A .STUDY TO DETERMINE THE APTITUDE AND INTEREST

PROFILES OF IKDUSTiOAL ARTS MAJORS

APPROVED*

Vmjm/Vro ziumolt

( j ^ , y^rvviXtL,

hivmior ortbr'^mmtof Industrial Art#

'f{ cr^^U^i dmq oc th« Graduate Softool

A STUDY TO OSTEfcMINE THE APTITUDE AND INTEREST

PROFILES OF INDUSTRIAL ARTS MAJQM

iTtteented to the Graduate Council of the

North TCXM Stmt® University in Partial

Fulfillment of the Requiranant*

yov ttm DagjrM of

M S M OF SOXENCE

By

Vernon D. fteid, Jr., B. S .

Dantoa, Tassaa

May, 1964

TABLE 0? CONTENTS

Page LIST Of TABLES * iv

Chapter

I. INTRODUCTION TO HIE STUDY i

BtAtmsmt ®£ the probLen Background and Slgoifioanee o£ the Study Definition of Terns and Abbreviations iJLaltatiotis of the Study 8MMHBk and ftelated Stolen i?r©€»dtere« &»ti Source of Oat® Organisation of the Study

i i . oescfumcN OF THE iHsmuMEKre sHPLOttt) • • • • 21

The {jeneral Aptitude Test Battery Ttie -Cudcr fetieretiee

I I I . JUTEScffcETATICN A® DISCUSSION OF THE QfclA . • • 31

Analysis of th® CATS Qrcusp Seores The (tomip Pattern Revealed fey the GAT8 Suraaary of the GATS Group Findings Analysis of the Huder Group Scores The aroup Pattarn Revealed by the Kuder Suowiary of the Kuder Group Findings

IV. SUNIAiiY, ttONCLUSXUMS, AMD RECOM I«OATI«IS . . . 44

Sunai^ Oonclusions ^ooaxsteadati <ms

BIBLIGCfeAi'HY . . 50

iii

LIST OF TABLES

Table Page

I• The Mean Raw Scores, Standard Deviationsv and Mean Percentile Scores for 106 Industrial Arts Majors on the GATB • • . • • 32

II. Profile of the Aptitude Pattern for 106 Industrial Arts Majors Showing the Group Scores versus the Norms on the GATB 36

III. The Mean Raw Scores, Standard Deviations, and the Mean Percentile Scores Made by S;Lxty»Seven Industrial Arts Majors on the Kuder Interest Areas 39

IV. The Interest Pattern Profile of Sixty~Seven Industrial Arts Majors Showing the Mean Percentile Scores and Interest Types on the Kuder Interest Areas 41

iv

CliAFTtK I

XNTROOOOIXUa TO THL STUiff

A search of mip&r&llmlmd magnitude 1® underway tod*y to

discover talent in the Halted States • in 1938, Congress,

aroused at the waste 01 untrained laanpossrer ataong the young

people, voted to spend $90,000,000 over a period of six

years for the purpose of testing and counseling high school

student© on the ©#ur«e® and occupational objectives beat

suited to their individual needs. Statistics from every

state indicate that high oohool guidance program have been

greatly improved since Congress passed this bill, the

National Defense Education Act (27, p. 4)•

The need for quality education prompted the passage of

this act and was another eonfimatioii of the vital role

education plays in the national interest. The United States

Department of Health, Education, and Welfare states that

each year 200,000 able young people drop out of high school|

and of those who remain in school, about 400,000 are working

at levels far beneath their abilities (27, p. 3).

In seeitin& to fill job vacancies, educators are experi-

encing a shortage of trained teachers for the public schools

and colleges, especially in those fields taught taainly by

nale teachers, AS a result, there is a need to identify the

interests and abilities of potential sen teachers early

enough in order that successful vocational planning can be

achieved <15, p. 274).

In public eduoation today, the area of industrial arts

ie experiencing competition from industry tor its graduates*

This teaching field, alnost exclusively ooapo«Ml of am, has

been unsuccessful in retaining many o£ ita graduates for

public sohool positions, primarily due to the better salary

inducements ot" industry. There could be two approaches to

this problem;

X. Offer salaries comparable to induatry.

2. identify and train store people in the field of

industrial arts education*

The concern over a way to identify potential industrial

arts teachers brought about the inception of this problem,

and particularly the need to d«nr«l«p some instrument that

would point out the charaoteristics pertinent for success in

the field o£ industrial arts teacher education.

Statement of the Problem

This sttidy was undertaJcen to determine the aptitude and

interest profiles ol industrial arts majors as derived from

certain standardised tests administered to freshmen entering

North Texas State University, Uenton, Texas, from 1953

through 1959.

BiMftfegpmtwd and Significance of the Study

The loitntiilo approach to the teating of akllla and

abilities Is perhapa of reo«nt origin, but the principle of

totting has boon in uoo oineo anoiant tiaee. Three thousand

yeere ago the old Teatanant reoorda an oroi ability toat

doTiaod by Jephthah to reveal tho foreign aoldiera fording

the Jordan dver. Knowing th« S$hraiait«a oouid not £ m *

tlio ooumi of "eh," Jephthah had. eaoti man pronounce the word

"shibboleth." The toat wm very effective. Forty-two

thouaand loat thair Uvea for anowering with "eibboleth"

(Judgea I2t5~6).

It la aald that tha Chinaaot in 200 8. C., uaod toata

to aeleot civil servant*. Tho Greek, Socratea, four hundrod

yoara boforo Christ, uaod oral achievement taata primarily

to improve tho individual 'a knowl®dg@ asid waderatending

(17, p. 15).

Written OKaninetlona generally wore not uaod in thia

country before 1850. Horace Mann aMggeated their uae in

18*5. He reooenended a large nusber of questions and noted

the deeirabllity of atandardiaatlon. During thia same

period the Boston •choola began to give written exaninationa,

Between 1665 and 1878 the State of New York initiated tha

Regent** Ocasai nations. By 1900 the College Entrance Exami-

nation fioard waa formed, and within one year It eubnitted a

tm broad eaaay <gueatione to teat approximately cm thousand

4

private school graduates wanting to enter ©allege® eo©per»

atiag with the Board (17, p. 15),

As soon m written mmmimzlms ware put Into general

use, criticises began to appear froei Aiaerican educators• Dl@*

satisfaction *»@ «|>;r©aa«I by ©©tool miperliitsadeiita aid

collage administrators • Parallelling these discordant voieea

was the emergence of the scientific caoveoent In education*

By 1890 Sdgeworth wii writing oa "Thsi r.lesaent of Chance in

Competitive l^Kaminationa*" This initial article started a

nasa of "objective evidence" to discredit the soundness of

the essay test aonnxmly in use* Along with these criticisms

appeared & general awakening that educational problems aught;

to be approaohed in a scientific taanner <17, p* 13)*

The birth of the testing MrvflOMnfc rami!tad Samk these

converging forces* Tti® work of Thorndltea »aS his students

is usually accepted as the beginning of the Gtodero testing

movement; but in tortant contributions (necessary to develop

new concepts and techniques were made previously by educators,

psychologis ts , UKtliMMticians* and others* The first atand*

ardiaed tests were developed in 1908 for arithmetic and in

1910 for handwriting* Ia»»diately after this, other teats

appeared until by 1928 Monroe and his associates listed

almost thirteen hundred standardised tests in use. By 1931

six million standardised tests w«r® administered in the

schools* The figures for 1944 show that twenty (Billion

s

people took sixty million standardised tMti during that

year. Although these figure* include military use*, they do

indicate the phenomenal growth of efc«wlaMi»@d, te»t* in fch®

United States (17, pp. 16-20).

Soon after early standardised test* appeared, testing

bureau* energed, generally on a state-vid* basis. The

objeot of these bureaus wes to prepare and distribute tests

and to orient school people to administer and evaluate the

results correctly* The University of Oklahoma established a

testing center in 19131 and by the end of World Vter X, more

than one hundred oenter* had been established. The intro~

duotion of state«wide testing oene in the late twenties. By

1959 tweaty»si* state® had founded systamtic testing pro*

greets (17, p. 16) •

Paralleling the developstent of standardised tests was

the invention or application of statistical taethoda to

process the aass of data being aeounuiated* the mm science

of neasuring hunsa traits and abilities was born from the

application of statistioal concepts and techniques.

Sons of the contributors to the field of tests and

testing vere B©ls»ir, Duron;» Hosier, Stuit, Bean, Super,

Oerley, areen, tkMkirk, Travers, Mieronytoue, and Thomdike.

These writers might be referred to as pioneers and authori-

ties in the field, cad reference is made to aone of their

work in this study.

11m recency of the st&adarclisi©*! testing movement i®

emphasised in the historical »J»tch above and Imds iapntus

to the fact that the m a s m M t i o£ human traits are now

being accomplished on a nore scientific basis. A recent

educator (18, p. 29), impressed by the potential value of

standardised data* wrgnd that "knowledge is naeded, and it

can be gained only by persistently trying out different

kinds ©£ tests and techniques that mmm promising,"

An article by Fairer (8, p. 17), dealing with six baaic

atepa for a good occupational guidance program in industrial

arts, lists "study of the aptitude and interest o£ the indi-

vidual and correct selection of occupation" as key areas of

eoacm.

