a study op achievement and term grades of beginning
TRANSCRIPT
\
A STUDY OP ACHIEVEMENT AND TERM GRADES OF BEGINNING
DRAFTING STUDENTS IN COLLEGE RELATING TO THEIR
HIGH SCHOOL DRAWING INSTRUCTION
APPROVED:
Major Professof
f f
Minor Prdfessor
c.
Director of the Department of Industrial Arts
Dean of the Graduate School
A STUDY OP ACHIEVEMENT AND TERM GRADES OF BEGINNING
DRAFTING STUDENTS IN COLLEGE RELATING TO THEIR
HIGH SCHOOL DRAWING INSTRUCTION
THESIS
Presented to the Graduate Council of the
North Texas State University in Partial
Fulfillment of the Requirements
For the Degree of
MASTER OF SCIENCE
By
Richard L. Stotts, B. S.
Denison, Texas
January, 1970
TABLE OF CONTENTS
Page
LIST OF TABLES
LIST OF ILLUSTRATIONS vi
Chapter
I. INTRODUCTION 1 Statement of the Problem Purpose and Need for the Study Delimitations of the Study Source of Data Treatment of the Data Definition of Terms Related Studies Formulae Used in This Study
II. BACKGROUND DATA PERTAINING TO STUDENTS INCLUDED IN THIS STUDY . . . . . . 9
Age Grade Classification Sex Required or Elective Choice Major Previous Instruction in Drawing
III. ACADEMIC ACHIEVEMENT OF STUDENTS AS REVEALED BY PRE-TEST AND POST-TEST SCORES 14
Academic Achievement of Students Grouped According to Age
Academic Achievement of Students Grouped According to Previous Drawing Instruction
Academic Achievement of Students Grouped According to Sex
Academic Achievement of Students Grouped According to Grade Classification
Academic Achievement of Students Grouped According to Major
Academic Achievement of Students Grouped According to Whether Industrial Arts 128 Was Required or Elective
iii
Chapter Page
IV. COMPARISON OF TERM GRADES WITH ACHIEVEMENT SCORES ON PRE-TEST AND POST-TEST 38
Achievement Scores and Term Grades of Students Grouped According to Age
Achievement Scores and Term Grades of Students Grouped According to Previous Drawing Instruction
Achievement Scores and Term Grades of Students Grouped According to Sex
Achievement Scores and Term Grades of Students Grouped According to Grade Classification
Achievement Scores and Terra Grades of Students Grouped According to Major
Achievement Scores and Term Grades of Students Grouped According to Whether Industrial Arts 128 Was Required or Elective
V. SUMMARY 59
Findings Conclusions Recommendations
APPENDIX 63
BIBLIOGRAPHY 66
iv
LIST OF TABLES
Table Page
I. Background Data Pertaining to the Student's Age, Grade Classification, and Sex 10
II. Students Required to Take Industrial Arts 128 to Meet Degree Requirements • • • . . • • . 11
III. Major Fields of Study for Students Enrolled in Industrial Arts 128 as an Elective . • . . . 12
IV. Number of Years of High School Drawing
Completed by Men and Women 12
V. Distribution of Term Grades .38
VI. Distribution of Achievement Scores 39
LIST OP ILLUSTRATIONS
Figure Page
1. Distribution curve of the achievement scores made by 8 seventeen-year-old students . . . 15
2. Distribution curve of the achievement scores made by 64 eighteen-year-old students • • • 16
3. Distribution curve of the achievement scores made by 31 nineteen-year-old students . , . 16
4. Distribution curve of the achievement scores made by 22 twenty-year-old students . . . . 17
5# Distribution curve of the achievement scores made by 14 twenty-one-year-old students . . 18
6. Distribution curve of the achievement scores made by 7 twenty-two-year-old students . . . 19
7. Distribution curve of the achievement scores made by 9 students between the ages of twenty-three and thirty-one . . . . . . . . 19
8. Distribution curve of the achievement scores made by 89 students with no previous instruction in drafting 20
9. Distribution curve of the achievement scores made by 32 women with no previous instruction in drafting . . . . . 21
10. Distribution curve of the achievement scores made by 57 men with no previous instruction in drafting . . . » 22
11. Distribution curve of the achievement scores for the 8 students with one-half year of high school drafting instruction 23
12. Distribution curve of the achievement scores made by 31 students who had one year of drawing in high school . . . . . . 24
13. Distribution curve of the achievement scores made by 3 students who had one and one-half years of previous drawing instruction . . . 24
vi
Figure Page
14. The distribution curve of the achievement scores made by 13 students who had two years of previous drawing instruction 25
15. Distribution curve of the achievement scores made by 7 students who had three years of previous drawing instruction . . . 26
16. Distribution curve of the achievement scores made by k students Who had four years of previous drawing instruction • 26
17. Distribution curve of the achievement scores made by 36 women 27
18. Distribution curve of the achievement scores made by 119 men 28
19* Distribution curve of the achievement scores made by 98 freshmen . . . . • • 29
20. Distribution curve of the achievement scores made by 32 sophomores 30
21. Distribution curve of the achievement scores made by 17 Juniors . . . • • • • • • • • • • 3 1
22. Distribution curve of the achievement scores m d e by 8 seniors . . . . . . . . . . . . . 31
23. Distribution curve of the achievement scores made by 8 students majoring in architecture 32
24. Distribution curve of the achievement scores made by the 25 students majoring in engineering • 33
25. Distribution curve of the achievement scores made by 57 students majoring in industrial arts . 33
26. Distribution curve of the achievement scores of 33 students majoring in interior design 3^
27. Distribution curve of the achievement scores made by 14 students majoring in art . . . . 35
28. Distribution curve of the achievement scores for the 137 students who took Industrial Arts 128 as a required course . 36
vii
Figure Page
29. Distribution curve of the achievement scores made by 18 students who took Industrial Arts 128 as an elective 37
30. Scattergram comparing the achievement scores and the term grades made by 8 seventeen-year-old students 40
31* Scattergram comparing the achievement scores and the term grades made by 64 eighteen-year-old students . . . . . .41
32. Scattergram comparing the achievement scores and the term grades made by 31 nineteen-year-old students . . . . . . . 4l
33. Scattergram comparing the achievement scores and the texm grades made by 22 twenty-year-old students . 42
34. Scattergram comparing the achievement scores and the term grades made by 14 twenty-one-year-old students 43
35* Scattergram comparing the achievement scores and the term grades made by 7 twenty-two-year-old students . . . . . .43
36• Scattergram comparing the achievement scores and the term grades made by 9 students between the ages of twenty-three and thirty-one . . . . . . . . . . . . 44
37. Scattergram comparing the achievement scores and the term grades made by 8 9 students with no previous drafting learning experience • 45
38. Scattergram comparing the achievement scores and the term grades made by 32 women who had no previous learning experience in drafting 45
39. Scattergram comparing the achievement scores and the term grades made by 57 men who had no previous drafting instruction . . . . 46
40. Scattergram comparing the achievement scores and the term grades made by 8 students who had one-half year previous drafting instruction
46
viii
Figure Page
41. Scattergram comparing the achievement scores and the term grades made by 31 students , who had one year of previous drafting instruction . . . 4 7
42. Scattergram comparing the achievement scores and the term grades made by 3 students who had one and one-half years of previous drafting instruction . . . . . . 48
43* Scattergram comparing the achievement scores and the term grades made by 13 students who had two years of previous drafting instruction 43
44. Scattergram comparing the achievement scores and the term grades made by 7 students who had three years of previous drafting instruction 49
45. Scattergram comparing the achievement scores and the term grades made by 4 students with four years of previous drafting instruction 49
46. Scattergram comparing the achievement scores and the term grades made by 36 women . . . . 50
47. Scattergram comparing the achievement scores and the term grades made by 119 men . . . . 51
48. Scattergram comparing the achievement scores and the term grades made by 98 freshmen . . 51
49. Scattergram comparing the achievement scores and the term grades made by 32 sophomores . 52
50. Scattergram comparing the achievement scores and the term grades made by 17 juniors . . . 52
51. Scattergram comparing the achievement scores and the term grades made by 8 seniors . . . 53
52. Scattergram comparing the achievement scores and the term grades made by 8 students majoring in architecture . . . . . 54
53. Scattergram comparing the achievement scores and the term grades made by 25 students majoring in engineering . . . . . 54
ix
Figure Page
54. Scattergram comparing the achievement scores and the term grades made "by 57 students , majoring in Industrial arts • • • . • • • • 55
55. Scattergram comparing the achievement scores and the term grades made by 33 students majoring in interior design • 56
56 . Scattergram comparing the achievement scores and the term grades made by 14 students majoring in art • 56
57. Scattergram comparing the achievement scores and the term grades made by 137 students who were required to take Industrial Arts 128 for their major 57
58 . Scattergram comparing the achievement scores and the term grades made by 18 students who took Industrial Arts 128 as an elective • . . • • • • • • • • • 58
CHAPTER I
INTRODUCTION
Many of the beginning drafting classes in college are
designed with the assumption that none of the students have
had previous drawing instruction or experience. Drawing
instructors, however, are faced with a similar situation;
their students have varying backgrounds of experience in
drawing. These students can be grouped into two general
classifications. First, there are the students who have
completed at least one year and possibly two, three, or four
years of mechanical drawing while in high school. The second
group is composed of students who have had no previous instruc-
tion or background in mechanical drawing.
