MOTOR ABIUTY PERFORMC‘E OF SEVENTH GRADE STUDENTS IN A COED-UCATIONAL iNDUSTRML ARTS PROGRAM it Thu}: fer tho Dean. of MA. MICHEGAN STATE. UNIVERW James S. Levando 15966 THES‘: - ran-nun... “A“..M'W‘ - - _ '.' , :gj “if" LIE;K"LP\ radix...“ 7n Stfim Ivy .3 University - ~1u-a-vsmi ;._ «33-w- w' a": ~ ’h‘ r' IQQ§:.¢_'”L’ $55. 6"" is? . L; C ‘1... a 4“.“‘3’. * ' ' ‘ .1 ' 3::"II’, WI 3. o. :VVI’VI. OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book return to remove charge from circulation recorct mom mm mm Imwcnomt MATEflIAl-Q cams: cam» or moon; APPROVAL SHEET Title of Thesis: Motor Ability Performance of Seventh Grade Students in a Coeducational Industrial Arts Program Name of Candidate: James S. Levande Thesis Approved: _4ééz:gz:/5221Qng;;// C. Blair MacLezfifm Associate Prof ssor Industrial Education Date Approved: May 20, 1966 ABSTRACT MOTOR ABILITY PERFORMANCE OF SEVENTH GRADE STUDENTS IN A COEDUCATIONAL INDUSTRIAL ARTS PROGRAM by James S. Levande The use of manipulative activities as a means of instruction in industrial arts requires insight into the performances of students in existing programs. Knowledge about the motor ability performances of industrial arts students could then be used to help up-grade and develOp programs that take cognizance of these performances. A more realistic approach to the use of manipulative activi- ties in industrial arts would result from this knowledge of motor ability performance. Motor abilities have a broad application depending upon such variables as age, acquired skills, and physical condition. In an attempt to narrow this field so its useful— ness could be applied to the teaching of industrial arts this study limited its investigation to the nature and ex— tent of motor ability of seventh grade boys and girls in a coeducational industrial arts program. To stay within these limits this study concerned itself with the following hypoth- esis: Seventh grade girls are at a higher level of motor ability performance in industrial arts manipulative activities than are seventh grade boys. James S. Levande The basis for this study was the theory that motor ability performance is different for boys and girls and that physical deve10pment is related to performance. Re- search in fields outside of industrial education indicated this line of deve10pment. The student sample consisted of 80 students, 39 boys and 41 girls. At the time of the study the sample was en- rolled in a seventh grade coeducational general Shop program. Four tests were administered to measure distinct factors of motor ability performance. All of the tests had been used in past research. This past research indicated that the tests were reliable and that each test measured a distinct factor of motor ability performance. The tests consisted of two pencil and paper instruments and two appa- ratus instruments. The pencil and paper instruments were a tapping test and a twoAhand coordination test. The first apparatus instrument used was a marble board test, the second was a hand dynamometer. As a result of the data analysis the hypothesis appeared to be supported and the following conclusions were drawn. 1. Girls are at a higher level of perfor- mance in the areas of eyeéhand coor- dination and twoéhand coordination. James S. Levande Boys are at a higher level of perfor- mance in complex coordination of fingers, hand, wrist, arm, and shoulder. Girls and boys are at about the same level of performance in wrist—finger speed. Girls are at a more advanced level of physical deve10pment in the area of height. Girls and boys are at about the same level of physical develOpment in the area of weight. Recognizing the limitations of the scope of this study, the 1. findings do suggest that: Motor ability performance factors be considered as a means for determining levels of ability for girls and boys in industrial arts manipulative activ- ities. Each factor of motor ability must be measured by a distinct and seperate test of performance. The level of motor ability performance for seventh grade girls is higher and different than that of seventh grade boys in industrial arts manipulative activities. Motor ability performance factors be considered as part of the upgrading and deve10pment of industrial arts programs. Motor ability factors can be related to specific industrial arts activities as in the case of the Hand Dynamometer Test. Coeducational industrial arts programs should consider the use of manipulative James S. Levande activities that are suitable for both boys and girls. 7. The design of future industrial arts programs should consider the special motor abilities of girls and boys. Further research is needed to provide accurate and useful information on sex related performance at all levels and ages, factors of ability that differentiates between the sexes and the isolation of these factors, types of ability required to perform the activities used in indus- trial arts, and the development of tests to measure abilities related to industrial arts activities. Other research is also needed to examine the role of social conditioning on motor ability performance and the inter-relationships of mental ability, motor ability performance, and sex in coed- ucational industrial arts programs. MOTOR ABILITY PERFORMANCE OF SEVENTH GRADE STUDENTS IN A COEDUCATIONAL INDUSTRIAL ARTS PROGRAM by James S. Levande A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Secondary Education and Curriculum (Industrial Education) College of Education 1966 6/03“. ACKNOWLEDGEMENTS Sincere appreciation is exPressed to those peOple Who contributed to the development of this study. A special thanks to Dr. C. Blair MacLean, Jr. for his criticism and guidance throughout the preparation of this problem and to Dr. JOhn A. Fuzak for his suggestions and the use of his hand dynamometer. ii TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . . . . . . . . . Chapter I. II. III. Tm PRO BllEM O O O O O O O O O O O O O O 0 Introduction . . . . . . . . . . . . . Need . . . . . . . . . . . . . . . . . Purpose . . . . . . . . . . . . . . . Hypothesis . . . . . . . . . . . . . . Assumptions . . . . . . . . . . . . . Theory . . . . . . . . . . . . . . . . Difference in Levels . . . . . . . . Levels of Physical DevelOpment . . . Determining Levels of Performance . Lmitations O O O O O O O O O 0 O O 0 Definitions 0 o o o o o o o o o o o 0 Summary . . . . . . . . . . . . . . . REVIEW OF LITERATURE . . . . . . . . . . Overview . . . . . . . . . . . . . . . Nature and Extent of Abilities . . . . Motor Performance and Related Factors DeveloPment of Instruments . . . . . . Summary . . . . . . . . . . . . . . . DESIGN OF STUDY . . . . . . . . . . . . . S ampl e o o O o o o o o o o o o o o o o Instrumentation . . . . . . . . . . . Marble Board Test . . . . . . . . . Large Tapping Test . . . . . . . . . Two-Hand Coordination Test . . . . . Hand Dynamometer Test . . . . . . . Statistical Hypothesis . . . . . . . . Major Hypothesis . . . . . . . . . . Sub Hypothesis . . . . . . . . . . Analysis . . . . . . . . . . . . . . . Statistical Analysis . . . . . . . . . Test of Means . . . . . . . . . . . iii Page omq U1U1sh wwwNNl-dl-J I—J ll ll l4 16 20 22 22 23 25 27 28 29 30 30 31 31 32 32 Table of Contents - continued Page Correlation . . . . . . . . . . . . . . . 33 smary O O O O O O O O O O O O O O O 0 O 0 33 Iv. ANALYSIS OF RESULTS . . . . . . . . . . . . . 34 Test Performance Means . . . . . . . . . . 35 Large Tapping Test . . . . . . . . . . . 35 Marble Board . . . . . . . . . . . . . . 35 Dynamometer Test . . . . . . . . . . . . 35 Two-Hand Coordination Test . . . . . . . 37 Correlation of Dynamometer Tests and Other Tests . . . . . . . . . . . . . . . . 37 Correlation of Age, Height, Weight With Test Performance . . . . . . . . . . . . . 39 Age, Height, and weight Means . . . . . . . 39 Test Performance and Use of Musical Instruments . . . . . . . . . . . . . . . . 42 Summary . . . . . . . . . . . . . . . . . . 42 V. SUMMARY AND CONCLUSIONS . . . . . . . . . . . 46 ConC1uSions O O O O O O O O O O O O O O O O 48 Discussion . . . . . . . . . . . . . . . . 48 Eye-Hand Coordination . . . . . . . . . . 49 Two-Hand Coordination . . . . . . . . . . 50 Complex Coordination . . . . . . . . . . 50 wrist Finger Speed . . . . . . . . . . . 51 Implications . . . . . . . . . . . . . . . 