Wwwm-4_, - h AN EVALUATION OF THE. EFFECTIVENESS OF THE OVERHEAD PROJECTOR. IN TEACHING CLOTHING CONSTRUCTION Thesis Ior II“; Degree of M. A. MICHIGAN STATE UNIVERSITY Judy Yaryan Stam 1964. ‘ ‘ ' ' . .g. _ my. \ .;' § . .e,/-‘ u ’U‘o“"§’1‘I‘ o‘bzo'.‘ n',‘ .. .-‘. " ‘ .-.t;v. LIBRARY Michigan State University Iv III ii. ..7 ABSTRACT AN EVILUATIDN OF THE EFFECTIVENESS OF THE OVERHEAD PROJECTOR IN TEACHING CLOTHING’CONSTRUCTION by Judy'Yaryan Stem The purpose of this study was to investigate the effectiveness of the overhead projector in teaching selected clothing construction tech- niques to a beginning clothing construction class at Mflchigan State University. The sample was the 91 students enrolled in the course. The experi- mental design included teaching pattern layout, set-in sleeves and.garment closures to a control group by classroom demonstration and to an experia mental group by the overhead projector'method during the laboratory period. Each group consisted of three laboratory sections. The Median Test was used to measure the difference in GQT Percenm tile Scores and Reading Percentile Scores between the control group and the experimental group. The hypothesisa-the overhead projector>presentations of clothing construction techniques will be as effective as the classroom demonstraa tions-was tested by analyzing scores from a pre-test taken prior to the presentations, a post-test given immediately following the presentation and a retention test administered the last laboratory period. Analysis of covariance was used to test for significant differences in change of Judy Yaryan Stan: ‘ knowledge and retention of learning between the control group and the emerimental group. Student reactions to teaching methods were obtained through a free response reactionnaire. Based on evidmce presented in this limited research the following conclusions were drawn: 1. me overhead projector presentations of selected clothing con- struction techniques were as effective as the classroom demonstration presentations on the basis that there were no significant differences in change of knowledge and retention of learning between control and experi- mental groups. . 2. The overhead projector presentations were equally effective with large and small classes. The overhead projector made it possible for all the students to see the presentations with equal clarity. 3. Visuals are especially helpful in teaching clothing construc- tion. The overhead projector was an effective media. but need not be the only method of presentation. 4. The overhead projector was an accepted instructional aid. The experimental group preferred the overhead projector method to the demon- stration method. 5. " Seeing the presentation "was the most often mentioned advantage of the overhead projector, although some students found it difficult to transfer learning from the abstract media to practical application. 00pyright by JUDY YARYAN s'rAM 1961+ I] AN EVALUATION OF THE EFFECTIVENESS OF THE OVERHEAD PROJECTOR IN TEACHIN G CLOTHING CONSTRUCTION W Judy Yaryan Stam ATHEIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of mm OF ARTS Department of Textiles, Clothing and Related Arts 1961! ACKNOWIEDCMENTS Appreciation is expressed to all who have assisted in making this study possible. Special recognition is due to Dr. Mary L. Gephart for her under- standing and guidance during the researcher's graduate program and suggestions in the writing of this thesis; graduate committee members for their assistance throughout the study; the Audio-visual Department for processing the overhead projector visuals; beginning clothing con- struction instructors for their cooperation and assistance in data collection; Evaluation Services for consultation on methods of analysis; the Singer Sewing Machine Co., Coats and Clark Inc., Simplicity Pattern Co. , Talon Inc. , and University of Nebraska GOOperative Extension for use of teaching materials; and the researcher's husband, Jerome, for his encouragement. ii TABLE OF CONTENTS moms O O O O O O O O .0 O O O O O O O O O O O O O C O O 0 LIST OF Chapter I. II. III. IV. V. TABLE 0 O O O 0 O O O O O O O O O O O O O O O O O O O O 0 INTRODUCTION 0 O O O O O 0 O O O O O O O O O O O O O O O 0 Statement of Problem REVIEW OF 1.1me O O O O I O O O O O O O O O O O O O 0 Theory of Visuals Attitudes of Teachers Toward Visuals Overhead Projector Findings of Studies Various Uses of the Overhead Projector Focus of the Study MHomLOGY O O O O O O O O O O O O O O O O O O O O C O O 0 Design of Study Course Used in the Study Population Development of Instruments Development of Visuals Methods of Presentation Administration of Instruments Methods of Analysis ““1318 OF DATA 0 O O O O O O O O O 0 O O O O O 0 O O 0 0 Analysis of Test Scores Comparison of Control and Experimental Groups Testing the Hypothesis REACTIQVS OF STUDENTS TO TEACHING METHODS . . . . . . . . Control Group Reactionnaire Experimental Lh~oup Reactionnaire Summary of Reactionnaires iii Page 25 45 Chapter Page VI. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . 54 Summary Conclusions Recommendations Emom O O O O O O O O O O 0 O O O O O O O O O O O O O O O O 0 fi ”mnlx A O O O 0 O O I O O O O O O O O '0 O O O O O O O O O O O O O 63 Pattern layout Pro-test Pattern Layout Post-test Set-in Sleeves Pre-test Set-in Sleeves Post-test Garment Closures Pres-test Garment Closures Post-test Retention Test mman B O O O 0 O O O O O O 0 O O O O O O O O O O O O O O O O O O 91 Pattern Layout Transparency COpies Set-in Sleeves Transparency Copies Garment Closures Transparency COpies MDIXCOOOOOOOOOOOOOOOOOO0.0.0000000142 Pattem Layout Presentation Outline Set-in Sleeves Presentation Outline Garment Closures Presentation Outline ”MDIXDOOOO0.0.0.0000....OOOOOOOOOOOOlw Control Group Reactionnaire Experimental Group Reactionnaire MDIXEOOOO000°000.000.000.000000000151 Pattem Layout Frequency Distribution Table Set-in Sleeves Frequency Distribution Table Garment Closures Mequency Distribution Table Retention Test Frequency Distribution Table iv Table l. 2. LIST OF TABLES Page The range, mean, median, mode. and.standard deviation on pattern layout, setain sleeves, ganment closures. and retention test scores for the control and _ experimental groups 0 e o o o o o o e o e o o o o e o o o o o o 39 Regression coefficients: based on prediction Variables and test data 0 o o o o o o o e e o o o o e o o o o o #3 CHAPTERI INTRODUCTION Statement of goblg larger enrollments are placing a premium on more effioimt and effective teaching methods in today's schools. As classes grow larger. timee-honored methods of teaching, while still used, are giving way to methods that benefit the greatest number. Instructors are being chal- lenged to teach 100 students in subject matter traditionally taught to 15-20 students. 'Redeployment of teachers. students. time and space. as in team teaching. is one way of meeting the problem of enlarged enroll- ments. Extensive use of audio-visual equipment, such as the overhead projector. is another.“- . The United States Amy Command and General Staff College found I'. . . that when one must teach an ever increasing amount of material more effectively in a given time frame, one turns to audiouvisual aids."2 Kidd states. 'Aids are needed for more effectiveteaching of large classes."3 1R. Lee Rooheleau, “A Team Teacher Bears Witness.‘ W W. II (April. 1962). 205. ~ ZMajor W. C. Washcoe, "The Versatile Overhead Projector,‘ Educ?- tional Screen XXIII (May. 1953), 242. 3Kenneth P. Kidd, aDynamic Aids for Teaching Math,” Educational Screen 2d gaiovieggl ggde, mVIII (March, 1959). 131. 1 Comparatively little attention has been given to the development of an audio-visual program at the university level.“ Though many university instructors are aware that audio-visual aids would make teaching more effective, they have limited themselves to showing commercially prepared materials. Conversely. the freedom of university teaching lends itself to individually prepared instructional materials. Evidence has shown I'the material of learning determines to a high degree how much is learned.with- in a given period of time or the length of time necessary for given learning. '5 ”May then, should a university instructor not develop his own instructional materials to fit his specific instructional needs 1'6 The purpose of this study is two-fold: . l. to develop materials to fit a specific instructional need. 2. to determine the effectiveness of the instructional materials and teaching method in a large university class. The following chapter contains Review of Literature. Chapter III will discuss the methodolog of the study. Chapters IV and V will be concerned with the evaluation of the effectiveness of the overhead “Jerrold E. Kemp, 'Producing Transparencies for College Instruce- tion.’ Educationg Sgreen, XXXVII (June, 1958), 280. 5John Guy Fowlkes. 'A Partnership in Learning Materials." Egg: tional Screen and Audioviflal Glidg, IL (August, 1961), 393. 6Kemp. op. cit.. p. 280. projector by statistical analysis and studmt reactionnaires. The last chapter includes the summary, conclusions and recomendations of the study. CHAPTER II REVIEW OF LITERATURE The National Acadenw of Visual Instruction was founded in 1920. Educators investigated the possibility of teaching with motion pictures in the early 1920's. and by 1929 sound films were being produced specifi- cally for schools. hiring the 1930's and 1940's. modern communication tools were recogiized as a means of improving group instruction. Bit educators were not convinced of their value until World War II when the armed forces. suddenly faced with teaching tasks of staggering propor- tions. effectively carried through a program of learning. using sensory materials.7 Instructional tools. the fastest growing aspect of today's education, portends the greatest potential in the history of audio-«visual.8 Theom of figglg Audio-visual instruction is the term used to designate an extensive variety of devices used by teachers to transmit ideas and experiences through the senses.9 Although all senses are involved in learning. the A 7Edgar Dale, EdioeVisugl Methods in Teaching. Revised» (New York: Dryden Press. 1954), 2 8willieun B. Sanbom. I'Our Future Stake in Instructional goals} Educationg Screen Ed Agdioviflg Guide. XXXVIII (December. 1959). 39. . . 91“. Dean McClusky, 'A Definition,” AudiomVisuél Teéching Technigues (Dubuqne. Iowa: we. C. Brown Co.. 1949), l. h 5 largest number of impressions is received through the eye. An individual perceives best through the eye, retains the perception longer and is inclined to create a mental picture for future recall. Memory by associa- tion requires accurate and almost universally recognized graphic symbols. 'A picture is not only 'worth a thousand words'; right or wrong. it makes an indelible impression upon the mind. ‘10 Teaming '\ Symbol ———> Perception ———> Concept Background / As shown diagrammatically by the sketch, .a symbol perceived by the eye leads to concept and concept to actual leaming. Since visual symbols are so efficacious, the concepts produced will vary in accuracy in direct relation to the accuracy of the symbol. Ono's interpretation of- a visual device is profoundly influenced by ability and background. “Wrong con- cepts may produce negative and deleterious results. An error in concept is a breakdown in communication."11 Drawings must be simple, correct, free from any possible ambiguity, must grow out of the visualist's intui-a tion and knowledge of his audience. and must be evaluated in terms of produced results. Mannino found that when two senses-a-sight and sound-mare stimulated at the same time, mental impressions are received more quickly, retained longer and received more easily.” 1°Wilfred L. Veenendaal, ”The Visualization of An Idea. " page; viflal Instruction, II (December, 1957), 260. llIbld. lgPhilip Mannino, E's of Visual fldfi and Prejectionist W (State College Pennsylvania: M. O. Publishers. Box 140 , 1953 . 3. The following claims by the research of lichen. Finn and Dale support the fact that audio-visual materials when properly used in the teaching situation can accomplish the following: ‘ . . . supply a concrete basis for conceptual thinking and hence reduce meaningless word responses of students. . . . have a high degree of interest for students. . . . offer a reality of experience which stimulates self- aotivity on the part of pupils. . . . develop a continuity of thought. . . . make learning more permanent. . . . contribute to growth of meaning and hence to vocab— ulary development. . . . provide experiences not easily obtained through other materials. . . . contribute to the efficiency, depth and variety of learning.13 ' Bachman states audio-visual materials are useml as experiences for - the foundation and re-orientation of learning.lu The researches of educa- tional investigators confirm the findings that audio-visual materials in teaching can provide as much as 300 percent more effectiveness in student learning than by verbal explanation alone with a reduction of more than 13 percent in teaching time.15. 16. 17 13M6, 020 Cite. p. 650 1“John W. Bachman, How To Use Audio-Visual Material§ (New York: Association Press. 1959). 7- 15Erio r. Birtis and Jane E. LeMay. 11192 See that You gm , (Johnson City5 New York: Ozalid, Division of General Aniline and Feline Corporation, 0 1959 18. l6Lester B. Sands, Audio-flag; Procedures in Teaching (New York: The Ronald Press 0009 1956), 100 17Washcoe, op. cit.. p. 218. Dale explains that ”all teaching can be greatly improved“ when audio-visual materials are seen in their relationship to teaching as a 18 The instructor must whole and to the learning process as a whole. always ranember, however. that visual aids do not supplant teaching; visual aids merely supplment teaching to make it better. Attitudeg of Teachers Toward Visflg The realization is rapidly growing that attitudes are probably more determinative of behavior than mere cognitive understanding of an aspect of our environment. A rating scale Kelley constructed of teachers' attitudes toward audio-visual materials by means of the Thurstone tech- nique endorsed this realization. The rating scale consisted of 22 attitude statements regarding audio-visual materials ranging from very positive to very negative. The statements and a background data sheet were distributed to 995 instructors, kindergarten through college. Chi- square tables were set up for comparison between background and statements checked. _ Factors having a .01 significance relationship between teachers' attitudes and audiouvisual materials were: encouraganent of various supervisors in the school system; frequency with which audio-avisual materials were used in classroom; ease of ordering materials; amount of available equiment; frequency with which audio-ovisual materials were used by fellow teachers; grade level at which teacher works; type of learning experience the teachers have had during their training; ease of room darkening. availability of electric outlets. screens. chalkboards and bulletin boards; sex (womal have a more positive attitude); and poor condi- tion of materials. 18MB. 02: Cite. pe 3. 