Considering these two classifications of students in the *
same beginning drawing course, it would seem logical to assume
that the students who have had mechanical drawing in high
school would be the group that would make the best scores,
and the students who have had no drawing experience would
be on the low end of the scores.
Other variables are also present in the beginning draft-
ing class. There may be both men and women enrolled; the
class might include sophomores, juniors, and seniors as
well as freshmen; and the students may be taking the class
2
as an elective or as a specific requirement toward their de-
grees. It is possible that any or all of these factors
might affect the progress of an individual student in his
first college drafting course.
Instructors in colleges are required to evaluate their
students and to assign each one a letter grade at the end of
the semester. The resulting grade reflects the knowledge of
the subject matter which the student possesses at the end of
the course, but it does not necessarily take into considera-
tion the knowledge of the subject matter that the student had
at the beginning of the semester. One method of determining
the progress a student has made in a subject is to give him
an achievement test at the beginning and at the end of the
course.
Statement of the Problem
The problem of this thesis was two-fold: (1) to ascertain
if there are any differences in the scores made in the begin-
ning drawing classes at North Texas State University between
students who had mechanical drawing in high school and those
who did not have mechanical drawing in high school and (2) to
determine the rate of achievement in the beginning drawing
classes of students who had mechanical drawing in high school
as compared with the rate of achievement of those who did not
have mechanical drawing in high school.
Both of these problems were broken down into smaller
units. Relationships were formulated using the following
3
categories: (1) the number of years of drawing instruction
received in high school—no years, one year, two years, three
years, and four or more years; (2) the school classification
of the student--freshman, sophomore, Junior, and senior;
(3) sex of the student; and (4) students who are required
to take the course and students who take the course as an
elective.
Purpose and Need for the Study
This study was to ascertain what relationship exists be-
tween the semester grades earned by students enrolled in the
beginning drafting course at North Texas State University and
the number of years of mechanical drawing that the student
had in high school. It also ascertained what relationship
exists between the rate of achievement of the same students
and the number of years of drawing each had in high school.
A study of this nature could be very helpful to the in-
structor in structuring his class to make it more effective
and to make his teaching methods better serve the needs of
all types of students involved, whether they are beginners
or have had previous drafting instruction. The findings
could raise questions and possibly help answer questions as
to whether or not it would be better to group the students
in classes according to their high school background in mechan-
ical drawing. If this were done, would the rate of achievement
for the students increase or stay the same? Would the students
with previous drafting instruction experience a greater challenge
k
if they were all In the same class? Questions like these
need to be answered in order to make the beginning drafting
courses more effective.
Delimitations of the Study
This study was limited to those students who were enrolled
in the beginning drafting course at North Texas State Univer-
sity during the fall semester of 1968-1969. The students who
enrolled in the course and for various reasons withdrew and
did not complete the course were eliminated from the study
along with those who registered late and did not take the
pre-test. It also did not include students who had previous
drafting experience in industry even if they did or did not
have mechanical drawing in high school. The difficulty in
determining whether the student's achievement was due to pre-
vious high school courses or to work experience made it nec-
essary to eliminate this group of students. The fact that
many draftsmen in industry perform only one particular phase
of drafting in their work such as lettering, making changes
on existing drawings, artwork, running prints, and other var-
ious assignments which do not include actual drafting would
be further reason to exclude the work-experienced group.
Source of Data
The data used for this study were taken from question-
naires completed by students enrolled in beginning drafting,
Industrial Arts 128, at North Texas State University during
5
the fall semester of 1968-1969. The final grades of each of
these students were obtained from the Industrial Arts Department r
of North Texas State University. A pre-test and a post-test
were also given to the same students in order to determine
the rate of achievement. The questionnaires and the pre-
and post-tests used in this study were collected and compiled
by Nedom Muns while collecting additional data for his doc-
toral dissertation at North Texas State University.
Treatment of the Data
The first chapter of this study is the introductory
chapter consisting of the following parts: (1) introduction,
(2) statement of the problem, (3) purpose and need for the
study, (4) delimitations of the study, (5) source of data,
(6) treatment of data, (7) definition of terms, (8) related
studies, and (9) formulae used in this study.
In utilizing the data obtained for this study, it is
necessary to first examine the background information for the
students involved. Chapter two includes information con-
cerning the student's age, previous learning experience, clas-
sification, sex, major, and whether the beginning drafting
course was required of the student or taken as an elective.
The academic achievement of these students was determined
by the use of a pre-test and post-test. These scores are
used in the third chapter to compare the achievement of groups
of students as classified according to background.
6
In chapter four the term grades of the various groups
of students are compared to the achievement scores taken
from the pre-test and post-test of the same groups of students.
Chapter five is the summary chapter. It consists
of the summary, findings, conclusions, and recommendations.
Definitions of Terms
The following are definitions of terms used in this
study:
Achievement.—In this study "achievement" or "achieve-
ment score" refers to the difference in pre-test and post-
test scores made by each student.
Scores.—Two ratings that the students received from a
pre-test and a post-test.
Term grade. —A dictionary3- defines the word "grade" as a mark
assigned by a teacher to a pupil to indicate the degree of
excellence attained. In industrial arts the "term grade" is
made up of results of tests and accomplishment of performances p
throughout the semester.
Industrial experience.—A dictionary^ defines experience as
knowledge, skill, or technic resulting from experience; or
practical wisdom gained by personal knowledge, feeling, or
action. As used in this study, "industrial experience" refers
-̂Webster's New Collegiate Dictionaryj Second Edition, (Springfield, Mass., i960).
2Louis V. Newkirk and Harry A, Greene, Tests and Measure-ments in Industrial Education (New York, 1953)> P« 238.
3webster, op. cit.
7
to the knowledge and skills of drafting gained while working
as a draftsman in industry.
Instructional experience.—Experience received while
taking mechanical drawing or drafting in high school as course
work under the direction of an instructor.
Drafting.—A broad term widely used to denote the graphic
language. It Is rightly applied to any drawing used to express
technical ideas.^ In this study "drawing" and drafting" are
used Interchangeably.
Related Studies
There have been numerous studies made comparing scores
made on the American College Test with the academic grades.
There have also been many studies to determine the relation-
ship between scores made on certain parts of the General
Aptitude Test Battery and the academic grades of various groups
of students.
There have been no similar studies made wherein the
achievement scores and the term grades made In the college-
level beginning industrial arts drafting classes were compared
with the students' previous high school drafting instructional
experience.
Formulae Used in this Study
In order to analyze some of the data in the study,
certain formulae were used. They are as follows:
Frederick E. Giesecke and others, Technical Drawing (New York, 1967)» p. 7.
8
To determine the mean, the following formula by Garrett-*
was used: < fx'
M « AM + (-^tj » i )
where: AM * assumed mean
- f m frequency of scores in each interval
x' » deviation of Intervals from the assumed
mean
N • the number of cases
i - the interval
The most common measure of variability is standard devia-
tion, It is calculated from the mean by using the following
formula.5
- i/J" ^ fx'
Sigma « a— « 1/J N -C^
where: f • frequency of scores in each interval
x' * deviation of Intervals from the assumed
mean
N t> number of scores
C » correction applied to the assumed mean
i « the interval
^Henry E. Garrett, Elementary Statistics (New York, 1962), p. 32.