51 Implications for Further Research . . . . . 52 APPENDIX A o o o o o o o o o o o o o o o o o o o o o 55 APPENDIX B o o o o o o o o o o o o o o o o o o o o o 57 BIBLImRAPI-IY o o o o o o o o o o o o o o o o o o o o 62 I I i I i! i 1. \ A . v\ , . ,, m r , r. . n . , r a r I. u w e. x u\ n a a , I , A v. . A . a: H n o . . A , a _ . n a n , , A . A A . . . v o w .y r ,. p u o . , a X A w . . n a a x ‘ A r p w .. I. . A . .n c a. I w I A .. r, r . A r . . m .n x , A , n ,. r , ,.. , . A . A A u u ~ a n. A , . r A a , r .. A A s A . n I x, 1 w A , . u ~ .. , . . a ., P. r A a A . ., n n o A LIST OF TABLES Table Page 2.1 Factor Loadings and Reliabilities for Motor Ability Tests . . . . . . . . . . . . 18 2.2 Reliabilities of Predictive Value for Tests of Motor Ability . . . . . . . . . . 18 2.3 Correlations of Industrial Arts Activities Tests with Hand Dynamometer Test . . . . . 20 4.1 Means and Standard Deviations for all Motor Ability Performance Tests . . . . . 36 4.2 Linear Correlations: Dynamometer Test and Other Tests of Motor Ability Performance . 38 4.3 Linear Correlations: Age, Height, and Weight and Test Performance . . . . . . . . 40 4.4 Means and Standard Deviations for Age, Height, and‘Weight . . . . . . . . . . . . 41 4.5 Number of Boys and Girls Playing Musical Instruments . . . . . . . . . . . . . . . . 43 4.6 Length of Training on Musical Instrument for Students with Musical Training . . . . 43 4.7 Hypotheses Tested, t-Values, Statement of Accept or Reject, and Accepted Hypotheses . 44 CHAPTER I THE PROBLEM Introduction Industrial arts, by its use of machines to teach about our industrial society, contributes in a special way to the curriculum of the nation's schools. In the process of using tools and machines the industrial arts teacher enables his students to become involved in many activities that are not found in the regular classroom. These activi- ties are directed toward exploring the world of industry. Activities, in the form of manipulative actions, are part of the industrial arts program. These manipulative actions are used to direct the student's deve10pment. As a means of instruction they guide the student's explorations. In order to make the best use of manipulative activities in the industrial arts program the teacher should have some insight into the capabilities of his students. The develop- ment, direction, and presentation of industrial arts programs requires knowledge about the students' ability to perform in the shOp or laboratory. FEES Knowledge about the motor ability of individuals in industrial arts programs is almost non—existent.1 On the other hand, activities involving motor ability are used to provide experiences in industrial arts activities. Investi- gations that explore motor ability of industrial arts students can contribute knowledge to the field of industrial arts education by (l) establishing some indication of per- formance in manipulative activities used in present programs and (2) by setting up guides for the development of new programs. Pur se Motor abilities have a broad application depending upon such variables as age, acquired skills, and physical condition. In an attempt to narrow this field of motor ability so its usefulness can be applied to the teaching of industrial arts the purpose of this study is to investigate the nature and level of motor ability of seventh grade girls and boys in a coeducational industrial arts program. 1W. P. Spence, ”Research in Industrial Education — A Look at the Past," Industrial Arts and Vbcational Education, LIII (December, 1964), 57. 3 Hypothesis In order to provide more knowledge about motor ability and to limit this investigation to a reasonable sc0pe of the subject, this study is concerned with the following general hypothesis: Seventh grade girls are at a higher level of motor ability performance in industrial arts manipulative activities than are seventh grade boys. Assumptions The following assumptions were made in the process of develOping the above hypothesis. 1. Motor ability is used in industrial arts manipulative activities. 2. Knowledge about motor ability performance of girls and boys is required in develOping and presenting industrial arts programs that meet the needs of the individual. 3. Tests used in measuring student performance are valid and reliable tests of motor ability performance. Theory There are a number of factors to consider in the area of motor ability performance. 1. Motor ability performance is at a different level for girls than boys at given times in their schooling. 2. The level of physical development in seventh grade stu- dents is related to motor ability performance. 3. Research can be used to determine the level of motor ability performance. 4 . . . l 2 . 3 Difference in levels. - Espenschade , Moore , Whipple , and Wooley4 state that there are differences in the motor ability performance of boys and girls. Their studies point out that girls and boys differ in eye4hand coordination and gross motor performance. Tuckman5 and Archer6 found that girls and women have faster hand travel in tasks requiring quick move- ment. In rotary pursuit tests, Ammons7 and Noble8 both lA. Espenschade, Motor Performance ip_Adolescence (Washington, D.C.: Society for Research on Child Development, National Research Council, 1940). 2J. E. Moore, "A Test of Eye-Hand Coordination," Journal 2:.Applied Ppychology, 21:668-72 (1937). 3G. M. Whipple, Manual 2; Mental and Physical Tests, Part I; Simpler Processes (Baltimore: warwick and York, Inc., 1924). 4H. T. Wooley, A2 Experimental Study g£_Children (New York: The Macmillan Company, 1926). 5J. Tuckman, "Norms for the MacQuarrie Test of Mechanical Ability of High School Students," Occupations, 25:94—6 (1946). 6E. J. Archer and L. E. Bourne, "Inverted Alphabet Printing as a Function of Intertrial Rest and Sex," Journal pf Experimental Psychology, 52:322-28 (1956). 7R. B. Ammons, S. I. Alprin and C. H. Ammons, "Rotary Pursuit Performance as Related to Sex and Age of Pre—adults," Journal g£_Experimenta1 Psyphology, 49:127—33 (1955). 8C. E. Noble, J. E. Fuchs, D. P. Robel and R. W. Chambers, "Individual Versus Social Performance on Two PerceptualeMotor Tasks," Perceptual Motor Skills, 8:131-34 (1958) . 5 report sex related differences in performance. Bennett and Cruikshankl indicated that in tests of manual performance, when dexterity is involved, women showed a slight superior- ity. These studies all showed sex related differences in motor ability performance that usually favors women and girls. Levels of physical development. - Research shows that motor ability is related to age, weight and height during elemen- tary and junior high school years.2 These factors, when ' known, indicate the motor ability performance of students up to about sixteen years of age. Determining_levels of_performance. — A number of studies showed that motor ability performance can be measured and in some cases be related to manipulative activities. A majority of these studies are concerned with measuring gross motor performance and the relationship of performance to activities in physical education. In separate pieces of research for the Air Force Fleishman3 and 1G. K. Bennett and R. M. Cruikshank, "Sex Differences in the Understanding of Mechanical Problems," Journal 2£_ Applied Psychology, 26:121—27 (1942). 2Espenschade, 9p. SE";- 3E. A. Fleishman, Predicting Success i2_Certain Aig: craft Maintenance Specialties py_Means 2£_Manipulative Tests (Lackland Air Force Base, Texas: Air Force Personnel and Training Research Center, September, 1955). (Research Report AFPTRC -TN —56 -2 3) 6 Adams1 both explored the use of tests for motor ability per- formance and for prediction of success in training personnel for maintenance jobs; their results showed success in measur- ing factors of motor ability performance. Fuzak2 in studying the motor ability performance of boys in relation to indus- trial arts manipulative activities showed positive relation- ships between tests of motor ability performance and industrial arts activities. Experimental use of one of Fuzak's tests supported the notion that girls may have equal ability in the use of both hands. Bilodeau3 in a study of complex motor skill and its components reported that there is a strong relationship between performance with both hands and the performance of the separate hands. He alSo suggests that this interaction may influence performance in other motor abilities. 