Teaching--Aids and devices

The purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form A consisted of adjoining text and diagrams where a diagram for each of the five steps of the task was pictured. Form B consisted of only two diagrams for the five-step process where it was necessary for subjects to determine which of the two diagrams was being referred to while proceeding through the steps. Both formats are representative of instructional materials currently in use in classrooms from the middle school level to the post-secondary level. During a personal interview session, each subject received one of two sets of directions describing the procedure of reproducing a given angle using a compass and straightedge. Each subject was asked to study the assigned set of directions with materials provided to practice the task. With the directions removed, each subject was then asked to reconstruct another, slightly different angle. Students given Form B, the reduced diagram format, significantly outperformed those students given Form A, x^2 (1, $N=50)=5.19, with no significant differences in the two groups with respect to the time spent studying the directions, t(48)=0.04, or completing the testing phase, t(48)=1.58. Other than use of the assigned form, mathematics ability was a significant factor in the subjects' ability to successfully complete the construction task, F(1,46)=7.79, p<.01. Verbal ability was not a significant factor, F(1,46)=1.81, p=.19, in the subjects' ability to successfully complete the construction task. Gender alone was not a significant factor, F1,46 =0.31, p = .58; however, when examined in combination with mathematics ability a significant interaction resulted, F1,46)=6.41, p=.02. Overall, success was significantly related to format, mathematics ability, and gender relative to mathematics ability.

This study sought to determine the effects of two types of advance organizers on the learning and retention of an aeronautical concept, and the interaction of both advance organizers across the learner variable of Cumulative Grade Point Average (CGPA). The 126 subjects selected for testing consisted of students enrolled in the Aircraft Turbine Engine Theory course at Embry-Riddle Aeronautical University, Daytona Beach, Florida. Students were randomly assigned to one of three experimental groups within four intact class sections. The treatment instrument was two different modes of "The Bernoulli Principle of Energy Conservation in a Moving Fluid." The experimental treatment was administered at the beginning of the sixth week of a 14 week course. The first group read a verbal advance organizer; the second examined a graphic organizer; and the third received a placebo. Following the treatments, the subjects began a six hour block of instruction, Aircraft Turbine Compressor Theory, which extended over two weeks. Following the instruction, a learning test was administered to each intact class section. Seven weeks later, a delayed retention test was administered. A statistical analysis of the results indicated that: (1) the advance organizer in verbal or graphic form was an effective approach to learning and retention of an aeronautical concept; (2) the verbal advance organizer tended to be more effective than the graphic in both learning and retention; and (3) the graphic advance organizer was most effective in the retention of material by those students who had exhibited a lower standand of over-all performance (CGPA) in the past.

An effective formative evaluation process to determine instructional personnel concerns about training devices is needed. Knowledge of these concerns will allow managers to take appropriate action to improve device use. This study was designed to describe Navy instructional personnel concerns about training devices and present interventions to improve attitudes about these devices. The instruments used were a Stages of Concern Questionnaire (SoCQ) modified from the SoCQ originally developed by Gene E. Hall and his associates at the University of Texas at Austin, and a Stages of Concern Intervention Survey (SoCIS) developed for this study. Validity and reliability coefficients were calculated for both instruments prior to their use in the study. Using the SoCQ, 116 Navy instructional personnel at three locations were surveyed about five training devices. One hundred five personnel surveyed responded, equalling a 90% return rate. This survey indicated that individuals' rank/rate, age, and number of instructor duty tours have little influence on concerns about training devices. Whereas, various factors appear to enhance an individuals' attitude toward the devices' ability to improve training. These enhancement factors are: time as a Navy educator, educational degrees, time at present school, time associated with a device and formal training on a device. There was little difference detected in instructor and administrator concerns about training devices. One hundred Navy instructional personnel were surveyed to determine which interventions were perceived as effective in changing attitudes about training devices. Eighty-one percent of the questionnaires were returned. Various interventions were perceived effective in changing attitudes about training devices and were presented in this study. Interventions were perceived as having differential impact depending upon whether the instructional personnel had high self, high task, or low impact concerns. It was concluded that the revised SoCQ provided valid and reliable stages of concerns of Naval instructional personnel. The information was judged to be useful in designing strategies to improve the acceptance and utilization of an instructional device. It was also concluded that the patterns of concerns expressed by Navy instructional personnel are generally similar to patterns expressed by other educators. The key exception is that Navy instructional personnel displayed lower concerns in the area of management.

The purpose of this study was to describe the ways
in which secondary English, mathematics, science
and social studies teachers utilize writing as an
instructional methodology. Conclusions: 1. Although they consider writing important to
success in their disciplines, high school
teachers in the four major content areas do
not frequently assign writing as an instructional
activity. 2. Assigned writing is brief and consists primarily
of exposition and reporting given fer
the purpose of extending and/or expanding
in-class activities. 3. Writing instruction is done through in-class supervision of the writing process, but outlining, revision/rewriting, and correcting
errors are seldom used as teaching techniques. 4. Teachers are concerned with content more than
form in commenting on student writing and in
evaluating that writing. 5. The teaching of writing is seen primarily as
the responsibility of the English teacher by
both teachers and students. 6. Note-taking is the most widespread non-assigned
writing task in the high school content
areas as reported by both teachers and
students. 7. High school students want to learn to write
and associate their need for writing
instruction with specific forms and improved
communication.

The purpose of this study was to determine effectiveness of the recruitment
methods, programs available, and retention methods and procedures
used for the disadvantaged youth in Florida Public Community Junior
Colleges.
In order to identify and compare evidence related to this purpose
a survey questionnaire was sent to the counseling department in each college.
The questionnaire was constructed to obtain data from these areas:
(1) methods of recruitment, (2) identification of ethnic and economic
categories included in disadvantagement, (3) methods of selection of students,
(4) material aid given by college to disadvantaged students, (4)
extent and effectiveness of vocational and occupational programs, (6) the
present status of student retention, and (7) follow up programs on dropouts.
The questionnaire was sent to five Florida Community Junior Colleges
for their reaction and response. Three of the five respondents
mentioned an imbalance in emphasis between recruitment and programs and
between programs and retention. After consultation with an advisor,
several more questions on programs were added to correct imbalance and
add other pertinent information to the study.
The questionnaire was sent to the 28 Florida Community Colleges
and seven of their satellite campuses. Community Junior Colleges surveyed
were identified by the 1971-72 edition of the American Association
of Community Junior College's Directory. Of the 23 out of 35 questionnaires
which were filled out by the community junior colleges, 18 were
reported by major campuses and 5 were from satellite campuses, representing
64.3% of the total surveyed. Every questionnaire that was returned
was utilized in the statistical analysis, and is reflected in the above
percentage of those surveyed.
Chapter II shows an analysis of data for the entire study and a
preliminary discussion of recruitment and retention. The statistical
treatment of the findings for recruitment and retention is given in
detail.
Chapter III reflects a preliminary discussion of programs, and the
analysis of results of the programs now in operation for disadvantaged
students.
Chapter IV records final findings and implications.
Major Conclusions and Implications: The Florida community colleges in fact have both diverse offerings
and student populations. Documentation of the commitment to serve in
general is more evident than research to determine specific opportunity
for the disadvantaged. Special training programs are geared to the
academic offering of the college with conservative emphasis on remediation.
There seems to be an unwillingness to admit a need for institutional
change, especially as programs relate to retention.