ASSESSING ACADEMIC ACHIEVEMENT WITH SPECIFIC
VARIABLES OF 'IHE DRAWING COMPLETION TEST
IN CERTAIN SUB‘SAHARAN TRIBAL GROUPS:

A PILOT STUDY

Thesis far 1-510 Drum «M. u;
MICHIGAN STATE UNIVERSITY
John P; Keith
{963

THESIS

This is to certify that the

thesis entitled
ASSESSING ACADEMIC ACHIEVEMENT WITH SPECIFIC
VARIABLES OF THE DRAWING COMPLETION TEST

IN CERTAIN SURTSAHARAN TRIBAL GROUPS:
A PILOT STUDY

presented by

John P. Keith

has been accepted towards fulfillment
of the requirements for

_Eh.D_._ degree in M2“

My; Mm
./ Ma10r/ essor

Datejpril 2, 1963

0-169

   
     

  

LIBRARY

Michigan State
University

 

AubTRACT
Assassins ACADEMIC ACHIEVEhENT 11TH dPECIFIC
‘MMAHESG’WEIRNMMiahHEUmiHbT
I; CtRTAIR 5U3-3‘IARAN TRlaAL GROUPo:
A PILOT sTUDY

by John P. heith

THE PROJLEh
This study was concerned with ascertaining the value of the
Drawing Completion Test for assessing academic achievement by the draw—
ing formations of low achieving and high achieving children in the
Central African Federation, the Repuolic of South Africa anc the
ﬁritish Protectorate of swaziland. Specifically the stuﬁy attenpteé to
test three hypotheses which stated that in contrast to the high achiev-
ing children the low achieving children would:
1. Fail to integrate the stimuli, given on the test
plank, in their finished drawings.
2. show a marked repetition of simple graphic themes
in each of their eight drawings.
3. They will tend to "burst the frame” or disregard

the s acial divisions of the test.
P

THE 3AmPLE
The sample consisted of 96 school chilﬂren from rural African
schools in the Central African Federation, the Republic of south

rs q

’Trica a a the British Protectorate of Swaziland. The chronological

P)

age of all children tested was approximately ll years. However, it was

inpossiole to accurately determine their ages because birth Certificates

John P. neith

are not always availaale, and the teacher's estimate of the suojects

aae had to ae used for determining chronological age.

.J

PROCEDURE AND KETHODOLOGY
Scores were obtained for all the subjects on each of the follow-
ing variaoles:
l. The degree of integration of the stimuli given in
he test olank, in the finished drawings.
2. The hunger of repetitions of simple graphic themes
in each of the drawings.
? The extent to which the Spatial divisions of the
test were ignored.
Statistical analysis of the relationship oetween the mean scores
of the high and low achieving students for each of the variables were
investigated by means of the "t" test of means, which tests also in-

dicated the degrees of significant differences.

RESULTS

1. Integration of Stimuli. On all samples from each of the
three cultural groups, integration of stimuli in the
drawings contributed significantly to a differentiation
netween the mean scores of the high and low achieving
Children.

2. hepetition of Drawing Themes. Only the Zulu sample from
the Republic of South Africa provided a significant
difference Letween the means of the high and low achieving

groups on the repetition of drawing themes.

kg)

John P. Keith

Lursting the Frame. Only the Central African Federation
sample provided a significant difference aetween the means
of the high and low achieving groups on those drawings

{hich ignored the Spatial divisions of the test.

‘r '\~ IV

TQALSQINE ACADcth ACHIEVJLﬁHT WITH iPEClrlc
VAllrtiiio CF Th3 MERIIIJG COI'IPIJLTIOIJ TEST
1h CERTAIN abs—5AHHRAN T IaAL GROUPo:

A PILOT STUDY

John P. heitn

A 'H‘IISSIQ

Juanitted to
hichigan State University
ll partial fulfillment of the reyuirements
for the degree of
LOCTUR OF PHILCjOPHY

Student and Personnel services

College of Education

‘1‘)

.0");

'o—l

AC} tilCiiLbDC'lii' II“:

The author wishes to express his sincere appreciation to Dr.
John E. Jordan for his constant encouragement in this research as well
as for his unfailing interest and guidance throughout the entire
graduate program.

He is also greatly indebted to Doctors G. Harion Kinget, Cole
Brembeck, and Harry Grater for their assistance and constructive
criticisms of the entire research. apecial gratitude is eXpressed to
Dr. C. harion Kinget for the use of The Drawing Completion Test which

~—I

n 1932.

*4.

she introduced to the United states
The investigator extends his sincere thanks to the administrative
personnel of the Natal Provincial Bantu Education Board, the hission
Bantu Education BJards in the Central African Federation, and ﬁx:
British Protectorate of Swaziland for permission to collect and use
the data of this study.
Grateful acknowledgement is due to the writer's father, C. 6.
Keith, for traveling several hundred miles in the collection of the

data used in this research.

The author wishes to express his thanks to the editors of the
Journal of Social Psychology for permission to use certain copy-
righted material found in volume 52 of the Journal of Jocial

1n

rsvchology.

‘1

ii

John P. Keith
Candidate for the degree of
Doctor of Phi1050phy

Date of examination: April 2, 1903

Dissertation: AsseSSing Acalemic achievement with Specific Variaiilcs
of the Drawing Completion Test in Certain Sud-Saharan
Triyal Groups: A Pilot Stuiy

Outline of Studies :

Major Area - Quilance an} Counseling

Minor Areas - Professional Education, Psychology

Biographical Items :

Birthdate - March 21, 1929, Bremesdorp, British Protectorate of
Swaziland, Africa

Undergraduate Studies - 6.13.8. College, A.B., Th.B.
Cincinnati, Ohio 19147-1952

Graduate Studies - Bowling Green State University, ILA.
Bowling Green, Ohio, 195h-1959

- Michigan State University
East Lansing, Michigan, 1960-1963

iii

Fl

roerience

For twelve years,fron 1932, the author was engaged in
religious work as a clergyman. During five of those
years he held executive re5ponsihilities in the church.

From January lﬁol to nugus 1962, the author was a

graduate assistant in the Sellege of Education at
hichigan State University.

From Septemaer 19:2 to June l9o3 the author was a
Graduate Fellow in Rehanilitation.

iv

Dedicated to
My Wif e
Ruth

Chapter

II

III

IV

TABLE OF CON'IEI‘J'I‘S

INTRQDIE'IION. . . . . . . . .

Statement of the Problem
DefinitionSo o o o o o 0
Need for the Study . . .
Limitations of the Study
Organization of the Thesi

RESEARCH RELATED TO DRAWMS AS

0
S

INTELLECTUAL

PLEASLRQ‘IENT..o..............

Research Related to Drawing Tests in

Pictorial Tests . . . . . . . .
Non-repre sentati onal Drawings .
Spatial Relationships . . . . .

I“H£THDDOL(I3Y...............

The School Sample. . . . . . .
The Student Sample . . . . . .
Administration of the Tests. .
The Scoring System . . . . . .
Statistical Procedures . . . .

ANALYSISWTI'EDATA...........

Resu1ts O O O O O O O O O O O O O O O

SIE‘H'IARY, CONCUISI OHS AND RBCCI‘II‘IEMDATIONS.

Summary. . . . . . .
Conclusions. . . . .
Recomendations. . .

BIBLIWRAPHY..........

vi

Africa.

Page

13

19

2O
21
22

27
27
23
3O

32

IV

V

VI

VIII

IX

.'
~I
45

LIST OF TABLES

\

Summary oi Results on Inte3*ation of Stinuli
iigh Achieving Sample: ‘wazi Group. . . . . . .