1J. A. Adams, Ag Evaluation 2: Test Items Measuring Motor Abilities (Lackland Air Force Base, Texas: Air Force Personnel and Training Research Center, May, 1956). (Re- search Report AFPTRC-TN-56—55) 2J. A. Fuzak, Thngole 9; Physical Maturation i3 Determining the Ability 2: Junior High School Boys £2_Perform Complex Finger Coordination Activities i2 Industrial Arts and '23 Index 22 Level 2£_Ability (Chicago: American Technical Society, 1956). 3E. A. Bilodeau, "The Relationship Between a Rela- tively Complex Motor Skill and Its Components," American Journal g£_Psychology, 70:49-50 (1957). 7 The point of departure for the hypothesis formulation of this study is the indicated differences between boys and girls in performing motor activities as suggested by Moorel, Tuckmanz, Archer3, and Bennett and Cruikshank4. The exami- nation of motor ability performance will be based on the relationships indicated in Espenschades, Moore6, Whipple7, and Wooley8; and on the relationships and instruments in the studies of Adamsg, Fleishmanlo, and Fuzakll. Limitations The examination of individual differences can be classified into three groups. These groups are: (l) The nature and extent of differences. (2) The conditions affect- ing the stability and modification of differences. (3) The relationships among the differences. In attempting to limit the sc0pe of the examination of differences in motor ability the study will focus on the nature and extent of motor lMoore, 2p, cit. 7Whipple, 2p, cit. 2Tuckman, 2p. cit. 8WOoley, 2p, cit. 3Archer, 2p, cit. 9Adams, 2p, cit. 4Bennettand Cruikshank, pp. £53.13- loFleishman, 9p. cit. 5 . ll . Espenschade, pp, Cit. Fuzak, 2p, c1t. 6Moore, Ibid. 8 ability performance in seventh grade girls and boys. The availability of coeducational industrial arts programs limits this investigation to the study of one co- educational industrial arts program. The number of cases used to determine the results of the study will be kept small in order to impose control on the variability of instruction and activity. Definitions The similarity and complexity of the terms used in studying motor ability performance requires that a clarifi- cation and statement of terms and definitions be made. The following terms and definitions are stated for this purpose. Ability, motor: the ability to perform activities that re- quire muscular coordination, such as manipulating instru- ments or machinery.1 Activityy_motor: movement accomplished by the contraction and relaxation of the muscles. Capacity, motor: the ultimate limit of ability in motor per- formance. Coordination, eye—hand: ability to use the eyes and hands together in such acts as fixating, graSping, and manipulating objects. Coordination, motor: use of the muscles in such a manner that 1C. V. Good (ed.), Dictionarygf Education (New York: McGraw-Hill Book Co., Inc., 1945). All definitions are from this source except as cited. 9 they work together effectively, rather than hinder one an- other. Development, motor: the sequences of maturation in postural, locomotor and manipulatory responses. Finger-dexterity: the ability to make skillful, controlled manipulations with the fingers. Industrial arts manipulative activities: activities which involve the use of hand tools and machines and activities that require the manipulation of materials in industrial arts classes. Manipulation: the act of handling object in a constructive, exploratory, or exploitive way; implies changing the form or position of the object or material by use of the hands. Manual dexterity: the ability to make skillful, controlled arm-hand manipulations of larger objects. Other hand: the hand that the subject indicates as not nor- mally being used for performing tasks demanding the use of one hand. Performance: actual accomplishment as distinguished from potential ability. Performance level: the stage of performance that the average child attains at successive points in time. Preferred hand: the hand that the subject indicates as nor- mally being used for performing tasks demanding the use of one hand. Test, dexterity: a test of the speed with which a person can perform a routine motor task. 1E. A. Fleishman, A_Factoria1 Study 2: Psychomotor Abilities (Lackland Air Force Base, Texas: Air Force Person- nel and Training Research Center, May, 1954). (Research Report AFPTRC-TR-54-15). p. 33. 2Ibid. 10 Test, motor abilipy: a test designed to determine, measure and evaluate physical abilities. Test,_performance: a test in which the subject responds by an overt action. Summary Knowledge about the individual differences in motor ability performance of industrial arts students is almost non—existent. Past research, from other disciplines, sug- gests that girls are at a higher level of performance in motor ability; in the foregoing chapter a research hypothesis was formulated to study this possibility. Assumptions were stated, theory outlined, limitations set down, and terms de- fined in order that the question could be investigated. CHAPTER II REVIEW OF LITERATURE Overview Literature used to develOp the theory of this study will be cited to show the nature and levels of motor ability performance in both sexes. Literature concerning the definition of motor ability performance, related factors and areas will be reviewed. The problem of develOping in— struments for examining motor ability performance will be reviewed as a basis for the development of instruments used in this study. Nature and Extent of Abilities The nature and extent of motor ability has been the concern of physical educators. Sex related differences have been noted by the physical educators and psychologists for purposes of evaluation, classification, placement, and psy- chomotor research. Glassow's review of motor deve10pment stated that physical educators have examined the area for their own 11 12 purposes.1 This research showed age, weight, and height influence performance and suggested that these factors are incorporated in the results and analysis of any motor per- formance test. This indicated that motor abilities are strongly influenced by the range of maturity and variability of the physical growth rate. The earlier maturity of girls could be an indication that in late childhood and early ado- lesence their motor abilities surpass those of boys. The majority of research in motor ability completed by physical educators has dealt with performance in activi- ties requiring the use of the entire musculature. Tests, such as those of Johnsonz, Brace3, McCloy4, and Rogerss, all incorporate the use of the entire body in activities such as set-ups, balance, jumping and throwing. These activities do not correspond to motor ability performance in industrial 1R. B. Glassow, "Motor Development," EncygloPedia‘gf Educational Research, ed. by C. W; Harris (3rd ed.; New York: The Macmillan Company, 1960). 2D. G. JOhnson, Modern Body Building_(London: Faber and Faber, 1957). 3D. K. Brace, Measuring_Motor Ability (New York: A. S. Barnes, 1927). 4C. H. McCloy, Tests and Measurements 32 Health and Physical Education (New York: Appleton-Century, 1942). 5F. R. Rogers, Physical Capacitijests (New York: A. S. Barnes, 1931). 13 arts manipulative activities. Moorel, in the development of an eyeAhand coordina— tion test, states that girls were consistently faster than boys in performance on this test. This could be an indica- tion of one measureable factor in motor ability performance that favors girls. Bennett and Cruikshankz, in a review of sex differ- ences in understanding mechanical problems, point out that tests of manual performance show slight superiority for women if dexterity is involved. They suggest that social pressure is the cause for poor performance on the part of girls and women in tests of ability. Tuckman3 reports higher scores for girls on the dot— ting sections for the MacQuarrie Test of Mechanical Ability. More recent research4 shows that dotting tests are a measure of another factor of motor ability performance, wrist—finger speed. 1J. E. Moore, "A Test of Eye-Hand Coordination," Journal g£_App1ied Psychology, 21:688-72 (1937) and "The Standardization of the Moore Eye-Hand Coordination and Color Matching Test," Education and Psychological Measurement, 10: 119-27 (1950). 