This thesis examined evaluative information concerning the effect a 4-year interdisciplinary humanities program--in which the prevailing teaching technique was oral communication--had on the theories considered important in the educational process. Approximately 300 twelfth grade verbal and math Scholastic Aptitude Test scores of students taught in a traditional manner were compared with more than 300 of the same scores of students instructed in a 4-year interdisciplinary humanities program. Students trained in a traditional system and students instructed in an innovative program completed the Gordon "Survey of Interpersonal Values" and a student appraisal sheet. Findings showed that: (1) educational innovations had no adverse effects on verbal and math test scores when compared to test scores prior to the pedagogic changes; (2) student interest greatly affects the academic placement of students given the right to place themselves; (3) students instructed in the interdisciplinary approach use small group discussion with much greater frequency than students trained in the traditional method; and (4) individuals in the innovative system involve themselves to a greater extent with the opportunity for independent study than do those in the traditional program. (Author/JM)