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ERIC Number: ED257730
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cognitive and Affective Impact of Give and Take Series.
Holyoak, Arlene; And Others
Cognitive and affective impacts of the "Give and Take" series on students and sources of differences in the impacts are investigated. "Give and Take," an audiovisual series on topics and concepts in personal economics for use in grades 9-10, consists of twelve 15-minute programs designed to help students increase their understanding of economic concepts, improve their personal decision making skills, and become more knowledgeable as consumers, workers, and citizens. The sample consisted of 553 high school students in western Oregon whose teachers volunteered to participate in one of four groups, two experimental and two control groups. Both experimental groups used the series to aid instruction, but teachers in one group participated in "Give and Take" inservice education workshops. In one control group, students were taught economic concepts in the traditional manner and the other group consisted of students who had never enrolled in economics or personal finance courses. Findings show that students in the "Give and Take" workshop had significantly higher mean knowledge scores than students in the other three groups. No significant differences in attitude mean scores were found between the groups. A regression model including grade point average (GPA), gender, grade level, parental socioeconomic status, and use of mass media was used to determine differences in student understanding and attitudes. GPA and grade level explained the greatest variance in economic knowledge, while year in school explained the greatest variance in attitudes toward economics. Appendices include the questionnaires used in the study. (LH)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A