I“I‘ Ii| II III y'nI ‘1‘ IIIIIJ I III, I‘ V, I II I II , I I, I: I I I — III II A STUDY OF THE RELATIVE VALUE OF READING MATERIALS AND VISUAL AIDS IN FIVE CLASSES OF ENGLISH LITERATURE Thank for the Degree of M‘ A. MICHIGAN STATE COLLEGE MiIdred M. Tenhaaf I940 A STUDY F THE RELAI E‘ VALUE OF READIKG HAT‘QIALS AID VISUAL AIDS IH FIVE CLASSES OF ETGLISH LITERATURE Hildred Mary Tenhaaf A TFVSIS Submitted to the Graduate School of Xichigan State College of Agriculture and Amplied Science in partia fuliilment of the renuirements for the degree of MASTER OF.ARTS Department of Education 19% THESIS This study was conducted under the direction of the following committee: Dr. L. J. Luker, Chairman Dr. F. T. Mitchell Prof. G. H. Hill 12'? 327' Chapter II III IV TABLE OF CONTENTS List Of Tables OI00....O0.0...OOOOOOOOOOOOOOOOOOOOOOO. .A Consideration of Visual Aids and.Reading Materials as Study Helps in High School English ...... IA Discussion of the Experimental Techniques Used in Testing the Effectiveness of Visual Aids and. Rea-ding Materials 00.0ooooooooooooooooooooooo .An Interpretation of the Test Results Obtained from a Comparison of Visual Aids and Reading Materials in Five Classes ............................ Summary, Conclusions, and Suggestions for Further study OOOOOOOOOOOOOOOOOOOOOO0.000.000.0000.... APPENDIX supplementam Tables .0OOOOOOOOIOOOOOOOOOO00.000.00.00. selected Bibliography OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO. ii Page iii 16 2h 27 58 iii LIST OF TABLES Number Page I MEAN CHRONOLOGICAL AGE, I.Q,, AND HONOR-POINT RATING OF CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS ............................................... 10 II SOME EACTORS CONSIDERED IN EQUATING CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, MID GROUP USIrIG WING “TRIALS .OOCOOOCOOOOOOOOOOOOOOO 11 III FACTORS USED AS A BASIS FOR MATCHING PAIRS 0F PUPILS FROM FIVE CLASSES .00....0......OOOOOOOOOOOOOOOOOO0...... 12 IV MEAN SCORES IN PRE-TEST, RE—TEST, AND GAIN MADE BY CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS .... 16 V MEAN GAINS MADE BY EQUATED CLASSES IN ENGLISH LITERA- TURE IN CONTROL GROUP, GROUP USING VISUAL.AIDS, AND GROUP USING WING “TERIM'S COOOOOOOOOOOOOOOOOOOO0.0... 17 VI MEAN GAINS MADE BY MATCHED PAIRS OF PUPILS IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MIA-TERIMJS ooooooooooooocoocoooooo 19 VII COMPARISON OF MEAN GAINS MADE BY UPPER, MIDDLE, AND LOWER THIRDS OF GROUP USING VISUAL AIDS AND GROUP USING READIqu I'1AI'ERIfiS 000......OOOOOOCCOOOCCOCOOOOOOOOC 2]- VIII SUMMARY OF FINDINGS IN COMPARING CLASSES, EQUATED CLASSES, AND MATCHED PAIRS OF PUPILS IN ENGLISH LIT- mm .OOOOOOOOOOOO0.000.000.0000...OOOOOOOOOOOOOOOOOOO 22 IX RECORDS MADE BY PUPILS IN CLASS A, USING READING LLATERIMCS IN EIIGLISH LITMTURE O'COOOOOOOOOOOOOOO0...... 27 X RECORDS MADE BY PUPILS IN CLASS B, USING READING LIATERIALS IN EBIGLISH LITMTImE .00....OOOOOOCOOOCOOOOOOO 28 XI RECORDS MADE BY PUPILS IN CLASS M, USING VISUAL AIDS Iii EIIGLISH LITERATURE .0.0.0.0...OOOCOOOOOOOOOOOOOOOOOOOO 29 XII RECORDS MADE BY PUPILS IN CLASS N, USING VISUAL AIDS Il‘I EIIGLISH LITERATURE .OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 3O Number XIII XIV XV XVI XVII XVIII XIX XXI XXII XXIII XXIV XXVI XXVII XXVIII RECORDS MADE BY PUPILS IN CLASS X, CONTROL GROUP IN ENGLISH LITERATURE 00.....00....OOOOCOCOOOOOOOOOOIO...0.. PUPILS THAT WERE INCLUDED IN CLASS A, USING READING Lumms, EQUATED WITH OTIIER CLASSES .OOOOOOCOOOOOOOOOOO PUPILS THAT WERE INCLUDED IN CLASS B, USING READING humus, EQUATED WITH oer CIASSES OOOCOOOOOOOOOOOOOOO PUPILS THAT WERE INCLUDED IN CLASS M, USING VISUAL AIDS, EQUATED WITH GTE-{ER CMSSES OOOOOCOOOOOOOOOOOOOOOOOO PUPILS THAT WERE INCLUDED IN CLASS N, USING VISUAL AIDS, EQUATED WITH 0mm CLASSES .OOOCOOOOCOOOOOCOOOOOOOC PUPILS THAT WERE INCLUDED IN CLASS X, CONTROL GROUP, EQUATED WITH OTHER CLASSES 00......0000OOOOOOOOOOOOOOOOOO MATCHED PAIRS OF PUPILS AND THEIR SCORES FROM CLASS A, USING READING MATERIALS, AND CLASS B, USING READING mTERIflS .C.OOOOOOOOOOOOOOOCOOOOOOO...OOOOOOOOOOOOOOO... MATCHED PAIRS OF PUPILS AND THEIR SCORES FROM CLASS A, USING READING MATERIALS, AND CLASS M, USING VISUAL AIDS COOOOOOOOO0....OOOOOOOOOOOOOOOOOOOOOOOOOOOCIOOOOO... MATCHED PAIRS OF PUPILS AND THEIR SCORES FROM CLASS A, USING READING MATERIALS, AND CLASS N, USING VISUAL AIDS .OOOOOOOOOOOOQOOOOOOOOOOOOOOOOOOOOOO0.00000000000... MATCHED PAIRS OF PUPILS AND THEIR SCORES FROM CLASS.A, USING READING MATERIALS, AND CLASS X, CONTROL GROUP ..... SCORES MADE BY MATCHED PAIRS FROM CLASS B, USING READ- ING MATERIALS, AND CLASS M, USING VISUAL AIDS ........... SCORES MADE BY MATCHED PAIRS FROM CLASS B, USING READ- ING MATERIALS, AND CLASS N, USING VISUAL AIDS ........... SCORES MADE BY MATCHED PAIRS FROM CLASS B, USING READ- ING MATERIALS, AND CLASS X, CONTROL GROUP ............... THE SCORES OF MATCHED PAIRS FROM CLASS M, USING VISUAL AIDS, AND CLASS N, USING VISUAL AIDS ............. THE SCORES OF MATCHED PAIRS FROM CLASS M, USING VISUAL AIDS. AND CLASS X, CONTROL GROUP OOOOOOOOOOOOOOOOCC THE SCORES OF MATCHED PAIRS FROM CLASS N, USING VISUAL AIDS, AND CLASS X, CONTROL GROUP .................. iv Page 31 32 33 3h 35 36 37 38 no 142 1t} 1+5 LI7 M9 50 52 Number XXIX XXXI XXXII COMPARISON OF GAINS MADE BY FIVE CLASSES OF ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VUSUAL AIDS, LIED GROW USIIIG’ READIIIG’ ISIAMIALS ooooooooeooooooeooooooo COMPARISON OF GAINS MADE BY EQUATED CLASSES OF ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, MID GROUP USING WIIIG NATERIMAS .OOOOOOOOOOOOOOOOCOOOOO COMPARISON OF GAINS MADE BY MATCHED PAIRS OF PUPILS IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS . . . . . . . . . . GAINS MADE BY BOYS COMPARED WITH GAINS MADE BY GIRLS IN FIVE CLASSES OF ENGLISH LITERATURE INCLUDING CON; TROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS ....................................... Page 53 514 55 57 CHAPTER I A CONSIDERATION OF VISUAL AIDS AND READING MATERIALS AS STUDY HELPS IN HIGH SCHOOL ENGLISH CHAPTER I A CONSIDERATION OF VISUAL AIDS AND READING MATERIALS AS STUDY HELPS IN HIGH SCHOOL ENGLISH Purpose 2: £§g_§§ggy} The purpose of this thesis is to study the relative value of reading materials and visual aids for use as supple- mentary study helps in English literature at the senior high school level. In considering the merits of these two study aids the writer has no personal preference regarding the outcome of the experiment other than a sincere desire to discover which method is the more effec- tive one to use in high school study groups. Whether pupils in second, ary schools learn more from the study of pictorial materials or whether they have reached a stage where they learn more from abstract reading materials is a matter, the writer believes, not for conjecture but for experiment. This investigation attempts to discover the relative value of these two kinds of materials in five classes in high school English. Oglgin_g£'thg_problem. For several years the writer has been col- lecting various kinds of illustrative and graphic materials and.using them to emphasize important points in teaching or, in some cases, to supplement the textbook. On many occasions pupils have expressed their enjoyment of these materials or have remarked about remembering some fact because of having seen the pictures. On the other hand, the writer has also collected and used various kinds of reading materials relating to the literature which the class was reading or the author under consi- deration. Like the illustrations these printed articles, stories, and accounts seemed to add both interest and clearness to the wonk of the class. Some pupils who were reluctant to read an article would study the pictures with enthusiasm. The evidence of a greater interest on the part of some pupils for pictures and on the part of others for reading materials led the writer to try to measure the relative value of these two kinds of study helps. Furthermore, the recent work by Hoban,1 which suggests that in their study children pass through "progressive stages of develOpment from the concrete to the abstract," was an added incen- tive to test the value of these study helps for high school pupils. History 2£_the prpblem. The recognition of the value of pictures in the schoolroom, of course, is not new. For generations teachers have used.illustrations, maps, diagrams, and charts either to stimulate interest or to present new ideas. Schoolbooks, also, from the N2E.