6Ibid., p. 56.
CHAPTER II
BACKGROUND DATA PERTAINING TO STUDENTS
INCLUDED IN THIS STUDY
Students taking Industrial Arts 128 at North Texas State
University in the fall semester of 1968-1969 filled out in-
formation sheets which contained questions concerning, among
other things, the student's sex, age, grade classification,
major, and previous instruction in drafting. Using the data
gathered from these sheets, the students involved were grouped
into several different categories. Of the students who enrolled
in the beginning drafting class, 155 met the qualifications
to he included in this study.
Table I reflects the age range, grade classification, and
sex of the students. Prom a total of 155 students, there were
119 men and 36 women. In grouping the men by grade classifi-
cation, there were 76 freshmen, 22 sophomores, 14 juniors, and
7 seniors. The grade classifications of the women in the study
included 22 freshmen, 10 sophomores, 3 juniors, and 1 senior.
The men's ages ranged from 17 to 31• The age of 18
occurred most frequently and included nearly 40 per cent, or
47, of the men. Only nine men were older than 22, and ages
25 and 28 contained no students. The women's ages ranged from
17 to 22,with the age of 18 containing the largest group.
TABLE I
BACKGROUND DATA PERTAINING TO THE STUDENT'S AGE, GRADE CLASSIFICATION, AND SEX
10
Freshman Jun Senior Total Grand Age M F M F M F M F M F Total
17 6 2 • 6 2 8
18 47 16 1 47 17 64
19 16 4 5 5 1 21 10 31
20 2 10 3 6 1 18 4 22
21 2 3 1 5 3 13 1 14
22 1 2 1 1 1 1 5 2 7
23 1 1 2 2
24 1 1 1
25
26 1 1 1
27 1 1 1
28
29 1 1 1
30 1 1 1
31 1 1 2 2
Total 76 22 22 10 14 3 7 1 119 36 155
11
Table II shows the distribution of the majors of students
required to take Industrial Arts 128 to meet their degree
requirements. More than one-half of the men were industrial
arts majors, nearly one-fourth were engineering majors, and
the rest were divided among architecture, art, and interior
design.
TABLE II
STUDENTS REQUIRED TO TAKE INDUSTRIAL ARTS 128 TO MEET DEGREE REQUIREMENTS
Ma.lor Men Women Total
Architecture 8 8 Art 9 5 14 Engineering 23 2 25 Industrial Arts 56 1 57 Interior Design 5 28 33 Total 101 36 137
All 36 women involved in this study were required to take
Industrial Arts 128 to meet their degree requirements. Twenty-
eight were in interior design, 5 were in art, and 3 were in
industrial arts or engineering.
The major fields of study for students enrolled in
Industrial Arts 128 as an elective are shown in Table III.
There were no women taking this course as an elective. Of
the 18 men taking the course as an elective, 6 were in physi-
cal education, and 6 were undecided about their majors. The
other 6 students were divided among arts and science, busi-
ness, education, pre-law, and speech and drama.
TABLE III
MAJOR FIELDS OF STUDY FOR STUDENTS ENROLLED IN INDUSTRIAL ARTS 128
AS AN ELECTIVE
12
Major Men Women Total
Arts & Science 1 0* 1 Business 1 1 Education 2 2 Physical Education 6 6 Pre-Law 1 1 Speech & Drama 1 1 Undecided 6 6
Total 18 18 No women included
Table IV shows the number of years of high school drawing
that the students had completed. More than half of the men
had previous drawing in high school. Twenty-seven completed
a total of one year, and thirteen completed two years. Only
TABLE IV
NUMBER OF YEARS OF HIGH SCHOOL DRAWING COMPLETED BY MEN AND WOMEN
Years of Previous Instruction Men Women Total
None 51 32 82 One Half 8 8 One 27 4 31 One and One Half 3 3 Two 13 13 Three 7 7 Four k k Total 119 3L 155
13
four women in the classes had any drafting instruction In
high school. These four students had only one year of draft-
ing experience. Eighty-nine, or 63 per cent, of the 155
students had no previous drafting experience.
CHAPTER III
ACADEMIC ACHIEVEMENT OP STUDENTS
AS REVEALED BY PRE-TEST AND
POST-TEST SCORES
A test was given to the students included in this study
at the beginning and end of their course work in Industrial
Arts 128 in order to determine the achievement made by each
student. The computation was made by taking the difference
between the pre-test score and the post-test score for each
student.
After grouping the students according to age, grade
classification, sex, major, previous drawing instruction
received in high school, and whether or not the course was
required for the student, a comparison was made of the aca-
demic achievement of these various groups. The scores were
treated statistically, and a distribution curve was plotted
for each group of scores.
Academic Achievement of Students Orouped According to Age
The students were grouped according to age in Figures
1 through 5. The ages of the students ranged from seventeen
to thirty-one. Each of the ages seventeen through twenty-two
was considered individually, but the ages twenty-three through
14
15
thirty-one were combined into one group because there were
only 9 students in this age span.
Figure 1 shows the distribution of achievement scores
made by the 8 seventeen-year-old students. The high score
was 22, the low score was -1, the mean was 12.00, and the
standard deviation was 7*50.
-2a- -1 o- M +1 <r- +2 -3.00 4.50 19.50 27.00
High - 2 2 Low - -1 Range - 23
Mean • 12.00 cr- « 7.50 N « 8
Fig. 1—Distribution curve of the achievement scores made by 8 seventeen-year-old students.
The distribution of the eighteen-year-old students'
achievement scores is plotted in Figure 2. This age group
contained 64 students. The high score on the achievement
test was 38* and the low score was -7. The mean was 15*98,
and the standard deviation was 9.00.
Forty students had achievement scores between 6.98 and
24.98. Ten students made scores between 24.98 and 33*98, and
3 students were above 33*98. Ten students made scores between
-2.02 and 6.98, and 1 student made lower than -2.02.
16
High
Mean
38
15.98
+10- +2 24.98 33.98
Lew • -7 Range « 45
o—« 9.00 N « 64
Fig. 2—Distribution curve of the achievement scores made by 64 eighteen-year-old students.
The distribution of the achievement scores of the nine-
teen-year-old students is plotted in Figure 3* This age group
High - 36
Mean « 21*03
Low - 2
o- - 9.7$
+l«r- +2o-
30.78 40.53
Range - 34
N - 31 Fig. 3—Distribution curve of the achievement
scores made by 31 nineteen-year-old students.
17
contained 31 students. The high score on the achievement
test was 36, and the low score was 2. The mean was 21.03,
and the standard deviation was 9.75*
Nineteen students had scores within one standard
deviation of the mean, between 11.28 and 30.73. Six stu-
dents had scores between 30*73 and 40.53, and 6 students had
scores between 1.53 &nd 11.23.
Figure 4 shows the distribution curve of the achievement
scores made by the students who were twenty years of age. This
age group contained 22 students. The high score was 28, and
the low score was 2. The mean was 14.73, and the standard
deviation was 7*65.
Fifteen scores were included within one standard devia-
tion of the mean, between 7*08 and 22.38. Three students had
-0.57 -1^ M +10- +2 cr*
7 . 0 8 22.88 30.03
High - 28 Low - 2 Range - 26
Mean - 14.73 cr- - 7.65 N - 22 Fig. 4—Distribution curve of the achievement
scores made by 22 twenty-year-old students.
1 8
scores between 22* 3d and 30*03* Pour scores were In the
interval between -0.57 and 7.08.
The distribution of the twenty-one-year-old students1
achievement scores is plotted in Figure 5* This age group
contained 14 students. The high score on the achievement
test was 42, and the low score was 4. The mean was 20.57,
and the standard deviation was 11.70.
32.27 -2 <r- -1<3~*
-2.83 8.89
High - 42 Low « 4 Range - 38
Mean - 20.57 cr- - 11.70 N - 14 Pig. 5—Distribution curve of the achievement
scores made by 14 twenty-one-year-old students.
There were 11 students with achievement scores between
8.89 and 32.27# within one standard deviation of the mean. Two
students had scores in the standard deviation between 32.27
and 43*97* One student had a score in the standard deviation
between -2.83 and 8 .87.