8?. Factors having .05 significant relationship between background and teachers' attitudes toward audioevisual materials were: college course in audio-«visual and training in production of materials; age; and years of formal education. The most significant factor in teachers' attitudes toward audio- visual materials was encouragement of supervisor and the least siglificant factor was an audio-visual director in the school.19 Home economists were encouraged to use audios-visual materials when Dorothy Iyle said, 'I personally feel that one of the greatest needs of the profession today is a walla-planned and coeordinated visual aids program. '20 Though NEA researchers in 19 56 found 40 percent of the teachers lacking in know-how of audio-visual materials.21 researchers believe attitudes to be more important in determining the use of audio-visual materials than both knowledge about materials and skill in their use.22 Overhead Projector The overhead projector was virtually unknown until World War II and not until the end of that war did the overhead projector find widest use in armed services' classrooms where this visual device is new standard 19C‘Iaylen B. Kelley. 'A Study of Teachers' Attitudes Toward Audio- visual Materials.‘ Educi ._ .. p. d,_ .....= , ,... XXIIIOiarch, 1960),2118-1210 20130me So Ivle. WW. Cleveland. Ohio. June 27. 19610 2J'Anna L. Hyer. ”The Home of the Dilemma." Audiosvisg Instggction, II (December, 1957), 284. 2zlielley, 22, cit.. p. 121. equipment. Although a respected tool for a number of years. the overhead projector has suddenly loomed into prominence the last several years because: modern instructional programs are making unprecedented demands for teaching materials and tools that are simple to use; new transparenqy making techniques and quick copy have been developed; and the adaptation of plastic lens reduced the weight and increased the illumination of the overhead projector.23’ 24 Definition of Terms A.list of definitions to be used in this study in relation to the overhead projector are: Overhead projectors-A device which throws a highly illu- minated image on the screen by reflection from a mirror. It is placed in front of the audience and.may be used in a semi- darkened or completely lighted room. The projector utilizes 3t'xzu', 7" x 7” and 10' x 10' transparencies and specially prepared objects which may be produced and presented in a vari- ety of ways. Transparency--Transparent materials designed for projection to facilitate enlargement of the image. Originally associated with 2” x 2' and 3%" x 4” slides. the term is now more popuu larLy associated with 7” x 7” and.10” x 10" slides used with overhead projectors. Slides-~A.mounted transparency of either 2” x 2“ or 2%" x 2%". One of 7" x 7“ or 10' x 10' proportion is commonly-. called a transparency and is designed for use with an overhead projector. Mask-«A frame of cardboard or other substance used to cone fine the picture area of slides or transparencies and to give support to the projection material in the slide. 23"Tool of the Times,” Audiomvisual Instruction, VII (April. 1962). 201. . 2”Allan Finstad, 'A Quick Method Fbr Transparencies,“ Audiomvisual Instruction, II (January, 1957), 18. 10 DiazouA contraction of Diazonium; the chmical compound used in the family of amonia developing reproduction papers, clothes and films. 'L'nese materials reproduce anything written, drawn or printed on a translucent or transparent material when egposed to ultra-.violet light and developed in ammonia fumes.2 Characteristics of the Overhead Projector 'All of the many visual commication methods are valuable and each is especially suited to one or more specific communication situations. Among them. however, is one method of visual presentation that offers outstanding versatility and opportxmity: the overhead projector. '26 The overhead projector is one of the most significant developmmts in still projection because the desirable characteristics of all projected visuals--attractiveness and group visibility-moan be fulfilled. plus other desirable characteristics which will be discussed on the following pages. Face Audience The instructor works at the front of the class. enabling him to face his audience, maintain eye contact and measure reaction of the class. One difficulty may arise if a high stand for the overhead projector is used: the instructor and the machine may block the screen for students in the front and center of the room. The difficulty may be eliminated by reseate ing students, using a lower stand, or installing a tilted screen. ”Was. an. No. 1 (1963). pp. #5. 52. 58. 62. 72. 75. and 81. 263114315, 020 Cite, p. 130 Identity With the User The audience sees the visualization from the same point of view as the instructor. than the instructor writes or points to something on the projector stage, the screen image of the hand or pointer is seen as if each manber of the audience were writing or pointing. This is called the 'subjective' viewing angle; ”Each viewer automatically identifies himself with the communicator and the subject because of his angle of vision.'27 Research in the teaching of manipulative skills with the motion picture shows that learning is much greater when the action has been photographed from a subjective point of view. Tne viewer “has a subjective viewing angle“ when the overhead projector is used; therefore. the effectivmess of the visualization is greatly increased.28 Large Image The effectiveness of any projected image depends upon adequate image brightness and visibility to all in the classroom. The overhead projector presents a large, clear image in a lighted room, visible to all. Lighted Room Since a 1000 watt bulb eliminated the need for blackout curtains. transparencies can be vivid, clear. lifelike. and easy to project in a lighted room. In a lighted room students can take notes on what they see and hear; the instructor can watch the reaction of the class and move from one station to another, possibly using other visual aids in the presenta- tion without having to adjust the lights. 27Bertie. op,~cit.. p. 17. 2821a- 12 Flexibility The unfixed sequence of presentation in using the overhead pro- jector is especially advantageous as the instructor is not bound to a rigid order. If an advanced question arises, the appropriate frame may be selected and the sequence changed; or if a statement is not clear to the student, the instructor can repeat on the overhead projector. Tele- vision and movies do not have the flexibility found in the overhead projector. Also, the overhead projector is flexible because the instruc- tor and students can fashion the leaming materials to their particular classroom needs. “then this is accomplished, materials become an inte- gral part of a teaching learning process in which those concerned are 29 participants more and recipients less." Time Interesting subject presentation employing two senses at the same time without lost motion makes easier impressions.30 In experimentation with a graduate course in bacteriology. Kemp found fewer questions were asked during presmtation, and class time taken to explain the visualized subject matter was significantly less. A quiz revealed that more students gained a broader understanding of the concepts presented and grasped more details than had previous groups.31 The time required for teaching is reduced because the explanation is seen as well as heard. Conservation of a teacher's time in the classroom enables him to develop other desirable points. 2909116 Udell. "Transparencies for Learning." Audioeviflal Instruc- tiog, II (June. 1957), 168. 30Mannino, op. cit.. p. it. 31Kemp. 222 cit., p. 281. 13 Materials A disadvantage of the overhead projector is the difficulty of obtaining materials.32 Transparencies of commonly-used maps, charts, grids and forms for social studies, mathenatics, language arts, account- ing, physical education, and.music are commercially available. Also available are sets of'projectuals for teaching geometric constructions, biology, general chemistry, new mathematics, united States history, world history, current events, and driver education. These projectuals are supplemented by instructional manuals and resource materials. There seems to be no available materials for any field in home economics. If’materials cannot be purchased, there are two techniques of making transparencies: the homenade method and the photographic method. In con-=- structing homemade transparencies, the visual is broken down into parts ”thought by thought, according to the outline” and a separate drawing of each step is made in proper relationship to the rest so that the resulta ant transparencies will fit together like a jigs-saw puzzle.33 With overlays, a completely new concept of'instruction was Opened by the gradual build-up of a situation by supercimposition.34 Overlays on phases of a process are prepared on separate sheets of tracing paper'and aligned with the base drawing. Overlays work particularly well with developmental presentations.35 Transparencies are prepared from translucent copies by 32Kenneth B. Haas and Harry 0. Packer, ”4“ Visual Aids; (3rd ed., New Ibrk: Prentice Hall 33ve9nendaal, 020 Cite, p0 2620 3”Haas and Packer, op. cit., p. 86. 35I-Iorace Clay Hartsell and Wilfred L. Veenendaal, Overhead Projece tion (Buffalo, New York: Henry Stewart Inc., 1960), 5. 1h bringing the original tracing paper in contact with ammonia sensitive diazochrome film.36 An unique development in connection with the overhead.projector is the use of polarized light to create an effect of animation on projected transparencies.37 Therefore, the opportunity an instructor has of devel- oping instructional materials to fit a specific instructional need seems unlimited. An asset of the overhead projector is that the ideas and thoughts of an experienced and capable instructor can be stored and.used again and again. As a result an instructor feels justified in using time to develop permanent materials. Carefully planning fer large group presentations improves quality of material content.38 Personalized Presentation The user of the overhead projector controls the situation; he is not a machine operator while a standardized visual presentation is made, but a communicator with the help of the projector.39 With some materials, such as films, and with some resources, such as visits to community agenu cies, the instructor tends to be replaced fer a time. However, with transparencies and the overhead projector the exact opposite is true as the instructor is in the front of the room working constantly with the 36Kanp, op, cit... p. 281. 37w. wittich and c. F. Schullers ; - (New York: Harper and Row Publishers, 1962),“339s 38Rocheleau, op, cit., p. 205. 39auntie, op. cit.. p. 17. 15 students.“0 The instructor keeps a central role as he operates his own visuals. The overhead projector is mechanically simple and can be opera: ated without assistance. The overhead projector permits the instructor to refer directly to significant features on a transparency, to add overlays while developing complex processes and to pace the lesson as he employs the machine. A presentation becomes more personalized when the instructor masters the mechanics of producing transparencies for himself. instead of using com- mercially prepared transparencies. Cost Figuring the cost per student per day and the cost of the trans- parencies, Ray's study of classroom costs in the Rockford Illinois Public School system showed that a teacher should make a transparency in advance if he would need more than one minute to put something on the chalk boardfll Rocheleau of San Diego considers the initial cost of the overhead projec- tor negligible when the cost of preparing fresh materials for presentation is considered}+2 The United States Navy has evaluated cost in operation in this state- ment: "Materials for the overhead projector are easier and/ or cheaper to prepare than are those for 2" x 2" or 3? x it“ projectors, but are more expensive and difficult than materials for the opaque projector. “1+3 mJames Brown , Richard Lewis and Fred Harcleroad . Audioevipug In t ction teri s d Metho (New York: McGrawe-aHiJl Book Co. Inc., 1959 . 438- h'lPeers Ray, "Thumbnail Testimonials,’ Agdiosvisual Instruction, VII (April, 1962). 227.. “Zaocheleau. op. cit., p. 205. h 3 Personal letter from Michael B. Callahan, Head Training Aids Branch, Department of the Navy, Washington, D. C., July 13, 196+. 16 Side Benefits The school benefits from the use of the overhead projector because the instructors are better prepared for lessons and students receive better instruction. Some instructors gain much satisfaction from effec- tively teaching large groups of students.)W Findings of Studies No studies have been done concerning the effectiveness of the over- head projector in teaching clothing construction, but results of other studies, structured and unstructured, will be reviewed. In Snyder, Texas, three teams of teachers organized a creative search for new ways of increasing the quantity of learning and the quality of teaching in the secondary school. The project dealt with new approaches to general science, biology and eighth-grade Eiglish. The tested hypoth- esis was: ”Teaching the same students in large groups (70-100) part of the time and in small groups (12.15) and individually the remainder of the time is more economical of both money and teacher time and more productive educationally than the methods usually associated with teaching classes of 25 or 30."45 Use was made of closed circuit TV, radio, tape recorders and overhead projectors with teacher made visuals. Results were as follows; (1) Students often understood small objects and microscopic materials better when magnified by TV than when individual microscopes were used; (2) material was presented more vividly; (3) higher degree of student interest eliminated wHenry S. Bissex, ”How Overhead Projection Aids large Group Instruction,” Educational Screen, XHVII (May, 1958), 231. u5William O. Nesbitt, ”Big Classes in Texas,” Educational Screen and Ediovisual (hide, MIII (November, 1959), 594. 1? discipline problem; (4) teacher energy was conserved and instruction was improved; (5) drill was more intense and absorbing due to ingenious, imaginative and effective devices; (6) overhead projector allowed for time-usaving effective graphic presentations yet maintained student- teacher contact; (7) overhead projector enabled the teacher to face the class and proved more effective than the black- board; (8) students paid closer attention when electronic and mechanical aids were used; (9) lesson plans became a series of transparencies presenting the basic materials; (10) overhead projector allowed the teacher to develop a series of slides of his own ideas; (ll) the use of color in the material projected by the overhead projector was of significant value; (12) evaluation of learning was effi- ciently and effectively done by the modern materials of learning; and (13) statistical results in all classes that used one or more of the instruments showed in all cases the pupils learned as much as previous students formerly did and in marry cases the results showed superior learning. The completed statistical analysis for 1957-58 indicated, within limits, "me amount of learning as measured by standardized tests that takes place in a classroom is not affected by the number of students present. $6 The study dealt with groups of 20-90 meeting every day of the school week. Cost analysis showed the school saved $11.41? after clerical aid was paid. An unscientifically controlled pilot experiment at Oriskany Central School in Oriskany, New York, used an overhead projector as the basic tool to teach beginning reading. At the end of the first year the Rind- Clymer-Hoyt developmental reading tests were administered to the three first grades. The score of the experimental. group of 32 was 2.6 in reading; the average class was 2.3. More important was the fact that the experimental group did more reading outside of class.“7 “61bid. , 59L... 596. LWGeorge 0. Story, ''The Overhead Promotes Early Love of Reading,” Audio-viflal Instruction, VII (April, 1962), 216. 