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AN INVESTIGATION OF THE VALUE or TRAIN-
ING FILNS IN TEACHING INDUSTRIAL SKILLS
To ADULTS

preoented by
ELDON ROBBINS

has been accepted towards fulfillment
of the requirements for

JLLdegreowflIm -

{KW

Major prof

Date March 1, 19,48

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.9.“

AN INVESTIGATION OF THE VALUE OF TRAINING FILMS
IN TEACHING INDUSTRIAL SKILLS T0 ADULTS

BY

Eldon Robbins '

A THESIS
summitted to the Graduate School of Michigan
State College of Agriculture and Applied
Science in partial fulfillment of the
requirements for the degree 0:

MASTER OF'ARTS

Department of Education
1945

THESIS

 

“NW?

ACKNOWLEDGEMENTS

The author wishes to express appreciation for the
help which he has received in conducting this survey
and preparing this report of it. Useful suggestions
and constructive criticism.were given by Dr. Cecil V.
Millard,'Dr. George P. Deyos, and Dr. Edmund E. Thorns.
Splendid cooperation was obtained from.Principal Mlurice
L. Panoost and instructors and trainees in lhr Production
worker Training Courses at Lansing Technical High School.
Without this assistance, the successful completion of

this study would have been impossible.

201403

TABLE OF CONTENTS

CHAPTER PAGE
I. THE PROBLEM AND DEFINITIONS OF TERMS USED. . . 1
The problem. . . . . . . . . . . . 1
Statement of the problem . . . . . . 5
Definitions of terms used . . . . . . . 6
Organization of thesis . . . . . . . . 6

II. REVIEW OF PERTINENT LITERATURE . . . . . . 8
III. PROCEDURE OF THE INVESTIGATION . . . . . . 11
Sources of data . . . . . .. . . . . 11

Study of women war worker trainees . . . . ll
Questionnaire survey of vocational instructors 12
Follow-up interview of trainees . . . . . 12

IV. TECHNIQUES AND RESULTS OF THE INVESTIGATION . 15
Part one . . . . . . . . . . . . 15

Study of women war worker trainees . . . 15

Results of study of women war worker trainees 19

Part two . . . . . . . . . . . . 25
Questionnaire survey of instructors . . . 25
Results of the questionnaire survey . . . 26

Part three . . . . . . . . . . . . 33
Follow-up interview of trainees . . . . 33

Results bf follow-up interview of trainees 3h

iv

CHAPTER PAGE
V. SUMMARY AND CONCLUSIONS . . . . . . . . . 37
Summarization of the study of women war worker
trainees . . . . . . . . . . . . 37
Limitations of the study of women war worker
trainees . . . . . . . . . . . . 38
{Conclusions from the study of women war worker
trainees . . . . . . . . . . . . 39
Summarization of the questionnaire survey of
instructors . . . . . . . . . . . 39
Limitations of the questionnaire survey of
instructors . . . . . . . _. . . . #1
Conclusions from the questionnaire survey of
instructors . . . . . . . . . . . L2
Summarization of the follow-up interview of
trainees . . . . . . . . . . . . 42
Limitations of the follow-up interview of
trainees . . . . . . . . . . . . #2

Conclusions from the follow-up interview of

trainees .. . . . . . . . . . . . #3

Conclusions from the investigation . . . . A3

BIBLIOGRAPHY . . . . . . . . . . . . . #7
APPENDIX A

Commentary for the training film, THE MICROMETER L9

APPENDIX B
Results of questionnaire on utilization of
training films in vocational training for
war workers . . . . . . . . . . . 53
APPENDIX C
Results of interviews from follow-up study of

war production workers . . . . . . . 61

LIST OF TABLES

TABLE 5 PAGE
I. Tabulation of test scores and ages of test
group . . . . . . . . . . . . . 21
II. Tabulation of test scores and ages of control
group .' . . . . . . . . . . . . 22
III. Comparison of control group and test group
scores from test for speed and accuracy in

using micrometer . . . . . . . . . 23

LIST OF FIGURES

FIGURE PAGE
1. War workers attending a vocational school to

learn new Job skills . . . . . . . . . ii
2. The'test group takes practice reading with

micrometers . . . . . . . . . . . 1h
3. Skill with the micrometer is needed by this war

worker . . . . . . . . . . . . . Zh
A. The parts of the micrometer are explained to the

control group . . . . . . . . . . . 32
5. An interviewer visits a war worker on the job to

obtain information . . . . . . . . . 36
6. When interviewed, women war workers eXpressed

approval of training films . . . . . . . 45

 

 

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FIGURE 1
WAR WORKERS ATTENDING A VOCATIONAL SCHOOL TO LEARN NEW JOB SKILLS

CHAPTER I
THE PROBLEM

One of the many amazing accomplishments of the United
States during the war years, l9AO-hh, was the quick and
efficient training of millions of men and women who achieved
near-miracles of production on the home front and who won
astounding victories on the fighting front. Training was a
"bottleneck" in 1939, months before Pearl Harbor shocked
the Nation into full realization that a world war was raging
and America was in it.

To the armed forces, training was the keystone in the
bridge between civilian and soldier, a bridge over which
millions of men from all walks of life were to pass. To
industry, training was one of the "bottlenecks" that had to
be broken if America were to become the arsenal for the
United Nations.

It is significant that during this national emergency
there was more teaching of adults with films than at any
other thme. .All branches of the armed forces utilized train-
ing films extensively to help teach the most vital lesson of
all - how to meet the enemy and kill him before he killed
you.” To meet the needs for production of hundreds of train-
ing films and to provide leadership for instructors in
effective utilization of the new teaching aids, the various

2
branches of the armed forces organized special units to pro-
duce and to promote the use of films for instruction.

. Rapid expansion and conversion of American industry
for all-out production of war material created the need for
training millions of workers for these new war industries.
or these millions, some came from.the ranks of the unemployed,
some from industries converting from the manufacture of
peacetime products to the goods of war, some from.fields of
business and professions hard hit by a wartime economy, and
even housewives donned mechanics aprons before the war in-
dustries' gargantuan appetite for trained manpower was
satiated.

The task of training this army for the production
front quickly was a tremendous one and it was in this emer-
gency that the nation's public vocational schools volunteered
for action. VOcational Training For the National Defense
began July 1, 19h0 under the direction of the United States
Office of Education and state and local departments of voca-
tional education.

The need for speed in training large numbers of peeple
quickly was urgent when the Nazis were sweeping everything
before them on the European continent, but it became des-

perate after December 8, 19hl, when the Japs launched their

sneak attack upon Pearl Harbor. Overnight, Vocational
Training For the National Defense becmme Vbcational Training

For war Production WOrkers.

3

As an aid to mass instruction for mass production of
war material, the United States Office of Education began
production of visual aids for war training and approximately
thirty subjects in the field of machine tool operation and
use of precision measuring instruments were available at the
time of Pearl Harbor. These instructional aids were 16mm
Sound moving pictures with titles such as "Rough Turning
Between Centers," "Cutting A.Keyway on a Finished Shaft,"
"The Micrometer," "Vernier Scales," and "Height Gages and
Standard Indicators."

The Office of Education training films were innova-
tions among visual aids for vocational education, if not for
general education, in that they were professionally produced
under the supervision of vocational educators to accomplish
a specific instructional purpose. The scope of each film
was one unit of instruction, the content and coverage were
based upon the learner's training and experience, and a
pattern of instruction was a "built-in" feature of the film.

It was the writer's Opportunity to introduce these
training films to Michigan's vocational educators during the
National Defense and war Training programs and to observe
the reactions of trainees and instructors as the films were
used for instruction in the training courses. There was
little of the natural resistance to new instructional material,

as might have been anticipated. Where projection facilities

were available, instructors utilized the films frequently
and reported satisfactory results. Comments from trainees
indicated that the films were helping them learn new skills
faster.