A study by Robinson <22, p. 114> revealed that in

eighty*£@ur institutions offering industrial arts tMeter*

training, only nine "have a special screening device for

selecting potential industrial arts majors•" Nichols (20,

P. my found, however, that if test results vera available

they were used for guidance and placement as frequently as

fcr screetiing*

Another study was undertaken to identify important

selection factors for potential industrial arts teaohera,

Aisong nineteen itcsua on a reccwaoled program of seleotion,

the author listed standardised tost data as a valuable

instrument to determine capabilities (10, p» 63) • In

submitting suggestion® to enhance the total achool program.

Fairer stated s

y© should establish entrance aM graduation stand-erds for induatrlal arts teachers* Xt might ba a good idea to consider national etandardiaed teata in oartain professional and technical araaa which each teacher mist pass before he csan qualify as an. industrial arts teaober (7, p. 13)*

A survey by Nair and Monroe (19, p* 338) to determine

tha factors that cauaed students to ohaose industrial arts

a© a career disclosed several interesting facets. The area®

listad by tha prospective taaehers ware in order o£ isapor-

tneet daairabla working conditions, security, tha uaa of

aeehanical activities, association with young people, and

tha desire to be of service to society* A question as to

tha first close contact with actual manipulative work dia-

cloaed ho«»-vorkshop activities first , high school industrial

arte classes second, and Individual or group hobbiaa aa

third,

Astoi to nana an «gf*ri«i©a which aroused moat inter eat

in teaching v the industrial arta taejore replied with "a class

in school" mml "a talk or lecture." The person (Boat Itiflw

entlal in the choice of teaching was listed first aa "a

teacher" and next aa "a friend or counselor *t# The grade

level in which tha choice to Kimoh was e»d© was upon gradu-

ation from high school (31 per cent) and after enrolling in

college (35 per cent)* The value of vocational teating on

tha college level ia very clear fro® these finding®•

8

Definitions of Terms and Abbreviations

i'or the purpose o£ tide study the following definitions

were estsblished and ere defined mm follows t

1* Aptitudc--"a condition or set o£ characteristics

regarded as symptomatic of an Individual *s ability to

acquire, with training, some (usually specified) knowledge,

skill, or set of responses, such as the ability to speak a

language, to produce music, etc," (28, p. 18),

2. Interest—"a person's likes end dislikes'* (17, p, 59).

3. abbreviation for ill® Oeneral Aptitude Test

latter?? developed by the Department of Labor, United States

Employment Service, Washington, o. 0.

4. Kuder**the Ruder inference Record*"* Vocetional.

forms GH, CM developed by Science Research Aaaociates, Inc.,

Chicago, Illinois.

5. Industrial arts majors are defined ae one or more

students tftio pursue a bachelor of science degree in the

field of Industrial arte with a definite number of courees,

credits, or hour# being required for the major field.

Limitations of the Study

There are certain limitations utilised in respect to

this atucly, and they are stated as follows: %

1. This study was limited to a group of male industrial

arts majors that graduated from North Texas State University,

Denton, Texas, between 1933 through 1959.

9

2. The scores of 106 stude&ts ware used on tlm GATB

(General Aptitude Taut Battery)* irnt tlm scores of 67 stu-

dents were used on the Kuder reference —VoQutiotial.

5* The use of the infomation obtained In this study

was limited to developing a profile of aptitudes and inter*-

ests for the oajore in the field of industrial arts,

4, The ar«ta« ©one-idMfed for analysis on the a^Tl apti-

tude tost were intelligence, verbal, matierical, spatial,

form perception, and clerical•

5« The areas considered for analysis on the Kuder

interest inventory test More cmtdoor, mechanical, oorapu*

tational, scientific, persuasive, artistic, literary,

sousic&l, social service, *nd clerical.

6. Mo selection of students was oade in this study

ottier than the restrictions mentioned above as to sex and

year of graduation*

Recent and Related Studies

There are nany studies available concerning the findings

from standardised tests, and some of these are highly related

to this study, one early pioneer in the field of testing,

0. Frederick Kuder, susraarised studies indicating "that

persons in various occupational groupe have different pat-

terns of scores on the itater Preference Rncord»»Vo®atlonal

Form g* (1, p. 421). Subsequent data showed that persons in

certain teaching areas have distinctive Kuder profiles.

10

Baggaley (1, pp. 421-427) found a relationship between

Kuder scores o£ Harvard freshmen and their field of concen-

tration. Such studies suggest that the Kuder Vocational may

be related to the occupational choices and plans of freshmen

in a teachers* college.

An early finding by Thomdike (26, p. 43) pointed out

the significance of interest with ability.

Xf a college or graduate student ranks his inter* ests and abilities in mathematics, history, literature, science, music, drawing, and handwork such as carving, carpentering, sewing, gardening, cooking, etc. at dif-ferent periods, the correlation between rank for interest and rank for ability at any period is also very high, the central tendency for 444 such persons being .89#

A study to determine interest patterns of doctors, law-

yers, and businessmen by Shaffer and Kuder (24, pp. 367-369)

showed that "striking and significant differences have been

found among the interest patterns of the various groups

studied."

In studying thirty-four pre-medical students, Wisdom

(29, p. 34) found that, as a group, they had exhibited m

high interest in the scientific and social service occu-

pational interest areas with a low interest in the outdoor,

mechanical, artistic, literary, musical, and clerical

occupational areas. Lack of interest was shown in the

computational and persuasive areas. One conclusion of this

study was "that the interests of pre-medical students are

11

different fro® the Interests of the general population end

sisill&r to the interests of p%«iei«®w (29* p. 35).

8arts*ll*s study on. "Interests aod Sectors Involved in

Choosing an Occupation** C13# p. 65), tfoloh wae undertaken to

discover the neturc and origin of interests and other factors

of influence in ottering m occupation, stated that ®o®fc

students select a particular occupation because they think

they will enjoy it. A vocation considered difficult v m

disliked* He also found that it was dl fficult to determine

the nature and origin of a person's interests* One asset of

standardised testing is that the student fs greatest areas of

interest can be determined and the ability required to be a

success in that field can be predicted*

Savage (23, p. 347) constructed a college entrance

examination designed to prevent unqualified applicants from

enrolling in «a Indaotriftl'art* curriculum* Meohasitcal

aptitude and related knowledge h i neasured on ratings from

the student *s high school teacher* It was found that

"industrial arts teachers were fairly accurate in selecting

high school seniors who probably would become successful

industrial arts teachers*"

Findings by Hale (12, pp. 503-304), in a study to

determine the objective factors considered essential to the

teaching profession, revealed that seventeen industrial arts

students scored above the seventy-fifth percentile in the

12

ar««s of general mental abilityt interest, apace relatione,

general mechanical ability, and raaaoriing.

Personality fifth highest out of nine Arms tested.

Thia atvidy wna not cutde with the Kudcr test, However, in

another study by Ual* <11, pp. 414*420), the Kuder Preference

Record, £tom 'SB waa uaed to eotopar© teachers* interest pat-

tems with thoee of veteran teacher trainees. The atated

purpoaa w a to <1> "present noma for teacher trainees, and

(2) to auggeat tentative nonna for industrial arts teacher

trainees." Th» five vaterana ®iij»riiag in industrial arta

scored above the aeventy-fif th percentile in the raechanical

Mid aoeial intereat areaa, 'bint were loir in the computational,

literary, and clerical intereat areas. Hale advocated

further study to ascertain if such low acorea vara "typical

of a larger group of candidates in an induatrial arta

teacher training pmgrm*** Bale concluded, on the baaia of

hie atudy, "a need for new normative data to illuatrate the

profile of the induatrial arta teacher."

Arthur Cm Evana, Jr. conducted reseaurch to determine

the possible relatione hip of Mechanical aptitude and acadeiaic

grades. Some of the findings pertinent to thia atudy are

the followingt

I. No relationahip «ra« found between the mechanical aptitude and the academic grades of the students• •

2« There wa» no relation between a etudent *s aptitude in hie major field and hia uechanioal aptitude.

15

3. on the aeehenicai ability teat, atudenta £rocn the manipulative subject araaa had slightly higher median ecares than students tr&m tha non-manipulative subject areas*

4* On tha aechanieal comprehension taat there was no noticeable difference between scores made by stu-dents of tha manipulative areas and those nade by etudents of the non~manipulative areas.

5. Little difference wm noted befcwts«i the momm of sen students and the scores of t « M students on the mechanical ability teat.

6. Women students made consistently lower scores than men students on the mechanical eoaaprehension test (6, p. 47>.

•*—^ Jarvis, in a atudy at Stout State College to locate

factors found in better industrial arts sale students, found

little relationship bmtvmrnn ae&deadc grade® and «ucees® in

industrial arts (IS, p. 274)*

In searching for a relationship between scores made on

aptitude G and v and Parts M and I of the General Aptitude

Test Battery and academic grades made in industrial art it f

Gray C9„ p. 82) found no significant relationship existing

between aptitude scores and academic grades at tha .01 and

•05 levels of confidence. Similar data were reported by

Hoagl&nd (14, p. 08) • lie found that neither intelligence,

arithmetic ability, nor age had a definite effect upon

success in industrial arts.

