THE DEVELOPMENT OF A MECHANICAL APT‘ITUDE TEST
DESIGNED FOR THE WESTERN REGION OF NIGERIA

" Thesis for The Degree of Ed. D,

MICHIGAN STATE UNIVERSITY
Frank 5. Scott
1963

_ ._.
_.__
‘M .—__.
‘I

“" LIBRARY

Michigan State
University

     
     

This is to certify that the

thesis entitled
THE ULJLLUfnLNf Uh A MLUMANLQAb nleLUUL
Lme ubthJcD Bun rum WmdrmnN aniUN VF
NiGdnlA

presented by

Frank S. Scott

has been accepted towards fulfillment
of the requirements for

Ed. D. degree in Education

 
    

Major professor

Date may 17, 1905

0-169

W

_’,._

ABSTRACT

THE DEVELOPMENT OF A MECHANICAL APTITUDE TEST
DESIGNED FOR THE WESTERN REGION OF NIGERIA

by Frank 8. Scott

The Problem

 

The purpose of this study was to describe the develop-
ment of a Mechanical Aptitude Test for the Western Region
Government, Nigeria. The test questions were presented by
line drawings, with tape recorded instructions and were
based on Nigerian culture. This test was of an exploratory
nature. The main hypothesis was that students selected to
enter the trade centers of the Western Region, Nigeria who
scored higher on the Mechanical Aptitude Test would achieve
better workshop records at the trade centers. Two years

(1960-1962) were spent in Nigeria in developing the test.

Methodology

 

The procedure used to develop the test was to: (l)
establish an understanding of Nigerian culture; (2) visit
villages, towns, and cities and design test items on obser-
vations made; (3) deve10p an initial form of the test; (4)
pre-test and analyze; (5) revise the test; (6) administer
the revised test a second time; and (7) establish the reli—
ability and validity of the revised test.

The main criteriOn for the validation study was the

workshop scores made by students in the trade centers at the

ED

Frank S. Scott

time of mid-term evaluation. The arithmetic and English
scores were to be subsidiary criteria. Four variables were
used as predictors of relationship to the criteria: (1) the
Mechanical Aptitude Test, (2) the Ibadan Verbal Test and the
Ibadan Arithmetic Test, (3) The United States Agency for
International Deve10pment—American Institute of Research tests,

and (4) responses received from a questionnaire.

Findings

 

A sub-study of graduates of the trade centers showed a
high correlation between first term grades and graduation
grades. As a result of this high correlation, it was decided
to expedite the study and use mid-term evaluations as criteria
scores.

The reliability study resulted in a reliability coef-
ficient of .80 for the combined parts of the test. The
validation study was made by examining the data in two ways:
(1) by trade centers and (2) by specific trades. The valida-
tion study showed: (1) a minimum relationship between the
Mechanical Aptitude Test and the workshOp criterion scores,
but no relationship with the arithmetic or English criteria
scores; (2) no single predictor variable to be consistently
successful in any trade center or trade; (3) the USAID-AIR
tests to have scattered relationship with the criteria and
the Mechanical Aptitude Test; (4) the Ibadan Verbal Test and
the Ibadan Arithmetic Test to have very limited success in
identifying those students rated high in English and

Frank 8. Scott

arithmetic at the time of the mid-term evaluations; and (5)
items on the questionnaire to be generally inconsistent in
the relationships with the criteria and other predictor
variables.

There were certain limiting conditions to the effec-
tiveness of the study. These included: (1) the varying
conditions at the trade centers involving staff, facilities,
and the educational and cultural background of the students;
(2) the pre-selection; (3) the use of mid-term scores instead
of end-of-term scores as criteria; and (4) the collection
of criteria by overseas mail which limited the knowledge of
the conditions and methods of student evaluation.

It was recommended that the test of mechanical aptitude
be validated again using criteria available at the end of the
first term. Every effort should be made to refine the criteria

measures at that time.

COPYRIGHT BY
FRANK S. SCOTT
1963

THE DEVELOPMENT OF A MECHANICAL APTITUDE TEST

DESIGNED FOR THE WESTERN REGION OF NIGERIA

by

Frank S; Scott

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
College of Education

1963

ACKNOWLEDGMENT

The writer is greatly indebted to all who have con-
tributed to this study. Special acknowledgment is given
to Dr. George Brandon, College of Education, for his
counseling and making possible the completion of the work
for the degree, and to Dr. Frederic Wickert, Professor
of Psychology, for his excellent guidance in the prepara-
tion of this dissertation. Appreciation is also extended
to the members of the doctoral committee: Mr. William
Hawley, Assistant Dean, College of Education; Drs. William
Roe and Lawrence Borosage, College of Education; and Dr.
David Moore, Personnel and Production Administration, for
their suggestions and encouragement.

Credit is also due to my colleagues at Western
Michigan University, Kalamazoo, Michigan: Dr. Frank
Fatzinger, Professor of Psychology; Dr. Jack Meagher,
Director of the Computor Center; andIhTL Joseph Giachino,
Head of the Department of Engineering and Technology and
Philip Denenfeld, Professor of English, for reading the
manuscript.

An international study such as this involves dozens
of associates who have contributed to the effort. Partic—

ular gratitude is extended to Dr. Paul Schwarz, Head of the

11

USAID-AIR Project in Africa and the members of his team.
The help of Professor Tunde Oloko, University College,
Ibadan is also sincerely appreciated as is the cooperation
extended by the Ministry of Education, Western Region, and
the principals and staffs of the trade centers involved.

A final expression of appreciation is due the writer's
wife, Jean. Through her encouragement and understanding

the study was completed.

111

TABLE OF CONTENTS

ACKNOWLEDGMENT . . . . . . . . . . .
LIST OF TABLES . . . . . . . . . . .
LIST OF FIGURES. . . .

Chapter
I. BACKGROUND . . . . . . . . .
Introduction.
Nigeria . .
Nigerian Education.
Early Philos0phy .
The Influence of Technology. .
A New Philosophy of Education .
The Structure of Education .
The Organization of Trade and
Technical Education, Western
Region . .
The Training Methods of Facilities
of Trade and Technical Education,
Western Region . .
Selection Techniques at Trade and
Technical Centers .
Selection Procedure, l960- 1962.
Limitations of the Selection
Procedure . .
Problems Inherent in the Selection
Procedure .
Recommendations. .
A New Battery of Entrance Tests
Summary . . . . . .
II. THE PROBLEM .

The Problem and Objectives . .
Working Hypotheses and Assumptions
The Variables . . . .
Criteria . .
Predictor Variables
Limiting Conditions
Summary . .

iv

Page
ii
vii

ix

CDCDUTUOLUI-‘I-J I—'

ll

13
l3

l4

l6
19
2O
2O

22

22
23
24
24
24
25
27

Chapter Page

III. REVIEW OF LITERATURE . . . . . . . . 28
Introduction. . . . . . 28
General Sources of Information. . . . 28
Review of Current Tests . . . . . . 31
Summary . . . . . . . . . . . 33

IV. METHOD OF TEST DEVELOPMENT . . . . . . 34
Introduction. . . . . . 34
Procedure Followed in the Test

Development . . . 34
Analysis of an ExiSting Mechanical

Aptitude Test . . . 35
Nigerian Culture and Its Relationship

to the Test DevelOpment . . . . . 37

Preliminary Study . . . . . . 37

Detailed Cultural Analysis . . . . 38
Preparation of a Check List. . . . . 39
Personal Visits. . . . . . 39
Comparison of Yoruba Villages, Towns,

and Cities . . . . . . . . . 44
Test Development . . . . . . . . 47
Original Test Tryout . . . . . . . 54
Second Tryout . . . . . . . . . 59
Summary . . . . . . . . . . . 53

V. RESULTS . . . . . . . . . . . . 64
Introduction. . . . . 64
Criterion Reliability Substudy. . . . 64
Reliability Study of the Predictors . . 67
Results of the Questionnaire . . . . 68
Intercorrelation Study of the

Variables. . . . . . 74
Questionnaire as a Variable. . . . 5
Other Observations. . . . . . . 76
Validation Study . . . . . . . . 76
Multiple Regression . . . . . . . 85
Summary . . . . . . . . . . . 86

VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 89
Review of Background . . . . . . . 89
Restatement of the Problem . . . . . 89
Sources and Procedure. . . . . . . 90
Summary of Results. . . . . . . . 91

Limitations of Results . . . . . 94
Conclusions . . . . . . . . . . 95

Chapter

Recommendations.

Problems for Further Study :

APPENDICES
BIBLIOGRAPHY.

9

vi

Page

97
98

100
215

Chapter

Recommendations.

Problems for Further Study :

APPENDICES
BIBLIOGRAPHY.

9

vi

Page
97

100
215

Table

10.

11.

12.

LIST OF TABLES

Trade Offerings of the Trade Centers
Western Region, Nigeria. . . . . .

Basic Elements of the Yoruba Culture . .

Check List of Aspects of Yoruba Culture
Pertinent to the Development of a
Mechanical Aptitude Test

List of Villages, Towns, and Cities Visited
,in the Western Region, Nigeria

Comparative Analysis of Selected Aspects of
the Culture and Occupations in Yoruba
Villages, Towns, and Cities . . .

Norms Resulting From Original Test Sample

of 461 Students, Ibadan and Near Vicinity.

Norms Resulting From Second Administration
of Test to Four Trade Centers of Western
Region, Nigeria

Correlation of Student's Rank at End of
Term I and Rank at Time of Graduation .

Father's Occupation for the 661 Applicants
to Four Trade Centers, Western Nigeria.

Tabulation of Results of Questionnaire of
661 Applicants to Trade Centers, Western
Nigeria . . . . . . . . .

Intercorrelations of Tests Administered to
661 Applicants to Trade Centers, Western
Nigeria . . . . . . . . .

Validation Study Showing Relationship of

Criteria and Predictor Variables Against
Trade Centers Regardless of Trades

vii

Page

10
4O

42

43

45

55

62

66

7O

73

77

8O

Table Page

13. Validation Study Showing Intercorrelations
Between Predictor Variables Where Trade
Centers Are Combined Regardless of
Trades . . . . . . . . . . . . . 81

14. Validation Study Showing Interrelationship
of Criteria and Predictor Variables
Combining Trades Regardless of Trade
Centers
Trade--E1ectricians (N = 42). . . . . . 82

15. Validation Study Showing Interrelationship
of Criteria and Predictor Variables
Combining Trades Regardless of Trade
Centers
Trade--Fitter Machinist (N = 24) . . . . 83

16. Validation Study Showing Interrelationship
of Criteria and Predictor Variables
Combining Trades Regardless of Trade

Centers
Trade-—Motor Mechanics (N = 79). . . . . 84
17. Results of Wherry--Doolittle Selection Method . 87

viii

LIST OF FIGURES

Figure Page
1. Frequency Distribution and Histogram of
Scores Made by 661 Applicants to Four
Trade Centers on the Revised Form of
the Mechanical Aptitude Test, Western
Nigeria . . . . . . . . . . . . 61

ix

CHAPTER I

BACKGROUND

Introduction

 

The purpose of this paper is to describe the develop-
ment of a mechanical aptitude test for the Western Region,
Nigeria. The need for a test of this nature in a growing
nation such as Nigeria will be apparent from a brief study
of the country, its educational philosOphy, and its method

of student selection.

Nigeria

Nigeria is a country of contrasts and extremes. Its
topography ranges from moist tropical forest on its coast
to dry sands on its northern border. The country lies 400
miles north of the equator, is six times as large as the
state of Michigan, and has a population of over 40,000,000.
Nigeria is the most populous country in Africa.

Conceived at the turn of the century by the British,
Nigeria remained a British colony until 1960. On October 1,
1960, it was granted its independence. The training and
preparation of Nigeria for its independence by the British
was extensive. Consequently, the change to an independent

nation was smooth and a credit to those concerned.

The dominant race in Nigeria is Negro, with a Negro-
Mediterranean mixture in the North. There are ethnic
similarities, but Nigerian society, according to Land,1 is
very complex:

No accurate classification of tribes--many of which
have their own languages, histories and customs-~has
ever been made, but it is generally agreed there are
at least 150. Religious differences also abound.
Muslims dominate the North; the main Christian Churches
are established in the East and West; and innumerable
animistic pagan groups are scattered throughout.

The typical Nigerian is a farmer, trader, or an

unskilled worker, as indicated by Land's2 statement:

. . . the bulk of the population live as small,
poor farmers or in towns as unskilled manual workers
or clerks, with an average annual income ofaE 30
($84). For the healthy there is usually enough to
eat but most tropical diseases are endemic, housing
is insanitary and life expectancy low.

The economy of Nigeria is essentially agricultural,
with palm products, ground nuts and cocoa beans comprising
.most of the country's exports. Other natural resources
include tin, coal, oil, and timber.

Technology has arrived in Nigeria, as it has in most
of Africa; however, this technology is found mainly in urban
centers. The large cities of West Africa are modern in many
respects, while the villages and towns are still developing.

Nigeria is one of the countries in which the United

States has become interested through its State Department's

lColin Legum, Africa, A Handbook to the Continent
(London: Anthony Blond, Ltd., 1961), p. 239.

2Ibid., p. 239.

Agency for International Development (USAID). USAID has a
number of projects in Nigeria involving agriculture, educa-
tion, research, and industrial advancement. The writer's
association began during the years of 1960-1962 when he was
invited by the USAID to assist in establishing a technical
college in Ibadan. The assignment was negotiated through a
contract with Western Michigan University, USAID, and the

Western Region Government, Nigeria.

Nigerian Education

 

Early Philosophy
Historically, Nigerian education was patterned after
the British educational system of the past. Nigerian edu-

cation has tended to be formal, academic and inclined to

3

emphasize the liberal arts and professions. Lewis, when

reviewing the influence of the English on early Nigerian
education stated:

In the initial stages . . . demands put a premium
upon a literary education, and the result was a
"bookish" training that had little bearing on indigenous
conditions. In most areas such attempts as were made
to give an agricultural, mechanical or technical bias
to education foundered because there were few oppor-
tunities for gainful employment.

The United Africa Company}I in a report surveying education

in Nigeria further explained the limitations of this early

 

3Ibid., p. 434.

4Anon., Statistical and Economic Review The United
Africa Company Limited, No. 22 (January, 1959), p. 8.

 

concept of education thus:

Education has traditionally opened the way to higher
paid jobs but, in Africa in particular, those jobs have
been mainly white collar jobs. In the early years
following the introduction of formal education anyone
who learnt to read and write could feel assured of a
white collar job awaiting him in commerce, industry,
the civil service, the church or in teaching.

Until World War II no serious consideration was given
to the problem of training West Africans for life in a modern
economy.5 One reason for this lack of training, other than
the basic preparation for white collar jobs, was that little
industry existed in Nigeria prior to World War II. A second
reason was that industry engaged in those occupations which
required skilled labor, technicians and engineers brought
such personnel from Europe; consequently, the opportunity
for the Nigerian to reach a level of work beyond the classi-
fication of unskilled or semiskilled was virtually non-
existent. As a result, the young Nigerian grew up in an
atmOSphere that had an "absence of a mechanical tradition
and lacked familiarity with tools and technical terms."6
Trade or technical training existed only in limited quanti-

ties. Taylor7summarized the situation as:

Facilities for technical education in Nigeria and
Ghana are . . . limited, partly due to historical

 

5Marjorie Nicholson, "Training Africans for Life in a
Modern Economy," Civilizations, VIII (1958), No. 2.

6

 

Anon., Statistical and Economic Review, op. cit., p.l.

 

7Andrew Taylor, Educational and Occupational Selection
in West Africa (London: Oxford University Press, 1962), pp.

177-178.

 

 

circumstances growing out of the initial type of

education provided in West Africa, partly due to the

limited opportunities for skilled workers which have

existed up till recently, and partly due to the com-

paratively low status of artisans in the community.

In summary, Nigeria's early philosophy of education

.was academically-oriented. To be able to read and write was
a considerable achievement in itself-—to be among the
selected few to graduate from the colleges and universities

was a privilege and an honor.

The Influence of Technology

Shortly after World War II Nigeria began to change.
Independence was to become a reality and foreign capital
began to take an increasing interest in the industrial poten-
tial of Nigeria.

By the time Nigerian independence arrived in 1960,
industrialization was beginning to be of some significance
in Nigeria. Land8 stated:

Industrialization is . . . mainly confined to

processing local products, palm oil and kernels,
ground nuts, cotton and rubber, or assembling im-

ported goods . . . there is a textile factory .
and in both the Eastern and Western Regions cement
is produced. . . . A number of secondary industries

have been set up in recent years--making furniture,
.tiles, soap, margarine, plastics, beer and cigarettes.

Industrialization brought an increasing demand for
skilled labor of a Nigerian origin--not expatriate. This

need for indigenous skilled labor was emphasized by a recent

 

8Legum, Op. cit., p. 246.

manpower survey made by Harbison,9 in conjunction with the
Ashby Commission report. The survey predicted that the man-
power requirements by 1970 for various areas of management,
.professional,and administrative personnel would have to
double (13,675 to 28,875) and triple for technical and super-
visory personnel (11,075 to 37,275). A more recent report
on manpower needs by Cottier and Cauncelo predicted that an
annual output of 5,000 technicians would be necessary by 1970.
The increased demand for technical manpower focused
attention on the need for more facilities to train skilled

11

and technical workers. The Ashby Commission supported

the need for additional facilities when it wrote:

. . we are in no doubt that a great expansion of
the facilities for technical education at all levels
will be required if Nigeria is to produce from among
her own peOple the technically trained manpower
needed to enable her to take her rightful place as
an independent nation in the modern world. Indeed,
we are convinced that this is one of her most urgent
educational needs.

A New PhilOSOphy of Education

 

Developments of the past ten years have caused Nigeria
to re-examine her educational needs and philoSOphy. The

former concept of a narrow academic education has changed

 

9Eric Ashby et a1. Investment in Education, The Re-
port of the Commission— on Post- School Certificate and Higher
Education in Nigeria, Federal Ministry oTTEducation, Nigeria,
1960, pp. 61- 62.

10M. Cottier and F. Caunce, 'Report on the DevelOpment
of Technical and Commercial Education in the Federation of
Nigeria, 1961— 76"Federal Government of Nigeria, 1961 (un-
published),

llAsnby 33 21,, op. cit., p. 94.

to a broader philosOphy. This change in philosophy was ex-

12 Western Region,

pressed by a former Minister of Education,
Nigeria, in a talk before a joint session of Obas and Chiefs:
Our aim . . . is to educate all children including
the clever and the dull, and to equip them so that
they grow to become useful citizens of our community.
To ensure that there are as many courses and avenues
of progress as possible into which the various grades
of children can be diverted, the government has
endeavored to develOp various institutions . . .

Some of the objectives of Nigeria's new philosOphy of
education were expressed in the Ashby Commission Report:13
(1) the need to revise curriculum and text books based on
Nigerian culture, (2) the importante of raising the quality
of education at the primary and secondary modern levels, (3)
the necessity of upgrading the teacher-training institutes,
(4) the need to stabilize the teaching profession, (5) the
importance of emphasizing agricultural education, and (6)
the necessity of increasing the Opportunities for trade and
technical education.

As a result of these basic objectives, education in
Nigeria received high priority in the total national budget,
as evidenced by the Ashby Commission Report:lLI

It is impossible to give accurate figures for the

total recurrent expenditure on education; it is of
the order orae 20 million ($56 million). The bulk

 

12Speech by the Honourable Minister of Education,
Western Region, Honourable Ayo Okusaga, before a conference
of Obas and Chiefs held in Ibadan, Nigeria, May 17-19, 1960
(unpublished).

13Ashby et a1., op. cit., pp. 12—21.

14Ibid., p. 4.

of this (certainly over.£? 18 million) comes from
the Federal and Regional Governments. Indeed in one
Region over 40 per cent of the budget apprOpriation
is for education.

Nigeria, during the past ten years, has changed both
economically and politically. Education has had to keep in
tune with these changes, and a new philosOphy on educational
policies emerged. Of particular interest to this repoEt.was
the realization of the need for increased education in the

trade and technical schools.

The Structure of Education

Education in Nigeria begins with the primary schools,
grades one through six. After primary school a selected
minority of students enter the grammar school (college
preparatory). If the student is not able to qualify for the
grammar school, he may enter a secondary modern school (pre-
high school). The secondary modern schools vary in length
and content from region to region in Nigeria. They are from
two to three years in length, and have as their purpose the
intent of furthering the primary graduates' general education.
A vast majority of young Nigerians fail to progress in their
formal education beyond the secondary modern level.
The Organization of Trade and Technical
Education, Western Region

After World War II, trade and technical training was
introduced in Nigeria and patterned after the British system

prevailing in the United Kingdom. The syllabi for trade and

technical education were similar to those prepared by the
City and Guilds of London, an institution chartered by the
United Kingdom to establish syllabi and systems of examin—
ations "to set nationally recognized standards of attainment
. . . especially for artisans and craftsmen."15 The City
and Guilds of London were the accepted standard for trade
and technical training in Nigeria, though there was an
indication that these standards were soon to be revised to
meet Nigerian needs.