There were 7 students twenty-two years of age. The dis-
tribution curve of the achievement scores of these students
is shown in Figure 6. The high score was 28, and the low was
8. The mean was 19*14, and the standard deviation was 6*80*
19
+1®-' +2 cr 25*94 32.74
High
Mean
28
19.14
Low - 8
o— •» 6.80
Range
N
20
7
Fig. 6—Distribution curve of the achievement scores made by 7 twenty-two-year-old students.
There were 3 students within one standard deviation of
the mean, between 12.34 and 25*94. There were 2 students
with scores between 25.94 and 32.74, and there were 2 stu-
dents with scores between 5*54 and 12*34.
Figure 7 shows the distribution curve of achievement
scores made by students who were between twenty-three and
-2.<y -0.27
High - 25
Mean *» 15*33
+l<r-23*13
Low 0
7*80
+2 <r* 30*93
Range
N
25
9
Fig. 7—Distribution curve of achievement scores for 9 students between the ages of twenty-three and thirty-one.
20
thirty-one years of age. The high achievement score was 25,
and the low score was 0, with a mean of 15*33 and a standard
deviation of 7*30.
Five of the 9 students In this age group had scores which
fell within one standard deviation of the mean, between 7*53
and 23*13* Three students had scores between 23*13 and 30*93*
and 1 student had a score between -0.27 and 7*53*
Academic Achievement of Students Grouped According to Previous
Drawing Instruction
Figures 8 through 16, inclusive, show the academic
achievement of the students grouped according to the number
of years of drafting instruction received in high school*
Figure 8 shows the distribution of achievement scores of the
89 students who had no previous drafting instruction. Of
+1°" +20-27*84 37*84
High - 42 Low - -1 Range - 43
Mean • 17*84 <r~ - 10.00 N » 89
Fig. 8—Distribution curve of the achievement scores for the 89 students with no previous instruc-tion in drafting.
21
this group the high score was 42, and the low score was -1.
The mean was 17.34 with a standard deviation of 10.00.
Sixty-three students had scores between 7.84 and 27.84,
within one standard deviation of the mean. Fourteen students
had scores between 27*84 and 37.84, and 11 students had scores
between -2.16 and 7.84.
In Figures 9 and 10 the women with no previous drafting
instruction are separated from the men with no previous draft-
ing experience. Figure 9 shows the distribution of the
achievement scores for the 32 women. The high score was 35>
and the low score was -1. The mean was 17.00, and the standard
deviation was 12.15.
-Per" 29.15 -7.30
High - 35
Mean - 17.00
Low « -1
cr~ - 12.15
+2o-
41.30
Range
N
36
32
Fig. 9—Distribution curve of the achievement scores for the 32 women with no previous instruction in drafting.
22
There were 22 women with scores between 4.85 and 29.15,
within one standard deviation of the mean. Five women had
scores ranging In the standard deviation between 29.15 and
41.30, and 5 women had scores ranging in the standard devia-
tion between -7*30 and 4.85*
Figure 10 shows the distribution of the achievement
scores for the 57 men who did not have any previous drafting
instruction. Of this group the high score was 42, and the
low score was 0. The mean was 19.81, and the standard devia-
tion was 9*00.
+1 o-28.81
-1 tr-lO. 8l
High » 42 Low « 0 Range « 42
Mean - 19.81 o— - 9.00 N - 57
Fig. 10—Distribution curve of the achievement scores for the 57 men with no previous instruction in drafting.
Forty-two men had scores, between 10.81 and 28.81. Five
men had scores between 28.81 and 37*81, and 1 man had a score
23
above 37*81. Seven men had scores between 10.81 and 1.8l,
and two men had scores below 1.8l.
Eight students had one-half year of high school drafting*
and Figure 11 shows the distribution of the achievement scores
of these students. The high score was 35, and the low score
was 7. The mean was 17.00, and the standard deviation was
10.00.
M -2<r~
-3.00 +lcr +2<
27.00 37.00 High - 35 Low • 7 Range - 28
Mean - 17.00 <r- - 10,00 N » 8
Pig. 11—Distribution curve of the achievement scores for the 8 students with one-half year of high school drafting instruction.
Six of the students scored within one standard deviation
of the mean, between 7.00 and 27.00. One student scored be-
tween 27.00 and 37.00, and 1 student scored between -3*00
and 7.00.
Figure 12 shows the distribution of the achievement scores
made by 31 students who had one year of drawing in high school.
The high score was 38, and the low score was -7. The mean
was 14.90, with a standard deviation of 8.50.
24
31.90 -2o"--2.10
High - 3 8 Low - -7 Range - 45
Mean • 14.90 cr- • 8.50 N « 31
Fig. 12—Distribution curve of the achievement scores made by 31 students who had one year of drawing in high school.
Twenty students were included within one stan-
dard deviation from the mean, between 6.40 and 23*40. Three
students had scores between 23.40 and 31.90, and one student
had a score below -2.10.
Figure 13 shows the distribution of the achievement scores
made by 3 students who had one and one-half years of previous
drawing. The high score was 19, and the low score was 8. The
mean was 12.00 with a standard deviation of 4.08. Of these
students, 2 scored within one standard deviation of the mean,
between 7.92 and 16.08. One student had a score above 16.08.
Figure 14 shows the distribution of the achievement scores
made by 13 students who had two years of drawing experience.
The high score was 27, and the low score was 5. The mean was
17.00 with a standard deviation of 7.07.
25
High
Mean
- 2 o— 3.84
19
12.00
+lo-16.08
Low 8
4.08
+2 <r-20.16
Range - 11
N - 3
Pig. 13—Distribution curve of the achievement scores made by 3 students who had one and one-half years of previous drawing instruction.
High
Mean
-2o— 2.86
27
17
Low
O '
5
7.07
+2< 31.14
Range
N
22
13
Pig. 14—The distribution curve of the achievement scores made by 13 students who had 2 years of previous drawing instruction.
Two of the students made scores between 2.86 and 9*93*
Eight students had scores between 9.93 and 24.07* and three
students made scores above 24.07*
There were seven students who had three years of drawing
experience. Pigure 15 shows the distribution of the achieve-
ment scores made by these students. The high score was 29*
26
High
Mean
"2cr 0.86
29
14.86
+1 <r~ 21.86
Low » 5
cr-* m 7.00
+ 2 c r -
28.86 Range
N
14
7
Fig. 15—Distribution curve of the achievement scores made by 7 students who had three years of previous drawing instruction.
and the low score was 5* The mean was 14.86, with a standard
deviation of 7*00.
One student made a score above 28.86, while there were
no students who made a score between 21.86 and 28.86. Four
students made scores within one standard deviation of the mean,
between 7.86 and 21.86. Two students made scores below 7,86.
Figure 16 shows the distribution of the achievement
scores made by 4 students who had four years of high school
+1 <r-27.25
High
Mean
27
20.75
Low - 10
o— « 6.50
+2o—
33.75
Range
N
17
4
Fig. 16--Distribution curve of the achievement scores made by 4 students who had four years of previous drawing instruction.
27
drawing# The high score was 27> and ths low score was 10•
The mean was 20.75, with a standard deviation of 6.50.
Three of the students scored within one standard devia-
tion of the mean, between 14.25 and 27.25. One student made
a score below 14.25.
Academic Achievement of Students Grouped According to Sex
The students are grouped according to sex in Figures
17 and 18. The distribution of the women1s achievement scores
is platted in Figure 17. There were 36 women considered in
the study. The high schievement score was 35* and the low
score was -7. The mean was 15.6l,with a standard deviation of
11.70.
M 39.01 27.31 -7.79
11.70 Mean
Fig. 17—Distribution curve of the achievement scores made by 36 women.
28
Seven students made scores between -7.79 and 3.91. Twenty-
one students made scores between 3*91 and 27.31* within one
standard deviation of the mean. Eight students scored above
27.31.
The distribution of the men's achievement scores is shown
in Figure 18. From the scores of 119 men, the high score was
42, and the low score was 0. The mean was 17*58, and the
standard deviation was 8.75*
-2 c-' -lo~ M +lcr +2 or 0.08 8.83 26.34 35.09
High « 42 Low « 0 Range » 42
Mean - 17.58 a- - 8.75 N - 119
Fig. 18—Distribution curve of the achievement scores made by 119 men.
Eighty-three students made scores within one standard
deviation of the mean, between 8 .83 and 26.34. Fifteen students
made scores between 8.83 and 0.08, and 2 students scored below
29
0.08. Fifteen students made scores between 26.34 and 35*09#
and 4 students scored above 35*09*
Academic Achievement of Students Grouped According to Grade
Classification
Figures 19 through 22 show the distribution of achievement
scores of the students grouped according to grade classification.