To test the relationship of scores made on the Q&T8 and

the AGE Psychological Examination to academic grades, imams

<3, pp. 38-dl) uaed aptitudes V and N of the <JATB and Parts

14

Q and L of the ACE. A high correlation wb« found to exist*

In relating the score® on the two teat* to academic grades,

the o©rrelatic«i was discovered to be low,

?erhapa the ©out recent study pertinent to this etudy

was accomplished by Hicksick. He sought to investigate the

relationship® between aptitudea, as uteasured by the CATS,

and selected major fields of study. The fields chosen were

accounting, business administration, elementary education,

industrial arts, and marketing. Using the O/VTD scores of

majors who graduated frost 1951 through 1955, and compiling

the grade point Averages for the same studentst treatment

and analyais of the data revealed the following conclusions: \

1. The GA.TB can be used to supplement other measuring instruments in a college counseling situation.

> 2. On the basis of the aptitudes used in this study a differentiation snong the major fields of study cen be

3. Little dlscriiaination among major fields on the basis of aptitudes cen be attributed to aptitude P.

_4. These data suggest that certain aptitudes are relevant to specific major fields of study.

5* The small number of significant difference* in means of aptitudes from sample to sample Implies that successive stapling would produce similar results.

6» The few significant differences in standard devi-ations tand to strass the importance of the differences in the means of aptitudes.

7* Xu general, there ere significant relationships between grades arid aptitudes 3, V, and li for the major fields used in this study.

IS

S« Correlation* between grade* anil Aptitudes mm de~ pr eased because of the honogentsity o£ the samples.

9# Correlations are not significantly different from sample to sample except in a few eases. This sup-porta the ooncluaion regarding the uniqueness of data.

10. mlB.tiomM.pB tmtwmm grade® and aptitudes do not differ among the major fielda.

11 • Since the maans of aptitudes differ significantly and the standard deviations of aptitudes do not differ significantly, the establishing of oritioal aptitude scores ia justifiable.

12, In view of the homogeneity of the samples and the auppreaaed correlations, the oritioal aptitude aoorea relative to grade point average intervals ean be uaeful in a college counseling situation (21, p. 162)•

Bmuii this study involved both male and female students,

one rccommendation made by Nioksiok was to investigate to

see if any difference in aptitude exists between the two

sexes. The present study, since it Involves only stale stu-

dents, will enable a comparison to be made with the findings

reported by Hicks ick.

The results of the recent and related studies presented

Indicate the validity and reliability of standardised teat

data lor determining the characteristics of high sohool and

college students. Definite profiles and patterns o£ apti-

tudea were found in the major fields of study. A high

correlation was usually found between the major field of

interest and ability for that field. The data presented

showed thet where different standardised teats were given

16

to the »mm students, the same correlation of relationship

rnrnxxm^m Numerous studies pointed out that academic grades

end aptitude were unrelated. Age likewise had no effect on

success in smnis^lative-typ© subject© •

The above reeeerch la highly significant and is related

to this study. However, none of the studies specifically

mmwear the questions pertinent to or involved in this study,

Procedures and Source of Date

A list of industrial arts graduates was obtained by

screening each coMaeiicciaent program fr@» Horfch Texas State

University, Denton, Texas, fro® 1935 through I$39« This

list vas checked against the files of the Guidance Center at

aorth Texas State University to determine the student® -

having test scores on the dMTB and the Ruder standardised

tests* There were scores for 106 students on the ciATB and

67 mi the Ruder.

The test scores were recorded for the QATB aptitude

sreas G, v, w, S, P, and Q, All ten fielde were recorded

for the huder. Form wtwre devised to enable a statistical

treatment of the information necessary to obtain the group

raw ©core®, the standard deviations, and the ummi percentile

scores* After treatment of the raw data, the information

was placed on tables designed to facilitate an analysis and

discussion of the areas under consideration. All other data

17

an& information weed in this study are from professional

tmgmmtmm, book®, and pamphlets•

organisation of the Study

Chapter £ of this study include# th« introduction to

the study, stsates&ent of the problem, background and signifi-

cance of the study, definition of term® sad abbreviation®t

limitations of the study, recent snd related studies, pro*

ceduree snd soures of data, and th* organisation of th*

stuffy •

Chapter II presents a description of the instruments

employed in this study. The QstiersI Aptitude Test Battery

(GATB) mm used to mmmrm the aptitudes, awl the Ruder

Preference tecord»-»Vooatioiial ma® used to measure the

Interests*

Chapter III presents an interpretation and discussion

of the data, an analysis of the 0AT8 group scores, the group

pattern revealed by the GATB, a msmary ©£ the QATB group '

findings, an analysis of the Kuder group seores, the group

pattern revealed by the Kuder, and a suaanary of the Kuder

group findings*

Chapter IV of this study presents the suneoary, con-

clusions* and recommendations,

CJifcPTER BIBUO0RAPi!Y

1. Baggaley, A. R., "The Halation between Scwec Obtained by Hammed Pre® team on tte Kudw frefarenas Record am! Their Fields of Gmmmtemtim,** Journal of Educational Psychology- XXXVIII (tieve&ber, 19A7), 42TTA27.

2* (»us Henry, "A Study of Relations of Vocational Interest to Intelligence, Hental Abilities, Curriculum Offerings and Occupational Opportunities of the uinth Orade in Gibbons School. Parist Texss." Rtscareh

Office, 1961,

3m Bruns, Lavrence B.t "Relation of Scores Made on the Q.A,T»M. and the A.C.E. Psychological Examination to Aoadeailc oradss."'impubllaHed master*s thesis. Depart• aunt of Industrial Arts, Worth Taxes Stats University, Denton, Texas, 19S4«

*• Papirtwmt of Labor, United States li ptopient Service, »£&, sassa.fiK a* s s si *. »****»• 3*lQ©irwiiRitefom. Qwerf»wl t January, 1947.

£»« Dvorak, Beatrice J», **The H w USES General Aptitude. Test ffHr 2j72^5TO~ ~ A p a l t e d £52S$S Qfl»« XXXX(August,

6. Evans, Arthur C,, Jr., "A Study to Detemine the Relation o£ Mechanical Aptitude and Academic Grades of 175 Stu-dents enrolled in North Texas State College,*4 unpub-lished aaater*8 thesis, Department of Industrial Arts, North Texas State University, Denton, Tsxas, 1949.

7. Feirer, John L., Ml» Our Teacher Education Adequate?" industrial Arts and Vocational Sducation. L (ttooetaber. i w u , u ,

8. Feirer, John L», "The Role of the Industrial Education Teacher in Vocational Guidance," industrial Arts and Vocational Education, Lt (May, 19^2), 17•

9. Gray, lloel arsn, 'Relationship of Score® Made on Apti-tude "<?• and "V" and Parts "IT* and "I" o£ tl» General

16

19

Antituda Test Battery ©Eli ftcadesaic Qvm&m Hade in Industrial Art*." unpublished master** thesis, Depart-want of Industrial Arts, North Texas State University , Denton, Texas, 19S2*

10. Hagey, James T*, "Factor* of Selective Admission to Industrial Art* Teacher Education." Research in Indus-trial Education* 1956-1939* Vocational mvielon CTStffi So': S5S,-pS!M3»Poa, Ooveirwient Printing Office, 1961*

11. Hale, Peter p., "A Comparison of Kuder Teachers * Interest Patterns with Those of Veteran Teacher Trainees*M Edu-cational Administration and Supervision* XXXV111 (SioTOc&ar, 10SS}, 415-i.ag: K =

12. liale, Peter P., "Isolating Objective Factors £ « the Teaching: Profession*0 Journal of Educational Research XTA'III (March, 19355, W-itflT.

13. Hartsell, Martin A*, "Interest® and Factors Involved in Choosing an Occupation," fteaeareh In Industrial Mu« cation, 1936-1959, ¥@c«tii*att OlviiXc&k "SlflSin K * 293, Washington, Government Printing Office, 1961*

14« Hoagland, Donald P., 'The Effect of Intelligence, Arith-metic Ability and Age on the Suooeea of Students in Shop Subjects*" Research in Industrial Education* 19S6-1959. Vocational1 Blvlalon' SuUeB'n % . " » » / SKKlngfon, Oovexment Printing 0£ttc«, 1961.

13* Jarvia, John A*, "Studexit Survival Factors in 8tout State Oollege." Xnduatrial Arts and Vocational Edu-cation, a m (iUriw, IsSETT 7*5-3977*

16* Kuder, o. P*, BawUaar M m m X for the leader Preference Record, Voeatf < I & Y ! " t S l c W e u Scikice keaearctf

17. Michaels, William J« and H« Ray Karnes, Manuring Edu-cational Achievement* 1st ed*, New York. (Sraw-Hill :gooE-tg;/inc., iml

18* 5 morgan, V. J*, "Some Remarks and Result a of Aptitude Testing in Technical and Industrial Schools," Tha Journal of Social Psychology. XX (August, 1944), 19-29*

19. Hair, Ralph K* and Lynne C* Monroe, "Selection Factors in Industrial Art* Teaching as a Career," Industrial Arts and Vocational Education, XLIII (December, 1934), 5557

20

20. Nichols, Corydon 0., **A Survey of College Entrance Ke« quirenents for Teachers of Industrial Arts," Ki eiirch in Industrial Education, 1936-1939, Vooational Division ffilf&'ti Jy®«Wa#it7 Internment Printing

21.

26,

OCflo*, 1961.

