this school and its classes is satisfactory.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
8 . This school has the physical facilities needed for a good education.
(0) S.D. (1) D. (2) U. (3) A, (if) S.A.
9. Tliis school gives religion proper emphasis in education.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
10, Tliis school provides excellent health and safety provisions.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A.
11, Tliis school provides ample first class housing for its students.
(0) S.D. (1) D. (2) U. (3) A. (if) S.A. 148
129 The admission and dismissal policies of tliis school are fair and in the best interest of educational standards,
(0) S.D. (1) D, (2) U. (3) A, (If) S.A.
13* Tliis school provides ample opportunity for cultural growth.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
14. This school provides an ample and veld.-rounded social life.
(0) S.D. (1) D. (2) U. (3) A. (4) S.Ae
15. Research carried on at tliis school is high in quality and quantity.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
16 . The athletic program at tliis school serves as a valuable educational experience.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
17. Extra-curricular activities make a valuable contribution to the educational process at this school.
(0) S.D, (1) Do (2) U. (3) A. (4) S.A.
18. The students at this school are of good quality.
(0) S.D. (1) Do (2) U 0 (3) A 0 (4) S.A,
19. This school has a convenient and attractive campus.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
20. Tliis school has many alumni of high distinction.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
Hov vould you appraise this school?
(0) Excellent (1) Especially Good (2) Very Good (3) Good (4) Average (5) Fair (6) Poor 1 4 9
Student Questionnaire
Some of the following questions have specified responses and some have a space for written answers# For those having specified responses, place a circle around the response you select# In the "blank spaces please be brief#
1# Sex: (0) Male (l) Female
2. Age: (0) Under 20 (l) 20-25 (2) 26-30 (3) Over 30
3# College: (0) Arts & Sciences (l) Education (2) Commerce (3) Agriculture (4) Engineering (5) Other ______
4. Major: ______— ______
5# Degree for which you are preparing: (0) Less than four years certificate (l) Bachelor's (2) Master’s (3) PhD (4) Professional (5) No degree
6 , Intended occupation (specific) ______
7# Transfer student? (0) No# If yes, from what type of school? (l) private liberal arts college (2 ) state university (3 ) municipal or state college (4) private "university (5 ) other ______
8 # Religious affiliation: (0) Protestant (1) Catholic (2) Jewish (3) None (4) Other .
9. During the school year do you live: (0) in a dormitory (l) rooming house (2 ) fraternity or sorority house (3 ) at home
10. Are you married? (0) Yes (l) No
11# What is your accumulative point hour average? (0) less than 2.00 (1) 2 .01-2.50 (2 ) 2 .51-3.00 (3) 3.01-3.50 (4) 3.51-4.00
12. Are you a living house officer? (0) Yes (l) No Which office? _____ ^ ______•
13. Were you ever a living house officer? (0) Yes (l) No Which office?______■______
14. Number of brothers and sisters: — — ____ Are you (0) Eldest (l) Youngest (2 ) In "between 150
15. Approximately how many hours do you participate in extra-curricular activities per week? (0) 0-2 (l) 3-5 (2) 6-10 (3 ) over 10
16* Are you a member of a social fraternity or sorority? (0) Yes (1) No
17. Your name: ______
Student Questionnaire About Parents
1. The person filling in the questionnaire that is being sent home is: (0) Parent (l) Guardian
2„ Sex: (0) Male (l) Female
3. Highest level of formal education: (0) 8th grade or less (1) 9th grade-llth grade (2 ) high school graduate (3 ) some college (4) college graduate
4. If parent or guardian attended college, what type? (0) private liberal arts college (l) state university (2 ) .municipal or state college (3 ) private university (4) other ______
5 . Specific occupation of head of household: ______
6 . Religious affiliation: (0) Protestant (l) Catholic (2 ) Jewish (3) None (4) Other ______
7* Is parent or guardian a graduate of this school? (0) Yes (.1) No
8 . Parent or guardian's name: ______151
COMMUNICATIONS QUESTIONNAIRE
On the following pages there are statements about The Ohio State University. As you read each statement, decide the extent to which you agree or disagree with that statement. Then, record your opinion by encircling one of the five responses listed under each statement.
Draw a circle around
(0) S.D, if you
(1) D. If you
(2) U. if you
(3) A. if you
(M S.A. if you
Sample Statement
25* Student fees at this school are reasonable.