The scores of 93 freshmen are shown In Figure 19. The high
score was 42, and the low score was -7* The mean was 17.46,
with a standard deviation of 9.14.
-2<r" «l<r- M +1 <r- +2<
-0.82 8.32 26.60 35.74
High - 42 Low « -7 Range » 49
Mean « 17.46 a— • 9*14 N » 98 Fig. 19—Distribution curve of the achievement
scores made by 98 freshmen.
Fifty-nine freshmen had scores within one standard devia-
tion of the mean, between 8.32 and 26.60. Seventeen students
had scores between 26.60 and 35*74, and 4 students had scores
above 35.74. Sixteen freshmen scored between -0.82 and 8.32,
and 2 students scored below *0.82.
30
The distribution of achievement scores made by 32 sophomores
is shown in Figure 20. The high score was 35* and the low
score was 0* The mean was 17*31* and the standard deviation
was 8.60.
-2 cr-0.11
High - 35
Mean •» 17.31
+lcr'
25.91
Low » 0
cr- - 8.60
+2cr-34.51
Range
N
35
32
Pig. 20—Distribution curve of the achievement scores made by 32 sophomores.
Twenty-three of the sophomore students had scores within
one standard deviation of the mean, between 8.71 and 25.91.
Four students had scores between 25*91 and 34.51* and 1 stu-
dent had a score above 34.51. Three students had scores be-
tween 0.11 and 8.71* and 1 student was below 0.11.
Figure 21 shows the distribution of achievement scores
of 17 Juniors. The scores ranged from a high of 35 to a low
of 2,with a mean of 14.06 and a standard deviation of 9.70.
There were 11 students who made scores within one standard
deviation of the mean, between 4.36 and 23.76. Three students
made scores below 4.36. Two students made scores between 23.76
and 33.46, and 1 student scored above 33.46.
31
- 2 or
-5.34
High - 35
Mean • 14.06
+lcr-23.76
Low
O—
2
9.70
+2 o-
33.46
Range N
33
17
Pig. 21—Distribution curve of the achievement scores made by 17 Juniors.
The distribution of achievement scores for 8 seniors is
shown in Figure 22. The high score was 28, and the low score
was 12. The mean was 19.38, and the standard deviation was
9.75. All 8 seniors made scores within one standard deviation
of the mean, between 9.63 and 29.13*
29.13
High
Mean
- 2 <r -0.12
28
19.38
-l«-~ 9.63
Low - 12
a— » 9.75
+2<r-38.88
Range
N
16
8
Pig. 22—Distribution curve of the achievement scores made by 8 seniors.
32
Academic Achievement of Students Grouped According to Major
The distribution of achievement scores for 8 students
majoring in architecture is shown in Figure 23* The high
score was 27* and the low score was 7. The mean was 15*75*
and the standard deviation was 5*95*
-lcr M +lo- +2a-" 9.70 21.70 27.65
High « 27 Low = 7 Range « 20
Mean « 15.75 » 5.95 N » 8
Fig. 23—Distribution curve of the achievement scores made by 8 students majoring in architecture.
Three of the 8 students made scores within one standard
deviation of the mean, between 9*70 and 21*70. Three students
made scores above 21.70, and 2 students scored below 9*70.
Figure 24 shows the distribution of achievement scores of
25 students majoring in engineering. The high score was 37,
and the low score was 5* The mean was 18.20, with a standard
deviation of 8.05.
Fifteen students made scores within one standard devia-
tion of the mean, between 10.15 and 26.25. Five students
33
High
Mean
37
18.20
Lew « 5
o— « 8.05
+lcr- +2 o-
26.25 34.30
Range - 32
N « 25 Fig. 24—Distribution curve of the achievement
scores made by 25 students majoring in engineering.
made scores below 10.15* Four students made scores between
26.25 and 34.30, and 1 student made a score above 34.30.
The distribution of achievement scores made by 57 indus-
trial arts majors is shown in Figure 25* The high score was
+lo-25.98
High
Mean
38
17.88
Low » 0
cr— - 8.10
+2 < 34.08
Range
N
38
57
Fig. 25—Distribution curve of the achievement scores made by 57 students majoring in industrial arts.
34
38, and the low score was 0. The mean was 17.88 with a stan-
dard deviation of 8.10.
Thirty-nine of the students made scores within one standard
deviation of the mean, between 9*78 and 25*98. Five students
made scores between 1.68 and 9*78* and 1 student scored below
1.68. Eight students made scores between 25*93 and 34.08,
and 2 students made scores above 34*08.
Figure 26 shows the distribution of achievement scores
made by 33 students majoring In interior design. The high
score was 35> and the low score was -7* The mean was 14*42*
and the standard deviation was i0*80*
-2cr* -lcr M +lo- +2o--7*18 3.62 25*22 36*02
High « 35 Low « -7 Range « 42
Mean » 14*42 <3— = 10.80 N «• 33
Fig. 26~Distribution curve of the achievement scores of 33 students majoring In Interior design.
Twenty-one students made scores within one standard devia-
tion of the mean, between 3.62 and 25*22* Six students made
35
scores above 25*22. Six students made scores between -7.18
and 3.62.
The distribution of achievement scores made by 14 students
majoring in art is shown in Figure 27. The high score was 36,
and the low score was 0. The mean was 17.71, and the standard
deviation was 12.65.
+lo- +2o-30.36 43.01
High « 36 Low m 0 Range » 36
Mean - 17.71 a— - 12.65 N - 14
Fig. 27—Distribution curve of the achievement scores made by 14 students majoring in art.
Seven students scored within one standard deviation of
the mean, between 5.06 and 30.36. Three students scored be-
tween 30.36 and 43.01, and 4 students scored between -7.59
and 5.06.
Academic Achievement of Students Grouped According to Whether Industrial Arts 128 Was
Required or Elective
Students who majored in architecture, engineering, indus-
trial arts, interior design, and art were required to take
Industrial Arts 128. The students who took the class as an
elective majored in arts and science, business, education,
36
physical education, pre-law, speech and drama, or had not
chosen a major.
The distribution of the achievement scores made by 137
students taking Industrial Arts 128 as a required course is
shown in Figure 28. The high score was 38, and the low score
was -7. The mean was 16.89, and the standard deviation was
8.55.
+2 <r-33.93
High
Mean
-2<r--0.07
38
16.93
Low -7
8.50
Range
N
45
137
Pig. 28—Distribution curve of the achievement scores for the 137 students who took Industrial Arts 128 as a required course.
Eighty-eight students made scores within one standard
deviation of the mean, between 8.43 and 25.43. Nineteen stu-
dents made scores between 25*^3 and 33*93» and 7 students
37 made scores above 33*93* Twenty-one students made scores
between -0.07 and 8.43* and 2 students made scores below -0.07.
Figure 29 shows the distribution of achievement scores
made by 18 students who took Industrial Arts 128 as an elective.
The high score was 42, and the low score was 2. The mean was
18.39, with a standard deviation of 8.60.
+2 35.59
High *
Mean =
Fig. 29—Distribution curve of the achievement scores made by 18 students taking Industrial Arts 128 as an elective.
Fourteen students made scores within one standard devia-
tion of the mean, between 9 . 7 9 and 2 6 . 9 9 . One student had a
score between 26 .99 and 35.59* and 1 student scored above
35.59. Two students scored between 0 . 8 9 &nd 9*79*
CHAPTER IV
COMPARISON OP TERM GRADES WITH ACHIEVEMENT
SCORES ON PRE-TEST AND POST-TEST
The achievement scores that each student made in Indus-
trial Arts 123 do not necessarily indicate the term grades
received by the students. Several different factors, not meas-
ured by the achievement test, also helped to determine the
final grade. The final grades, however, do reflect the know-
ledge of the subject matter attained at the end of the course
and are pertinent to this study.
TABLE V
DISTRIBUTION OP TERM GRADES
Grade Number of Students
A . 19
B 50
C . . . . .71
D 11
P . . 4
Table V shows the overall distribution of term grades
made by the students who completed Industrial Arts 128 the
fall term of 1968-1969. Of the 155 students involved in this
38
39
study, 12 per cent made A*8, 32 per cent made B's, 46 per cent
made C*s, 7 per cent made D's, and 3 per cent made F's.
