Date of Award:

5-1974

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Department name when degree awarded

Child Development

Committee Chair(s)

Carroll Lambert

Committee

Carroll Lambert

Committee

Don C. Carter

Committee

Farrell J. Black

Abstract

The objective of this study was to determine if a highly structured instructional program, as a supplement to a more traditional pre-school program would have an effect on the concept attainment of pre-school children. Two groups of eighteen pre-school children, enrolled in the Child Development Laboratory at Utah State University comprised the study sample.

The eighteen children in the experimental group received the instructional program, in addition to the Child Development Laboratory school experience. Standardized pre and post tests were administered to both the experimental and control groups. A standardized test, The Boehm Test of Basic Concepts, was utilized.

An hypothesis of no difference was used to guide this study. The results of the study indicated that a statistically significant difference did exist in comparing the post test scores of the two groups; thus the hypothesis of no difference was rejected. Although the results obtained were of statistical significance, the numerical value of the differences was very small.

In examining variables within the experimental group, it was found that age, sex, verbal participation, and laboratory school experiences affected the study results.

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