page 6
Campus News
Students Respond to Mixed-
contributed by Dr. Michael Reiner
An opinion survey was conducted
over the summer to determine the
attitude of traditional and
non-traditional students to the
"mixed-age classroom." This effort was
part of the College's ongoing study to
improve the educational environment
created by the influx of persons over
twenty-three years of age to the student
body. Surveys were mailed to
traditional-aged rising sophomores anc
seniors and to non-traditional-aged
students in the Adult Degree Program
(ADP) and Bachelor of Science in
Business Administration (BSBA). As an
indication of student interest in issues
surrounding the mixed-age classroom,
the response rate was approximate!}
64%, which is very high for a mailed
survey.
The questionnaire had sixteer
statements, half of which expressed
positive attitude toward some aspect of
mixed-age classes, while half expressed
a negative attitude. To each positive or
negative statement, students could
respond "strongly agree," "agree,"
"uncertain," "disagree," or "strongly
disagree." Overall, the results revealed
that attitudes toward the mixed-age
class were very positive on the part of
non-traditional students, while
traditional-aged students felt less so.
Specifically, of the non-traditiona’
students, approximately 69% on the
average agreed or strongly agreed with
the positive statements (please note -
because there was a neutral "uncertain'
response, the above result does not
imply that the remaining 31% of the
students disagreed or strongly
disagreed). Furthermore, only
approximately 17% on the average
agreed or strongly agreed with negative
statements. Therefore, non-traditiona.
students generally felt pretty positive
about the situation. In contrast, only
38% of the traditional students on the
average agreed or strongly agreed with
the positive statements, while an
average of 41% agreed or stronglyi
agreed with negative statements.
Clearly, the overall attitude of
traditional-aged students was less
positive than that expressed by the
non-traditional-aged students.
Areas of particular concern for
traditional-aged students were evident
by examining the responses to specific
statements. Only about 25% expressed
a favorable attitude to the following
positive statements; "Both groups of
students are treated equally well by the
faculty," "1 am more attentive when
other students talk in a mixed-age
class," "1 learn more in a mixed-age
class," and "I prefer mixed-age classes."
In addition, a majority of
traditional-aged students expressed a
negative attitude by agreeing or
strongly agreeing with the following
items: "Tension exists- between the
mixed-age groups," "Both groups stick
to themselves in class," and
"Difficulties between the groups
centers around academic issues."
However, the negative attitudes
mentioned above were tempered by
positive attitudes to other aspects of
mixed-age classes. For instance, a
majority of traditional students
responded favorably to such positive
statements as: "Mixed-age classes are
more interesting," "Mixed-age study
groups would be comfortable," "My
education benefits from mixed-age
classes," and "Professors respond well
to the concerns of both traditional and
non-traditional students." In addition, a
majority disagreed or strongly
disagreed with the following negative
statements: "I find it difficult to interact
with different age groups," "I'm less
involved in a mixed-age class,
"Mixed-age classes are a hindrance to
my academic success." Clearly,
traditional-aged students perceive both
benefits and problems with mixed-age
classes, suggesting an attitude that can
best be described.as ambivalent.
These results contrast sharply with
the attitudes expressed by the
non-traditional students. In their case,
approximately 50% or more agreed or
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strongly agreed with each of the
positive statements, with one exception
("I am more attentive when other
students talk in a mixed-age class.")
Similarly, a majority disagreed or
strongly disagreed with negative
statements, with one exception ("BotK'
groups stick to themselves in class.")
Therefore, non-traditional students
generally had a favorable attitude
toward the mixed-age class.
Comments written by students help
to clarify some of the attitudes
expressed in the questionnaire. Some,
traditional students were upset because
they felt that professors provided more
help and attention to the
non-traditional students. Furthermore,
they felt that instructors were more
flexible and provided more extension in
fulfilling course requirements with the
non-traditional student. Concern about
competition for academic awards and
discussion being hindered in the
mixed-age class also were noted by
traditional students. Nevertheless,
some traditional students had a positive
reaction to the non-traditional students,
noting that the experience and
knowledge of -iiie -non-traditional
student contributed to greater learning
and more interesting classes. The
comments of "}tlie non-traditional
students generally were appreciative of
the traditional students. 'They said that
both groups benefited from the
interaction in the mixed-age class and
that non-traditional students often
enjoyed being with traditional students.
Some non-traditional students,
however, were distressed that
traditional students were unfriendly
ignored them. In addition, they
were concerned about the level of
academic motivation djgplayed by
some traditional students and the
implications of this for class discussions
and learning.
The results of the student opinion
survey provided information as to the
prevelence and intensity of student
attitudes toward the mixed age class.
Although generalizations gloss over the
complexity inherent in the data, it can
be said that non-traditional students
generally have a positive opinion
toward the mixed-age class, while
traditional students are more
ambivalent. A faculty committee, with
Dr. Gary Ljungquist as the chairman, is
examining ways to improve the quality
of education in the mixed-age class. In
addition, the Salem Student Coalition, a
group composed of both traditional and
non-traditional students, will be looking
at ways to improve the quality of
campus life. Patricia Earnhardt and
Bonita Lee are members of the
Coalition and would welcome your
comments and suggestions to help
make Salem an ideal environment for
educating women of all ages.