As the war progressed, the drain upon the Nation's
manpower increased and Vocational Training For War Produc-
tion Workers was intensified. Courses were streamlined,
hours of instruction reduced, and the training program was
"sharpened-up" in every detail. The one goal was to develop
specific vocational skills in a minimum of time and anything
which did not,lead directly toward that goal was eliminated
from the program. It became necessary to Justify the use of
fihms for instruction in Vocational Training For War Produc-
tion‘Workers.

From observation of training courses in.Michigan, the
writer was convinced that intelligent use of well designed
training films, sueh as those produced by the U. S. Office
of Education, was a Justifiable expenditure of time in train-
ing war production workers. "Intelligent use” in this
instance, included the practical application of commonly
accepted techniques for effective utilization of instructional
films.

Among other things, this meant that (l) the instructor
should preview the film if he were not completely familiar
with its contents, (2) the film should be correlated with the

subject being taught, (3) a learning situation should be
created before presenting the film, (4) Provisions should be
made for a follow-up discussion of the film after showing,
(5) the instructor should repeat the film if a second or
third showing seemed advisable, and (6) not more than one
film should be utilized during a training session and that
film should not consume the major part of the instructional
time.

Observance of instruction in Vocational Training For
War Production Workers led the writer to the conclusion that
even if one or two of the steps in the technique for proper
use of training films were abused, the amount of learning
would be as great, if not greater than if the trainees had
not seen the films. This, because the inherent instructional
quality of the training films was particularly noticeable
when compared to the instructional efforts of an able mechanic
with little experience in the classroom.as he attempted to

conduct a training program.

Statement 9; the problem. Briefly, the problem was to

 

determine whether the amount of time required for effective
utilization of training films, such as those produced by the
United States Office of Education, was justified in Vocational
Training For War Production Workers. If the trainees learned
faster and remembered longer without visual aids for instruc-

tion, then the use of training films could not be justified.

6
The problem was to obtain evidence that would prove or dis-
prove the effectiveness of training films as instructional
aids in developing the skills desired in training war produc-

tion workers.

Definitions 2; terms used. "Training films" may include

 

a variety of types and sizes of films ranging from 16mm.motion
picture film to 3§xhé glass slides. In this investigation,
however, it is limited to one size and type of film, 16mm
sound motion picture film.

"Audio-visual aids," or flvisual aids" may be used
interchangeably with "training film."

"VOcational skills" in this investigation refers to
the occupational skills of Vocational Training For war Produc-
tion‘WOrkers. In.many instances, these have been called
"single-skills," but this definition is misleading. -Ability
to Operate a lathe may be a "single-skill" in the eyes of the
master machinist, but lathe Operation represents a variety of
complicated skills to be learned by the beginner.

"Trainees" in all cases were adults enrolled in Voca-

tional Training For war Production Workers.

Organization 2; thesis. The report of'this investiga-
tion is presented in five Chapters and an Appendix. Chapter
One- presents the background and statement Of the problem;

Chapter Two is a review of related or pertinent literature;

Chapter Three explains the procedure of the investigation;
Chapter Four describes the techniques used and results; and

Chapter Five includes a summary and conclusions.

CHAPTER II
REVIEW OF PERTINENT LITERATURE

In searching for data to justify the use of training
films in the streamlined program of Vocational Training For
War Production Workers, the writer discovered that consider-
able research had been conducted since 1915 on the value Of
visual materials for instructional purposes. Some of the
conclusions of this research were applicable in a general way
to the immediate problem. ‘

Reporting on the results of the University of Chicago

1

study in 192A, Freeman explained that the studies were

intended to define in broad general terms the functions of
the motion picture in instruction. He concluded that its
superiority over other visual aids was determined to be the
depiction of motion, and its place in the instructional
procedure those learning situations in which "it is essential
to grasp the nature of movement."

This point was verified by Hoban, Dale, Dunn, and

2

Schneider writing on "Motion Pictures in Education" in 1937.

 

1Frank N. Freeman, A Comparative Study Of MOtion
Pictures and Other methods 2£_Instruct10n, (UnINersIty Of

CEIcagO P5355, I924.I

2Charles F. Hoban, Jr., Edgar Dale, Fannie Dunn, and
Etta Schneider, Motion Pictures in Education, (H. W. Wilson

Company, New York, I937,5 p. 3087-

 

9

The depiction of motion--the motion of a workpiece or
ofia tool--was inherent in practically all phases of instruc-
tion in VOcational Training For war Production Workers and
Freeman's conclusion was considered pertinent to the investi-
gation.. Later, M’cClusky1 published an interesting comment on
Freeman's conclusion.

He said, "Freeman's conclusion that the advantage of
the motion picture in teaching lies in motion needs further
elaboration. Another advantage of the motion picture as a
teaching device lies in the fact that it may be constructed
to present a flowing continuity of ideas. MOtion makes it
possible to relate one idea to another. In our normal think-
ing process, one never has an isolated idea, the counterpart
of the still picture. The "stream of thought'is continually
on the move. It may be that the motion picture secures its
educative power from the fact that it is a counterpart of
thought."2

While this conclusion and comment were interesting as

generalizations that were coincident with observations by the

 

1F. Dean MOClusky, Visual Instruction: Its Values and
Its Needs, (Mancall Publishing Corporation, 7 West hhth Street,
New York City, 1932,) p. 2A.

2This comparison of a "still picture" to an isolated
idea would be hotly challenged by devotees of the sound slide-
film who contend that a series of related pictures presented
in continuity and with sound effects and commentary is superi-
or to the motion picture for.many instructional purposes.

lO
writer, they did not provide the specific evidence needed in
solving the problem at hand. An investigation of other research
in the use of visual aids for instruction disclosed numerous
studies none of which had a direct bearing upon the immediate

problem.1

 

1A total of 113 research studies in visual aids for
instruction were reported in the United States Office of
Education Bibliographies of Research Studies in Education
from.l937-l9h0. None pertained directly to the writer's
problems

CHAPTER III
PROCEDURE OF THE INVESTIGATION

. Sources 9; £333, In making the results of the investi-
gation of the utmost value to the writer's problem, it was
decided that, wherever possible, data should be Obtained from
the program of Vocational Training For War Production WOrkers.
Three approaches to the problem of obtaining pertinent data
were planned: (1) To measure the instructional value of sound
motion pictures in teaching a group of adult women how to use
a precision measuring toOL (2) To survey a group of vocatiOnal
educators responsible for supervision of Vocational Training
For war Production WOrkers to determine their Opinion of
instruction with films as conducted in their individual
schools, and (3) To interview war workers who learned their
job skills through Vocational Training For War Production

Workes training courses in which training films were used.

Stggyflgf women war worker trainees. A group of fifty
adult women were enrolled in Vocational Training For War Pro-
duction WOrkers at Lansing Technical High School to learn the
use of precision.measuring tools so that they might qualify
for positions as inspectors of precision machined parts in a
Lansing war industry. One of the skills which they were to
learn was the use of the micrometer. A training film, THE
MICROMETER, had been produced by the U. S. Office of Education

12
to help teach this skill. The film was available for instruc-
tion at Lansing Technical High School and permission was granted
by Maurice Pancost, director Of the school, to make use of

this situation for the purposes of the investigation.

Questionnaire surveyw f vocational.Instructors...An
opportunity to obtain the concensus of a representative group
of Michigan directors and supervisors of vocational education
presented itself during thgaiinual Summer Conference of
Directors, Supervisors, and Co-ordinators of Vocational Educa-
tion. Programs of Vocational Training Eor war Production
WOrkers were in progress in all of the cities represented at
the Conference and training films had been used in the courses
of instruction.

A questionnaire was prepared to obtain the Opinion of
these attending the Trade and Industrial Education Division
meetings Of the conference regarding the value of training
films in the instruction of adults for occupational skills in
war industries. In addition to this information, questions
were included to determine the extent to which films were

being used and the degree of effective use being made of them.