The three major regions of Nigeria, as well as the
Federal District, have varying types and degrees of trade
and technical education. Since this report is primarily
limited to the Western Region of Nigeria, only the conditions
associated with the Western Region will be described.

Vocational education (trade training) in the Western
Region is offered in several trade and handicraft centers.
Currently, there are four trade centers for boys and one for
girls in the Western Region. The trade centers and their
respective course offerings are given in Table 1. Courses
in all schools vary from two to three years in length, with
the total enrollment ranging from 1,000 to 1,500. Students
usually enter as secondary modern graduates. They board
and room at the centers and are generally taught by expatriate
teachers from the United Kingdom. The region has relatively

few handicraft centers.

 

l5Anon., City and Guilds, Its Aims and Work, City and
Guilds of London Institute, 1959.

10

TABLE.1

TRADE OFFERINGS OF THE TRADE CENTERS
WESTERN REGION, NIGERIA

 

 

Trade center. - Trade Offerings
Sapele (Boys) Brick Layers
Carpenter-Joiners
Electricians

Fitters-Machinists
General Welders
Motor-Mechanics
Painter-Decorators
Sheet Metal Workers
Wood Machinists

 

Ijebu-Ode (Boys) Brick Layers
Cabinet Makers
Carpenter-Joiners
Coach Builders
Plumbers

 

Oshogbo (Boys) Electricians
Fitter Machinists
Motor Mechanics
Painter-Decorators

 

Oyo (Boys) Agricultural Mechanics
General Welders
Motor Mechanics

 

Abeokuta (Girls) Domestic Training
Homemaking
Pre-Nursing
Sewing

 

11

Technical education is pre-engineering in nature.
One technical institute (college) is located in the Western
Region at Ibadan, and Offers curricula in Mechanical, Elec-
trical,and Civil Engineering Technology. Students are
selected from the class referred to as the fifth form (high
school graduates) of the grammar schools who are not selected
to continue their education at the sixth form level.

A few local industries, such as the Nigerian Railways,
Shell Oil--B. P., Nigerian Tobacco Company, and the United
Africa Company, offer their own trade training. Visits to
the industrial schools found them to have well-organized
course outlines, frequent administrations of tests and
examinhtions,and staff who were qualified both academically
and with practical work experience.
. The Training Methods and Facilities of

Trade and'Technical Education,
western*Region

Trade Centers. The first year of training at the

 

‘trade center emphasizes arithmetic and English. The last
year(s) stresses workshOp and laboratory eXperiences. The
aCademic classes are conducted primarily by the lecture
method, while the shOp and laboratory classes employ the
demonstration technique. Skapskil6 reported that in the

trade centers the ratio of instructor to student varies from

 

l6Adam Skapski,'The Development of Technical Education
and Its Relation to the Educational System in Western Nigeria,
1962—1970,"Specia% Report for USAID and Western Region Govern-
ment, Nigeria, 19 2, p. 37. (Unpublished.)

12

one instructor for twenty to thirty students in the lecture
classes to one instructor for fifteen to twenty-five students
in the workshOps and laboratories. Facilities and equipment
at the trade centers are adequate in most areas that require
basic and fundamental training. However, shortages in
supplies and materials do exist and often cause hardship on
both instructor and pupil.

The trade centers may differ among themselves as to
equipment, materials, supplies, dormitory,and recreation
facilities. For example, Sapele, which is the oldest,
largest and most firmly established school may have certain
priorities in terms of requisition of materials and supplies.
Newer and smaller schools such as Oyo may not rate such I
priorities. On the other hand, the equipment and classroom
facilities at Oyo (the newest of the trade centers) is apt
to be more up to date and functional in design.

Course Offerings (see Table 1) may differ considerably
among the trade centers according to local needs. Course
content within specific subject areas may be more dependent
on the availability of equipment, materials and supplies
than on a particular sequence of instruction as outlined in
a syllabus. The instructor's background, both academic and
work experience, may cause courses to differ in their emphasis
on workshOp and classroom activity. Therefore, although the
trade centers use a common syllabi the actual course content

may differ because of personnel, facilities, and location.

13

Technical Centers. The technical center stresses

 

mathematics, English, science, and limited workshop experi-
ence during the first year of training. The second year

is devoted to specialized training that concentrates on

the technical field selected by the student. Teaching
techhiques in the classrooms are similar to those found in
the trade centers. Facilities and equipment at the tech-
nical center are adequate for the first year's training,
but equipment in the areas of specialization offered during

the second year of training are often lacking or incomplete.

Selection Techniques at Trade and
TechnICal Cénters

 

 

Selection Procedure, 1960—1962

The method of selecting students for the trade and
technical centers of the Western Region, Nigeria, during
the years 1960-1961 was to administer the standard battery
of tests in English and arithmetic to be followed by an
interview. The need for proficiency in a language basic
to the country as well as a fundamental knowledge of arith-
metic was essential to any developing country. Since these
were skills that could be measured with some degree of
accuracy and subsequent tests could be developed with com-
parative ease, it was only natural that selection instruments
of this nature would be the first to evolve. The specific
tests used in the Western Region in the general areas of

English and arithmetic were:

l4

1. Ibadan Verbal Test17

2. Ibadan Arithmetic Testl8

The selections gave considerable weight to the inter—
view. Usually the principal and his staff would.interview
an applicant for a period_varying from ten to thirty minutes.
An attempt was usually made to ascertain the applicant's
ability to identify tools and to give him an opportunity
to explain his reasons for wanting to attend the school.

The selection methods of industry, where trade training
was being conducted, also emphasized the interview as a chief
means of evaluation. Here, however, a system of pre-screening
prevailed, for those applicants related to successful employees
of the organization were given high priority in these inter-
views. Intelligence and aptitude tests were then being
used on an experimental basis in some of the larger indus-

tries throughout the Western and Eastern Regions of Nigeria.

Limitations of the Selection Procedure

 

One of the chief limitations of the entrance examina-

tion at the trade centers was its almost exclusive reliance

on the English language. As stated by Schwarz:19

The most crucial factor is proficiency in the English
language. Even the arithmetic tests that are usually
given include work problems requiring a high degree of

 

17M. A. Brimer Ibadan Verbal Test 1 (Test for Primary
6 Graduates, undated).

 

18M. A. Brimer, Ibadan Arithmetic Test 1 (Test for
Primary 6 Graduates, undated71

 

19Paul A. Schwarz, Aptitude Tests for Use in Developing
Nations (Pittsburgh: American Institute fOr Research, 1961),

Tia—7'57—

15

language comprehension. The applicant who has a good
knowledge of English can probably qualify for any
vocational training program in Nigeria today.

Another criticism of the practice of selection was
the reliance placed on the interview. Biesheuvel,20 in an
article written for the Conference on Educational and Occupa-
tional Selection in West Africa, 1960, Seriously questioned
the value of these interviews held in conjunction with the
entrance examination. It is recognized, that as a part of
this study, the interviews associated with the selection of
the applicants to the trade schools should have been analyzed
for the techniques and methods used. However, the interview
records were not available in the short time remaining
between the administration of the standard test battery at
the trade center and the author's time of departure from
Africa. The interview will not be explained in detail any-
where in the study.

Research did not reveal any attempt to validate the
Ibadan Verbal and Arithmetic Tests or the interview. The
tests and the interview had obviously served a temporary
purpose but selection techniques were outmoded. This was

21

substantiated by Wickert, when he wrote:

since the end Of World War II, Britain
graciously extended to colonial areas the examina-
tion system developed for its own secondary school

 

20Taylor, op. cit., pp. 152-153.

21Frederic R. Wickert, "Selection of Students and Em-
ployees in West Africa," News Bulletin, Institute of Inter-
national Education, Vol. 3, No. 3 (November, 1960), p. 27.

 

l6

and university entrance needs. This system introduced
honest, careful, thorough, though often cumbersome and
somewhat inappropriate, school selection testing to
West Africa. However, as African education itself
began to pull away from the earlier British model and
to become more attuned to African conditions, school
selection methods also had to draw away and change.

Problems Inherent in the Selection
Piocedure

 

 

One problem that was inherent in the selection of
trade and technical students was the stigma accompanying
anyone who worked with his hands. Somehow the idea had been
fostered that to do manual labor as a farmer, mechanic, or
technician was degrading. The white collar attitude pre-
vailed and education was essentially thought of as a means
of going beyond the level of work that would require the use
of one's hands.

In the past, the technicians and engineers had been
nearly all expatriates. Though many of these technical
occupations were Opening up for the first time to Nigerians,
the old belief still existed that labor was undignified.
There was still little positive motivation for the student
emerging from the secondary and grammar schools to enter a
trade or technical school.

Students in Nigeria generally aspired to attend the
universities, not the trade and technical centers. The
grammar school and the university were still the zenith of
education. Sam Epelle22 reflected a similar viewpoint when

he stated:

 

22Sam Epelle, The Promise of Nigeria (London: Pan
Books Ltd., 1960), p. 53.

 

l7

Dignity should attach (itself) to studies leading to
the acquiring of a technical skill. It is not enough
to send a boy to a technical school or, to use the
familiar Nigerian term trade centre, without providing
an atmOSphere which does not make him feel inferior
to the boy who left the primary school at the same
time as he did, but went on then to the secondary
grammar school.

The failure to associate dignity with the trade and
technical centers often caused the best students graduating
from the grammar and secondary schools to apply elsewhere
for advanced education or work Opportunities. This was
particularly true in the large urban centers. As a conse-
quence, those who did apply to the trade and technical
centers were often the students who for reasons of scholar—
ship, economics, or other factors had been rejected by the
universities, colleges or firms Offering first-class job
Opportunities.

Regardless of the adverse reasons for not attending
the trade and technical colleges, the technical and trade
centers were deluged with applications. Perhaps the reason

for this was best described by Wickert23

when he said:
Africans apply, often by the thousands, for every
Opportunity which might mean increased status, per-
quisites, money, and security. They often seem to
have little or no interest in the type of work they
are going to do, and many are repeaters who have
applied earlier and have failed to be accepted.

The experience at the Technical College, Ibadan, fully
substantiated this surplus of applicants. The school Opened

early in 1961 with an enrollment set for thirty students.

 

23Wickert, op. cit., p. 29.

18

Over 4,000 applied.
With the emphasis on technology throughout the world
today, waste in terms of dropouts was difficult to accept.

The United Africa Company's24

report on Technical and
Vocational Education showed dropouts ranged from 16 per cent
to 33 per cent in their diverse trade programs during the
year 1957. Significantly enough, these were students who
were highly screened. The USAID Technological College
staff's visit to the U.A.C. and other industrial training
centers in 1961 indicated that the problem of dropouts was
still a serious one and made effective selection procedures
all the more necessary.

Another problem complicating the selection process
was associated with the government's support of schools.
Once an African student was admitted to a school, there was
considerable disgrace attached to his failing and dropping
out. Great loss-of—face occurred and the student could be
literally abandoned by his village or family. This was
particularly true if the village made a local effort to
collect money to pay the student's fees. Consequently,
principals of government schools were most reluctant to
"drop” a student for academic reasons.

In the United States, one expected a certain percentage

of drOpout during the first semester of a planned curriculum.

In Nigeria it often took several semesters to convince the

 

2)‘IAnon., Statistical and Economic Review, pp. cit.,

 

p. 45.

l9

principal, parent, village elder or chief (to say nothing
of the student) that a boy was a misfit and not capable of

continuing in the school.

Recommendations

 

Recommendations to improve the selection of students
for trade and technical education were prescribed by the
Conference on Educational and Occupational Selection in West
Africa25 as follows:

a. The develOpment of selection procedure, especially
tests of achievement and potentiality, and report-
ing procedures designed to throw light on motivation,
taking account of the desirability of progressive
selection in preference to the early allocation of
young workers to specific occupations.

b. The fostering of a comprehensive view of vocational
guidance, and the development of closer relations
between schools, employers, training instructors
and apprOpriate government agencies.

0. The arrangement of attitude surveys designed to
elucidate problems of various kinds--inc1uding ad-
ministrative problems--thrown up by these activities.

d. Research on matters arising under prOposals (a),
including at an early age studies of ways in which
peOple think about jobs, working conditions and
rewards.

e. The provision of training courses to ensure full
use of the advances made possible by the adOption
of the foregoing proposals; and the devising of
ways of spreading information about the research
finds of the organization proposed.
Of particular interest to this report was the frequent
reference made by the Conference on Educational and Occupa—

.tiona1 Selection in West Africa26 for the need of developing

 

25Taylor, op. cit., p. 200.

-26Ibid., pp. 60, 126, 145-149, 158-159, 179-180, 182,
189, 200.

20

a series of tests in the general area of attitude and

aptitude.

A New Battery of Entrance Tests

 

The problems of selection of students for the trade
and technical centers were given top priority by the United
.States Agency for International Development--American Insti-
tude of Research (USAID—AIR). Schwarz,27 head of a USAID-
AIR group working with Nigeria, was instrumental in develop-
ing a_series of new intelligence and aptitude tests to be
used at the trade and technical Centers of Nigeria. The
tests were based on Nigerian culture.

One of the areas not covered by Schwarz's battery was
a test of mechanical aptitude. Tests of this nature had
been found to be useful in the United States and were often
included in a general battery of intelligence and aptitude
tests. Since a mechanical aptitude test was considered to
be of real significance in selecting students for the Ibadan
Technical College, the writer accepted the responsibility to

develOp such a test.

Summary
Nigeria has the potential to become one of the leading

countries of Africa. As one means of achieving this poten—
tial, it had made the decision to emphasize the development
of the nation's educational facilities. This decision to

 

27A detailed account of Schwarz's findings is available
in the AIR booklet, Aptitude Tests for Use in Developing
Nations, op. cit.

 

21

give education tOp priority reflects, in many ways, Nigeria's
total philosophy of social progress, and the part education
plays in it.

For a variety of reasons, the influence of technology
_on the country's economic growth has emphasized the need for
skilled tradesmen'and technicians. Trade and technical
schools are at a minimum in Nigeria today. Therefore, their
resources should be utilized to the highest degree of effici-
ency possible.

One problem in making full use of Nigeria's educational
resources is its method of selecting students who will attend
the trade and technical centers. The selection techniques
are inadequate in many ways and need improvement. However,
there are certain limitations and inherent problems that
need to be recognized before any new recommendations are
considered. These limitations and problems are a part of
Nigeria's economic and educational growth and often reflect
the influence of former colonial rule.

One possible method for improving the selection tech-
niques used at the trade and technical centers is the devel-
Opment and introduction of a new battery of intelligence and
aptitude tests based on Nigerian culture. One potentially
valuable part of the new battery of tests might be a test of

mechanical aptitude.

CHAPTER II

THE PROBLEM

The study required an introduction to Nigeria's back-
ground, its educational philOSOphy, and the method used to
select students at the trade and technical centers. Using
this background information as a basis, the next step was

to define the problem.

The Problem and Objectives

 

The purpose of this study was to describe the develop-
ment of a mechanical aptitude test for the Western Region
Government of Nigeria. The test was specifically designed
as a unit of a new battery of tests to be used in the selec-
tion of candidates for trade and technical schools. The
development of such a test had not been attempted before;
consequently, the study was exploratory in nature.

To provide a guide for planning the construction of
such a test, the following objectives were identified:

1. To develop a mechanical aptitude test based on
Nigerian culture.

2. To determine the reliability and validity of the
constructed test.

3. To analyze the interrelationship of the constructed
test with other tests being used in order to detect any over—

lap that may have occurred among the tests.

22

23

Working Hypotheses and Assumptions

 

The following working hypotheses were formulated in
carrying out the plan of Operation.

The main hypothesis was that students accepted in the
trade centers who scored higher on the mechanical aptitude
test would achieve a better workshOp record.

The secondary hypotheses were:

1. That students' scores made on the test of mechanical
aptitude would have a low correlation with scores made on the
Ibadan Arithmetic Test and the Ibadan Verbal Test.

2. That the Ibadan Arithmetic Test and the Ibadan
Verbal Test might overlap each other to a very limited degree.

3. That a test of mechanical aptitude based on Nigerian
culture could be develOped that would complement other tests
of a general battery being used to select candidates for
trade and technical schools.

4. That a comparison of the existing student selection
system of tests to the new battery of tests would show the
effectiveness of each.

In addition to the stated working hypotheses, three
assumptions were made:

1. That it would be possible for an outsider to become
familiar enough with Western Nigerian society to construct
a test appropriate to Western Nigerian culture.

2. That although wide cultural differences did exist

between Western Nigerian villages, towns,and cities, certain

24

natural phenomena and mechanical devices could be found com-
mon to all three places.
3. That successful criteria for the study could be

acquired by overseas correspondence with trade centers.

The Variables

 

Criteria

The scholastic achievement scores made by students
during the first semester in trade centers were selected as
criteria for the study. These scores were based on achieve-
ment in workshop, English,and arithmetic classes of students
who entered the trade centers in September, 1962. The work-
.shOp scores were to be the main criterion and the English
and arithmetic scores were to be subsidiary criteria that
would act as checks on the workshOp scores.

Since the courses at the trade centers were three years
in length, it was considered impractical to extend the study
over a three-year period to confirm class rank at time of
graduation. Therefore, a substudy was proposed of the past
graduates of trade centers in the Western Region, Nigeria.
The purpose of the substudy would be to investigate the
possibility that a correlation did exist between a student's
rank in class at the end of Term I and his corresponding

rank in class at the time of graduation.

Predictor Variables

 

The variables to be used as predictors of relationship

to the criteria scores were as follows:

25

1. The Mechanical Aptitude Test.1

2. The Ibadan Verbal and Arithmetic Tests.2
3. Schwarz's USAID-AIR tests on intelligence and
aptitude.3

4. Questionnaire responses.

Limiting3Conditions

 

A few limiting conditions should be considered when
examining the criteria. The trade and technical centers
were in themselves complex organizations. Government
budgets for these centers allowed only for the bare essen-
tials. The instructional staff, being primarily expatriate,
vdried considerably in individual backgrounds, education,
and formal teaching experience. Therefore, to make compar-
isons within or among trade and technical centers could be
hazardous. Schwarz5 expressed a similar viewpoint when he
said:

So long as these schools will continue to show their
present variability in the quality of facilities and
instruction, it will be difficult to compare applicants
educated in different locations. Their performances on
an achievement test may be less a function of their
abilities than the particular school districts in which
they happen to live.

Specific conditions in the trade and technical educa-

.tion centers that might limit the effectiveness of the

criteria were as follows:

 

1See Appendix IV. 2See Appendix VI and VII.
3See Appendix VIII. “See Appendix IX.

5Schwarz, op. cit., p. 6.

26

l. The staff was apt to be academically—oriented.
Teachers were Often hired with most of the required academic
qualifications but only limited applied work experience. As
a result, achievement scores were likely to reflect a staff
academically-inclined and not too sympathetic to the prac—
tical side of trade or technical education. Skapski6
stressed essentially the same idea when he stated:

Both English and mathematics are still taught in a

way apprOpriate for Grammar School boys and not for
future craftsmen.

2. The staff turnover and teacher shortage at any
given period of time were likely to be significant. Tours
of duty for expatriates ranged from twelve to eighteen months
and continuity of instruction between classes was often dif-
ficult to maintain.

3. The curricula at the trade centers were designed
to adhere strictly to the City and Guilds of London syllabi.
The content of these syllabi had been developed to meet
European standards which in some cases did not apply to
Nigeria.

4. The educational background of students at the trade
and technical centers was extremely varied. Students arrived
at the trade and technical centers with educational levels
ranging in quality from grammar schools of excellent repute

to secondary modern schools barely recognized or accredited

by their own government.

 

6Skapski, op. cit., p. 37.

27

5. The cultural and economic backgrounds of the stu-
dents entering the trade and technical centers were as
varied as their educational preparation. Life in the small
villages of Nigeria lacked even the amenities taken for
granted in Western society. The towns and cities were
often crowded and many of the inhabitants were too poor to
be able to afford such luxuries as electricity and running
water. The dormitory life on the school site could require
considerable adjustment on the part of some of the boys,

regardless of the size of the community they has come from.

Summary
This chapter has presented the purpose, objectives,

working hypotheses,and assumptions of the study. The study
was of an exploratory nature. The workshop scores made by
the students at the trade centers were to be the main
criterion, and the English and arithmetic scores were to
be subsidiary criteria. The predictor variables included
the Mechanical Aptitude Test, The Ibadan Verbal Test, The
Ibadan Arithmetic Test, Schwarz's USAID-AIR tests and a
questionnaire.

There were certain limiting conditions that could
affect the criteria. These conditions, typical of those
found in developing countries of Africa, were not so detri-
mental that an exploratory study such as is described here
could not be undertaken with reasonable expectation of

worthwhile results.

CHAPTER III

REVIEW OF LITERATURE

Introduction

 

Past research and literature on psychological testing
in West Africa and Nigeria is relatively scarce. What does
exist is Often the efforts of a few individuals working in
geographically-separate areas, much of which remains unpub-
lished. In the past five to ten years, however, attempts
have been made to consolidate various studies. Centraliza-
tion of research has begun, primarily through the efforts
of Biesheuvel and the Commission for Technical Cooperation

in Africa South of the Sahara (CCTA).