(0) S.D, (1) Do (2) U, (3) A. (if) S.A.
If you strongly agree with statement number 25, place a circle around (if) S.A. just under the statement.
Following the twenty statements there is a short questionnaire which is also to be answered. On the questionnaire there is a space for your name. The name is essential for convenient handling of the data. We would like your candid answers to both the twenty statements and the questionnaire. They will be held strictly confidential.
Please record an answer to each statement.
Thank you very much for your assistance. 152 COMMUNICATIONS QUESTIONNAIRE
PART I
1* The Qdmlm'.Gtratlop is not interested In communicating with students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A,
2* The size of this school makes it very difficult to communicate with students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A,
3. This school is so decentralized it causes poor communication.
(0) S.D. (1) D. (2) U. (3) A. (^) S.A.
4. The administration seems to communicate mostly with the poor students.
(0) S.D, (1) D. (2) U. (3) A. (4) S.A.
5. The administration seems mostly to he interested in communication to punish students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
6. The communications of this university are not adapted to the great variety of student groups.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
7* There is too much communication from school authorities to students.
(0) S.D„ (1) D. (2) U. (3) A. (^) S.A.
8. Communication through the different administrative levels takes much too long.
(0) SoD. (1) D. (2) U. (3) A. (4) S.A.
9* Students need to be kept better informed about the administration of this school.
(0) S*D. (1) D. (2) U. (3) A. W S.A, 153
10. Students often attempt to communicate with school officials through the wrong channels,
(0) S.D. (1) D, (2) U. (3) A. (4) S.A.
11. Students are not kept informed of the channels of communications available to them.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
12. It is difficult to sift the important communications from the unimportant communications.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
13. The bulletin boards often are cluttered and serve no real purpose in communicating to students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
14. Most of the communications from the administration to the students at this school come after an important decision rather than before the decision.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
15. Students at this school ought to be told more about the reasons for rules as well as the rules,
(0) S.D. (1) D. (2) U. (3) A, (4) S.A.
16. The administration shows little interest in many worthy 3tudent activities.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
17* Most of the communication from this school is impersonal.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
18, The administration shows little interest in student response to its communications.
(0) S.D. (1) D. (2) U, (3) A. (4) S.A. 151!-
19* The administration does not adequately supervise the communication of administrative employees,
(0) S.D. (1) Do (2) U. (3) A, (k) S.A.
20, The administration does little to help build school spirit of this school,
(0) S.D. (1) D. (2) U. (3) A. (4) S.A. 1 5 5
COMMUNICATIONS QUESTIONNAIRE
PART II
Some of the following questions have specified responses and some have space for written answers. For those having specified responses, place a circle around the response you select. In the "blank spaces, please be specific,
1, Check all of the following possible official sources of information which have provided you with what you have found to be important information about The Wayne State University,
(0) Your college bulletin (1 High school career day speakers (2 University speakers at home town meetings (3 Special events bulletins (k Attendance at campus events (5 Orientation week programs (6 Student activities book (7 Off-campus newspapers (0 The news stories in the Lantern (9 The "official bulletin" in the Lantern (10 National magazines (11 Student handbook (12 UOSU (13 WOSU-FM (1A- U0I0 (15 WOSU-TV (16 Letters from the administration (17 Calendars, posters, memos, flyers, maps, bulletin boards (18 Interviews with administrators (19 Interviews with faculty members (20 School announcements in class (21 Off-campus broadcasts (22 Telephone calls from administrators (23 Informal social meetings with administrators (2k Student counseling and testing service (25 The university directory (26 The time and room schedule (27 Receptionists and secretaries (28 Other
2, Using the list in #1, from which five sources do you most frequently receive communications? (use the numbers from the list above) l?6
3. Using the list in #1, from which five sources do you least frequently receive communications? (use the numbers from the list on the previous page)
4. How many times have you been unable to use university facilities simply because you did not get the information for getting such facilities? (0) no times (l) a few times (2) many times
5. Check any of the following items for which you have experienced some difficulty in getting official communication from the university,
(0) Admission policies and rulings (1 Curriculum, majors, courses (2 Dormitory or other living quarters regulations or procedures (3 Reports on grades and status (* Changes in course schedules (5 Changes in rules and regulations (6 Registration procedures (7 Meetings: times and places (8 Lost and found articles (9 Driving and parking regulations (10 Making official appointments (li Announcements of opportunities, facilities, resources (12 Arranging for meetings (13 Emergency communication needs (1* Library resources (15 Location of persons with certain responsibilities (16 Application forms (17 Tickets to events on campus (18 Other
6 to 11, In general, how would you rate the communications that come from this school to the students on the following criteria?