2Bennett and Cruikshank, 9p, cit. 3Tuckman, 2p, cit. 4Adams, 2p. cit. 14 In still another test of motor ability, the Purdue Pegboard, Tiffen and Asherl report that the means for this test were higher for women than men. This test is another instrument used to test factors of motor ability performance. Researching the rate of travel in printing, Archer and Bournez, indicate that in the speed of travel women excel men. This seems to suggest that arm movement is faster for women than men. In all of the above research the findings seem to indicate the fine movements of fingers, hands and arms are different for girls and women than for boys and men. Fuzak3, in his study of motor ability and industrial arts activities, concluded that these movements and industrial arts manipula- tive activities are positively related. Motor Performance and Related Factors In defining and isolating factors of motor ability industrial and military testers have been active in recent research. The findings of the military, in particular, have clarified and refined many of the past studies on the factors lJ- Tiffen and E. J. Asher, "The Purdue Pegboard,“ Journal 2: Applied Psychology, 32:234-47 (1948). 2 . Archer and Bourne, 2p, c1t. 3Fuzak, 22. Cit. 15 involved in motor ability performance. Drakel, in a study of personnel selection with stan- dard tests, points out that individual differences in motor ability are known, measurable, and related to performance. He classifies these differences as follows: . General finger dexterity. Bilateral hand coordination. Dual hand coordination. Dual hand-and-one-foot coordination. General coordination, including ambulatory Speed and dexterity. Rhythm, in motor and possibly per- ceptual areas. 7. Perceptual ability specialized with respect to sensory areas, such as visual, auditory, tactal, etc.2 UlthNH 0000 CD a The first three points in the above list suggest a relation- ship to industrial arts manipulative activities. The remain- ing points also contain factors that could be partially related to manipulative activities. In a study for the Air Force, Fleishman3, isolated and defined a number of factors in psychomotor performance. One of the major purposes of this study was to break down psychomotor coordination into basic ability categories. The 1C. A. Drake, Personnel Selection py_Standardized Job Tests (New York: McGraw-Hill, 1942). 21bid., p. 16. 3Fleishman, 9p, cit. l6 factors isolated and defined were: Wrist-finger speed Finger dexterity Rate of arm movement Manual dexterity Steadiness Reaction time Aiming (eye—hand coordination) Psychomotor coordination Postural discrimination Spatial relations.l oomqmmewww O H Wrist-finger Speed, finger dexterity, manual dexterity, and aiming or eye4hand coordination were defined in terms of muscle use in fingers, hand, wrist, arm and shoulder. The use of the indicated muscles in performing manipulative activ- ities suggested that these factors should be examined in determining motor ability performance. The similarity in the factors described by Drake2 and those isolated by Fleishman3 indicated that the factors in- volving the use of the muscles in the fingers, hand, wrist, arm, and shoulder are part of motor ability and should be considered in performance tests and ratings. Develgpment of Instruments Research in the development of instruments of motor 1Fleishman, 9p, cit., p. 33. 2Drake, 9p, cit., p. 16. 3Fleishman, 2p. cit., p. 33. l7 ability performance involves the measurement of single fac- tors, predictive value of the instrument, and the relation- ship of the tests to a specific area of activities. Studies completed for the military have been able to designate instruments that measure single factors in motor ability performance; they have also been able to use these tests to some extent for predictive purposes. Certain tests have been related to specific areas by the Air Force. The rela- tionship of motor ability performance tests to industrial arts has not been studied to any great extent. Fleishmanl was able to obtain, with the use of a technique of analysis called centroid factor loadings, in- formation on tests that measured each of his isolated factors of ability. This information showed that each factor could be measured by a single test. For the factors that closest resemble industrial arts manipulative activities the load- ings and reliabilities are shown in Table 2.1. These load- ings and reliabilities suggested that tests can be used for the measurement of single factors in motor ability perfor— mance . 1Fleishman, 2p. cit., pp. 22-43. 18 TABLE 2.1 FACTOR LOADINGS AND RELIABILITIES FOR MOTOR ABILITY TESTSl Factor Loading Test Rel. Coef. wrist-finger speed .74 Large Tapping .94 Finger dexterity .61 Purdue Pegboard .70 Aiming (eyeéhand .68 Pursuit Aiming .93 coordination) In determining predictive value of tests measuring factors of wrist-finger speed, finger dexterity, and aiming Fleishman obtained the reliabilities shown in Table 2.2. TABLE 2.2 RELIABILITIES OF PREDICTIVE VALUE FOR TESTS OF MOTOR ABILITY2 =================— A—zi, Factor Test. Reliability wrist-finger speed Large Tapping .89 Finger dexterity Purdue Pegboard .77 Aiming (eyeéhand Pursuit Aiming .89 coordination) lFleishman, 9p, cit. The information in this table was extracted from the text of this report, pages 22-43. 2Ibid. 19 In a recent study of motor ability related to indus- trial arts activities Fuzakl used a hand dynamometer as a predictive device for what he termed complex finger coordi- nations. The definition given for this was: "Performances of the fingers requiring simul- taneous control of fingers, wrist, elbow, and shoulder through coordinations of the muscles involved; mainly flexor sublimis, digitorum, flexor prefundis digitorum, flexor longus pollicics, the four lumbricales, abductor pollicis, abductors minis digitorum, biceps, and triceps."2 This definition of complex finger coordinations described muscle activity that is similar to the muscle activity used in the tests that Fleishman developed to isolate singular factors of motor ability. In addition to measuring the same muscle activities that Fleishman's tests measure, the hand dynamometer measured motor ability that was related to industrial arts activities as indicated by the positive correlations shown in Table 2.3. lFuzak, pp, cit. 21bidol p0 4. 20 TABLE 2.3 CORRELATIONS OF INDUSTRIAL ARTS ACTIYITIES TESTS WITH HAND DYNAMOMETER TEST ====== I43============r Correlation Test Coefficient Scribing Test .897 Marking Gauge Test .882 Tracing Test .742 Screw Box Test .877 The combined correlation for the tests shown in Table 2.3 with the dynamometer test was .91.2 The similar- ity of these four tests to activities in industrial arts shows that simple motor ability tests can be used in indus- trial arts programs to determine motor ability performance. Summary The research reviewed in this chapter indicates three basic points: 1. There are indicated differences in many factors of motor ability performance for boys and girls, and these factors are related to physical maturity. 2. Factors of motor ability performance are lFuzak, op. cit., p. 53 Zij-dol p0 53 21 defined, isolated, and measureable. Instruments are available for measuring motor ability performance and these instruments can measure factors which are an intergal part of industrial arts manipulative activities. CHAPTER III DESIGN OF STUDY Sample The sample for this study was taken from East Lansing Junior High School, East Lansing, Michigan. Students from four coeducational industrial arts classes made up the sample. All the students were at the seventh grade level; they num- bered 80, 39 boys and 41 girls. The total seventh grade enrollment at East Lansing Junior High School was 328, 172 boys and 156 girls. The ages of the participants ranged from twelve to thirteen years ten months in age. The mean age of the boys was 156.95 months with a standard deviation of 4.8 months. The mean age for the girls was 154.19 months with a standard deviation of 4.1 months. The group varied in height from four feet seven inches to five feet six inches. The mean height for the boys was 59.91 inches with a standard deviation of 2.66 in- ches. The mean height for the girls was 61.28 inches with a standard deviation of 3.12 inches. 