General Sources of Information

 

A primary source of information for the study was
Taylor's1 book, Educational and Occupational Selection in

West Africa. This work reported on the proceedings of the

 

Conference on Educational and Occupational Selection in West
Africa held in Accra, Ghana in March, 1960. A number of
articles concerning selection techniques, vocational guidance,
and counseling as they apply to West Africa were included in

the book.

 

lTaylor, op. cit., passim.
28

29

Taylor,2 now Director of the Institute of Education,
University College, Ibadan, started his early association
with test selection at University College, Ghana. His work
in the area of test development is now being continued in
Nigeria.

Dr. S. Biesheuvel of the Union of South Africa was a
chief contributor to Taylor's3 book, Educational and Occupa-

 

tional Selection in West Africa. Bieshevuel is recognized
as the first person to develOp an extensive program in psy-
chological research in Africa. Wickert,“ in describing the
activities of Biesheuvel, said:

By far the largest single Operation in industrial
psychology is the National Institute for Personnel
Research (NIPR), with headquarters in Johannesburg
on the campus of the University of the Witwatersrand.

. . A recent report (Biesheuvel, undated) indicates
that NIPR has a staff of 110 persons of whom 61 are
graduates in psychology, sociology, social anthropology,
mathematical statistics, education, or medicine.

Dr. Frederic Wickert, Professor of Psychology at
Michigan State University, also attended the conference held
in Accra, 1960, and contributed to Taylor's5 book. Two of

 

2Andrew Taylor, Personnel Selection, West African Com-
mand Pilot Investigation, Institute of Education, University
COllege, Ghana (undated).

 

3Taylor, Educational and Occupational Selection in West

 

Africa, pp, Cit., pp. 123-127, 139-153.

“Frederic Wickert, "Industrial Psychology in Africa

The American Psychologist, Vol. 15, No.2 (February, 1960):
,p. 165.

 

5Taylor, Educational and Occupational Selection in West
Africa, pp. cit., pp. 1275138.

 

3O

Wickert's6

publications have been of considerable value to
this study.

The Ashby Commission Report7 was one of the most influ-
ential and thought-provoking reports to come from Nigeria
in recent years. The report covered such topics as Manpower
Needs, Supply of Children,and the Educational Pyramid. It
~was a comprehensive survey of Nigerian education from elemen-
tary through the university level.
8

Dr. Paul Schwarz, American Institute of Research, had
brought a team of four American industrial psychologists to
assist in his program of develOping aptitude tests in Africa.
The work of Schwarz and his associates covered most of Africa
and was initiated in 1961.

Two surveys on technical education had been conducted
by Dr. Adam Skapski, formerly of the Ford Foundation and cur-
rently Technical Consultant to USAID. Skapski's surveys were
made in 1958 and 1962. They both centered on the Western
Region Government and made recommendations to strengthen
trade and technical training in the region. The most recent

of Skapski's9 reports presented a review of the problems

facing the trade centers and technical institutes through 1970.

 

6Wickert, ”Industrial Psychology in Africa," op. cit.,
pp. 164-170; Wickert, "Selection of Students and Employees in
West Africa," op. cit., pp. 26-33.

7Ashby et a1., op. cit.

8Schwarz, op. cit.

9Skapski, op. cit., p. 65.

31

The Delgado Trades and Technical Institute, New Orleans,
had,through a USAID contract with Uganda, developed a series
of course outlines employing numerous principles of physics
and mechanics as applied to African culture. The series was
authored by Mr. William Schultz.10

The Commission for Technical COOperation in Africa
South of the Sahara (CCTA), had endeavored to coordinate the
activities of those countries working in the area of psycho-

11

logical testing. Wickert summarized the scope of the CCTA

as follows:

This organization founded in 1950, now includes as
members the metrOpole countries of France, Great
Britain, Portugal, and Belgium as well as such African
countries as Liberia, Ghana, the Federation of the
Rhodesias and Nyasaland, and the Union.

Review of Current Tests

 

One of the initial steps in developing the test of
mechanical aptitude for Nigeria was to investigate the possi—

bility of utilizing any of the existing component parts of

12

existing test batteries. Schwarz found that such tests13

 

lOWilliam Schultz, Introduction to Enginegring Science
(New Orleans: Government of the Protectorate of Uganda,
Delgado Trade and Technical Institute, 1959).

 

6 llWickert, "Industrial Psychology in Africa,” op. cit.,
p. l 5.

l2Schwarz, op. cit., pp. 9-25.

l3Tests mentioned by Schwarz in his initial investiga-
tion included: The United States De artment of Labor's
"General Aptitude Test Battery (GATB ," The Psychological
Corporation's "Differential Aptitude Tests (DAT)," and Science
Research Associates "Flanagan Aptitude Classification Tests."

32

were not applicable to less test-sophisticated countries,
such as Nigeria.

Investigation did show that there were two main types
of mechanical aptitude tests in the United States:

1. Comprehension: A test of one's ability to apply

 

mechanical principles. This type of test was typified by

 

the Mechanical Reasoning test.“L For example, in the well-
known Bennett test two pictures showed a housewife lifting
a vacuum cleaner by varying her grip on the handle. The
principle of the lever was used, and the person being tested
was to decide in which picture the vacuum cleaner was more
easily lifted.

2. Information-Interest: Tests of factual mechanical

information. Examples of such tests were the Automotive and

 

Electrical Information Tests of the Army Classification

Battery.15 The assumption in this type of test was that

the acquisition of incidental information in an area reflected

sufficient interest to learn and recall such material.
Finally, a particularly pertinent test published in

the United Kingdom combined the features of mathematics and

16

technical knowledge. However, only one portion of the

 

14George Bennett, Harold Seashore, and Alexander
Wesman, Mechanical Reasoning, Differential Aptitude Test,
Psychological Corporation, New York, 1947.

15Army Classification Batter , Personnel Research
Branch, The Adjutant General's Of ice, Washington, D. C.
(undated).

 

l6J. Luning Prak, Mathematical and Technical Test
(London: George G. Harrap and Co., Ltd., 1948).

33

test was directly related to the problem in Nigeria: Part
Number Seven, "Technical Insight." The items consisted of
drawings of sets of gears, keys to fit locks, and other
devices that would measure one's ability to observe mechanical
phenomena.

Unfortunately, most of these tests were not directly
applicable to Africa. The tests involved knowledge of mechan-
ical devices and gadgets found in a highly technical society
such as the United States or Europe. Most of these same

devices were unknown to the typical student in Africa.

Summary
This chapter has described the systematizing and

collecting of current research in the fields of personnel
administration and industrial psychology in Africa, and has
demonstrated that sources and references were still limited
at the time that this study was undertaken. VConsequently,
the available mechanical aptitude tests were of little help,
sincethe mechanical heritage of Western cultures, upon which

such tests were based, was very limited in most of Africa.

CHAPTER IV

METHOD OF TEST DEVELOPMENT

Introduction

 

The purpose of this chapter is to describe the pro-
cedure used to develOp a test of mechanical aptitude for
the Western Region, Nigeria. The results of personal visits
made to Nigerian villages, towns, and cities are reviewed,
and the technique used to apply this information to the
develOpment of specific test questions is explained. A dis-
cussion of test and re-test tryout procedure completes the

chapter.

Procedure Followed in the Test Development

 

The test of mechanical aptitude was developed during
the following chronology and sequence of actions:

1. July, 1960--May, 1961: A study of existing infor-
mation relative to batteries of aptitude, interest, and
information tests that had been or could be used in West
Africa was made. A typical mechanical aptitude test was
analyzed to determine what principles of physics and mechan-
ics were used.in the test.

2. June—-October, 1961: Visits were made to Nigerian

villages, towns, and cities for the purpose of observing the

34

I— J“:

35

existence of activities and phenomena of a physical and
mechanical nature.

3. November, 196l--March, 1962: A test of mechanical
aptitude that would reflect the culture(s) visited.and
studied was constructed.

4. April, 1962: The test was tried out on students
likely to become candidates for trade and technical centers.
The initial form of the test was analyzed by means of an
item analysis technique and necessary revisions were made.

5. May, 1962: The revised test was administered in
conjunction with a standard entrance battery to a group of
candidates applying for admission to the trade centers.

6. September, 1962--May, 1963: The revised form of
the test was checked for reliability. A validation study
of the test's ability to predict successful performance was
conducted at the trade and technical centers.

Analysis of an Existing Mechanical
Aptitude Test

 

 

The literature dealing with testing methods pertinent
to West Africa was found to be very limited. One test that
appeared significant for analysis was the Bennett Mechanical
Reasoning, Differential Aptitude Test,1 since it was similar
in nature to the type of test prOposed for this study. Test
items in the Bennett test were expressed by means of illus-

trations and dealt with principles of physics and mechanics.

 

lBennett, Seashore, and Wesman, op. cit.

36

The conclusion was reached that similar principles could be

incorporated in the proposed Nigerian test.

The assumption

was that the principles of physics and mechanics are the

same the world over; only the application of these principles

would vary from culture to culture.

physicists (one American and one Nigerian), two mathematicians

The Bennett test was analyzed with the aid of two

(one American and one Nigerian), and eight engineers (two

expatriates, three Americans and three Nigerians). The

analysis identified the following principles:

\om-qmmtrwm

Principle Involved

Pulleys '

a. Peripheral speeds egual (2)

b. Ratio and pulleys ( )

Components of force

Gears and ratio

Lengths of arcs and circles

Center of gravity

Moments of force

Centrifugal force

Strength of materials (beams)

Lever

Cross sectional area

Falling bodies and velocity

Friction ,

Heat dissipation

Angles of reflection

Coefficient of expansion

Dew point

Friction

Inverse ratio (mechanical advantage)

Pythagorean theorm

Density and specific gravity

Three-point determination of a plane
(geometry)

Number of Times
Used in Test

 

10

HHHHHHHHNMNMWkaWWNN

37

Nigerian Culture and Its Relationship
’To.the‘TeSt'Development

 

 

 

Preliminary Study

The next step in developing a mechanical aptitude test
for Nigeria was to acquire an understanding of Nigerian cul-
ture. This was accomplished by actually living in Nigeria,
reading its newspapers and books, listening to its radio
programs, by observing Nigerian television, plays, and
.festivals,and enrolling in two courses in social anthropology.
These courses were offered by the Department of Extra-Mural
_Studies, University College, Ibadan. The courses and times
involved were: Introduction to Social Anthropology--Fall
1960, and.Social AnthrOpology II-—Spring 1961. The courses
provided an understanding of the numerous social and ethnic
groups found in Nigeria. Of particular value was a study of
three primary ethnic groups of Nigeria: The Hausa from the
Northern Region, the Yoruba from the Western Region, and the
Ibo from the Eastern Region. In the Western Region the
Yoruba predominates, with the Hausa and the Ibo present in
minority groups.

The year's work of studying the Nigerian culture indi-
cated the necessity of limiting the study to the Western
Region or Yoruba land. The inclusion of the Northern and
Eastern Regions would have required extensive travel in
territory where the cultures vary considerably from that of

the Yoruba.

38

A preliminary examination of the Yoruba culture2 showed
the material needs of the Yoruba to be: clothing, food,
furniture, machines and tools, medicine, shelter, and trans-
portation. Occupations of the Yoruba included:

Barbering

Basket making

Blacksmithing (including gold, silver,and tinsmithing)

Carpentering (including building and furniture making

Domestic labor (including cooking, sewing, sweeping,
cleaning, and drawing water)

Dyeing

Farming (including planting, weeding, harvesting, and
storage)

Hunting and fishing

Lumbering

Mechanic (including bicycle and automobile)

Palm oil manufacturing

Palm wine tapping

Repairing (including shoes and watches)

Rubber tapping

Tailorin

Trading merchant)

Weaving

Wood carving

Natural phenomena that could be expected to influence the
Yoruba culture were: rivers and streams; seasons of the

year (dry and rainy); stars, moon, and sun; thunder, rain,
wind, and lightning; and vegetation including forests and

crops.

Detailed Cultural Analysis

 

As a result of the preliminary examination of the

Bennett test, the material needs, the occupations, and the

 

2The resulting list of material needs of the Yoruba
was acquired through the lectures taken in Social Anthro-
pology, University College, Ibadan.

39
natural phenomena of the Yoruba, a more detailed analysis3

of the Yoruba culture yielded the items Shown in Table 2,

page 40.

Preparation of a Check List?

At this point Yoruba villages, towns, and cities were
surveyed. The purpose of the survey was to analyze those
factors in the Yoruba culture that were pertinent to the
development of the mechanical aptitude test. A check list
utilizing the basic elements (see Table 2) of the Yoruba
culture was prepared_to facilitate the survey of villages,
towns, and cities. The check list is shown in Table 3,

page 42.

Personal Visits

 

The months of June through October, 1961, were devoted
to a series of personal visits to Yoruba villages, towns,
and cities. The objectives of the visits were:

1. To identify the objects and phenomena involving
principles of physics and mechanics existing in the villages,
towns, and cities,

2. To select a list of possible items that could be
used for the mechanical information test.

Villages, towns, and Cities were selected on the basis

of geographic location (Table 4, page 43) and an effort was

 

3The-detailed analysis of Yoruba culture was made in
collaboration with Professor Tunde Oloko, Nigerian anthrOpo-
logist and instructor for the classes taken in Social
AnthrOpology, University College, Ibadan.

40

 

Saw
ocmo hmwsm

 

nomcaam

ooam

homnom pom

Camocmam

mammmoch

smasmm,

moapuom czaz Eamm

moonm no mHmUCmm. memo GHB Hao Edam

Aamuoe mowcmpo

maficuoao :moqoasm 0cm zmaov muom mcoaco

.pouaonm mama odomOAoM poo:

OHQEHm m Show .AcoEoz oaomom cam mango: enamz

Op moEmpm oonEwn pom anamopme ocsoaw goocfiam Hamu qfigmw

co papa mo>moa Efimm Ignaz mo oooam owpma “Hmooawno oaaamm

one omsoan “Cos pom one ooozv oofipo .Emfim

.wooa CH» oopmw Hmfigopma wcappam omooa ogam wsfixooo pagoooo

Ismgoo no nonopwzp mo come pasm oooag ozp moaocwo m>mmmwo

Lodz moEon xoagn o5: AO\o:w ocov mmogo onsaow :mmnwamo mcmom
sooaoem unaccoflo nfiansoc: efios ooom

Iomsom can mconoo

 

mmDBHDU <mbmow Ema m0 wezmzmqm UHm¢m

N mqm¢8

 

41

Camps
AmEoEAD one mommSQV mason
Aosanv pace

oocmo

machoam

oaanoEOps<

Aomoav oca> :o>03
oommm

Edam

oponomz

mom

mmmapso

Aoasowv amonwawo
K4

Hozone
mwcoa
soaps

opmmvm
aoccmmm
madam
maomnaom
ocanoms wcfixom
Ro>HAOSOAom
I gm3vom
3mm

.,oasm

mafia nasam
ocmam

mHHmz
poaawz

Eooq

xooq

Ho>oq.
momcam
aoEEom

3mm xoom
Hoacsm

oaam

mafiqx swam
gonzogo
mmEmHo
Homage
Hmooamno
Leann Hoodoo
mnoQHHmo
van a modem
mEOHHom
Ha>2¢

 

maoos.:oapmuaommamma

mucoannsH snom

pcosqasum.ocm maooa

 

 

possaosooIIm canoe

42

TABLE 3

CHECK-LIST 0F ASPECTS OF YORUBA CULTURE
PERTINENT TO THE DEVELOPMENT OF-A
MECHANICAL APTITUDE TEST

 

 

Village, town,or city:

 

 

 

 

 

 

I. Communications V. Farming (lumbering)
Drums Tools:
Radio '
Telephone Equipment:

 

II. Cooking_and Domestic Life

 

Method of cooking: VI.
Cook fire

Wood stove

Electric stove
Electricity available:

 

 

 

 

Utensils:
Water Tacilities:
Sanitation facilities:

 

 

 

VII.

 

 

Medical'facilities:

 

Otfier:

 

 

III. Buildings

Type (construction material):
Walls
Roofs

 

 

VIII.
IV. Methods of Hunting & Fishing:

Weapons

 

 

Boats
Fishing.equipment

 

 

 

Comments:

 

 

Transportation

Automobile
Bicycle
Lorry
RailroEd'
Roads

Gas station

 

 

 

 

Tools and Equipment

Tools:

 

 

Machines}

 

 

 

Equipment:

 

 

 

 

Village Laborers

(Occupations)
Blacksmith
Bicycle repairer
Carpenter
Weaver
Other

 

 

 

43

made to sample communities in all areas of the Western
Region. Since social customs varied within the Yoruba
culture itself, it was necessary to take these cultural
differences into consideration when the visits were planned.
The town and city visits were relative easy to arrange;
visits to the smaller villages, located off the regular roads,
were more difficult. Professor Tunde Oloko arranged for
these visits and often went along as interpreter. The usual
procedure, particularly in the small villages, was first to
establish contact with the village chief or elder and make

arrangements to visit his village at a future date.

TABLE 4

LIST OF VILLAGES, TOWNS, AND CITIES VISITED IN
THE WESTERN REGION, NIGERIA

m

 

Villages
Less than Towns 5,000 to Cities More Than
5,000 50,000 50,000

Basari Akure Abeokuta
Burutu Asaba Ibadan
Igolo Benin City Ife
Iperu Ede Ilesha
Iware A Fiditi Ogbomosho
Kapolo Ijebu—Ode Oshogbo
Ligun Ikire Oyo
Omi Ondo
Orile-Odo Sapele

Shagamu

Warri

 

A visit involving a survey and use of the check list

would take from four to six hours to complete. Those

44

villages visited along the Niger River and near the Eastern
Region of Nigeria required a total of three days; one day for
traveling to the village, one day for visiting several
villages, and one day for the return trip to Ibadan. Towns,
villages, and cities which were visited are shown in Table 4.

Comparison of Yoruba Villageg
Towns, and Cities

 

The surveys made in the villages, towns, and cities
yielded considerable information pertinent to this study.
A comparative analysis of the findings is shown in Table 5,
page 45.

An examination of the comparative analysis (see Table
5) indicated noticeable differences between the Yoruba
villages, towns, and cities. For example, radio (both
battery and electrical powered) were found in all large
Yoruba cities, but only a few in villages. In addition,
there was no electricity in 95 per cent of the small villages,
which made it necessary to eliminate the use of electricity
,in any of the test questions. On the other hand, most of
the common carpenter tools were found in the villages, towns,
and cities. Usually a small group of boys would be gathered
around watching the carpenter at work. When questioned, some
of the boys could identify specific tools, demonstrate their
use and tell how they should be prOperly cared for. In such
cases as this, where similarities did exist between villages,

towns, and cities, potential items for the mechanical aptitude

45

TABLE 5

COMPARATIVE ANALYSIS OF SELECTED ASPECTS OF THE CULTURE
AND OCCUPATIONS IN YORUBA VILLAGES,
TOWNsoAND CITIES

 

Category Village Town City

 

l. COmmunications

 

Telephone, telegraph No Rarely Usually
Radio (battery) Rarely Few Yes
Drums Yes Yes Yes

2. Cooking and domestic life

 

Cooking by cook fires Yes Yes Yes
Cooking by wood stove No Rarely Sometimes
Cooking by gas or

electricity No Rarely Few

Utensils of calabash,
clay, tin cans, and

glass bottles Yes Yes Yes
Utensils of porcelain

and'crockery No Few Sometimes
Electricity No Rarely Usually
Water Well or Rarely Usually

stream pumped pumped

Sanitation facilities No Limited Yes
Kerosene lamps Yes Yes Yes

3. Buildings

 

Houses made of mud brick Yes Yes Yes
Houses made of cement

blocks No Limited Yes
Corrugated roof Yes Yes Yes

Thatched roof Yes Yes Yes
4. Hunting and fishing

 

Spears, snares, Dane guns,

nets, and dugout canoes Yes Yes Yes
Modern (European equipment)No Rarely Limited
5. Farming
Hoe, spade and basically
manual labor Yes Yes Yes
Modern (European) equip-
ment No Rarely Limited

Lumbering using modern
equipment Limited Yes Yes

 

46

TABLE 5--Continued

 

 

 

 

 

 

Category Village Town City
6. Transportation
_Automobile Rarely Yes Yes
Lorry (truck) Few Yes Yes
Bicycle Yes Yes Yes
Bicycle bell Yes Yes Yes
Railroad No Few Usually
Petrol station Rarely Few Yes
Paved road NO Few 50%
7. Tools, equipment, and
maChines
Organized business (ten
employees or less) NO Few Yes
Carpenter tools Yes Yes Yes
Blacksmith tools Yes Yes Yes
Farm tools Yes Yes Yes
Gari grinder Rarely Few Yes
Sewing machine (pedal) Yes Yes Yes
Use of simple machines:
pully, block and Very
tackle, wheel and axle limited Few Yes
Torch (flashlight) Yes Yes Yes
Mirror Yes Yes Yes
8. Village laborer
Blacksmith (goldsmith and
silversmith) Yes Yes Yes
Bicycle repairer Yes Yes Yes
Carpenter Yes Yes Yes
Palm tapper Yes Yes Yes
Watch repairer Yes Yes Yes
Weaving and dyeing Yes Yes Yes
9. Schools and hospitals
Primary school Yes Yes Yes
Beyond primary school No Yes Yes
Medical facilities No Limited Yes
Hospital No Rarely Limited

 

47

test began to materialize. In general, the following con-
clusions were reached as a result of the visits:

1. Few actual devices involving physical and mechan-
ical elements existed in the bush villages. When found,
they were usually limited to bicycles, kerosene lanterns,
looms, sewing machines, and torches (flashlights).

