| Abstract: | The inquiry sought to develop a semantic differential (SD) for use in assessing attitude and attitude change among secondary school and college students. It included thirty-five bipolar adjectives, each using a 7-point ordinal scale, for student rating purposes. Three concepts were used in the study: teacher, learning, and student. A Likert type scoring was accomplished with part scores for each of the separate concepts, and with the total score being the sum of the three part scores. A comparison between pre- and post-college course attitudes was made involving 237 students, which showed significant change only for the concept “student” (Me as a student). Internal reliability indexes were obtained usingthe Kuder -Richardson(K-R) Formula 20 for part scores ranging from r = .421 to .610; and for the total score ranging from r = .928 to .960. Inter correlations of part scores for pretest ranged from r = .530 to .584; and for posttest r = .620 to .707. There is evidence of greater homogeneity for post-course concepts than for pre-course concepts used in the evaluation, i. e., teacher, learning, and student. |