18 Instructors of SOphomore students of English classes at Newton High School, Newtonville, Massachusetts, used the large group lecture and over» head projector to present that part of the course of study which did not require give and take discussion. The 85 to 150 students met once a week. Two-fold results showed pupils were more attentive and responsible for material that would not be taught again and 'there is not a course that cannot be improved by the extensive preparation that overhead projection implies."u8 The Technion, ISrael Institute of Technology, faced with the problem of teaching approximately 450 students in basic mathematics, physics and chemistry, first resorted to closed circuit television as an answer to their questions; "How do you write on a blackboard in a manner visible to several hundred students filling a large auditorium? How do you demon- strate experiments so that they can be seen . . . over a wide areaWb’9 But closed circuit television had these disadvantages; color television was expensive, the camera was bulky and a large technical staff was required to operate the equipment. Color films of chemistry courses were also available, but were unsatisfactory because they were static and.not geared to the individual group or class. The Israeli solution was the overhead projector. An angled.mirror was mounted to the projector for horizontal projection onto the wall and experimental equipment was suspended vertically in the large fecal plane of the projectort Rfiniaturized equipment was used to take up less space and uaBissex, op. cit., p. 231. 49K. S. Spiegler, ”Overhead Projector at Israel Tech,’l Ehucational Screen and Audiovisual Guide, XL (October, 1961), 536. l9 lessen the risk of explosions. Quantitative and qualitative experiments were shown by reducing the measurements to electrical signals and feeding them into a transparent meter which was projected with the equipment. The action of machinery was also shown by projecting transparent models with moving parts. In this way a class of several hundred followed with ease chemistry experiments and demonstrations.50 Miller, supervisor of accounting department at the Martin Van Buren High School in Queens Village, New York City, carried out an informal experiment from September 1961 to January 1962 by teaching accounting with approximately 150 transparencies and without a chalkboard. The results of the experiment were: (1) the classes maintained interest and attention; (2) the material was displayed in depth through projected transparencies; (3) the projected transparencies saved considerable time and effort during the lesson itself, but required extra time and effort beforehand for more careful lesson-planning and for prep- aration of the transparencies. Once prepared the transparencies can be used many times and may be readily revised; (4) the overu- head projection permitted the teacher great flexibility in applying materials suitable to his methods and to class needs; (5) the dry process method of preparing transparencies was simple, convenient and economical; (6) overhead projection encouraged constant appraisal of methodology; and (7) the time and effort invested in preparing transparencies promoted a greater interest in lesson planning and resulted in more effective and rewarding teaching.5 Various Uses Of the Overhead Projector 'At first the overhead projector was used almost solely in an organized program of mass instruction by the largec-group lecturers and 5°Ibid., 536. 51Morris Miller, ”Transparencies Save Time For Accounting Teacher,” Audioavigga; Ingtmction, VII (April, 1962), 220-221. 20 was described as 'the basic mechanism of lecture support.”52 Since then the overhead projector has been found to be as effective as it is adapt- able. For teachers the applications seem endless; some of thm are as follows: The South Dakota School for the Deaf uses the overhead projector for teaching the slow learner to read, by simplifying and projecting the story for the slow group. “The primary teacher uses the overhead pro- jector to teach speech by projecting the drawings of lips, tongue, and teeth formations for the different speech sounds."53 Schaeffer at Oriskany Central School in Oriskarw, New York, saved the time required to correct 180 sets of mathematics papers each night by projecting the mathematics solutions on the screen and walking through the classroom checking papers while each) student tried to discover his own errors.5u Pittsburg California Unified School District believes the overhead projector is a valuable aid for effectively presenting information and holding student attention in these ways: (1) science students saw crystals fem on the screen as their instructor poured a saturated solution of copper sulfate in a petri dish and placed it over the projection stage; (2) IaMay, a mathenatics instructor, found the greatest value of the over. head projector to be the time saved by not having to work on the blackboard and duplicate materials; (3) LaMay found overlays an excellent medium for 52Mlliam L. Mneton, “Overhead Hits Stride On New Instructional Program,” Edie-visa; Instruction, VII (April, 1962), 203. 5 3 Eugene F. Thomure, ”New Potential for Teaching Deaf Children,“ Ange-visual Instruction, VII (April, 1962), 211. yttory, op. cit. , p. 217. 21 explaining binomial theorem; (4) the auto mechanics instructor showed all the essential parts of the car and their relationships; (5) the librarian used reproductions of actual cards; and (6) a ninth grade language arts instructor made transparencies of students' papers and projected than for class discussion with results that ”students improved their papers and were looking for their own errors.'55 In North St. Paul, Minnesota, the overhead projector is used rogue- larly in modern language, world geography, biolog, conservation, and I'hglish. A first grade teacher in Maryland said, ”The overhead projected visuals help me get through to the children because they let me focus the interest of the entire class on the specific point I'm discussing. '56 Newton, Massachusetts, high school instructors use extensively the quick copy process that produces a finished transparency in four seconds to eliminate mimeographed materials. These instructors found steps-by- step learning could be provided with correction and evaluation immediately following the testing period.57 At Hammonton High School, New Jersey, students do assiments on a transparency instead of the chalk boards.58 histructors at the University of Delaware project mglish themes, music scores and football drills; use a dual screen and projector in 55Edgar Poe, ”In Pittsburg, Califbrnia, The Overhead Proves Its Adaptability," Agdiowiwl Instruction, VII (April, 1962), 206. 56'Mrs. Birroughs' Magic Pencil," Andioevisua; In§truction, VII (April, 1962), 223. _ 57whnston, op. cit., p. 203. 58Ray, op. cit., p. 227. 22 teaching mathematics; combine sounds and symbols of sounds in music; and utilize the overhead projector and 8mm sound.motion picture camera for speech.59 At the University of Nebraska poultry husbandry students are shown precisely how to take advantage of the angle of the sun's rays in planning and locating a poultry house by an overlay diagram. Breaking an egg into a clear glass dish on the light table of the projector'made clear its composition. Business organization and management instructors use the overhead projector to compare and discuss different office procedures, organizational plans and business practices. The zoology department has replaced large charts with transparencies; the agronomy department uses a transpareney with overlays in genetics and climatology and.the silhou- ette of a real plant placed on the projector table is used fer'plant identification. The animal husbandry department demonstrates cuts of meat and their location with overlays; the department of'mathematics uses the projector as a lighted chalk board.in all large sections; the college of’pharmacy uses a series of colorecoded transparencies to teach nomena clature; the Dean of teachers' college uses the overhead projector in conferences and planning semester schedules; the university TV station uses the projector fer a backdrop or background for a set; and at graduate seminars several departments require that students giving seminar papers plan and prepare transparencies to complement their presentation.60 59David v. Cherin, 'The Overhead Projector at the University of Delaware,' Apdioevigpgl Instructiog, VII (April, 1962), 21hu215. 60Robert E. Stepp, I'li’nroads On The Campus,” Apdio-visual Inetruction, VII (April, 1962), 211-213. - 23 Focus of the Study Reported research shows the overhead projector has been successfully used in kindergarten through university classes. But no studies have been reported concerning the effectiveness of the overhead.projector in teaching clothing construction. The aim of this stucbr was to determine the effectiveness of the overhead projector in teaching specific techniques used.in clothing construction. The specific assumptions, objectives and hypothesis guiding this study are as follows: Assumptions: 1. Transparencies for the overhead projector can be developed to explain the processes of selected clothing construction techniques. 2. The effectiveness of teaching methods can be measured by pencil and.paper tests. a. A.premtest will measure the present knowledge of clothing construction techniques. b. An equivalent postmtest immediately fbllowing a presentation will measure the change in knowledge. c. An equivalent retention test given at the end of the term will measure the retention of knowledge. 3. Characteristics of the experimental group and.the control group are comparable. Objectives: 1. To develop a series of overhead projector trans» parencies explaining the processes of selected clothing construction techniques. 2. To compare the effectiveness of teaching clothing construction techniques by the use of the overhead projector with teaching clothing construction techniques by classroom demonstration. 24 3. To compare results of the test showing change in knowledge of the experimental group and the control group. 4. To compare the retention of learning of the experi- mental group and the control group at the end of the temc Hypothesis: 1. The overhead projector presentation of clothing con- struction techniques will be as effective as the classroom demonstration presentation. CHAPTER III METHODOLOGY In this study an alternative method of teaching certain aspects of clothing construction at Michigan State University was examined. The methodology will be described in the following order: (1) design of study, (2) course used in study, (3) population, (4) develop- ment of instruments, (5) development of visuals, (6) methods of presentation, (7) administration of instruments and (8) methods of analy'SiSc De 1 of Stu The experimental desigt of the study involved the teaching of the same selected subject matter by the demonstration and the overhead pro- jector methods to two groups of students, comparing the effectiveness of the media of instruction by measuring the change of knowledge and retenc- tion of learning. Coureg Used in the Stugy The beginning clothing construction course at Michigan State Univers- sity (TBA 152) presents the principles of clothing construction showing the relationship of these principles to fit, style or design details, fabric handling, and garment assembling.61 61Michigan State University Catalog 1963-64,, Undergraduate and Grade uate Programs, (Michigan State University Publication), A-165. 25 26 The objectives of the course are: 1. Students gain an understanding of basic principles fundamental to all aspects of clothing construction and an ability to apply them. 2. Students develop an understanding of process and techniques of clothing construction and learn to evaluate them for specific end uses. ‘ 3. Students develop an ability to recognize and/cg appreciate standards of clothing construction. 2 The course consisted of two, one-hour lectures, and one, two-hour laboratory, per week. The lecturer presented the principles and specific techniques used in clothing construction. During the laboratory period students were given an opportunity to utilize the information in the making of a basic muslin and a simple cotton dress from commercial pat- terns. The emphasis of the course, however, was on a better working knowledge rather than completion of a beautiful garment. Popu_lgtion The population consisted of all students taking beginning clothing construction63 at Michigan State University, spring term, 1961+. Ninety- one students comprised the control group and experimental group. No attempt was made to match students in each group. The only factors considered in dividing the six laboratory sections into a control group and an experimental group were: (1) familiarity of laboratory instructor with course, (2) room, (3) time of day, and (1+) number of students in each section. 62Course Outline (TRA 152) Michigan State University, 1963-61} 63Textiles, Clothing and Related Arts 152, referred to hereafter as TEA 1520 27 Familiarity of laboratory instructor with the course was taken into consideration. One staff member and one graduate assistant were teaching the course for the first time and for this reason they were placed in different groups. Two instructors were most familiar with the course, one of each of these instructors was included in each of the groups. In all, six laboratories were taught by six instructors. Some of the instructors expressed a definite opinion that the two laboratory rooms had a distinct atmosphere. Sections were selected to prevent all three sections of either control or experimmtal group from meeting in the same room. Instructors expressed the opinion that it would be best not to have all eight o’clock laboratory periods in one group as some students come late to laboratory and some may not be alert at this time. The fourth consideration made to equalize the two groups concerned the number of students in each laboratory section. The control group included laboratory sections I, IV and VI totaling 45 students. The experimental group consisted of laboratory sections II, III and V'totaling 46 students. When the majors of the students were combined the results were: Majors of students in control and experimental groups enrolled in TRA 152, spring term, 1961+ Psycholopy Medical echnology No preference Major Control Experimental Home Economics 38 39 Art Mucation l 1 Business 1 1 Speech 1 Social Science 1 Music 1 Bio-science l i g 55 28 There seemed to be no significant difference in the students' majors as the greatest number of students in the control and experimental groups was majoring in a field of home economics. The number of students in each class level are as follows: Number of students in freshman, sophomore, junior, and senior classes in control and Class experimental groups Control Experimental Freshman 29 25 Sophomore 3 12 Junior 9 8 Senior 4 1 Ebth groups were comprised mainly of freshmen; the experimental group had.more sophomores than the control group and the control group had more seniors than the experimental group. No major'differences in previous clothing construction experiences from 4—H, junior>high, senior high, and home experience were apparent in the control and experimental groups: Number of students who gained experiences from 4-H, junior high, senior high and home sewing in control and experimental Experiences groups Control Ekperimental MI 8 7 Junior High 26 26 Senior High 20 19 Home Sewing 31 35 All of the students in the control group had used a sewing machine before but two of the students in the experimental group had never Oper- ated a sewing machine. Aside from this, the students' background in clothing construction work