Nicksick, Theodore, Jr., "Relationship between Aptitudes and Major Fields of Studiy," unpublished doctoral dis-sertation, School of Education, n o r t h Testa© State U n i -v e r s i t y * Denton, Texas, 1937.

22. liobinson, Walter J., **Trends in Industrial Arts Teacher-Training." Research in Industrial Education. 1936-1959* ¥©oatiwil f ivicion m i i H a USTafl,' Wasl*i'ngS5§7 Government Printing office, 1961.

23. Savage, Wilbur C., "The Construction of a College En-tram e examination Capable of Measuring the Hechanioel and related Knowledge Desirable in a Prospective Indus-!ri*l,A2* "^."SaSSESiS ig Xnduatrial Bducatlon, 1930-1933. Vocational Division Italiefcin Ko. 264, Washington, Qoveraoent Printing office, 1957.

24. bhaffer, Kobert H. and G. Frederic Knder, "Ruder Interest Patterns of Medical, Lav, and Business School Alurani," Journal o£ AppliM Psychology. XJCXVII (October, 1953),

23. Super, Donald E., Appraising Vocational Fitness by Means of Psychology Teat"»ww ¥wk»L iai'par'r<fod'"'ifPotlters».

27. if. 5* Department of Health, Education, and welfare, serongw SehogU though guldmee. CyunttUnR, Te»tlng, 3t»te lJ»ifer®tslp.instructional flesourceii. Ewaipwpr ll^^OCWiA,y®«Miigtbn,^©vett»«ife Wiping Stile*» 1963.

26. Warren, Howard a., Dictionary of Psychology. York, ({oughton Mifflin Company, '

29* wiedoa, Jessie E., "A Study of the Interest Patterns of Pre-Msdieal. Student® a# futvesled by the Kuder P re fe rence Record and the Strong Vocational Interest Inventory." unpublished waster's thesis. School of education, North Texas State University, Denton, Texas, 1950.

OiftFTim 11

DESCRIPTION OW THE WSmmmtS EMPLOYED

The General Aptitude Teat Battery

Ttws m i s it m battery or combination of several impow~

tmt aptitude tent® mmI "wee developed by the U. S. Employment

Service to select applicants for e«pioysttnt • Research under*

lying thie test feegsn in 1 9 M with this Occupational Research

Progrw doing experimental work in the area of cooperative

research. Vocational aptitude testing began shortly after

in the Employment Stabilisation Research institute of the

University of Minnesota* Information on characteristics of

woirker® and test developsmiit wmm colleoted and analysed,

and in 1947 the Qeneriil Aptitude Test Battery m e initially

releaaed for use (1, p. 573)•

Slnoe the GATw was developed and introduced to select

applicante with retirements to swatch the skills needed for

a ©peelfie job, nsny professional jobs and openings requiring

©oilege-traitw& irsdividugtla also needed patterns developed.

A project to obtain aptitude patterns in seven academic

mmmm was begun and completed at the University o£ Utah.

The oeoupetlonai aptitude petterns developed as a reault

were in biological science, business, education, engineering9

social sciences, medicine, end pheraecy. A conclusion dravn

21

22

fro* thie research ia that it ia poeaible to develop an

oeoup@tlot»al pattern for general college auooess regardleae

of the field of epeeialieation <4# p. 265)*

The entire (Ml conaiata of eleven pe^r«^t<*peneil

teats and four apparatus teata* A letter distinguish*® each

part arid by grouping two or sore parts together a total of

t m different aptitudes are MMUnired and aeerd* Alpha-

betically, the test ia divided into the following parte:

Part A. fool Matching! Consist® of a eeriea of tter* ciffittr. coatairling a Btim&lxm drawing end four bla#i>fsM*"Whit® drawings of eiaple ahop tools* The eaHMotnae indicates which of the four bXe^-aml-^iftut© drawing® ia the awe a* the etieulue drsvinga* Variations exist only in the di atrifewtioia of black M i white in e&oh draining*

Pert 3* Ks»o Cc^ariaom Conaiata of two coluus*® ©f n u l l the w b m inspect® each pair of mmm$ mm in eitoh c&lwm,, end indicates whether they are the mmm or different, » #

Part G. H Marking i Oonalata of a aeriea of large oepitel "H'a." The examinee. draws? a short vertioel line through the bar of eaoh K with-out touching the aides # working rapidly to draw m taaay lines as peaaible in the ti®a allowed*

v % w t °* Qottputetiont Consists of a ivuiiiber of nrith-metlc exercises requiring the addition* subtraction, multiplication, or diviaion of whole timbers*

Part E* T^»Dj»eiisioiial Space> Consist!; of a aeriea of 'cxercis e«i cdntaiiiiiig a stimuli!® figure and five geometrical figurea (two-dimensional line drawing®). the Mniae# indicates which one of the five geometrical figures ia ®ade by raaurassigssient of the parte of the ®tiaul«s figure*

23

m of large rec* fSSgTas. The examinee taps with pencil to as&ke three dots in each of the rectangles, vasicine m rapidly » possible during' the tlaae elicited*

Part lim i'lreeDiatftaeionai Spwttt Consists of a itrits four dryings of three-

dimensional obj«et«. The stimulus figure is pictured as a flat piece of metal vhich ia to Im bent c«r railed. or both* Lines indicate vt»v» the figure ia to be beat* The examinee indicates vhxeh of tike four drawing® corre« sponds to the stioulus figure*

Fart 1« Arithmetic RimmmhULbki Consistw of a nusbsr of S I B S E H probims expreased verbally.

Pert J* Vocabularyi Consists of sets of four words 'sMh.1'" The examinee mzm&ww each set ml indicates %fhioh tws of the words is relsted by having the "mm.n m "opposite'1 meaning re-corded*

Fart Km Mark Making; Conaiats of a aeries of squares & mien t& examinee Is to mate three pencil narks, working as rapidly as possible. These mmtks to be made art start lines, two vertical nnd the third horizontal! f beneath thwft.

fart L. fstsm MateMwgg Consists of t**o &wp* of variotislf" ©hlp®t line dressings* The ocminM indicates which figwres in the second group are exactly the same else ami shape as each figure in the first stlwlus group.

Fart Mm Piece* The equipment wed in this test and for si so Fart 1 consists of a rectangular wooden board (peg-board) divided into two sections» each containing forty~eight holes* The upper section contains forty weight cylin-drical wooden peg®, The examinee, rmavm the <m&&m pegs fro® the holes in the upper part m& inserts them in the corresponding holes in the loifer part •owing two page eimulteneously, one in each hand* This per* ferMnee is repeated tm or more times* with the mwmLfm® working rspidly to move as many pegs as possible during the tin* ellowed for each perfomanee*

24

Part Tumi The equipment used in Part M is used In BEe l«ct* In this etie the Lover section cont&lns the £orty*dght cylindrical pegs* The « m 1 w s rmmvem a %?ooden peg from a hole using one hand, turns the peg mmr with the ewe head so thet the opposite «nd is up, end returns the pegs to fch® hoi® froa which they were taken, the eigawinee work® as rapidly as possible in order to turn ee oeny of the forty-eight cylindrical pegs ee possible in the tine allowed* This performance is repeated two or More time*

Pert €»• Aiiefcin She cMjuipoent used for this test Consists of e smell rectangular Cfinger dexterity board) containing fifty hole®t end e supply of mail ©efc&l rivets A d westers* The eicsBinee tali## e snail rivet Croa e hole in the upper part of the board and at the m m ilea© rsasaove® a sssall washer fro® e vertical rod with the other hand* The mtmaitmrn puts the meter on the rivet M l inserts the assembled pert in the corresponding tele in the lower pert of the boerd using only one hand* The memim.® wwpks rapidly to saove and replace as many rivets es possible during the allotted tine*

Fart ?• Disassemble* The used is the sen® as tha t described in fart 0* The t^aminee rams the small metal rivet from a hole in the loner part of the board$ slides the washer on the rod with band and the rivet into the correapoiwSifig hoi#, in Hie upper part o£ the boerd with the otter hand* The examinee works repidly to move slid replace es neny rivets end westers es possible during the tine allowed*

The following ten aptitudes are obtained from the

fifteen tests ebove:

G Intelligence* General learning ability. The ability to "*«twlhf oW" or understand iM»tvmt±mw mmd mdrne-lying principles | the ability to reason and make judgments* Closely related to doing well in school* Factor WG" is sskde up of three perte of the Battery which are ee followst Part H (Three-Dicaansiooal

25

Space) f Part I (Arithmetic Heaaon) , « d Part J (Vocabulary) CI# P« *>•

V Verbal Aptitude. The ability to umtarctand the ae#^**®1 of-wortk and ideaa msaociiited with the®, mid to us® them effect ively* The ability t® comprehend language* to relationahipe betwe« wwii art to understand meanings of whole aentencea m d f*u?ap*apha. the ability to present iiifomation or ideaa «l«urljr.

W Numerical Aptitude. Ability to perform arithmetic op riRtiotis Sickly md

S Spatial Aptitude* Ability to ootoprehend forma in apacemad undsretand relationahipe of plana and solid objeeta. May b«s used in ®u©h fca«k» as blue-print reeding and in solving geometry prohlmm* Frequently described aa tha ability to "visualise" objects of two or ttarse dimensions* m to think visually of geometric fonu.

