Abstract
The purpose was to compare the effects of three symbol system (modeling, short-circuiting, and activation) on student attainment of concepts related to orthographic projection. The research design employed in this study was that of a Randomized Control-Group Posttest Only Design. The independent variables was the symbol system used as presentation form for concepts related to orthographic projection. The dependent variable was the number of correct responses made by the participants on the posttest. Random sampling was used to establish the three experimental groups and the control group. Each experimental group received a treatment and the posttest, while the control group received only the posttest. The data were gathered from the sixth grade class at Oakwood Middle School in the College Station Independent School District during the 1984-85 school year. Ninety-six students, from a population of approximately three hundred and fifty, participated in the data gathering phase of the study. The participants were randomly assigned to the experimental and control groups. Analysis of variance was used to test the research question. An F-value of 4.46, and a p-value of.01 were found, indicating a significant difference among the group means. Scheffe's test was employed as the multiple comparison technique for this study. A review of the results of Scheffe's test revealed that: there was a significant difference between the group means for the short-circuiting and activation groups; there were no significant differences among the means for the short-circuiting, modeling, and control groups; and there were no significant differences among the means for the modeling, control, and activation groups.
Heuberger, Gregory Michael (1987). The effect of selected symbol systems used as presentation forms for concepts related to orthographic projection. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -26879.