§2§7 land_Primer to the most modern texts, have included graphic materials in their pages. In recent years, particularly since motion pictures have become increasingly available for classroom use, there has been a revival of interest in visual education. To just what extent pictures have helped pupils to understand or to remember facts has been left for modern scientific methods to measure. Delimitation of the study. The present study is concerned with an eXperiment conducted during the second semester of the year 1938-1939 at Creston High School in Grand Rapids. This school is a fairly repre- sentative city high school with a course of study about as diversified as is usually found in a school of seventeen hundred pupils. The fami- 1 a Charles F. Hoban; Charles F. Hoban, Jr.: and.Samuel.B. Zisman, Visual- izing the Curriculum. New York: The Cordon Company. 1937. Pp. 300. VI— lies represented are, to a large extent, rather conservative and indus- trious. Five classes in English literature--that is, all the llqA pupils in the building-were included in this experiment. The course of study for these classes required a survey of only that part of Eng- lish literature from the age of Milton to the present time. The writer attempted to study the relative value of reading materials and visual aids for use as supplementary study helps in senior high school and did not include the use of visual aids as a teaching device in presenting work to the classes. Definition g£_terms. For the purpose of this study reading ma- terials are understood to include library books, reference books, pam- phlets, clippings from magazines and newspapers--in short, any writ- ings by the authors themselves or critical comments about their lives or their writings. By visual aids is meant any kind of illustration except motion pictures-~that is, models, objects, slides, stereographs, charts, graphs, posters, diagrams, drawings, cartoons, comic strips, and blackboard sketches. There are three reasons for excluding motion pictures from this study. First, a number of experiments, including that of Freeman,2 have already been tried out in that field. Secondly, of all the films dealing with various subjects there are comparatively few good ones available to the average classroom teacher of English literature. Thirdp 1y, the writer believes the illustrations listed above make up a value able but often neglected source of information for pupils. Thus it 2Frank N. Freeman, Visual Education. Chicago: The University of Chica- go Press. l92fi: Pp. 322. seemed both practical and desirable to include only the illustrative materials mentioned above. Hypotheses assumed. In connection with this experiment the writ- er assumed the following hypotheses: first, that there would be a dif- ference in the results obtained from the two prOposed methods of study; and second, that this difference would.be measurable. A third assump- tion was that the results would be expressed, at least to some extent, in information gained by the pupils. Problems presented. In trying to discover whether reading mate- rials or visual aids were more effective as study helps, the writer en- countered several problems. The most important of these was to set up a situation which would maintain as nearly as possible the same condi- tions in all classes. ,Ability and age of the pupils; £129 of.groups,~ study conditions, length of study period, procedureduring the recita- tion periodp-all had to be considered. The object was to do away with all but onevariable; namely, the kind of materials used during the stu— dy period. A minor problemgrowing out of the principal one was to find a valid test which would measure adequately the information gained by the pupils. Still another problem was to interpret intelligently the data secured from testing. Justification g£_the egperiment. The writer admits that this ex- periment carried on in a normal schoolroom does not have the scienti- fic accuracy that could be obtained in a laboratory. Consequently no claims are made for it as a contribution to education. It is thought, however, that as a test of what can be done in an average classroom the work has been valuable. Furthermore, some of the findings which were incidental to the main experiment seem to follow trends discovered by educational workers and so to substantiate them. Weaknesses in the experiment. In spite of a careful attempt to match pupils with respect to ability, age, and honorbpoint rating, the writer found that such factors as health, extracurricular activi- ties, and.persona1ity traits made exact matching impossible. More- over;, conditions in the classroom could.not be maintained constant throughout the entire day because of minor interruptions and differ- ences in student response at different times of the day. Then, too, although the tests used to measure the gains made by the classes were fairly valid, nevertheless they did not measure the broader objectives of the course. They also failed to measure enjoyment, appreciation, and interest except as these were shown in the number of facts the pupils acquired. Review g£_literature 12 the field. So far as the writer has been able to learn, no study of exactly this nature has been made-certain- 1y none in Grand Rapids. Freeman; used motion pictures and other vis- ual aids to supplement teaching, not study. Hobang also reported the use of pictures as an aid to teaching but did not mention any experi- ment dealing with study methods. At the junior high school level an . s experiment dealing only with motion pictures was performed by Dalrymple.’ 3Frank N. Freeman, Visual Education. Chicago: The University of Chi- cago Press. 19 . Pp. 322. “Charles F. Hoban; Charles F. Hoban, Jr.; and Samuel B. Zisman, Visual- izigg the Curriculum. New York: The Cordon Company. 1937. Pp. 300. 