P Form Perception. Ability to perceive pertinent lifiTil in objects or in pictorial or graphic mate-rial* Ability to m m vlnual comparisons and <tis« criminations and «hmi alight differences in shspes s M ahiwting© of figure® Mid width® and length® ©£ lines.

Q Clerical Perception* Ability to perceive pertinent detail in vcrWl or tebular material. Ability to obssrve differences in oopy, to proofresd word® and numbere, mA to avoid perceptual errora in arithmetic oomputetioiu

A Aiming or SBH&A 2ESSS6$iffl* Ability to coordi-B E e e f w sSZC tiSSfe or r w « n M e a w u l y a© aa to make preoiae movements with speed. Ability to con» trol rapid movements of the hand in accordance with what th@ eyes mm*

T Motor Speed. Ability to male® hand lomsuii, such a it tapping, rapidly. Ability to make & reaponae swiftly and accurately. Probably related to reaction time.

P Wttmm tmstmltf.* Ability to move the fingere, and iiai&pulate email object# with the fingers* rapidly or accurately*

26

M iteasL 2&&s£l£2> A ;*nda ««fiy i m iidiuuuy• Ability to vork vith the hand* in placing ant turning wotiona CI# p» 4).

The broad coverage ®££or«tM toy the above battery mean*

that mil individual emu obtain mi hi® aptitude*

relating to ®arer tw» thcuaaxtd ©ampitioa® In about two ami

0H@«« uajpt©r how®. Sine© m m part* of thia battery retire

perception arid jud^oent, they etrictly cannot ba called only

an aptitude teat. Avtietio and mwie&i capacities are not

mmmrwZ in thia teat, a deficiency Dvorak said ia a definite

limitation. She noticed that ertiatic aptitude, nt&iiicai

aptitude, and eye-hand-foot coordination are respired to a

degree ia ail occupation*, and that teat® for theae should

be a part of the Battery. Super wrote that mm though

artietie and mmiu&l aptitude® are not tueaaured in the teat

it ia probably a viae onlaaien (8, p. 361). Dvorak noted

the fact that it does not ewer sufficient field® of mrk a®

a aecond limitation (At pp. 375-376).

Th« tiepart»e«t of Labor Ueta tftree main limitation® ia

reference to the OATB. limitation* are ae follow*t

1. Not all of the aptitudea that muat be conaidered in counseling are measured by thia Battery.

2. only preliminary Occupational Aptitude Pattern® and a limited number of Pert XV cleaaificationa are included.

3. <*ily a email number of the many occupations identi-fied in the Dictionary of Occupational Titlea, which aay be related to aptitudea meesured by thia Battery, have been liated (1, p. 17).

27

Gcapletion of thcs eleven paper<H&r«d»p*neil test® takes

•bout one hour, Completion o£ the four apparatus tMt*

takes an additional mm as*! one-. j.«n:er hour*. A total ®£

til® w score# is transferred to the teat record cant aw!

converted by the mm of * mmmstm table, The o@wr«rt«d

ecorne are added in order to get ttm aptitude scores in each

o£ the ten aptitude field* (§y p. 260).

The ifiuder Preference Record— ¥oc©fc tom*l

The Kuder ie mm @£ the oost widely isw<mt«rie« af

its type. Thie testing instruaeafc, developed by Q» Frederick

i%d@rt mrs originally published for use in 1939* It is besed

on the assumption that a person's besie interests csn be « •

pressed in terms of relative strength of preference within

the person for certain broed categories of aetivity (5,

p. 185)•

a»d®r began eonstryetioa of mi Interest area by pre**

paring a large muoiber of it«as whieh logically appeared to

treasure jref«rene«i for aotivitiee in a certain area—raeli as

scientific activity. An unaeleeted group of people were

given these itsns and then scored according to a preplanned

key. This key «a« based on Ender's subjective iudgmttt as

to the kind of response indicating scientific interest.

Each itesi was then analysed to determine its ability to dis-

tinguish between persons staking high and low scores on the

key* The it mm that distinguished interests were retained f

2®

and the otters were discarded. Thus, the response® to it®®®

proposing to aeasure scientific Interest w t consistent

with each otter. Kuder then took ttm pattern of those

responses and embodied theft in a ®<s©rii*g kef for the aci-

entiflc interest area. Thia n»6 process wm repeated in

order to cover each broad area of iutereat (6, p. 291).

Kuder neaet developed a ®©al« of score® for each interest

area which showed that, in general# each scale was iudepend-

eat of any other eeale. It la therefore poaalble to osaaure

aeparate areaa of iutereat when giving thia teat. The aeorea

should be interpreted aa Indicating the relative degree of

Iutereat a peraon haa lu each iutereat area p. 291).

A teat blank containing 30* items offers three poaalble

choices. The individual indicatea which choice ha iikea

beat and leaat. A typical itsoi ia aa follows i

a. Develop new varletiea of flowers b. Conduct advertising campaign for flcriate o. Take telephone ordera in a floriat ahop.

If "a" la liked, credit la given toward aolantlfio and

art 1stlo areaa. If HW* ia liked, oredit is given toward

perauaaive areaat and if McM ia liked, credit ia given toward

olerioal areaa. Totaling the credits in eaoh area gives the

seore. An answer pad facllitatea scoring in about five

ainutes <§f p. 185). The aoores are than plotted on a "Fro-

file Sheet** that vleuelly enables the range of eaoh interest

area to be seen in relation to all Interest areaa tested.

29

The Kuder yield® aoorea in ten brood areaa of intereat

Ml followas

i* OUTDOOR interest swssati® that you prefer work that kittl you outaide moat o£ tte tlata and ueually deal# with amiiasl® and ^rowing t hinge.

2* HBOHmiQfcL i&teroat wmmm you like to work vtth laachltms aswS tools*

5. CCHPUTATIoaAL iator^t mmm yov. like to work with

4, SCIENTIFIC iotereat aeons that iron 113s© to discover new facta aolve prot*l«»#

5* PERSUASIVE intereat saeana that you like to Met and deal with people and to prmmtm proJacta or thinge to sail,

6, AHT1ST10 interest aaana you like to do creative work vitih your fwii&a,

7, LITERARY intereet ehova that you like to road and

6» MUSICAL Interest ehwt you like going to 0Q0B«rt«f playing instruments, singing, or reading about ausuu

9, • SOCIAL SERVICE intereet indioatee a preference for helping people.

10. CLERICAL intereet aeana you like offlo® vork that rWpiiree preoiaion and ecourecy (?t p. 2) •

CHAPTER. BlBWLOffiAnnr

1. Department of Labor, U* £* naploywsnt Service. Quicte to the use of general Aptitude Teat a»ttyg* B4Qgl', Part

' peraEiig om.ce, January, 1947.

2. Department of labor, U. S# Bureau of Employment Security, Guide to the Use of m m m t Aptitude Teat Battery, ?^cfroirfrr ra«s7 pattern

•Tewu33S ","'i»9{$fl» .

3. i>ep«rtsient ©f Leber, U. S* Bureau of Employment Security,

October, 1962

4#

5* i'roehlich, Clifford P. end Kenneth B. >loyt. Guidance Testing,. 3rd ed., Chicago, Science Research Associates, i.D6 •, 1959#

6. Kroehlich, Clifford P. and John 0. Oarley, Studying Stu-dents, Chicago, Science Research Associates, Inc., 1952,

7. Kuder Preference Eecoi^i**Vocatioaal» foras. CM, CM, Pro-file ISitVIMoap, Ici"EEO«sHreBAiebHatee, Inc., 1931.

8. Super, Donald £., M a s k i n g gl|gjig M Bfjffig of Psychology feafe. llw ibrfc»larger m<& Brothers, 1949.

50

CHAPTER XXI

INTERPRETATION AND DISCUSSION OF THE WOk

Thia part of tli® «tu% preaanta an interpretation and

dieouaaion of tli® aptitude m & intereat actor©® tuade top

induatrial arts major® on the two stmdardissed inatruoenta

deaoribed in the previoua chapter. Atialyaia md diaouasion

of the teat result* tier® undertaken* uaing well-Iaiowa tech«

ni«p®s of interpretation. Presentation of the profile data

WM B*KU ia a taenner that would eatabliah a rank or level of

aignlfieasie® for the particular area under consideration.

Analysts of the QMS arcwp scora*

Table 1 ahowa the oean raw scores, the atandard devi-

ations, Mid the aaaa pereentile aeorea of 106 male industrial

arta oaajora who took the OkTB upon entering Berth T«aa

State Univeraity, Denton, Texas, and later gra<luated froa

1955 through 1959* The individual raw aoorea in each apti-

tude area ware grouped and totaled by aptitude area. The

standard deviation froa the mean wae obtftlMd from the

grouped aoor«a» and the man percentile scorns were computed

fro® tablea supplied in the U. S. Employment Service booklet

explaining the development of the OATB <ly p. 4>. Aa thia

atudy waa limited to only ®ale stud ent a and the GAT® m a

51

32

developed and scortsd. on a intend sex f&pulation £tid«K» It w t

neceseary to lasert ft correction factor to offset the «£f«et

of using malt e acres only*

TAiLE X

AKXS MAJORS OH WE GATS

Aptitude Area Mean llaw i icore

Standard deviation

Mean Percentile

Score

0 Oeneral Intelligence 116 14 78

V Verbel tm 14 67

B ?)uaierioal 110 16 69

$) Spatial 120* I f 34

P Form Perception 119* If ®S

Q Clerical 110* 16 69

Corrected to o f f s e t the e f f e c t of male eoorea only.