was similar. The number of students who classified the presentations as a new learning are as fellows: Number of students in control and experimental groups who classified pattern layout, set-in sleeves, slide fastener, attaching buttonholer, making machine buttonhole and sewing on a button with a thread shank a New Learnings new learning Control Experimental Pattern layout 4 8 Set-in Sleeves l4 15 Slide Fastener 12 13 Attaching Brttonholer 23 19 Making Machine Buttonhole 23 16 Sewing on a Button With a Thread Shank 17 24 The control group was less experienced in attaching the buttonholer and making the buttonhole than the experimental group, but more experienced in pattern layout and sewing a button on with a thread shank. The cause for student enrollment in) the course differed. The ex- perimental group comprised a more captive audience: Number of students in the control and experimental groups who were taking the course as a required course or as an elective Control Experimental Number required 33 [4’2 Number elective 12 4 Percentage required 73 91 Percentage elective 27 9 Develommt of Ingtrumentg Tests were developed to measure the effectiveness of the overhead projector in teaching clothing construction techniques. Three tests were developed: a (1) pro-test to measure the present knowledge of beginning 30 clothing construction students, (2) post-test to measure the change in knowledge of students and ( 3) retention of knowledge test. To broaden knowledge of beginning clothing construction, the researcher audited the course, (TRA 152) Fall, 1963, and assisted in the laboratory and the workroom, Winter, 1964. Before constructing the test items, conferences were held with the lecturer of the beginning clothing construction class to discuss subject matter and visuals to be used in the presentations. The three objective tests had multiple choice and matching itans. An objective type test was chosen for ease in scoring with an inflexible key. The key was very important, as all of the instructors and graduate assistants involved in the course had to agree. Limited laboratory time allowable for testing made an objective type test most broad and practical for sampling'ozf students; kmmlecilge-é4 Also, an objective type test allowed for more thorough statistical analysis. Objective test questions require considerable refinement to measure what is intended. The test items concerning pattern layout, set-in sleeves and garment closures were composed and distributed to a committee including the lecturer of the course, laboratory instructors and the researcher's graduate committee. The questions were reviewed for valid- ity, plausibility of answers and readability. The test items were revised and distributed for refinment and approval (see Appendix A. p- 63). 64 Clara Brown Amy, Evaluat on in Home Economic (New York: Appleton-Century-Crofts, Inc., 1953 , 2. 31 Scope of Content The scope of content to be tested was the information taught or reinfbrced by visual aids. The compiled list of techniques the overhead projector would show was fellowed closely. Whenever possible, a question concerning each projection was constructed. The list of details to be shown by overhead projection was as follows: Pattern Layout 1. Grainline 2. Preparation of fabric 3. Pattern symbols 4. Types of folds 5. Pattern placement 6. Pinning of pattern 7. Seam extension 8. Marking of pattern Sleeves 1. Pieces needed 20 Markings 3. Preparation of sleeve cap 4. Matching sleeve to armsoye 5. Distributing ease 6. Pinning 7. Stitching 8. ReinfOrcing Garment Closures 1. Slide fastener a. Length of placket b. lapped application c. Center application d. Standards of a slide fastener e. Treatment of facings f. Cording feat 2. Buttonholer, Buttonholes and Buttons a. Placement of buttonholes b. Spacing of buttonholes c. Size of buttonholes d. Parts of buttonholer attachment e. Attaching buttonholer f. Making buttonhole g. Sewing on button with thread shank 32 Develoment of Visualg The visuals developed were in accordance with the course content and approved standards of the department. The visuals of both control and experimental groups were presented to the lecturer. laboratory in- structors and members of the researcher's graduate committee in the manner in which they were to be presented to classroom groups. Sugges- tions on presentation and details on techniques were discussed following the presentation. Control Group Visuals for the pattern layout demonstration were those used the previous tenn. Included was a length of muslin showing fabric prepara- tion and another piece of muslin with grain lines marked and pattern pieces correctly pinned in place. Visuals made for the set-in sleeves demonstration consisted of two bodices and four sleeves showing the steps of setting in a sleeve. Visuals for garment closures included slide fasteners, a sample of fabric with placket opening basted and pressed open, a sample of fabric to be used for buttonholes and buttons. various buttons. a ruler, buttonholer attachment, needle and thread and sewing 3130111118 0 Experimental Group Visuals for the pattern layout presentation included a set of over- lays on fabric preparation, pattern symbols and pattern layout. A piece of leno weave cloth, transparent ruler and loose miniature acetate 33 pattern pieces were used to better explain the process. Visuals for the set-in sleeve presentation consisted of three frames of overlays. For the garment closures presentation visuals consisted of photographic copies of the steps in slide fastener lapped application, buttonholer parts. attaching buttonholer to machine and making the buttonhole; two sets of overlays showing placemmt of buttons and buttonholes and various plastic buttons. The making of the visuals was exploratory as there were no comer- cial transparencies for the overhead projector in clothing construction. me homemade transparencies were made with various widths of chart- pak tape and India ink on tracing paper. The graphics were transferred from the tracing paper to diazo film by the ammonia process. Color was introduced by adhesive colored paper, tinted film and colored film. therever possible, the technique of overlays was used to show a develop- mental process. A selected frame of transparencies and paper copies of the trans- parencies and sequence of overlays for the overhead projector are found in Appendix B, p. 91. Methods of Presentation The variable being tested in this study was an instructional aid given during the laboratory period, with other aspects held as nearly constant as possible. The experimental group was taught by the overhead projector method rather than the demonstration method used in the control group 0 31+ A pilot presentation of both methods was givm before the review- ing committee to verify procedures, to approve presentation and to suggest improvements. Ech presentation was given before the committee in a simi- lar manner in which it was given to the control and experimental groups. Outlines used for the presentations are in Appendix C . Po JAZ- Danonstrations for the control group closely duplicated those of the previous teIm. Presentations with the overhead projector using trans- parencies, overlays and loose objects were prepared for the experimental group. Instructors were responsible for laboratory sections. marks and demonstrations except for pattern layout, set-in sleeves and garment closures which were the responsibility of the researcher. The laboratory instructors were asked to report both positive and negative commits of students conceming the three presentations. 'Ihe instructors gave assist- ance to an individual student 'who had difficulty with materials presmted, but were asked not to repeat a presentation to the entire class. Ad_minis tration of Instruments The pre—tests were administered before the presentations. The pur» pose of the pre-test was to measure the amount of clothing construction knowledge of each student prior to the specific presentation. The stu- dents were allowed seven minutes to answer the 23 questions on pattern layout; five minutes for 13 questions on set-in sleeves; and seven minutes for 21 questions on garment closures. A time limit was necessary because all test papers had to be collected before the presentation. 35 65post--test Immediately following the presentation, an equivalent was given to measure the change in knowledge of the student. A 20 minute retention test was given at the last laboratory period of the class to measure the retention of knowledge of the student. The test included the 57 items randomly arranged that had previOuSIy been used in the pre-test and post-test. A reactionnaire and.new'1earn- ing check list were also given the last laboratory period (see Appendix D, p. 1A8). Validity The goal of the testing instruments was to construct items which would measure the knowledge gained from the visuals. The fellowing pro- cedures were taken to insure validity of the instruments: 1. Conferences with the lecturer of beginning clothing construction were held and a list of processes to be shown was compiled. 2. The terminology and wording of the test items was reviewed by all instructors teaching the class. 3. The key was determined by the class instructors. u. The directions--'Select the correct answer and fill in the corresponding space on your answer sheet-a“ were simple and clear. 5. TWO types of questions were used on the tests. 6. No difficult computations were required of the students. 7. The factor of emotional disturbance was eliminated or’lessened as the students were assured that the test scores would have absolutely no affect on their course mark. 65Ibid., p. 183, states. I'Eiquivalent tests may be developed by arranging the items in reverse order in the two tests or to shift the order of the different sections." 36 Time limitation might have affected the validity; consequently, reliability may have been raised at the expense of validity.66 Even though grade point was known. a coefficient of validity was not determined because it is not likely to show significance in clothing 67 construction courses. Reliability The reliability of a test is expressed in terms of the coefficient of reliability. which could not be determined on each test because of the limited number of questions (l3~23) and the test was not repeated a second time under the same conditions. The fellowing factors that might have affected reliability in test construction were: 1. The items for the pre-test and post-test covered only one area or unit. The first test covered pattern layout; the second, set-in sleeves; and the third, garment closures. 2. Only two types of test items were used, multiple choice with four choices and short matching questions. 3. The directions were clear and adequately stated. a. The test was easily read. 5. The test produced a wide range of scores. Factors affecting reliability related to test administration were: 66Ibide. p. 94. 67mm. . p. 95. 37 l. The students worked studiously as they knew the information was important to the researcher and would have no affect on their course mark. 2. Distractions and noise were eliminated. 3. A time limit was given. 4. An inflexible key was used. Methods of Analysis The College Qualification Test Percentile Scores and the Reading Percentile Scores for the control and experimental groups were analyzed by the Median Test68 to determine if selection procedures resulted in groups that were reasonably equivalent random samples from the same popu- lation. Analysis of the scores of each test consisted of preparing a fre- quency table and computing descriptive statistics. Analysis of covariance was used to analyze the raw scores of post- tests and the retention test, on a Control Data Corporation 3600 computer. to establish whether there were significant differences between the con- trol group and the experimental group change of knowledge and retention of learning. In this study a probability of .0 5 or less was considered to be sigrificant. 68Merle W. Tate and Richard C. Clelland, Non-Parametric and Shortcut Stat' t cs (Danville. Illinois: Interstate Printers and Publishers. Inc., 1957 o 72. 87- CHAPTER IV ANAIISIS OF DATA Through this study the researcher sought to determine the efffec- tiveness of the overhead projector in teaching clothing construction techniques by analyzing the following data: College Qualification Test Percentile Score, College Qualification Test Total Score, Reading Percen- tile Score, raw score of pro-test on pattern layout. set-in sleeves and garment closures, raw score of post-test concerning pattern layout. set- in sleeves and garment closures. and raw score of the retention test for each student. a The analysis of data will. be described in the following order: (1) analysis of test scores. (2) comparison of control and experimental groups and (3) testing the hypothesis. Analysis of Test Scores The pro-test, post-test and retention test scores were arranged in frequarcy tables (see Appendix E, p'. .151) to obtain descriptive statistics (see Table 1). The general results wore: The control group achieved higher on the pattern layout pro-test and post-test, the garment closures post-test and the retention test, but lower on the set-in sleeves pro-test and post-test than the experimental group. No significant dif- ferences in achievement were found between the control and experimental groups using descriptive statistics. 38 39 TABLE l.--‘nie range. mean. median. mode. and standard deviation on pattern layout. set-in sleeves. garment closures.and.retention test scores fer the control and.experimental groups Tests by Range of Standard Groups Scores Mean Median Mbde .Deviation CONTROL GROUP Pattern Layout Pro-test 4-19 12.9 13 12.17 4.24 Pbst-test l3~23 20 21 22 2.23 Set-in Sleeves Pro-test 2--8 4.3 4 4 1.41 Post-test 4ull 7.9 8 8 1.73 Garment Closures Pro-test_ 2-18 10.6 10 10 4.24 Post-test 8~20 17.3 18 19 2.64 Retention Test 37—5u 45.2 a? 48.49 n.69 EXPERIMENTAL GROUP Pattern Layout PreateSt 4‘22 11.6 11 8 4079 Post-test 7-23 19.6 20 20 3.00 Set-in Sleeves Pro-test 0-10 4.8 5 5 2.00 Post-test 2-12 8.1 8 7 1.73 Garment Closures Pro-test 2u19 10.5 10 8.9.14 4.00 Post-test 6-21 14.7 16 13.16.17 3.46 Retention Test 29-54 43.9 44 44 5.4 40 The control group range of scores was less than the experimental group. Variability within the control group was also less as measured by the standard deviation. CQT Percentile Scores and the Reading Percentile Scores were the uninfluenced measures used to determine if the teaching method or the acaduic ability of the student caused the difference in test scores. The GQT Percentile and Reading Percentile Scores were acquired from an entrance test the students took at Michigan State University. The MT Percentile Score is a measure of general acadelic aptitude or college ability. The OQT-T Score or the Total Score is the sum of the GQT sub- tests—verbal. information. numerical. Mglish. and reading. The Reading Percentile Score is a measure of reading comprehension. The Median Test was used to measure the difference in OQT Percen- tile Score and Reading Percentile Score between the control group and the experimental group. The Median Test determines whether independent groups (in this case. the control and experimental groups) have been drawn from the same population or from populations with equal medians.69 The median of the OQT Percentile Scores for the total population was between 32-34. The data for the computation includes a 2 x 2 layout as follows : *‘7—' 69Sidney Siegel. I .