2. Most villages had a blacksmith, a carpenter, and
a bicycle repairman.

3. Test items for the mechanical aptitude test would
have to be kept simple if they were to be of any value in
the testing of those who grew up outside the large urban

centers.

Test DevelOpment

 

A list of over 200 ideas that could be used for test
items resulted from the visits. The specific ideas are
listed in Appendix I.

Schwarz and his team of psychologists aided in the
refinement of the 200 ideas and the eventual design of the
test itself. Schwarz,4 in his past research in Nigeria,
had established nine general principles or rules to follow
in constructing tests for use in Africa. These were:

1. The testing procedure should not pre-suppose any

response as being automatic on the part of the examinee.

It should include explicit provisions for teaching him
every response that he will be expected to make.

 

“Schwarz, op. cit., pp. 14-22.

48

2. The design of the test booklet should minimize
the number of constraints imposed on the examinee's
performance in working from the first page to the last.
Insofar as possible, instructions and cautions irrele-
vant to the solution of the problems should be eliminated.

3. The test should not rely on any printed instruc-
tions for teaching or controlling the responses to be
made. The test booklet should include no such instruc-
tions.

4. The most effective means of teaching the test is
through the use of visual aids, supplemented by active
demonstration. These aids should replicate as closely
as possible the exact operation to be performed.

5. Explanations necessary to supplement the demon-
strations should be given through oral instructions.
Such instructions must take account of idiosyncrasies
in local patterns of speech and expression.

6. The training session should include supervised
practice in doing the test problems, with a specific
provision for feedback to the examiner. Such practice
and feedback must cover not only the basic task, but
also any variation that may be incorporated in certain
of the test items.

7. To get maximum examines cooperation, the testing
procedure should differ sharply from the routines to
which they are normally accustomed in school. Elements
of the dramatic or flamboyant inspire the peak effort
that is necessary for effective aptitude measures.

8. It is seldom possible to predict on logical grounds
which tasks foreign examinees can and cannot do. Each
new test should be subjected to thorough experimental
investigation.

9. Preference should be given to items that are
reasonably independent of individual differences in the
tactics or strategies of the examinees. It is usually
not possible to enforce a uniform strategy that will be
followed by the entire group.

In developing the mechanical aptitude test the rules or

principles listed by SChwarz for test construction in Africa
were observed. In addition, due cognizance was given to the

following:

49

1. Was it possible that the examinees might previously
have been exposed to the scientific and mechanical principles
involved in the item?

2. Did the active behavior require to answer the item
appear to indicate an interest in things scientific or
mechanical?

3. Were there scientific and mechanical elements in-
volved in some of the items that were generally accessible
to the examinee but such that the examinee must go out of his
'way to experience or observe them?

4. If an item involved problem solving, was it posed
in such a manner that passive exposure was insufficient to
provide the correct answer?

The 200 ideas were first roughly sketched in a manner
.that might be usable for the test. For example, the first
item to appear in Appendix I explained the fact that the
size and shape of a drum determined its pitch and tone. As
a potential test item, a series of drums were sketched to
represent the numerous shapes and sizes of Yoruba drums.

One drum was drawn large enough to indicate it would sound
very deep if beaten. The item, as it finally evolved depict-

ing the various size and shape of drums, is shown below:

 

     

Question: Look at the four drums. Which drum sounds deep
and most like thunder? Mark the gng that sounds
most deep.

5O

Occasionally it was necessary to eliminate certain
items because of their irrelevancy or the difficulty in
depicting an existing situation. For example, it was ob-
served that wells varied in shape and size but all were
designed to slope at one end to allow water to collect
during a dry spell. Numerous sketches were drawn in an effort
to see if the item could be presented so as to catch the sig—
nificance of this phenomenon. Different size buckets were
tried, as well as various shapes of wells, but a suitable
question could not be formulated to convey the proper response.

As the test began to develop, the items compiled were
divided into two categories: (1) Mechanical Comprehension--
those dealing with general principles of physics and mechanics;
(2) Mechanical Information--those dealing with specific tools

 

and equipment.
The next step was to design the test questions. The
decision was made to have the items shown pictorially.

5

Biesheuvel supported this decision when he wrote:

The use of concrete presentation and pictorial
answers, which reduces the influence of verbal ability
on performance in this test, (Test of Interests) is an
advantage for African use.
However, there was also the possibility that the African
might misinterpret the picture or its perspective when it was
drawn in two dimensions. Considerable care would have to be

taken in drawing the pictures to keep them as simple and un-

complicated as possible.

 

5Taylor, op. cit., p. 148.

51

The illustrations for the items were drawn by two
artists6 (one American and one Canadian) who were familiar
with African culture. At this stage, consideration was
given to the best possible method of presenting the test
items to the students. To avoid any possibility of misinter-
preting the English language, it was decided to eliminate
written instructions and present each question orally by
means of a brief and carefully worded introductOry statement
(see Appendix II). The oral presentation was tape recorded.

Since English was the accepted basic language of
Nigeria, the recordings were made in English. An experi-
ment was conducted using a Nigerian radio announcer to record
the instructions; however, his "learned" English was so rapid
and had so many inflections that a trial sample of testees
became confused when listening to him. In order to achieve
better speed control, diction,and emphasis, an American was
selected for this purpose. No attempt was made to record
the instructions and questions in native dialects, as these
were so varied as to have had only limited application in any
one section of Nigeria.

The initial form of the test (see Appendix II) contained
eighty questions and was diVided into three parts. Parts I
and II were essentially questions relative to mechanical com-
lprehension applying the general principles of physics and
mechanics. Part III emphasized mechanical information based

on knowledge of care and use of tools and equipment.

 

6The two artists were Mrs. Jacqueline Schwarz and Mrs.
Anita Davis.

52

Each question was designed with four responses. The
reasons for confining the responses to four were:

1. Many of the questions limited themselves in the
degree to which they could be pictured. A typical example
was question six concerning the plantains (native banana)

shown below:

‘éziaisgf ‘53925557 EMAAAEE

m =3 a: :3

Question: Three plantains are cut for cooking. Which
plantain will cook the quickest in a pot of
boiling water? .. the first..the second..the
third..or will the time for cooking all be
the same? Mark the one answer that is best.

To show the plantain sliced in different prOportions other

than the ones drawn above would accomplish little except to

repeat an idea already fully illustrated.
2. The size of the pictures themselves was important.

If the illustrations were made any smaller, to accommodate

more than four responses, details would become too intricate

and confusion might result for the young African taking the
test. The test item illustrated below demonstrates the
minimum size picture that could be used and still adequately

portray the concept involved:

/ M M/ SAME

53

3. A few of the questions needed an introductory pic-
ture to further explain the concept being portrayed. This,
too, had a limiting effect on the number of response items
that could be effectively drawn. An example would be test
question 12. In this question, an introductory picture was

provided to aid in understanding the question. The item is

shown:

I:: c: =

 

 

 

 

 

 

Question: Two men are trying to move a very heavy box.
Which of these will best help the men to move
the very heavy box? ..the chain..the barrels..
the bricks..or the timbers? Mark the png which
will best help to move the box.

Experimentation showed that fifteen seconds between
questions was sufficient time for the testees to answer
questions. The questions were arranged in order of difficulty,
from least to most difficult. A practice sheet was developed
containing six practice questions (see Appendix II). This
practice sheet was determined to be a necessary requirement
to test administration, as previously indicated in Schwarz's
rules and principles for test construction in West Africa.

It was planned to provide a minimum of ten minutes to acquaint
the testees with the test.

The test was printed in Lagos with the cooperation of
the USAID-~American Institute of Research and was ready for

use by the end of March, 1962.

54

Original Test Tryout

The need for a representative sample of schools to try-
out the new test of mechanical aptitude was discussed early
in April, 1962 with the Ministry of Education, Western Region.
These schools would have to be those that would eventually
supply applicants to the trade and technical centers. Since
the level of scholastic achievement varied so greatly, even
within a limited geOgraphical area such as Ibadan, the neo-
essity of selecting typical schools became apparent. Accord-
ingly, through the COOperation and advice of the Ministry of
Education7 three primary schools (sixth grade), two secondary
modern schools (pre-high school), and one grammar school (pre-
college) were chosen in the near-Ibadan area. This phase of
the testing required two weeks to accomplish. Norms and
other data resulting from the first test tryout appear in
Table 6, page 55.

Once the testing of the original form of the test was
completed, an item analysis (see Appendix III) was made of
the 461 students involved. The purpose of the item analysis
was to assess the difficulty of the items and their discrim-
.inating power.

The level of difficulty was obtained by calculating
the percentage of students who gave the correct responses to
that item. Discrimination value was obtained by determining
the scores of the top 29 per cent and the bottom 29 per cent

 

7Essentially, the advice and COOperation of Mr. H. M.
B. Somade, then Chief Inapector, Ministry of Education,
Western Region Government.

55
TABLE 6

NORMS RESULTING FROM ORIGINAL TEST SAMPLE OF
461 STUDENTS, IBADAN AND NEAR VICINITY

 

 

 

Raw Scores

II

 

 

 

 

 

Per-
centiles Primary Secondary Modern Schools Grammar
School Schools
Grade 6 Class I Class 11 Class III
99% 55 52 60 55 64
95% 44 47 55 51 61
90% 41 4O 47 48 59
85% 59 58 42 45 58
83% 58 57 59 45 56
75% 56 56 55 42 55
70% 55 54 57 41 52
65% 55 55 55 4O 51
60% 52 52 54 57 49
5526 51 51 55 56 As
50% 50 5O 52 55 45
45% 29 5O 51 54 45
40% 28 50 29 52 42
55% 27 29 28 51 41
50% 26 28 27 5O 59
25% 24 26 26 29 58
20% 25 25 25 28 57
15% 21 24 24 27 55
10% 19 25 21 24 55
N '125 52 122 68 94
SD 8.6 7.9 9.8 8.7 9.8
NOTES:

Raw Scores represent a total number correct out
of a possible score of 80.

Primary Schools (sixth grade) included Saint
Patricks-Abebi and Saint Patricks-Oke Padi, Ibadan.

Secondary Modern Schools (grades 7, 8 and 8 plus)
included Anglican Secondary Modern and the Ibadan Cipy
Council Secondary Modern, Ibadan.

Grammar School (pre-college, grades 7 and 8) was
Saint Luke's Grammar School, Ibadan.

56

in each school group tested. (The tOp 9 per cent and bottom
9 per cent were scored double.) The weighted ratio of the
tOp 29 per cent to the bottom 29 per cent was calculated for
each response to the items. As a result of the item analysis,
seven questions were eliminated and twenty-two questions
revised.

The item analysis produced several significant results,
especially with the questions that needed revision. For
example, question number one showed a Nigerian woman carrying
a log on her head. The problem was to identify which response

was the proper way to carry the log.

If N: T *5:

Question: Look at the four women carrying the timber. Which
woman can best carry the timber? Mark the one
best answer.

 

This question was presumed to be the least difficult
in the test. The item analysis indicated it was a relatively
difficult question. Upon interrogating the Nigerian students
at the Technical College, it was learned that the artist had
unfortunately drawn the roots of the log to appear to be
growing out of the lady's ear in response A. ReSponse B, the
correct answer showed the roots hanging down in front of the
lady's eye obstructing her view. The Nigerian students at
The Technical College indicated that the testees probably felt

57

that an effort was being made to deceive them in responses
A and B; accordingly, the majority picked response C, an
incorrect answer. In revising this question, the log and

its roots were rotated 180 degrees.

If: 5? T *7;

The responses to question number two were also inter—
esting. The question showed a boy standing in the sun with

his shadow cast in four different positions:

fig *2} a at

c== ' c=: ‘==

Question: A boy is standing in the sun. Which of the four
pictures shows the correct shadow on the ground?

Mark the one in which the shadow is correct.

This question was considered to be extremely easy. The item

analysis denied this fact. Again in questioning the Nigerian

students at The Technical College, the point was made that

the test assumed that the sun was behind the boy in all the

responses; but actually in its two dimenSional portrayal, it

could be interpreted to be either in front or behind the boy.

Here was an example of the previously mentioned concern--

misinterpretation brought about by the two dimensional

58

perspective of the drawings. The confusing factor was
eliminated by changing the verbal information accompanying
the question to read: A boy is standing in the sun. The
sun is behind him. Which of the four pictures shows the
correct shadow on the ground? Mark the 222 in which the
shadow is correct.

Question twenty-nine involved the principle of refrac-
tion in physics: an object tends to appear to bend and
become slightly thicker as it enters water. .The test quese

tion appears below:

d, E, E, E:

Question: If you put a pencil into a tumbler of water, how
does the pencil look? Mark the pp; that best
shows a pencil in the water.

The level of difficulty indicated it to be a very difficult

question, either because of something learned in the class-

room that seemingly had no application value Or because it
was too academic in nature. The question was discarded.

The questions that eventually were eliminated were
those that proved to be too academic in nature or too dif-
ficult to illustrate in two-dimensioned effects, or those
which required too lengthy verbal instructions. Accordingly,
the second form of the test was reduced to seventy-three

questions.

59

Second Tryout

 

,Late in April, 1962 permission was received from the
Ministry of Education, Western Region, to use the revised
form of the Mechanical Aptitude Test, in conjunction with
other selection procedures, on the annual group of applicants

8 of the Western Region, Nigeria.

for the four trade centers
Originally over 3,000 boys applied for entrance to these
trade centers. After a preliminary screening, based on age
and qualifications, some 800 boys were invited to sit for a
series of entrance examinations at the four centers. The
actual number of boys eventually completing the examinations
totaled 661. These were boys who had graduated from the
secondary modern schools (pre-high school). The boys came
from all sections of the Western Region and averaged 16.59
years in age.

The entrance examination consisted of a standard
battery of the Ibadan Verbal Test and Ibadan Arithmetic
Tests (see Appendix VI and VII), and an interview. Three
of Schwarz's USAID—AIR tests (see Appendix VIII) and the
revised form of the Mechanical Aptitude Test were also admin-
istered at this time. All but the Mechanical Aptitude Test

were to be used in the selection of the new candidates for

the trade school.

 

8Sapele, IjebueOde, Oyo, and Oshogbo.

9The average age of the applicants was determined from
information collected by the questionnaire administered at
the time of the testing and may not be too dependable.

60

A questionnaire was given to each candidate in conjunc-
tion with the Mechanical Aptitude Test to provide background
information. The purpose of the questionnaire was to.estab—
lish the degree of relationship between: (1) the questionnaire
items and the criterion measure, (2) the questionnaire items
and the tests being measured, and (3) the various items on
the questionnaire itself. The questionnaire is shown in
Appendix IX.

A follow-up item analysis (see Appendix V) was made on
the twenty-one questions that had been revised. The same
technique of item analysis as was used with the original
test was employed in this follow—up analysis.

A frequency distribution and norms of the total number
of applicants tested using the revised form of the Mechanical
Aptitude Test appear in Figure 1, page 61, and Table 7,
page 62.

Conclusions reached from examining Figure 1 and Table 7
were: I

1. The distributions represented were approximately
normal.

2. A comparison of the original test tryout group of
"Secondary Modern, Class III" (see Table 6) with the "Total"
column of Table 7 showed enough similarity to conclude that
the original sample was somewhat representative of the boys

who did enter the trade schools.

61

HOO hp one: moaoom Mo EmawoumHm cam COHpanppmHO mocosoopm

mm .o

.mHanHz .cOHwom secure: pmoa OUSOHDQ<
HmoHsmnooE on» mo Each oomH>om one so meopsoo moose gsom Op upstHHdn<

.H oastm

moaoom 3mm

mm Om de 0:

mm Om mm Om mH OH

 

mm coo:
m mmIHm
SH OOIOm
mm mmIHm
ms omum:
omH mauas
Hmfi OSIcm
mmH mmIHm
mm omumm
or mNIHm
MH omIOH
: mHIHH
M. monoom

rll ,

 

I—

 

COHpanhpmHQ hocosvosm

_I

 

 

 

_ rIIL

IH

 

 

 

 

 

 

 

OH
ON
om
0:
om
om
ow
ow
om
OOH
OHH
ONH
OMH
OOH
omH
OOH

(Aouanbeag) squeoIIddv JO JeqmnN

62

TABLE 7

NORMS RESULTING FROM SECOND ADMINISTRATION OF TEST
TO FOUR TRADE CENTERS OF WESTERN REGION, NIGERIA

Raw Scoresa
Percentiles Ijebu-Ode Oshogbo Oyo Sapele Total

 

 

9 E4 58 6O 59 59
9 8 54 54 53 3
9O 47 49 52 50 9
85 42 47 49 47 47
8o 41 45 47 45 45
75 4o 44 46 43 44
7o 39 43 45 42 42
65 38 . 42 44 41 41
6o 37 41 43 40 4o
55 36 4O 42 39 39
50 35 39 41 38 38
45 34 38 4o 37 37
40 33 37 39 35 35
35 32 36 38 34 34
30 31 34 36 33 33
25 30 32 35 31 32
2o 29 3o 34 3o 31
15 26 29 31 29 29
10 23 26 29 27 26
N 179 147 96 239 661
Mean 35.3 38.9 41.3 38.4 38.0
SD 8.3 9.0 8.1 8.9 8.8

 

aRaw scores represent a total number correct of a
possible score of 73.

63

Summary
This chapter has described the procedure used to develop

a test of mechanical aptitude for Nigeria. In general this
develOpment involved: (1) analyzing the Bennett Mechanical
Reasoning Test of the Differential Aptitude Test Battery for
principles of physics and mechanics; (2) acquiring a basic
concept of Nigerian culture; (3) designing the test;(4)
trying it out; (5) revising it and then trying it out a
second time. The work was accomplished during a two year
period: 1960-1962.

Visits to Nigerian villages, towns, and cities showed
varying degrees of living conditions; as a result, test items
were designed and selected with this fact in mind. Every
effort was made to incorporate questions suitable to the
culture involved.

During the past year, 1962-1963, reliability and vali-
dation studies were made. These last two steps are described

in the following chapters.

CHAPTER V 2
RESULTS

Introduction

 

The purpose of this chapter is to show the results of
the study. Included are the following: (1) criterion
reliability substudy, (2)-reliability study of the predictors,
(3) results of the questionnaire, (4) examination of the
intercorrelation of the variables, (5) validity study, and

(6) multiple regression study.

Criterion Reliability Substudy

The primary function of the substudy was to ascertain
the relationship that existed between a student's class rank
at the end of his first term at the trade center and his
class rank at the time of graduation. If a relationship did
exist, then first term scores and class rank could be used
with muCh more assurance than would otherwise be the case,
since both would show a close approximation to a commonly
used training criterion, namely graduation from a training
'program. The substudy was conducted at the two trade centers,
Ijebu-Ode and Sapele, since they had been in Operation long

enough to provide graduates.

64

65

A_Rank—Order Correlation was used in conjunction with

the data received, applying the following formula:

1-62D2
Rho =

 

N (N2 -1)
Table 8 shows the results of the substudy.

On the basis of the generally high correlations found
in the substudy between Class rank at the end of Term I and
class rank at graduation, it was concluded that a student's
first term class rank was indicative of what his class rank
would be at the time of graduation.

The main criterion for the study was to be the workshOp
scores made by those students selected to enter the trade
centers. The arithmetic and English scores were to be sub-
sidiary criteria. In order to expedite the study, since
term scores would not be available until August, 1963, the
decision was made to utilize mid-term scores as criteria.
The reasons for using mid-term scores rather than waiting
until the end of the term were:

1. It was generally accepted that a student's class
rank at mid-term was a strong indicator of his class rank at
the end of the term.

2. A high correlation did exist between a student's
class rank at the end Of the first term and his class rank
at graduation; consequently, a similar relationship might be
expected to exist between mid-term and first term class

rankings.

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3. A mid-term probationary evaluation was to be made

at the trade centers.1

Reliability Study of the Predictors

 

A reliability study was made of the revised Mechanical
Aptitude Test. The method used was the odd-even technique,
_where the test was divided into halves and each half was
scored separately fOr its respective coefficient of reliability.
The halves were obtained by letting the odd-numbered items
constitute one-half and the even-numbered items the other
half. The data utilized for this purpose were those from the
testing of the 661 applicants to the trade centers in May,

1961. The formula used to establish the coefficient of
correlation between the halves was:

_NLXY—(zx) LzY)

r _
¢[N2x2- (2)02] [NZYE- (ZY)2]

 

An estimate of the reliability of the whole test was
made by means of the Spearman-Brown Formula, which corrected
the reliability coefficient for artificial shortening of the
test required by an odd-even procedure. The Spearman—Brown
Formula used was:

2 r 1/2 1/2
1 + r 1/2 1/2

 

 

1This was an innovation at the trade centers. No
previous mid-term evaluations had ever been made at the trade
centers; consequently, it was impossible to establish the
relationship between mid-term, first term,and graduation
performance. .~

68

The reliability study produced the following results:

.1.