Table VI shows the overall distribution of achievement
scores made by the students who completed Industrial Arts 128
TABLE VI
DISTRIBUTION OF ACHIEVEMENT SCORES
Achievement Number of Score Range Students
40-44 1 35-39 8 30-34 3 25-29 24 20-24 26 15-1? 25 10-14 36 5-9 19 0-4 11 -5-1 1
-10—6 1
the fall term of 1968-1969. Out of the 155 students, less
than 1 per cent scored in the highest achievement range, be-
tween 40 and 44, and in each of the two lowest ranges, -10 to
- 6 and -5 to -1. Five per cent scored in the 35 to 39 range,
2 per cent scored in the 30 to 34 range, 15 per cent in the
25 to 29 range, 17 per cent in the 20 to 24 range, 16 per cent
in the 15 to 19 range, 23 per cent in the 10 to 14 range, 13
per cent in the 5 to 9 range, and 7 per cent in the 0 to 4
range. The mean achievement score for the group was 17.13.
Figures 30 through 58 are scattergrams showing how the
achievement scores compare with the term grades received by
the students grouped into the various categories. The x-axis
\
40
represents the achievement scores, and the y-axis represents
the term grades.
Achievement Scores and Term Grades of Students Grouped According to Age
As shown in Figure 30, the achievement scores of the
seventeen-year-old students ranged from -5 to 24. One stu-
dent made a term grade of D and a negative achievement score while
another student also made a D but made a higher achievement score
-5- .o- 5- 10- 15- 20--1 4 J__ .14 19 24
A
B
C
D
P
fx
fy
2
3
2
1
Pig. 30—Scattergram comparing the achievement scores and the term grades made by 8 seventeen-year-old students.
than students that made term grades of B and C. Both the
achievement scores and the term grades were lower in this group
than in the overall scores of all the students.
Figure 31 shows the achievement scores of the eighteen-
year-old students ranged from -10 to 39* There was one student
in this group that made a very low achievement score, but a
high semester grade, while some of the other students made
high achievement scores but lower semester grades. The grades
4l
of these students were distributed normally over the entire
grade span.
-10- -5- 0- 5-- 6 - 1 4 9
10- 15- 20- 25- 30- 35-14 24
A 1 2 1 1 1 6
B 1 3 4 5 1 1 15
C 3 7 9 6 3 4 1 33
D 1 4 2 1 8
F 1 1 2
fx 1 11 15 12 8
39 f y
Pig. 31—Scattergram comparing the achievement scores and the grades made by 64 eighteen-year-old students.
As shown in Figure 32, the achievement scores of the
nineteen-year-old students ranged from 0 to 39. One of
0-4
5-9
10-14
15- 20-24
25-29
30-34
35-39
A 1 1 2 1
B 4 2 1 2 1 4
C 2 1 1 3 4
D 1
F
fx 2 2 5 4 6 6 2 4
£y
5
14
11
1
Fig. 32—Scattergram comparing the achieve-ment scores and the term grades made by 31 nineteen-year-old students.
the 31 students made a term grade lower than C«i The majority
of the students of this age group made semester grades of A
42
and B and at the same time had a varied range of achievement
scores.
Figure 33 shows the achievement scores of the twenty-
year-old students ranged from 0 to 29. All of the students
in this group made final grades of C or above. Fourteen of
0-4
5-9
1 o-=t HH 15- 1
o^t
(MCVI
25-2? fy
A i 1 l 3
B i l 2 l 5
C 3 i 3 2 3 2 14
D
F
fx 3 3 4 5 5 2
Fig. 33—Scattergram comparing the achievement scores and the term grades made by 22 twenty-year-old students.
the 22 students made a final grade of C, while the achievement
scores were distributed between 0 and 29.
As shown in Figure 34, the achievement scores of the
twenty-one-year-old students ranged from 0 to 44. The only
student in this group that made a term grade lower than C
made an average achievement when compared with the group.
Most of the students made a term grade of B, but their achieve-
ment scores ranged from 10 to 44.
As shown JLn Figure 35, the achievement scores of the
twenty-two-year-old students ranged from 5 to 29. There were
only seven students in this age group, and all except one
made a term grade of A or B. One student that made a term
43
grade of A also made a low achievement score. The students
that made a term grade of B made average and above achievement
scores.
0- 5- 10- 15- 20- 25- 30- 35- 40-4 9 14 19 24 29 34 39 44 fy
B 3 1 2 1 1 8
C
D
F
fx 1 5 3 3 1 1
Pig. 34—Scattergrara comparing the achievement scores and the term grades made by 14 twenty-one-year-old students.
0-4
5-2 -
10- 15- 20- 25-i4 19 24 29 fy
2
4
1
A
B
C
D
F
fx
Fig. 35— Scattergram comparing the achievement scores and the term grades made by 7 twenty-two-year-old students.
Figure 36 shows the achievement scores of the students
between the ages of twenty-three and thirty-one ranged from
0 to 29* There were only nine students in this group, all
44
0- 5- 10- 15- 20- 25-4 9 14 19 24 29 fy
2
2
5
A
B
C
D
F
fx
Fig. 36—Scattergram comparing the achievement scores and the term grades made by 9 students between the ages of twenty-three and thirty-one.
men, and all of them made term grades of C or above. Most
of these students made either a term grade of C or an achievement
score from 10 to 14.
Achievement Scores and Term Grades of Students Grouped According to Previous
Drafting Instruction
As shown in Figure 37 > the achievement scores of the
students with no previous drafting instruction ranged from
-5 to 44. Most of the students, however, made achievement
scores between 10 and 29* As the term grades of this group
became higher, the achievement scores also became higher.
Figure 38 shows that the achievement scores of the women
with no previous drafting instruction range from -5 to 39*
With a few exceptions, as the term grades became higher, the
achievement scores also became higher. There were no A's in
this group.
45
1 IAH
1 1
0 -4
5 -9
10-14
1 5 - 20-2 4
25-29
3 0 -34
3 5 - 4 0 -4 4 f y
A 1 2 1 4
B 3 4 5 2 ? 1 25
C 7 6 12 6 9 1 50
D 1 1 1 2 2 1 8
P 1 1 2
fx 1 8 8 19 12 17 14 3 6 1
Pig. 37—Scattergram comparing the achievement scores and the grades made by 89 students with no previous drafting learning experience.
-5- 0- 5- 10- 15- 20- 25- 30- 35--1 4 9 14 19 24 29 34 39
2 2 2 2 8
4 3 5 2 1 3 1 19
1 1 1 3
1 1 2
A
B
C
D
P
fx 1 4 4 7 3 3 5 2 3
Pig. 38—Scattergram comparing the achievement scores and the term grades made by 32 women who had no previous learning experience in drafting.
Figure 39 shows that the achievement scores of men who
had no previous drafting instruction ranged from 0 to 44.
There were no P's made in this group. With few exceptions, L
as the grades became higher, the achievement scores also be-
came higher.
46
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-3?
40-44 fy
A 1 2 1 l
B 3 4 3 3 3 1 17
C 3 3 7 4 8 6 31
D 1 1 1 1 1 5
F
fx 12 14
Fig. 39—Scattergram comparing the achievement scores and the term grades made by 57 men who had no previous drafting instruction.
As shown in Figure 40, the achievement scores of the stu-
dents who had one-half year of previous drafting instruction
ranged from 5 to 39* There was no pattern to follow in this
group. There were only 2 students who made a term grade below
C, The students who made a term grade of B had scattered
achievement scores. All A students had low achievement scores.
5- 10- 15- 20- 25- 30- 35-9 14 19 24 29 34 39 fy
2
3
1
2
A
B
G
D
P
fx 2 3 1 1 1
Fig. 40—Scattergram comparing the achievement scores and the term grades made by 8 students who had one-half year previous drafting instruction.
47
As shown in Figure 4l, the achievement scores of the
students who had one year of previous drafting instruction 1 1
CTvM
0 1 -5-
-1 0-4
5-9
10-14
15- 20-24
25-29
30-34
35-39 fy
A l 1 1 2 2 7
B 1 2 4 1 1 9
C 3 2 3 2 1 2 13
D 1 1
F 1 1
fx l 3 4 6 8 5 3 1
Fig. 4l—Scattergram comparing the achievement scores and the term grades made by 31 students who had one year of previous drafting instruction.
ranged from -10 to 39. With two exceptions, the range of
achievement scores was from 0 to 29* There were two students
who made a term grade below C.