- (llew York: 41 Control Group Experimental. Group Total Above Median 30 12 42 At or Below Median 15 33 ’48 Total 45 45 90 3X,2 = 12.9 The computed'XLZ value of 12.9 showed a very significant difference in the CQT Percentile Scores. The control group and the experimmtal group of students were not equal in academic ability. The median for the Reading Percentile Scores for the total popula- tion was between 42-46. A 2 x 2 layout was set up as follows: Control Group Experimental Group Total Above Median 26 18 44 At or Below Median 19 27 _ 46 Total 45 45 90 7(.2 = 2.17 There was no significant difference between the reading comprehen- sion ability of the students in the control and the experimental group as indicated by the computed X} value. Since a very significant difference in college ability was found between groups. analysis of covariance was applied. Testing the .Mthegis The analysis of covariance increases the precision of an experiment - by eliminating causes of variation not controllable by the experimental 42 design. The analysis of covariance requires measures uninfluenced by the particular treatments to which the subjects were assigned. The CQT-T Score and the Reading Percentile Score obtained prior to the application of the treatments obviously were not affected by the treatment. The problen was to investigate if differences in raw scores were due to college ability. as measured by CQT-T Score and Reading Percentile Score. or the teaching method. The F statistic was used to test the significance of the difference between the achievment of the experimental and control groups after adjustment had been made for any inequalities in the two groups consider- ing CQT-T Score. Reading Percmtile Score and pre—test scores. The hypothesis being tested by Ruble's formulas70 was: The over- head projector presentation of clothing construction techniques will be as effective as the classroom demonstration presmtation. 70Formula A: DFF (Overall 32 .. Overall 32 = r F F) l 4 Overall R21, FormtuaB:DF( -R)=F 135:9 1 «- RF9 Formula A was used when CQT-T Scores. Reading Percentile Scores and pro-test scores were taken into account. Formula B was used when only CQT-T Scores and pro-test scores were considered as prediction variables. William L. Ruble is programing consultant for the Computer Data Corporation 3600. at Michigan State University. TABLE 2.--Regression coefficients: based on prediction variables and test data Overall Overall 1-0verall ' Prediction 2 2 2 variablesa Test DFr R F R I R F F CQT. R. P Pattern Layout 86 .6095 .6073 .3905 .0485 CQT. R. P Set-in Sleeves 86 .3145 .3141 .6855 .0514 CQT. Re P @mmt Closures 86 c.5419 05097 05419 6.0547 CQT, R Retention 87 .0322 .0309 .9668 .2079 DP ' 1.. I RF9 RI9 RI9 CQT, P Pattern IayOUt 87 e598? .5973 01402? e0302 CQT, P Set-in Sleeves 87 03116 03109 06891 e0833 CQT. P Garment Closures 87 .5405 .5094 .4906 5.5252 CQT Retention 88 .0074 .0065 .9935 .0806 F.001 (1.86) = 632 F.01 (1.86) = 632 F.05 (1.86) = 253 F.001 (1.87) = 63 Pm (1.87) = 632 1“.05 (1.87) = 253 F.001 (1,88) = 632 I“.01 (1.88) = 632 F.05 (1.88) = 253 aU'nderprediction variables, CQT means College Qualification Test Total Score; R means Reading Percentile Score and P means Appropriate pre-teSte The post-test and retention test data were analyzed taking into account the fbllowing combination of predicted variables: Reading Percentile Appropriate Combination CQT-T Score Score Pre-test Post-test le X X x 2. x x Reading Percentile Appropriate Combination CQT-T Score Score Pro-test Retention test 1 e X X 20 X For each of these fOur combinations of appropriate test and pre- diction variables. no significant differences were feund between the control and experimental groups. The hypothesis-The overhead projector presentation of clothing construction techniques will be as effective as the classroom demonstration presentation-ewes accepted. The students perfbrmed equally well as measured by test scores. irrespective of'method of teaching. CHAPTER V REACTIONS OF STUDENTS TO TEACHING METHON The reactionnaires were administered to the control and experi- mental groups the last laboratory period. Haas lists student reactions as one of the six measures of effectiveness for audio-visual materials.71 The reactions of students in this study will be described in three categories: (1) control group reactionnaire. (2) experimartal group reactionnaire and ( 3) summary of reactionnaires. Control Group Ego tiwig The control group taught by the demonstration method was given two questions. The first question was: Dmonstrations concerning pattern layout. set-in sleeves and garment closures were presented to the class. that would you consider to be the advantages and disadvantages of this method? (See Appendix D.p. 149-) Free response answers were categorized and tallied as follows: 71Kenneth B. Haas and Harry Q. Packer. Prgparation and Use of Edic- Visual Aids.(3rd ed.; New York: Prentice-Hall Inc., 1955 . 281. 45 46 Advantages of Disadvantages of Demonstration Method Demonstration Method Number Number Times Times Responses Mentioned Responses Mentioned Actually seeing - Hard to see 9 the process 19 Presentation too Clarified method 8 fast 5 Aids unexperienced Prefer demonstrations and experienced 2 in lecture 5 Effective method 2 Presented too far Everyone receives in advance 4 same instruction 1 Written material Opportunity to ask needed 2 questions informally 1 Total responses 35 Total responses 25 Actually seeing the process using fabric and equipmmt was the advantage most often mentioned by the control group. The following comments are reactions of the group: ”There is great advantage seeing something done. As it was given in lecture, you could only guess as to the right way. but with seeing the demonstration you could then picture in your mind exactly how to do it.” 'It is easier to understand a method if you can see it, than it is to read it.“ ”then it is done. it is understood better than just seeing an illustration. " ”Enabled me to see exactly what had to be done." Other advantages listed by the control group were: ”Easy to understand.’ ”I think this method is a great aid to those who have had little or no experience with sewing.” "Necessary so that everyone would do the same way.“ ’47 "I had a chance to ask questions informally." "'Sums up the old saying 'one picture is worth a thousand words.’ than dealing with this material it seems the only effective method. " The disadvantage most often mentioned by the control group was difficulty in seeing the demonstration. Comments were of this nature: ”Hard to get close enough to see.” ”Too many people trying to see at once.“ ”Sometimes difficult to see with all students crowding around.’ Five students in the control group would have preferred the demon- strations during class time instead of laboratory period; four students felt the demonstrations were given too far in advance; two students expressed a desire for more written material and five students said. “The demonstrations were too fast.“ A The second question on the control group reactionnaire was: “If in the demonstrations an overhead projector had been used. what do you think our reaction would have been 7" (See Appendix D. p. 1493 ~ .. Responses fell into three categories-«pasitive reaction. negative reaction and no reaction. Twenty-four of the 38 students who filled in the reactionnaire wrote negative comments: these are typical: I'I don't think I would have liked it at all. If the group is small enough it's possible to see everything by just standing around.” 'I wouldn’t have liked it." 'The 'live' demonstrations are much more effective and would be much easier to understand." 48 'I do not think I would have learned anything. Overhead projectors are all right for a lecture but not for a lab.” The 13 positively classified responses were similar to the follow- ‘I think it would make viewing much easier." ‘I probably could have seen more of what was happening.“ “Could see better-«a little more abstract. but better.‘ ”Good. the use of the projector would insure a clear and accurate picture of the whole process.” One studmt felt she would react the same to either method. Monumental Group Reactionnaire The experimental group taught by the overhead projector method was asked four questions. Question 1 was: I'The overhead projector has been used in presenting pattern layout, set-in sleeves and garment closures to the class. that would you consider to be the advantages and disadvantages of this methOd?. (See Appendix D, pe lsoe) Classification of responses and number of times response was men- tioned are as follows: Advantages of Disadvantages of Overhead Projector Method Overhead Projector Method fiNumber Number Times Times Re n es Mentioned Responses Mentioned Everyone can easily see 25 Sometimes hard to Points to be learned very transfer learning 8 clear 9 Too fast 4 Easy to danonstrate or Sometimes too small to explain 5 be distinct 3 Good in large group 4 Lighting 2 Organized; well planned 3 Visuals didn't portray Everyone same instruction 2 process 2 (continued) (continued) Advantages of Disadvantages of Overhead Projector Method Overhead Projector Method Ember W Times Times Responses Mentioned Responses Mentioned Quicker; cuts teaching Need longer explanation 1 time 2 Danonstrator's hand in way 1 Hard to see 1 Total responses 50 Total responses 22 The advantage most often mentioned by the experimmtal group was. ”Everyone could see.’ Other typical comments were: ''You can actually see what to do and what steps to take.” "You can see all operations clearly.’ PEasy to see and consequently understand." ”Everyone can see the demonstrations clearly.” Other advantages listed by the experimental group were: ”Makes points to be learned very clear.” ”Easy to demonstrate.“ ”Rubles teaching to mass.” iOrganizcd ahead of time." ”Everyone gets the same instructions.” 'd'QuickerJl The disadvantage most often mentioned by the experimental group involved the transfer of learning to the actual fabric or technique. Re- actions were: "Hard to visualize it on the actual material.” 50 ”Hard to learn from just watching how it is supposed to be done instead of having it done right on the spot.” ”Couldn't see the real material or process used.” ”Sometimes it is not true perspective and one has a hard time imagining what is going to happen on the real material.” Four students felt the presentation went too fast; three students thought some- details in the drawings were too small to be seen; two studarts suggested turning out the lights; one student would have liked longer explanations with the presentation; and one student felt the operator's hand was in the way. Question 2 of the experimental group's reactionnaire was: ”that suggestions do you have for improving teaching with the overhead pro- jector?” (See Appendix D. p. 150.) Suggestions for improvement given by the experimental group were: that it be used in lecture. turn out the lights and need for clearer illustration. mentioned twice; and label visual more. have printed material and use only light colored pictures. each mentioned once. Question 3 was: ”that was your reaction to the overhead projector?” (See Appendix D, p. 150.) I Reactions of the experimental group were 37 positive and three negative. Typical positive reactions were: ”Very favorable. 'llre visuals were excellent. I thought the .denonstrations were the most valuable part of the course. ” ”It was nice to be able to see the demonstrations without stretching and looking over everyone.” {Very good-«excellent way to teach construction.” ”I liked it.” 51 The three negative reactions were as fellows with no reasons given: ”Didn't like.” '51 don't feel it is at all beneficial.” ”Did not learn much.” Question 4 was: ”Would you have preferred classroom demonstration (sim- ilar to the demonstration on curves) in.place of the overhead projector? Give reasons fOr'your answer. Yes No __ Uncertain _ Reasons: ” (See Appendix D. po 150:)— The experimental group was eXPOSed to both.methods. as the parts of the sewing machine and manipulation of curves were demonstrated to the group by their laboratory instructor. The 20 students favoring the overhead projector method gave many reasons fbr their choice. FOurteen students selected the experimental method because of easy visibility; three students chose the experimental method because coverage of‘material took a shorter time; one student felt the overhead projector was Tmuch clearer but lacked personal con» tact;” one student feund the overhead projector easier to understand; and two students just preferred the experimental method with no reason stated. or the 10 students who chose demonstration method rather than over- head projector'method. seven thought they would gain more from the demonstration; one student thought the overhead projector method went too fast; one student preferred the presentation to be during class period as laboratory time was so limited; and one did not give a reason for her preference. 52 Of those uncertain, two students were indifferent, it did not matter to them; two students ”just liked to see things done though the other was fine“; one said, “It depends on who gives the presentation”; one student would prefer the presentation in class period; three students felt it would depend on subject matter; and one student said. I'A.litt1e of both is necessary.” Of all the variables checked, only the reasons given by the students for their preferences for demonstration or overhead projector are sig- nificant. variables analyzed.included grade level. grade point. which presentations were new learnings. and experience in sewing. Probably due to the small sample. none of these proved consistent from one labora- tory section to another. Summary of Reactionnaires The most often mentioned advantage of the experimental group-- everyone could easily see-~was inversely related to the most often mentioned disadvantage of the control group-nhard to see. 'Seeing the actual process” was the most often mentioned advantage of the control group and ”not being able to see the actual.process' was the most often mentioned disadvantage of the experimental group. The most often mentioned advantages and disadvantages of both groups seemed to be inversely related. Most of the students felt they were able to understand from the presentation and felt the method used in the classroom was suited to the situation. 53 Mentioned frequently was a ”too fast' presentation. Perhaps the instructors in this beginning class need to reconsider the amount of material being presented in a three credit course to beginning students. CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS m The beginning clothing construction course at Michigan State University presents the Principles of Clothing Construction showing the relationship of these principles to fit. style or desigi details. fabric handling. and garment assembling. The course consists of two, one-hour lectures and one, two—hour laboratory. per week. The instructors are challenged to teach 100 students in subject matter traditionally taught to 15-20 students. and for this reason, are finding previously used illustrative materials inadequate. The over-all objective of this study was to investigate the effec- tiveness of the overhead projector in teaching selected clothing construction techniques to the beginning clothing construction class. The overhead projector is a transparent still projector capable of enlarging up to 10" x 10" transparencies with brilliant screen images suitable for use in a lighted room. Color can be projected pemitting development of many types of transparencies. The overhead projector is especially useful in large. classrooms where a chalkboard would be ineffective or useless. The instructor plays a central role because the overhead projector permits the instructor to face the class and maintain eye contact during the presentation. 