5Carl W. Dalrymple, “The Effectiveness of Motion Pictures in the Teach, ing of Literature." Unpublished.Master's thesis, Department of Education, Michigan State College, 1935. Pp. 51. This experiment dealt with a few single classics and did not include an entire semester's work as the present study did. Even though a study similar to the present one may have been made, there seem to be no data available. CHAPTER II A DISCUSSION OF THE EXPERIMENTAL TECHNIQUES USED IN TESTING THE EFFECTIVENESS OF VISUAL AIDS AND READING MATERIALS CHAPTER II A DISCUSSION OF THE EXPERIMENTAL TECHNIQUES USED IN TESTING THE EFFECTIVENESS OF VISUAL AIDS AND READING MATERIALS Method used. For several reasons the experimental method was selected as the one best suited to the present study. First, the ex- perimental method attempts to control all but one variable. The writ- er was able to do this (I) by equating the classes with respect to ability, (2) by having all the instruction carried on by one teacher, (3) by using the same procedure in all classes during the recitation, and (h) by using the same textbooks and tests for all pupils. It was intended that the only variable should be the kind of study helps pro- vided. Secondly, the experimental method employs objective tests for meas- uring results and statistical treatment of the findings. Scientific procedure of this sort attempts to eliminate any chance for a subjec- tive or biased interpretation of outcomes. Thirdly, the experimental method requires a definite technique in dealing with the groups selected. The matched group technique lends itself very well to this experiment, one group using reading materials, another group using pictures, and the control group using no study helps. .Altogether, the experimental method seems entirely adequate for this eXperiment. Arrangement 2; groups. The first step in carrying out the ex- periment was to arrange the five ll-A English classes in three groups, the two morning classes, designated.A and.B, using reading materials; the two afternoon classes, M and N,using visual aids; and the noon class, X, using no supplementary materials. Inasmuch as there was no time between the two afternoon classes to gather materials and store them away, it was thought most practical to use the one kind of study helps during the afternoon and the other kind during the morning. This arrangement had at least two advantages. (1) It facilitated the handling and storing of equipment such as lantern, screen, slides, stereoscOpes, boxes of pictures, scrap-books, and chests of library books. Because these materials were in use at the end of the period, the time for studying them would have been shortened considerably if the room had.had to be cleared and other materials brought out. (2) Then, too, the writer wished to confine the use of the study helps only to the classes for which they were intended in order to make whatever effect they might have on the number of facts the pupils learn- ed as great as possible. If pupils from the other three classes had caught sight of the pictures, they would probably have wanted to use them. In putting both classes using visual aids in the afternoon and both classes using reading materials in the morning the writer did not overlook the element of fatigue which might affect the afternoon classes. 6 Freeman believes, however, that this effect is much smaller than was formerly supposed. In reporting several experiments he notes a decrease in accuracy of less than five percent from morning till late afternoon 6Frank'N. Freeman, How Children Learn. Boston: Houghton.Mifflin Company. 1917. Pp. 322. and an increase of five percent in amount of work done. In the present experiment classes were kept as nearly equal in size as seemed compatible with the varied programs of the pupils. In all a hundred sixty-one pupils were included in the experiment. This was all the ll—A pupils in the building. Intelligengg_test used. The second step in carrying out the ex- periment was to find the mental ability of the pupils in order to con- sider this factor in equating the classes. Because the records of I.Q. tests for these pupils were incomplete or of too remote a date to be suitable for use, the writer furnished Otis Group Intelligence Tests in order to secure comparable data for all pupils. The Otis test was selected because it is standardized, valid, reliable, and.satisfactory to administer and score. Paterson7 rates the Otis test as follows: The reliability is reported to be + .92 for grades seven to twelve...The evidence indicates that this test is as valid as, if not more valid than, most of the standard group intel- ligence tests at the high school level. Honor-point rating. The third step in carrying out the experi— ment was to find the honor-point rating of the pupils in order to match them as nearly as possible with respect to past achievement in high school. On this subject Lee8 says, Teachers' marks...have about the same predictive value as have intelligence tests and standardized achievement tests. ,A combination of the teachers' reactions, either in the form of marks or ratings, and the test scores, either intelligence 7Donald G. Paterson; Gwendolen G. Schneidler; and Edmund G. Williamson, Student Guidance Techniques. New York: McGrawaHill Book Company. 1938531). 31%. 8J. Murray Lee,.A_Guide £2_Measurement_ig_Secondagy Schools. New York: D. Appleton-Century Company. 1935:— Pp. 5lh. 10 or achievement, will give a satisfactory prediction of success. Final marks for grades 10-3 to ll-B inclusive in all subjects except physical training and music were considered. It was thought best not to include ninth grade marks inasmuch as a sixth of the pu- pils enter Creston High School at the beginning of the tenth grade from country or parochial schools where standards of marking differ from those used in Creston High School. Eguating 2: classes. The five classes were found to be very sim- ilar in ability and differed :L‘wegs I.q, only 2.8 points .t most and in honor—point rating only .2U points. A closer matching was attempted, TABLE I MEAN CHRONOLOGICAL AGE, I.QL. AND'HONORPPOINT RATING OF CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS Class Group N. Mean.Age Mean I.Q. H.P.R. A. Reading 31 17.1 102.8 2.21 B Materials 36 16.3 10u.8 2.u5 M Visual 35 16.h 10h.h 2.22 N .Aids 32 17.0 102.0 2.39 Control I Group 27 16.8 103.h 2.39 however, by equating the classes. This was done by considering for statistical purposes only those pupils whose scores would.make the class means as nearly identical as possible. Every effort was made to match the classes with regard to intelligence, general knowledge of literature, amount of extracurricular work being done, number of 11 subjects carried, sex,‘ and previous school record. {A group of this size was found to be so small, however, that a consideration of all these factors seemed impracticable; consequently, only intelligence quotient and honor-point rating were used as a basis for matching, and the other qualities were considered whenever possible. By leaving out of the group using reading materials two pupils from class A and six from class B; from the group using visual aids, six pupils from class M and three from class N; and from the control group, X, two pupils, it was found that the greatest difference in mean I.Q. for the equated classes was .7 points and in honor-point rating, .31 points. TABLE II SOME FACTORS CONSIDERED IN EQUATING CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL.AIDS, AND GROUP USING READING MATERIALS _‘-___ -;_ Class Group N. Meanque Mean I.Q, R.P.R. A Reading 29 16. 9 103. u 2. 25 B Materials 30 16.9 103.5 2.25 11 Visual 29 16. I: 103. 7 2. 25 N Aids 29 17. 1 103.0 2. 25 Control 1: Group 25 16. 8 10 3. 2 2. 29 Matchipg 2£_pairs gflpupils. A still greater refinement of meas- urement was attempted by matching pairs of pupils. In no case was the difference in I.Q. allowed to exceed 3 points nor the difference in 'See page 57 for a comparison of gains made by boys and girls. 