An experimental comparison of self activity and demonstrations in the teaching of power mechanics

Abstract

Purpose: The purpose of this study was to experimentally compare the achievement of ninth grade industrial arts students exposed to self-instruction and demonstration learning treatments combined with factors of setting up or not setting up equipment for fluid power experiments. More specifically, the study attempted to answer the following question: 1. To what extent is student achievement influenced by each learning treatment? 2. To what extent is student achievement influenced by setting up or not setting up equipment for the experiments? Procedure: The population of this study consisted of 144 ninth grade students enrolled in power mechanics. The students were randomly assigned to six classes of twenty-four students each. Four of the classes were selected as participants and randomly assigned to treatments. The treatments consisted of two methods of learning (demonstration and self-instruction) combined with students setting up or not setting up equipment with which to perform experiments. With the exception of the instruction methods used, the McKnight Power Experimenter materials and equipment were utilized in this study. The Fluid Power Achievement Test was administered at the end of the investigation. Statistical Analysis: The investigation was conducted as a controlled field experiment using a 2 X 2 randomized factorial design. A significance level of .05 was used for rejecting the null hypothesis in all statistical tests. Data Analysis was accomplished by the utilization of program AVSHEFF (Analysis of Variance with Sheffe's Test)..