Figure 42 shows the achievement scores of the 3 students
who had one and one-half years of previous drafting instruction
ranged from 5 to 19. The achievement of the 2 students who
made a term grade of C was higher than the achievement of the
student who made a term grade of A.
As shown in Figure 43, the achievement scores of the
students who had two years of previous drafting instruction
ranged from 5 to 29* There was one student who made a term
grade lower than C. Most of the students made a term grade
of Bj with a range of achievement scores from 5 to 29*
48
0-4
5-9
10-14
15-19
1 04
CM CM
25-29
A 1
B
C 1 1 D
P
fx 1 1 1
fy
1
Pig. 42—Scattergram comparing the achievement scores and the term grades made "by 3 students who had one and one-half years of previous drafting instruction,
0- 5- 10- 15- 20- 25-4 9 14 19 24 29 fy
8
4
A
B
C
D
F
fx 2 4 2 2 3
Pig. 43—Scattergram comparing the achievement scores and the term grades made by 13 students who had two years of previous drafting instruction.
Figure 44 shows the achievement scores of the 7 students
who had three years of previous drafting instruction ranged
from 5 to 29* All of the students except one made a term
grade of A or B. The one student who made a term grade of C
made the highest achievement. Pour of the 7 students made a
term grade of A.
49
0- 5- 10- 15- 20- 25-4 9 14 19 24 29 fy
2
1
A
B
C
D
F
fx
Fig. 44—Scattergr&m comparing the achievement scores and the term grades made by 7 students who had three years of previous drafting instruction.
As shown in Figure 45, the achievement scores of the
4 students who had four years of previous drafting instruction
ranged from 10 to 29. One student made a term grade of A, and
three students made a term grade of B. Two of the students
who made a term grade of B had the highest achievement scores.
0 - 5 - i o - 15 - 20 - 2 5 -4 9 14 19 24 29 fy
A
B
C
D
F
fx
Fig. 45—Scattergram comparing the achievement scores and the term grades made "by 4 students with four years of previous drafting instruction.
50
Achievement Scores and Term Grades of Students Grouped According to Sex
Figure 46 shows that the achievement scores of the women
ranged from -10 to 39• There was only one student who made
a term grade of A, and this same student also made the lowest
achievement. With few exceptions, if the term grades were high,
the achievement scores were also relatively high. The achieve-
ment scores were distributed normally, but the term grades were
0 1 -5-
-1 0-4
5-9
10-14
15-19
I O-Ifr
OJ CVJ
25-29
30-34
35-39 fy
A 1 l
B 1 2 2 2 2 9
C 5 3 6 2 1 3 1 21
D 1 1 1 3
F 1 1
fx 1 1 5 4 6 3 3 5 2 3
Pig. 46—Scattergram comparing the achievement scores and the term grades made by 3d women.
low in comparison with all students combined. The women had
only 1 of the total of 19 A's, yet they had 2 of the total
of 4 F's.
As shown in Figure 47, the achievement scores of the men
ranged from 0 to 44. The achievement scores of most of the men
ranged from 10 to 29. The one student who had the highest
achievement score made a term grade of B, and the students
who made the lowest achievement made term grades of C and D.
51
-5--1
0-4
5-9
10-14
15-19
20-24
25-2 9
30- 35-39
40-44 fy
A 5 4 3 5 1 18
B 3 8 9 7 9 4 1 41
C 5 6 12 8 9 10 50
D 1 1 3 1 1 1 8
F 1 1 2
fx 6 15 27 22 23 19 1 5 1
Fig. 47—Scattergram comparing the achievement scores and the term grades made by 119 men.
Achievement Scores and Term Grades of Students Grouped According to Grade Classification
Figure 48 shows the achievement scores made by the fresh-
men ranged from -10 to 44, the widest range of any group. All
-10--6
-5- 0-4
5-9
10-14
15-19
I CVJ O
J
25-29
30-34
35-3?
40-44 fy
A l 3 2 2 3 1 12
B 1 2 4 6 7 1 4 1 26
C 4 9 11 9 5 8 1 47
D 1 1 1 2 2 1 1 9
F 1 1 1 1 4
fx l 1 5 15 18 18 16 15 2 6 1
Fig. 48—Scattergram comparing the achievement scores and the term grades made by 9o freshmen.
4 F's and 9 out of the 11 D's were made by freshmen. The stu-
dents who made term grades of F had about the same achievement
scores as the students who made A*s.
52
As shown in Figure 49, the achievement scores made by the
sophomores ranged from 0 to 39• All of the students except
one made a semester grade of C or better. The students who
made a term grade of C had the lowest achievement score. The
5 students with term grades of A had achievement scores between
5 and 24.
0-4
5-9,
1 o^t H H
15- 20-24
25-29
30-34
35-3? fy
A 2 1 2 5
B 4 3 2 1 1 11
C 3 1 4 5 2 15
D 1 1
F
fx 3 3 9 4 7 4 1 1
Fig. 49—Scattergram comparing the achieve-ment scores and the term grades made by 32 sophomores.
Figure 50 shows the achievement scores made by juniors
ranged from 0 to 39> the same as the sophomores. The term
A
B
C
D
F
fx
0- 5- 10- 15- 20- 25- 30- 35-4 9 14 19 24 29 34 39 fy
8
9
Fig. 50—Scattergram comparing the achieve-ment scores and the term grades made by 17 juniors.
53
grades, however, only ranged between B and C. the persons
making the lowest achievement scores made C's, and the person
making the highest achievement score made a B.
As shown in Figure 51* the achievement scores made by
the 8 seniors ranged from 12 to 29. None of these students
made term scores below C. Two of the students made a term
grade of A and also made the lowest achievement scores.
12- 15- 18- 21- 24- 27-14 17 20 23 2 6 29 fy
A 2 2
B 1 2 1 4
C 2 2
D
F
fx 3 2 2 1
Fig. 51—Scattergram comparing the achievement scores and the term grades made by 8 seniors.
Achievement Scores and Term Grades of Students Grouped According to Major
Figure 52 shows that the achievement scores of the 8
students majoring in architecture ranged from 5 to 29. All
of these students made term grades of C or above. Five of the
students made a term grade of B and had the widest range of
achievement scores, from 5 to 29. The one student who made
a term grade of A had one of the lowest achievement scores.
54
0- 5- 10- 15- 20- 25-4 9 14 19 24 29 fy
1
5
2
A
B
C
D
F
fx
Fig. 52—Scattergram comparing the achievement scores and the term grades made by 8 students majoring in architecture.
Figure 53 shows that the achievement scores of the students
majoring in engineering ranged from 5 to 39 and that the term
grades ranged from A to F. There were more students who made
a term grade of B than any other grade. The 3 students making
A's scored in the lower half of the achievement scale, between
5 and 19.
• 5-9
10-14
15-19
20-24
25-29
30-34
35-39 fy
A 1 1 1 3
B 3 2 4 1 10
r\ 4 l
1 2 1 8
D 2 1 3
F 1 1
fx 5 4 4 6 5 1
Fig. 53—Scattergram comparing the achieve-ment scores and the term grades made by 25 stu-dents majoring in engineering.
55
As shown in Figure 54, the achievement scores of the 57
students majoring in industrial arts ranged from 0 to 29. Ten
of the 19 A*s that were made "by students in this study were
made by industrial arts majors. Half of the students who made
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39 fy
A 1 2 2 4 1 10
B 2 3 4 3 3 1 16
C 2 1 7 5 4 7 26
D 1 1 1 1 1 5
F
fx 13 12 11 10
Pig. 54—Scattergram comparing the achieve-ment scores and the term grades made by 57 stu-dents majoring in industrial arts.
a term grade of A were among the high achievers of this group.
There were no students in this group who received an F, and
4 of the 5 students who received a term grade of D were among
the low achievers.
Figure 55 shows that the achievement scores of the stu-
dents majoring in interior design ranged from -10 to 39. Most
of the students in this group made a term grade of C, and the
most frequent achievement score was in the 10 to 14 range.
The two A's were made by persons with low achievement scores,
and the 7 B's were made by persons in the upper achievement
scores. The C's, D's, and F's were scattered throughout the
achievement range.