Raw coefficient of correlation between halves of

the revised form of the test of mechanical aptitude.

Part
Part
Part
Part
Part
2.

I r
II r
I and II r
III r
I, II, III r

.43
.42
.58.
.53
.66

Spearman-Brown estimate of the corrected reliability

used in conjunction with the above coefficient of correlation.

Part
Part
Part
Part
Part

I r
II r
I and II r
III r
I, II, III r

The conclusions drawn from

study were
1.
2.

.60
.59
.73
.69
.80
the above reliability

The separate parts of the test were not reliable.

The separate parts of the test when combined

yielded an estimate of reliability that was

acceptable.

Results of the Questionnaire

The questionnaire (see Appendix IX) was administered

in May, 1961, in addition to the standard battery of tests.

Various aspects of the questionnaire were reviewed as follows:

59

1. Father's Occupation-~With the help of the college

 

staff2 at The Technical College the occupations listed by
students as representative of their father's work were divided
into three categories: (1) non-mechanical, (2) slightly
mechanical, and (3) mechanical. Occupations were classified
in this manner to show if any relationship existed between
the occupation of a boy's father and the boy's scores on the
tests. The occupations and their classification are shown
in Table 9..

2. Primary School Attended--The primary schools were

 

initially classified as either rural or urban by two Nigerian
members3 of the staff at the Technical College. A similar
but individual classification was later made by Mr. Joseph
Onawunmi, a Nigerian participant studying at Western Michigan
University, who independently substantiated the previous
classifications. The purpose in analyzing this question was
to determine if any relationship existed between the kind of
primary school attended by the applicant and his scores made
on the entrance tests. The schools were tabulated as (1)
rural and(2) urban.

3. Secondary Modern School Attended--The Ministry of
Education, Western Region, provided a report listing the

, region's secondary schools. The report included such

2Those who helped to independently establish the class-
ification of occupations included the five USAID staff members,
three expatriates, and five Nigerians.

3The two members of the staff at the Technical College
were the Bursar and the Librarian.

'70
TABLE 9

FATHER' s OCCUPATION TOR THE 661 APPLICANTS T0
FOUR TRADE CENTERS, WESTERN NIGERIA

 

 

Non-mechanical Slightly Mechanical Mechanical
Accountant Berber Blacksmith
Buyer Butcher Bicycle Repairer
Clerk Drycleener Brick layer
Civil servant Fishermen Building Contractor
Drug Dispenser Gardner Crane Operator
firmer“ Laborer Carpenter
Messenger Nurse (Male) Mr
Right Watchmen Palm Wine Tapper Goldsmith
Missionary Photographer Lorry Driver
Policemen Radio Amouncer Mechanic

Postman Railroad Worker Hinter
Sanitary Inspector Road Overseer Technician

Salesman (Merchant-
tredesmsn )

Tex Inspector
Teacher

Road Sectionmen
Shipping Clerk
Surveyor
Steward

nilor

Wood Cutter

Weaver

Watch Repairer

Works Foreman

 

Prhe typical Nigerian tamer has only limited tools and means

of accomplishing his work.
require little mechanical ingenuity.

His daily labors are often routine and may

71

information as number of students enrolled, size and qualifi-
cations of the staff,and number of streams (classes) being
simultaneously offered at the schools. A classification of
the schools was made with the aid of the report and the
InSpector of Secondary Education, Ministry of Education.
These classifications were also later substantiated by Mr.
Onawunmi. The purpose here was to establish whether or not
a relationship existed between the size of the secondary
school attended and an applicant's scores on the entrance
examinations. The schools were classified as (1) small and
(2) large.

4. Student Ownership of Wrist Watch and Bicycle~-The
purpose of this question was to establish an index of the
applicants' exposure to Western mechanical culture. The
assumption here was that the applicant who indicated the
ownership of a wrist watch and/or a bicycle would score high
on the Mechanical Aptitude Test. The question was tabulated
as: (1) does not own a wrist watch or a bicycle, (2) owns
either a wrist watch or bicycle, and (3) owns both a wrist
watch and a bicycle.

5. Father's P0ssessions--The purpose of this question

 

was essentially the same as Question 4, i.e., to establish
an index of the applicant's exposure to Western_mechanical
culture. The possibility existed here that the parent's
ownership of an automobile and/or a bicycle would afford the
applicant the opportunity of becoming more familiar with the

mechanical principles. The question was tabulated as

72

(1) does not own a bicycle or automobile, (2) owns either a
bicycle or automobile, and (3) owns both a bicycle and auto-
mobile.

6. Electricity in the Village, Town, or City-—Elec-

 

tricity was not a common thing in Nigeria, particulary in
the villages. Towns and cities were more apt to have
electricity, but primarily for commercial use. Only a
minority of schools in the towns and cities would be likely
to have electricity in the classrooms. Accordingly, schools
with electricity had considerable prestige. Such a school
might attract a higher caliber of teacher and student; as a
result, an applicant's background and scores on the entrance
tests might vary according to this factor. The question was
tabulated as (1) does not have electricity and (2) has elec-
tricity.

7. Use of Tools—-The last portion of the Mechanical

 

Aptitude Test was devoted to tools and their use. Accordingly,
it was reasoned that applicants claiming high familiarity with
tools should score higher on the last portion of the test.
The question was tabulated as: (1) not familiar with tools
listed, (2) familiar with two of the four tools, and (3)
familiar with all the tools listed.

Table 10, page 73, shows the results of these tabulations.
The following conclusions were made as a result of the ques-
tionnaire:

1. Most of the applicants' fathers worked in non-

mechanical occupations.

73

TABLE 10

TABULATION OF RESULTS OF QUESTIONNAIRE OF
661 APPLICANTS T0 TRADE CENTERS
WESTERN NIGERIA

.—__ --..-.._ ._...._. _ -“w _- 2.-.. ._ «......_...~.-. ~— ... -_ ~ ..._..~. .44“.--___. -.— ~-_...._.....—_-.. #1... ..._ ..__ .....___....—- - __..-

Percentage Response

   

 

 

Questionnaire 7g
Item IJebu— Oshogbo Oyo Sapele Combined
Ode_ (Total)
1. Father's
occupation
Non-mach. 86 86 74 86 84
Slightly 4 3 ll 4 5
mech.
Mechanical 10 11 15 10 11
2. Primary school '
Rural 4O 52 21 49 58
Urban 6O 68 79 51 62
5. Secondary
School
Small 22 21 15 26 22
Large 78 79 87 74 78
4. Ownersnip
wristwatch--
bicycle
None ' 27 41 44 51 54
hither 43 44 44 58 42
Both 20 15 12 51 24
5. Father's
possessions
bicycle-car
None 16 55 13 8 17
Either 83 65 87 9o 82
Both 1 O O 2 1
6. Electricity
in village
No 25 18 56 56 40
Yes 75 82 44 44 6O
7. Familiarity
with tools
None 7 7 8 5 6
Some 31 43 29 7O 42

All 62 so 65 j25 52

 

74

2. More applicants attended large urban primary and
secondary schools than small rural schools.

3. Most of the applicants owned a bicycle and/or a
wrist watch.

4. Most of the applicants' fathers owned bicycles,
few owned a car.

5. There was electricity in approximately one-half of
the villages, towns, and cities where the applicants lived.

6. Approximately half of the applicants expressed
familiarity with a hammer, saw, screwdriver, and spanner

(wrench).

Intercorrelation Study of the Variables

The intercorrelation study was made using the scores
attained by the total group of 661 applicants and the fol-
lowing variables:

1. Mechanical Aptitude Test.

2. Schwarz's USAID-AIR tests.

3. The Ibadan Verbal test and the Ibadan Arithmetic

test.

4. The questionnaire items.

The intercorrelations were calculated by individual
trade centers as well as by a cumulative matrix of the total
(661) number of applicants tested. Generally there was little
difference between correlations found in the individual trade

centers and the total cumulative matrix.

.75

QueStionnaire as a Variable

_The questionnaire, as an instrument for collecting
information, was relatively new to the applicants tested.

The applicants were observed to be hesitant in marking the
questions and items. What seemed to be a relatively simple
yes-no question caused much thought. A number of questions
were repeatedly asked as to the meaning of many items. It
was possible that some applicants answered the questions in
terms of What they thought the "officials" wanted.

The seven items on the questionnaire were found to be
unrelated to the other aspects of the matrix and generally the
cerrelations were insignificant. Most correlations ranged be-
.tween +.l and -.1. lThthwo exceptions were as follows:

1. A positive correlation of .44 was found to exist
between types of primary sChools and secondary modern schools
attended. This was probably due to the fact that an appli-
cant who attended a rural primary school continued his educa-
tion at a small rural secondary modern school; correspondingly,
an applicant who attended an urban primary school would.tend
to continue his education at a large urban secondary school.

2. A negative correlation of -.32 existed between
electricity in the villages, towns, and cities and the types
of primary and secondary schools attended. In essence, this
negative correlation indicates that small schools had elec-
tricity and large schools did not. Accordingly, though most
of the large schools were found in the large towns and cities,

such schools did not automatically have electricity. This was

76

generally the case,for schools in large towns and cities
operated only during daylight hours and the need for elec-
tricity for illumination was negligible. On the other hand,
in those small villages and towns supporting small schoolsv 3’
where electricity was available, the school may have served
as a general meeting hall to be used both day and night.
Accordingly, electricity might be installed in the school in
this situation, if the electricity were available in the

first place.

Other Observations

 

Table 11, page 77, shows the results of the intercor-
relation study. The intercorrelations revealed.a strong
interrelationship among the various parts of the Mechanical
Aptitude Test. Schwarz's USAID-AIR tests showed about the
same low positive intercorrelations among themselves as they
did with the parts of the Mechanical Aptitude Test. A rela-
tively high negative correlation existed between the Ibadan
Verbal Test and the Ibadan Arithmetic Test.

Validation Study

 

The mid—term probationary evaluations were performed

a

by three of the four trade centers. Oshogbo made a Christmas

evaluation in December, 1962 and a second evaluation in March,

1953.

 

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78

The validation study involved those boys that had been
selected by the trade center principals for the September,
1962, intake. As will be recalled on page 24, criteria for
the validation study consisted of grades received in workshop
(main criterion), English and arithmetic. The workshOp scores
were selected as the main source of criterion since the prac-
tical work prescribed in the trade center workshOps was
directly connected with the student's ability to identify,
comprehend, and apply the mechanical principles and informa-
tion that served as a basis for the test of mechanical
aptitude. The English and arithmetic scores were selected
as subsidiary criteria in the belief that they represented
academic and not trade skills and, therefore, would not nec-
essarily be related to the Mechanical Aptitude Test. The crite-
ria scores were standardized by converting them to z scores
For each trade center the three 2 scores were averaged as an
overall criterion.

The predictor variables consisted of the scores made
by the selected students in the Mechanical Aptitude Test,
Schwarz's USAID—AIR tests, the Ibadan Verbal Test, the Ibadan
Arithmetic Test, and responses to the questionnaire items.

The validation study was made by:

l. Validating the criteria against the school regard-
less of trades.

2. Validating the criteria against trades regardless

of school.

79

The results of the validity study are presented in Tables 12,
13, 14, 15, and 16. In the method whereby the criteria were
validated against the trades, the number of students involved
was too small to be considered. However,.when three trades--
electrician, fitter machinist, and motor mechanic--repeated
themselves in two or more centers, the number of students
involved was sufficient to merit observation. To aid in the
inspection of the data for significant correlations, the
formula for standard error of the coefficient of correlation

was used.

 

The summary of the results of the validation study
yielded the following:

1. The Mechanical Aptitude Test, Parts I, II, and III
as related to each other indicated mild interrelationships
where trade centers were combined.

2. The Ibadan Verbal Test as related to the Ibadan
Arithmetic Test indicated a generally strong negative rela-
tionship.

3. The Mechanical Aptitude Test as related to the
Ibadan Verbal Test indicated a mild relationship to Part I
of the Mechanical Aptitude Test particularly by trades.

4. The Mechanical Aptitude Test as related to the
Ibadan Arithmetic Test indicated there was no relationship
by trade center, however, a mild negative relationship was

shown by two of three trades.

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85

5. The Mechanical Aptitude Test as related to the
USAID-AIR tests indicated limited and scattered relation-
ships.

6. The Ibadan Verbal Test as related to the English
criterion scores indicated there was no relationship except
in the one trade of motor mechanics.

7. The Ibadan Arithmetic Test as related to the
arithmetic criterion scores indicated there was relationship
in one of the trade centers and a mild relationship by trades.

8. The Mechanical Aptitude Test as related to the
English and arithmetic criteria scores indicated there was no
relationship.

9. The Mechanical Aptitude Test as related to the
‘workshOp criterion indicated that Part III and Total scores
show mild relationship by trade centers.

10. The questionnaire variables as related to the criteria
indicatedconsiderable fluctuation from center to center and

a high number of negative correlations.

Multiple Regression

 

To establish which of the predictor variables could
best be combined in the selection of applicants to the trade
centers, the Wherry-Doolittle technique of determining multi-
ple regression was used. Two sets of correlations were
calculated, one using the main criterion of workshOp scores
and the other using the standard score average of the three

scores in workshOp, English, and arithmetic. The predictor

86

variables selected were Scharz's USAID-AIR tests, the Ibadan
Verbal Test, the Ibadan Arithmetic Test, and the Mechanical
Aptitude Test. The questionnaire data were not used as a
predictor variable in this analysis. The results of the
multiple regression prediction correlations are shown in
Table 17.

The Wherry-Doolittle multiple regression illustrated
the considerable difference that currently existed between
the three trade centers involved. There was no evidence of
a combination of tests suitable for all centers; however, the
Mechanical Aptitude Test and USAID-AIR tests were included in

the multiple regression selections with some consistency.

Summary
The criteria reliability substudy showed a generally

high correlation between class rank at the end of Term I and
class rank at graduation. Primarily on the basis of this
high correlation, it was decided to expedite the study and
use the mid—term scores of the students in workshOp, English,
and arithmetic as criteria.

The refiability study of the revised form of the Mechan-
ical Aptitude Test produced a coefficient correlation of .80
for the combined parts of the test.

The questionnaire disclosed a number of aspects related
to the applicants' backgrounds. Of interest were the findings
that most of the applicants' fathers worked in non-mechanical

occupations and that there was electricity in approximately

87

 

 

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88

half of the communities where the testees lived. However,
no questionnaire variables showed consistent relationship
with the Criteria and other predictor variables used in the
study.

The intercorrelation study based on the 661 original
applicants showed some reasonable intercorrelations between
the USAID-AIR tests and the Mechanical Aptitude Test. A
relatively high negative correlation was shown to exist between
the Ibadan Verbal Test and the Ibadan Arithmetic Test.

The validation study was made by examining the data by
trade centers and by specific trades. The validation study
showed no single predictor variable to be consistently success-
ful in any trade or trade center. The Mechanical Aptitude
Test showed a minimum relationship with the workshop criterion
score in one of the three centers but no relationship with
arithmetic or English criterion scores. The USAID-AIR tests
showed scattered relationships with the criteria and the
Mechanical Aptitude Test. A relatively high negative correla—
tion was found to exist, as was also found in the intercorre-
lation study based on the 661 applicants, between the Ibadan
Verbal Test and the Ibadan Arithmetic Test. The multiple
regression correlation revealed only one center where a com-

bination of tests could be used as predictors of success.

CHAPTER VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Review of Background

 

The early philosophy of Nigerian education was to con-
centrate on the academically oriented subjects. Since
Nigeria's independence in 1960, industrialization and tech-
nology had become increasing factors in the country's economic
growth. Technology required skilled labor and trained tech-
nicians. To help meet this need, trade and technical centers
were being expanded to supply manpower required.

The method of selecting students for entrance to trade
and technical centers had certain limitations and problems.

A basic problem to the selection process was the young
Nigerian's lack of motivation to enter the trade centers.

One means of helping to improve the selection methods
at the trade and technical centers was the develOpment of a
new battery of tests based on Nigerian culture. One part of

this new battery was a test of mechanical aptitude.

Restatement of the Problem

 

,The primary purpose of this study has been to describe
the development of a Mechanical Aptitude Test for the Western

Region Government of Nigeria. The test was to be based on

89

9O

Nigerian culture. The reliability, validity, and intercor-
relations of the test were to be determined.

The main criterion for the study was to be the workshop
scores made by students selected to enter the trade centers.
The arithmetic and English scores made by the students were
to be subsidiary criteria. Four variables to be used as
predictors of relationship to the criteria scores were: (1)
the Mechanical Aptitude Test, (2) the Ibadan Verbal Test and
the Ibadan Arithmetic Test, (3) the USAID—AIR tests, and (4)
responses received from a questionnaire.

The criteria and the predictor variables involved
conditions that might limit their effectiveness. These were
conditions probably common to many developing nations; however,
in an exploratory study such as this, the conditions were not

so serious that the study could not be undertaken.

Sources and Procedure

 

Relatively few pertinent sources and references exist
to aid in the development of such a study. Consequently, a
great deal of the information needed to conduct the study
resulted from. contacts with Nigerian and expatriate educators
and psychologists.

The procedure used in developing the test of mechanical
aptitude was to: (l) establish an understanding of the
Nigerian culture, (2) visit villages, towns, and cities and
design test items based on observations made, (3) develop an

initial form of the test, (4) pre-test and analyze the initial

91

form of the test, (5) revise the test, (6) administer the
revised test a second time, and (7) establish the reliability
and validity of the revised test. Two years were spent in
Nigeria in developing the test. One year was spent in the
United States in analyzing the data.

Summary_of Results

The test oflnechanical aptitude based on Nigeria's
culture was developed. The test was pre-tested, revised,
and administered_a second time to 661 applicants to the four
trade centers in the Western Region for the September, 1962
intake. A reliability study of the revised form of the test
resulted in a reliability coefficient of .80 for the combined
parts of the test. The high interrelations among the parts
of the Mechanical Aptitude Test furthered the idea that it
would be acceptable to use the total score of the test.

A substudy of graduates of the trade centers showed
correlations that ranged from .58 to .99 between first term
.grades and graduation grades. As a result of this high cor-
relation, it was decided to expedite the study and use mid-
term evaluations as criteria scores for a validation study.

A study of the intercorrelations involving the 661
applicants to the trade centers and the variables involved
showed some relationshipsamong the various parts of the
Mechanical Aptitude Test and Schwarz's USAID-AIR tests.
There was a high negative correlation between the Ibadan
VBrbal and Ibadan Arithmetic Tests. Items on the questionnaire

were generally unrelated.

92

The validation study was made using two methods of
investigation. In one method, the criterion was used
against the trade schools regardless of trades and in the
second method the criterion was used against the trades in-
volved regardless of the schools. The Mechanical Aptitude
Test was only mildly related to the scores made by the stu-
dents in the workshOps. The expected relationships among
and between the predictor variables were not very satisfactory.
The expected relationship of the predictor variables against
the criteria was only mildly successful. Many of the corre-
lations found in the validation study involving the predictor
variables and the criteria were not consistent, and when
strong correlations were found, they tended to be scattered.
Schwarzl had similar scattered.low correlations as shown in
the results of studies made involving new tests developed for
Africa. Further remarks about the validation study in rela-
tion to the predictor variables and the criteria will be

found in this chapter under Conclusions and Recommendations.

 

The validation study also showed, with few exceptions,
that most of the significant correlations from questionnaire
data were negative. The original questionnaire data were
scored so that these correlations logically should have been
positive. For example, higher numerical scores were used to
indicate greater familiarity with a mechanical culture, and

low scores were assigned to those who indicated little

 

lSchwarz, o . cit., Appendix B, Supplementary Data,
Tables 3B, 43, 5 . .

93

familiarity with a mechanical culture. If the negative
relationships were to be accepted, the assumption must be
-made that the mechanically unsophisticated.and rural oriented
student had a better chance of being successful in the trade
centers. This was especially noticeable in conjunction with
-the arithmetic criterion score. One explanation of this
phenomenon would be that villages were poor, and by necessity,
the combined wealth of the village could be Just enough to
send only their "best" boys for higher education. Those
selected might be the boys who were good at their sums but
not necessarily mechanically inclined.

In the towns and cities the opposite could be happening.
Here the "better" boys in terms of general knowledge and
academic ability were often destined for pre-college education
or selected for the choice Job opportunities. The trade center
applicants from the towns and cities were more likely to be
those boys who had experienced difficulty in finding work of
any nature. It was possible that these boys had acquired
enough of the rudiments of English and arithmetic to pass the
trade center entrance examinations, but were not necessarily
those who had shown interest or had been aware of the mechan-
ical world that existed around them.