22 23 The weights within the sample varied from 145 pounds to 71 pounds. The mean weight for the boys was 97.19 pounds with a standard deviation of 15.3 pounds. The mean weight for the girls was 101.63 pounds with a standard deviation of 16.7 pounds. The effect of manipulative skills training in music on motor ability performance seemed likely because of the number of students in the sample and the nature of the school community. Information about length of time in train- ing manipulative skills on a musical instrument was obtained with the use of a questionnaire. (See Appendix A) Seventy- six out of the eighty students in the study responded to the questionnaire, thirty-seven boys and thirty-nine girls. The results of the questionnaire will be described in Chapter Four. Instrumentation The selection of instruments that measure factors of motor ability performance was based on a set of criteria that would enable application of the tests in the classroom. The criteria used for the selection were: 1. The administration time was to be short enough to allow the test to be used in the classroom without interfering with normal instruction time. 2. The equipment was to be as minimal as 24 possible. It was felt that as the amount of equipment grew so would the chance of variance in resultant data. 3. The scoring for each test was to be clearcut and without the factor of personal judgement in scoring. 4. The directions for each of the tests were to be minimal and simple to elimi- nate confusion in administration. 5. Each test was to measure a factor of motor ability performance distinct from the other tests. It was felt that this would isolate factors in which boys and girls differed. 6. Each test was to be reliable in measur- ing the ability it was intended to measure. It was assumed that each of the tests selected would be valid in its measurement of motor ability performance. Four tests were choosen with the above criteria as a guide, two pencil and paper tests and two apparatus tests. The selection of the tests was also based on factors of motor ability performance. The factors were those indicated in past research as being distinct and measurable. The rela- tionship of these factors to manipulative activities in industrial arts was considered as part of this selection. The distinctiveness of each factor was based on the validity of the tests used to measure the factor and the relation- ship of these tests to other measures of motor ability 25 performance as indicated in linear correlations and factor loading. The factors and the tests decided upon for use in this study were: 1. Eye-hand coordination as measured by the Marble Board Test. 2. Wrist-finger speed as measured by the Large Tapping Test. 3. Two4hand coordination as measured by the Two-Hand Coordination Test. 4. Complex coordination of the fingers, hand, wrist, arm, and shoulder as mea- sured by the Hand Dynamometer Test. The Marble Board and the Hand Dynamometer Tests were both apparatus tests. The Large Tapping and the Two-Hand Coor- dination Tests were both pencil and paper tests. Marble Board Test. — The Marble Board Test the student places marbles, one at a time, holes. The test consists of a 13 1/2 inch in which there is four rows of 7/8 inch in 3/4 inches deep. There are eight holes in holes are on two inch centers. At the end is a test Where into a series of by 22 inch base diameter holes, each row and the of each row there is a 2 1/2 inch by 3 1/4 inch space in which the marbles are kept until the students needs them. All of the compartments and each row of holes are separated by 1/2 inch wide by 1/4 inch deep spacers. The perimeter of the working area is 3/4 26 inch wide by 1/4 inch deep; this trim, as well as the spacers, keeps the marbles from rolling off the board. The object of the test was to take the marbles, one at a time, from the compartment at the end of each row and place them in the holes, starting with the hole nearest the compartment and working toward the farthest hole. When one row was finished the next row was started in the same manner until all the holes on the entire board were filled. The student was asked to use his preferred hand and to work as fast and as accurately as possible. The score for this test was the amount of time, in seconds, that it took to fill the entire number of holes. Each student was given one practice row of eight holes to check for misinformation in folowing directions. In administering the test the tester explained and showed how to place the marbles in the holes. The student was then told that he would be given one practice row and to wait for the signal to begin. The signal was "ready," "set," go." On the word "go" the tester activated a stop watch; when the last hole was filled he stopped the watch. If there were any mistakes in following directions these were corrected. The marbles were returned to the compart- ment at the end of the row and the trial for the record was 27 initiated using the same directions as for the practice row. In this record trial all four rows were filled before the watch was stopped. The board was placed on a level table top 29 inches above the floor with the marbles on the students left. The student took the test seated in front of the board. Lapge Tapping Test. - The Large Tapping Test was a paper and pencil test made up of a series of 1/2 inch diameter circles on 3/4 inch centers in which the student placed three dots in each circle. The score for this test was the number of circles dotted in a 15 second time period. The student worked from left-to-right, top-to-bottom in the same fashion as he would write. The test was administered at the student's desk. Each student was given a pencil and a copy of the test. The students were then asked to read the directions for the teSt. When this was done the tester asked for questions and ex- plained the procedure, demonstrating on the chalkboard. The students were then told they would receive one practice row of circles. They were told to wait for the signal to begin. The signal was "ready," "set," "go." On the word "go" the tester activated a stOp watch for a five second practice. On the word "stOp" he stopped the watch and corrected mis- 28 takes and answered questions about directions. The same signal was given for the start of the first trial for the record and the watch was allowed to run for 15 seconds be- fore the stop signal was given. All the papers were collected at this point and a new set of tests was passed out. A second trial for the record was given in the same manner, with the exception that there was no five second practice period for this trial. Two-Hand Coordination Test. — The item for this printed test consisted of two pairs of parallel lines set at right angles to each other. Each pair of parallel lines was 1/8 inch apart and 1/2 inch long. The student held a pencil in each hand and his task was to draw a line through the pair of ver- tical lines with the leftAhand pencil and a line through the horizontal lines with the rightAhand pencil. Both penciled lines had to be placed within the double line and both hands had to draw at the same time. The score for this test was the number of items completed in a 30 second time period. The student worked from left-to-right, top-to-bottom in the same fashion as he would write. The test was administered at the student's desk. Each student was given two pencils and a COpy of the test. They were asked to read the directions for the test. When 29 this was done the tester asked for questions and eXplained procedure, demonstrating on the chalkboard. The students were told they would receive one practice row. They were told to wait for the signal to begin. The signal was "ready," "set," "go. On the word "go" a stop watch was activated for a ten second practice. On the word "st0p" the watch was stop- ped and mistakes were corrected and questions on directions answered. The same signal was given for the start of the first trial for the record and the st0p watch allowed to run for 30 seconds. After the st0p signal at the end of the trial all papers were collected and a new set of tests passed out. A second trial for the record was given in the same manner with the exception that there was no ten second trial