56
I O
HVO
1 1
-5--1
0-4
5-9
10-14
15-19
1 0-3-CVICI
25-29
30-34
35-39 fy
A 1 1 2
B 2 2 1 1 1 7
C 4 2 6 2 1 3 1 19
D 1 1 1 3
P 1 1 2
fx 1 1 4 4 10 3 3 4 1 2
Pig. 55—Scattergram comparing the achievement scores and the term grades made by 33 students majoring in interior design.
As shown in Figure 56, the achievement scores of students
majoring in art ranged from 0 to 39* The students who made
a term grade of B also made the highest achievement scores.
There were no students who made a term grade below C, and
there was only one student who made a term grade of A.
0- 5- 10- 15- 20- 25- 30- 35-4 9 14 19 24 29 34 39
A
B
C
D
P
fx 3 2 2 1 3 1 2
Pig. 56—Scattergram comparing the achievement scores and the term grades made by 14 students majoring in art.
fy
1
6
7
57
Achievement Scores and Term Grades of Students Grouped According to Whether Industrial
Arts 128 Was Required or Elective
Figure 57 shows that the achievement scores of students
required to take Industrial Arts 128 for their major ranged
from -10 to 29. Seventeen of the 19 A's made by the students
included in this study were made by students in this group.
Also, all 4 F*s were made by students in this group. With
one exception, the students who made a term grade of A also
made average or above achievement scores. With few exceptions,
as the term grade increased, the achievement scores were higher.
1 O -5-
-1 0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39 fy
A 1 4 4 3 4 1 17
B 3 7 8 8 11 2 5 45
C 9 9 15 6 8 12 1 60
D 1 1 1 4 1 1 1 10
F 1 1 1 1 4
fx 1 1 10 18 31 21 22 . 23 3 7
Fig. 57—Scattergram comparing the achievement scores and the term grades made by 137 students who were required to take Industrial Arts 12o for their major.
As shown in Figure 58, the achievement scores of students
who took Industrial Arts 128 as an elective ranged from 0 to
44. There were no F's and only one D in this group. Almost
half of the students made term grades in the A-B range.
58
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-3 9
40-44
A 1 1
B 2 1 1 1 1
C 1 3 2 2 1
D 1
P
fx 1 1 5 4 4 1 1 1
ty 2
6
9
1
Fig. 58—-Scattergram comparing the achievement scores and the term grades made by 18 students who took Industrial Arts 128 as an elective.
The students who made the highest achievement scores
in this group made a term grade of B. The students who made
a term grade of A made an average to low achievement score.
CHAPTER V
SUMMARY
This study was made (1) to ascertain if there were any
differences in the grades made in beginning drawing classes
at North Texas State University between students who had
mechanical drawing in high school and those who did not have
mechanical drawing in high school and (2) to determine the
rate of achievement in the beginning drawing classes of students
who had mechanical drawing in high school as compared with
the rate of achievement of those who did not have mechanical
drawing in high school.
Utilizing background information on the students, they
were grouped according to age, previous learning experience,
grade classification, sex, major, and whether the beginning
drawing course was required of the student or taken as an
elective. These groupings were consistent throughout the
study.
As a result of a pre-test and post-test, achievement
scores were obtained for each student. In Chapter III the
scores were treated statistically, and a distribution curve
was plotted for each group of students.
In Chapter IV a comparison was made between the achieve-
ment scores and the term grades made by each student.
59
60
Findings
1. According to the age group, the students of age 19
had the best achievement scores, with a mean of 21.03. The
age groups of 21 and 22 were next, with means of 20.54 and
19.14, respectively. The other age groups were somewhat lower,
the age group of 17 "being the lowest, with a mean of 12.00.
The term grades were well distributed among all age groups.
Ages 20, 22, and 23 and above had no term grade below C, and
the 17-year-old students had no term grades above B.
2. Of the students grouped according to experience,
it was found that those who had four years of drawing instruc-
tion had the best achievement, with a mean of 20.75. There
were, however, only four students in this group, and three of
these students made a term grade of B. The students who had
no previous drafting instruction were second, with a mean
achievement score of 12.00. Although there was no definite
pattern that could be followed, the students who had three
and four years of previous instruction had the best overall
term grades.
3. Of the students grouped according to sex, the men
made the higher achievement scores, with a mean of 17.58.
The women had a mean achievement score of 15.61. The women
had significantly fewer A's than the men; and although there
were more than three times as many men as women, both groups
had the same number of F's.
4. Of the students grouped according to grade clas-
sification, the seniors had the highest achievement, with a
6l
mean of 19.38. The juniors were the lowest group,with a mean
of l4.06. In term grades, the juniors had B's and C's only,
and the seniors had grades of A, B, and C. The freshmen and
sophomores had term grades ranging from A to P.
5. Of the students grouped according to majors, the
engineering students made the highest achievement, with a
mean of 18.20. Industrial arts majors were next>with 17.88.
Interior design majors were lowest,with a mean of 14.42.
6. Those students who took Industrial Arts 128 as an
elective had the highest achievement scores* with a mean of
18.39. The students who took Industrial Arts 128 as a required
course had a mean achievement of 16.93.
Conclusions
To the extent that the students in this study represent
the whole and are typical of other beginning drawing classes,
the following conclusions may be drawn from this study.
1. Students who have had previous drawing instruction
in high school, as a whole, make better grades in beginning
drawing in college than students who did not have previous
drawing in high school.
2. The grade a student makes in beginning drawing in
college does not increase in proportion with the number of
years of high school mechanical drawing that the student
has completed.
3. Men tend to make higher grades than women in beginning
drawing in college.
62
4. There Is no significant relationship between a student's
term grade and his achievement score in a beginning college
drafting course.
Recommendat ions
In view of the findings and conclusions of this study,
the following recommendations appear to be warranted.
1. Due to the small groups of students in many of the
categories, further study should be made among a larger number
of students.
2. The motivation of some of the students may have
been affected by the fact that students with different back-
grounds in drawing were placed in the classroom together.
A similar study could be conducted with the students placed
in classes according to their previous drafting instruction.
£ 2 Folder No. :r.±_
U N I T T E S T S I N E N G I N E E R I N G D R A W I N G
O R T H O G R A P H I C P R O J E C T I O N II Form A
PEEPABED BY
T H E A . S . E . E . COMMITTEE ON ADVANCED CREDITS, DRAWING DIVISION
RALPH S . PAKFENBARGER, Chairman, The Ohio State University WEBSTER M. CIIRISTMAN, JR., University of Wisconsin (Milwaukee Division) MAURICE GRANEY, Purdue University RANDOLPH P . HOELSCHER, University of Illinois JOHN M. RUSS, The State University of Iowa
IN COOPERATION WITH
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DIRECTIONS
The questions which refer to the drawings in this folder are on a separate sheet. Your answers will be recorded in the appropriate spaces on the question sheet. Letter your name and the other information called for in the blanks on the question sheet, then finish reading these directions.
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Permission E.T.S. 5-'G3
D O N O T O P E N T H I S POLDER UNTIL YOU ARE TOLD TO DO SO BY THE EXAMINER
Copyright 1048 by the Educational Testing Service
DIRECTIONS: Figures 1 through 8 are three-view drawings of objects. Some of the surfaces shown in the draw-ings are identified by a letter and a subscript. The subscript "v" indicates a visible surface; the subscript "i" indi-cates an invisible surface. For each question, select the statement which applies to the given drawing, and mark your question sheet accordingly.
Hw H
F1G.-7
FIG-2
\ \
\ \ Ov Oi
\ Q V
\ Q; \ \ \ \ \ \
Pv P i \ \ \ \ \ \
FIG.-8
FlG-3 FIG.-6
C ^ 0
FiG-9
S >
FlG-l I
FIG.-10
FIG-'2
BIBLIOGRAPHY
Garrett, Henry E., Elementary Statistics^ 2nd ed., New York, David McKay Co., 1962.
Giesecke., Frederick E.3 Technical Drawing, New York, MacMillin Co., Ind., 1967.
Muns, Nedom C., "The Effectiveness of Overhead Projectuals and a Transparent Projection Box on Teaching Orthographic Projection, unpublished doctoral dissertation, School of Education, North Texas State University, Denton, Texas, 1969.
Newkirk, Louis V. and Harry A. Green, Tests and Measurements in Industrial Education, New York, John Viley & Sons, Inc., 1953.
66