Summary of Results on the Integration of Stimuli
Low Achieving Sample: Swazi Group . . . . . . .

‘

:hrrnar/ oi Results on the Repetition of Themes
High Achieving Sample: Swazi Group. . . . . . .

Summary of Results on the Repetition of Themes
Low Achieving Sample: Swazi Group . . . . . . .

Summary of Results on the Bursting of Frame
High Achieving Sample: Swazi Group. . . . . . .

7"
A

Summary of Results on the Dursting of .rane
Low Achieving Sample: Swazi Group . . . . . . .

Summary of Results on the Integ'ation of Stimuli
high Achieving Sample: Zulu Group . . . . . . .

Iruxary of Results on the Integration of Stimuli
ow Achieving Sample: Zulu Group. . . . . . . .

r“ U)

w

;Snuiary of Results on the Repetition of Themes
High Achieving Sample: Zulu Group . . . . . . .

Summary of Results on the Repetition of Themes
Low Achieving Sample: Zulu Group. . . . . . . .

;jrmnary of Results on the Bursting 0f Frame
High Achieving Sample: Zulu Group . . . . . . .

Summary of Results on the Hirsting of Erane
Low Achieving Sample: Zulu Group. . . . . . . .

l x]

If'
kAJ

”1

List of

f...
0

’1
h.

XIII

1:111

XV

yrﬁr
. pl
JtJ

XVII

XVIII

-v-v~~
A;
IX-bl

Tables (cont.)

Summary of Res suits on the IntQ ration of Mt luli
High Aenieving Sarple: @ntral Africa Pele ration

_ o .esults ox the Integration of Stimuli
Lou Achieving Sanple: Centre AIrican Reieration.

Sr iary of 1~"esults on the Repetition of Themes

nigh Achieving S..nle Central African Federation

Summary of Results on the Repetition of Themes
Low Achieving Sample: Central African Federation.

Surrary of Results on ourstina of Franc
Ce

.J
gh Achieving Sample: ntral African ie:le1ation

|~—-¢
.H‘k‘

Summary of Re suits on Jursting of Frame
Lou Achievin ng S aple: Central African Federation.

Summary of Results of the Test or Hypotheses . . .

r’u: ’

L‘

‘-

LIST CF FIGURES

Figure Page
I DrawingConqoletimTest.............. x
II Horizontal Pictorial Space Perception Test. . . . . 25

III Vertical Pictorial Space Perception Test. . . . . . 26

 

IN TROD UC TION

Recently there has emerged a renewed interest in finding a work-
able intelligence test to be used in underdevelOped, multi-language
areas such as Africa. In the past, efforts to use current T.‘Jestern
verbal type tests have not met with success in these countries pri-
marily because of the language ani culture barriers which would require
morning a verbal test for each language group.

As part of this growing emphasis there has arisen a renewed
interest in the use of drawings as BXpI’CSSiOﬂS of personality. A
major stimulus for this interest has come from a drawing test origin-
ally developed by Gestalt psychologists, F. Kruger and F. Sander, of
the University of Leipsig. This drawing test, called a phantasie test,
was similar to the present Drawing Completion Test and presented a cer-
tain number of irregular lines which were to be used by the subjects in
their drawings. Sander hypothesized that the subjects drawings ref lect-
ed the subject's characteristic structural traits. Results of his sub-
sequent studies verified his hypothesis and broad differences were
noted in the subjects drawings (22:3).

Sander's successful experiments led to further experimentation by
one of his colleagues at the University of leipsig, Ehrig Wartegg. As
a result of his investigations he deve10ped The Drawing Completion Test
as it appears in its present form (25:11, 23:19,). Further research with
Wartegg's Drawing Completion Test, undertaken at the University of
Louvain led to the publishing in 1952 of a book by Kinget entitled:

The Drawing Completion Test: A Projective Techniqge_f_or the Investiga-

tion of Personality (15). This book reports the results of Kinget's

2

work which was done exclusively with adult subjects in an attempt to
validate the test as a device to measure personality. Her work also
included an estimation of the intelligence of the subjects tested.

The Drawing Completion Test is composed of eight squares, framed
in heavy black borders designed to make the characteristics of each
stimuli show forth to best advantage. Each square contains stimuli,
described by Kinget as having the following properties:

Stimulus 1, the dot, has the characteristics of small-

 

ness, lightness, roundness, centrality. In itself
this stimulus is unimposing and could easily be over-
looked by the less perceptive or less sensitive sub-
ject. However, its exact central position lends it
an importance which retains the attention and calls
for acknowledgement. Thus a tension arises between
imagination and thinking, for the material insignifi-
cance of this stimulus must be canbined with its
functional importance in order to result in adequate

completion.

Stimulus 2, the wawaling, suggests something lively,
mobile, loose, fluttering, growing or flowing. The
qualities of this stimulus decidedly resist matter
of fact treatment or technical use and require inte-

gration into something organic or dynamic.

§timulus 3, the three vertical regularly increasing

lines, express the qualities of rigidity, austerity,

regularity, order and progression. These qualities
may blend and produce complex impressions of dynamic
organization, gradual deve10pment, methodical con-

struction and similar concepts.

Stimulus )4, the blag scpiam, appears heavy, solid,

 

massive, angular and static and evokes concrete
materiality. While stimulus 3, in spite of its
mechanical character, still shows something growing
and dynamic, stimulus h is completely inorganic and
inert. It also has a somber appearance, conducive
to associations of a somewhat depressive or, in rare

cases , threatening character.

Stimulus 5, the two opposed slanting lines, expresses
predominantly the idea of conflict and dynamism. The
position of the longer line evokes sanething directed
decidedly upwards, to which the shorter line shows
frank Opposition. The rigidity of the lines and their
perpendicular relation also suggests construction or

technical use .

Stimulus __6, the horizontal and vertical lines, has

a strictly matter of fact, sober, rigid, dull and
uninspiring aSpect. At first sight it seems fit only
for completion into simple geometric patterns or

elementary objects. Experience shows, however, that

this stimulus may be worked into a variety of inter-
esting combinations. However, the off-center position
of each of the lines makes their completion into a
balanced whole a tough task requiring considerable

planning activity.

Stimulus 7, the dotted half circle, suggests something
very fine, delicate, round and supple, that is at the
same time appealing and a little puzzling because of
its complex bead-like structure. This structured like
aSpect of the stimulus, together with its somewhat
awlmard location within the square, forces the selec-
tive activity of the mind and resists casual or crude

tre atment .

Stimulus 8, the broadly curved line, has the organic
qualities of roundness and flexibility of stimulus 7,
but whereas 7 has something irritating in its com-
plexity and smallness, stimulus 8 appears restful,
large, fluent, and easy to deal with. Its smooth
curve readily suggests completion into organic subject
matter, animate or inanimate, while its downward bend-
ing movement and location connote the idea of cover,
shelter and protection. Its relatively large dimension
also evokes expansion and vastness as proved by the
frequent completion of this stimulus into natural

phenomena such as rainbows or sunsets (15:35-37).

The description of the stimuli by Kinget had value primarily with
the deveIOpment of The Drawing Completion Test as a diagnostic tool for
the measurement of personality. However, Kinget did include in her
interpretation an estimation of the intellectual level of her subjects.
The following factors entered into her estimation of the Subjects
intelligence (15:93.11?).