6, Availability: (information can be secured)
(0) poor (l) average (2) good (3) very good
7* Intelligibility: (Easy to read)
(0) poor (l) average (2) good (3) very good
8, Completeness: (Doesn't leave questions unanswered)
(0) poor (l) average (2) good (3) very good 15T
9* Accuracy: (Doesn't permit misinterpretation)
(0 ) poor (l) average (2) good (3 ) very good
10, Organized: (So that it is easy to use)
(0) poor (l) average (2) good (3 ) very good
11, General Effectiveness:
(0 ) poor (l) average (2) good (3 ) very good
12, The frequencies with which students have an opportunity of talking with responsible administrators is:
(0) seldom (l) occasionally (2 ) often (3 ) quite frequently
13# The frequencies with which students wouldlike to communicate with responsible administrators is:
(0) seldom (l) occasionally (2 ) often (3 ) quite frequently
1^, Use the following space to make any suggestions you would consider helpful in improving communications on this campus.
15, Sex: (0) Male (l) Female
16. Year in school; (0) Frosh (l) Soph, (2 ) Jr. (3) Sr.
17* College of registration: ______
18, Home town: ______19« Name: 158
COMMUNICATIONS QUESTIONNAIRE
On the following pages there are statements about The Wayne State University* As you read, each statement, decide the extent to which you agree or disagree with that statement. Then, record your opinion by encircling one of the five responses listed under each statement.
Draw a circle around
(0) S.D. if you
(I) D. if you
(2 ) u. if you
(3) A. if you
(*0 S.A. if you
Sample Statement
25. Student fees at this school are reasonable.
(0) S.D. (1) D. (2) U. (3) A. (4) S.Ao
If you strongly agree with statement number 25, place a circle around (4) S.A. just under the statement.
Following the twenty statements there is a short questionnaire which is also to be answered,, On the questionnaire there Is a space for your name. The name is essential for convenient handling of the data. We would like your candid answers to both the twenty statements and the questionnaire. They will be held strictly confidential.
Please record on answer to each statement. Thank you very much for your assistance. 159
COMMUNICATIONS QUESTIONNAIRE
PART I
1. The administration is not interested in communicating with students•
(0) S.D. (1) D. (2) U. (3) A* (4) S.A.
2. The size of this school makes it very difficult to communicate with students.
(0) S.D. (1) Do (2) U. (3) A. (4) S.A.
3. Tliis school is so decentralized it causes poor communication.
(0) S.D0 (1) D. (2) U. (3) A. (4) S.A.
4. The administration seems to communicate mostly with the poor students.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
5. The administration seems mostly to be interested in communication to punish studentso
(0) S.D. (1) D. (2) U 0 (3) A. (4) S.A.
6* The communications of this university are not adapted to the great variety of student groups.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
7* There is too much communication from school authorities to students.
(0) S.D. (1) D, (2) U. (3) A. (4) S.A.
8. Communication through the different administrative levels takes much too long.
(0) S.D* (1) D. (2) U. (3) A. (4) S.A.
9. Students need to be kept better Informed about the administration ctf this school.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A. l 6 o
10* Students often attempt to communicate with school officials through the wrong channels0
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
11. Students are not kept informed of the channels of communication available to them0
(0) S.D. (1) D. (2) U. (3) A. (4) S.A,
12. It is difficult to sift the important communications from the unimportant communications.
(0) S.D, (1) D. (2) U. (3) A. (If) S.A.
13o The bulletin boards often are cluttered and serve no real purpose in communicating to students0
(0) S.D. (1) D. (2) U. (3) A. (4) S.A. l4. Most of the communications from the administration to the students at this school come after an important decision rather than before the decision.
(0) S.D. (1) D. (2) U. (3) A. (If) S.A.
15o Students at this school ought to be told more about the reasons for rules as well as the rules.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
16 . The administration shows little interest in many worthy student activities.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A.
17. Most of the communication from this school Is impersonal.
(0) S.D. (1) D. (2) U, (3) A. (4) S.A.