54 55 In a developmental presentation using the overhead projector. each component part may be presented as the instructor senses an audience's ”state of readiness” for the next step. Step-by-step learning can be provided through use of overlays or through use of a plain piece of paper covering all but the first point. After discussion of a point, the instructor moves to the next point. The overhead projector does not supplant teaching; it supplements teaching. The experimental design of this study included teaching pattern layout. set-in sleeves and garment closures to a control group by class- room demonstration and to an experimental group by overhead projector method during the laboratory period. Each group was composed of three laboratory sections. The Median Test was used to measure the difference in CQT Percen- tile Scores and Reading Percentile Scores between the control group and the experimental group. The hypothesis--the overhead projector presentations of clothing construction techniques will be as effective as the classroom demonstra- tions-was tested by analyzing scores from a pre-test taken prior to the presentations. a post-test given immediately fellowing the presentation and a retention test administered the last laboratory period. Analysis of covariance was used to test for significant differences in change of knowledge and retention of learning between the control group and the experimental group. Student reactions to teaching methods were obtained by a free response reactionnaire. 56 Conclusions Based on evidence presented in this limited research the following conclusions have been drawn: 1. The overhead projector presentations of selected clothing con- struction techniques were as effective as the classroom demonstration presentations on the basis that there were no significant differences in change of knowledge and retention of learning between control and experi» mental groups. 2. The overhead projector presentations were equally effective with large and small classes. The overhead projector made it possible for all the students to see the presmtations with equal clarity. 3. Visuals are especially helpful in teaching clothing construction to large classes. The overhead projector was an effective media. but need not be the only method of presentation. 4. The overhead projector was an accepted instructional aid. The experimental group preferred the overhead projector method to the demon- stration method. 5. "Seeing the presmtation " was the most often mentioned advan- tage of the overhead projector. although some students found it difficult to transfer learning from the abstract media to practical application. Recomengations This study was limited to determining the effectiveness of the over- head projector in teaching pattern layout, set-in sleeves and gament closures to a beginning college class in clothing construction. Sugges- tions for further research are: 57 1. To develop more clothing construction visuals to be used on the overhead projector. 2. To investigate the effectiveness of the overhead projector in teaching other clothing construction techniques. 3. To investigate the effectiveness of the various techniques of presenting visuals on the overhead.projector. Fbr instance. do students in clothing construction benefit more from a series of overlays than a single transparency? #. To investigate the relationship between effectiveness of the overhead projector’and.grade level. intelligence quotient and experience in sewing. Recommendation to Instructors The researcher recommends that instructors. of both large and small classes. become aware of the potential resource of the overhead.projec- tor and.investigate the possibility of supplementing their teaching with this instructional aid. BIBLIOGRAPHY Books Army, Clara Brown. much in Home Economics. New York: Appleton- Century-Crofts, Inc., 1953. Bachman. John w. W New York: Associa- tion Press, 1959. Ens, Alljgne. Creatin Sew—Jig. New York: McGraw—Hill Rmk Co. Bio" 195 . Brown. James. Lewis. Richard B... and Harcleroad, Fred F. 2V Instruction gtgriflg and Methods. New York: McGraw-Hill Book Co. Inc., 1959. Birtis. Eric F., and LeHav. Jame E. Wan. Johnson City, New York: Ozalid, Division of General Aniline and Film Corporation. 1959. _ ' Dale. Edgar. ’o-Vi Methods in To chin . Revised. New York: The Dryden Press Inc., 19;. Foster: laurence. and Kidder. William. W Techniques. San Francisco: Fearon Publ hers. 195 . Freedman. Florence B.. and Berg. Ester L. Classroom Teachers Guide to AV W. New York: Chilton 00., 19 l. Haas, Kenneth B., and Packer. Harry Q. Preparation and Use of Audio- W. 3rd. ed. New York: Prentice-Hall Inc., 1955. Hartsell, Horace Clay. and Veenendaal. Wilfred L. mrhggd Projection. Buffalo, New York: Henry Stewart Inc., 1960. Henderson, Algo D. Policies and Practices in Niger Education. New York: Harper and Brothers, 19 . deKieffer, R. 3.. and Cochran. Lee W. Manual of Q;dio-Vi% Techniques. mglewood Cliffs, New Jersey: Prentice-Hall Inc., 19 2. I Kinder, James S. Audio-Visa; aterigg and Techniques. New York: American Eek Co..' 1950. m 58 59 Kinder, James S., and McClusky, Dean F. The Audio-Visual Reader. Dubuque, Iowa: Wu. C. Brown 00., 1951+. Mannino, Philip. R?’ of Conege, P302 MO 00 Publiseshr, Box ..','1953’. ’ Mansfield, Evelyn. W. New York: Houghton Hifflin 0000 19530 McClusky, Dean F. hidio-Visual Teaching Techniques. mbuque, Iowa: Who 00 frown COO, 1949. McKown, Barry C., and Roberts, Alvin B. Audio-Vigm Aids to Instructig. New York: McGrawe-Hill Eek Co. Inc., 1949. Remmers, H. H. Qtroduction to @inion and Attitude Measurement. New York: Harper and Brothers, 19 51+. Sands, Lester B. Audio-Visas; Procedures in Teaching. New York: The Ronald Press COO, 195 e Selltiz, Claire, et al. Research Methods E Socfl Relations. Rev. ed. New York: Holt, Rinehart and Winston, l9 1. Siegel. Sidney. W- New York: McGraw-Hill Back 00., 1956. Tate, Merle W., and Clelland, Richard C. W W. Danville, Illinois: Interstate Printers and Publishers, Inc., 1957. Walker, Helen M., and Lev, Joseph. W. New York: Holt, Rinehart and Winston, 1953. Wittich, Walter Arno. Audio-Visual Materials Their Nature and Use. New York: Harper and Brothers, 1953. Wittich, Walter, and Schuller, Charles. AudiomVisy-al Materials. New York: Harper and Row Publishers, 1962. Articles and Periodicals Audio-Visual Communication .ReVieE, XI, NO. l (1963). Bissex, Henry S. ”How Overhead Projection Lids large Group Instruction,” Educational Screen, mVII (May, 1958), 37 and 230-.231. Cohen, Samuel. ”Classroom Experiment Shows 'Saturation' AV Gets Results,” Educational Screen and Audiovisual Guide, xmx (July, 1960), 327. 60 Duerst, L. D. ”A System of Overhead Projection,” Audio-Nisual Instruction, VIII (Mayo 1963)o 332-3350 - Finstad, Allan. ”A Quick Method for Transparencies,” Audioavisgél Instrucu tion, II (January, 1957), 18-19. Fleck, Henrietta. ”Overhead Projector,” me, No. 2 (February, 1963), 1‘7 and 9h. Fowlkes, John Guy. ”A Partnership in learning Materials,” Screen and Audiovisug Guide, XL (August, 1961), 392-393. Guerin, David V. ”The Overhead Projector at the University of Delaware,” Audio-visual Instruction, VIII (April, 1962)., 2114-215. Hadsell, Reign S. "EValuation: Has Learning Taken Place 1” Audio-visual Instruction, 11 (October, 1957), lh6—l’48. Hoffman, Doretta S. ”We Need Visual Aids,” W LIV: N00 5 (May, 1962): 377- Hohlfeld, J. F. ”A New Slant on Overhead Projectors,” Educational Screen and Audiovisual Guide, XXIII (March, 1960), 125. Hyer, Anna L. ”The Horns of the Dilemma,” Audion-visual Instalction, II (December, 1957), 281+. Kelley, Gaylen B. ”A Study of Teachers’ Attitudes Toward Audiovisual Materials,” Educational Screen and Ediovisug Guide, am (March, 1960), 118-121. Kemp, Jerrold E. ”Producing Transparencies for College Instruction,” Educational Screen, mVlI (June, 1958), 280=281. Kidd, Kenneth P. ”Dvnamic Aids for Teaching Math,” Educational Screen and Audiovisual Glide, IV (March, 1959), 130.131. Ianer, S. ”The Impact of Visual Aid Displays Showing a‘Manipulative Task,” Quarterly Journal of gpefimental Pacheloa, VI (August, 1954), 9 5.108 Iyle, Dogothy S. 53% Blueprint for Progress. Cleveland, Ohio. June 27, 19 1. Miller, Morris. ”Transparencies Save Time for Accounting Teacher,” Audio— vi ual Instruction, VII (April, 1962), 220-221. ”Mrs. Blrrough's Magic Pencil,” Mdioevigua; Instruction, VII (April, 1962), 222-223. Nesbitt, William 0. ”Big Classes in Toms,” Educational Screen d dice visual Glide, XXXVIII (November, 1959), 591559 . 6l ”Overhead Perks Up Class Participation,” WM, VII . (April, 1962). 218-219. . Poe, ngar A. ”In Pittsburg, California, The Overhead Proves Its Adaptability,” Audiomvisug Instruction, VII (April, 1962), 206- 207. . Rocheleau, R. Lee. ”A Team Teacher Bears Witness,” dio-vi In t c- tion, VII (April, 1962), 205. Ruark, Henry C. Jr. ”NDEA Title III, Its Progress and Promise in Oregon,” Educational Screen and Audiovisual Glide, XXIVIII (December, 1959), 2- . Sanbom, William B. ”Our Future Stake in Instructional Tools,” m 'on c en and udio l ’d , XXIVIII (December, 1959). 38.. Spiegler, K. S. ”Overhead Projector at Israel Tech,” Educational Screen ad Audiovisual Guide, XL (October, 1961), 536-537. Storsteen, Emma. ”In North St. Paul the Overhead Becomes Part of Daily Class Activities.“ Audio:xisual.lnsizusiicu. VII (April. 1962). 208-209. . Story, George 0. ”The Overhead Promotes Early Love of Reading,” Edi - visggl Instruction, VII (April, 1962), 216-217. A Stepp, Robert E. ”Inroads On The Campus,” WW, VII (April, 1962), 211-213. . Thomure, Eugene F. ”New Potential for Teaching Deaf Children,” Audio- visual Instruction, VII (April, 1962), 210-le. ”Thumbnafgl Testimonials,” Audicmvifiggl Instruction, VII (April, 1962), 22 ~227o ”Tool 01' the Times,” Audionvi§gfl Estruction, VII (April, 1962), 201. Udell, Gene. ”Transparencies for Learning,” Audioevisual Instruction, II (June. 1957). 168-169. Veenendaal, Wilfred L. ”The Visualization of an Idea,” Audioevisual ' Instmct'on, II (December, 1957), 260-261. Washcoe, Major W. C. ”The Versatile Overhead Projector,” Educationg creen d on ° Guide, XXIII (may, 1953), 2&2. Winger, Fred E. ”The Overhead Pro actor in Elsiness Education,” Business Mucation Forum, VII, No. 14 January, 1953). 7. 9-11. . 62 Winston, William L.. "Overhead Hits Stride in New Instructional Pro- gram," Audio-visual Instruction, VII (April, 1962), 202-203. Unpublished Materials Bradley, Robert L. "Lecture Demonstration vs. Individual Laboratory Work in a Natural Science Course at Michigan State University." Unpublished Ph. D. dissertation, College of Education, Michigan State university, 1962. Callahan, Michael. Head, Training Aids Branch, Department of the Navy, Washington, D. C. Personal letter, July 13, 196A. Coats and Clark Teaching Packet on Zippers. Educational Bureau of Coats and Clark Inc., 430 Park Avenue, New York 22, N. Y. Coolican, Pat. ”A Study of the Effectiveness of Teaching by Television Versus Teaching by the USe of an Extension Bulletin.” unpublished Mazger's thesis, Extension EPD Office, Michigan State University, 19 . "Howato-Sew'Sleeves." Simplicity Pattern Company, Inc. Ebucational Services, 200 Madison Avenue, New Ybrk 16, N. Y. Instruction on the Operation and Care of Singer Buttonholer No. 160506. The Singer Manufacturing Company, 1959. Meacham, Ehther Anne. "The Relative Effectiveness of Face-to-Face Lecture Versus Instructional Television in a College Clothing Course.” Unpublished Ph. D. dissertation, College of Home Economics, Ohio State university, 1962. Michigan State university Catalog 1963-64, Undergraduate and Graduate Programs, Michigan State University Publication, A-l65. ”Principles of Clothing Construction,” TCRA 152. Prepared by the staff of the Department of Textiles, Clothing and Related Arts, College of Home Economics, Michigan State University, 1963. Rocke, Helen. ”Let's Cut and Sew With the Grainline.” Clothing Leaflet 2, Cooperative Extension Wbrk in Agriculture and Heme Economics, Univer- sity of Nebraska College of Agriculture, Iincoln, Nebraska. Talon Zipper Packet. Talon Eflucational Service, 41 East Fifty-First Street, New Yerk 22, N. Y. Testing Bulletin No. 5. "Objective Test Questions." Prepared by the Office of Evaluation Services, The Basic College, Michigan State University, May, 1957. Testing Bulletin No. 6. ”The Preparation and USe of Objective Tests." Prepared by the Office of Evaluation Services, The Basic College, Michigan State university, November, 1957. APPENDIX.A Pro-tests, Pbst~tests and Retention test 63 64 PATTERN LAYOUT PREmTEST Your answers to the following questions will have no affect on the grade you receive in this course. The purpose of these questions is to determine your ability to select specific procedures important in pattern layout and marking. Work as rapidly as possible as there is a 7 minute time limit. Please answer all the questions as best you can. The correct answer for each question is based on acceptable department procedures. SHIRT THE CORREET ANSWER AND FILL IN CORRESPONDING SPACE ON YOUR mswm 5mm. 1. To locate the grain of the fabric, uneven ends of the fabric may be straightmed by l. tearing across the fabric. 2. pulling a thread across the fabric. 3. following a printed design across the fabric. 4. 1 and 2 of the above. 5. all of the above. 2. To straighten distorted fabric, the shorter and of the fabric is l. stretched on the straight of the goods in opposite direction until the lengthwise threads are parallel with the selvages. 2. stretched on the true bias in opposite direction until the crosswise threads are squared with the selvages. 3. either of the above. 4. neither of the above. 3. In order to determine the layout that should be used from the pattern guide sheet, it is necessary to know 1. pattern number, size of pattern and width of fabric. 2. size of pattern, width of fabric and style version. 3. width or fabric, amount of material purchased and size of pattern. 4. pattern mmber, size of pattern and style version. 4. 'Vhen pinning a pattern to the fabric, the pins should be placed 1. parallel to the grain pointing toward cutting line. 2. perpendicular to the grain pointing toward cutting line. 3. perpendicular to the cutting line. 4. within the seam allowance, parallel to the cutting line. 5. then laying a pattern piece on the material, lengthwise grain is established by measuring from 1. cutting line to selvage. 2. cmter front or center back to the selvage. 3. middle of the grain marking to the selvage. 4. each aid of the extended pattern grain line to the selvage. 6. Seam lines which are most likely to be adjusted during fitting should be cut with generous seam allowances. In the pattern layout, the following seams should be increased to 1 inch: shoulder, skirt side, 7. 8. l. 2. 3. 4. 65 waistlines, neck, sleeve cap and underarm. center back of skirt and bodice, underalm, amscye and waistlines. underarm, waistlines, sleeve underarm, and center back of skirt and bodice. sleeve underarm, waistlines, almscye and neck. In working with muslin master patterns, markings are made on both the wrong and the right sides of the fabric to facilitate fitting. thich of the following markings should appear on the wrong side of the muslin? 1. seem lines, darts, tucks, pleats. skirt hem line, crossmarkings. 2. center front, seams, darts, crossmarkings. 3. crossmarkings, grain line at bust level, center back, seams and darts. 