period. Hand Dynamometer Test. - The Hand Dynamometer Test consists of an elliptical spring with a rachet attached to the Spring, and two pointers. One of the pointers moves the second pointer across a face calibrated in kilograms, as pressure is exerted against the spring. As pressure is released, the first pointer returns to the original position; the second pointer remains at the point of its farthest travel, until it is returned manually to the starting position. The test was administered to individual students and trials observed carefully. Administration was in the pres- 30 ence of other students so that motivation from competition could be used in obtaining optimum readings. Mis-trials were controlled through observation. If the instrument slipped, or something interfered with the trial, that trial was stopped and repeated. Each student was tested While standing. Three con- secutive trials and readings were taken on the preferred hand and the three consecutive trials were taken on the other hand. The arithmetic mean of the readings for each hand was retained for the record. The mean was choosen because stu— dents readings varied from one trial to the next. Fatigue entered into each consecutive trial. Using the mean was a method of reducing variance in the readings for each student. As the student took the test he was instructed to squeeze the instrument with about half of his strength to get the feel of the dynamometer. After this initial trial the next three trials were taken for the record. On the trials for the record the student was instructed to squeeze the instruenent as hard as he could. Statistical Hypothesis Major Hypothesis. - The hypothesis proposed for the study of motor ability performance of seventh grade industrial arts students was: 31 Seventh grade girls are at a higher level of motor ability performance in industrial arts manipulative activities than are seventh grade boys. The hypothesis was stated statistically as follows: The girls mean performances will exceed the boys mean performances. H: Mg>Mb, Mg - girls mean, Mb - boys mean Sub—Hypotheses. - Alternate Hypothesis 1: No difference will be found in the girls mean performances and the boys mean per- formances. H: Mg = Mb Alternate Hypothesis 2: The boys mean performances will exceed the girls mean performances. H: Mb) Mg Analysis The analysis of the data gathered in the administra- tion of the motor ability performance tests was based on the following points; 1. A comparison of the mean performances on each of the tests for both groups. 2. Linear correlations of the performances on the Marble Board, Tapping, and Two- Hand Coordination tests to the performance on the Hand Dynamometer Test. 3. Linear corrleations of age, height, and 32 weight with performances on each test. 4. A comparison of mean performances of each group to mean age, height, and weight of each group. 5. A check on the influence of playing musical instruments on the performances of both groups. The check on the relationships of the Marble Board, Tapping, and Two-Hand Coordination tests to the Hand Dyna- mometer Test was for the purpose of determining the useful— ness of these three tests in relation to a test1 used in the determination of industrial arts motor ability perfor- mance. In preparing the points for analysis it was assumed that age, height, and weight, along with performance on musical instruments, might affect the outcome of the study. The inclusion of these factors in examining relationships was made to eliminate error in drawing conclusions from the data. Statistical Analysis Test of Means. - A standard error of the differences between two means was used to determine whether there was any signif— icant difference between the girls mean performances and the boys mean performances, or whether the difference, if any, lFuzak, 2p, cit. 33 was due to chance. Correlations. - In order to measure the various tests used in the study the other factors involved in motor technique of linear correlation was moment method was used to calculate Summary the associations between and the associations of ability performance the used. The product all correlations. In this chapter the sample was described giving com- plete information on location, age, weight, height, grade level and background. All the tests used in the study were described and information on administration and scoring was presented. The hypothesis was restated in statistical form and points for analysis were set down to enable the hypoth— esis to be tested. CHAPTER IV ANALYSIS OF RESULTS The data on the motor ability performance of seventh grade industrial arts students is presented below in tabular form. Included in this data are the means for the test per- formances, age, height and weight; standard deviations for test performances, age, height and weight; linear correla- tions between test performances, age, height and weight; and other information related to influencing factors in this study. The analysis will follow the outline presented in Chapter III of this study. 1. Comparison of mean test performances. 2. Linear correlation of the Hand Dynamometer Test with other tests. 3. Linear correlation of age, height and weight with test performances. 4. Comparison of age, height and weight means. 5. Influence of playing a musical instrument on test performance. 34 35 Test Performance Means The hypothesis to be tested in this category was that the mean performances of the girls would exceed the mean per- formances of the boys. Symbolically stated: Mg)>Mb. Alter- nate hypotheses to be considered were: the mean would be statistically equal, Mg = Mb, and; the boys mean would statistically exceed the girls, Mb)>Mg. The following Table 4.1 is the analysis of the mean performances by test. Large Tapping Test. - This test was used to measure wrist- finger speed. Table 4.1 shows the mean performance of the girls to be greater than the mean performance of the boys. At the 0.05 level of significance, with t-values of .379 for trial one and .205 for trial two, the performances, for both trials, were considered equal and the hypothesis rejected. The alternate hypothesis of Mg = Mb was accepted on the basis of the indicated values. Marble Board. - Eyeéhand coordination was the factor measured by this test. Table 4.1 shows that the girls mean perfor- mance time was faster than that of the boys. A t—value of 2.13 was calculated for the data. This value at the 0.05 level of significance was considered high enough to accept the hypothesis as stated, Mg>Mb. Dynamometer Test. - This test was used as a measure of the complex coordination of the fingers, hand, wrist, arm and 36 mH.m oo.m~ ee.o mm.em N swans u Emma :oAuchcnooo ocmmuoze He.» mo.em no.m mo.ma H Hmaua u Emma coaumcaouooo ocmmuose .mx Ho.m .mx 66.na .mx om.e .mx mm.om scam Horne u umpmSoSmcmo .mx mo.m .mx «A.FA .mx ~S.¢ .mx me.Hm cams emuummmnm . “TEESOSMEAO .omm mH.m .omm m>.hm .omm mo.m .uom mH.mm umme onmom manna: mm.m om.om mm.e Hm.om N HEARS u pmme museums mmumq me.e m~.ma mm.m em.aa H HEARS u umma meadows magma coaumfl>on sow: c0flumfl>mn smoz oumocmpm enmocmum Ho u z MHHHO mm 2 whom ill» 1Hn|i mBmMB mUZ¢EmOhmmm MBHQHmm MOBOZ Aflfi mom mZOHB¢H>HQ QM¢QZ¢BW QZ¢ mz¢m2 H.