Follow-up interview 2; trainees. In order to obtain
the trainee's reaction to the value of training films in
learning occupational skills, one hundred and fifty war pro-

duction workers who were trained for their jobs through

13

Vocational Training For War Production Workers were inter-
viewed in three Michigan cities to determine whether films
were used as training aids and, if so, to obtain the trainee's

estimate of their value as learning aids.

o
‘

 

FIGURE 2

THE TEST GROUP TAKES PRACTICE READING WITH MICROMETERS

CHAPTER IV
TECHNIQUES AND RESULTS OF THE INVESTIGATIONS
Part One

Study gg‘Wmmen war Worker Trainees. A course in

 

Inspection Techniques in the program of Vecational Training
For war Production werkers at Lansing Technical High School
was attracting a regular enrollment or adult women from the
community and nearby areas and one of these groups of trainees
was selected for a brief, intensive study of the value of a
training film in learning an occupational skill.

One of the first skills which was to be acquired in
the course in Inspection Techniques was the use of the microm-
eter. Not only would skill with the micrometer be needed by
the trainee, but many of the Operational skills for effective
use of the micrometer are related to the correct use or other
precision.measuring tools, such as vernier calipers and
height gages.

In learning to use the micrometer, it was essential
that the trainee understand the theory and manipulation of
the tool. A knowledge of the parts and their relation to one
another was held to be important. Familiarity with addition
and subtraction of decimals was required. Skill in manipu-

lating the tool was referred to as acquiring the "feel" or

16
the micrometer and this was deemed highly essential to effec-

tive utilization of the tool.

By arrangement with the instructors of the course in
Inspection Techniques, it was agreed that the micrometer
would be the first subject presented after the formalities
of enrollment and the informalities of "getting acquainted"
‘were dispensed with. The first step in the procedure was to
obtain some uniformity of experience regarding micrometers
and, for the purpose of the study, each trainee was queried
regarding her knowledge of the tool and only those who indicated
that they had no knowledge of the instrument were selected for
the investigation. The information as to who had been selected
for the study or that a study was to be made was not divulged.

‘The hour of meeting provided the basis for determining
the Test and Control Groups. Those attending the course from
6:00 P.M. to 9:00 P.M. were designated as the Control Group
and those attending on the second shift, from 9:00 P.M. to
12:00 midnight, were the Test Group. Ten women who indicated
no previous knowledge of the micrometer were selected from
each group and data pertaining to them were gathered.,

The study was planned to cover six hours of instruction,
three hours a day for two days, and the instruction in both
the Control and Test Groups was to be shailar except that the
sound motion picture, THE MICROMETER, was to be utilized as

an instructional aid for the Test Group.

17

The learning of the two groups was measured at two
intervals, at the conclusion of each day's instruction, and
the first test was a measure of the amount of learning con-
cerning the theory of and information about the micrometer,
as accomplished by the Hunter Test. The second test was a
practical measurement of the learning which had taken place
at the conclusion of six hours of instruction and it consisted
of testing for speed and accuracy in obtaining the precise
measurements of ten steel plugs which had been accurately
machined and carefully calibrated.

Early during the first day's instruction, the Test
Group was informed that it was about to witness a sound
motion picture which would help them understand better one
of the precision measuring tools they were to learn to use.
The group then saw the film, THE‘MICROMETER, and this first
showing was followed by a discussion in which key points of
the film were emphasized. There was a second showing of the
film.after which the group witnessed a demonstration with a
large model micrometer and then practiced manipulation of
micrometers by taking measurements of objects. The Hunter
Test concluded the first day's instruction.

0n the second day, the Test Group saw the film, THE
MICROMETER, at the beginning of the session and returned to

further practice on taking measurements with micrometers.

18
The practical test for speed and accuracy of measuring ten
precision ground plugs was given during the sixth hour of
instruction.

The first day's instruction for the Control Group con-
sisted of a general discussion of the course with emphasis
upon the need for acquiring skill with the micrometer. This
was followed by a lecture and demonstration with a large model
micrometer. The trainees were then given micrometers and
practiced taking measurements with them until the Hunter
Micrometer Test was given as a conclusion of the first three
hours of instruction.

There was a review of the first day's instruction pre-
sented by the instructor at the beginning of the second day
followed by a lecture on the importance of acquiring the
"feel" of the micrometer. This key point was demonstrated
and micrometers were made available to the trainees for prac-
tice prior to the test for speed and accuracy on the ten
precision ground plugs. Unfortunately, the instructor per-
mitted the Control Group to practice measuring the test plugs,
but no record was kept of the readings and it was decided to
continue with the test as originally planned.

Before the training course was completed, each trainee
took the Otis Quick Scoring mental Ability Test and the

results were incorporated in the final compilation of data.

19

Results g£_§§ggy of WOmen War Worker Trainees. on com-
parison of the recorded ages and scores on the mental Ability
Test indicated considerable uniformity of the Test and Control
Groups. The average age of the Test Group was 32 years and
the average of the Control Group was 32.1 years. The median
of the Test Group was 29 years and the median of the Control
Group was 30.5 years.

The average score of the Control Group on the mental
Ability Test was 99.6 and that of the Test Group was 101.9.
A.high score of 112 was-reported from the Control Group as
compared to a high score of 111 from the Test Group. The
median for the Test Group was 102.5 and the median for the
Control Group was 98.

There was but little difference between the records
of the two groups on the Hunter Micrometer Test, a test
designed to measure the trainee's knowledge of the theory of
the micrometer. The average score for the Test Group was
h3.9 and that of the Control Group was Al.h. The median
Score for the Control Group was to and the median for the
Test Group was hh.l.

It was in the practical test at the conclusion of the
six hours of instruction that the greatest variation between
the two groups was discovered. The test results were indicated

by two sets of scores, the Time in Minutes required to take

20
the ten readings, and the number of Correct Readings. These
scores were combined to determine the average Seconds Per
Correct Reading for each trainee. For example, Trainee T-E
obtained 10 correct readings in six minutes - an average of
36 Seconds Per Correct Reading (see Table III, Page 23).
Ages and Test Scores for the Test Group are tabulated in
Table I, Page 21; and similar information is tabulated for
the Control Group in Table II, Page 22.

A comparison of the Seconds Per Correct Reading for
the two groups indicated that the Test Group was 34.3 per
cent faster and more accurate than the Control Group, an
important point as speed and accuracy are key points in
the instruction of trainees for inspection techniques under
production methods.

The Mean Score for the Test Group was 47.9 seconds
per correct reading. Q3 for the Test Group was 35.3 seconds
per correct reading. The Mean Score for the Control Group
was 72.9 seconds per correct reading and Q3 for this group
was 42.4 seconds per correct reading.

The Standard Deviation from the mean for the Test
Group was 44.2 and SD for the Control Group was 18.35.
Table III, Page 25, includes a comparison and summarization

of Test Group and Control Group Scores.

21

TABLE I
TABULATION OF TEST SCORES AND AGES OF TEST GROUP

 

 

Hunter Intelligence Correct Time in

 

 

Trainee Age Test Quotient Readings* Minutes*
T-A 1+7 53 111 8 7
T-B 29 52 110 9 5
T-C 29 #7 105 9 5
TeD #3 45 103 9 10
T-E 28 #5 103 10 6
T-F 26 an 102 7 45
T-G 37 #2 100 9 h
T-H 31 no 98 7 8
T-I 22 38 96 7 10
T-J 28 33 91 10 7
Total 320 #39 1,019 85 66.5
Average 32 h3.9 101.9 8.5 6.6
median 29 hh.5 102.5 8.5 6.5

3

*Results of test in measuring Outside Dimensions of
Precision Ground Plugs.