Reaeerch by the U* S* Snployoent Service on the effect

of «ex on aptitude scores revealed no significant differences

for areaa a* V, and Nv but significant differences for areaa

S 9 P» ami Qm In accordance with t h e goverraient vMaant**

datione, the male aoorea in areaa P and Q were given a bonue

of six and twelve point a respectively v and eeven points were

subtracted f rom a r e a S s c o r e s 13$ p . 1 3 7 ) .

33

It will be noticed that only the first eix aptitude

areee are reported on In this etudy* Thie ie due to the feet

that the remitting four ereae oaapriaitig the QAT5, vhieh con*

•let of apparetue*»type teat a, were not given to aoet of the

students* These £owr areas Measure eye»hend coordination,

M l # epeed, finger dexterity, and toenual dexterity, and not

perhaps direetly related to success or academic aoMLifvammt

in college, and therefore vere not given to a majority of

the £reeisasn enrolling in industrial arte ae a major.

The ecore of IKS on aptitude 0 in Table X shove that

the Industrial arte majors visre in the seventy-eighth per-

centile for general intelligence and learning ability. The

standard deviation of fourteen shows that about t w third®

of the etudente lied acore® bmtw&m the fifty-fourth through

the ninety "third percentiles* The verbal aptitude area

mean score o£ 109, with a etandard deviation o£ fourteen,

Mane that about seventy-two of the ecoree ranged betwMte

the fortieth through the elgh ty-eeventh percentiles. in

numerloel aptitude the lnduetriel arte aaj©m siede a eoore

o£ 110* The epatial aptitude eeore was 120, tha highest

recorded area eeore, (mil It placed the group at the eighty-

fowrtli percentile. L©a« than one third o£ the eeoree fell

outside the forty-fifth to the ninety-third percentiles.

A eoore o£ lit « w wade in the £om perception area end

thle indicates that a majority of the group eoored between

34

the fifty-fourth to tlmi ninety-sixth percentiles* In the

clerical aptitude &r®n the score was 110, placing the group

in the eixty-ninth percentile* over two third# of the group

scored within the thirty-eighth to the ninetieth percentiles*

The Group Pattern Revealed by the GATt

Since th* object of this part of the atudy is to develop

m profile of aptitudea indicative of industrial arte stu-

dents f it was necessary to tmve aoras against whioh to

cotapare the group scores* Table II shows the group scores

of 106 male industrial arts majors plotted as a profile and

ceapar^ to n©rn» established and mw& by the U* S. fosploy-

m l Service, Soma explanation of the norm used in each

area is necessary before an analysis of the data • can be

attempted*

Th* general wear king population norm tot each una of

the cmTB is 100, so that a score above this figure is

accordingly atoovis the average nana or general ability of the

working population. As the purpose of the OATB is to help

the U* S* Eaployocnt Service select capable applicanta for

particular Jobs, it was necessary to set up minimum n«®»

or cutting scores for every job existing within the United

States Government, tfiere feasibi? . Many minimum norms have

therefore been established in the professional areas of work*

The nona or cutting score selected for use in this study was

that of instructive service woriter, high school teecher* It

35

v«e established for aptitude area* 0, V, and 1 only. A not*

ou the validation for these mitiiwm noraa for the high

achool teacher state® that "a teat dwel^pwaiit ha® been con-

duct®*! for this ©o»patte$ ami a significant cow slat toil has

been obtained between the CYUP (occupation Aptitude Pattern)

noma and the criterion Cor thia occupation" (2t p. IS).

These cutting score® tatm the mitxLmm cosw&idered aaeeeaary to

finish a four-year college pro grata and aecure a bachelor va

degree 1st eome field of education*

The government apecifleal ly ainglea out aptitude G

(intelligence) a* a predictor of collage aucoeea, baaed on

the following data: a acore of 100 la naoeaaary to complete

two yeare of junior college with a degree or certificate

awarded; a acore of 110 la neceaaary to finish a four-year

college with a bachelor*a degree awurdedf and a acore of 120

la needed to successfully cooplete a professional college

offering such highly ©pecsialiised courses a# medicine, engi-

neering, or den&latry (2, p. #>• No criterion haa been

developed relating high achool teacher noma to college auc-

ceaa lor aptltudea St P, and Q, ao the nora aelected ie the

one dwmlopcxl for the general working population*

Table 11 alma that the «iniisu» cutting accraa eatab-

llahed for high aohool teachera In aptltudea 09 V, and M are

1101 105, and 105, respectively. The lnduatrial arta majors

had scores for these a m areaa of 116, 109, and 110,

M

respectively, this indicated that they possessed a five,

point average above the minimum required £or successful

college work in a four-year college program leading to a

bachelor's degree*

TABLE IX

PROFILE OF THE AITITUDE PATTE&K FOtl 106 INDUSTRIAL ARTS MAJORS SHOWING THE GROUP SCORES

MUST® THE SHRUB on THE GATS

Aptitude I3ATB Score Scale Area 95 100 10 3 110 113 120 l?3. . 130

Q

V \

N

S

P i •

/ / / *

/ \

/ \

/ /

Q < •

Minimis! normf high school teacher, areas 0, Vt end N« General wrMng population norm, area® S, 4 ^nd Q. Score* of industrial arts oajors.

In are* G only, the group scared «tix points above the

aora of 110 <md atiowad that over one third had th* ability

to engage in rashly technical wojt or to pursu# m pro-

fessional field such as nerficine, engineering, or dentistry.

Exactly thirty-eight o£ the students had scores o£ 120 or

above.

37

Aptitude area S (spatial) m e twenty points above the

general working population average swm of 1001 Area P (form

perception) we® ttitrntmrnu points ab»e the nomt Mid area Q

(clerical) was tan points above the norm. These three areas

are significantly high, averaging over sixteen points above

the general worldng population mom*

Suanary of the GATE Group Findings •

This part of the chapter preaents the findings of the

so*©® nude hy 106 nale industrial arts majors on the GhTM

in order to obtain a profile of industrial arts majors.

Using the norms established for high «seti©©i teacher success

in aptitude areas G, \% arid N, a group pattern vac exhibited

which was five points above the cutting score or minisum

nem needed for success la a fcctr year collcge program

swarding a bachelor's degree. When aptitude G only was used

-as a predictor of professional it showsi that

38 of the 106 industrial arts majors had the ability to sue*

eeed in a course of technical study in a field such as

taedicine, engineering, or dentistry. Aptitude areas St P,

and Q scores, as coopered with the general working popu-

lation norm of 100, showed that the industrial arts major©

were sixteen points above the average iwm* This Indicated

a significantly high aptitude for spatial, form perception

and clerical aptitude areas of work.

58

Analysis o£ the Kuder Group Score*

The test scores of sixty-seven. » k students enrolled

in the industrial Arts ifepartnsat o£ North T@s»« State Uni-

versity, Denton, Texas, were used in compiling a profile of

interests on the ISuder Preference !U»qrd»»Vowti«tiftl«. The

fi» ©cores In each Interest area grouped and totaled by

internet area* These scares wsre than used to obtain the

standard deviation £imm the mmn« The nean group raw scores

were nut plotted on the Kuder profile form sheet which

enabled the percentile ©cores to he obtained*

Table III shows the wmm rav scores, the standard devi*

ation, and the mmn group percentile mmm for each are® of

tha Kuder* Xnterpretat ion of scores falls into three rangest

above tha seventy-fifth percentile denoto® high inherent in

that area; betveon the tventy»fifth and the ccvcuty-fifth

percentile denotes average interest | below the twenty-fifth

percentile indicates no interest or e possible dislike for

occupations in those areas.

As shown in Table XXI, the seen group percentile in tha

outdoor area is fifty. The standard deviation of thirteen

ehowa that most of the group has an average to high interest

in the outdoor area occupations* Xn the nachanioal area a

BMMUI percentile score of eighty-three indicates a signifi-

cantly high interest in taeehmtcal activities* Two thirds of

the group scored between the sixtieth and the ninety-seventh

39

percentiles* This vae tlm highest score recorded for any

Interest area# The computational area shows a aeaa perc«n*

tile of fl£ty, indicating an. overage interest in this area.

About two thirds of tlm grmip had scores bcktween the twenty*

first ®»5 the •evcntyelghth f*rea»tii«.

