Date of Award

8-1-1976

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

The Problem: This study had as its purpose the investigation of the relationship between changes in selected school related student attitudes and participation in an experimental educational program, Family Designed Learning. The objective of Family Designed Learning was the individualization of learning through a goal-referenced model giving students, their parents and school faculty the opportunity to cooperate in the planning of the student's academic program.

Sample: Students at Edina East Secondary Schools, Edina, Minnesota, participating in Family Designed Learning did so voluntarily. These students registered on a one semester or one full academic year basis for one or more courses taken with this experimental program. Sixty eight students were registered for one semester of Family Designed Learning and 44 students were registered for one full academic year. In grades seven through ten 37 students participated in the experimental program with 23 in grade eleven and 52 participating from grade twelve. These 112 Family Designed Learning students plus a grade matched control group of 148 comprises the total sample of 260.

Procedure: Data were gathered for the study by administering the Minnesota School Affect Assessment on a pretest-posttest basis to the Family Designed Learning students at the beginning and end of their experience in the experimental program. The control group was likewise administered the measurement instrument on a pretest-posttest basis with a random one half of the control group receiving posttest attitude measurement at the end of the first semester. The instrument was administered to the experimental and control groups during the 1974-75 academic year.

Research Questions:

1. Do the Family Designed Learning students at Edina East Secondary Schools show changes in selected school related attitudes as compared to non-Family Designed Learning students?

2. Do Family Designed Learning students at Edina East Secondary Schools participating in this program for one half academic year show changes in selected school related attitudes as compared to the Family Designed Learning students participating in this program for one full academic year?

3. Is there a relationship between attitude changes within Family Designed Learning students and their grade level in school?

Summary of Findings:

1. Considering all 19 attitudes measured as a whole, Family Designed Learning students reveal a more positive change in attitude as compared to the control students. Specifically, this difference in attitude change was found with reference to the attitudes of "academic support" and "non-mastery."

2. The length of participation in the Family Designed Learning experience had no effect upon the changes of participating students' attitudes.

3. The grade of the participant in Family Designed Learning is important with regard to attitude change. The higher the grade level of the participant the greater was the positive attitude change.

4. The control group demonstrated a significant grade effect with regard to attitude change. The higher the grade level of the student the greater was the positive attitude change.

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