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The retention of secondary school metalworking knowledge and skills following three months of no training

University of British Columbia

An underlying assumption of an educational system is that the learning which takes place will be of present and future use to the learner. When this learning is not retained well, this underlying assumption is called into question. In no subject area is the use of learning a greater priority than in Industrial Education. Here the value of knowledge and skills is largely dependent on usefulness to the learner. For the present study the researcher developed two measuring instruments. One was a multiple choice instrument that measured knowledge that was needed in the development of psycho-motor skills, and knowledge that was not so needed. Both of these types of learning were separated into mastery level learning and non-mastery level learning. The other instrument measured level of achievement of a continuous psycho-motor skill, namely arc welding. Tests were administered in June to a class of Metal work 11 students, then administered again in September to the same students as they entered Metalwork 12. Multivariate analysis of variance tests were conducted to determine any differences in retention rates. The results indicated that knowledge used in the development of psycho-motor skills was retained well, as was the psycho-motor skill itself. Mastery level learning suffered significant losses unless it was used in the development of skills. Knowledge not used in the development of skills suffered significant losses. Several variables were investigated to determine their effects on retention of these types of knowledge. This study is of use to administrators and Industrial Education teachers as they decide on appropriate methods of implementing Industrial Education curricula.

Text

2010-09-11

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http://hdl.handle.net/2429/28442

Mathematics Education

University of British Columbia

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