The Effect of Providing Research Purpose Information When Treatment is Delayed

Summary

This study looked at time as the critical factor when providing research purpose information to S s in classroom settings. The sample, 239 male and female students in 16 classes at a Southern university, was randomly assigned to one of six treatment groups. Each group was provided research purpose information ranging from no information to complete positive and complete negative information. The Minnesota Teacher Attitude Inventory was used as the dependent variable and was administered one week after the S s were provided the research purpose information. ANOVA indicated significant differences among the groups at the .01 level. S s acted in accordance with the information given and the E's expectations.