12 TABLE III FACTORS USED.AS A.BASIS FOR MATCHING PAIRS OF PUPILS FROM FIVE CLASSES Class Group N. Mean I.Qh H.P.R. .A Reading materials 10 103.0 2.26 B Reading materials 10 103.0 2.29 A Reading materials 15 103.2 2.02 M Visual aids 15 103.2 1.97 A Reading materials 16 100.2 1.99 N Visual aids 16 100.6 2.02 .A Reading materials 11 ~ 102.9 2.27 X Control group 11 103.h 2.28 B Reading materials 18 105.6 2.3a n Visual aids 18 106.u 2.31 B Reading materials 16 105.3 2.71 N Visual aids 16 105.7 2.69 B Reading materials 15 106.6 2.10 X Control group 15 105.5 2.56 ,M Visual aids 9 101.u 2.03 N Visual aids 9 100.5 2.00 M Visual aids 15 lou.6 2.31 X Control group 15 10h.8 2.35 N Visual aids 11 102.5 2.Mh X Control group 11 102.h 2.h5 honorbpoint rating, .16 points. Thus pupils from every class were paired! with those of every other class, and means were calculated for all possible combinations. The greatest difference in mean I.Q. for matched pairs from the five classes was 1.12 points and in mean ’See pages 37 to 52 for matched pairs. 13 honorbpoint rating, .U6 points. Thus in the three ways mentioned above, the classes were made as nearly equal as possible. Pre—test used. In order to be able to find out at the end of the experiment how much information the pupils had gained by using the dif- ferent study methods it was necessary to determine how much they knew at the beginning. \Iater these initial scores were compared with the ‘final scores. For this purpose an objective test was used, questions for which were selected by the writer from a work book published by the company that printed the textbook. .A hundred true-false, fifty matching, and fifty multiple-choice questions were thought to be sufficient to elimi- nate, to a large extent, the element of chance. The test was not standardized. Because the writer selected the i- tems from various pages throughout the book on the basis of judgment, the scores could not even be compared with those of any other class. This comparison was not thought to be necessary, however, inasmuch as the purpose in giving the test was not to find out whether the pupils had attained a standard score for their grade but to find how many facts they had learned from the beginning of the experiment to the end. In selecting questions for this test the writer tried to include only those which were within the comprehension of the pupils and which were not debatable. Consequently, only fact questions were used. Even if some of the broader objectives of the course were thus excluded, it is believed this selection increased the value of the test by increas- ing its accuracy. Although this test may not have been a perfect meas- uring instrument, nevertheless there are two reasons why it was thought to be adequate for this experiment. 1M First, the test had at least three requirements for validity men- tioned by Lee.9 (1) The items selected measured most of the objectives of the course. Although some of the larger objectives such as an appre- ciation for good literature; a knowledge of the development of literary forms like the novel, essay, and short-story; and an attitude of re- spect for significant authors could not be measured satisfactorily, nevertheless the test attempted to measure the objectives of the course. (2) The items paralleled the actual teaching done both in chronologi- cal order and in emphasis on important authors and their works. (3) The items represented a wide sampling of the materials taught. The questions were about evenly distributed over the textbook, covering the time from Milton to thexresent day. Second, the test was fairly reliable. By using the split-half technique it was found that the coefficient of correlation between the two sets of questions was + .71. The probable error was computed and found to be t .02. Although this does not indicate high reliability. nevertheless a substantial degree of reliability is shown. This test described above was used as a pre—test at the beginning of the semes- ter. Sixteen weeks later the same form was used as a re-test. Use 2f the class period. .A ruling by the board of education re- . quires that the class time consist of a twenty-five minute recitation period followed by a thirty minute study period. In every class the procedure during the time allotted to recitation was the same, consist- ing of discussions, oral and written reviews, and supplementary ready 9J. Murray Lee,.§ Guide £2_Measurement in Secondary Schools. New York: D. Appletoanentury Company. 1936. Pp. 51H. 15 ing by the teacher of additional works by the various authors and com- ments by critics. During the time allotted to study, questions on six or seven pages of the textbook were given to all pupils in order to motivate their work. From this point the procedure in the groups differed widely. In classes .A and B, the group using reading materials, hundreds of articles, news- papers, magazines, and books pertaining to the lesson were circulated to help pupils understand and appreciate the text. In classes M and N, the group using visual aids, hundreds of stereographs, drawings, maps, cartoons, pictures, charts--pict0rial and graphic materials of all kinds- were circulated. In class X, the control group, only the text was used with no study aid. At frequent intervals during the semester short tests were given to induce the pupils to answer all the daily questions. In order to en- hance whatever effect the study helps might have on final scores, the writer made a constant attempt to stimulate pupils to make all possible use of available materials. The classes, of course, knew nothing of the purpose for supplying these helps. Throughout the sixteenpweek period an attempt was made to maintain a normal atmosphere in the school- room. None of the pupils seemed to be aware that an experiment was be- ing tried. CHAPTER III AN INTERPRETATION OF THE TEST RESULTS OBTAINED FROM A COMPARISON OF VISUAL AIDS AND READING MATERIALS IN FIVE CLASSES CHAPTER III AN INTERPRETATION OF THE TEST RESULTS OBTAINED FROM A COMPARISON OF VISUAL AIDS AND READING MATERIALS IN FIVE CLASSES Before the results of the present experiment could be interpreted satisfactorily, statistical treatment of the raw scores obtained from the pre—test and the re-test became necessary. The increase in the number of correct answers from the pre-test to the re-test was re- corded as the gain. The smallest gain made by any pupil was 18 points, and the largest made by any pupil was 112 points. Comparison of mean gains made by_classes. Because of the wide range and irregular distribution of the scores a mere inspection of them did not furnish adequate information for comparing the classes. A more satisfactory understanding of the differences was obtained by TABLE IV MEAN SCORES IN FEE-TEST, RE—TEST, AND GAIN MADE BY CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS Class Group Mean scores in Mean Gain Pre-test Re-test A Reading 23.00 88.00 65. 75 B Materials 21.61 85.00 6h. 25 M Visual 20. 85 86. 57 66. 