AN EXAMINATION OF STUDENT ABILITY LEVEL AND VISUAL COMPLEXITY IN INSTRUCTIONAL MATERIALS FOR INDUSTRIAL ARTS

PHILLIP STEVEN WALDROP, Purdue University

Abstract

One aspect of industrial arts is teaching about industrial tools and machines. The industrial arts teacher has no firm research-based guidelines available for the design and selection of audio-visual instructional materials concerning these tools and machines. Conflicting theories are to be found in the research literature involving the appropriateness of realistic detail in visuals. Numerous significant findings have allowed conclusions to be drawn in support of both complexity and simplicity in the design of visual materials. It has been suggested that interactions between the treatments and the individual traits of the learner may be a source of such contradictory findings. The specific purpose of this study was to examine the effects of three forms of visual complexity in instructional materials designed to teach a topic in industrial arts. In addition, the study examined the possibility of interactions between the treatments and general learner ability as measured by a standard normative achievement test. Both immediate and retention measures were involved. Treatments consisted of two slide/audio-tape presentations based upon the metal shaper and horizontal milling machine. Learning objectives included nomenclature, location, and function of parts and controls. For each machine three forms of visuals were produced: color photographs, detailed line drawings, and simplified line drawings. The dependent variable was subject scores on an experimenter-designed criterion test which involved subjects' viewing of slides and responding to multiple-choice items. In order to study interactions with ability, three scores (verbal, mathematics, and overall) were obtained from a school-administered SCAT/STEP test. Subjects were grouped into contrasting high and low ability levels. Subjects for the experiment were 233 seventh and eighth grade industrial arts students in two schools from the public school system of a large northern Indiana city. There were twelve experimental classes and two classes for a control group. Based upon results of the data analysis, it was concluded that: (1) all three levels of visual complexity produced a significant amount of learning when compared to an untutored control group; (2) slide/tape presentations identical except for the degree of visual complexity are not equal in facilitating immediate and retained learning; (3) actual photographs of the complex topic are superior to detailed drawings as the design mode for slide/tape presentations in facilitating immediate and retained learning; (4) slide/tape presentations utilizing simplified line drawings with key elements drawn in detail are comparable to those utilizing photographs; and (5) no interactions existed between the treatments and the subjects' level of verbal, mathematics, or overall ability. Among the implications of the study are that teachers should avoid the use of detailed line drawings. Where photographs are unavailable, simplifed line drawings may be substituted. Student ability level may not be an important factor in the design or selection of visuals. It was noted that the trend of the data contradicted the theory that simplification would aid low-ability learners, as they performed better on the more complex versions of the treatments. Recommendations based on the study included: (1) the replication of the experiments; (2) continued investigation in the definition of learner traits and media elements which may interact; and (3) variations on this experiment be made in order to substantiate findings of others which indicate that detailed drawings are effective with the addition of colors.

Degree

Ph.D.

Subject Area

Inservice training

COinS