18. The administration shows little interest in student response to Its communicationso
(0) S.D. (1) D. (2) U. (3) A. (4) S.A, l 6 i
19. The administration does not adequately supervise the communication of administrative employees.
(0) S.D. (1) D. (2) U. (3) A. (4) S.Ao
20, The administration does little to help build school spirit of this school.
(0) S.D. (1) D. (2) U. (3) A. (4) S.A. 162 COMMUNICATIONS QUESTIONNAIRE
PART II
Some of the following questions have specified responses and some have space for written answers. For those having specified responses, place a circle around the response you select. In the blank spaces, please be specific.
1. Check all of the following possible official sources of information which have provided you with what you have found to be important information about Wayne State University.
(0) Your college bulletin (1) High school career day speakers (2) University speakers at home town meetings (3) Special events bulletins (4) Attendance at campus events (5 ) Orientation week programs (6) Student activities book (7) Off-campus newspapers (8) The news stories in the Wayne "Collegian" (9) The "official bulletin" of the.university (10) National magazines (11) Student rules and regulations book (12) WTVS (13) WHET (14) Letters from the administration (15) Calendars, posters, memos, flyers, maps, bulletin boards (16) Interviews with administrators (17) Interviews with faculty members (18) School announcements in class (19) Off-campus broadcasts (20) Telephone calls from administrators (21) Informal social meetings with administrators (22) Student counseling and testing service (23) The university directory (24) The time and room schedule (25) Receptionists and secretaries (26) Other ______
2. Using the list in #1, from which five sources do you most frequently receive communications? (use the numbers from the above list) 163
3« Using the list in #1, from which five sources do you least frequently receive communications? (use the numbers from the list on the preceding page)
How many times have you been unable to use university facilities simply because you did not get the information for getting such facilities?
(0) no times (l) a few times (2) many times
5# Check any of the following items for which you have experienced some difficulty in getting official communication from the university#
(0) Admission policies and rulings (lj Curriculum, majors, courses (21 Dormitory or other living quarters regulations or procedures 13) Reports on grades and status (k) Changes in course schedules (5) Changes in rules and regulations (6) Registration procedures (7) Meetings: times and places (8) Lost and found articles (9) Driving and parking regulations (10) Making official appointments (11) Announcements of opportunities, facilities, resources (12) Arranging for meetings (13) Emergency communication needs (li) Library resources (15) Location of persons with certain responsibilities (16) Application forms (17) Tickets to events on campus (18) Other ______
6 to 11# In general, how would you rate the communications that come from this school to the students on the following criteria? t 6# Availability: (information can be secured)
(0) poor (l) average (2) good (3) very good
7# Intelligibility: (Easy to read)
(0) poor (l) average (2) good (3) very good
80 Completeness: (Doesn't leave questions unanswered)
(0) poor (i) average (2) good (3) very good 161!- 9* Accuracy: (Doesn't permit misinterpretation)
(0) poor (l) average (2) good (3) very good
100“ Organized: (So that it is easy to use)
(0) poor (l) average (2) good (3) very good
11* General Effectiveness:
(0) poor (l) average (2) good (3) very good
12* The frequency with which students have an opportunity of talking with responsible administrators is:
(0) seldom (l) occasionally (2) often (3) quite frequently
13* The frequency with which students would like to communicate with responsible administrators is:
(0) seldom (l) occasionally (2) often (3) quite frequently
1*U Use the following space to make any suggestions you would consider helpful in improving communications on this campus*
15* Sex: (0) Male (l) Female
16 . Year in school: (0) Frosh (l) Soph0 (2) Jr* (3) Sr*
IT* College of registration: ______
18o Home town: ______
19* Hame: AUTOBIOGRAPHY
I, Robert Eugene Dunham, vras born in Portsmouth, Ohio, November
20, 1931• I received my elementary education in Portsmouth, Ohio,and
Columbus, Ohio,and my secondary education at Columbus South High
School. I received my Bachelor of Science in Education degree from
Otterbein College in June, 1953* From September, 1953,until June,
195671 taught at Marysville High School, Marysville, Ohio, In August,
3-957, £ received the Master of Arts degree from The Ohio State
University. While at The Ohio State University I served as graduate
assistant for tvo years and as instructor for one year. All three
years I served as director of the Ohio High School Speech League until
completing the requirements for the degree, Doctor of PMlosophy.