 

22

TABLE II
TABULATION OF TEST SCORES AND AGES OF CONTROL GROUP

   

 

.—.___ *~—— —~.—— —— -w-‘ m-.————._—_—-_.__ ____..— _.—_.—‘ _

Hunter Intelligence Correct Time in
Trainee Age Test Quotient Readings* Minutes*

 

 

 

 

C-A 37 54 112 7 5
0-3 27 51 109 A 13
0-0 #1 50 108 9 5
0-D 39 A7 105 9 9
C-E 23 40 98 6 8
C-F 30 no 93 8 7
C-G 28 38 9b 10 7
0-3 3h 36 96 5 5
0-1 #2 29 87 5 5
C-J 20 29 87 8 8
Total 321 41h 996 68 73.5
Average 32.1 h1.h 99.6 6.8 7.3
median 30.5 LO. 98 6.5 7.25

 

*Results of test in measuring Outside Dimensions of
Precision Ground Plugs.

.23
TABLE III

COMPARISON OF CONTROL GROUP AND TEST GROUP SCORES
FROM TEST FOR SPEED AND ACCURACY IN USING MICROMETER

 

T e s t G r o u p
Seconds Per

C o n t r o 1 G r o u p
Seconds Per

 

 

 

 

Trainee Reading* Trainee Reading*
T-A 52.5 . C-A h2.8
T-B 33.3 'C-B 195-
T-C 33.3 0-0 33.3
T-D 0006' C‘D - ' 95 e
T-E 36 e C-E 85 e
T-F 38.5 C-F 50.2
T-G 26.6 C-G #2.
T-I 81.7 0-1 60.
T'J [4'2 e C“; 60 e
Total a79. f 729.3

 

*For purposes of comparison, it was necessary to com-
bine the Correct Readings and Time in Minutes into Seconds
Per Reading. Thus, the combined speed and accuracy of the
Test Group (#79) is 3h Per cent better than the combined
speed and accuracy of the Control Group (729.3.)

TABLE III
SUMMARIZATION
SCORES ARRANGED ACCORDING TO SECONDS PER READING

 

T e s t G r o u p C o n t r o 1 G r o u p

 

 

 

81.7 195.
68.5 95.
Q1 - 67.5 66e6 Q1 " 900 85.
52.5 60.
Q3 - 33.3 #2. Q3 - a2.a 60.
38.5 00.
Q "' 1701 36o Q, - 23e8 56.2
33.3 h2-8
33.3 #2.
26.6 33.3
Total #79. Total 729.3
Mean h7.9 Mean 72.9
SD 18.35 SD hh.2

 

 

‘
.b

e o e e O ’ ’ ' ’
.nuch.......

”

 

SKILL WI FIGURE 3
TH
THE MICROMETER IS NEEDED BY
THIS WAR w
ORKER

Part Two

Questionnaire Survey of Instructors. In preparing the

 

Questionnaire to be submitted to local directors, supervisors,
and co-ordinators of trade and industrial education at the 19h3
Annual Summer Training Conference to obtain their concensus

of the value of training films for instruction in Vocational
Training For war Production Workers, a total of twenty-one
questions were selected. These questions were divided into
three categories: Administration, Techniques, and Evaluation.

The purpose of the questions listed under fiAdministra-
tion" was to determine the extent to which training films had
been used. The queries under "Techniques" were designed to
obtain information about the manner in which instructors were
utilizing films as learning aids and the questions under
"Evaluation" were aimed at obtaining the concensus of the
group regarding the value of training fiLms in Vocational
Training For War Production Workers Judging from.their personal
observation and contacts with instructors and trainees in the
classes.

Thirty directors, supervisors, and co-ordinators of
trade and industrial education completed the questionnaires
that were presented to the group and these thirty persons
represented twenty-six of Michigan's largest cities, including
Detroit, Grand Rapids, Lansing, Saginaw, Jackson, Battle Creek,

and Kalamazoo. All of the cities represented were conducting

26

programs of Vocational Training For War Production Workers
and records of the Audio—Visual Aids Service of the Michigan
State Board of Control For Vocational Education revealed that
all of these cities were using training films for instruction
in the war training classes.

The questionnaires were presented as a part of the
writer's participation in one of the sessions of the training
conference and, for the purpose of clarity and to assure that
the questions would be answered, each query was read aloud
and those responding to the questionnaire were asked to comment
if the meaning of the question were not fully understood. It
was discovered that further explanation was needed for several
questions in order to clarify the intent of the questione-and
this in spite of the fact’that considerable time and thought
had been expended in preparing the questions to obtain brevity
and shmplicity.

The writer, however, was satisfied after presenting
the questionnaire to the group that those who answered the

questions understood the intent of the queries.

Results g£_the Qpestionnaire Survey. The following
four questions were asked under the heading of "Administra-
tion:" (1) What types of film projection equipment are‘
available? (2) Is this equipment available for use as needed?
(3) Are projection facilities satisfactory? and (4) Are films

available as needed?

27

In response to the first question 89 per cent reported
16mm sound motion picture projection equipment available, 32
per cent reported 16mm silent motion picture projectors, 21
per cent had 35mm.sound slidefilm projectors, 39 per cent
reported 35mm silent slidefihm projectors, 39 per cent were
equipped with 2x2 inch slide projectors, and #3 Per cent had
3§xhi inch slide projection equipment.

Only A per cent declared their film projection equip-
ment was not "usually” or "always" available when needed.
Forty-six per cent reported equipment "always" available and
50 per cent said it was "usually" available when needed.

Two-thirds of the group were satisfied with their pro-
jection room facilities, 16 per cent called them "fair" and
an equal number termed their rooms as "unsatisfactory" for
projection of films.

In response to the question "Are films available as
needed?" 16 per cent of the group said "always," 72 per cent
reported "usually" and 11 per cent said "seldom."

. Seven questions were asked under the heading of
"Techniques." These were: (1) Are films previewed by instruc-
tor? (2) How many films are used during an instructional
period? (3) At what stage of instruction are films used?

'(A) Are films repeated for each group? (5) How frequently

are training films used? (6) Does a discussion follow the

i| jigh !A|‘.l I .

28
showing of a film? and (7) Are the films correlated with the
instruction?

Twenty-seven per cent of the group reported that train-
ing films were "always" previewed by the instructor before
showing them to the trainees, 70 per cent said they were pre-
viewed "usually" and one member declared previewing as
"seldom."

More than half of the group, 59 per cent, said one
film was used during an instructional period, 33 Per cent
reported an average of two films for the instructional period,
and two members declared that from one to three were used,
depending on the subject.

Training films were used at most stages of instruction,
according to the responses to this query. Twenty-eight per
cent reported films used ”at all stages of instruction" and
an equal number said, "when a skill is being mastered." Seven
per cent reported films used to "introduce a subject" and the
remainder of the responses indicated the use of films at com-
binations of instructional stages.

A.majority, 53 per cent, declared that "usually" each
film.was shown more than once to a group of trainees; 11 per
cent said films were repeated "always" and 36 per cent reported
repeated showing as "seldom."

In response to the query regarding the frequency of

use for training films AZ per cent said "once a week," 8 per

29
cent said "each instructional period," 8 per cent reported
"alternate instructional periods," and 15 per cent used them
"once a month," 23 per cent said "as often as needed," and
one member used them ”seldom."

A discussion followed the showing of the film."always,"
according to 50 per cent of the reaponses to this question.
One member reported "no discussion" and A5 per cent said a
follow-up discussion was the "usual" procedure.

Twenty-eight per cent reported films were correlated
with the instruction "always," 65 per cent said correlation
was "usual" and two members of the group reported correlation
to instruction ”if possible."

The first of the nine questions under the heading
”Evaluation” pertained to the most desirable length for a
training film.and the replies ranged from 10 minutes to 30
minutes, with the average of all responses being 165 minutes.
A fifteeneminute training film.was preferred with the most
frequency and twentyeminute films were the second choice.
Only four in the group were of the opinion that a training
film should have a running time of more than twenty minutes.

An evaluation of the organization of U. S. Office of
Education produced training films from.the standpoint of
desirable instructional procedure was requested and 57 Per
cent of the group rated the film organization as "Excellent"
and #3 per cent termed them "Satisfactory." The basic

30
organization of U. S. Office of Education training films was
explained as: (1) Introduction to the subject or Operation
to be shown, (2) Step-by-step development of the Operation,
and (3) Summarization of the key points in the Operation.