TABLE XXI

TOE MEAN HAM SCOPES, STANDARD DWXATXWS^ AWJ THE MEAN PERCENTILE SCORES HAM Hf SXXXMRVGK XWJSmiAL

ART® MAJORS Oil TOE KUDE& XtfXSRSS? AREAS

Mean intareat Mean Raw Standard fwcantila Area Score Deviation Score

Outdoor 5© 15*0 6S Mechanical 56 7*3 63 Computational 28 6.9 SO Scientific 41 9*6 52 FavsuMiva 37 il.s 43 Artiatic 29 9*1 77 ULterwry 1 5 «•« 19 Musical I© 6.5 40 Social Service 43 10,6 43 Clerical 44 9.4 46

111 the scientific intereat area, i;i£ty»t«o w m the M a

percentile acore which indicates memgm interest in science

activities* The standard deviation of 9*6 denotes that ttio

thirds oi" the students scored between tlm tw««;y.»£ir#t A d

tim eighty-third percentiles • A acoro of £©rty*»thr«s© in the

persuasive interest area indicates average interest tor that

field * Two thirda at the group uede acorea ranging between

40

the twelfth end ttm e«venty*»third percentile* The artistic

area mean perotntile war# m « seventy-seven, indicating &

higl'i interest for this a m . About tvt» thirds of the s«f@l

f«ri fch© £ortyHii&©£>fid and percentiles*

This interest ar«® wm» m®oad highest for th» group* sur-

psstd only toy the Mehanioal interest area.

fli® literary arai •©«?«§ nineteen, shewing a ink o£

interest In thie «p®a» awl caused thie interest t* fell

below the twenty-fifth percentile. Scares for tt» thirds ©f

the p)ip vere between the second and forty-ninth percen-

tiles* The musical area showed average interest with a i»ean

percentile eeore of forty, end two thirde of the group were

between the £i£th and the sewsity siiitb percentiles* In

social service the group eeore we forty-three and appreoci*

nataly two thirds of the scores were £vem the sixteenth to

the seventy-fifth percentiles, revealing average interest

for thie area* ®mmp More for the olarical intereet area

use £orty-«i#*t, whioh denotes en mwmemg® interast* The

percentile range far two thirde @£ th* group was between

eighteen and ivrnty-tvo, which indicates average intereet

for thie type of activity*

The arwip Pattern r.eveeled bjp tl» feter

The problem in ttila part o£ the study uam to determine

on interest profile of industrial arte student a through en

analysis ©f the interest areas tested by the Nuder inventory*

41

The date in Table 111 were analysed, and TIM percentile

range d&taminad if tin interest na© tegfcf average, lW| or

disliked.

Table IV deplete the SMUMI group percentile soore in

eaah of the IQuder interest &EMM MAA indicates tt» type o£

ft? J* Ttf

THE MRAESR PAXTOH M A N I E M SUMR-SS^ra imumui, ARTS mj€Ki SHCWIHO THB M A N VBMWSIUL so©§« m®

immwm n w en not toum xirauesr Aims

Interest Area HM

Peresn&il* Seora

interest fypes toy Percentilaa

Interest Area HM

Peresn&il* Seora

!ten® Tertiary Secondary Priwsry Interest Area HM

Peresn&il* Seora 0-24 2JWI4 63-74 ?3«10©

outdoor M

Mechiuvio&l 83

^aputatiouaL 50

Scientific ss 1 •

Persvuafiiv© 41

Artistic 7?

Literary 19

Muaioal 40

Sooial Servioe 45

Clerical 48

interest cumrdiDg to primary, secondary, tertiary, or XW

intarwat, as voll ee a profile o£ th* interest pattern ot

42

the group. a« shown in Table IV, the group p£ industrial

art® aajors Imi a pattern of interests of a primary and

tertiary nature* Primary interests are indicatwi in the

mmbmmlmt and artistic areas. Outdoor activity was found

to be a secondary interest. Tertiary Interests are shown in

the computational, scientific, persuasive* vusieal, social

service, and elarioal areaa. A dislike or lack of intereat

ia shewn for the literary area.

S w w r of the aider Qrowii fInSing®

A background sketch and description of tl* «»der «tand-

ardised teat were presented at the beginning @£ this chapter.

fto® reminder of ths ©tiaptur c©fw«ra«! itself nith presenting

the findings of the scores on tt» &s*i®r Interest areas for

Industrial arte siajos®. interest mm shorn as high or pri~

®ary in the mmbmiioml and mttmU areas of activity,

Secondary interest m m tthmm in the outdoor area* Tertiary

intereat wns shcim in the scientific, per-

8i»®iv»t musical, social ssrvtee, « * clerical areas of

activity. A lack of interest was shorn for the literary

area*

Gmmm BiaLftXKASfrr

tepntamt of Uiiltad Stat®® mploymmt Service,

*** Mil JsmiSry, 194? •

2 . {Mpartncnt oC f-afeor, United Stmtms Bmemm of Onployoent Security, Qu&de to the " - - - " ~ Battery, Srnmm " iBEiam Structure, wmm aglee"; y«am?y';"i962.

3 , 0©partw®*it of t®fear# united State* Buri»tt of Sftptoynent SMiuritv. auid® to the U«« of QmmrmX Aptitude f e e t iiiin>iuii> iH'w 'MWii o w w m i i m r n m m m m

f Q w e r a -

4 . Dvorek, Beatrice J*t "The Stew USES Qmmml Aptitude Teat Battery*" Jaurail Applied geyohology* XXXX

<#>WWgweiMweaggW*WWrtl 6l» N^PllPliSP* ^ P pBSlWWIwiWI PKpwSBliJwSi

IW7), 372-37©. 5 . Super, mmM E., Appraising V o y t i f f i a k * & £ £ gE «®gg®

®£ gevoholony y — £ » * » t ^ 7 T E e j g a i g ttcMfoge, 1949,

43

C!IAPT£K XV

SUMMARY, COHCLUSIONS, A ® RECaWMOtDATiaKS

Siraaary

This study vta undertaken to determine the aptitude ared

interest profile® of male Industrial arts aajot® that gradu-

ated £mm North Texas State University, Denton, Texas,

but*?®®!* 1955 through 1PS#« Data for the aptitude profile

ware obtained £ m m m m r e ® «ade on the general Aptitude Teat

Battary (GATB) m & data for the iateraat profile were ob-

tained iroia scares wade on the Kwlar Fr«f«rea» llacor4«»»

Vocational. this study also sought to ascertain I w prior

related studies coopered with the findings of this particular

study* It wee thought that the information gained through

this stt«5y coultl be helpful in counseling with prospective

teachers entering *4©rttoi T m e State Univeraity.

Chapter II presented descriptions of the tuo testing

inatruiaente eaplo^d in thie study, the ONTO and the folder*

Each inventory is widely used in the Held of education and

the test ecorea can be readily treated for analyais purposes.

The G4TS measure® ten aptitude area®; g«iir«l intelligence,

verbal, nuaerical, epetial, for® perception, dor leal, aiming

m eye-ts«id coordination, motor speed, finger dexterity* and

msnwal dexterity• Scores for the first six areas were

44

4S

available w&em, used i» the study* The Kuder mmmmm

interesit in ten ®rm®i outdoor, mechanical, coaput&ti©s»l«

ecientifio, persuasive, artistic, literary, suaical, social

service, aM clerical. Score# £or ®aeti area of the

were available and were utilised in this study*

Chapter 111 presented ssa interpretation and discussion

of the data necessary to obtain a group profile o£ the char-

act eriatica pertineat to industrial arts nnjor#*

An analysis of the 106 students' eoorea on the 0471

revealed a pattern Cor success, ueiag aptitudes of fpntml

intelligence, verbal, a&d maserioal, that vera six point a

over the raiaimmi nom required tmc m bacheicr'a dagpee® tmm

m £m»»fmr college* Khen general intelligence wm used

alone to predict &mtdmd,c m m m m analyaia showed that

over one third of the graduatea had the ability to do ad-

vanced work or had tlm capacity to pursue a ©ourae ©£ pro-

fessional study in a technical field such aa engineering, "

acidi«tifiev or dsntistry* These findings were made based upon

the norm or cutting scores established by Hie U* S* Eniploy-

oAt Service for the specific occupation e£ high school

teacher* In thǤ la at three areas measured on the GATB,

showing the spatial, form perception, and clerical aptitudes,

the data revealed that the industrial arts major a were six-

teen pointa above the general population working nom* This

46

finding was significant and showed marked ability for writ

in these aptitude ar«««.

The Kuder interest inventory yielded score® for sixty*

•even industrial arts majors. Treatment and analysis of the

data showed primary interest in the mechanical and artistic

areas. Secondary interest was indicated for the outdoor

area. Tertiary interest was shown in the following areas»

computational, scientific, persuasive, musical, social serv-

ice, and clerical . A lack of interest was shown for the

literary area. It should be emphasised that the Kuder shows

what a person likes to do, rether than what his ability may

be in a specific area of activity.

Conclusions

Based on the data resulting from treatment and analysis

of the test scores utilised in this study, the following

conclusions appear to be significant *

1. The QATB and the Kuder can be used to supplement

other measuring instruments for guidance and counseling

purposes.

2. Industrial arts majors have a discernible profile

characterised by certain high and low aptitudes and inter-

ests.

5. Measurement of the aptitudes and interests, in

order to obtain a profile, can be accomplished by employing

the QATB and the Kuder, This conclusion is further confirmed

47

by tlia results of the rmmt and rel«t«d mtwdim presented

in Chapter 2.

4* A correlation of aptitude anil interest i® noticeable

for certain avmm* THia conclusion is based on the high

interest ©cores ahewa in the eeehaiiiciit and artistic area#

o£ the Kuder corroborating the high aptitude scores shown in

the spatial, fora perception, and clerical areas of the QA.TB*

5# Th® low literary iatereat shown for industrial arts

teacher trainees in Hale's study (1, p. 420) agrees with

this study, tout the low computational and clerical interest

shown in his study does not agree with the tertiary interest

shown in the present study. It emmm evident to conclude

that Kale's statistical sample of five students was below

the sainitnua necessary to eatabliah a valid and reliable

profile.

