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| Abstract or Summary |
- This study was an experimental investigation of two methods of
teaching students the cognitive knowledge and psychomotor skills pertaining
to the automobile brake system. The methods investigated
were the experimental individualized learning system and the traditional
group-lecture and demonstration.
Experimental Design and Procedure
The experiment, conducted during the spring term of 1972,
utilized a simple randomized design. One hundred students enrolled
in the Automotive Technology program at Portland Community College,
Portland, Oregon, were the subjects. They were randomly assigned
to two groups of 50 each; the experimental group using the individualized
learning system, and the control group using the traditional
group-lecture and demonstration method. Pretest measures were obtained as control variables for analysis
of covariance test of significance of difference between groups.
The pretests consisted of a comprehensive cognitive knowledge paperand-
pencil test and a comprehensive psychomotor skills evaluation.
The criterion achievement measures, comprehensive cognitive knowledge
posttest and a comprehensive psychomotor skills evaluation,
were administered upon completion of each instructional treatment.
In order to separate the effects of each variable, a preliminary
analysis of variance was performed. A significant F value was not
reached and, therefore, random assignment of subjects to groups was
considered successful. The pretest measures were used as control
variables for the two analyses: (a) cognitive knowledge achievement
as measured by a paper-and-pencil test, (b) psychomotor skills
performance as measured by a psychomotor performance evaluation.
The control and criterion data obtained were used to test the two
hypotheses.
Hypotheses Tested and Findings
The statistical analysis of covariance was utilized to test the
following null hypothesis: When learning the necessary cognitive
knowledge, there will be no significant differences in the mean scores
produced by the individualized learning system (experimental group)
and the traditional group-lecture and demonstration (control group) method of teaching students the automobile brake system.
Finding: No significant difference.
By capitalizing on a design strategy used by Walbesser and
Carter (1968) in which expected learner outcomes are described in
terms of observable behavior, the following hypothesis was tested: All
100 subjects participating in the study will be able to master 100
percent of the psychomotor performance tasks satisfactorily.
Finding: The data collected on a satisfactory-unsatisfactory basis
supported the hypothesis in that all subjects did master 100 percent of
the psychomotor performance tasks satisfactorily. Therefore, no
significant differences were found regarding the instructional methods
used to teach the psychomotor skills pertaining to the automobile
brake system.
Conclusions
1. Methods of instruction studied did not have a significant effect
upon cognitive knowledge achievement.
2. Methods of instruction studied did not have a significant effect
upon psychomotor skill development.
3. The individualized learning system did promote time as the
variable and learning as the constant.
4. The average completion time was 23 hours and 48 minutes for the
subjects in the experimental group. The control group utilized 75 hours of instruction to achieve the same performance
objectives as the experimental group.
Recommendations
1. The individualized learning system can be used to teach the
basic unit involving cognitive knowledge and psychomotor skills
pertaining to the automobile brake system.
2. Investigations to determine the efficiency of instructional
systems in other vocational education areas are needed.
3. Additional research concerning the effectiveness of instructional
systems with students not enrolled in vocational education
courses is needed.
4. Systems utilizing other educational technology components and
organized to teach for similar objectives should be developed
and tested.
5. Additional research should be designed to test the strength and
instructional value of various components of the learning system
utilized in the present study.
6. Additional research is needed concerning the rate of learning
in terms of time.
7. Research dealing with the cost of instructional systems is
needed.
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| Digitization Specifications |
- File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0.82 on a Canon DR-9080C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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| Additional Information |
- description.provenance : Approved for entry into archive by Kirsten Clark(kcscannerosu@gmail.com) on 2013-12-05T20:54:32Z (GMT) No. of bitstreams: 1
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- description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-12-05T18:57:02Z (GMT) No. of bitstreams: 1
NeffGale1973.pdf: 1217808 bytes, checksum: 60fe2b6e531cdf509250c240eeaa37d0 (MD5)
- description.provenance : Made available in DSpace on 2013-12-05T20:54:32Z (GMT). No. of bitstreams: 1
NeffGale1973.pdf: 1217808 bytes, checksum: 60fe2b6e531cdf509250c240eeaa37d0 (MD5)
Previous issue date: 1972-08-02
- description.provenance : Submitted by Georgeann Booth (gbscannerosu@gmail.com) on 2013-12-05T01:33:03Z
No. of bitstreams: 1
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