The question of the amount of class time which should
be utilized for visual aids resulted in a variety of responses

ranging from 100 per cent to 10 per cent of the instructional

period. The average of the responses was 32 per cent of
instruction time and 25 per cent was mentioned with the
greatest frequency. One person suggested that 100 per cent of
the class period should be utilized for visual aids and two
were of the opinion that not more than 10 per cent of the time
for instruction should be used for films.

The observed reaction of trainees and instructors
toward U. S. Office of Education training films was asked and
opinion was evenly divided as to whether those using the films
'were "enthusiastic" about them or "interested." One member
of the group reported that trainees occasionally "disliked"
some of the films shown.

The sound motion picture was rated as the type of
training film best suited to meet the needs of the vocational
teacher by 60 per cent of the group. The sound slidefilm was
rated highest by 20 per cent and the silent slidefilm received
a first place rating by 20 per cent. Five members of the

group were of the opinion that the sound motion picture and

31
sound slidefilm were equally superior to other types of films
and two manbers rated the sound motion picture and silent
slidefilm as "best."

There was little preference as to the age level of
trainees at which training films were most effective; A2 per
cent said ”in-school youth," A6 per cent said "adults," 1A
per cent said "out-of-school youth," and the remainder were
of the Opinion that there was little or no difference.

Opinion was equally divided on the question of whether
training films were more effective with men or women. One-
third of the group reported films to be equally effective
with.men.and women, 17 per cent declared them to be more
effective with.men, 21 per cent said they were more effective
with women trainees, and the remainder were undecided.

Aeronautics, Aircraft Identification, Auto Mechanics,
Foremanship Training, Drafting, Electronics, Engines, Electri-
cal Trades, Machine Tool Operation, Plastics, Production
Methods, Related Subjects For.Apprentices, Sheet metal Proc-
esses, Skilled Handicraft, Technique of Radio, Use Of Tools,
and welding were listed as subjects of first importance in

the production of new training films.

 

wHfidww P

emw Hubwam om. 6mm Scwogmeww E QEszb Ho emu..." 0026on nwodw

Part Three

Followbup Interview'g£_Trainees. An Opportunity to
obtain information regarding the reactions of the trainees
toward the use of films for instruction in Vocational Training
For war Production WOrkers occurred when a War Production
WOrkers FollowAUp>Study was authorized. Adult war production
.workers who had been trained for their jobs through Vocational
Training For war Production Workers were interviewed in four
selected areas in Michigan: Detroit, Jackson, Grand Rapids,
and Iron Mountain.

By arrangement with those conducting the interviews,
nine questions pertaining to the value of films for instruction
in war training were asked of one hundred and sixty war pro-
duction workers. The first question asked was whether or not
visual aids had been utilized in the training program. The
second question was designed to ascertain the extent to which .
films were used in training and the remaining seven queries
were aimed at determining whether or not the worker considered.
the films of value and his reasons for his Opinion.

To facilitate the interview, the most likely responses
to the questions were keyed so that it was only necessary for
the interviewer to mark down.a number to record the response.
If the reply were of an unusual nature, a note of the sub-

stance of the response was jotted on the questionnaire sheet.

34
Results of Followfigp Interview of War Production

Workers. 0f the one hundred and sixty war production workers
interviewed, eighty-four reported that training films were
utilized while they were learning their new skills through
Vocational Training For War Production Workers. Of this
group of eighty-four, eighty-two declared the training films
were a definite help in learning and two said they were not.

When asked to explain how training films helped during
the learning period, twenty-eight said they were helpful in
all ways, twenty-three said the films helped them understand
the step-by-step procedure in learning a new job, eighteen
said films were most helpful in mastering new manipulations,
eleven said films helped them.most in understanding the math-
ematics of the job, eight stressed the importance Of safety
as the principal value of the films, six said they were able
to learn the operations faster, and five declared that the
films were of most value because they provided background
information for learning the Operation of other types of
machines.

The two workers who questioned the value of training
films explained their reasons. One found the subject matter
of the films too difficult to comprehend and the other pre-
ferred to learn by working at the machine rather than spend-

ing any time on seeing training films.

35

Four of the eighty-four interviewed were of the opinion
that the discussion following the showing of the films was
inadequate. Seventy-two were satisfied with the follow-up
discussion and eight did not have an Opinion.

Thirty persons were of the opinion that they would
have liked to have seen the films again during the training
period. Forty did not believe this was necessary, and eight
did not express themselves on this point.

0f the thirty who would have liked to have seen the
films repeated, twenty-four said they missed key points of
the film during the first showing. One thought the film "went
too fast” and one was unable to understand the voice of the
commentator.

Six persons had suggestions to improve the use of
training films in courses of Vocational Training For War Pro-
duction WOrkers. Two were of the opinion that the films
should be repeated after the trainee had worked on the
machine. One requested more repeat showings and suggested
slowing the tempo of the film. One declared that the voice
of the commentator in the films should be "clearer," and
another requested films on blueprint reading. One complained

that men in the classes were treated as schoolboys.

 

 

as .l I

FIGURE 5
AN INTERVIEWER VISITS A WAR WORKER ON THE JOB To OBTAIN INFORMATION

CHAPTER V
SUMMARY AND CONCLUSIONS

At the conclusion of the investigation, the accumulated
evidence weighed rather heavily in favor of training films ,
as efficient instructional aids for teaching adults new skills
in the program of VOcational Training For War Production
WOrkers. It was strikingly apparent to the writer, however,
that the field for further investigation regarding the value
of training films as instructional aids had not been exhausted.

Also, more of the limitations of the investigation were evi—

dent than at the beginning.

Summarization g; the Study of WOmen War Worker Trainees.

 

Fifty women war worker trainees enrolled in Vocational Training
For'War Production WOrkers at Lansing Technical High School
in a course of Inspection of PreciSion machined Parts were
required to master the use of the micrometer in.measuring to
within extremely close limits. In teaching this skill, a con-
trolled study was arranged in.which the trainees were divided
into two groups for six hours of instruction on the use of
the micrometer.

Except for the utilization of the training film, THE
MICROMETER, the instruction was kept as uniform as was prac-
tical under the circumstances and those who reported previous

knowledge of the micrometer were excluded from the study.

38

Three tests were given, a Mental Ability Test, the
Hunter Micrometer Test, and a mmnipulatory test of a practical
nature to determine the degree of skill and accuracy acquired
under conditions approximating war production conditions.

The Mental Ability Test disclosed considerable uniform-
ity of the two groups as measured by this type of testing
device. There was but little difference between the scores
of the two groups on the Hunter Micrometer Test, a test
designed to gage the trainee's knowledge of the theory of the
micrometer. It was in the practical test for skill and
accuracy, however, that the greatest variation between the

two groups was noted.

A comparison of the seconds required to obtain each
correct reading of the micrometer indicated that the group
which had been instructed with the training film was 3A.3 per
cent faster and more accurate than the group which had not

seen the film.

Limitations of the Study_g£ WOmen War Worker Trainees.

 

As viewed by the writer, there were three principal limita- m
tions to the Study: (1) The smallness of the two groups,
(2) The presence of two personalities in presenting the

instruction, and (3) The error of the instructor of the Con-

trol Group in permitting practice with the testing material.

These, however, were not considered as of sufficient importance

to invalidate the results of the Study.

39

Conclusions From.the Studyw f WOmen War Worker Trainees.
It was the conclusion of the writer that the Study revealed
the value of the training film as an instructional aid in
helping trainees acquire a skill which was one of the princi-
pal objectives of this portion of the training program. The
practical skill of speed and accuracy in use of the micrometer
in taking close measurements of precision machined parts was
a major goal of instruction in the course. The fact that the
Test Group showed a.marked superiority in this skill was
important evidence to establish the value of training films
for instruction of adults in Vocational Training For‘War

Production WOrkers.