111 N Aids 1h.09 8H.09 68.93 Control I Group 15.25 95.77 80.h1 17 finding the class means. These revealed that classes M and N, using visual aids, made slightly larger gains than classes A and B, using reading materials. Although the means for the re-test of these four classes varied only 1 or 2 points, lower pre-test scores for the group using visual aids gave a greater apparent gain. Inasmuch as the tests in all classes were given under the same conditions, it is thought that these lower pre-test scores indicate a knowledge of fewer facts on the part of classes M and.N rather than any other factor. The mean gain made by the control group, X, was twelve points lar- ger thanthat of any other class. .A relatively low pre-test score con- tributed to this gain but probably did not account for it. In fact, a careful study of the means for these five classes would hardly Jus- tify any conclusive statements inasmuch as a generalization cannot be made from so few data. TABLE V MEAN GAINS MADE BY EQUATED CLASSES IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS. AND GROUP USING READING MATERIALS Class Group Mean scores in ___ Mean Gain Pre-test Re-test .A Reading 22.1M 87.66 66.27 B {aterials 21.50 83.00 62.67 M Visual 22. 31 87. 31 66. 97 N Aids 111. 89 83. 17 68. 314 Control 1: Group 111. 60 9 3. 60 79. 00 18 Comparison 22 mean gains made by_equated classes. Scores made by the classes that were equated with respect to I.Q. and honor- point rating showed a tendency similar to that observed in the classes before they were equated; that is, mean gains made by the group using visual aids were from 2 to h points higher than those made by the group using reading materials. Again, the control group made a mean gain of 11 points over any other class. Comparison 2: mean gains made by matched pairs 9_f_ pupils. A study of the pairs from all classes, matched with respect to I.Q. and honor- point rating, shows that there is the same tendency, noted twice above, toward.higher mean gains made by the group using visual aids than by the group using reading materials. In fact, wherever a class using visual aids is compared with a class using reading materials, the class using visual aids shows a greater gain even though this may be only a fraction of a point. This statement loses some of its significance, however, when it is noted that matched pairs from class M, using visual aids, gained only .67 points over matched pairs from class A, using reading mater- ials, whereas, within the group itself using reading materials, matched pairs from class A showed a mean gain of 11.50 points over matched pairs from class B. .A difference in gain almost as great as that pointed out between classes A and B, using reading materials, may be seen between classes M and N, using visual aids. Between matched pairs of pupils from classes M and N is a difference in mean gain of 9.3M points. .As noted above, control group, X, showed gains over every group with which it was compared. 19 TABLE VI MEAN GAINS MADE BY MATCHED PAIRS OF PUPILS IN ENGLISH LITERATURE IN CONTROL GROUP, GROUP USING VISUAL AIDS, AND GROUP USING READING MATERIALS t - r t Class Group Mean Scores in Mean Gain Pre-test Re-test .A Reading materials 22.80 91.20 68.50 B Reading materials 2M.50 81.50 57.00 A Reading materials 23.53 86.13 65.00 M Visual aids 18.66 8M.00 65.67 A Reading materials 23.87 85.87 62.9M w Visual aids 15.31 82.81 68.00 A Reading materials 2M.8h 87.69 63.38 X Control group 12.76 91.8H 79.15 3 Reading materials 25.05 86.22 62.17 M Visual aids 22.00 87.16 65.78 B Reading materials 20.31 83.37 63.00 N Visual aids 15.25 87.50 72.06 B Reading materials 2u.18 85.37 62.37 X Control group 15.37 98.37 83.31 m Visual aids 21.33 95.nu 7u.66 N . Visual aids 11.77 76.88 65.22 M Visual aids 20.20 8h.h6 63.66 X Control group 15.33 98.86 83.33 N Visual aids lu.36 8h.72 70.27 x Control group lu.09 9u.5u 79.82 Critical ratio 23 mean gains made by classes. Whether the var- iations mentioned above were due to a significant difference in gain or to mere chance could not be determined by inspection. Consequently; a critical ratio* was calculated for mean gains of classes, equated *See pages 53 to 56 for critical ratio of all groups. 20 classes.and matched pairs of pupils in order to find whether the dif- ferences were significant. A critical ratio of .10 indicates only a little more than fifty chances in a hundred that a significant differ- ence exists between the mean gains of class A, using reading materials, and class M, using visual aids. A critical ratio of 1.20 indicates that there are eighty-eight chances in a hundred that a significant difference exists between class B, using reading materials, and class N, using visual aids. In order to be really significant a critical ratio should be 3.00 or over. The only significant ratios in this ex- periment are those in which the control group is used. Critical ratio g£_mean ggins made by equated classes. A compar- ison of mean gains made by equated classes shows a result similar to that noted in the classes before they were equated. Although the gain is consistently in favor of visual aids over reading materials, never- theless this gain is not significant. Only when the control group is included is there a significant difference. Critical ratio 22 mean gains made 2y matched pairs 2: pupils. A comparison of gains made by matched pairs of pupils from the five classes in all possible combinations shows a trend similar to that noted in the classes before they were equated and in those that were equated. Pairs using visual aids in every case showed a mean gain over pairs using reading materials, but with no pairs did this gain show a significant difference. The control group showed a significant difference in gain every time it was considered except ones-~when the control group was compared with class N, using visual aids. Comparison of upper, middle, and lower thirds gf_grouns using 21 visual aids and reading materials. In order to find whether the gain made by the group using visual aids over the group using reading man terials was affected by the distribution of pupils or whether it was TABLE VII COMPARISON OF MEAN GAINS MADE BY UPPER, MIDDLE, AND LOWER THIRDS OF GROUP USING VISUAL AIDS AND GROUP USING READING MATERIALS Class Group N. Mean Gain S.D. C.R. A, B Reading materials Entire group 6h.9h 16.55 M, N Visual aids Entire group 67.n8 15.50 .92 A, B Reading materials Upper third 71.63 16.35 M, N Visual aids Upper third 71.69 1h.95 .01 A, B Reading materials Middle third 61.26 15.15 M, N Visual aids Middle third 63.00 16.50 .35 A, B Reading materials Lower third 63.90 12.75 M, N Visual aids Lower third 67.78 1h.h0 1.20 consistent throughout the entire groups, critical ratios were com- puted for the upper, middle, and lower thirds of these two groups. A study of the results shows that in all three brackets the group using visual aids gained more than the group using reading materials. Thus in every comparison made, the group using visual aids gained more than the group using reading materials. Also in every comparison in which the control group was considered it made greater gains than did any other group. It will be noted in Table VII that the gains made by pupils using 22 TABLE VIII SUMMARY OF FINDINGS IN COMPARING CLASSES, EQUATED CLASSES, AND MATCHED PAIRS 0F PUPILS IN ENGLISH LITERATURE Class Group N. Age 1.8. H.P.R. Pre-test Re-test Gain S.D. C.R. A,B Reading materials 67 16.8 105.9 2.54 22.26 86.44 64.96 16.55 M,N Visual aids 67 16.7 105.2 2.27 17.65 84.95 67.48 15.50 .92 A,B Reading materials 67 16.8 105.9 2.54 22.26 86.44 64.94 16.55 X Control group 27 16.8 105.4 2.59 15.25 95.77 80.41 15.55 4.74 M,N’ Visual aids 67 16.7 105.2 2.27 17.65 84.95 67.48 15.50 X Control group 27 16.8 105.4 2.59 15.25 95.77 80.41 15.55 4.05 ArB-Equated Reading materials 59 16.9 105.4 2.24 21.78 85.29 64.44 17.05 MPN‘Equated Visual aids 58 16.7 105.5 2.25 18.69 85.15 67.66 