The multiple regression study showed the Oyo Trade
Center as the only center where a combination of tests could
be used as predictors of success. The questionnaire data

were not used in the multiple regression study as there was

94

concern about the logic of the data involved and a reluctance

to rely on negative information in a selection process.

Limitation of Results

The results of the study had certain limitations that
should be identified. These were as follows:

1. The 661 students who participated in the entrance
examinations at the four trade centers were pre-selected.
Though thousands applied for permission to take the entrance
examinations, only those who met the basic requirements of
completing the application blank correctly, remembering to
attach a photograph, listing proper references and other
necessities were invited to take the examination. This
process of elimination was certainly necessary when so many
applied for so few openings; however, from a research view-
point it did add a certain amount of pre-selection and con-
sequentf narrowing of the range before the battery of
selection tests was ever administered.

2. The 157 students used in the validation study were
further pre—selected. These students were admitted to the
trade centers on the basis of their performance on every
predictor variable discussed in the study except the Mechanical
Aptitude Test and the questionnaire. The applicants who were
finally admitted to the trade centers were most likely those
who scored high in English and arithmetic tests as well as in
the interview and Schwarz's USAID-AIR tests. As mentioned

before, from a research viewpoint pre-selection of this nature

95

was not a desirable factor as it limited the applicants to
a selected group which may not be representative of the
total population involved.

3. The use of mid-term scores in workshop, English,
and arithmetic as criteria for the validation study instead
of end-of-term scores could have been based on a weak assump-
tion. Since mid-term evaluations were not standard practice
at the trade centers, such evaluations might not prove to be
a valid estimate of the student's progress.

4. The criterion data were collected by overseas mail
from Nigeria. There was no way of knowing the methods used
by the instructors to evaluate the students. Varying condi-
tions at the trade centers such as shortage of workshOp
supplies, loss of instructors or uncertain emphasis given to
classroom performance versus workshOp performance could have
produced criterion data errors. If such factors did exist,
they might have explained, in part, the limited success of

the predictor variables.

Conclusions

 

On the basis of the evidence secured from the recorded
data, the following conclusions seemed appropriate:

1. The working hypothesis that the Ibadan Arithmetic.
Test and the Ibadan Verbal Test would overlap each other to
a limited degree was not supported. The conclusion was that

the two tests were acting independently.

96

2. The expected relationship between the Ibadan Verbal
Test and the English criterion scores was found in only one
trade. The conclusion was that the Ibadan Verbal Test was
not identifying those students who were rated high in English
at the time of the mid-term evaluation.

3. The expected relationship between.the Ibadan Arith-
metic Test and the arithmetic criterion scores was found to
be only mildly evident. The conclusion was that the Ibadan
Arithmetic Test was only mildly successful in identifying
those students rated high in arithmetic at the time of the
mid-term evaluation.

A. The working hypothesis that student scores made on
the test of mechanical aptitude would have a low correlation
with scores made on the Ibadan Arithmetic Test and the Ibadan
Verbal Test was essentially supported. The conclusion was
that the tests involved were working independently and not
overlapping.

5. The main hypothesis of the study--that students
accepted at the trade centers who scored higher on the Mechan-
ical Aptitude Test would achieve a better workshop record--was
only very mildly supported. The conclusion was that the lack
of a strong correlation here tended to emphasize the limita—
tions of the study including: (1) pre-selection; (2) the use
of mid—term scores instead of end-of—term scores as criteria;
and (3) collecting the criteria data by overseas mail, thus
limiting the knowledge of the conditions and methods of student

evaluation made by the instructors.

97

6. The working hypothesis that a test of mechanical
aptitude could be develOped that would compliment other tests
of a general battery being used to select candidates was only
.mildly successful. The multiple regression study was able
to predict the best combination of tests for only one trade
center. The conclusion was that the results of the.multiple
regression study should be considered with caution.

7. The questionnaire used in conjunction with the
study proved to be inconsistent in its measures. The conclu—
sion was that the understanding and use of the questionnaire
was new to many of the applicants and the accuracy of their

responses was to be questioned.

Recommendations

 

1. To develop a test of mechanical aptitude such as
described in this study requires time and patience. Test
development in an emerging nation such as Nigeria cannot be
hurried. Ample time should be allotted for becoming thoroughly
acquainted with the culture and the communities represented
.by its villages, towns, and cities. Test items should reflect
this culture.

2. The Mechanical Aptitude Test, as described in this
study, needs the following considerations:

a. The reliability of the Mechanical Aptitude Test
should be enhanced by adding more items to the
various parts of the test.

b. The criteria used in the validation study
should be collected first-hand and not by

98

overseas mail. The conditions under which
the criteria evolve need to be observed
directly and considered accordingly. Every
effort should be made to refine the criteria
measures.

3. There is need for further study to examine the
influence that the culture in a developing country may have
on the effectiveness of tests similar in design and format
to the one described in this study. The use of paper and
pencil tests is still relatively new to countries such as
Nigeria, and there may be cultural factors restricting the
usefulness of such tests that have not been identified or
considered to date.

A. In future studies, serious effort should be made
to plan a validation study in which the predictor variables
have not entered into any pre-selection decisions.

5. Should the use of a questionnaire be required in
future studies, its content and construction should be care-
fully considered. Africans are not familiar with question-
naires and their use, as are those who use them consistently
in Western cultures; consequently, the questionnaire format,
wording, and method of administration need to be prepared

with the utmost care.

Problems for Further Study
1. A_study is needed that will validate the Mechanical
Aptitude Test using criteria available at the end of the trade

centers' current term, July-August, 1963.

99

2. The Mechanical Aptitude Test should again be
analyzed for questions that are not significantly contributing
to the total test performance. The test questions need to be
reorganized into a more progressive sequence of difficulty.

3. Further work is needed in the develOpment and ap-
plication of questionnaires, perhaps utilizing pictures to
replace words that may be meaningless or misinterpreted by
the African.

4. When the Mechanical Aptitude Test is refined and
further validation is accomplished with the trade centers,
it should be tried in other cultures and societies. One
possibility would be to administer to similar groups one
form of the test as developed for Western Nigeria and a second
form that has been revised and adapted to the specific culture
involved. The purpose would be to test the hypothesis that

tests of this nature should be culturally oriented.

APPENDICES

lOO

APPENDIX I

POTENTIAL ITEMS FOR MECHANICAL APTITUDE TEST

Communication

 

The size and shape of a drum determines its pitch and
tone.

A voice carries farther across a barren field than it
does in a forest.

Cooking and Domestic Life

 

A well should be dug so that the bottom of the well
810pes to one end; accordingly, water will collect in the
deep end during a dry spell.

A pulley is sometimes used to help lift a water
bucket from a well. A little oil makes the pulley run more
easily.

The size of the orifice of a funnel is directly propor-
tinal to the amount of liquid that can be poured through the
funnel in a given amount of time.

A piece of paper or banana leaf can be made into the
shape of a cone and thus facilitate the pouring of liquids
from one container to another.

A stone will sink faster in a bucket of water than
it will in a similar bucket of heavy oil.

An empty drinking cup with a handle will float in
water but it dips slightly toward the side with the handle.

The water in a glass tumbler will curve up where the
water touches the sides of the glass.

Cloth will absorb water faster than leaves or grass.

Newly washed clothes will dry faster in the sun when
they are spread over grass six inches high than when they
are laid directly on bare ground.

Newly washed clothes laid out to dry will dry faster
if a wind is blowing.
lOl

102

The bigger the cooking pot, the longer it takes water
to reach the boiling point.

If hot maize (corn) is spread out on a large leaf it
will cool more quickly than if kept tightly bunched on a
small leaf.

A yam cut up into small pieces will cook more rapidly
than a yam cooked whole and not cut up.

The contents of a cooking pot will remain hot longer
if the lid is left on than if the lid is taken off.

A thick shelled calabash pot will keep the contents
hot longer than a thin shelled pot of the same size.

Palm oil will float on water.

A pencil placed in a tumbler of water appears to bend
slightly as the pencil enters the water.

A four inch diameter by four inch high candle will
burn longer than a one inch diameter by six inch high candle.

To dim the light on a kerosene lamp, you lower the wick.

A wick in a kerosene lamp that is turned up too high
will cause the lamp to smoke.

A piece of paper catches fire more easily and burns
more quickly when lighted at the base of the paper than when
lighted at the top of the paper.

If there is a handle on a broom the person using the

broom does not become as fatigued as when using a broom with-
out a handle.

Buildings

 

Smoke and heat rise to the tOp of a house; accordingly,
openings to allow the smoke to escape are made near the peak
(tOp) of the roof.

A tin roof becomes hotter in the sun than a mud or
grass roof.

The greater the pitch of a roof, the less likely it is
that rain will remain on it.

Corrugated roofs are placed with the grooves sloping
vertically.

103

The handles to doors should be placed as far as possible
on the Opposite edge of the door from where the hinges are
found.

For maximum support, the braces that join a heavy wooden
awning to a house are best placed at an angle of approximately
ninety degrees from the awning to the side of the house.

Staircases should be built at an angle of approximately
fortyafive degrees.

To force a key to turn in a look, a nail or spike can
be used as a torque to give added leverage.

Houses with mud walls are cooler to live in than houses
with walls made of corrugated tin.

A brick wall is laid so that the layers of bricks overlap.

Hunting and Fishing

 

In using a bow and arrow, the farther away ou are from
a target the higher you must aim (proportionately to hit the
target.

The trigger of a Dane gun causes the hammer of the gun
to fire.

A man standing in the middle of his canoe is less
likely to tip over when casting his fish net than a man
standing in the very rear of the canoe.

As the width of a stream of water decreases, the rate
of the flow of water increases.

The light€P(less dense) the wood used for a fishing
"bobber," the higher it will float in water.

Farming

The blade of a farmer's hoe is designed to angle back
at approximately thirty degrees to permit maximum efficiency
in digging rough ground.

In using cocoa scales to weigh bags of raw cocoa, the
heavier the cocoa the farther the pointer (indicator) will
travel along the bar.

A field covered with grass will retain moisture longer
than a field left bare.

104

A vine (for drying purposes) stretched taut between
two trees is apt to break if an extra load is added to it;
conversely, a vine that is loosely strung between two trees
will bear considerably more load before it breaks.

A large rock can be pried out of the ground with a
pole if a smaller rock is placed near the large rock and used
as a fulcrum for the pole.

A farmer has two sacks, one twice as large as the other.
The large sack is filled with wood shavings and the second
sack with maize. The smaller sack will be the heavier.

A dead goat lying in the sun tends to become bloated.

A piece of rope may be cut in half by laying the rope
on a rock and pounding it with another rock.

Large mahogany logs will slide down a hill more easily
if the hill is made slippery and muddy by first pouring
water down it.

Water-soaked logs that have lain in the forest for
years will sink deeper into a stream when attempting to
float than dry lOgs of similar wood.

The act of splitting a log can be facilitated by the
use of a wedge or old ax head.

To lift a sack weighing 100 pounds you must exert a
force equal to and Opposite of at least 100 pounds.

Natural Phenomena

 

The pawpaw tree sprouts new twigs at the beginning of
the rainy season.

The closer the low, overhanging branches of a tree,
the less likely you are to get wet during a sudden shower.

It is rain that causes the tin roof to rust.

You see lightning before you hear the accompanying
thunder.

The greater the interval between the lightning and
resultant thunder, the farther the lightning is away from
you.

Wireless (telephone) poles made of steel are more apt
to be struck by lightning than those made of wood.

105
Wood poles are more susceptible to termites than are
concrete poles.

A rainbow may appear when it is raining and the sun
is still shining.

When the sun is behind you, your shadow is usually cast
forward in front of you.

Smoke drifting across a village from left to right
indicates that the prevailing wind is from left to right.

Water collects in the bottom of gullies, not on tOp
of the hill.

At the bend of the river, the water is deeper at the
inside of the bend than at the outside of the bend.

Lizards are able to walk on ceilings.

Transportation

 

A log seven feet long has an eighteen inch diameter
at one end and a six inch diameter at the other. To balance
the log on one's head will require placing the eighteen
inch end closer to one's body than the smaller end.

When two peOple carry a load suspended on a pole
between them, the load must be suspended in the exact middle
of the pole to evenly distribute the weight between the two
people.

When carrying a load suspended on a stick over your
shoulder, the farther away from your body the load is placed
on the stick, the more effort it will take to carry it.

A man is taking a steer to market. The man has a rOpe
attached to the steer's leg. When the man and the steer are
pulling in Opposite directions and going nowhere, they are
in equilibrium.

If a wheel on a rolling cart sticks and does not turn,
it tends to get hot.

A cart will push more easily along a path of small
stones than it will along a path of sand.

A push cart with wheels of four feet in diameter will
start more easily from a standstill than a cart with wheels
of six inches diameter.

106

It is easier to push a loaded wagon up a hill than to
pull it.

The pedal of a bicycle is the initial source of
mechanical power in the bicycle.

The chain of a bicycle transmits the initial force
created by the pedal to the gears located on the rear wheels.

The spokes of a bicycle wheel give it support and
strength.

By tightening various spokes on a bicycle wheel one
can realign the wheel rim and make it true.

The bigger a bicycle wheel the more distance it will
travel in one revolution.

To find the small leak in a bicycle tire, the punctured
tube can be inflated and dipped in a bucket of water. The
escaping air bubbles will indicate where the hole is.

A bicycle pump when used tends to generate heat at the
end of the pump where the air is being forced directly into
the tire.

Bicycle tires pumped up to authorized pressure will
enable the rider to pedal more easily than will tires that
are almost flat.

A lorry converts chemical energy (petrol) into mechan-
ical energy.

More men are needed to initially get a stalled lorry
rolling than are needed to keep it rolling.

The greater the spread between the wheels (the longer
the axle) of a lorry the more stable it will be.

A lorry piled very high with produce is more apt to
tip over going around a sharp curve than a lorry that is

empty.

A discarded tire may be placed on the ground beneath
the bed of a lorry and thus used to absorb the shock of
unloading heavy boxes as they are lowered from the lorry.

When a lorry suddenly stOps, its tires will leave
black marks on the road. The faster the lorry is going
before it comes to the sudden stop, the longer the black
marks will be that are left on the road.

107
A rock or a split log will prevent a lorry from rolling
down a hill when wedged in front of the wheels.

A heavily loaded lorry will roll farther down a steep
hill than will an empty lorry.

A plank can be used to roll a heavy barrel up and onto
a lorry bed.

A series of boxes piled on a lorry going forward will
tend to continue their direction forward if the lorry sud—
denly comes to a stOp.

Smooth automobile tires have less grip than new ones.

Rubber tires roll smoother and faster than steel tires.

When a train stands still its smoke is apt to go
straight up if there is no wind, but when moving forward the
smoke blows back to the rear.

A train going up hill uses more coal than a train
going down hill.

The tracks on a railway steer the train, not the wheels
nor the engineer controlling the wheels.

Railway rails expand during the hot season and contract
during a cooling rain.

Tools, Equipment, and Machines

 

The plane iron in a carpenter's plane can be removed
and sharpened, replaced and adjusted by a screw mechanism.

Screws should be put into wood by use of a screwdriver,
not by pounding with a hammer.

A chisel is not the proper tool to use with screws.
1\ crowbar can be used to pry out nails.
A pair of scissors is an example of’a first order lever.

A crescent wrench can be adjusted to a number of
settings.

A carpenter's square is used to ”square—up” things,
not as a hammer.

Calipers can be used to measure inside and outside
diameters.

108

Pinchers (electrician's pliers) can be used to cut wire.
A hack saw is used to cut metal, not wood.

A ball peen hammer cannot be used to take out nails.

A hammer prying out nails is an example of a fulcrum.

The handle for a chisel or screw driver is designed to
take the best advantage of torque.

A nut will not fit on a bolt unless its threads are
cut the same as the bolt's threads.

To make a round hole square, one can use a key hole saw.

The circumference of a funnel is approximately three
times its diameter.

Hot wax or tallow will sometimes help loosen a nut
that has become stuck on a bolt.

Wood screws have a special purpose and are tapered.

Hinges with countersunk holes should use screws
machined to fit these holes.

The batteries of a torch (flashlight) must be placed
in a certain sequence to make the torch Operate.

The bulb of a common torch has threads on it, not pins,
as do other light bulbs.

Part of the mechanism of a kerosene lantern has two
‘simple gears with teeth that the wick rolls over. The wick
is forced upward on downward as the gears are rotated.

A sewing machine has a large fly wheel that is con-
nected to the foot treadle by a simple mechanical linkage
mechanism.

There are numerous natural associations one makes
with tools and machines; a few of these are as follows:

Hammer—-nails Tire pressure gauge—-tires
Carpenter's rule-~pencil Plane—-board

Brace--bit Lorry--battery

Blacksmith tongs--anvil Claw hammer--nail
Screwdriver--screw Nuts and bolts-~spanner
Trowel--bricks Motor--spark plug

Anvil--ball peen hammer

The internal mechanisms of a number of articles can be
viewed by the inquisitive in the typical Nigerian village.
They include: wrist watch, bicycle bell, the motor under a

109

lorry hood, torch (flashlight), kerosene lamp, sewing machine,
lock, carpenter's plane, bicycle tire valve, bicycle pump.

Village Labor (Occupations)

 

Carpenter

 

A diagonal strip of wood added to a sagging door frame
can pull the frame back into alignment and give it added
strength.

A screw will hold a hinge more securely and for a
longer time than a nail.

A little palm oil or fat added to a squeaky hinge will
make it open more efficiently and with less noise.

A tumbler of water can be used to determine whether or
not a table is level.

Supporting guy wires to wireless (telephone) poles
and other structures should be placed at angles of between
thirty and forty-five degrees.

To find the middle of a board, a long piece of twine
can be used.

A ladder tilted against a wall at anything less than
a thirty degree angle can be dangerous.

It is easier to pound a stake into the ground if its
end is cut to form a point.

Blacksmith

 

In shaping iron, the first thing the blacksmith does
is to heat the iron.

Bellows are used to make the fire grow hotter.
Iron is heavier than aluminum, but lighter than gold.
When a red hot piece of metal is dipped into water it

is apt to become harder.

Watch Repairer

 

When wound, the main spring of a watch stores energy
to make the watch run.

110

The back of a clock can often be removed to reveal a
number of gears and springs placed in a particular order.

Weaver and Tailor

 

To adjust the tension of the loom, a stone is placed
on the sledge that holds the thread.

The thicker the cloth, the more difficult it is for
the needle to penetrate the cloth.

Others

As a palm wine tapper climbs a palm tree, his legs
and arms brace the tree at an angle of approximately forty-
five degrees, not seventy-five or fifteen degrees.

When backing a cart with its front wheels on a pivot
point into a shelter, the front wheels are pivoted clockwise
to make the cart turn counterclockwise.

To move a heavy box, round poles of approxiamtely

two inch diameter can first be placed under the box. The
box can then be slowly rolled to its destination.

Village Life in General

 

Words will appear backward when viewed in a quiet
pool of water or a mirror.

The farther a mirror is held from one's nose, the
smaller the mirror's image of the nose becomes.

A cigarette will burn faster if its lighted end is
held down rather than up.

The minute hand on a clock makes more revolutions
per day than the hour hand.

A circle can be drawn with an empty tumbler by tracing
its rim with a pencil.

A circle can be drawn with a piece of twine,using the
twine as the radius.

If two stones of equal size, shape, and weight are
dropped simultaneously off a cliff, and one is thrown out
and the other dropped straight down, both will hit the ground
at the same time.

111

A heavy boy will swing in a larger arc than a boy of
lesser weight.

A boy can throw an orange farther than he can throw
a peanut.

It takes a feather longer to fall to the ground than
it does a stone which has been released at the same height
and the same time.

APPENDIX II

ORIGINAL FORM OF MECHANICAL APTITUDE TEST

--Examiner's Instructions
--Practice Sheet
--Mechanical Aptitude Test

Part I

Part II

Part III

112

113

EXAMINER’S INSTRUCTIONS
Mechanical Aptitude Test

Before test begins . . . Make rough sketch of three Sample
problems on blackboard--layout same as on sample test page.

When examinees arrive in room and are seated . . . intro-
duce self and explain that they will take a test unlike
any other ever taken before. Ask them to listen very
carefully so that everybody will know exactly what to do.

Distribute pencils.
Distribute sample papers.

DOES EVERYBODY HAVE A PAPER THAT LOOKS LIKE THIS? (Hold

up sample page.) WHO DOES NOT HAVE A PAPER LIKE THIS?