Summarization g; the Questionnaire Survey of Instructors.

 

Twenty-one questions pertaining to Administration, Techniques
of Utilization, and Evaluation of training films were presented
to thirty directors, supervisors, and co-ordinators of voca-
tional education representing twenty-six of Michigan's largest
cities in which programs of Vocational Training For War Pro-
duction WOrkers had been conducted. The purpose of the ques-
tionnaire was to obtain the concensus of these educators
regarding the value of training fihms as instructional aids
for adults in war training courses on the basis of their first-
hand observation and experiences.

The replies to the Questionnaire disclosed that the

facilities for utilizing training films in courses of

A0
Vocational Training For War Production WOrkers were satis-
factory. Projection equipment was available, projection
rooms were satisfactory and films were on hand when needed,
in the majority of instances.

There was evidence that desirable techniques of teach-
ing with films had been used. Films were previewed by the
instructors before using them as instructional aids, the
number of films utilized during an instructional period was
limited to one or two, films were repeated more frequently
than not, and training films were utilized as instructional
aids at least once a week in the majority of instances. A
follow-up discussion of the visual aid was reported as the
normal technique for instruction, and correlation with the
instruction was reported.

There were four key points included in the section
under Evaluation: (1) The evaluation of the training films
used by those reporting, (2) The concensus of the group
regarding the amount of time during the instructional period
which should be utilized in teaching with a training film,
(3) The observed reaction of instructors toward training
films as instructional aids, and (A) The observed reaction

of the trainees toward fiLms for instruction.

Replies to these four key points provided pertinent
data regarding the principal objective of the investigation,

to ascertain the value of training films as teaching aids for

A1
adult vocational education. It was the concensus of the group
that, on the average, 32 per cent of instructional time should
be allocated to the utilization of training films as instruc-
tional aids. In reporting the observed reaction of trainees
and instructors toward training films that had been used for
instruction, the replies were equally divided between "enthu-
siastic" and "approve" with none indicating ”dislike" or
"conSIder time wasted."

The evaluation of the training films most frequently
used as instructional aids in VOcational Training For war
Production Workers, films produced by the U. S. Office of
Education, resulted in responses divided quite evenly between
"excellent" and ”satisfactory." None considered the material

to be "acceptable" or "unsatisfactory.”

Limitations of the Questionnaire Survey of Instructors.

 

In the opinion of the writer, there were two limitations of

the survey: (1) The lack of replies from more instructors,

and (2) the lack of replies from trainees. The first limita-
tion was somewhat offset by the fact that those who replied
were in close contact with classroom instruction as they were
supervisors of the program. The second limiting factor was
removed by the third phase of the investigation, an interview
survey of war production workers who had been trained through

Vocational Training programs.

A2

Conclusions From the Questionnaire Survey of Instructors.
On the basis of the replies to the questionnaire survey of
these directors, supervisors, and co-ordinators of vocational
education, there could be but one conclusion drawn regarding
the value of training films in Vocational Education For War
Production Workers--that the films were being used frequently,
that they were being presented effectively, and that the

instructional results were satiSfactory.

Summarization g£_Follow-gp Interview of Trainees. As
a part of a follow-up study of Vocational Training For War
Production WOrkers in which workers in war industries who had
been trained through the program were interviewed, nine ques-
tions were asked regarding the value of training films if
these instructional aids had been utilized in the training
program.

Of a total of one hundred and sixty war workers who had
learned their job skills through war training courses in the
public schools, eighty-four reported that films had been used
during the course of instruction. Eighty-two of these were of
the opinion that they had been helped in their learning by
the films and most of these mentioned specific ways in which
the films had been of value.

Limitations of thqugllowegp Interview 2; Trainees.

Although the number of responses in the follow-up survey of

A3
war production workers was limited, this factor does not
invalidate the survey because of the selected sampling method
utilized. It is the writer's opinion that the follow-up
interview is the most satisfactory source of data of the three

phases of the investigation.

Conclusions From the Followfigp Interview gberainees.

 

 

It is the conclusion of the writer that the follow-up inter-
view corroborates the observations of the supervisors as re-
ported in the questionnaire survey, that trainees were most
favorably impressed with training films as instructional aids
and that they were being utilized effectively.

Conclusions From The InvestigatiOn. FollOWIng study
and evaluation of the data obtained from the three phases of
the investigation and with due regard for the limitations of
each phase, the writer is of the opinion that the evidence
obtained can be interpreted by the following general conclu-
sions: .

(1) Effective utilization-of a training film which is
designed as an instructional aid for a specific-unit of
instruction in teaching a vocational skill reSults in faster
learning on the part of the trainee.

(2) Where well made training films are used effectively,
adults prefer them as instructional aids in learning vocational

skills.

AA
(3) The use of training films in Vocational Training

For War Production Workers in Michigan public schools is

justified on the basis of more effective learning on the part

of the adult trainees.

Eh UZHZHéB ho H<>om§ ammmmg ago; m3: go; .QMBHHbmaBZH E

0 EDGHLH

 

BIBLIOGRAPHY

BIBLIOGRAPHY

Conference Board Reports: Visual Aids in Industrial Training.
New'York, *NEtional Industrial Conference Board, Ind.,

19A3 60 pp.

Freeman, Frank N., Motion Pictures in The Classroom. Chicago:
University of Chicago Press,‘I92_.‘ 392—pp.

 

Hoban, Charles F. Jr., Edgar Dale, Fannie Dunn, and Etta
Schneider, MOtion Pictures in Education: New York:
H. W. Wilson Company, 1937. _A72 pp.

 

Hoban, Charles F. Jr., Focus on Learning. New York:
H. W. Wilson Company, 19A2. 172 pp.

McClusky, Dean F., Visual Instruction: Its values and Its
Needs. New York: Mancall Publishing Corporation, I932.

I§5 PP-

 

McKown, Harry 0., and Alvin B. Roberts, Audio-Visual Aids to
Igstruction. New York: MOGraweHill Book Company, 19AU_
5 pp-

 

United States Office of Aducation Biblio ra hies of Research
Sudies in Education, I937, 1938, I939, I959. _WashIngton,
D. 0.: Ufiited States Government Printing Office.

 

Weaver, Gilbert G., Practical Hints For*The'Use gthotion
Picture Fihms ig'VocatIonal and Technical Education.
New‘York: The Hamilton Company, 19A2. 9AA pp.

APPENDIX

 

APPENDIX A

COMMENTARY FOR THE TRAINING FILM, THE MICROMETER

The most important measuring tool in machine shop work
is the micrometer caliper used to measure variations in size
too small for the human eye to see.

Different types of micrometers are used to measure
inside widths or diameters, outside lengths or thicknesses,
and the depth of holes or cuts, but the principle used by
each is the same.

The micrometer caliper used in measuring thickness or
outside length has a sturdy frame on which is mounted a
hardened steel anvil. This frame supports the barrel which
has a scale graduated in 25 one-thousandths of an inch. In-
side this barrel is an internal screw. Engaging the barrel
screw is one end of a hardened steel spindle. The thimble
is part of the spindle assembly and contains a scale graduated
to represent one one-thousandth of an inch for each division.

The micrometer uses the principle of the screw to con-
trol the movement of the spindle. The screw has forty threads
to the inch. Forty turns of the spindle move in one inch;
therefore, one complete turn of the spindle moves it exactly
one-fortieth of an inch. One-fortieth of an inch is .025--
25-thousandths.

The barrel is marked off in divisions, each of which
represents a 25—thousandths movement of the spindle.‘ Remem-
ber, one turn of the spindle moves it 25-thousandths of an
inch. If we take the full distance around the thread and
make a straight line of it and divide that line into 25 equal
parts or divisions, we will have a simple illustration of
the scale which encircles the thimble. It is apparent that
each division represents one twenty—fifth of the travel of
the screw as it makes one complete turn. Since one complete
turn makes the spindle travel twenty-five-thousandths of an
inch, it is evident that each division represents (1/25) of
(.025) or (.001) of an inch. Each division on the thimble,
therefore, represents a spindle travel of one one-thousandth.

