Self-Instructional Methods of Teaching Diagnostic Problem Solving to Automotive Students. Vocational-Industrial Education Research Report.

Autor/in	Finch, Curtis R.
Institution	Pennsylvania State Univ., University Park. Dept. of Vocational Education.
Titel	Self-Instructional Methods of Teaching Diagnostic Problem Solving to Automotive Students. Vocational-Industrial Education Research Report.
Quelle	(1969), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Attitude Measures; Auto Mechanics; Experimental Groups; Experimental Teaching; Performance Tests; Problem Solving; Programed Instruction; Student Attitudes; Teaching Methods; Technical Education + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Experimentalunterricht; Experimentelle Pädagogik; Leistungsermittlung; Leistungsmessung; Problemlösen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technikunterricht
Abstract	The objective of this study was to investigate the effects of three methods of teaching diagnostic problem-solving (troubleshooting) to automotive students. The sample consisted of 45 community college students enrolled in automotive courses. Initially, all students received a presentation on ignition principles, and the Otis Mental Ability Test was administered to establish a covariate. Individuals were then assigned to treatment groups in equipment oriented instruction, textbook oriented instruction, or programed instruction. Following the treatments each student completed an attitude inventory, knowledge test, and a troubleshooting performance test. Analysis of covariance solutions indicated no significant differences existed in troubleshooting knowledge or attitude toward instruction. The equipment oriented treatment group required the shortest instructional time and its troubleshooting performance was significantly (.01 level) better than the other two groups. It was concluded that programed or text oriented methods were most effective for knowledge learning and equipment oriented methods were most effective for performance learning. Sample instructional materials and the instruments are appended. (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01