(Pause.) LET US LOOK AT THE TOP OF THE PAPER. AT THE

TOP OF THE PAPER ARE THREE PROBLEMS (point). PROBLEM ONE
. PROBLEM TWO . . . PROBLEM THREE . . . THEY LOOK A

wLITTLE BIT LIKE THE PROBLEMS I HAVE DRAWN ON THE BLACK-

BOARD. . . (point). PROBLEM ONE . . PROBLEM Two . .
PROBLEM THREE . WE WILL DO THESE THREE PROBLEMS TOGETHER
so THAT EVERYBODY WILL UNDERSTAND EXACTLY HOW To Do THIS
TEST. WE WILL Do THEM TOGETHER

EVERYBODY, LOOK AT PROBLEM NUMBER ONE. NUMBER ONE.
(Point to paper and also to drawings on blackboard) IN
PROBLEM NUMBER ONE, THERE ARE FOUR PICTURES . . . EACH
PICTURE SHOWS A BOY STANDING UNDER A TREE . . . DOES
EVERYBODY SEE THE BOYS UNDER THE TREES IN PROBLEM NUMBER
ONE?

LISTEN TO THE QUESTION FOR PROBLEM NUMBER ONE. . . THIS
IS THE QUESTION . . .

NUMBER ONE. IT IS RAINING . . . IT IS RAINING AND
FOUR BOYS ARE STANDING UNDER FOUR DIFFERENT TREES,
LOOK AT THE BOYS AND AT THE FOUR TREES. WHICH 93E.
OF THE BOYS WILL BE THE MOST DRY IN THE RAIN? . .
WHO CAN TELL ME WHICH ONE BOY WILL BE THE MOST DRY?
(Raise own hand to ask for show of hands.)

 

Get answers until correct one is given. Then say,

THAT IS CORRECT. THE BOY UNDER THE FOURTH TREE (Point to
blackboard drawing) WILL BE THE MOST DRY. THE REASON
THAT HE WILL BE THE MOST DRY IS THAT THE TOP OF THE TREE
IS BOTH VERY LARGE AND VERY NEAR TO THE TOP OF HIS HEAD

. . BECAUSE IT IS BOTH LARGE AND NEAR, THE RAIN CANNOT
GET IN TO MAKE HIM VERY WET, AND HE WILL BE THE MOST DRY.
SO THE CORRECT ANSWER IS NUMBER FOUR.

 

 

114

To show that the correct answer IS NUMBER FOUR, I TAKE
MY PENCIL AND FILL IN THE SPACE UNDER PICTURE NUMBER
FOUR. (Do so on blackboard.) I MAKE A HEAVY LINE IN
THE SPACE UNDER THE FOURTH PICTURE TO SHOW THAT IT IS
CORRECT. EVERYBODY MARK THE FOURTH PICTURE TO SHOW THAT
IT IS CORRECT. (Have proctors check to insure all know
how to mark answers.)

NOW LET US DO PROBLEM NUMBER TWO. LOOK AT THE PICTURES
AND I WILL ASK YOU THE QUESTION.

NUMBER TWO . . . LOOK AT THE PICTURES OF THE
FOUR TOOLS. WHICH ONE DOES THE FARMER USE TO
PLANT HIS CROPS? WHO CAN TELL ME WHICH ONE THE
FARMER USES TO PLANT HIS CROPS? (Raise hand to
ask for show of hands.)

Get answers until correct one is given; then say,

THAT IS CORRECT. THE SECOND PICTURE SHOWS A HOE . .
AND THIS IS WHAT THE FARMER USES TO PLANT HIS CROPS.

TO SHOW THAT THE HOE IN THE SECOND PICTURE I§_CORRECT,
I TAKE MY PENCIL AND FILL IN THE SPACE BENEATH PICTURE

INUMBER TWO. (Do so on blackboard.) EVERYBODY PICK UP

YOUR PENCIL AND FILL IN THE SPACE BENEATH THE SECOND
PICTURE JUST LIKE THIS. EVERYBODY MARK THE SECOND
PICTURE TO SHOW THAT IT IS CORRECT. (Have proctors
check quickly that all students mark correctly.)

Everybody listen carefully. . . this is very important
. . . each problem in this test has only one answer.
You must mark only ONE ANSWER FOR EACH PROBLEM .

ONLY ONE, NOW LET US DO PROBLEM NUMBER THREE.

NUMBER THREE . . . A BOY WANTS TO DRAW A CIRCLE
ON A PIECE OF PAPER. WHICH ONE OF THESE THINGS
WILL HELP HIM TO DRAW THE BEST CIRCLE ON THE
PAPER? . . . THE TUMBLER . . . THE GOURD . . .
THE ORANGE . . . OR WILL THEY ALL HELP HIM THE
SAME? WHICH IS THE QNE ANSWER THAT IS BEST?
(Get reSponse.)

THAT IS CORRECT. DOES EVERYBODY SEE THE BOY DRAWING
THE CIRCLE ON THE PIECE OF PAPER? THIS FIRST PICTURE
HERE (point to blackboard) IS To HELP YOU TO UNDERSTAND
THE PROBLEM. THE ANSWER IS THE TUMBLER BECAUSE IF YOU
PUT THE TUMBLER ON THE PAPER LIKE THIS (demonstrate)
YOU CAN DRAW A GOOD CIRCLE.

YOU CANNOT DRAW A GOOD CIRCLE WITH EITHER THE GOURD OR
THE ORANGE BECAUSE NEITHER IS EXACTLY ROUND.. SO THEY
ARE NOT THE SAME (point). IT IS NOT THE ORANGE (point).
IT IS NOT THE GOURD (point). IT IS THE TUMBER . .

115

EVERYBODY MARK THE TUMBLER ON YOUR OWN PAPER (pro-
ctors check).

NOW EVERYBODY PUT YOUR PENCIL DOWN AND LISTEN . . .

AT THE BOTTOM OF YOUR PAPER RIGHT HERE (point) ARE
THREE PROBLEMS MORE . . .THESE THREE PROBLEMS ARE

FOR PRACTICE AND DO NOT COUNT . . . THIS TIME . . .
WHEN I ASK A QUESTION . . . Do NOT RAISE YOUR HANDS
AND DO NOT SHOUT OUT THE ANSWER-7‘. . THIS TIME. WHEN
I ASKzAIOfiESTION . . . PICK UP YOUR PENCILS AND MARK
THE 9NE_CORRECT ANSWER ON YOUR OWN PAPER . . . AND WHEN
WE HAVE FINISHED ALL THREE PROBLEMS . . . I WILL TELL
YOU THE CORRECT ANSWERS SO THAT EVERYBODY CAN CHECK UP
ON HIS OWN WORK. READY?

PICK UP YOUR PENCILS AND LOOK AT THE PICTURES IN PROBLEM
NUMBER ONE AT THE BOTTOM OF YOUR PAPER.

NUMBER ONE . . . WHICH ONE OF THESE THINGS WILL
BURN MOST QUICKLY? . . . THE STICK . . . THE
CIGARETTE . . . THE PAPER . . . OR THE BOX?

MARK THE ONE THAT WILL BURN MOST QUICKLY. EVERY-
BODY. (Wait ten seconds.)

NUMBER TWO . . . LOOK AT THE PICTURE IN THE CIRCLE.
WITH WHICH ONE OF THE FOUR OTHER THINGS IS IT USED?
MARK THE ONE WITH WHICH IT IS USED. (Wait ten seconds.)

NUMBER THREE . . . A BOY IS DROWNING IN THE WATER
BECAUSE HE CANNOT SWIM. WHICH ONE OF THESE THINGS
WOULD HE MOST LIKE TO FIND IN THE WATER TO HELP HIM
NOT TO DROWN? THE BAMBOO STICK . . . THE WOOD DOOR
. . . THE BICYCLE TIRE . . . OR THE UMBRELLA? MARK
THE ONE THAT WILL BEST HELP HIM NOT TO DROWN. (Wait
ten seconds.)

STOP! EVERYBODY STOP . . . PUT YOUR PENCILS DOWN.

NOW LET US CHECK UP ON THE CORRECT ANSWERS . . . IN PROBLEM
NUMBER ONE . . . WHICH ONE WILL BURNMOST QUICKLY? (Get
response) THAT IS CORRECT, THE PAPER WILL BURN MOST
QUICKLY. YOU SHOULD HAVE MARKED THE SPACE BENEATH THE
PAPER.

PROBLEM TWO . . . WHICH ONE IS USED WITH THE PICTURE IN
THE CIRCLE? (Get response) THAT IS CORRECT . . . THE
PICTURE IN THE CIRCLE IS A SCREW AND THE CORRECT ANSWER
IS THE SCREWDRIVER . . . THIS ONE RIGHT HERE (point).

PROBLEM THREE . . . WHICH ONE WOULD THE BOY MOST LIKE TO
FIND IN THE WATER SO THAT HE WILL NOT DROWN? (Get response)
THAT IS CORRECT . . . THE WOOD DOOR RIGHT HERE (point) WILL
FLOAT IN THE WATER . . . AND IT IS LARGE ENOUGH TO KEEP THE
BOY ON TOP OF THE WATER SO THAT HE WILL NOT DROWN.

116

IN THE TEST IT WILL BE EXACTLY THE SAME AS WE HAVE DONE

HERE.(point). FOR EACH PROBLEM . . . I WILL ASK THE
QUESTION AND YOU WILL PUT THE ONE CORRECT ANSWER ON YOUR
OWN PAPER . . . REMEMBER . . . EACH PROBLEM HAS ONLY ONE
ANSWER. SOMETIMES THE CORRECT ANSWER WILL BE THE FIRST
PICTURE . . . SOMETIMES THE SECOND PICTURE . . .
SOMETIMES THE THIRD PICTURE . . . SOMETIMES THE FOURTH
PICTURE . . . AND SOMETIMES THE CORRECT ANSWER WILL BE

THE SAME (Point to sample problem on blackboard). MARK
THE ONE ANSWER THAT IS BEST.

WE WILL NOW PICK UP YOUR PAPERS AND GIVE YOU THE TEST
PAPERS. WHEN YOU GET YOUR PAPER KEEP IT CLOSED UNTIL
EVERYBODY IS READY TO BEGIN.

Collect sample papers. When all are collected, distrib-
ute test papers for Part I. Wait until everybody has
paper. Then say:.

THIS TEST HAS THIRTY PROBLEMS. WE WILL DO THEM JUST
LIKE THE PRACTICE PROBLEMS. BUT THIS TIME I WILL NOT
ASK YOU THE QUESTIONS WITH MY OWN VOICE. INSTEAD I
WILL PUT A TAPE MACHINE IN THE BACK OF THE ROOM AND THE
TAPE MACHINE WILL ASK YOU THE QUESTIONS THE SAME WAY.
LISTEN CAREFULLY TO EACH QUESTION AND PUT THE ANSWER

ON YOUR VERY OWN PAPER.

READY? PICK UP YOUR PENCILS. LOOK AT THE PICTURES FOR
NUMBER ONE . . . (Start tape) . . . (On Number One only
. . . repeat . . .) EVERYBODY MARK THE ONE THAT IS THE

BEST ANSWER.

When finished collect papers, distribute Part II, do
tape, collect Part II; distribute Part III, start tape,
collect Part III--finish.

118

MECHANICAL APTITUDE TEST

PART I

Number one . . . Look at the four women carrying the timber.
Which woman can best carry the load?
Mark the one that can best carry the load.

Number two . . . A boy is standing in the sun.
Which of the four pictures shows the cor-
rect shadow on the ground?
Mark the one in which the shadow is correct.

Number three . . Look at the smoke coming out of the four
trains.
Which train looks like it is moving forward?
Mark the one that is moving forward.

Number four. . . Look at the four drums.
Which drum sounds most like thunder?
Mark the one that sounds like thunder.

Number five. . . Which one of these things can the boy
throw the longest distance?
the banana . . the ground nut . . the
orange . . or the pineapple?
Mark the one the boy can throw the longest
distance.

Number six . . . Three plantains are cut for cooking.
Which plantain will cook the quickest in a
pot of boiling water? . . the first
the second . . the third . . or will
the time for cooking ell_be the same?
Mark the one answer that is best.

Number seven . . Which one of these things will take the
longest time to drOp from the boy's hand
down to the ground? . . the feather
the ground nut . . the stone . . or will
they all drop the same?

Mark the one answer that is best.

Number eight . . Look at the newspaper and the four matches.
Which is the best way to burn the newspaper
with a match?
Mark the one best way to burn the paper.

EVERYBODY . . . OPEN YOUR PAPERS . . . FIND PROBLEM NUMBER NINE.
(Hesitate)

Number

Number

Number

Number

Number

Number

nine

ten

eleven

twelve

thirteen .

fourteen

119

Three different men are pushing down on a
strong stick trying to lift up a heavy

stone.

Which man can most easily move the heavy
stone? . . the first man . . the second
man . . the third man . . or can they

all move it the same?
Mark the one answer that is best.

Look at the three lamps.

Which lamp will make the brightest light?
the first lamp . . the second lamp
the third lamp . . or will the light

from all lamps be the same?

Mark the one answer that is best.

A man and a woman are carrying a heavy load.

In which picture is the woman carrying the
most load? . . the first picture . . the
second picture . . the third picture
or is the woman's load in all three
pictures the same?

Mark the one answer that is best.

Look at the four pieces of wood.

You want to pound them into the ground
until no wood remains above the ground.

Which piece of wood is the easiest to pound
into the ground with a stone?

Mark the one that is the easiest to pound
ell_thE—Way into the ground.

Look at the roof on the four houses.
The first roof is made of non .
The second is wood
The third is grass .
The fourth is tin . .
Which roof will gEI—the hottest from the
sun?
Mark the one that will be the most hot.

Look at the pots.
Which is the fastest way to boil one gallon

 

of water? . . to put the water into
three pots . . to put it into two pots
to put it into one pot . . or will

the time for cooking all be the same?
Mark the one answer that is best.

Number

Number

Number

Number

Number

Number

Number

fifteen.

sixteen.

seventeen.

eighteen .

nineteen .

twenty

twenty-one

120

Three men are carrying a load on a stick.
Which man can most easily carry his load?

the first man .
the third man .

the second man
or can all three

men carry the load the same?
Mark the one answer that is best.

Look at the four lorries.
If all the lorries turn a corner very
fast, which one will fall over?

Mark the one that will

fall over.

Look at the three piles of bricks.
Which pile of bricks is the heaviest?.
the first pile of bricks . . the

second . . the third

all weigh the same?

or do they

Mark the one answer that is best.

Look at the three candles.

Which candle will burn
time? . . the first
second candle

for the longest
candle . . the
the third candle

or will the time they finish

all be the same?

Mark the one answer that is best.

Three men are moving a
top of a hill.

heavy cart to the

Which three men can most easily move the
heavy cart to the top of the hill?

. the men in the first picture
the men in the second picture . . the
men in the third picture . . or will
all the men move the cart the same?

Mark the one answer that is best.

Look at the pictures of the four cups
floating in the water.
Which picture shows the only way that a cup

will truly float?

Mark the one that shows the way a cup will

float in the water.

If you pour palm oil into a tumbler of
water, where does the palm oil go?

Look at the four pictures.

Does the palm oil remain on top of the

water . . . does it
the water . . .does
the tOp and part of
. . .or do the palm
all together?

Mark the one that best
the wat‘EF.

sink to the bottom of
part of it remain on
it sink to the bottom
oil and the water mix

shows the palm oil in

Number twenty-two.

121

It is raining and there is lightning and
thunder in the sky.

Look at the four pictures.

Which will the lightning hit first? . .
the grass roof . . the lorry . . the
man . . or the tree?

Mark the one that the lightning will hit
first.

Number twenty-three. The three pots are filled with boiling

Number twenty-four.

EVERYBODY . .

Number twenty-five.

Number twenty-six.

water.
In which pot will the water remain hot
the longest time? . . in the first pot
in the second pot . . in the third

pot . . or will the water stay hot in
all three pots the same?
Mark the one answer that is best?

 

Look at the wheels on the four carts.
Which cart is the best for a very rough
road?
Mark the one cart that is best for a very
rough road.

. TURN YOUR PAPERS OVER . .
FIND PROBLEM NUMBER 25

Look at the three funnels.

Through which funnel can you pour water
most quickly? . . through the first
funnel . . through the second funnel . .
through the third funnel . . or can you
pour water through all three funnels the
same?

Mark the one answer that is best.

The man in front of the school is raising
the flag to the top of the pole.

Three girls are standing in back of the
school waiting for the flag to come up
above the roof.

Which girl will be the first to see the

flag? . . the girl closest to the school
. . the middle girl . . . the girl farthest
from the school . . or will all three

girls see the flag at the same time?
Mark the one answer that is best.

Number twenty-seven. Which one of these four things makes a

tin roof rust and become brown? . . the
sun . . the rain . . the lightning .
or the fire for cooking?

Mark the one answer that is best.

122

Number twenty-eight. Look at the four carts.

If you push back on the four carts,
which one will move around the bend
toward the building?

Mark the one that will move around the bend.

Number twenty-nine. If you put a pencil into a tumbler of
water, how does the pencil look?
Mark the one that best shows a pencil in
the waEEE.

Number thirty. . . A boy is looking at his nose in a mirror.
In which mirror will his nose appear the
biggest? . . in the first mirror . .
in the second mirror . . in the third
mirror . . or will his nose in all

three mirrors appear the same?
Mark the one answer that is best.

STOP

EVERYBODY STOP . . . PUT YOUR PENCILS DOWN.

Name

 

Nom

125

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAM E

 

 

 

 

 

 

 

 

 

10 SAME
11 SAME
12

13

14 SAME:
15 SAME

 

16

 

 

 

 

 

 

 

 

 

 

 

17

SAM E

 

18

 

19

 

20

 

21

 

22

 

23

 

'24

 

 

 

:7 T7: Ii

25

 

 

 

 

 

 

I E: E:

a

E E

29

Q TI T: W: .

 

3

 

Number one . .

Number two . .

Number three .

'Number four. .

Number five.

Number six . .

124

PART II

You want to make a long rope into two short
pieces.

Which one of these things will most help
you to make the long rope into two short

pieces? . . the stone . . the key . .
the tin . . or the calabash?

Mark the one that will best make two pieces
of rope.

Look at the three trains.
Which train is burning the most fuel?

. . . the one going up the hill . . the
one going on the level . . the one going
down the hill . . or will all three

trains burn fuel the same?
Mark the one answer that is best.

The boy has the word AFRICA written on his
hat.

When he looks into a mirror, how will the
word AFRICA look?

Mark the one that shows how the word
AFRICA will look in the mirror.

What is it that makes a train turn when it

comes to a bend? . . the train signal
. the steering wheel . . the railway
track . . or the electric wire?

Mark the one that makes a train turn.

The lorry is stepped on a hill and something
must be put in front of the wheels so
that the lorry will not roll down the
hill and crash.

Which one of these things is best to put
in front of the wheels? . . the bottle
. . . the stick . . . the tin . . . or
the stone?

Mark the one that is best to put in front
of the—WHeels.

Two boys are carrying a heavy box filled
with sand. Look at the handles on the
three boxes.

Which box is the best to carry the sand?
. . the first box . . the second box
. . the third box . . or can sand be
carried in all three boxes the same?

Mark the one_answer that is best.

Number

Number

Number

Number

Number

Number

Number

seven . .

eight .

nine . .

ten

eleven. .

twelve.

thirteen.

125

Look at the three tin roofs.
Which roof is the best to use on a house?
the first roof . . the second roof
. . the third roof . . or can all three
roofs be used the same?
Mark the one answer that is best.

. You want to make a long rope into two

short pieces. -
Which one of these things will most help
you to make a long rope into two short

pieces? . . the piece of twine . . the
comb . . the bell . . or the matches?

Mark the one that will make two pieces of
rOpe.

A tree is falling to the ground. Which
one of these four things will it hit
first? . . the pail . . the box . .
the bicycle . . or the barrel?

Mark the one the tree will hit first.

. You want to load a full barrel onto the

back of a lorry.

Which one of these things will most help
you to put the barrel on the lorry? . .
the wood plank . . the timber . . the
rOpe . . or the tire?

Mark the one which will help most to put
the barrel on the lorry.

. Two men are trying to move a very heavy box.

Which of these will best help the men to
move the very heavy box? . . the wood
planks . . the barrels . . the bricks

. . or the timbers?

Mark the one which will best help to move

the box.

Look at the four doors.

. The hinges for the doors are at the top.

Which black handle is in the best place to
open the door?

Mark the one that has the best handle to
open tRE—Ooor.

. Three boxes are on the back of a lorry that

is moving very fast. Suddenly the lorry
stOps.
Which picture shows what will happen to the
three boxes when the lorry stops quickly?
. will they slide to the front . . will

Number

Number

Number

Number

Number

Number

fourteen.

fifteen .

sixteen .

seventeen .

eighteen.

nineteen.

126

they fall to the front . . will they
slide to the back . . or will they
fall to the back?

Mark the one that shows what will truly
happen—FE the boxes when the lorry
stops.

. You need to find out if a table is level.

Which one of these things can you use to
see if the table is level or if it is
tipped to one side? . . the plate . .
the spoon . . the tumbler of water . .
or the candle holder?

Mark the one you can best use to check if
the table is level.

Look at the four pieces of iron.

. Which one piece of iron is the most heavy?

Mark the one that is heaviest.

If you want to pour water from a large
pail into a gourd, which one of these
things will most help you to keep from

spilling the water? . . the umbrella
the paper . . the cloth . . or the
spoon?

Mark the one that will help you not to
spill the water.

