Mechanical ability in a comprehensive high school

117 Pages·2017·6.15 MB·English

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Masters Theses 1911 - February 2014
1933
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John A. Langford
University of Massachusetts Amherst
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MECHANICAL ABILITY IK A COMPREHENSIVE HIGH SCHOOL
BY
JOHN A. LANGFORD
THESIS SUBMITTED FOR DEGREE OF MASTER OF SCIENCE
MASSACHUSETTS STATE COLLEGE, AMHERST
1933
ANALYTICAL OUTLINE
Page
CHAPTER I INTRODUCTION
4m Present Interest in Vocational Training
1
B. Purpose of the Thesis To Determine the Amount
t
of Mechanical Ability in the Enfield High School 2
C. Method of Prooedure
3
CHAPTER II THE NATURE AND ORIGIN OF APTITUDES
A. Definition of an Aptitude 4
B. Kinds of Aptitudes
5
C. Importance of Heredity in Forming these 8
E. Conclusions on Both 10
F. In Relation of Meohanical Ability 10
CHAPTER III THE MEASUREMENT OF APTITUDES
A. Intelligence Tests 12
B. Classification of Other Tests 15
C» Methods of Forming Tests 16
D. Trade Tests 18
E. Commercial Tests 20
F. Miscellaneous Tests 21
G. Conclusions About Different Tests 24
ANALYTICAL OUTLINE (Coat.)
CHAPTER IV MECHANICAL APTITUDE TESTS
A. Nature of Mechanical Ability
25
B. Opinions a3 to Best Type of Test
26
C. Mechanical Tests Now in Use
27
D. Summary
33
CHAPTER V RELATION OF INTEREST TO APTITUDE
A. Nature of Interest
34
B. Relation - Ability vs. Interests 34
C. Summary 36
CHAPTER VI SIGNIFICANCE OP KNOWLEDGE OF
APTITUDES
A. Vocational Guidance 28
B. Reasons for Guidance 39
0. In the Elementary School 4£
D. In the Junior High School 43
£• Extra Currioular Work Helps 44
F» In the High School 45
G. Occupational Information 46
H. Placement 49
1. Trade and Continuation Schools 51
ANALYTICAL OUTLINE (Cont.)
Page
CHAPTER VII PRELIMINARIES TO MY RESEARCH
A. The Town of Enfield end the High School 53
B. Selection of the "Wiggly Block Test" 54
C. Full Description of the "Wiggly Block Test" and
the Method of Administering It. 56
CHAPTER VIII COLLECTION OF DATA
A. "Wiggly Block" Administered to 215 Boys 62
B. Conditions Prevailing 62
C. The questionnaire 63
D. Terman Test of Intelligence 64
a. Special Features 65
b. Test Prooedure 67
E. Gathering Information from School Marks 71
CHAPTER IX STATISTICAL INTERPRETATIONS
A. Meaning of Various Methods 72
B. Application to Data Collected 74
a. Median of Wiggly Block Scores 74
b. Graph Showing Median of Wiggly Block Scores 75
c. Graphs Showing Age Medians of Wiggly Blook 76-77
d. Table Showing Age Medians using 1,4 and 1*7
as Improvement Factors 79
)
ANALYTICAL OUTLINE (Cont.
CHAPTER IX (Cont.)
e. Table Showing Wiggly Block Age Medians
Using 1.5 and 2*0. 81
f Graph Showing Wiggly Block Median for
•
School Using Improvement Factors of
1.5 and 2.0 33
g. Chart and Sectograia Showing Percentage
of A and B Scores 84
h. Graph Showing A and B Scores 85
i. Histogram of Terman Test Scores 86
j. Terman Scores Showing Grade Medians 87
k. Table Showing Percentile Seores by
Grade for All Cases 89
CHAPTER X COMPARISONS
A. Explanation of Scores in This Study
Compared to Other Studies 90
B. Table Showing This Comparison 91
C. Graph Illustrating Comparisons 92
D. Correlations 93
E. Illustration of Method Used in Correlation 94
F» Table of Other Correlations Found Between
Mechanical Ability and General Intelligence 95
ANALYTICAL OUTLINE (Cont.)
Page
CHAPTER 3a SUMMARY AND CONCLUSIONS
A. General Conclusions 97
B. Concerning a Trade School 98
C. Other Factors 100
D. Acknowledgments
E. References
CHAPTER I
INTRODUCTION
Current economic and social unrest and their concomi-
tant problems have greatly increased the enrollment of the
Secondary Sohool. This has presented to educators another
difficulty. What curriculum can one offer them?
The Commissioner of Education of Connecticut termed
this additional group the "New 50#" and has inaugurated an
extensive study of curriculum revision to cope with the
situation.
Many of the pupils now in attendance, who might other-
wise he working, are practically inclined and are desirous
of vocational training whioh will bring visible, material
results. Most of their parents are even more so inclined.
Further, since information about vocational education
has been more widely disseminated, and the "hand-minded
student" brought more prominently to the fore, a goodly
portion of the public has acquired greater interest in the
work of the Trade School. Keenness of competition and the
need of specific vocational training, plus the apparent
success of Trade School graduates, have instilled a desire
in many communities to add this type of training to their
educational program.