16.40 W A-B-Equated Reading'materials 59 16.9 105.4 2.24 21.78 85.29 64.44 17.05 Xrflquated Control group 25 16.8 105.2 2.29 14.60 95.60 79.00 12.85 4.29‘ MrNrEquated Visual aids 58 16.7 105.5 2.25 18.60 85.15 67.66 16.40 XPEquated Control group 25 16.8 105.2 2.29 14.60 95.60 79.00 12.85 5.58 A-Pairs Reading materials 15 16.7 105.2 2.02 25.55 88.15 65.00 15.25 MFPairs Visual aids 15 16.6 105.2 1.97 18.66 84.00 65.67 16.80 .12 A-Pairs Reading‘materials 16 17.0 100.2 1.99 25.87 85.87 62.94 11.50 NrPairs Visual aids 16 17.0 100.6 2.02 15.51 82.81 68.00 15.00 1.07 B-Pairs Reading materials 18 16.8 105.6 2.54 25.05 86.22 62.17 21.20 MFPairs Visual aids 18 16.5 106.4 2.51 22.00 87.16 65.78 16.50 .57 B-Pairs Reading’materials 16 16.8 105.5 2.71 20.51 85.57 65.00 16.50 N-Pairs Visual aids 16 16.7 105.7 2.69 15.25 87.50 72.06 16.55 23 visual aids compared with the gains made by pupils using reading mate- rials show increasing significance in the lower brackets. Thus a crit- ical ratio of .01 for the upper thirds, of .36 for the middle thirds, and of 1.20 for the lower thirds of the two groups may indicate that visual aids are relatively more effective with pupils of low I.Q. than with pupils of high I.Q. This possibility seems to agree with a gener- 10 alization made by Hoban after an investigation of the use of visual aids: The amount of concrete experience and its relative degrees of concreteness vary widely in use between the "bright" and the "dull" pupil...It follows, then, that the amount and concreteness of the visual aid necessary to the develOpment of any given level of abstraction is greater where the intellectual maturity of the learner is lower, and vice versa. The "dull" pupil must be furnished much wider concrete experience than must the "bright" pupil. Whether the "dull" pupils using visual aids profited enough more from the use of these helps than the "dull" pupils using reading ma- terials profited from the use of their study helps cannot be learned from so few data. 10Charles F. Hoban; Charles F. Hoban, Jr.; and Samuel B. Zisman, Visualizing the Curriculum. New York: The Cordon Company. 1937. Pp. 300- CHAPTER IV SULHAARY, CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY CHAPTER IV SUMMARY, CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY §Eflg§£x. In order to test the relative value of reading mate- rials and visual aids for study helps in eleventh grade English the writer conducted an experiment during the second semester of the year 1938-1939 at Creston High School in Grand Rapids. All the ll-A pupils were arranged in three groups—-two classes using visual aids, two class- es using reading materials, and one class using no supplementary helps. These classes were equated on the basis of I.Q. and honor-point rating, and conditions during the recitation period were kept as nearly alike as possible. An objective test was administered at the beginning of the semester and again at the end to see how many facts the pupils had gained. Within the limits of this experiment the following statements may be made: 1. In every comparison made, classes using visual_aids showed a slightly larger gain than classes using reading materials. 2. The control group made the largest gain of all, twelve points higher than any other class. 3.7A comparison of upper, middle, and lower thirds of the group using visual aids and the group using reading materials showed an in- creasing significance in the lower brackets in favor_of visual aids. M..A comparison of upper, middle: and lower thirds of the two groups using study helps showed that the trend in favor of visual aids 25 was consistent and was not affected by a chance distribution of pupils. 5. There was a greater difference in mean gain between classes in the same group than between classes of different groups. This fact decreases the importance of the statement that there was a trend in favor of visual aids. 6. In spite of a consistent tendency in favor of visual aids the difference between the classes using visual aids and the classes using reading materials was in no case significant as measured by a critical ratio. 7. In all except one of the comparisons in which the control group was used there was a significant critical ratio in favor of the control group. Conclusions. Within the limits of this study there are a few con- clusions which seem to hold true for the conditions under which this experiment was conducted. 1. Some pupils in senior high school learn more from studying visual aids than from studying reading materials. 2. Some pupils even in senior high school seem to enjoy looking at pictures more than they do reading. 3. In a thirty-minute study period pupils seem to learn more about the text from studying only that than they do from spending part of their time using supplementary materials with the text. h. Small classes may produce higher scores than large classes in this type of experiment although results offlother studies contradict this statement. The evidence of the present study is too limited to permit a generalization. 26 5. A discreet use of visual aids combined with reading materials during the recitation as well as during the study period would.prob— ably produce more satisfactory results than the use of either kind of study helps to the exclusion of the other. Suggestions for further study. It seems evident as a result of the present experiment that visual aids may be a valuable source both of pleasure and of information for pupils. In Just what way they may be used most effectively might perhaps constitute the basis for fur- ther study. The following studies may be worth making: 1. Whether visual aids are more effective when they are used by the teacher during the recitation period or when they are used by the pupil during the study period. 2. Whether classes learn more from having visual aids presented by the teacher or used in talks and especially prepared reports by classmates. I. 3. The relative effectiveness of visual aids used alone and in conjunction with reading materials. M. Whether seeing pictorial and graphic materials which are fur- nished by the teacher or making these materials themselves would be more effective for pupils. ' 5. Whether visual aids are more effective for "dull" or for "bright" pupils at the senior high school level. APPENDIX ““fi “2"“ _wu’\-'-WU \. I ”5‘." ..'.¢“..uu w-w. m V‘Y—fl " iriigs & 7 .sw jvv-U\VT "Q 7.. 'AT fir.‘ . '96-?qu is... .LL-J -..- .4...wa J", VJ-..J v-uf o—‘wva‘T *(‘T’ v-o‘ ~q‘-. 'TP'Hfifi . s T, . ‘ ‘ . « .. ~4- ‘-I _J. ‘.A¢J-~4-. J. ‘41.“--- _.-‘J —__~ 11.43.” L - J -v‘~."‘ .. “'1“? 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H.P.1. 1re~tcrt “e—tzst Gain X—l...... 14- 6 12 ..CZ 39 113 83 x-2...... 16- 1 17 1.33 12 139 97 1—7...... 16- u 117 2.32 9 9g 33 X~'...... 17- 0 116 2.59 1? 13 93 x~5...... 16.13 115 2.15 21 112 31 2-6...... 16- 3 113 2.33 19 97 27 X-7...... 16— 2 112 2.02 32 11M 2 1-2...... 16- 3 110 2.63 23 11: g~ X-j...... 17- 1 108 1.53 11 92 31 1-11...., 16_ 7 136 3.08 5 23 23 X—lg..... 15-13 lat 2.57 17 13 92 x_1h..... 16-11 133 2.75 1% 1:3 :3 x-1E..... 16- 3 133 2.66 6 22 76 1-16..... 16— 2 133 2.5: :3 3, 72 1-17..... 16-13 133 2.16 10 32 22 1-121,... 1:- 2 103 1.66 22 3; 25 X--9..... 15-13 132 2.23 3 7: 75 X-2u..... 16- 3 30 2.91 6 85 77 x—21..... 16— 9 133 2.66 2% 91 67 1-22..... 16-10 103 2.30 7 61 ~ 5% 1-27...... 15- 7 31 2.37 6 in h: -24..... 17— 1 73 1.h6 13 13M 25 1-25..... 