Abstract
Statement of the Problem: The purpose of this study was to ascertain: (1) the effects on learning and retention in beginning woodworking when conventional methods of teaching are supplemented with selected overhead transparencies, (2) the immediate effect upon student achievement, (3) the overall achievement and retention of students after a delayed period of time, (4) the effect of overhead transparencies upon various intelligence level students, (5) the effect upon classroom procedures, teacher and student interest, and class presentation techniques when overhead transparencies are used to supplement conventional methods of instruction. Obtaining and Analyzing Data: Eight junior high schools participated in the experiment. Two classes in each school were taught by the same teacher. Data was collected and analyzed from a total of 2,240 samples, involving 320 students. A factorial analysis of variance was used to analyze each of the selected unit tests and the pre- and post-experimential tests in order to test the hypothesis. Summary of Study: A jury of twenty-six aided in the selection of the most difficult units for students to learn in beginning woodworking. Jurors also aided in validating lesson plans, tests, and overhead transparencies used in each of the five selected units. The most difficult units to learn were elements of design, measuring, plan of procedure, bill of materials, and joints. Short objective tests were designed and used to measure achievement of students on each unit and in overall retention. Reliability coefficients were determined for each of the tests used in the experiment. ...
Brooks, Weston Terrell (1964). An experimental analysis of the effectiveness of overhead transparencies on learning and retention (in selected units) in beginning woodworking. Doctoral dissertation, Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -172990.