1. Predominance of organization over detail.

2. Degree and level of organization are significant...

‘This is eSpecialLy true for drawings showing linear
three-dimensional relationships.
3. Symbolism.and abstraction, provided it is in keeping
with the stimuli, indicates intellectual achievement.
Abundance of symbolic content occurs only with subjects
who show an excessively metaphysical orientation, or
with pseudo-thinkers who like to indulge in obscure and
sterile Speculations.
h. Movement: Kinget distinguishes between explicit and
implicit movement. Explicit movement is that which is
actually indicated in the functioning of the object or
person depicted. Implicit movement is suggested by the
vivid, sharply oriented position of the person or
object. Children's drawings show:more explicit than
implicit movement. Drawirgs of movement are considered
a sign of superior intelligence.

5. Originality.

6. Time.

Statement of the Prorlen

 

It is the purpose of this study to attempt to ascertain the
value of the Drawing Ccmpletion Test for assessing academic achieve-
ment my the drawing formations of low achieving and high achieving
chiliren in the Central African Federation, the Republic of South
Africa and the dritish Protectorate of Swaziland. (A simultaneous
study by henneth hatheny will be made to gain further evidence con-
cerning the validity of this instrument in measuring intelligence
among the United States public school population (16).)

Present research (9:2u2-2h6, l7zhho-h50) shows that over 2,000
Drawing Completion Tests have been given to children in non-primitive
societies. This research indicated that there were differentiating
characteristics found in the drawing formatiOns of low achieving and
high achieving children of the same culture. The characteristics were:
(1) Low achieving children failed to integrate the starting design
elements given on the test blank in their drawings, (2) They showed
marked repetition of simple graphic themes in their drawings, ani
(3) They tended to "burst the frame" or disregard the Spacial
divisions of the test.

T'king into account that over 2,000 Drawing Completion Tests have
been given to children and that certain distinctive characteristics
were noted in the drawing formations of low achieving children, it is

hypothesized that, in contrast to the drawing Icinations of high

Ho

ach eving children in a deveIOping society, low achieving children in
the same society will manifest distinctive characteristics in their

drawings.

Specifically, it is hypothesized that low achieving chiliren in the
Central African Federation in the Republic of South hfrica and the

British Protectorate of Swaziland will:

1. Fail to integrate the stimuli, given on the test blank,
in their finished drawings.

2. Show a marked repetition of simple graphic themes in
each of their drawings.

3. They will tend to "burst the frame" or disregard the

Spacial divisions of the test.

Definitions

Due to the percentage system of class grading in primary school
systems in the three countries under consideration, the following def-
initions of mentally retarded and gifted will be adOpted for the pur-
poses of this stuiy.

Low achieving stu ents will be those stu ents whose academic

 

grade level, as assessed by the class teacher and class records, is not
higher than the 30th.percentile.
High achievingystudents will oe those students whose academic

grade level, as assessed by the class teacher and class records, is

not lower than the 70th percentile.

Need for the Study

During the last decade there has been an increasing trend among
the newly emerging countries of Africa to take rapid strides toward the
mass education of all primary age school children, and as a result an
increasing percentage of the national budget is being Spent on educa-
tion.

A current statistical report.published in Her hajesties Command
Paper #llh9, 1960 (11), indicates that out of h5,000 African children
in Northern Rhodesian Province of the Central African Federation en-
rolling for their first years schooling, 2,500 fail to advance to the
second year in school. In the 1959 issue of Adult Education, Guy
Hunter (l2glb3-203) reports that of 180,000 African chilfren enrolling
for their first years schooling in the Central J-‘fI‘iCC-ln i“<:::’fera.tion, only
between b,000 to 6,000 will reach the eighth year of school and that
about only two-thirds of this number will successfully complete the
eighth.year*Government examinations. The financial burden of support-
ing this primary education.program.will, it is hypothesized, prove to
he too heavy for these countries to handle and at the same time not
jeopardize their fiscal stability. If the present mass primary educa-
tion.policy is followed and if the present drop-out trend continues,
it has been variously estimated (1) that it will take at least 2;
years for the newly emergent countries to fill their minimum manpower
needs. This estimate of manpower needs, although.based on Nigerian
statistics, is not dissimilar to the manpower needs in the other Sub-

Saharan countries.

\f)

The Conference of African States on the DeveIOpment of Liducation
in Africa which met at Addis Ababa in 1961 (21;) made suggestions which
were to deal with the financial and manpower need problems faced by

participants of that conference. The suggestions were:

1. Member countries were to refrain from building more
primary education schools and to concentrate on the
deve10pment of secondary schools.

2. Member countries were to concentrate efforts of their

aid on students in secondary schools.

It was hoped that when this program is fully Operative the nan-
power needs will be substantially reduced.

An instrument is needed which will differentiate between low
achievers on"; high achievers so as to enable education authorities to
project future secondary education enrollment arri facility needs.

Since language barriers in the Central African Federation prohibit the
wide use of various verbal intelligence scales, it is hypothesized that
The Drawing Completion Test could become a useful instmment in identi-
fying those high achievers in primary classes who are able to meet the
academic requirements for secondary education. It is further hypothe-
sized that the same test will identify those low achieving stutcnts
who will not be able to perform successfully in seconiary school and
who can then be channeled into various vocational training schools and

thus lower the drOp-out rate in primary schools.

10

Limitations of the Stujy

limitations of the study consist primarily of:

The automatic passing system used in the countries con-
sidered in this study. Under this system all children
are automatically advanced fran one school standard
(grade) to the next, thus creating a minimum of differ-
entiation between low achievers and high achievers.

The inability of teachers adequately to assign student
grades. The fact that over 80% of the national teachers
(l8, 19) have received less than eight years of schooling
supports the contention that teachers do not have suffi-
cient training to micquatcly assign grades to their
students.

The lack of a local culture-oriented curriculum. For
most African students the study of Greek, Latin,
mathematics, ancient European history, English liter-
ature, has no meaning related to the students cultural
environment, with the result that many students are

not sufficiently motivated to attain their highest
academic potential.

The lack of other intelligence tests by which low
acl‘xievers an high achievers can be differentiated.

The number of the subjects tested. The sample of 98

is large enough to warrant the statistical tools

involved in this study. However, inferences drawn

11

from this size sample will as a result be limited.

The sample used is fairly representative of the rural
African schools in the Central African Federation, the
Republic of South Africa and the Lritish Protectorate

of 3waziland.

\

('\

. The fact that the study lees not seek to establish age

norms for the scoring of African

0

hildren's drawings.
7. Only certain variables of the scoring system indicated

by hinget will be used.

Organization of the Thesis

 

This thesis is organized according to the following plan:

Chapter I serves not only as an intr auction to the problem,

out also as an introduction to the test instrument used in this study.

Chaoter II is a sunnarization of the most significant research
related to this study. The research has been divided into two major

divisions: (1) Research related to drawings as intellectual measure-
ments. (2) Research related to drawing tests in Africa.

Chapter XII is concerned with the pr cedure and nethoﬁology of
this study. It describes: (l) The test and methods employed in its
atainistration. (2) The sample. (3) Conclude with an ex lanation of
the statistical procedures used in the analysis of the data Obtained in

the s tudy .

12

Chapter IV consists of a.presentation of tables and the results
of the study.
Chapter V'presents a summary of the results with conclusions and

recommendations.

CHAPTER II

:aasemaca ammo TO ohm-mus as INTELLECTUAL lawn—7:33:13

Interest in childrens drawings as a means of mental measurement
goes back as early as loSS when Cooke (7:1) puolished an article des-
cribing the stages of intellectual develOpment as shown in childrens
drawings. Successively, articles poolished aoout the drawings of
chiliren appeared in various puolications. Among the oest known of
these early writers were Corralo Ricci, Perez, Baldwin, Lukens, Laitlam ,
and Gotze (lOzl-h). The authors did not give statistical taoles to suo-
stantiate their findings; however, their finuings do provide eviuence
on the intellectual develOpment of children.