7— 2 85 2.59 9 75 55 X—aé..... 13-31 85 1.73 9 83 7” 1-27..... 19-13 72 1.25 £2 77 3: "A ' l 1.: (A. Q\ (U \u o h) r“. o 7‘) A 1A \ ‘1 o k) 0 (‘ \- I \ . I‘ n 37 ‘ ~ .‘ "‘ 7’1?" ""1\ WTT’FTLV 07""??? 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" ‘1 7 .All . It.‘ C’F‘ ._. 11:].‘1..... 1)“ 9 114' o/J L? ,; I f' ‘0 r' ’1 -- - /.—- -.-.— P .r“ C! fl _F\ ‘ _-‘ L. X "1" K . J‘s_; . . . . . 3“) L 1 _It+ J J“ 3.” J/ - . ff ._ r 1‘ H q ’- «A (4" -H ...1 . . .. 17- 1 1W .- .W 17 ..J r A "V" . ,4“ (— '73 n '7 ,1 "3 . ’3’— . .7 “-57.00 I o 4 ‘4 3.’1 L1. :2 (.1: ’. Y t- . a W H 23 1 T 7 7h n-C’Uooooo 1" D ,‘J "a,” 1‘3 U): ‘- . 'T‘ Pp._ .7 1 ‘ H p"? ’j'»:. "T‘ . IT. L'-(-Coocoo 1: "—1 ,3'-' 10"“ -—- ' - ‘3 hflCCooooo v 5+ 5 “o, 1-4.. ‘41- , r: an. 15. ..C '3." 3 56 c 131 2;? .L—( ;:..... _—.. .2 Jw—I' ;..-v' J -zI—“ ’— f _ ‘ ' ”‘1 '7 ".;~ ". "1.. "'- f: n—-"oOooo 1f 1 “V 1.;1 gJ v.,u:- \sl r Ar 6 a r 1‘, TN -7 _ (j . A .‘V . .r‘ . ~1-Jlooo o o 1 —' 4 :~" 1.;4- U C... ’1‘! 13—1," o a u o o 17" 7 j) 1 o;q 1.) K, J v. ‘4' :—?7 d : 33 1 (6 D 77 fil "1 J _' . O . . . V d r J . "‘ - . J . " rm '1 1 '7 "2 3:) ") if. ’T" CV} (31 fir) Cry :q ‘IQGC‘L‘A ‘5. . . . 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'7 C 1 1' '5 ‘ ‘.- -‘ -~ ”A ‘0'“ o o o o o o 1 ‘3 T 1.-J C. .‘*l ~y'3 1 1: _ r f r- 1 . ~~ ' n-9,...,, 11- ; 114 2.)” 17 91 74 n d C r1 A C . “—‘_z . . . . O . 1 \J— 1 1 '7 2 .1, 7 9“) :3 1: C An A f' —, r . .-]f3 . . . . . 1 .... 7 A-J; L— . CC: 3- C ‘17 (-.‘l - 1 1 C 1’1 1 1 r" -~ 1 «v M 31",000000 4-~~"-‘ 4-«1 a)” 1) 4..-.) :4... 1 P. 5 f.‘ f‘q " 1.. -,‘ oA-lll. . . . . 1 '_1 1 ,'/ 1 'Jl-’ 1; “7'3 .‘IL; - f 5/ .— rw— _ , Al. —. . o . . 1 4—11 -’ a) :. .1” 1‘3: )*7 . 1 r _ r ,. _. .=‘ ..... 1c- 3 1?“ :.-o 1* as 3. d J . f ‘ 1 - “‘1‘100000 1\" 9 1C5 2.03 2.“; 31 :7 ’ / —.' ‘1, ‘1' r: I.—]\‘..... 1?- )- lfi‘Q ?.07 1“ C. (7 11;!!! 17; c. 17111 1 "T '13; 7'1 :5 ° J-rooooo -/" _, ,'- o") L' 34‘ 'I‘c "l-r 1- A ’NK 1 "rf\ fl" C3,: 7 ‘-L H J . . . . . .L ‘ - ‘v; J /. . *1 V JJ ‘4 .\l‘ ’3 I O'- f ‘ A‘lrooooo 10" 7 (“/3 2.3g 2 66 ‘15 N-Ej..... 13- a 1?1 2.93 n ?1 {7 " (C / A~1;... .. ;—O l 1, , fi‘}; 17 (:3 [DIS 1' ‘ ,1 “—10...” 171- C 3’.) 9.1:) If 2 ;,, I A _ ‘ r;- .7 31-393.... 1:"; 1- :22;- 13 8{ 71 V ’7 n ’7 A L: "" ’- ‘u-C-L‘Lo o o o 0 ‘V- 3’33 ( .2" lb lJ‘+ Flt-J 39 \ u-y-\ T‘ 'If f‘ ‘ o . 11 ‘ Tm'L; «Y (ucn.t.1.n?€7n/ _* * " "“:'—""‘....::;::::_:;-. rm“..- ..-—.-- .__.::—.._._._ _ m.~*—-—-'—-.I.~. 1- , z - I ’ F ? Ive-taut ne-t;fit Chin , “~1 rme ~. “o‘-*- “ 7‘: ‘4. ’2. . U 4; "' — ”r! "' 0—7 71' n 7 '1 '7‘ 1 “ 1} u; ‘ Y F. fl. 1:- U {I fiol - .I'f [I‘guooooo o A 1 ,7, ‘;:- E"! "C1 ’1 n0 1:,— '1’} ‘- .a‘ 1 I) -- J ¢:."'L._-—' . o o a O ‘ 4 -f -... C": ...- 5 1n 9 1 “fl 7 - 1v ‘ A? ]f_".-- ' .// "\A 111-" I H' - ' .../.0... fl A7 .3 ”.7 —v‘-\ (‘1 "f \l '7!“ 113‘ 1:: “A‘ v.‘_‘ / J 5..”J-Jooo 00 J . g» a~ 1 :m 14 £1 % ’ QF- 17- 7 ‘ ' -— v V’ “‘V ' f I‘L"(.-’. . o o o o ‘I :J ‘1 q (”C-Z 7'“ \r '79" ... O "1 1| ‘~‘- J ‘J" ‘ All-I’LQOOOO “ I L} fi‘l 5‘ A 7 1, 7 37- '] .‘All a. .4. J r /- - '— In-‘J‘lgoooo l ‘ NH “1 (i 7.! C. .- .2“ 1'7“ P: Ci; 1 414‘ C J' ‘J an" ‘70.... *a " r- A H” I, ' I I“ , w A f‘ fin “'7 5.7 , ..“ "1‘ _ , ‘r f“ l‘ 1: 7 13).k.‘,) C.-JC. L‘j .1.) '1‘ .' J 2‘ LLVQX“. ‘5. g . ‘4. N f HS. F" C'— (.7 \r If ’- ”‘3". Fr 1 '17 1"‘.':"7 I". -1 “govt Y! ,\ h, .1 .. - Ly ." -.-, - .q'i‘cn -‘ooo "““ J. TABLE XXI ILATCEED PAIRS OF PUPILS AND THEIR SCORES FROL'Z CLASS A, USING READIZTG IULTERIALS, AND CLASS II, US BIG VISUAL AIDS Pupil Age I. Q. H.P.R. Pre-test Re-test Gain APB...... 16- 8 11M 2.58 31 92 61 N—M...... 16- 2 11M 2.58 10 69 59 A-7...... 16-10 113 2.M1 M0 109 69 N-6...... 16- 5 112 2.25 26 103 77 A—8...... 16- 2 107 2.16 90 83 N—8...... 18- 6 110 2.33 12 8 76 A-lO..... 17- 7 107 1.27 8 7M 66 H-13..... 19— 7 107 1.20 16 77 61 1-11..... 16-11 106 2.50 55 102 M7 A—13..... 17—10 10M 1.75 11 M8 37 N—lB..... 17- M 10M 1.91 10 59 M9 1-16..... 17— 2 103 1.66 26 93 67 N—l?..... 16- M 101 1.83 M9 97 M8 A-lgo o o o o 16" u 100 2. 25 16 87 71 1:.-20. o o o o 16" 8 99 2. 25 7 83 76 A—21..... 18- 2 98 3.00 2M. 76 52 N-lS..... 16- 3 9- 3.08 11 67 56 A-220 o o o 0 1i ’4‘ 97 2. 5O 21 91 70 N-l9..... lb- 6 99 2.33 13 102 89 A-23..... 16-10 97 1.33 7 83 76 N—2M..... 17- 3 95 1.33 13 8M 71 A—2M..... 17- 1 96 1.91 23 8M 61 N-21..... 17- 5 98 1.91 9 85 76 M1 TABLE XXI (Continued) Pupil Age I.Q. H.P.R. Pre—test Re-test Gain A-2500000 17"- 7 9 1.5 16 30 6h I‘I—EYOOO o o 17" 2 2 1.66 30 8 57 A—27..... 17- 6 92 1.50 33 8 52 21"“2600000 17" O 93 1033 5 EL. 77 1-29..... 17- M 90 2.25 20 86 6o N—25..... 17- 8 93 2.25 10 108 98 A—31..... 17- 7 87 1.M1 MM 9M 50 III-3‘0. o o o o 17" 5 8 1. 50 7 52 145 mean A... 17.0 100.25 1.99 23.87 85.87 62.9M mean N... 17.0 100.68 2.02 15.31 82.81 68.00 TABLE XXII HATCHED PAIRS OF PUPILS ATD THEIR SCORES FRCK CLASS A, USIYG READIUG EATERIALS, AID CLASS X, CCITROL GROUP M2 Pupil Age I.Q. H.P.R. Pre-test Re-test ain .A-5...... 16- 8 11M 2.58 31 92 61 X“ 0.00.. 17- O 116 2.69 17 107 90 A-eoooooo 15" 6 113 2. 66 25 81 56 x-8000000 16’ 3 110 2.66 23 115 92 A-7...... 16-10 113 2.M1 M0 109 69 X-5...... 16-10 115 2.M6 21 112 91 A‘goooooo 16-10 107 1.58 13 105 92 x-9000000 17‘ l 108 1.58 11 92 81 A-11..... 16-11 106 2.50 55 102 M7 x-13..... 15-10 10M 2.37 17 109 92 A-15..... 16- 103 2.08 21 66 M5 x-17..... 16-10 103 2.16 10 92 82 A-18..... 17- 1 100 2.66 17 85 68 x-15..... 16- 3 103 2.66 6 82 76 A-19..... 16- M 100 2.25 16 87 71 X-lgooooo 16-10 102 2.23 3 78 75 A-21..... 18- 2 98 3.00 2M 76 52 x-20..... 16- 9 100 2.91 6 85 77 A-22..... 16- M 97 2.50 21 91 70 X-22..... 16-10 10 2.50 7 61 5 A—29..... 17- M 90 2.25 20 86 6o X-230000. 16‘ 7 91 2.37 6 5” Mg Mean.A... 16.7 102.9. 2.27 2M.8M 87.69 63.38 Mean x... 16.6 103.M 2.28 12.76 91.8M 79.15 ’43 TABLE XXIII SCORES MADE BY IIATCHED PAIRS FROL‘I CLASS B, USIZTG READIITG LLA‘I‘ERIALS, AID CLASS 1.1, USIBTG VISUAL AIDS Pupil Age LQ. H.P.R. Pre-test Re-test Gain B-Soooooo 16‘ 7 112 2.58 32 95 63 m-5...... 16- M 11M 2.53 25 116 91 B-6...... 16- 5 111 3.33 11 83 72 M—M...... 15- 8 11M 3.16 36 102 66 B-7...... 16- 5 111 1.75 11 123 112 m-7...... 16- 5 113 1.66 2 7M 72 B-S...... 16- M 111 1.58 21 7M 63 H-ll..... 16‘ 1 103 1.66 27 83 61 B-lOooooo 16‘ 7 110 2.91 21 98 77 1—8...... 16- M 112 3.00 37 128 91 B-ll..... 17- M 110 2.00 32 8M .2 m—10..... 16- 7 108 2.00 16 77 61 3-1M..... 16—11 108 2. 0 52 70 18 m—13..... 16- M 107 2.58 2M 99 75 B—15..... 16-10 107 2.08 3M 70 36 M—16..... 17— 3 106 2.08 1M 81 67. 8-17..... 16— 6 106 2.25 15 85 70 m-15..... 16- 0 106 2.33 9 86 77 B-l9..... 16- 9 105 2.75 26 102 76 m-12..... 16- 1 107 2.61 12 66 5M 3-20.0000 16’ 9 105 2.66 13 7h 61 m—1M..... 16- 0 106 2.50 13 98 85 B-22..... 18- 6 10M 1.58 30 65 35 M—l9..... 16—11 105 1.50 15 M9 3M TABLE XXIII (Continued) Pupil Age I.Q. H.P.R. Pre-test Re-test Gain B-23..... 17- 2 103 2.83 37 83 M6 B-2M..... 17- 1 103 1.M6 M 91 87 u-20..... 17- 0 105 1.M6 33 86 53 D_26..... 16- 5 101 3.25 M3 85 M2 u—21..... 16- 9 10M 3.25 31 80 M9 B-27..... 17- 6 101 2.75 22 9M 72 m-26..... 16- 0 100 2.66 19 72 53 P-gbooooo 17‘11 93 1.53 2h 91"“ 70 H-ZS..... 17- 1 99 1.58 M5 81 36 B-30..... 16- M 96 2.33 23 82 59 '-29..... 16— 7 98 2.16 11 8 76 Yean B... 16.8 105.66 2.3M 25.05 86.22 62.17 ‘ean v... 16.5 106.19 2.31 22.00 87.16 65.78 ”5 TABLE XXIV SCORES HADE BY HATCHED PAIRS FROX CLASS B, USING READIHG KATERIALS, AND CLASS H, USING VISUAL AIDS Pupil Age I.Q. H.P.R. Pre-test Re—test Gain B-l...... 15— 6 120 3.91 37 96 59 N-loooooo 17- 5 123 3.91 32 120 83 2—2...... 