4. darts, crossmarkings, seam lines and sleeve cap seamline. selvage The fit of a garment is very dependent upon the placemmt of grain. Much of the following bodices is laid on the fabric correctly? g, g 53’ '3 b no '3' '3 In 0) O s: s > s 1.. '3 ,3 19 20 0) 3o ‘0 9-18. (A1) V Illustrations of two pattern pieces are shown, each bearing cer- tain pattern markings with the number of the questions on them. Select only the one best answer fer each question from the list on the right. Responses are to be used only once; some may not be used. 19-23. RESPONSES l. H U: to: {VP U't-F’ UN 5" mark indicat- ing grain line of material buttonhole direction of stitching cutting line alteration line seam line feld for facing center front notches for matching matching points place on feld of material easing The rectangle below represents 2 yards of 36 inch material. .MATCH THE FOLLOWING by selected the correct anewer and filling in the corresponding space on your answer sheet. l9 20 22 23 lengthwise grain' crosswise grain selvage true bias bias 6? PATTERN LAYOUT POST-TEST Your answers to the following questions will have no affect on the grade you receive in this course. The purpose of these questions is to determine your ability to select specific procedures important in pattern layout and marking. Work as rapidly as possible as there is a 7 minute time limit. Please answer all the questions as best you can. The correct answer for each question is based on acceptable departmmt procedures. SELECT THE CORRECT ANSWER AND FILL IN CORRESPONDING SPACE ON YOUR ANSVER SHEET. " 1-10. lllustrations of two pattern pieces are shown, each bearing cer- tain pattern markings with the number of the questions on than. Select only the one best answer for each question from the list on ' the right. Responses are to be used only once, some may not be used. RESPONSES place on fold of material direction of stitching center front buttonhole easing notches for matching cutting line fold for facing seam line alteration line ' matching points mark indicating grain line of material 68 11-15. The rectangle below represents 2 yards of 36 inch material. MATCH THE FOIIDWING by selecting the correct answer and filling in the corresponding space on your answer sheet. 1. true bias 2. selvage ll 3. bias 4. crosswise grain 50 lengthWiSO 12 grain 13 in 15 16. The fit of a garment is very dependent upon the placement of grain. mien of the following bodices is laid on the fabric correctly! Selvage Selvage Selvage Selvage 20 3° Selvage 17. 18. 19. 20 . 22. 23. 69 In working with muslin master patterns, markings are made on both the wrong and the right side of the fabric to facilitate fitting. Which of the following markings should appear on the wrong side of the muslin? 1. crossmarkings, grain line at bust level, center back, seams and darts, 2. seam lines, darts, tucks, pleats, skirt hem line, crossmarkings. 3. darts, crossmarkings, seam lines and sleeve cap seamline. 4. center front, seams, darts, crossmarkings. In order to determine the layout that should be used from the pattern guide sheet, it is necessary to know 1. size of pattern, width of fabric and style version. 2. pattern number, size of pattern and style version. 3. pattern number, size of pattern and width of fabric. 4. width of fabric, amount of material purchased and size of pattern. When laying a pattern piece on the material, lengthwise grain is established by measuring from 1. each end of the extended pattern grain line to the selvage. 2. middle of the grain marking to the selvage. 3. center front or center back to the selvage. 4. cutting line to selvage. To locate the grain of the fabric, uneven ends of the fabric may be straightened by 1. following a printed desigl across the fabric. 2. pulling a thread across the fabric. 3. tearing across the fabric. .. 4. 2 and 3 of the above. 5. all of the above. the) pinning a pattern to the fabric, the pins should be placed 1. parallel to the grain pointing toward cutting line. 2. within the seam allowance, parallel to the cutting line. 3. perpendicular to the cutting line. 4. perpendicular to the grain pointing toward cutting line. To straighten distorted fabric, the shorter end of the fabric is l. stretched on the true bias in opposite direction until the crosswise threads are squared with the selvages. 2. stretched on the straight of the goods in opposite direction until the lengthwise threads are parallel with the selvages. 3. either of the above. 4. neither of the above. Seam lines which are most likely to be adjusted during fitting should be cut with generous seam allowances. In the pattern layout, the following seams should be increased to 1 inch: shoulder, skirt side, 1. 2. 4. 70 center back of skirt and bodice, underarm, armscye and waist- lines, underarm, waistlines, sleeve underarm, and center back of skirt and bodice. sleeve underarm, waistlines, armscye and neck, waistlines, neck, sleeve cap and underarm. 71 SET-IN SLEEVES FEE-TEST These questions will have no affect on the grade you receive in this course. The purpose of these questions is to determine your ability to select specific procedures important in setting-in a sleeve. Work as rapidly as possible, as there is a 5 minute time limit. Please answer all the questions as best you can. “fire correct answer for each question is based on accepted department procedures. SEIECT THE CORRECT ANSVM AND FILL IN THE CORRESPONDING SPACE ON YOUR ANSWHI SHEET. 1. men setting-in a sleeve the casing of the sleeve cap into the arm- hole is an example of l. Principle I: Shaping flat fabric to conform to body curves requires reducing perimeter of garment pieces. 2. ~ Principle II: Manipulation of any given material is dependent upon component parts (structure and texture). 3. Principle III: When concmtric circles or arcs of different radii are used in clothing construction, certain adjustments in the circumferences are necessary. 4. Principle IV: Choice of construction methods and techniques and - choice of fabric are interrelated. 2. The amount of ease in the sleeve cap is dependent upon 0 fabric 9 2. arm measurement. .3. fEShion. 4. 1 and 3 of the‘above. 5. 1, 2, and 3 of the'above. 3. To insure ease in fit and construction the sleeve cap in the muslin has ease totaling 1. 1/2 - 3/4 inch, 20 1/2 - 1 nah. i 1-1u2mmu. 4. none. 4. The notches or crossmarkings on the arnscye of the sleeve pattern are l. the same on front as on back. 2. not the same on front as on back. 3. the same on every pattern. 5. The position ofgi-a'j' sleeve in the armscye is most important because 1. the bodice back has a deeper curve than bodice front. 2. the bodice front has a deeper curve than the bodice back, 3. of the grain position in relation to the am. 4. the sleeve back has a deeper curve. 7. 8. 72 The armscye seam.on a cotton dress with set-in sleeves is pressed 1. toward the sleeve. 2. away from the sleeve, 3. open. 4. flat together without direction. 5. in none of the above ways. The adjustment or reduction of the arc of the sleeve cap in a plain set-in sleeve is made by the use of l. gathers. 2. ease. 30 tu0ks. 4. darts 0 Which of the following sketches of sleeve caps show complete and correct markings for setting the sleeve into the bodice? 10. 12. To reduce the arc of the sleeve cap, stitch 2 rows of'machine basting: one row on staystitching line and the other 1} inch from first line 'within the seam allowance - ‘ 1. around the top of the sleeve between matching points, 2. around the top of the sleeve between notches. 3. around the bottom of the sleeve between matching points. 4. all the way around the sleeve. Ease should end near the top of the sleeve where the armscye line ceases to curve and follows the straight grain because 1. extra length shows up as gathering or puckers on the straight grain, 2. extra length shows up as gathering or puckers on the bias. 3. case is difficult to press. 4. ease is unattractive at the top of the sleeve. After a sleeve has been stitched into the armhole, the anmscye seam is usually reinfbrced. Beinfbrcing is done by stitching 1. 1/8 inch from seam line across top of sleeve between notches. 2. 1/8 inch from seam line all the way around the sleeve, 3. 1/8 inch from seam line across bottom of sleeve from notch to notch, 4. the seam line again across bottom of sleeve from notch to notch. Even distribution of ease in the cap of the sleeve is a desirable standard fer set-in sleeves. Ehse is distributed evenly by 1. pulling the bobbin threads befbre crossmarkings are matched. 73 2. pulling the bobbin threads after crossmarkings are matched. 3. measuring the amount of ease and equally dividing it between crossmarkings. l3. “rich sleeve has the correct placanent of train line? 74 SET-IN SLEVES POST-TEST These questions will have no affect on the grade you receive in this course. The purpose of these questions is to determine your ability to select specific procedures important in setting-in a sleeve. Work as rapidly as possible, as there is a 5 minute time-limit. Please answer all. the questions as best you can. The correct answer for each question is based on accepted department procedures. SELET THE CORRECT ANSHER AND FILL IN THE CORRESPONDING SPACE ON YOUR ANSWER SHEET. 1. “rich sleeve has the correct placement of pain line? Q . 3. 4. 2. Even distribution of ease in the cap of the sleeve is a desirable standard for set-in sleeves. Ease is distributed evenly by l. pulling the bobbin threads after crossmarkings are matched, 2. measuring the amount of ease and equally dividing it between crossmarkings. 3. pulling the bobbin threads before crossmarkings are matched. 3. After a sleeve has been stitched into the armhole, the armscye seam is usually reinforced. Reinforcing is done by stitching l. the seam line again across bottom of sleeve from notch to notch. 2. 1/8 inch from seam line across bottom of sleeve from notch to notch, 3. 1/8 inch from seam line across top of sleeve between notches. 4. 1/8 inch from seam line all the way around the sleeve- 4. Ease should end near the top of the sleeve where the armscye line ceases to curve and follows the straight grain because ’ l. ease is difficult to press. 2. extra length shows up as gathering or puckers on the straight grain. 3. ease is unattractive at the top of the sleeve. 4. extra length shows up as gathering or puckers on the bias. 5. 75 To reduce the arc of the sleeve cap, stitch 2 rows of machine basting: one row on staystitching line and the other 4} inch from first line within the seam allowance 1. 2. 3. 4. around the top of the sleeve between matching points. all the way around the sleeve. around the bottom of the sleeve between matching points. around the top of the sleeve between notches. mich of the following sketches of sleeve caps show complete and correct markings for setting the sleeve into the bodice! 8. 9. 10. The adjustment or reduction of the arc of the sleeve cap in a plain set-in sleeve is made by the use of l. gathers. 2. case. 30 tuCkS e be darts e The armscye seam on a cotton dress with set-in sleeves is pressed 1. away from the sleeve, 20 Open 9 3. 4. 5. The l. 2. 3. 4. The l. 2. 3. 4. toward the sleeve. flat together without direction, in none of the above ways. position of a sleeve in the armscye is most important because the sleeve back has a deeper curve, the bodice back has a deeper curve than bodice front. of the grain position in relation to the am. the bodice front has a deeper curve than the bodice back. notches or crossmarkings on the armscye of the sleeve pattern are insignificant. the same on every pattern. the same on front as on back. not the same on front as on back. To insure ease in fit and construction the sleeve cap in the muslin has 1. 2. 3. 4. ease totaling 1/2 inch - 1 inch. 1/2 inch - 3/4 inch. 1 inch — 1 1/2 inches, none. 12. 13. 76 The amount of ease in the sleeve cap is dependent upon 1. fashion, 2. fabric, 3. arm measuremait. 4. l and 2 of the above. 5. l, 2 and 3 of the above. then setting-in a sleeve the easing of the sleeve cap into the arm- hole is an example of l. Principle I: Shaping flat fabric to conform to body curves requires reducing perimeter of garment pieces. 2. Principle II: Manipulation of any given material is dependent upon component parts (structure and texture). 3. Principle III: men concentric circles or arcs of different radii are used in clothing construction, certain adjustments in the circumferences are necessary. 4. Principle IV: Choice of construction methods and techniques and choice of fabric are interrelated. 77 GARMENT CLOSURES FEE-TEST These questions will have no affect on the grade you receive in this course. The purpose of these questions is to determine your ability to select specific procedures pertaining to garment closures. Work as rapidly as possible as there is a 7 minute time limit. Please answer all the questions as best you can. The correct answer for each question is based on accepted departmental procedures. SELECT THE CORRET ANSWER AND FILL IN THE CORRESPONDING SPACE ON YOUR ANSWER SM. 1. When sewing on a button, the purpose of a shank is l. to prevmt the fabric from tearing. 2. to provide room for the thickness of the right front. 3. to add height to the button, 4. to prevent the buttonhole from stretching in length. 2. A thread shank can be made by l. placing a match under or on top of the button while sewing on the button. 2. laying the fabric and button on their side while sewing on the button. 3. sewing the button on very loosely. 4. raising the button while sewing and winding the thread around the stitches before securing the thread. 3. Jane is making a dress with buttons down the center front. The correct placement of the buttons would be 1. 1/8 inch to the left of the center front, 2. directly on the center front, 3. 1/8 inch to the right of the center front. 4. 1/2 of the button width from the front bodice edge. Mich buttonholes for the above dress would be placed correctly? '0’ l/ 5. The length of a machine made buttonhole is determined by 1. width of the button, 2. width and thickness of the button, 3. width of the button plus 1/8 inch, 4. ‘width and thickness of the button plus 1/8 inch. 7. 8. 9. 78 Brttonholes are most often placed at right angles to the center front and the finished front edge because 1. the buttonholes will be parallel to the front edge. 2. it is easier to button. 3. the front will be held securely even if the garment is snugly fitted. 4. it is determined by fashion. Sally is making a dress with an 18 inch center back slide fastener. She has chosen the lapped application method. mich side of the dress back would be most suitable for the lap and why? 1. left side, because she is right handed. 2. right side, because she is left handed. 3. either side is suitable, 4. left side, because it is most often chosen. The reason or reasons for the manufacturer placing guide lines for stitching on the slide fastener tape is l. to ensure straight stitching, 2. to provide adequate space between stitching lines and the coil. 3. to permit easy mcvement of the slider. 4. all of the above. Nylon slide fasteners are a comparatively new product on the market. Which statement concerning the characteristics of nylon slide fasteners is false? 1. librlon slide fasteners are lighter in weight than metal slide fasteners. 2. Nylon slide fasteners are chemical resistant. 3. Nylon slide fasteners are heat resistant. 4. Nylon slide fasteners are self-healing. 10-14. Place the following in the correct order of procedure for the 15. lapped slide fastener application method. 1. Place slide fastener face down, stitch across bottom and along length of slide fastener. 2. Haste-stitch opened fastener to one seam allowance using cording foot. 3. flose placket with machine basting and press seam Open. 4. Ranove seamline basting and press if necessary. 5. Close slide fastener, turn face up making narrow fold in seam allowance, and edge-stitch on fold. Upon final inspection of the lap covering the slide fastener, Mary noticed the material did not lay smooth. This may have been caused by l. stitching in different directions. 