¢ mqm¢8 ..F' . .I' 37 shoulder. Table 4.1 shows that the mean performance of the boys was greater than that of the girls. A t-value of 3.64 was calculated for the preferred hand scores and a value of 2.94 for the other hand scores. These values, at the 0.05 level of significance, indicate that the hypothesis, as stated, should be rejected. The alternate hypothesis of Mb:>Mg was accepted on the basis of the indicated values. Two-Hand Coordination Test. — The simultaneous use of both hands was the factor measured with this test. Table 4.1 shows the girls mean scores on both trials to exceed the boys mean scores. The calculated t—values for these two trials were 2.89 and 2.60 resPectively. At the 0.05 level of significance the values supported the acceptance of the hypothesis as stated, Mg>>Mb. This held true for both trials. Correlation of Dynamometer Test and Other Tests Shown in Table 4.2 is the linear correlations for the Hand Dynamometer Test and the other tests used in this study. The comparison of the Dyanmometer Test, a test used as a possible index of coordination, and the other tests was included to determine the usefulness of these other tests as predictors of industrial arts motor ability performance. The correlation coefficients were not large enough, positively or negatively, to indicate a relationship between 38 HSH. 6mm. mmm. mSm. m HEHRS u REES EOHRERHEROOO ERETIOSS mom.u SEN. sum. oom. H HEHRS I REES EOHREEHEROOO EEETIOSS new. ESE. mam. mmm.u REES EREom EHHREE mmH. mmH. mom. Hom. m HEHRS u REES mcHooES EmREH omm.n «EH. mme. mom. H HEHRS I REES mRHOOES EmREH EEET EEET EEET EEET RTHRO oouuomoum HOHSO oouuomoum mHRSw whom m0242m0hmmm MBHQHmfl MOBOZ ho mBmmB mmmBO 92¢ Emma MHBHEOZdZMQ umZOHB¢AHMMOU M¢HZHA m4 mHmES 39 the factors measured by the Dynamometer Test and the factors measured by the other tests. Correlation of Age, Height and weight with Test Performance The data in Table 4.3 revealed no definite pattern in the relationship of physical deve10pment, as indicated by age, height or weight and performances on the motor ability tests. There were instances of negative and positive correlations but, the lack of a consistent pattern excluded drawing conclusions from this data. Age, Height and weight Means The purpose of this part of the analysis was to determine if factors of age, height and weight were of sig— nificance in the differences between the two groups. The hypothesis to be tested was Mg)>Mb. Alternate hypotheses were: Mg = Mb and Mb) Mg. Table 4.4 shows that the mean height and weight of the girls exceeded the mean height and weight of the boys The mean age of the boys, as the table shows, did exceed the mean age of the girls. The t-values for the means were calculated to be the following: age, .974; height, 2.54; weight, 1.63. At the 0.05 level of significance the values indicated the acceptance of the hypothesis as stated for the 4O pom. \mom. Hmo. \hmm. mmo.u\0Hm. m HmHue : umme :oHumcHouooo ocmmuoze 04H. \mmm. mmo.u\mmn. mom. \moH. H HmHue u umma :oHpmchuoou ccmmuoza 4mm. \wmn. 0mm.u\mvw. Hmm.u\mmm. mama “mayo u umme “mumsosmcmo mmm. \mmm. mom. \oom. Hom.u\>na.n cams wmuummmum u umme “mumsosmamn mmH.n\mhm.u omm.u\mmm.n Hmo.u\vmm. unmom mHnumz mam. \va. mmm. \mms.u mmm.u\mmm.u m HmHne u umma maHdmme manna mmm. \mmm. «we. \HHw. mmm.u\mHm.u H HmHua . pmma mchmma momma panmz uguHmm mmm mHHHw\m>om mozazmommmm Emma ozm .emonz .emonm .mo¢ "monaaqmmmoo mmmzHH m.¢ flqmdfl 41 manned s.oH moaned mo.H0H moaned m.mH massed mH.nm ugmHmz mmnocH NH.m mmsucH mm.Ho mmsoaH oo.~ mmnqu Hm.mm usmHmm masses H.v masses mH.¢mH msuaoe m.¢ mnucos mm.omH mam cofiumfiwmn com: coaumfirwn cmwz wumccmpm wumccmum mH HE whom “H El BEGHWB DE .EOHHM 2%un mom mZOHHRHRMQ QMflQZdBm Q24 mam—.2 v. d flaming 42 factor of height, Mg)»Mb. Alternate hypothesis Mg = Mb was accepted for age and weight. Test Performance and Use of Musical Instruments It was felt that motor performance could be affected by the training obtained in manipulating a musical instru— ment. Information from a questionnaire (Appendix A) on this factor was obtained and tabulated. Tables 4.5 and 4.6 show the number of boys and girls playing musical instruments and the amount of time Spent studying and in practice. Table 4.6 shows the percentages for each group and the number of months or years spent in obtaining instruction. The number of boys and girls in each stage of training was nearly equal. The possibility that one group had more train- ing than the other was rejected because of the near equality in each group as indicated by the percentages shown. At one time or another, 82.1% of the girls and 86.5% of the boys had some form of training on a musical instrument. Summary Presented in Table 4.7 are the hypotheses tested along with the calculated t-values and statements of accep— tance or rejection. Included in the table are all the accepted hypotheses either the original or the alternate. 43 NH om ma wa mamuoa figm.mmv a Ago.mmv.mw u Ax¢.¢HV.MI ms cam mnucos om Axe.m V H Rao.mHv m Axo.H V m Axm.¢mv m mspcos mm u mm u u Axm.¢¢v m . mgucos an . MH Axm.mmv a u Hx5.mHV m u menace ~H_u n Axo.mmv m . figm.smv m Axe.Hmv m mapaos o u o Um>MHm m>mm mawhmHm owhmHm w>mm mcHMMHm mcwcflmua mo aumcmq mHnww whom GZHZH¢MB Amc 033 musmUSum Afim.omv NH Axw.m¢v mH .ummm och Ga mpcofisuumcfi omwmam 0:3 mpchSpm xxm.Hmv om Axa.hmv «H .scsum man no meHu may um mucmssuumcH mchmHm mucwosum mHHHG whom mEZMZDMBmZH QfiUHmDZ UZHMflAm mQMHU 92¢ mfiom ho mmmzfiz mov Hflmfifi 44 n: u m: nownmm mo.H as A as as A m: umwuu< em.~ a: A m: as u m: pummmm arm. a: A m2 92 A m: ummooa om.m as A m: as A m: udmuo¢ mm.m as A m: as v m: pomnmm «m.~ 9: A m: A: v m: pomflmm wo.m as A m2 92 A m: ndmoog mH.m 9: A m: n: u m: pomhmm mom. 92 A m: a: u m: nomnmm mum. A: A m: mammnpommm msHm>Iu Umumma Uwummuod mammauomhm pHmHmz uanmm wmfl N HmHnE I umwa coaumcflpuoou cumuloze H Hmflua I umms coaumcflcuoou ocmmIOBB ocmm “capo I HmuoEoEmcma Ucmm cmnnmmmnm I Hmumfiofimcmn pumom mHQumz m HMHHB I pmme mcfimmma mmnmq H HmHHB I ume mafimmma mmumq mHmmmeomum omemmoom nza .eumemm mo ammood mo ezmzmemam .mmsq<>nu .cmemme mummmeomwm s.¢ mance 45 The only area where the girls performance was less than that of the boys was in the area of ability measured by the Hand Dynamometer Test. In all other areas of motor ability per- formance the mean performances for the girls were greater than or equal to the mean performances for the boys. Based on the above indicated levels of performance the following hypothesis was accepted: Seventh grade girls are at a higher level of motor ability performance in industrial arts manipulative activities than are seventh grade boys. CHAPTER V SUMMARY AND CONCLUSIONS The intent of this study was to obtain some know- ledge about the motor ability performance of seventh grade students in an industrial arts program. The use of activi-- ties involving motor ability in industrial arts programs suggested investigation of this topic. Knowledge about differences in motor ability perfor- mance of industrial arts students, especially in coeducational classes, was almost non-existant. Although, as cited in Chapter II, research in motor ability performance has been conducted by other disciplines. These studies indicated that differences in performance were related to many factors and that these factors were measurable. In addition, it was apparent that these factors were related to activities which are an intergal part of industrial arts programs. This study was premised on the theory that boys and girls are at different levels of physical deve10pment. The hypothesis under investigation was: Seventh grade girls are at a higher level 46 47 of motor ability performance in indus- trial arts manipulative activities than are seventh grade boys. A battery of tests was selected to determine the level of motor ability performance in a number of distinct areas. The factors of motor ability and the tests used to measure them were: 1. wrist-finger speed as measured by the Large Tapping Test. 2. Eye-hand coordination as measured by the Marble Board Test. 3. Simultaneous use of both hands as mea- sured by the Two-Hand Coordination Test. 4. Complex coordination of fingers, hand, wrist, arm, and shoulder as measured by the Hand Dynamometer Test. All of the tests had been used in previous investigation of motor ability. This research had established these tests as reliable measures of motor ability performances. One test, the Hand Dynamometer Test, had been used to establish a re- lationship between motor ability performance and industrial arts activities. In this study the tests were administered to a group of seventh grade students in a coeducational in— dustrial arts program. Analysis of the test data indicated that girls were at a higher level of performance in their motor ability. Knowledge of the performance levels, in each of the factors measured, can be used (1) to gain insight concerning 48 present industrial arts programs, (2) to keep abreast with student development and interest and (3) to organize new industrial arts programs. Conclusions On the basis of the hypothesis tested and the re- sults of statistical analysis on test performances the following conclusions were made: 1. Girls are at a higher level of perfor- mance in the areas of eyeéhand coordin- ation and tonhand coordination. 2. Boys are at a higher level of perfor- mance in complex coordination of fingers, hand, wrist, arm and shoulder. 