Personal-social adjustment and social participation of transported and non-transported students

Hiscock, Hollis (1972) Personal-social adjustment and social participation of transported and non-transported students. Masters thesis, Memorial University of Newfoundland.

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Abstract

In 1954 the first central high school was opened in the Province of Newfoundland and Labrador. At that time, the extra-curricular activities programmes were cited as one of the major advantages of the new educational system. The purpose of the present study was to compare the transported and non-transported students in grades seven and eight attending central high schools with respect to personal-social adjustment and social participation. This led to the formation of the following research questions: -- 1. Is there any relationship between the personal-social adjustment scores and student participation in extra-curricular activities? -- 2. What is the pattern of selection and rejection of transported and non-transported students by their classmates? -- 3. What is the pattern of participation of transported and non-transported students in extra-curricular activities? -- The sample consisted of one hundred and fourteen transported and two hundred and twelve non-transported students registered in grades seven and eight attending three central high schools in the Province of Newfoundland and Labrador. All data was collected during April, 1972. -- There were five instruments used to collect the data for the study. All teachers in the three schools completed the teacher rating scale dealing with the advantages of the central high school; the homeroom teachers of the classes surveyed rated individual students on behavioral practices and the students completed a three part semantic differential, a two part sociometric scale and a social participation questionnaire. -- The data, statistically treated by a computer programme, yielded the means, median, standard deviation, F ratio, frequency distribution, correlations and Fisher z for the two groups of students included in the study. -- The analysis of the data from the research resulted in the following findings. The teachers ranked the advantages of the central school associated directly with their working conditions in the first three positions and those regarded as being on the periphery of their jurisdiction were awarded lower rankings. In particular, lower rankings were given to extra-curricular activities programmes by the teachers. -- By substantial margins, the non-transported students participated in more extra-curricular activities, received higher teacher ratings and scored slightly higher on the semantic differentials measuring the attitude towards school and classmates than the transported students. However, by a slight margin, the latter had a higher average score than the former on the semantic differential measuring attitude toward self. -- Both the transported and non-transported students selected more people from their own group on the sociometric scale. However, whereas the former rejected more members from their own set, the latter tended to reject students according to their proportional representation in the school or grade. -- The social participation pattern of the transported students did not correlate significantly with any other variable, and, the non-transported students indicated a significant relationship only with the Semantic Differential (Self) and Teacher Rating. -- The recommendations for the school officials included an evaluation of and possible restructuring of the programming of the central school; orientation programmes; change in scheduling; better liaison with the feeder communities; hiring of special personnel; increased social activities in the elementary schools and more integrated teaching methods. -- Recommendations were also made regarding follow up and extensions of this study so that particular aspects of the central high school could be given detailed examination. In particular, such factors as the composition and relationship of school and community organizations; the reasons for choice selection and rejection; the effects on bursary students; the importance of the size of the school and the attitude of parents, teachers and students towards the central high school, should be studied.

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