2. improper pressing, 3. two seams being of unequal length, 4. all of the above. 5. l and 3 of the above. 16. Which is a cording foot? is % 17-21. The function of each numbered part of the buttonholer is l. 17. 18.. 19. 3. 4. 5. to hold fabric firmly as stitches are taken. to straddle needle clamp to actuate attach- ment. to control size and shape of buttonholes. to locate cloth clamp or position buttonhole. to determine the width of side stitch or bight. 8O GARMDIT CLOSURES POST-TEST These questions will have no affect on the grade you receive in this course. The purpose of these questions is to determine your ability to select specific procedures pertaining to garment closures. Work as rapidly as possible as there is a 7 minute time limit. Please answer all the questions as best you can. The correct answer for each question is based on accepted departmental procedures. SELECT THE CORREDT ANSWER AND FILL IN THE CORRESPONDING SPACE ON YOUR ANSWER SHET. 1-5. The function of each numbered part of the buttonholer is 10 1. to bald fabric 2. firmly as stitches are taken. . "" 2. to determine the [‘I" "‘ width of side _ i can) stitch or bight. 3. to locate cloth f ' w N 4 - clamp or position Nb‘ E's“, buttonhole . 4. to control size 2,. 5. and shape of buttonholes. 5. to straddle needle clamp to actuate attach- ment. 6. Phich is a cording foot? I. 3L is is 7. Upon final inspection of the lap covering the slide fastener, Mary noticed the material did not lay smooth. This may have been caused by 1. two seams being of unequal length. 2. stitching in different directions. 3. improper pressing, 4. all Of the above. 5. l and 3 of the aoove. 8—12. Place the following in the correct order of procedure for the lapped slide fastener application method. 1. Clase slide fastener, turn face up making narrow fold in seam allowance, and edge-stitch on fold. 2. Baste-stitch Opened fastener to one seam allowance using cording foot. 13. 14. 15. 16. 17. 81 3. Place slide fastener face down, stitch across bottom and along length of slide fastener. 4. Close placket with machine basting and press seam open. 5. Remove seamline basting and press if necessary. Nylon slide fasteners are a comparatively new product on the market. mich statement concerning the characteristics of nylon slide fasteners is falsg? l. bylon slide fasteners are self-healing. 2. Nylon slide fasteners are chemical resistant. 3. Nylon slide fasteners are lighter in weight than metal slide fasteners. 4. Nylon slide fasteners are heat resistant. The reason or reasons for the manufacturer placing guide lines for stitching on the slide fastener tape is l. to permit easy movement of the slider, 2. to ensure straight stitching. 3. to provide adequate space between stitching lines and the coil, 4. all of the above. Sally is making a dress with an 18 inch center back slide fastener. She has chosen the lapped application method. “rich side of the dress back would be most suitable for the lap and why? 1. right side, because she is left handed. . 2. either side is suitable. 3. left side, because she is right handed. 4. left side, because it is most often chosen. Bittonholes are most often placed at right angles to the center front and the finished front edge because 1. the front will be held securely even if the garment is snugly fitted. 2. it is determined by fashion. 3. it is easier to button. 4. the buttonholes will be parallel to the front edge- lhe length of a machine made buttonhole is determined by 1. width and thickness of the button plus 1/8 inch. 2. width of the button plus 1/8 inch. 3. width and thickness of the button. 4. width of the button. 18. 1?. 20. 21. 82 Jane is making a dress with buttons down the center front. The correct placement of the buttons would be 1. 2. 3. 4. 1/2 of the button width from the front bodice edge. 1/8 inch to the right of the center front. directly on the center front. 1/8 inch to the left of the center front. A thread shank can be made by 1. 2. 3. 4. sewing the button on very loosely- laying the fabric and button on their side while sewing on the button. raising the button while sewing and winding the thread around the stitches before securing the thread. placing a match under or on top of the button while sewing on the button. then sewing on a button, the purpose of a shank is l. 2. 3. 4. to prevent the fabric from tearing. to prevent the buttonhole from stretching in length. to provide room for the thickness of the right front. to add height to the button. mich buttonholes for the above dress would be placed correctly? iii!“ 83 RETENTION TEST These questions will have no effect on the grade you receive in this course. The purpose of these questions is to determine how much you remembered from the demonstrations concerning pattern layout, sleeves, and garment closures. Work as rapidly as possible as there is a 20 minute time limit. Please answer all the questions as best you can. The correct answer for each question is based on accepted departmental procedures. SELECT THE CORRFflT ANSWER AND FILL IN THE CORRESPONDING SPACE ON YOUR ANSWER SEEP. 1. In order to determine the layout that should be used from the pattern guide sheet, it is necessary to know 1. pattern number, size of pattern and width of fabric. 2. size of pattern, width of fabric and style version. 3. width of fabric, amount of material purchased and size of pattern. 4. pattern number, size of pattern and style version. 2. When setting-in a sleeve the easing of the sleeve cap into the arm- hole is an example of l. Principle I: Shaping flat fabric to conform to body curves requires reducing perimeter of garment pieces, 2. Principle II: Manipulation of any given material is dependent upon component parts (structure and texture). 3. Principle III: When concentric circles or arcs of different radii are used in clothing construction, certain adjust- ments in circumferences .- are necessary. 4. Principle IV: Choice of construction methods and techniques and choice of fabric are interrelated. 3-7. Place the following in the correct order of procedure for the lapped slide fastener application method: 1. Place slide fastener face down, stitch across bottom and along length of slide fastener. 2. Baste-stitch opened fastener to one seam allowance using cording foot. 3. Close placket with machine basting and press seam open. 4. Remove seamline basting and press if necessary. 5. Close slide fastener, turn face up making narrow fold in seam allowance, and edge-stitch on fold . 8. The amount of ease in the sleeve cap is a dependent upon 1. fabric. 2. arm.measurement. 3. fashion. 4. 1 and 3 of the above. 50 l. 2. and 3 Of the above. 9. Bittonholes are most often placed at right angles to the center front and the finished front edge because 1. the buttonhole will be parallel to the front edge. 10. 12. l3. 14. 15. is i 84 2. it is easier to button. 3. the front will be held securely even if the garment is snugly fitted. 4. it is determined by fashion. Ease should end near the top of the sleeve where the armscye line ceases to curve and follows the straight grain because 1. extra length shows up as gathering or packers on the straight grain. 2. extra length shows up as gathering or puckers on the bias- 3. ease is difficult to press. 4. case is unattractive at the tap of the sleeve- Upon final inspection of the lap covering the slide fastener, Mary noticed the material did.not lay smooth. This may have been caused by l. stitching in different directions . 2. improper pressing. 3. two seams being of unequal length. 4. all of the above. 5. l and 3 of the above . In working with muslin master patterns, markings are made on both the wrong and right sides of the fabric to facilitate fitting. Enrich of the following markings should appear on the wrong side of the muslin? 1. seam lines, darts, tucks, pleats, skirt hem line, crossmarkings. - 2. center front, seams, darts, crossmarkings. 3. crossmarkings, grain line at bust level, carter back, some and darts e 4. darts, crossmarkings, seam lines and sleeve cap seamline- Vhich is a cording foot? 4. When laying a pattern piece on the material, lengthwise grain is established by measuring from 1. cutting line to selvage . 2. center front or center back to the selvage. 3. middle of the grain marking to the selvage. 4. each aid of the extended pattern grain line to the selvage. The position of a sleeve in the armscye is most important because 1. the bodice back has a deeper curve than bodice front. 2. the bodice front has a deeper curve than the bodice back. 85 3. of the grain position in relation to the arm. 4. the sleeve back has a deeper curve. 16. Jane is making a dress with buttons down the center front. The correct placement of the buttons would be 1. 1/8 inch to the left of the center front. 2. directly on the center front. 3. 1/8 inch to the right of the center front. 4. 1/2 of the button width from the front bodice edge. 17. The adjustment or reduction of the arc of the sleeve cap in a plain set-in sleeve is made by the use of l. gathers. 2. ease. 3. tucks. 4. darts. 18. The fit of a garment is very dependent upon the placement of grain. Which of the fellowing bodices is laid on the fabric correctly? Selvage Selvage Selvage —> Selvage Selvage Selvage —~ 1. 2. 3. l9. Sally is making a dress with an 18 inch center back slide fastener. She has chosen the lapped application method. Which side of the dress back would be most suitable for the lap and why? 1. left side, because she is right handed. 2. right side, because she is left handed. 3. either side is suitable. 4. left side, because it is most often chosen. 20. Seam lines which are most likely to be adjusted during fitting should be cut with generous seam allowances. In the pattern layout, the following seams should be increased to 1 inch: shoulder, skirt side, 22. 23. 24. 25. 26. 27. 86 l. waistlines, neck, sleeve cap and underarm. 2. center back of skirt and bodice, underarm, armscye and waistlines. 3. underarm, waistlines, sleeve, underarm, and center back of skirt and bodice. 4. sleeve underarm, waistlines, armscye and neck. To reduce the arc of the sleeve cap, stitch 2 rows of machine basting: one row on staystitching line and the other t-inch from the first line within the seam allowance ~ 1. around the top of the sleeve between matching points. 2. around the top of the sleeve between notches . 3. around the bottom of the sleeve between matching points . 4. all the way around the sleeve. When pinning a pattern to the fabric, the pins should be placed 1. parallel to the grain pointing toward the cutting line . 2. perpendicular to the grain pointing toward cutting line 3. perpendicular to the cutting line 3 4. within the seam allowance, parallel to the cutting line. The length of a machine made buttonhole is determined by 1. width of the button. 2. width and thickness of the button. 3. width of the button plus 1/8 inch. 4. width and thickness of the button plus 1/8 inch. Even distribution of ease in the cap of the sleeve is a desirable standard for set-in sleeves. Ease is distributed evenly by l. pulling the bobbin threads before crossmarkings are matched. 2. pulling the bobbin threads after crossmarkings are matched. 3. measuring the amount of ease and equally dividing it between crossmarkings. To locate the grain of the fabric, uneven ends of the fabric may be straightened by l. tearing across the fabric. 2. pulling a thread across the fabric . 3. following a printed design across the fabric. 4. l and 2 of the above . 5. all of the above. When sewing on a button, the purpose of a shank is l. to prevent the fabric from tearing. 2. to provide room for the thickness of the right front. 3. to add height to the button. 4. to prevent the buttonhole from stretching in length. After a sleeve has been stitched into the armhole, the armscye seam is usually reinforced. Reinforcing is done by stitching l. l/8 inch from seam line across top of sleeve between notches. 28. ‘ 30. 87 2. 1/8 inch from seam line all the way around the sleeve. 3. 1/8 inch from seam line across bottom of sleeve from notch to notch, 4. the seam line again across bottom of sleeve from notch to notch. Nylon slide fasteners are a comparatively new product on the market. Which statement concerning the characteristics of nylon slide fasteners is false? 1. Nylon slide fasteners are lighter in weight than metal slide fasteners. 2. Nylon slide fasteners are chemical resistant. 3. Nylon slide fasteners are heat resistant. 4. Nylon slide fasteners are self-healing. A thread shank can be made by 1. placing a match under or on top of the button while sewing on the button. 2. laying the fabric and button on their side while sewing on the button. 3. sewing the button on very loosely. 4. raising the button while sewing and winding the thread around the stitches before securing the thread. The armscye seam on a cotton dress with set-in sleeves is pressed 1. toward the sleeve. 2. away from the sleeve. 3- Open. 4. flat together without direction. 5. in none of the above ways. 31-35. The function of each numbered part of the buttonholer is l. to hold fabric firmly as stitches are taken 2. to straddle needle clamp to actuate attachment 3. to control size and shape of buttonholes 4. to locate cloth clamp or position buttonhole 5. to determine the width of side stitch or bight 88 36-40. The rectangle below represents 2 yards of 36 inch material. MATCH THE FOLLOWING-by selecting the correct answer and filling in the corresponding space on your answer Sheet. ‘ l. lengthwise grain . 2. crosswise grain 36 3. selvage 4. true bias 5 e bias 7 38 39 4O 41. Which buttonholes for the above dress would be placed correctly? r I CeFe Ce ' 00F. 42. To straighten distorted fabric, the shorter and of the fabric is l. stretched on the straight of the goods in opposite direction until the lengthwise threads are parallel with the selvages. 2. stretched on the true bias in opposite direction until the cross- wise threads-are squared with the selvages. 3. either of the above. 4. neither of the above. 43. Which of the fellowing sketches of sleeve caps show complete and correct markings for setting the sleeve into the bodice? 89 44. The reason or reasons for the manufacturer placing guide lines for stitching on the slide fastener tape is l. to alsure straight stitching. 2. to provide adequate space between stitching lines and the coil. 3. to permit easy movement of the slider. 4. all of the above. 45. Bhich sleeve has the correct placaient of grain line? 46- 55. Illustrations of two pattern pieces are shown, each bearing certain pattern markings with the number of the questions on them. Select only the one best answer for each question from the list on the right. Responses are to be used only once; some may not be used. on e mark indicating grain line of material ~- I -’~ buttonhole direction of stitching cutting line alteration line seam line fold for facing center front notches for match- ing matching points place on fold of material easing LL \ 9O 56. To insure ease in fit and construction, the sleeve cap in the muslin has ease totaling 1. 1/2 - 3/4 inch. 2. 1/2 — 1 inch. 30 1 C 1 1/2 11101163. 4. none. 57. The notches or crossmarkings on the armscye of the sleeve pattern are l. the same on front as on back. 2. not the same on front as on back. 3. the same on every pattern. APPENDIX B Tran s parency Copies 91 | 4 | I 25" al I' 1' it .nul‘ 1" i 'Im‘ 'IIIOCOI‘ l-. O. ‘8‘“ 1900:0001!!!- .— N M... tnitsxsiit> ..: menus )l..:_._.._..:..:.. ..... ..:._:._... _ \ s _ sax \ l ”Vim/om. MIL. 02_m52, ..: a co 4 '0...“an IIIIII ’oooooI-enIOIIIIIIIema AEJUHHN ~ Dimer... 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