During the period from 1900 to 1915 a.move was organizea oy
Lamprecht (15:2) of Leipsig to compile childrens drawings from all over

A

drawings iron primitive African

1

the world. This collection incluﬂea
races. However, since he investigation was never completed, no ade-
quate summary of the compiled data is available. Gooeenough reports
that possioly the most extensive study of childrens drawings w: made
by herschensteiner (lhzh), who reorganized the course of study in draw—

ing for the hunich school system. Over 100,000 drawings were mane ana

these were eventually classifiei unﬁer three heaﬁings:

l. Purel'.r schematic drawincs. These corres and to the
.1 J
iiioplastic stage (a stage where the child draws what
he knows rather than what he sees).

2. 9 swing according to visual appearance.

3. A still later stage in which the child attempts to

give an impression of three-dimensional Space.

In his book, Kerschensteiner(lb:a) devotes several pages to an account
of the drawings Of high and low achieving children. He controsts

these drawings with those of normal children and notes that the differ-
ences are both qualitative and quantitative. He found that low
aﬂﬁeving children tend to produce drawings which are more primitive
than those of normal children. Kerschensteiner's contention in this
instance is backed up by Cyril Burt (5:5) who naintains that it is
possible to differentiate between the drawings of normal and low
:chicwing children by this characteristic alone.

A study by Rouma (21:5) indicated some of the differences f.~et1:e.;n
the drawings of mentally retarded children and younger-normal children.
The following Special differences were noted:

The Spontaneous drawings of subnormal children show:

1. A.marked tendency to automatism.

2. Slowness in the evolution from stage to stage.

3. Frequent retrogression to an inferior stage.

b. There are numerous manifestations of the flight of

ideas. The drawings....are not finished, and they
have to do with a number of very diSparate subjects.

5. Certain drawings by subnormal children, taken singly,

are very complete; but when we examine them more
closely we find that the child has confined himself to

a series of Sketches which have evolved slowly....

(:7\

15

Many subnormal children show a great anxiety to repre-
sent an idea in its totality, or to reproduce all the
details of a given sketch....

Subnormal children prefer those drawings in which the

same movement recurs (21:7).

Rouma also conducted other experiments which consisted of comparing

the drawings of European children and those of modern primitive societies.

The children in.primitive societies had Spent several months in a

mission school and had had ample Opportunity to use paper and pencil.

The result of this comparative experiment justified the following

conclusions:

1.

In young children a close relationship is apparent
between concept development as shown in drawing, and
general intelligence.

Drawing to the child,is primarily a language, a form
of expression, rather than a means of creative beauty.
In the beginning the child draws what he knows rather
than what he sees....

....the child exaggerates the size of items which seem
interesting or important; other parts are minimized or
omitted .

The order of development in drawing is remarkably con-
stant, even among children of very different social
antecedents. The reports of investigators the world

over show very close agreement, both as regards the

16

method of indicating the separate items in a drawing
and the order in which they appear.

6. The earliest drawings made by children consist entirely
of what may be described as a graphic enumeration of
items. Ideas of number, or relative proportion of
parts, and spatial relationships are much later in
developing.

7. In drawing objects placed before them, young children
pay little or no attention to the model.

8. Drawings made by subnormal children resemble those of
younger normal children in their lack of detail and in
their defective sense of proportion. They often show
qualitative differences....not infrequently the same
drawing will be found to combine very primitive with
rather mature characteristics.

9. Children of inferior mental ability sometimes copy well,
but they rarely do good original work in drawing. Con-
versely, the child who shows real creative ability in

art is likely to rank high in general mental ability (21:3).

In 1926, Florence Goodenough published a book entitled:
heasurement of Intelligence bygDrawing§_(lO). It was her intention to
determine experimentally if an objective scoring system could be devised
that could successfully measure intelligence as evidenced by drawings.
The results of her eXperiment led to the development of the "Draw a Man"

test. Her scoring system, developed after four preliminary scoring

systems were tried and discarded, resulted in the broal division of the
drawings into two classes: (1) Those in which the drawings could not

be recognizel as a human figure, ani (2) Those which were recognizable
as such. Goodenougn stardardizei her test on 3,593 suojects. Her con-

clusions here as follows:

i. The probable error of estimate of an I.Q. is approximately
S.h points at all ages from five to ten years....

2. Partial correlation treatment shows that the est Lakes
a significant contri ution to a prosnosis of school
Success....

3. The average correlation with Stanford—Sinet mental age
is .733 for ages four to twelve taken separately....

Artistic a)ility is practically a negligible factor at

41
O

. - - .. ,... / -.1|- f’v"‘
LII‘JS'C \L‘u‘é‘boooo \lQoL;\j-)J)

In the more recent literature concerned with lrawinps as measures
of intelligence, the tests devised have proved to we either extensions
or revisions of older drawing tests. One exception to this trend,
however, is The Drawing Completion Test, which has been rather thor-
oughly describei in the preceding chapter.

Current research on The Trewing Completion Test is being carried
on in various parts of the world. The test is being used in Burcpeah
circles as a diagnostic instrument (2:52-55) with several articles having
appeared in professional journals reporting certain charac eristics
which appear to iniicate degrees of intellec ual development in chil run.

,x

.rxong these articles is one by Erna Duhm.():2na-2hu) which reported

V‘» ‘ 1 , 7‘ ‘q‘ r‘ t:’~ -Q 1‘.~ V‘ 1 - v as ’.' . . f" - .
on tne per oinance oi l,;e2 su.:jects. nel s JQLES here uiv is; into
-~v‘ J." . ,A, -‘1‘1~. .' s‘ :'.-r\ FV "‘1‘ .4. ”sec. ‘ . ‘n" t ,l. \f‘ v:-
ilOUDS oi younger tulluer, 01 e- low dwﬂltulng cn1lu en, a.olesccncs

1

zults. Duhn found that low achieving children ten 12: to ig r01e

K
C.)

H.

the stait ng stim: .i in toree rays: ll; By not fi lling in signs,

I‘ 4‘\
(‘3

\ 1
.1
L5
‘

over-Jrawing without consideration of the Spacial divisions, and

l

(3) 3y ignoring completely the starting stimuli in their acaring.

;ythe Paur (2:52—17l reportel hat he also founl characteristics which
‘1isatei ”e rees or intellectual develoement in chiliren. he iounc
that on a linitei population of patients in a children's clinic, The
Drawing Completion Test could be used to identify eiagnestic categories,
one of which was mental deficiency. In still anoth er stuc‘, hunmo
Luller-Juur (1vzuno-t50) reported that the dartegg Drawing Completion
Test indicated .if :em‘ ntiil characteristics in a samole which consistei

,-

ol 53 Ieeole nindel, SO senile fenen ias, 100 epileptics and 23’
sehizo 0p renics. His findings indicateﬁ all sample other than the
schizophrenics faileﬁ to integrate the starting sign in their drawings.
He further noteu that these uranings showed marked repetition of themes

- 1‘ 33-" n 0

One interesting stuly with this test was conducted 4y Lartti

Tahela and larjotta ha1-ura1n n (23) in Finland reported that the ﬁrs:-
11gs 15 T27 suejeets representing 17 occupations 'we; e stuiiel. The

results iniicatel that the test dif erentiateﬁ occupational eroups anu

eouli serve as a possiole predictor of vocational success.

1

s. siesheuval (3, LzR 1—103), the Director of the National Insti-
tutc for Personnel Research in Johannesourg, south Africa, nas incluiea

in his book, Ps v,cholog; ic:.l Tests (5), a review 0: nor .~1er'al tests.