The scale on the barrel is graduated in 25-thousandths
of an inch. Each turn of the thimble moves the spindle the
distance of one graduation. Each fourth graduation is

SO

numbered. Four times 25-thousandths equals loo-thousandths.
The zeros are dropped in order to make the scale easier to
read. The complete scale on this micrometer Shows that it
has a range of 10 times lOO-thousandths or lOOO-thousandths
or one inch.

Micrometers come in standard sizes designated by the
largest opening of the micrometer and in steps of one inch.
Most sizes, however, measure only one inch in thousandths.
The one-inch micrometer measures from zero to one inch in
thousandths, the two-inch from one to two in thousandths,
and the three-inch from two to three in thousandths, and so
on.

The most commonly used micrometer is the one-inch.
Here the thimble is being turned to bring the spindle into
contact with the work. The measurement is read by first
reading the number fully visible on the barrel-~this is six.
Remember that each of these figures should be read in hun-
dreds--therefore, it is 600 one-thousandths. Beyond the six
mark there is visible another graduation—-this gives us 25-
thousandths. 0n the thimble scale is shown the graduation
that has stopped on the index line-~the one one-thousandth
graduation. The full reading is .626--six hundred and twenty-
six-thousandths.

The ability to take accurate measurements with a
micrometer depends on skill in its use. There is a "feel"
to a micrometer that tells the Skilled workman when he is
using the right pressure in turning the thimble. Precise
measurement can result only through proper use of the microm-
eter and constant practice is the only way to acquire the
necessary skill--to acquire the right "feel." Until the
Operator is skilled in the use of the micrometer he may
measure the same piece at the same point and get different
readings. Constant practice will develop the skill necessary
to obtain uniform readings. Gentle pressure of the thumb
and index finger on the thimble is sufficient to bring the
spindle into contact with the work. As the spindle reaches
the work the drag of the fingers over the knurled surface of
the thimble tells the Operator when he uses the right
pressure.

The micrometer is a sensitive instrument for precision
measurement and must be used with care. The good Operator
does not use it like a C-clamp, swing it around when chang-
ing the setting, lay it where it can drop to the floor or
where it can pick up abrasive particles or dirt. These things
affect the accuracy of the instrument.

\I

51

Before using the micrometer the careful Operator
removes all burrs and nicks from the work. The good Operator
makes sure that anvil and spindle are free of dirt or chips.
The diameter of the shaft which has been measured is determin-
ed by referring first to the scale on the barrel. The
figure 7 indicates .700. Two more graduations are seen.
That's another .050, which is 50-thousandths. On the thimble
scale the No. 1 graduation registers opposite the barrel
index. That's .001. The diameter of the shaft is .751.
Several places are gaged with the micrometer to check the
diameter through the entire length of the shaft.

The standard micrometer, in experienced hands, will
give accurate measurements to one-half of onecnurthousandths,
or finer. Micrometers are often used in.measuring two or
more thicknesses of material. Since the combined thickness
here is more than one inch, a two-inch micrometer is employed.
The figure that appears on the barrel scale is 7--or 700
thousandths. Then two full graduations of .025 each--that's
SO-thousandths. The zero on the thimble scale is exactly on
the index line on the barrel. Remember, a two-inch microm-
eter is being used, so one inch must be added. The total is
1.750.

All micrometer calipers should be checked frequently,
making sure that the zero line on the thimble lines up with
the barrel index. Those larger than oneéinch should be
checked with special standards or gage blocks. A two-inch
micrometer is checked with a one-inch standard. When the
micrometer is closed down over the standard with just the
right tension and "feel" it should register zero. A three-
inch micrometer is checked with a two-inch standard. Larger
instruments are checked with correspondingly larger standards.

A companion tool to the outside micrometer is the
inside micrometer. On the inside micrometer the jaws or
points expand to fit the part to be measured. The micrometer
is held square with the inside surfaces of the work and the
measurement taken across the center of the hole. Another
type of inside micrometer uses rods to measure the diameter
of large holes. Rods of various lengths are inserted in the
instrument according to the size of the hole to be measured.
Accurate measurements of very large bores can be taken with
this convenient tool.

Other convenient tools for measuring internal diameters
in mediumrsized holes are telescoping gages, which are shaped
like the letter "T." One arm is movable; a screw looks it
in place. It's Often used for checking the diameter of
cylinder bores and other deep holes. The setting of the
telescoping gage is.measured by an outside micrometer.

52

Another type of micrometer is used for the accurate
measurement of the depth of holes, slots and other depressions
below surface locations. The depth micrometer has a slender
rod that reaches easily into small holes and slots. Rods of
various lengths adapt the instrument to measuring holes of
various depths.

Micrometers and micrometer measuring tools are used in
every machine shop. If the micrometer principle is-under-
stood these instruments are easy to read. If the right type
of mdcrometer is selected, accurate measurements can be taken
for outside measurements, and for inside measurements, and
for depth measurements as well. If they are kept clean and
used properly on work clean and free from burrs, they will
give the precise measurements that make modern mass produc-
tion possible.

All micrometers are precision tools and the good
Operator takes pride in his ability to use them properly.
He knows that the thimble should not turn too freely or too
rightly and that the anvil and spindle must be kept separated
to prevent corrosion, and that they must be kept in adjust-
ment to assure accurate readings. The good Operator gives
them this care, oiling them to prevent rust and corrosion
and keeping them in a protected place.

APPENDIX B

RESULTS OF QUESTIONNAIRE

UTILIZATION OF TRAINING FILMS

VOCATIONAL TRAINING FOR WAR WORKERS

(Questionnaire presented to a group
of thirty directors, supervisors,

and coordinators of trade and indus-
trial education attending a training
conference at Higgins Lake, Michigan,

July 22, 19h3.)

Cities Represented

Albion
AnnwArbor
Battle Creek
Buchanan
Detroit
Dearborn
Flint

Grand Haven
Grand Rapids
Hastings
Highland Park
Holland
Jackson

Kalamazoo
Lansing
Lincoln Park
Manistee
Manistique
MOnroe
Muskegon

Mt. Pleasant
Northville
Pontiac

Port Huron
Saginaw
‘Wyandotte

54
Administration

 

1. What types of film projection equipment are available?

16mm Sound MOvie 25 89%
16mm Silent MOvie 9 32
35mm Sound Slidefilm 6 21
35mm Silent Slidefilm. 11 39
2"x2" Slide Projector (Miniature) ll 39
3%"xAé" Slide Projector (Standard) 12 A3

2. Is this equipment available for use AS NEEDED?

Always 13* h6%
Usually 1A 50
Seldom l A
Comments:

*Is scheduled from text-book room (Highland Park)

3. Are projection room facilities satisfactory?

Satisfactory 19* 66%
Unsatisfactory A** 16
Fair A*** 16

Comments:

*Adding Daylight Screens (Highland Park)
**No acoustics, poor blackout, no shades (wyandotte)
**Could have better room at high school (Hastings)
**One center is satisfactory one is not (Jackson)
**Only partially (Northville)
***Generally so (Detroit)

A. Are films available AS NEEDED?

Always A*. 16%
Usually 21** 72
Seldom 3 12
Comments:

*MOstly from own library (Pontiac)

*Sometimes have to double-up classes (Highland Park)
**0wn films always available (Kalamazoo)
**Have complete library (Dearborn-Fordson)

55

Techniques

1.

2.

3.

Are films previewed by instructors?

