ERIC Number: ED027015
Record Type: RIE
Publication Date: 1967-Aug
Reference Count: N/A
The Two-Step Flow of Communication: Explorations in an Educational Setting.
Martin, Margaret Ruth
Because communication in a classroom is seldom complete, students seek further information elsewhere. This study examines these sources of information and the type of information sought from each. Twenty-two Remedial English students and 21 English Composition students were interviewed in separate half-hour sessions. It was hypothesized that they would have different information sources because of the significant differences in their English achievement and in their socioeconomic background. A questionnaire was designed for the study--the first part for demographic data and the second for data on specific attitudes, decision-making processes and influences, listening and reading habits, usual sources of information, likely influential or expert choices, and opinions on the individual leadership position. A t-test showed a significant difference in English achievement; a Chi-square test showed none in information-flow patterns. In both classes, the groups were heterogeneous and the only acknowledged leader was the teacher. Their instruction-information habits are affected by socio-environmental background. Since most students work full- or part-time, the college is primarily for classwork. Most of them take no part in extracurricular activities and do not understand the college organization. Most devote no more than 15 hours a week to TV and radio, and rely primarily on newspapers and magazines for their secondary information. Further research is suggested by several of these findings. (HH)
Descriptors: Information Seeking, Information Sources, Resource Materials, Socioeconomic Influences, Student Attitudes, Study Habits, Two Year Colleges
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-13,849, MF $3.15, Xerography $11.05).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ., NY.