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This study posed ten hypotheses based on 13 pedagogical elements contained in the literature concerning the unique needs of nontraditional students. The study tested the hypotheses that traditional and nontraditional students' evaluation of the foreign language textbook would not differ based on gender, full-time or part-time status, age, having a high school diploma or a general equivalency diploma (GED), and grade point average. The textbook evaluation instrument chosen for this study was the Proficiency-Oriented Textbook Evaluation Form. It was chosen for this research study because of its proven usefulness in evaluating the value of foreign language textbooks and because all 13 of the pedagogical elements distilled from the review of the literature are embodied in the 45-question instrument. The researcher employed a one way ANOVA to determine whether or not a statistically significant difference exists in the perceptions of traditional and nontraditional students with the content of the foreign language textbook. The analysis of the data produced statistically significant differences in perceptions of textbook exercises, cultural information, reading materials, and the overall instrument when examined by gender. A significant difference was also found between full-time and part-time students' perceptions of cultural information. All other analyses failed to produce significant results. The most apparent conclusion to be drawn from this study is that the 13 points, identified in the literature as being beneficial to nontraditional students, are favorably received by traditional students. One possible explanation is that life situations of traditional and nontraditional students have become more alike in the past ten years. Because their life situations and work exposure have converged, they may come to the classroom with similar needs and cognitive orientations.