 

Included in his review are CO1 ents on Lfrican attitudes to the testing
situation, Lac 'ors deal1ng with tcnpa Want, school education, genetic
capacity, nutrition, paient l c;1re, pore11tal intellig1ez1ce anl environ-
.nent. A ccnprenensive sunmary of Hiesheuval's review is given here
because of its pertinence to the test instrumc1t usei in this stuﬁy.
Riesheuval suggests taut psychological tests H5 '11 he increasi11gl y
used among -fricars in the next 1ew gears. They will pliv an i901t-1t
rol; coth in Shaping the inneiiate future of Africans and in lacil it1i-

3

inc their transition from a rural to a more civersifici accusatioral

'1'- 11,1, ,._: 1.1.1.1 L1. '1 J. 4. —‘ 1 . .,' 7?, J. 1 . . ' . .1 . ,- ,...
l11e. -c ”a1nt11ns tnat tests L111 1e asea 1o: two ou3: “trees s:

1. To leternine the ed ue -ti1nel potentialit1es withix an
inaustrialized cultural contcwxi and
2. To deten1ine their occupatior1al fitness in an in us-

trializel economv. (3)

5/

gee to the multi_cultural aSpects amongst Africans, it is important to
eliminate, as far as oossiple, 5pc ciiic cult ral associations in any

.

tests. sieshcuval consijers t} at in order to elim inz1tc these Specific

1"

cultural associations the iollowing variables must 1e controllel:

1. Complete [:xil11arity with any given ltﬂgUurc.

20

2. Knowledge and habits acquired by specific type of
scholastic education, and

. Knowledge and habits acquired by living within a

‘1‘)

‘

given socio-economic context. (9)

Of the three above mentioned variables which must be controlled
in any given test situation, the language factor is the easiest to con-
trol, by the elimination of all verbal materials. In the case of the
second variable, that of knowledge and habits acquired by a Specific
type of scholastic education, experience showed that tests which pre-
sented problems through the medium of pictorial materials familiar to
a particular culture, were considered to be valid for inter-cultural
comparisons. The third variable is extremely difficult to control.
Cultural associations go far deeper than the intellectual habits
acquired by school education. They affect the entire approach to and
interpretation of the perceptual world. Biesheuval further points out
that the use of paper and pencil tests tend to be valid only in the
higher school grades due to the unfamiliarity of African students with
these materials. Due to economic reasons, the majority of African
school children use slates in their school work.

Pictorial Tests: Many researchers have resorted to the use of

 

pictorial tests not only because of the multi-language problem, but
also because the prOper cultural note could be introduced. Biesheuval
(3) points out that a picture type test, particularly if it was printed
on paper, is a highly conventional symbol, which the child in the

jestern culture has learned to interpret, largely because of his

21

association with pictures from childhood. The reverse of this situa—
tion is true with African children. Therefore, picture tests are
virtually meaningless if the pictorial representation does not evoke
the attitude of interpretation which the EurOpean control Group auto-
matically assumes. To substantiate his point, Biesheuval constructed

a mechanical-aptitude test which required candidates to assemble a
model cocopan (a mining tool with which all the candidates were famil-
iar). To guide them in their task, they were provided with a photo-
graph of the model in which the relationship of the parts was distinct-
ly shown. None of the candidates was able to assemble the parts by
means of the photographic guide. The candidates appeared not able to
associate parts with the pictorial counterpart. The candidates, how-
ever, were able to put the parts together without the use of the photo-
graphic guide. In this instance they appeared to be able to reason
which part went where.

Non-representatiopal Drawings: Biesheuval (3) states that
Africans who have become adept with the use of paper and pencils never-
theless have difficulty in integrating starting designs or stimuli with
their drawings. This may be due in part to a limited scholastic back-
ground, or perhaps it is due to the mode of presentati on on paper.
Biesheuval suggests that more fundamental.factors may be involved. In
his opinion, Africans tend to see their artistic designs as part of the
object decorated and not as entities by themselves. Their art designs
are constructed piece at a time, yet 313 decorator apparently sees the

pattern as a whole in relation to the object decorated.

22

spatial Relationship : A cultural factor which must be recog-

 

nized in the drawings of Africans is one of spatial relationships (3).
In contrast to the European culture where orientation to the vertical-
horizontal axis is an accepted feature of daily life, c.g., rectangu-
larity of buildings, windows, books, writing paper; the African cul-
tures tend to create objects in rounds. Tests, whether drawing or
otherwise, which assume Spatial relationship common to the European
culture, place the African at a distinct disadvantage. Even if he does
coMprehend what is required of him in a test, he will be slower in his
mental manipulations because of unfamiliar spatial divisions.

Commenting on pictorial and drawing tests as a whole, Biesheuval
states that Spoken and written languages involve symbolism of a much
higher level than.pictorial representations. He maintains that Africans
are great linguists, they appear to have little difficulty in acquir-
ing several languages. The majority of Africans can converse in two or
three African dialects. In addition to this, school chihdren learn to
Speak English and in most higher grades will master some Latin as well.
It is his opinion that pictorial and drawing tests give only impression-
istic evidence of the thought processes of the Africans and no evidence
at all to indicate whether its origins are genetic or cultural.

Biesheuval concludes that it is currently impractical to control
the factors which influence intelligence test performance in the various
inter-racial groups in Africa. He states:

"The necessary degree of control cannot be exercised
because, in respect of certain essentials, conditions

of life in the groups to be compared are too divergent.

Unless thew have been subjecte; to similar cultural

V

influences, for the same length of time, no oasis for
qu:.titative comparison exists. The very thing to :e
compared assumes different manifestations in differ-

ent cultures, giving scepe for "ualitative cornerisons

-1 LI.) »

‘1 c
OI;I3'....

the elimination of all that is significant in the

‘

(pilities of the people and tne measurement of functions

'0
Q)
U)
'f
0
U)
U)
H o
:3

LC)
H

ittle eJucational or occupational value.

"In view of the differences in socio—econonic status....

it is equally ilullCUlt to control the nutritional,

parental, and hone-environmental factors hn wn to

“O
0
CT
5
:3
cf.
H
{J
H.
(at.
H.
(9‘
b)
O

/"\
\JJ

\/

A study by Hudson (12:1o3-2o3) cf pictorial depth perception was

conducted in l93t among various sun-cultural grouos in Africa. The

study consistei of analyzing the resoonses in such a Lanner as to pro-

ve self—evident two-dimensional and three-dimensional reSponses (see

“bles II aml ill). The test was composed of eleven outline pictures.

The first six were designs? to test horizontal Space re

"i

ception while
th> last five were designed to test vertical Space perception.
Tie sample group consisted of eleven samples which were selected

from two categories: (I) A school attending grcu.

.-

i

\.

which was composel

2h

'1‘ three curOpean South Africans and three Africans and (2) A non-
school group which was composed of Africans from the Union of South
Africa, Southwest Africa, Northern Rhodesia, Southern Rhodesia, Angolia,
and Mozambique.

The findings of the study revealed that the school group saw the
test objects predominantly three-dimensionally and the non-school
group saw the test objects almost entirely two-dimensionally. From
this result it was hypothesized that three-dimensional perception on
the part of Africans was acquired through a learning process, and that
there were cultural factors which determined two or three-dimensional
perception in Africans, as a result, dimensionality was not scored for

in this study.