3. Girls and boys are at about the same level of performance in wrist-finger speed. 4. Girls are at a more advanced level of physical deve10pment in the area of height. 5. Girls and boys are at about the same level of physical deve10pment in the area of weight. Discussion The results of this study indicated that motor ability performance should be considered as a factor in the operation and deve10pment of coeducational industrial arts programs. This should not exclude the factors of mental deve10pment and social conditioning as guide posts in Oper- ating and preparing industrial arts programs. Neither do 49 the results indicate that advanced levels of motor ability performance are necessary for participation in industrial arts activities. The results of this study further indicate that girls are at a higher level of motor ability performance. This higher level of performance suggests for consideration the possibility of special activities and/or programs for girls in industrial arts. The factors discussed below tend to provide a basis for this consideration of types and degrees of difficulty of industrial arts activities. Eye-Hand Coordination. - The tested hypothesis in this area of motor ability performance showed that girls were at a higher level of performance. DevelOpers of eyeHhand coor- dination tests indicated that this might be the case as is evidenced in the research conducted by Moore.1 The 4.4 second difference in mean performances and the high prob- ability that this difference is due to the factor of eye- hand coordination is an indication that consideration should be given to this type of performance in coeducation indus- 1J. E. Moore, "A Test of Eye-Hand Coordination," Journal g£_Applied Psychology, 21:668-72 (1937) and "The Standardization of the Moore Eye-Hand Coordination and Color Matching Test," Educational and Psychological Measurement, 10:119—27 (1950). 50 trial arts classes where motor performance is used as an activity. Two-Hand Coordination. - It has been known that dual or two- hand coordination is a factor in determining individual dif- ferences in motor ability. Drake indicates this as one of his criteria in the field of personnel selection.1 The performance of the girls in exceeding the performance of the boys in this study gives us one more area to consider in the performance of manipulative activities in the industrial arts laboratory. Understanding and insight into this type of performance can help to guide the student in a positive direction in his or her exploration in the world of industry. Complex Coordination. - The performance of the boys in this area of motor ability performance was greater than that of the girls. In the only available industrial arts research in the field of motor ability, Fuzak indicated that this type of motor performance was related to industrial arts manipu- lative activities.2 The use of this factor as a predictor of ability appears to be a good choice because of its posi- tive relationship to industrial arts activities. The per- formances in the areas of tonhand and eyeHhand coordination 1Drake, 22, cit. 2Fuzak, 22. cit. pug" 51 tend to refute this choice. In these two latter cases girls performances are at higher levels. The indication here is that each of these factors is different and that more than one test must be used in predicting levels of ability for students in coeducational industrial arts programs. Wrist-Finger Speed. - This was the only factor of motor ability performance where girls and boys performances were at the same level. All research reviewed for this study in— dicated that this was a factor to consider in the performance of motor ability. As a factor of differentiation between performances of the sexes wrist-finger speed proved to be inconclusive. The use of this factor should be considered in the light of being something that involves performances of the same degree from all students. Implications In the above discussion it was indicated that the motor ability performance of an individual in an industrial arts program is related to many factors within the area of motor ability. Recognizing the limitations of the scope of this study, the findings do suggest that; 1. Motor ability performance factors be considered as a means for determining levels of ability for girls and boys in industrial arts manipulative activ- ities. 52 Each factor of motor ability must be measured by a distinct and separate test of performance. The level of motor ability performance for seventh grade girls is higher and different than that of seventh grade boys in industrial arts manipulative activities. Motor ability performance factors be considered as part of the upgrading and deve10pment of industrial arts programs. Motor ability factors can be related to specific industrial arts activities as in the case of the Hand Dynamometer Test. Coeducational industrial arts programs should consider the use of manipulative activities that are suitable for both boys and girls. The design of future industrial arts programs should consider the special motor abilities of girls and boys. Implications for Further Research This investigation points out two areas for further (1) continued research within the area of motor ability performance and (2) research in the area of the relationships of motor ability and other areas of human deve10pment. Research within the area of motor ability performance, 1. requires examination of: Sex related motor performance at all levels and ages. 53 Factors of motor ability performance that differentiate between the sexes, including the isolation of these factors. The types of motor ability required to perform the manipulative activities used in industrial arts programs, in- cluding the deve10pment of tests to measure abilities related to industrial arts activities. Research in the area of the relationships of motor ability and other areas of human development requires examination of: l. The role of social conditioning, as indicated by past research, on the ability to perform motor tasks related to industrial arts manipulative activi- ties in coeducational and sex segregated programs. The inter-relationships of mental ability and motor ability performance and sex in coeducational industrial arts programs. APPENDIX A MUSICAL INSTRUMENT QUESTIONNAIRE 3. What musical instrument or instruments have you played SUEDE 2 O D UDDDD 55 NAME AGE years months Do you now play a musical instrument? (If your answer is Yes check one of the follow- ing.) How long have you been playing this instru- ment? Less than 6 months. More More More More Have you played a musical instrument in the past? (If your answer is Yes check one of than than than than 6 months but less than 1 year. 1 year but less than 2 years. 2 years but less than 3 years. 3 years. the following.) How long did you play this instrument? Less More More More More than than than than than 6 months 6 months but less than 1 year. 1 year but less than 2 years. 2 years but less than 3 years. 3 years. or are you playing at the present time? APPENDIX B TESTS OF MOTOR ABILITY PERFORMANCE , was? . . . 4‘ . ‘ .. . . {5'1" I '... ‘ , . ' ‘2.)- 1", _‘ ,1 I '. , . . . . . .’f ‘z’x‘ . . r-‘il' ' _‘ . ., . . .‘ NKI‘W I I. ' " .' "' ‘ . . - O 'I"; “1.519., 5" 2:. in. —. p Q I I . I- ~ 1" ~ ‘5. .- v. I) #0 "L J .‘,‘.‘ m . ‘I Im on IIII: IES? mu H111. In: In an In mm mm om: II mam. 7 - If" ; ' ' _. . I . s , - ‘4'" V 3“,. '. N! m III-1 5mm ‘.0 [an III MI; nu ma III om n MIMI. W m I!” .' :"'§t"?"'gr .3)! l. ."I . ' ' 0 Z I “I. II M URC {S “It: HE SIGM'. 70 5101’ IS GIVEN. m “'10". . . ‘ . r - .‘ o " '. > I I ‘ ‘ ‘M . I ...r_ .-i 14% - ‘ , ’ ‘ ' . ~ __ . ' ' aw ' o ‘ 0' . ‘- \ . ( 'f y- - . . a»! $.33“ , .43 : .14.: . . .“~ ‘ 1 , ' .6 , 0 - P‘ h l . " 0‘ ‘ "' '4' . " 1'1“}; .o ‘1' ‘ ‘- .‘O'. V } ‘II’ - " ‘ C l, ...,r K . . . Iii . 3“. I ._ 4 o . '1'“. g I... ‘.... ‘ l " :v . I . O Q ‘ . I : ‘ I a. . . .. ' ‘. -s - mmsmmmuhpmvwmmwn mInIIImIIImmnnvnm-mmsmm' "MR-2 muxnmmumsmunwmmnu ' WWII. t-m‘l Lf‘ man I! SIGMl IO "0' IS EMA”! . 0 C H ‘ h ‘ , a “.0“ ~~'-u—o t \' I'llillll IIIIIII |Iu Ill Illlll ‘.I I‘ll!) ll. III III III! in BIBLIOGRAPHY _.“*"f BI BLIOGRAPHY Publications Adams, J. A. An Evaluation 9£_Test Items Measuring Motor Abilities. 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