Always 8* 27%
Usually 21 7O
Seldom l 3
Comments:

*Is not always the instructor (Albion)

*Sometimes by Supervisor (Detroit)

*With Visual Aids Head (Highland Park)

*First time film is shown at school (Battle Creek)
*Always by supervisor, try to have instructors (Detroit)

How many films are used during an instructional period

(average?)
One 16 59%
Two 9 33
Three 0 0
Other 2 8
Comments:

At

If closely related may use more (Northville)
Sometimes two (Battle Creek and Lansing)

Never more than two (Ann Arbor)

'Sometimes make a return (Highland Park)

One to three (Jackson)

One, two or three, depending on subject (Grand Haven)

what stage of instruction are films used?

To introduce a subject 2 7%
When a skill is being mastered 8 28
To review an operation 0 0
To introduce a subject and review

an Operation 7 23
At all stages of instruction 8 28
To introduce a subject and when a

skill is being mastered 2 7
When a skill is being.mastered and

to review an Operation 2 7

Comments:
’Depends on subject (Pontiac)
Depends on group (Pontiac)

956

A. Are films repeated for each group?

Always 3 11%
Usually 15* 53
Seldom 10** 36

Comments:
*HOpe to more (Battle Creek)
**Always, with own films (Kalamazoo)
If needed (Highland Park)

5. How frequently are training films used?

Each instructional period 2 8%
Alternate instructional periods 2 8
Once a week 12* A2
Once a month 2** 15
As often as needed 23
Seldom. l A
Comments:

*Depends on number of times class meets (Detroit)
*As needed and requested by instructor (Saginaw)
**Sometimes twice a month (Port Huron, St. Clair)
Varies with availability of film (Lansing)
Various times (Albion)
Varies according to instructor (Detroit)

6. Does a discussion follow the showing of a film?

Always 14* 50%
Usually 13*. A5
Seldom 0 O
No 1 5
Comments:

*If possible (Battle Creek)
**During showing of slidefilm only (Detroit)
Varies with instructor (Kalamazoo)

7. Are the filme correlated with the instruction?

Always 8 28%
Usually 19 65
Seldom 0 0

If Possible 2 7

57

Evaluation

1. What is the most desirable length training fihm?

5 minutes 0
10 minutes 3
10 to 15 minutes 1
10 to 20 minutes 2**
10 to 30 minutes 1
12 to 15 minutes 1
15 minutes 8
15 to 20 minutes 3
15 to 30 minutes 1
Not over 15 minutes 1
20 minutes 5*
20 to 30 minutes 1
30 minutes 1
A5 minutes 0

Average desirable length - 165 minutes

Comments:
*According to subject and availability (Lansing)
**Over 20 too long (Northville)

2. Meet training films sponsored by the Office of Education
follow the following organizations: (1) Introduction to
subject; (2) Step-by-step explanation of subject;

(3) Summarization. How do you rate this method of
organization for instructional purposes?

Excellent 16* 57%
Satisfactory 12** A3
Acceptable 0 O
Unsatisfactory O '0
Comments:

*Sometimes too long (Highland Park)

*No. 3 step.most important (Northville)

**Steps 1 and 3 excellent, and Step 2 satisfactory
(Hastings)

3. Assuming suitable instructional films are available,
what per cent of instructional time should be allocated
to the use of films as learning aids?

10 per cent 2
15 2
20 1*

58

2O - 30 per cent 2

25 6*!!!
25 - 35 1

3o 3 .
33 1/3 2***
28 1/3 - 50 i****
100 1

Average time--32 per cent

Comments:
*Including discussion (Wyandotte)
**Or a little more (Jackson)
**Maximum (Lansing)
** For 3 hour class, depends on subject (Battle Creek)
***For 1 hour class (Manistee and Grand Haven)
****For 3 hour class (Grand Haven)

A. What is the reaction of the majority of trainees toward
Office of Education film? (Precision Measurement, Lathe,
Milling Machine, etc.)

Enthusiastic 52. %*
Interested A7.6**
Dislike .002
Comments:

*Most films are tops (Northville)
**Like, but are anxious to run machines (Grand Haven)

5. “mat is the reaction of instructors who have used Office
of Education films? (If reaction not uniform, indicate

per cent)
Enthusiastic A8%
Approve 52*
Consider time wasted 0
Comments:

*Like them very much (Saginaw)
*Enthusiastic about some (Grand Haven)

6. What type of training film do you consider best suited
to the needs of the vocational teacher?

Sound Slidefilm 6 20%
Silent Slidefilm 6 20
Sound MOtion Picture 19 60
Silent Motion Picture 0 0

Glass Slides 0 0

59

Comments:-

Depends on subject being presented (Kalamazoo)

'Sound MOtion picture and sound slidefilm equal (5 reports)
'Sound motion picture and silent slidefilm equal (2 reports)
Sound motion pictures and silent slidefilm, lst;

sound slidefilm, 2nd; silent motion picture, 3rd and
glass slides, hth (Detroit)

Sound motion pictures, lst, and sound slidefilm, 2nd
(Flint and Hastings)

Sound motion ictures, lst, and silent slidefihm, 2nd
(Battle Creek

Silent slidefilm, lst, and sound motion picture, 2nd
(Manistique)

Sound motion pictures, lst; sound slidefilm, 2nd;

other types equal (movie and slidefilm each excel in
their place) (Lansing)

All have their place (Mbnroe)

Depends on type of instruction (Grand Haven)

7. What subject should be considered in the production of
new training films? (List in order of importance.)

1. Aeronautic
Aircraft Identification
Auto Mechanics
Better Foremanship Training
Drafting
Electronics
Engines
Electrical Trades
“Foremanship
machine Tool Operation
Plastics
Production methods
Related subjects for.Apprentices
Sheet metal Processes
Skilled Handicraft
Technique of Radio
Use of Tools
welding (Additional)--2 requests

2. Acetylene Welding (Newer)
Aircraft (2 reports)
Auto mechanics
Employee and Employer Relations
Heat Treating
Interview for Job
Hydraulics (2 reports)
machine Operation
Machine Shops

60

map making

Plastic manufacturing
Radio

Welding

.3. .Air Geography
Automotive
Electric and of radio
Electronics
Hydraulics
Hygiene '
Operations
Tool Grinding
Use of machines
‘Welding--Gas and Arc

h. Actual Induction into werk
Purpose of Hobbies
Welding

8. At what age level are the present Office of Education
training films most effective?

In-school Youth 12* L2
Out-of-school Youth h 1~
Adults 13 A
Not much difference 1 A
No difference 3 7
Comments:

*Because instructor is prepared for presentation

9. Are training films more effective with men or women?

mere effective with men 5 17%
More effective with women 6 21
Same 10 3h
Unknown 8* 28
Comments:

*New on job (Newberry)
*No equipment (Calumet)

APPENDIX C

RESULTS OF INTERVIEWS
FROM
FOLLOWeUP STUDY

OF .
WAR.PRODUCTION WORKERS

1. Did you have an opportunity to see any motion pictures to
help you in your training?

Yes 8h
No .16.
' 160

2. Do you think these films helped you?

Yes 82
No ‘_2
8h
3. Just how did these films help?

In all ways 28
Step-by-step procedures in going

about a job 2}
manipulations l8
Helped understand mathematics of

the job 11
Importance of safety on the job 8
Learn Operations faster 6
Background for other machines 5

h. What was disliked about films?

material too hard, didn't understand 1
Rather do the job than see films .1

5. Did you have enough discussion
following the films?

Yes 72
No A
No answer received 8

62

6. Would you have liked to have seen some of the films again?

Yes 30
No to
No answer received 1h

7. Why certain films were desired to be seen again.

No answer received A
Missed some points first time 2h
Didn't understand the voice 1
Film went too fast 1

8. Suggestions made.

(1) Show films after working awhile on the job

(2) Have a series of subjects on blueprint reading

(3) If those films could be seen now after having
run the shop machines for two or three months,
trainee felt she would get a lot more out of
the movie

) Clearer sound would be more desirable
Men in class were treated as schoolboys, if
men have the background they should be so
treated

(6) Cut speed of film and repeat use (helpful in

use of riveting gun)

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