\JVW‘

FIGURE II

 

 

 

Horizontal Pictorial space Perception Test

FIGURE Ill

 

 

 

 

 

vertical Pictorial Space Perception Test

CHAPTER III

EETHCDOLOGY

Administration: Due to financial limitations it was not feasible

 

for the writer to go to Africa to personally supervise the testing of
the school children involved. Fortunately, the writer's father, who
185 spent over 25 years in the administration of mission schools in the
three areas where these tests were conducted, was able to personally
administer the tests to the Swazi and zulu tribal groups. In the case
of the Central African.Federation tribal group, the services of the
Education Officer for Mission Schools in the Central African.Federation
were secured and he administered the tests to the students in that area.

The §ghool Sample: The purpose of this study was to ascertain
the value of The Drawing Completion Test for indicating acaieric achicve-
ment by the drawing formations of low achievers and high achievers in
rural African schools located in various African tribal groups. In
order to obtain a representative sample of the tribal pepulation,
several schools in each of the three tribal areas were selected. There
were two prime considerations in the selection of the schools. These
were: (1) The geographical location of the school within the tribal
unit, and (2) The schools selected were rural schools so as to control
as far as possible foreign cultural influences.

The schools were not randomly selected but were selected on the
basis of their geographical locations within a tribal unit. In the

Central African Federation the three schools selected for the testing

27

28

were: The Zimba School, the Siachitema School and the Choma School.
These schools, each bearing the name of the local sub-chief, were
located in three important political sub-set divisions of the total
tribal area and appeared to be representative of the whole papulation.
In Swaziland, four schools were selected on the same basis as those in
the Central African Federation. The schools were: The Bremesdorp
School, the Stegi School, the Ebenezer Mission School and the Endhlalane
School. In the Province of Natal, in the Republic of South Africa,
three schools were tested within the Zulu tribe. The Natal In3pector
of Bautu Education had to approve the testing program in the Zulu
schools, and he assigned the schools to be tested. They were: The
Mseni School, the Dweshula School and the Emmanuel Mission School.
These schools were located about 100 miles South of the city of Durban,
along the South coast of Natal.

The distance between each school in the Central African Federa-
tion was approximately 60 miles. In Swaziland the schools ranged from
three to ho miles apart. The schools in the Zulu tribe were approxi-
mately 20 miles apart. The distance between the Swazi and Zulu tribes
was approximately 350 miles while the Central African Federation tribe
was about 700 miles to the North of either the Swazi or Zulu tribes.
As far as could be determined, none of the children tested had ever
come in contact with a member of the other two tribes. Consequently,
any contamination from other tribal cultural influences was held to be
nil.

The Student Sample: The sample consisted of those students in

each class whose academic standing was no lower than the 70th percentile

29

for the high achievers, and no higher than the 30th.percentile for the
low achieving stu ents. Tie chronological age level of all chili-

ren tested was approximately 11 years. However, it was impossible to
accurately determine their age because no records of date of birth are
available, and the teacher's estimate of the subjects age had to be
used.

The selection of the low achievers ant high achievers was
considerably more difficult than the selection of the schools, due to
the fact that the teachers, who had had no more than ten.years of
schooling, found it difficult to identify those students who were men-
tally retarded or gifted. The subjects were finally selected on the

basis of the following criteria:

I. The teacher’s evaluation of the subject's academic
achievement during the current school term.

2. The subject's grades for all school subjects taken
during the previous two school terms were averaged
and only those students whose averaged grades were
either above the 70th.percentile of class being
tested, or below the 30th percentile of the same

class were chosen as the samples for this study.

The subjects were drawn from the Standard III grade. They came
from rural African families whose socio-economic state were about equal.
The sample consisted of 98 children with 22 drawn from.Swaziland, El
drawn from the Republic of South Africa, and 18 from the Central

African Federation.

Administration of the TE§§$= The test was administered according

to instructions sent to the examiner. The testing instructions were as

follows:

1.

The subjects were to be seated a suitable distance
apart to avoid the temptation to copy ideas from
another.
The subjects were to be supplied with manila folders
on which the tests were to be drawn. This was to insure
uniform drawing surface.
Number two drawing pencils were given to each subject,
again to insure uniformity and because of their advan-
tage of not smudging or blurring in the handling of the
drawings.
The subjects were given the following instructions in
accordance with Kinget's instructions (15:23—29).

On this form you see eight squares. Each of

these squares contains little signs. These

signs have no Special meaning; they are to be

part of your drawings which I want you to make

in each of the squares. You may draw whatever

you like and you may start with the sign you

like best. You may work as long as you wish and

you may use the eraser. Do not, however, turn

the sheet. This must be the tq: (Examiner illus-

trates). when you have finished your drawings
hold up your hand and I will come and get it.

31

Since this was a new type of task for the children, a little
additional assurance was given then. They were told that this was not
a test to see how well they could draw but only to see what they liked
to draw. They were given permission to ask questions during the test;
however, the examiners were instructed to always answer with the stock
phrase "You.mny draw whatever you wish to draw." The subjects were
given a few minutes to become familiar with the test blank and ask
questions concerning it. All seemed to understand the task and no
questions were asked. The subjects were, without exception, coopera-
tive and highly interested in the test, and as a token of appreciation
for their time and efforts, the subjects were given the pencils they
used for their drawings.

The Scoring §y§tege In computing the scores for each of the

 

three hypotheses, the same type of scoring blank was used (see

Tables I to XVIII). These scoring forms were so constructed that they
could accommodate the total sample score of each of the sample groups--
low and high achievers--for each particular culture group. The

scoring form also provided for the scoring of each of the eight frames
of the test. The average score of these eight frames was recorded in
the score column. Finally, the sum of the figures in the score column
was recorded in the totals column.

The scoring for the first hypothesis (that of integration of
stimuli) was as follows. In any particular frame a score of "one"
(denoted by "1") was given for any drawing which incorporated the
stimuli in a manner which suggested that the subjects were cognizant

of the stimuli. In any particular frame a half point (denoted by "X")

32

was given to any drawing in which there was evidence that the stimuli
was recognized but not incorporated into the drawing. When there was
no incorporation of the stimuli, neither evidence of awareness by the
subject of that stimuli, a score of "O" was given for such frames.
Similarly, in the case of the second hypothesis, that of a marhcd
repetition of simple graphic themes, a negative score of "one" (denoted
by "1") point was given to a frame which had a repetitious theme. In
cases of doubt, a negative half point (denoted by "X") was given. In
drawings where there was no evidence of repetitious themes a score of
"O" was given. In the case of the third hypothesis, that of bursting
the frame, if the subject burst the spatial division of the frame, he
was given a negative score of "one" for each frame drawn in this manner.
If all the drawings were contained within the boundary limits then a
sccre of "O" was awarded.

Statistical Procedures: The testing of each of the three hypothe-

 

ses hinges on the comparison of the mean scores for the high ani
low achieving criterion groups. This comparison will be male for
each cultural sample individually. Generally, it may be stated that

the hypotheses will be tested on the basis of the null hyppthgsis---

 

that there is no significant difference between the population.mean
scores of the high and low achieving samples of.‘ any of the pa..-
ticular culture groups. More Specifically, it is that the mean for
high achievers will not exceed the mean for low achieving stu‘icnts
in integration of stimuli and that the means for low achieving
students will not exceed the means for high achievers in repetition of

simple themes and in bursting the frame. The hypotheses will be tested

33

on the assumption that the variances of both groups are unequal an?
that the true variances C72 are not known, where

- mean of first sample

\
V
f...
I

A2 = mean of second sample
N1 = nunoer in first sample
B = hunger in second sample
bl = variance of first sample

52 = variance of second sample.