6. Zt is reasonable to conclude that a high degree of

prediction vith respect to suooeas o£ industrial arts stu-

dents can be t&ade according to the findings of this study*

7* The all male students in this study and the mixed

students in Miekaick*s study (2, pp. 92, 94) disolosed very

similar aptitude scores* It seen* reasonable to conclude

that either a very large nunber o£ students in tiicksick's

study were mlei, or that little discrimination can be caade

between «ale and £®®aal® industrial arts major* in aptitude

ability*

48

8. It Is concluded that industrial arts majors appear

to avoid the literary area due to the nature of the Indus-

trial arte field* Many of the skills necessary for auooeaa

In induatrlal arte involve a physically active peraon using

tools and materials over a wide range of body positions and

movements*

Recomeniatiosia

Baaed on the findings and conclusions of this study,

the following recommendations are madet

!• It la recommended that consideration be given to

the implementation and use o£ these inventories for guidance

and counseling purposes in the industrial arts department •

2* A parallel atudy should be Made utilising teating

inventories other then those used in this study.

3. It is suggested that profiles be established for

other characteristics, auch as personality and achievement,

for induatrlal arte majors•

4. If a large enough statistical eample can be ob-

tained, a similar study should be made using only female

industrial arts majors to establish a profile of aptitudes

and interests*

5* It is recommended that consideration be given in

the industrial arts curriculum to encourage students to read

profeasional literature, as the Kuder reveals that indua-

trlal arts majors may have neglected this area of interest•

CHAPTER BXBUUSUUHV

1. Hale, Peter P., "A Comparison o£ Kuder Teachers* Intereet Pattern® with Those of Veteran Teacher Trainees," Edu-cational Administration and Supervision. XXXVIII (HwmiW, 'may,1 * i « 2 t u — 8

2, Nieksick, Theodore, Jr., "Relationship between Aptitudes end Major Field* of Study," unpublished dootorei dis-sertation, School of Education, North Texas State Uni-versity, Denton, Texas, 1957.

49

BXBUOfflAPIIY

Bookd

A-oe.hli.cu, Clifford p. m& Kmmmth B« Hoyt, misteam Tm 3rd ed., Chicago, Scicnce Raeearch Aeaociatee, Inc• , 1939.

Froehlich, Clifford P. and John 0. Dariey, Studying Studenta. Chicago, £icitnee Kesaaroh Associate*, Xtio«» lf».

Kuder, G. ?•» EK»«ilag&r Manual for the ftjdqr Pgaferttiaeft Record. VodtttUSiU. oil«»go # SetfdW kaaaarob

Hiohe<elc, William J. and M. Ear Karaea, AohicviMnt* let ed., Hev Yorkt BooM'"Go*, Sc"^ i m .

y&rr®a, Howard o.f jrf esy< Moughton Mifflin Company/T93*.

f9 Mm York,

Article®

Baggaley, A, R., "The Relation between Scores Obtained by Harvard rreetwea m, the iCuAer Fre£©r«»e Record «od Their Pielde of Concentration." Journal of Educational ggSioiw. xxmii ig47>; rasa?:

Dvorak, Beatrice J», "The Mew USES General Aptitude Teat «£ x x x l CAugust,

19*7), 372-3^6.

?eir«tr, John L», "la our Teacher Education Adequate?" Indua-trial Arte aa4 vocational Education, L (December, 1961),

%irer, Joha L., "The Role of the Induetrial Education Teacher in Vocational abidance," induetrial Arte, and Vocational Education, LI (May, 1962), 17,

SO

SI

Hale, peter P . , "A Comparison of Kuder Teachers* Interest p«tt«rni with Those of Veteran Teacher Trainees,"

* Supervision. XXXVIZI

tlal®, p«!t«r ?»f "Isolating Objective Factor® for th* Teaching Profession," Journal of Educational Research, XIVI1X (Hwrah, IMS), W-SoTT

Jawrt®, John A., "Student Survival Factor* in Stout State Qolleae." Industrial Art* and Vocational Education. XLVI I (xov«b»r. iMeTrwrz-rs:

Herman

Psycholo

3iair, aa lph K# atsd Lysuie C* Moore*v MS«l©cfci«m abactor® i n

Industrial Ar t s Teaching as a Oareer," Industrial A r t s «**S Vocational Education* XLIII (Docwfeiart 1254}9 SI#*'

Shaffer, liobert H* mid o. Frederic Ruder* Sutler lat«r«sat Patterns of Medical, hem9 mad Business School Aluwti*" Journal eg Applied Psychology. XXXV1X (October, 1953) ,

Thorndike. Edward L»t nlnfc«mti and Abilities." Journal of

Applied Psychology. X2VX11 (February, i944>t #SWi.

Raports

Brown, Ous Henry. "A Study of Halations of Vocational Inter-est to Intelligence, Mental Abilities. Curriculum Offering® and Occupational o p p o r t u n i t i e s of the Ninth Grade in Gibbons High School, Paris, Texas," Research in I n d u s t r i a l Education* 19S6-19S9, Vocational division BSlErtiitf "mr 393, 'fa«KlnsE5n7 Srnaent Printing Office, 1961*

Hagey, Jamas T», "Paotore of Selective Adaisaion to Indus-trial Art© Teaeter Education." Res exarch in Industrial Education, 1956-1939• Vocational bmafam Bu&timn :?o. 295, Washington, Government Printing Office, 1961.

Kartell, Jlartin A., "Interests and Factors Involved in Choosing m Gmwmtton*," limmxtih in Industrial Edu-cation, 1936-1959 9 VocwtlfiHaal

1 Sv^lTosi r&iietia Ho* 293, Washington, Government Printing Office, 1961*

32

jypitteefeie _ Ln Shop Sub*

jects." Research In Industrial Education. 1936-1939* VoeatxexiaXn riivie'ioii Builetin Ho • 2$5, ifashlngton, lovcmBocat Printing Office, 1,961*

Ki.chols„ aoryrion o«y MA Survey o.r College Entrance Require-

ments for Teaeh&rs of Industrial Artsf,# Research la

Industrial Education, 1956-1959, Vocational DiviaTcKi printing

Office, 1961 •

aobinson. Walter J.# "Trend.® in Industrial Arts Teacher-Training;," Research in Induatrial Education. 1936-1939* vooatJUmil mivlalba tgi-ltAln Bo.' 295', ifoahlngfoST " " Qmmstmmit Printing Office, 1961*

savage, Wilbur C., "The Construction of a Collage Entrance Examination Capable &£ Measuring the Mechanical and Related Knowledge Desirable in a Prospective Industrial Arts Student •" Research in Indus trial Education, 1930-1935* Vocafclonai: aii^sion killetla Hp. '3«» Washington, Ckwernment .Printing Office, 1937.

U* S. Department of Health) Education, and Welfare* Stronger " * " " " * " " punselinfi> Testing* State Leadership. Xnatroctxoitga Resources. E<m sanest. W n T O H a , Wa6Utustoi\t Gov ernramt Print ins of lice, 1963.

Public Ooeuwsfit®

Bepartaesit of labor, IU S« Employment Service, Quids to the " l-ltdl.

f 'tlie'of Aptitude feiife tettcry* ¥ectioii''i'l*8

£££££££

the

Lt hgtaoi, :S#r««^wOT'' '"'wt ing 1 W^S«fi7

« Guide to the "Ums oifTrQe£iitrat 'jj&thiuv* Hit ^W6$@swEt^aroSEoEe

w^^e^»«$e?i3E5«wOffice* I W . —

53

Unpublished Meteriale

Brune, Lawrence !•, f ,fctelatiosi oil Score# 2lade on the 0»A*T»B« and the A.G.E* Psychological Examination to AWtBfte sradea," unpublished mater's thesis, Departaant of industrial Arts, North Texas State University, Uetiton* T«e®t 1934# .

Fvana. Arttar C.r Jr., MA Study to Determine the Relation of

Mechanical Aptitude and Academic Qrades of 173 Students Enrolled in Jtorth Texas State College," unpublished master*@ thesis, Department of Industrial Arts, north Terns State University, Denton, Teams, 1949.

Gray. Wtsml oren, "Relationship of Scores Made on Aptitude «<T and "v" and Parts MH" and »*F* of the Oeasral Apti-tude Test Cattery nodi Academic Grades Mede in Industrial £FEF,#rWmBli^<l thesis* Department of industrial Arts, North Texas State University, 1932•

Nickaick, Theodore, Jr., "Relationohip between Aptitudes and Major Fields of Study," unpublished doctoral disser-tation, School of fttuaation, JSorth Twees State university, Denton, Tescas, 1937.

Wisdom, Jessie "A Study of the Interest Patterns of Pre-Medical Students as Revealed by the Kuder Breg«P«we Reootd end the Strong Vocational intersat li|ysttteeggf

%ii#ifiSj§£. Scstiool©S f&dbjcwrtjion$ Texas State University, Daaton, Texas, 1950.

Test

Kuder Preferetwe a«o$d«**Voeat$£ml, Aortas p , CM, Profile SB^K'7 SScagOf' Scidfe<se' "Seaearcli 3S3MMwwKtee, Iacs•, 1951.