Objectives and Achievements in Introductory Sociology
M t /[EMBERS of the Department of Sociology at Ohio State University have at least three fundamental objectives for the introductory course. They are to enable the students to acquire basic information and concepts, to develop logical and critical methods of thinking, and to use objective attitudes toward social life. In addition, the various instructors are free to emphasize the following objectives as they deem necessary: to cultivate a sympathetic understanding of social problems; to develop a sense of social responsibility; to show that as a product of group life man is conditioned by the social environment in his habits, attitudes, beliefs, and philosophy; and to interest students in further study of sociology. During departmental discussions of purposes and objectives there were various estimates of the effect of the course, but there were no objective measures of course achievements. Motivated by the desire to obtain some objective evidence regarding the aftereffects of sociological courses a comprehensive study involving the students enrolled in the course Principles of Sociology was undertaken. This course is required of all who take advanced work in sociology at Ohio State and is not open to Freshmen. It was elected by 454 students in the autumn quarter of 1938. The eleven sections were taught in varying hours during the day; and although T05 students were enrolled in one section, most of the enrollment ranged from 25 to 46. The methods used were primarily lectures and class discussions centered around the textbook-Principles of Sociology by Frederick E. Lumley. Because of the large number taking the course and the inadequate library facilities little attention was given to additional reading. As a means of gathering objective information, we constructed tests to evaluate changes in information, attitudes, and ability to interpret social data.' Three hundred and ninety-five students took both the pre-tests and end-tests. The students were told of the nature of the testing program, were asked for their co-operation, and