The statistic to test whether two pOpulations have the same mean
when the variances are not equal (and utilizing the observed 31, and

;i>for 61.3ni(jé) is

(Kl - :42; - (”‘1 -/+2)

 

 

Mr (:12/N) + (522/w2)

with (N-2) degrees of freedom where

 

 

 

 

~ 2 r 2‘ 2
s1 + l \
w ll //
. a l 2 _2
KIM. N2)
Nl+l K2+l

he expression ((71 - C§2) = O when we assume that the true means are
equal (6:112-l2h). ﬂhere the probability that the difference between
means would occur by chance was less than five times in a hundred (.C5)

the null hypothesis was rejected.

CHAPTER IV

ANALYSIé OF THE DATA

The oasic data of the results of this study are contained in
Taoles 1 through XVIII. They list for every suoject the score ootaineﬁ
for each of the eight frames of The Drawing Completion Test, the (N)
numoer of the sample, the (2) mean of the sum of the scores of the par-
ticular sample and the (5) standard deviation from the mean of the
sample. Table XIX recoros the results or the test of significance of
the means of the high anu low achieving students of each culture
group sampled.

From Tanles I through V1, which record the results of the swazi
sample, it will oe noted that the data were oased on a sample of 12
suojects for the high achievers and a sample of 1? students for the
low achieving students. From Taoles VII through XII, which record
the results of the Zulu sample, it will oe noted that the data were
based on a sample of 20 suajects for the high achievers and a sample
of 31 students for the low achieving students. From Taales A111
through XVIII, which record the results from the Central African
Federation sample, it will oe noted that the data were eased on a
sample of a suujects for the high achievers and 10 suojects for the

low achieving students.

\J'L

TABLE

SLYZLéRY 0? RES ULI’S CI! TEE IIJTEIFJITICXI OF STE-TULI
HIGH .“CEiIiVIDD oN-PLE: infill GROUP

8 Score

C? U”,
:1
ll
H
N

4
l .
1

(I t

I II
\A) .2‘
I o

{\3 U)
C.

(J? F“; O U] L—o \'._,'

X
X

.0 6.0 8.0 6.

 

TABLE II

:jb’I'ZURY OF P4315 ULTS CB! TIE DJTEQ’DATIDN O? STII .ULI
Low" ACfr’IIzi'VING diliuPLE: QJAZI Lil-(0UP

     

5 U = 17
U A: = 1.5
u) = 10‘3'3

U: H O (T; r_. r,;.:,

 

in

TABLE III

ETIHOI‘I OF 171333;)
QL‘JXZI GROUP

:iiﬁ-KthY OF @5st ON TIE F ‘
HIGH ACI—iISVI 113 SABPLE:

 

 

 

8 Score
0
5
U 0
B
J N - 12
E :-
A = .
C .. 91
T a = 1.30
:3
O 2.0 1.0 2.0 2.0 1.0 1.0 2.0 11.0
TABLE IV
SUWIARY (F RESULTS ON THE REPETITION CF TYRES
Low ACHSVIL‘JG o‘AI-PLE: Sciﬁidl GROUP
Film-155 8 Score
.5 .
U . N . 17
j - x .. 1.5
e I s - 1.17
C .
T .
.5 .

 

3?
TABLE V
dlﬁ‘IJ‘LRY OF RESULTS ON TILE BUIBIILFG OF PP “It
HIGH ACHIEVIMS SALPLE: JJAZI GROUP

6 8 Score

 

 

h

 

 

 

 

U Hone.

   

5
U o
5 a
J . T = 12
E ' X’= .91
c ' " -
T . a 1.30
5 o
.0 2.0 1.0 1.0 1.0 1.0 11.0
TﬁBLE VI
:SUI'JII-lﬁRY CF RESULTS ON TIE BURSTIIE OF FRAME
L0,! ACHIEVING :3L‘I‘PLJ3: :S‘JAZI GROUP
h 8 Score
. 14 = 17
i o X g .88
. S = .30

2.0 O 11.0 .0 2.0 0 1.0 11.0 16.0

 

TABLE VII
SUIE'JORY CF 235111.13 N THE INI‘FIEPATI I‘J CF SHE-E1111
HIGH .v‘lCEiIEVIM} 51511213143: ZULU GROUP

ALMM ALI— A. A ‘ —

2

   
   
 

UHOWLCVCIUL

N
Z = 3.77

39
mm VIII

SW'E-LrﬁY (F 113531 7113 CN THE ITWEGPJXTION CF sTIl-RILI

2 h 6 8 Score

   

VHOWLCL'

N = 31
31-: 1.714
s = 2.10

TABLE IX

SUI ILARY OF REJULIB ON THE IUTEGPATIOI‘J OF STIT-IULI
HIGH ACHIEVINJ D'AI-LPLB: ZULU GROUP

._ A
AA A

h 6

8

Score

     
 

    

 

C: U;

UH~J(§F‘;L—«L;

=20

>81 2

o
f

- 1.08

I .
u:
I

.£_1 1
TABLE X

SUI-J IARY (F RESULTS ON THE REPETI TIOIJ OF Trﬂiitﬂij
LC“-.‘.Y ACHIEVIRK} 3%sz ZULU GTiOUP

 

CU:

U v-i O r»; (.1 C:-

6 8 score

 

X X
X

1.0 3. .0 11.0 .0 10.0 111.0 11. 6

N=3l
35= 2.16
s = 1.h8

FRAI‘IED‘

C2 0.

LSHOP'JL: Ci.

1

TABLE KI

SUI L-LARY OF PﬂiULIS OI‘J T113 BURSTII‘IG OF FRAJII:
HIGH ACHIEVIM} JAPLE: éULU GKOUP

2 8 5c ore

.0 2.0 1.0 2.0 2.0 18.0

 

N=20

1’ .9
1.33

U)
II

1'13
TABLE XII

SLU‘ILIRY CF RESULTS ON THE BLPSFIUG Q“ FF‘M‘E
Lu." ACHIEVII‘JG .SMPLE: ZULU GEOUP

 

 

O'lh-JOtUC—‘LL'CIU.

A LA - __.._. w u _A _ w
.— V fr *— __ __
wbm‘ w—-—~—— M‘.‘ -._-
w. _ i —— w W

1

 

 

 

2 1. 6 @_

N
2

c3 = .27

1111.
TABIE XIII

.SIH-[T‘mRY CF RESULTS ON THE INTBZ'rﬂ'lT ION OF STIIHJU:
HIGH ACHIELIIE $1131.13: CEII'ITAL .Qif’iICxI‘J FETZET..".TIOI‘~E

 

 

 

 

“—- H AA H
A ~A “LA
_ ‘___ _‘ _ _‘ ‘—
__‘ A H .L_ w v
——

  

>42
11

7-31
5 = .b7

  

TABLE XIV

S'LEIIARV CF RESULTS ON THE DJTEGIUITITXI OF SIII~':"JI.I
LCiE ACHIEVIBKB JAR'PLE: CENTRAL AFRICAN FEDERATION

WV Ww—w -—— —V—w—_ F...— v—r
A... # AA u __ ##AA‘
— —

6 8 Score

N=10
X- 2.55
s a 2.38

U.*~JOIT1C-«~ZYCIUJ

 

U. r--} (‘J ("1 L4 L: C: U; '.

L4 \ (J U1

C) (31

h:
‘ J

\J ‘1

TABLE XV

SUI’II’IARY OF RESULTS ON THE REPE TITION OF THEMES

HIGH ACHIEVING .5117 .PLE:

 