16- 8 120 3.83 13 76 63 N-B...... 16- b 122 3.83 22 93 71 8-5...... 16- 7 112 2.58 32 95 63 N-M...... 16- 2 11M 2.58 10 69 59 B-6...... 16- 5 111 3.33 11 8 72 N'Boooooo 16‘ u 113 3033 9 92 83 B-9...... 16— 0 110 3.58 6 93 87 N—12..... 16- 8 107 3.58 19 89 70 B-IOOOOO. 16‘ 7 110 2.91 E 98 77 14-10. 0 o o 0 16-11 109 2. 91 23 67 MM 3-12..... 17- 3 110 1.90 8 57 M9 n.7,..... 16- 0 112 1.91 13 109 96 8-13..... 16— 9 109 3.16 15 92 77 N-9...... 16- 2 109 3.00 8 8M 76 B-luooooo 16-11 108 2.50 52 7O 18 N-ll..... 16- 0 108 2.58 17 82 65 B-21..... 16—11 10M 3.66 M0 12M 8M N—16..... 17- o 101 3.50 9 79 70 B-23..... 17- 2 103 2.83 37 83 M6 N—1M..... 16- 6 105 2.83 13 82 69 B-BOoOOOQ 16‘ u 96 2.33 23 8 59 N—19..... 16" 6 J 99 2.33 13 102 89 M6 TABLE XXIV (Continued) Pupil Age I.Q. H.P.R, Pre-test Re-test Gain 8-31..... 16- 9 96 1.91 8 62 5M I'I-EIOOOOO 17- 5 93 1091 9 85 76 3.3200000 18" 9 95 1. 66 2 73 71 N-27..... 17— 2 92 1.66 30 87 57 8-33..... 17- 5 9M 2.25 13 77 6M I‘I’g‘jo o o o o 17" 8 93 2. 25 10 108 98 8-36..... 17- 9 87 1.16 7 75 68 N-30..... 17— 5 “7 1.50 7 52 M5 Mean B... 16.8 105.31 2.71 20.31 83.37 63.00 mean H... 16.7 105.75 2.69 15.25 87.50 72 M7 TABLE XXV SCORES HADE BY uATCHED PAIRS 2808 CLASS B, USINJ READIKG xATEQIALS, AFD CLASS x, COITROL GROUP Punil Age I.QL H.P.R. Pre-test Re-test Gain 3-3000000 17‘ 2 120 2000 S 89 31 X—3...... 16— M 117 2.08 9 98 89 B-5oooooo 16- 7 112 2.5% 32 95 63 x—5...... 16-10 115 2.M6 21 112 91 3-8...... 16- M 111 1.58 21 7M 63 X-900 0.0 17- l 108 1.58 11 92 81 B-9...... 16— 0 110 7.58 6 93 87 x-10..... 16- 2 10 .50 22 122 100 x—6...... 16- 3 113 2.00 10 97 87 B-13..... 16- 9 109 3.16 15 92 77 x—11..... 16- 7 106 3.08 5 85 80 8-1M..... 16-11 08 2.50 2 70 8 x—8...... 16- 3 110 2.66 23 115 2 3—17..... 16- 6 106 2.25 15 85 70 X‘13ooooo 15'10 10” 2.37 17 109 2 BulS...... 16- 5 105 3.83 28 106 78 x—12..... 16- 7 105 3.75 27 123 96 B—l9..... 16- 9 105 2.75 26 102 76 x_16..... 16- 8 103 2.58 25 97 2 B-20..... 16- 9 105 2.66 13 7M 61 x-15..... lb- 3 103 gobs 6 82 70 B-22..... 18- 6 10M 1.58 30 65 35 x—18..... 18- 2 103 1.66 20 105 85 TABLE XXV (Continued) Pupil Age I.Q. H.P.R. Pre-test Re-test Gain B-23..... 17- 2 103 2.83 37 83 M6 x—1M..... 16~11 103 2.75 1M 109 95 B-27..... 17- 6 101 2.75 22 9M 72 x-21..... 16- 9 100 2.66 2M 91 67 B-33..... 17- 5 9M 2.25 13 77 6M x—23..... 16- 7 91 2. 6 6M M8 Mean B... 16.7 106.62 2.10 2M.18 8V.37 62.37 mean x... 16.5 105.50 2.56 15.37 83.31 93.37 -.—~.— 11,9 TABLE XXVI THE SCORES OF LIATCHED PAIRS FROM CLASS LI, USIZ‘TG VISUAL AIDS, AIED CLASS 1?, USIZIG VISUAL AIDS ..A—__‘_‘ g—q—n Pupil Age LQ. H.P.R. Pre-test Re-test Gain m-5...... 16- M 11M 2.53 25 116 91 N_M...... 16- 2 11M 2.58 10 69 59 8-6...... 16— 5 11M 2.38 17 91 7M N-6...... 16- 5 112 2.25 26 103 77 M-S...... 16— M 112 3.00 37 128 91 H-goooooo 16- 2 109 3.00 8 SM 7b “-18.0000 16- 8 105 1.91 17 83 66 8-15..... 17— M 10M 1.91 10 59 M9 H-22..... 16— 3 10M 2.91 2 99 2 N-1M..... 16- 6 105 2.8 13 "2 69 M-BOOOOOO 16‘ S 9 1.27 30 8H 5H 8-2M..... 17— 3 95 1.33 13 5 71 M-32..... 17— 0 91 1.41 9 85 76 5’2600000 17” O 93 1.33 5 82 77 M-33..... 16- 1 88 1.50 22 100 78 H-BOOOOO. 17‘ 5 87 10/0 7 52 M5 m—3M..... 17- O 88 1.M1 8 3 65 8-31..... 18-10 86 1.33 1M 77 63 Mean M... 16.5 101.M6 2.03 . 21.33 95.MM 7M.66 Mean 8... 17.0 100 55 2.00 11.77 76.88 65.22 TABLE XXVII THE SCORES OF fiATCHED PAIRS 2203 CLASS H, USIHG VISUAL AIDS, AID CLASS X, CONTROL GROUP Pupil Age I.Q. H.P.R. Pre-test Re-test Gain M-Q...... 15—11 120 3.08 31 96 65 X’loooo o 0 lb- 6 121 7‘. 25 30 113 83 x-j...... 16- M 11M 2.53 25 116 91 X-M..... 17- 0 116 2.69 17 107 90 L-l-Oo o o o o o 16" 5 ll” 2. 33 17 91 71" X~5...... 16-10 115 2.M6 21 112 91 8_9...... 16- 9 112 2.53 1M 82 ~8 X-8...... 16- 3 110 2.66 23 115 2 8-1M 16- o 106 2.50 13 98 85 X-l}. . o o 0 15-10 13'”; 2. 37 17 199 2 x-17..... 17-11 105 2.58 9 70 .1 X-1M..... 16-11 103 2.75 1M 109 95 8-19..... 16—11 105 1.50 15 M9 3M x-9...... 17- 1 108 1.58 11 32 ’1 fi-E ..... 17- 0 105 1.M6 3 86 53 x-lEOOOoo g- 2 103 lobg 20 105 35 M-E 16- 9 10M 3.25 31 86 M9 x-11..... 16- 7 106 3.08 5 85 80 M-23 16-11 10M 2.75 73 90 17 x—16 16— 8 103 2.58 25 9 72 2-2M 16- 8 103 2.23 18 10M 86 x-19 16-10 102 2.23 3 73 75 TABLE XXVII (Continued) 51 Pupil Age I.Q. H.P.R. Pre-test Re-test Gain x—17..... 16—10 103 2.16 10 92 82 2-26..... 16- 0 100 2.66 19 72 53 x-l5ooo o. 1K3- 3 103 £1.66 6 82 76 M-32..... 17- 0 91 1.M1 9 85 76 x-2u..... 17— 1 90 1.M6 19 109 85 M-3§.. .. 17- u 85 1.75 2 67 65 X-26.. .. 19—11 85 1.70 9 83 9 Mean u... 16.6 109.60 2.31 20.20 8“. 6 63.66 Moan X... 16.9 10h.80 2.35 15.33 98 86 83.33 52 TABLE XXVIII 22; SCORES OF 8 TCHED PAIRS FRO: CLASS x, 85123 VISUAL AIDS, AID CLASS x, CCITROL GROUP Pupil Age I.Q. H.P.R. Pre-test Re-teat Gain \ .f I" ‘ 8—3...... 16— 9 115 2.00 10 51 4 X-Boooooo 10" u 117 2.0:; 9 9'3 89 17.—Ur. . o o o o 1:?— 2 1111'- 2, 5:3 10 69 [:73 X-Boooooo 1.0-1.3 11;: 2.11.0 21 112 91 8-9...... 16— 2 109 3.00 8 sh 76 X-ll..... 16- 7 106 3.08 5 85 80 2-11..... 16- 0 108 2.23 17 62 65 X-8...... 16- 3 110 2.66 23 115 92 X—10..... 16- 2 107 3.50 22 122 120 H-1M..... 16- 6 105 2 8 x-1n..... 16-11 103 2.7- H-l?..... 16. u 101 1 8 X-lsOOOOO 13"" 2 103 1.6 :I-lgo o o o 0 1'5" 6 99 2. 3:5 13 102 sq X-EB. o o o o lU-lO 100 z). 5.3 7 6 i: X-23..... 15- 7 91 3.37 b 5M MS 8~26..... 17- o 93 1.33 5 82 77 X-efjooo o o 1-7- 2 85 2. 50 9 75 60 Kean x... 16.7 102.5u [.89 18.36 89.72 70.27 "D ‘ " " . 1 1 ‘ “93“ X--° loog 102.“: 2.95 19.09 94.54 79..2 53 TABLE XXIX COXPARISOI OF GAIKS HADE BY FIVE CLASSES OF EHGLISH LITERATURE IH COETROL GROL’, GROUP USING VISUAL AIDS, AHD GROUP USIKG READIIG SATERIALS Class Group I.QL H.P.R. Pre—test Re-test Gain S.D. A Reading 102.8 2.21 23.00 33.00 65.75 13.90 _ materials R Viuuul 10u.u 2.22 20.55 56.57 66.19 15.35 aids A Reading 102.8 2.21 23.00 89.00 65.75 13.90 materials 2 Visual 102.0 2.39 1M.09 8M.O: 63.93 19.96 aids B Reading 109.3 2.95 21.61 85.00 su.25 17.00 materials M Visuol 109.9 2.22 20.35 86.57 - 66.19 15.85 aids B Reading 10u.8 2.95 21.61 55.00 69.25 17.00 materials _ N Visual 102.0 2.39 lu.09 8M.03 68.93 14.96 aids 1,2 Reading 103.9 2.3M 22.26 s6.hh 69.99 . 16.55 materials 2,2 Visual 103.2 2.27 17.63 su.95 67.93 15.50 aids A,B Reading 103.9 2.3M 22.26 36.9u 69.9u 16.55 nmterials x Control 103.h 2.39 15.25 95.77 80.h1 13.35 group . U,E Visual 103.2 2.27 17.63 53.95 67.23 15.50 aids x - Control 103.h 2.39 15.25 95.77 60.91 13.35 TABLE XXX COEPARISOH OF GAIUS x203 BY EQUATED CLASSES or ETuLISH LITERATURE IE COITROL GROUP, GROUP 031:0 VISUAL AIDS, AH GROUP USIHC READIIG hATERIALs Class Group I.Q. H.P.R. Pre-test Re-test Gain S.D. C.R. l a) [‘0 KS“. A Reading 103.u 22.1u 87.66 66.27 13.95 materials , m Visual 103.7 2. 22.31 37.31 66.97 17.55 aids .lb (‘0 H A Reading 103.u 2.25 22.1u 27.66 66.27 13.95 materials N Visual 103.0 2.32 lh.39 83.17 63.3u 5.00 aids .5“ 2 Reading 103.5 2.2 21.50 33.00 62.67 19.h0 materials m Visual 103.7 2.21 22.31 37.31 66.97 17.35 ___5 aids .39 B Reading 103.5 2.23 21.50 33.00 62.67 19.00 materials N Visuol 103.0 2. 2 1L.Sg 83.17 63.3u 15.00 ___11_ aids 1.2b A,B Reading 103.u 2.20 21.73 35.29 eu.uz 17.05 materials 0,0 Visual 103.3 2.25 13.60 33.15 67.66 16.h0 aids 1.0E A,B Reading 103.h 2.2M 21.73 85.29 . . . t I .. r . .\ . . o .t r c . w as... .. ..J.4-..... r.».mrm..k. r3 .. \u.p.v Y. I.\ a ...! %.. . . it... .... . ... s...) . . . . a ski... .....e. i t . .... a .. I- I r . .s ... .. . P\.‘ 444 . .lev...1-U vC‘UC ... .- s a. Y ..H s R E w N U E 7: All“ Tuz \IHIIIILMU