CEI‘JTAL AFRICAU‘I E’EDEFATIOI’I

8 Score

TABLE XVI

SUI‘HUIARY CF RESULTS 0le THE RFPETITIQLJ CI“ I‘IIEJLIG

LO..’ ACHIEVII‘IG :3A21PLE:

 

CENTRAL AF} {ICAII FEL) 13.3 {AT I 01‘}

6 8 Score

>42

0'}
I

N31
R's
S:

.75
.65

o
1.145
1.25

TABLE XVII

SUIGJLARY OF RESULTS ON THE BURSTING OF FRAME
HIGH ACE'iIE'JIMi $531.15: CEi'ETftAL A3'j—lICAJ‘T E‘EZALIATION

'— —

6 8 Score

    
  

     

 

 

o
0

TABLE XVIII

SUMMARY CF REbULTS ON THE BURBTII‘E OF FRM'TE
LG] [1131* EVIZ’JIJ :SAIPLE: CdKTZIAL AREQICAI :“EILRATICIZ

6 8

U

‘g N ' 10

E X B 1.70
C o S a 1.’49
T .

b o

 

2.0 11.0 h.0 11.0 .0 1.0 1.0 2.0 17.0

'— j—— '— ‘-

:{esults

”ﬁr-o m.-

Summary statistics

for high achieving and low achieving groups

from Swazi, the Yepuolic of South Africa, and the Central African

Feieration samples, on each of three major variaples are presented in

TxdeXEL

.jLBJ-LAI-lY OF

TAJLE XIX

zinssutu or THE T551“ or E-F1"POTI£535

 

Hfoothesis l
Swazi
Zulu

Central African
Feieration

 

Zulu

Central African
Feleration

itpothesis 3

 

Swazi

Zulu

Central African
Federation

Diff.
Means

(3
\L)

I
\l.)

H
0
6’0

5.5.0f Diff.

l o 0?:
o {h
.77

(No need to
Since it is

tailed)

,4
.38

2.5M 16 (.925
2.7M 33 «or;
1) lo 5 ~.OQS

3.44 bu «.30;

1.32 15 <.2§

test hypothesis
statei :5 one-

2.21 15 \.O23

For all three samples on Hypothesis 1 there was no acceptance of

the null hypothesis oetween the means of the high achieving anl low

achieving groups. since the high achieving groups had the higher mean
scores it was lemonstratei that integration of stimuli contrioutes to
a differentiation between the groups.

Only the Zulu sample proviﬂei a sirnificant prooaoility level
setueen the means of the high achieving an; low achieving groups on
Hypothesis 2, that of repetition of drawing thencs.

Only the Central African Federation sample indicated a significant
differenCe between the means on Hypothesis 3; oursting the frame.

In View of the finiings it appears safe to assume that only the
first hypothesis, that of inteJration of stimuli, does discriminate
beeween high achieving and low achieving children in the three culture

groups Studiei.

5“ ' “Jam—9;) U
3.x. u d 1 LI: \-

~_" * * "‘i' -..—,-7 ‘1 *:“' ;‘
\i‘ “Axial, vkrlvupbulc’- ’i.) mp.) ii:CC .i Li~l111LIC/-]C)

The p npo s: of his investigation was to ascertain the value of

The Drawing Completion Test for indicating acalehic achievement by the

evers in the Central

ra-

crawing formations of low achievers chi high ach
African Feﬂeration,t he iepu lic of South Africa, and the British
Protectorate of swazilanﬁ.

Three hypotheses were «van el relative to the purpose of this
study. It was LVWOtWCSI”Cu that low a hieving students in the Central

Afric an Eereration, in the Republic of South Africa ani in the Critish

Protectorate of Siazila 1nd, in contrast to the high achievers in he

safe area .oulﬁz
l. ‘ ill to ir tegrate the stimuli given 'n the test olahh

in their finished-ﬂrawings.
2. Show a nwzr :eu repetition oz: si.':pie grioiic themes
in their irawings, and
3. They would tend to ”3 st the frame” or dis.' egaru the

spacial .ivisioas of the test.

Lethodology ands armle

 

f'\1 o

Lie Lra1n3Completion Tests were administered in group settings

in the various schools which were selectti for the investigation. The

schools were selected on the basis of their geoginlical location

1 the three tribal units selected for tie study.

'4
Ho
92
,J
H.
.“

The sample consisted of those students in each class whose
academic standing was no lower than the 70th percentile for the hi '1
achicrnrs, and no higher than tre 30th percentile for the low
achieving stu ents. As far as was possible, their chronological age was
held constant at about ll years. It was inpossible to accurately deter-
mine their age because no records of date of birth were available, and

the teacher's estimate of the subject's age had to be used.

1"

rindings

1. The difference between the mean scores of the low
achievers and high achievers for the first hypothesis, that
of integration of stimuli, was shown to be significant at
the .05 level of confidence. The direction of the differ-
ence was in the favor of the high achievers. The differ-
ence obtained in the samples from the Central African
Federation and the samples from the Republic of South
Africa was found to be significant at the .01 level of
confidence, while the difference obtained in the samples
of the Swazi group was insignificant at the .05 level of
confidence.

2. The difference between the mean scores of the low
aside-vet and high achie'-J(.-:rs for the second hypothesis,
that of repetition of simple graphic 12123185 , was shown
to iiOZ‘l-Significallt for the Central African Federation
and Swazi samples. The difference obtained in the samples

from the Republic of South Africa was significant at the

.05 level of confidence. The difference was in the favor
of the gifted students.

The difference between the mean scores of the low

:ichiycrs and high achievers for the third hypothesis,

that of bursting the frame, was shown not to be significant
for the samples from the Republic of South Africa and

swazi culture groups. The difference obtained in the
samples from the Central African Federation was shown

to be significant at the .05 level. The direction of

the difference was in the favor of the high achic'JQrS.

Conclps ions

 

The data appear to justify the following conclusions, subject to

the limitations of the study:

1.

Since there is a significant difference in the integra-
tion of the stimuli in the drawings of low achieving
stun‘ents and high achievers in the three culture groups
tested, it might be concluded that The Drawing Completion
Test is an instrument which could significantly discriminate
between low achievers an}. high achievers in other

African culture groups.

since The Drawing Completion Test appears to be an instru-
ment which significantly discriminates between low

an?" high (thieving African students, it might be concluded
that the wide use of this test could significantly reduce

the drop-out trend in African schools through a method of

\Jl
I‘ll

student selection, and thereby greatly relieve the financial
burden of supporting mass primary education programs in the

newly emerging countries of Africa.

Reconnnerxiations

The following general recomendations are offered for further

research:

1.

A replication study should be conducted on larger samples
drawn from culture groups in Africa as a check on the
results and conclusions offered in this study.
Additional research is needed to further refine The

Drawing Completion Test as an intelligence instrument.

2.

3.

7.

9.

10.

11.

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Ashby, Investment in Education, Government of Nigeria Publication,
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Baur, I.., "tbqaeriences With the Wartegg Test in our Children's
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Biesheuval, 8., "Objectives and liethods of African Psychological
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Burt, Cyril, Mental Scholastic Tests, cited by Goodenongh, F.,
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i—.
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{‘0
{0

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0.,

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Colunsus:

 

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m-zlin, ”Bi ucation

 

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st," eiven L

 

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‘1 )

Ohio state University Press, 196}.

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as cited by ninget, G
Projective Technigue
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[\D

I O
-J

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\fl
U k

' ‘
1

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ﬂ.

V1
The Drawing Completion Test: A Pr 1
the Investigation of Personality, New Yorl, ureene an;

__,‘_

Stratton, Inc., 1952, p.h.

 

 

 

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The Drawing Completion Test: A.Projective Technigue for
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