You want to find the exact center of a
piece of wood.

Which one of these things will most help
you to find the exact center of the
wood? . . the brick . . the pipe .
the scale . . or the twine?

Mark the one that will help you find the
exact center of the wood.

. The key is tight in the lock and you can-

not turn the key with your fingers.
Which one of these things will best help

you to turn the key? . . . the knife
the nail . . the mallet . . or the
candle?

Mark the one which will help you turn the
key.

. Look at the smoke holes in the roof of the

four houses.

Which hole is the best for letting out the
smoke from the cooker fire?

Mark the one that is best for letting out
the smoke.

127

Number twenty. . . Look at the small roofs over the four
windows.
Which roof is best fastened to the house?
Mark the one that is best fastened to
the house.

STOP! EVERYBODY . . . STOP PUT YOUR PENCILS DOWN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a /=

C:

‘

_RMMWL

'16

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

\
. _NN

 

 

 

 

 

20

 

129
PART III

Number one . . . Which is the proper tool for both putting
in and taking out nails?
Mark the one best answer.

Number two . . . Which one of these is the proper tool for
cutting tin?
Mark the one best answer.

Number three .. Which one of these tools can be used to
make tight all of the different bolts
on a bicycle?

Mark the one best answer.

Number four. . . Which one of these tools can check up to
see if the corner of a door is square?
Mark the one best answer.

Number five. . . Which one of these tools can cut a long
piece of iron pipe into two short pieces?
Mark the one best answer.

Number six . . . Which one of these tools will help most to
split Open a timber?
Mark the one best answer.

Number seven . . Which one of these tools can best make a
machette sharp?
Mark the one best answer.

Number eight . . When a blacksmith shapes brass, which one
of these things does he use first?
. . the water . . the hammer . . the
anvil . . or the fire?
Mark the one_best answer.

EVERYBODY . . OPEN YOUR PAPERS AND FIND PROBLEM NUMBER NINE
Number nine. . . Look at the four brick walls
Which one of the four walls is the most
strong?

Mark the one brick wall that is most strong.

Number ten . . . The door does not fit properly. It scrapes
on the bottom.
Which one of these tools can best be used
to make the door fit.
Mark the one best answer.

Number

Number

Number

Number

Number

Number

Number

Number

eleven .

twelve

thirteen .

fourteen .

fifteen.

sixteen.

seventeen.

eighteen .

130

The bicycle tire has a puncture.

Which one of these things will best help
to find exactly where the puncture is
in the tire?

Mark the one best answer.

You want to make a funnel like the one
inside the circle.

Which piece of tin can you bend to make
the funnel?

Mark the one best answer.

If you remove the back of a clock and
look inside, which picture best shows
what you would see?

Mark the one which best shows the inside
of the—EIOck.

Which picture shows the proper way to put

batteries inside a torch? . . the
first picture . . the second . . the
third . . or will all three ways to

put batteries in a torch make the
'torch light up the same?
Mark the one best answer.

If you remove the top of a bicycle bell,
which picture best shows what you
will see?

Mark the one best answer.

Look at the four arrows that point to dif-
ferent parts of the bicycle tire pump.
When you use the pump to put air into a
tire, which arrow shows the part of
the pump that will be the most hot?
Mark the one_best answer.

Look at the picture inside the circle.

With which one of the other four things is
it used? . . the electric wire . . the
light bulb . . the motorcycle . . or
the bicycle tire?

Mark the one best answer.

Look at the picture inside the circle.
With which one of the other four things is
it used? . . the air bellows . . the

level . . the plane . . or the padlock?
Mark the one best answer.

131

Number nineteen. . Look at the picture inside the circle.
With which one of the other four things is
it used? . . the torch . . the lorry
. the electric wire . . or the sewing
machine?
Mark the one best answer.

Number twenty. . . Look at the picture inside the circle.
With which one of the other four things is
it is used? . . the wrist watch . . the
vise . . the lamp . . or the cramp?
Mark the one best answer.

Number twenty-one. Look at the picture inside the circle.
With which one of the other four things is
it used? . . the tool . . the padlock
the hinge. . or the torch?
Mark the one best answer.

Number twenty-two. Look at the first picture.
With which one of the other four things is

it used? . . the train . . the lorry
the motorcycle . . or the sewing
machine?

Mark the one best answer.

Number twenty-three. Look at the picture inside the circle.
With which one of the other four things is
it used?
Mark the one best answer.

Number twenty-four. Look at the picture inside the circle.
With which one of the other four things is

it used? . . the pail . . the timber
the building blocks . . or the rubber
tree?

Mark the one best answer.
EVERYBODY . . TURN YOUR PAPERS OVER . . FIND PROBLEM TWENTY-FIVE

Number twenty-five. Look at the picture inside the circle.
With which one of the other four things is

it used? . . the wrist watch . . the
bicycle tire . . the shoes . . or the
anvil?

Mark the one best answer.

132

Number twenty—six. Look at the picture inside the circle.

Number

Number

Number

Number

STOP!

With which one of the other four things is
it used? . . the pencil . . the saw . .
the level . . or the knife?

Mark the one best answer.

twenty-seven. Look at the picture inside the circle.

twenty-

twenty—

thirty .

With which one of the other four things is
it used?
Mark the one best answer.

eight. Look at the picture inside the circle.
With which one of the other four things is
it used? . . the brace . . the hinge . .
the Spanner . . or the mallet?
Mark the one with which it is used.

nine. Look at the picture inside the circle.
With which one of the other four things is
it used? . . the barrel . . the tire
the battery . . or the sewing machine?
Mark the one best answer.

Look at the picture inside the circle.
With which one of the other three things is

it used? . . is it used with the first
picture . . with the second picture . .
with the third picture . . or is it used

by all three pictures the same?
Mark the one best answer.

EVERYBODY STOP . . . PUT YOUR PENCILS DOWN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX III

ITEM ANALYSIS OF ORIGINAL FORM OF

MECHANICAL APTITUDE TEST

13A

 

 

 

= a :3 =

 

Response Response Response Response

 

Level
School of A B C D
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 9% 0 9a 5 5 42 24 1 8
Secondary:
Modern I 15% O O 2 2 17 17 O 0
Modern II 17% O l 11 2 54 40 0 2
Modern III 25% O 0 8 5 18 2O 0 1
Grammar I 55% O l 21 7 O 15 O 0
Grammar II 65% O O 15 9 1 5 O O

 

Comment: Too difficult for lower grades, good for grammar
schools...needs revision.

 

8Test scores are arranged from highest to lowest
score. O...9 represents a ratio of those students in the
tOp 29% who chose the response as compared to those stu-
dents in the bottom 29% who chose the response. The top
and bottom 9% were double weights. This ratio is the
same as expressed in all the following pages.

HI-LOW RATIO FOR EACH SCHOOL

 

School Hi Low
Primary 6 46 46
Secondary:

Modern I 19 19

Modern II 45 45

Modern III 26 26
Grammar I 21 21

Grammar II 14 14

156

 

W
€E§

 

 

 

c:: (:3
Level Response Response Response Response
School of
D1ff° Hi Low Hi Low Hi Low Hi Low
Primary 6 29% 12 6 4 16 22 10 8 14
Secondary:
Modern I 28% 5 1 4 ll 8 2 4 5
Modern II 40% 2 5 6 15 21 14 16 11
Modern III 55% O O 2 15 18 8 6 5
Grammar I 25% O 8 5 9 5 5 l5 1
Grammar II 52% O 1 1 l 8 6 5 6

 

Comment: Good at middle levels. Check oral presentation

on position of the sun.

 

geese

 

Response Response Response Response

 

Level
School .of A B C D
Diff: Hi Low Hi Low Hi Low Hi Low
Primary 6 57% l 9 5 12 9 4 51 21
Secondary:
Modern I 66% O O 4 2 2 5 15 14
Modern II 66% 1 9 6 8 5 6 55 22
Modern III 65% 1 l 5 14 ‘O 4 22 7
Grammar I 84% O 5 O 2 O 2 21 14
Grammar ll 82% O 1 l 5 O 5 15 7

 

Comment: Good for lower and middle levels, but little

discrimination. 0K.

 

 

 

 

 

 

 

   

 

 

4
:3
Level Response Response Response Response
School Dggf
° Hi Low Hi Low Hi Low Hi Low
Primary 6 59% 26 12 14 21 1 5 5 8
Secondary:

Modern I 52% 6 6 l 8 7 4 5 1
Modern II 54% 27 6 16 5O 2 5 O 4
Modern III 59% 12 7 10 11 2 5 2 5
Grammar I 54% 14 8 2 6 5 6 2 1
Grammar II 52% 4 5 7 5 5 l O 5

 

Comment: Fairly difficult, good at the lower levels,
fair above. OK.

 

 

     

 

Response Response Response Response

 

Level
School of A B C D
Diff' Hi Low Hi Low Hi Low Hi Low
Primary 6 45% 6 8 5 5 5O 26 5 7
Secondary:
Modern I 47% 2 0 5 1 14 15 0 5
Modern II 46% 7 2 5 lo 33 25 2 a
Modern III 51% 5 5 2 6 19 15 O 2
Grammar I 55% 2 O l l 16 2O 2 0
Grammar II 55% 5 1 O 2 9 11 2 O

 

Comment: Discrimination weak, does not show much. Change
distractor in A to stick of wood.

158

 

6 4%. 4mg; J: SAME

‘

=

 

 

Level Response Response Response Response
School Dggf
' Hi Low Hi Low Hi Low Hi Low
Primary 6 58% 1 5 52 19 11 2O 2 2
Secondary:
Modern I 64% O 1 12 15 5 2 2 1
Modern II 52% 1 4 29 15 8 26 7 0
Modern III 52% O 5 16 11 7 10 5 0
Grammar I 48% 0 2 15 ll 2 4 6 4
Grammar II 45% 0 0 l4 5 O 5 O 4

 

Comment: Fair at all levels.

be better if changed from boiling water to
boiling oil.

Oral presentation might

 

M / Sag, SAME

 

Response Response Response Response

 

Level
School .of B C
D1” ° Hi Low Hi Low Hi Low Hi Low
Primary 6 47% 24 16 12 15 10 17 O 0
Secondary: ,
Modern I 58% 15 5 1 8 5 8 O 0
Modern II 52% 29 18 4 14 11 15 l 0
Modern III 55% 18 9 5 ll 5 5 0 1
Grammar I 50% 15 4 2 4 5 8 l 5
Grammar II 75% 14 8 O O O 4 O 2

 

Comment: OK at all levels.

Change distractor in D from
"SAME" to picture of penny with hole in it.

 

 

8 ~43“

= {ff/{.7

5.

—' l

I

   

 

Level Response Response Response Response

 

of A B C D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 65% 1 5 56 19 5 14 6 8
Secondary:

Modern I 59% 5 7 11 5 2 5 1 2

Modern II 51% 4 7 51 16 2 17 8 5

Modern III 52% 5 1 2O 8 l 10 2 7
Grammar I 80% O 1 2O 15 O l 1 4
Grammar II 76% O 2 l5 7 l 2 O 5

 

Comment: OK at lower levels; easy at higher levels.

 

 

Response Response Response Response

 

L21!“ A B C D
School Diff
° Hi Low Hi Low Hi Low Hi Low
Primary 6 24% 16 4 7 6 22 29 1 7
Secondary: ,
Modern I 21% 5 2 5 4 4 12 7 1
Modern II 27% 8 7 l4 19 16 15 7 4
Modern III 50% 9 7 4 5 6 15 7 1
Grammar I 41% 6 5 8 9 5 6 4 1
Grammar II 24% 8 l 1 4 5 9 2 O

 

Comment: Relatively difficult at all levels. In oral
introduction, emphasize words, "push down".

140

 

 

 

 

 

SMXAAEE

=

 

 

Level Response Response Response Response
School pggf

' Hi Low Hi Low Hi Low Hi Low

Primary 6 18% 14 18 9 l7 6 ll 17 0
Secondary:

Modern I 15% 5 6 5 9 4 4 7 0
Modern II 17% 17 24 5 l5 5 4 18 2
Modern III 12% 14 15 5 7 5 6 6 0
Grammar I 54% 5 10 O 4 O 4 l9 5
Grammar II 40% 2 5 l 6 l 2 10 l

 

Comment: Difficult at the lower levels.
ing in future. OK.

May need revis-

 

 

 

 

Level

Response Response Response Response

 

of C D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 59% O 4 5O 24 16 17 O 1
Secondary: ,

Modern I 40% O 2 8 9 10 7 l 1

Modern II 54% 2 7 18 29 24 7 l 2

Modern III 55% O l 11 21 15 4 2 0
Grammar I 68% O O 2 l5 l9 8 O 0
Grammar II 76% O O O O 14 12 O 2

 

Comment: Fair at all levels.
much attention.

eliminate.

Difficult concept.

Response B getting too

May want to

141

 

12

     

 

 

C: :3 I:
Level Respxnse Respgnse Respgnse Respgnse
School Dggf

' Hi Low Hi Low Hi Low Hi Low

Primary 6 49% 2 9 O 5 5O 14 14 18
Secondary:

Modern I 47% 2 5 1 2 12 8 4 6
Modern II 49% 4 15 4 4 28 15 9 15
Modern III 57% 1 4 O 5 19 8 6 ll
Grammar I 52% 2 5 O O 16 12 5 4
Grammar II 55% O O O l 10 9 4 4

 

Comment: Good at lower levels, fair at higher levels. OK.

 

 

13 2»
IN

 

 

 

:2
Level Respgnse Respgnse Respgnse Respgnse
School Digfi
' Hi Low Hi Low Hi Low Hi Low
Primary 6 58% 4 5 5 15 2 8 57 20
Secondary:
Modern I 69% l 2 l 2 2 4 15 11
Modern II 60% 7 8 2 16 5 4 55 17
Modern III 61% 5 5 4 5 0 5 17 11
Grammar I 75% l 6 2 2 O 4 18 9
Grammar II 76% 1 1 1 O O 1 l2 l2

 

Comment: Good at all levels except Grammar I1. OK.

142

 

 

 

SAME
(:3
Level Respinse Respgnse Resgonse Resgonse
School Dig?
' Hi Low Hi Low Hi Low Hi Low
Primary 6 18% 8 6 6 14 52 26 O 0
Secondary:

Modern I 15% 6 2 O 2 12 15 1 0
Modern 11 17% 15 5 1 5 28 55 5 2
Modern III 12% 7 l 2 1 14 24 5 0
Grammar I 25% 15 O O 2 4 17 4 2
Grammar II 20% 4 1 O O 9 10 l 5

 

Comment:Too difficult. Concept OK. Change pictures to
show pots on grill, all with equal fire. Change
shape of pots.

m
‘w

15 5%: HQ: gm: SAME

 

E:

 

Level Response ReSponse Response Response

 

School .of B C D
D1” ' Hi Low Hi Low Hi Low Hi Low

Primary 6 65% 9 16 57 24 O 6 O 0
Secondary:

Modern I 64% 2 5 17 7 O 8 O 1

Modern II 65% 10 17 55 25 2 5 O 0

Modern III 75% o 6 24 16 2 4 o 0
Grammar I 81% 1 2 2O 19 O O O 0
Grammar II 98% 2 2 12 12 O O O O

 

Comment: OK at lower levels, no good at upper levels. OK.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

16 -‘ LE1 6‘32 a:
h£ia CDCDCJ

 

Level Respgnse Response Response Response

 

School or B C 9
D1ff° Hi Low Hi Low Hi Low Hi Low

Primary 6 28% 7 8 8 21 25 8 8
Secondary: .

Modern I 12% 7 2 5 7 5 4 4 6

Modern II 20% 8 14 11 21 17 5 9 7

Modern III 56% 4 4 2 ll 20 5 0 8
Grammar I 61% l 4 2 8 18 7 0 2
Grammar II 61% O 4 0 5 15 5 l 2

 

Comment: Difficult at lower levels but good discrimination.
OK.

17 tag: g: Q9: SAME:

Level Respxnse ReSPgnse Respgnse Respgnse

School “of
lef° Hi Low Hi Low Hi Low Hi Low

 

 

 

Primary 6 20% 5 7 16 24 10 15 17 2
Secondary: g
Modern I 7% l l 5 9 10 9 5 0
Modern II 17% 1 4 11 14 18 26 15 1
Modern III 15% 4 0 6 11 l2 l5 4 2
Grammar I 59% O 0 O 7 1 8 20 6
Grammar II 55% O 2 2 2 5 7 9 5

 

Comment: Too difficult at lower levels, good at upper
levels. 0K.

144

 

 

SAME

   

 

Response Response Response Response

 

Leggl A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 45% 24 11 0 8 22 27 O 0
Secondary:

Modern I 48% 12 9 0 1 7 9 0 0

Modern II 46% 28 16 l 6 10 25 6 0

Modern III 54% 22 7 0 1 4 l8 0 0
Grammar I 45% 15 6 0 2 5 12 1 1
Grammar II 50% 7 7 O 5 5 4 2 0

 

Comment: OK at all but the highest levels. Change dis-
tractor in response D to two candles, similar
in size.

19 ,2 fi/ jig/V M/ SAME

Level Respxnse Respgnse Respgnse Resp%nse

School _of
lef' Hi Low Hi Low Hi Low Hi Low

 

 

 

Primary 6 70% 5 12 52 18 5 l5 6 5
Secondary:
Modern I 69% 0 4 19 8 0 6 0 1
Modern II 89% O 7 42 56 2 O l 2
Modern III 88% 2 4 22 22 O 0 2 0
Grammar I 68% 2 5 l6 l2 5 5 0 1
Grammar II 82% 0 1 15 12 1 1 0 o

 

Comment: Relatively easy, only fair discrimination. May
want to consider discarding in the future.
OK for now.

145

 

 

 

Level Response Response Response Response

 

of A B C D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 6% 2 2 ll 6 14 l6 19 22
Secondary:

Modern I 12% 8 l 2 5 2 6 7 9

Modern II 14% 11 2 16 25 9 4 9 16

Modern III 25% 15 2 5 12 2 4 8 8
Grammar I 49% 15 6 5 2 l 5 0 8
Grammar II 45% 5 5 5 l 2 8 2 2

 

Comment: Too difficult at the lower levels, OK at higher
levels. Add introductory picture to show full
shape of cup. Change response item C to show
cup riding deeper in water.

 

 

 

Response Response Response Response

 

Level
School of A B C D
Diff. Hi Low Hi Low Hi Low Hi Low
Primary 6 51% 25 7 5 10 5 6 15 25
Secondary:
Modern I 21% 7 2 5 5 3 2 6 12
Modern 11 42% 50 7 4 11 2 7 9 20
Modern III 61% 25 6 1 2 2 5 0 l5
Grammar I 71% 17 8 l 2 2 7 1 4
Grammar II 87% 14 9 0 0 o 4 O l

 

Comment: Good discrimination but difficult at lower
levels. 0K.

14b

% Q: 1.

Level ResPinse Response Response Response

 

 

22

 

E:

 

 

of B C D
School Diff
° Hi Low Hi Low Hi Low Hi Low

Primary 6 10% 15 7 20 24 7 l2 4 5
Secondary:

Modern I 12% 4 0 5 11 8 6 2 2

Modern II 21% 15 7 7 17 15 12 12 9

Modern III 22% 12 5 4 ll 4 8 6 4
Grammar I 56% 2 1 5 6 6 11 10 5
Grammar II 75% l 5 5 2 0 4 10 5

 

Comment: Too difficult at lower levels. Revise response
A and show umbrella to replace roof and dog to
replace boy.

 

 

 

 

 

 

 

 

 

SAME
(
= :3
Level Respgnse Respgnse Respgnse Respgnse
School D125
° Hi Low Hi Low Hi Low Hi Low
Primary 6 49% 27 15 15 20 4 9 0 2
Secondary:
Modern I 56% 8 10 7 4 l 5 5 0
Modern II 57% 29 l9 12 22 5 5 l 1
Modern III 68% 21 ll 2 12 1 2 2 1
Grammar I 65% 21 ll 0 9 0 0 0 1
Grammar II 92% 14 10 O O 0 2 0 2

 

Comment: No good at highest levels. OK otherwise.

147

 

 

24

 

 

 

 

 

 

School .
D1ff° Hi Low Hi Low Hi Low Hi Low

Primary 6 50% 22 24 7 9 11 6 6 7
Secondary:

Modern I 52% 14 10 2 4 2 O 1 5

Modern II 65% 28 22 1 1 4 5 12 17

Modern III 85% 18 15 0 5 0 5 8 5
Grammar I 77% 17 15 0 1 2 5 2 2
Grammar II 71% 11 10 2 1 0 0 1 5

 

Comment: Little discrimination; easy at tap levels.
Concept of size of wheels weak. Eliminate.

25 Y

Level Response Respgnse Respgnse Respgnse

 

 

 

 

 

 

School of
Diff. Hi Low Hi Low Hi Low Hi Low
Primary 6 57% 16 13 18 14 7 15 5 6
Secondary:
Modern I 45% 5 7 ll 8 4 5 1 1
Modern II 49% 7 8 29 14 8 l6 1 7
Modern III 51% 9 19 17 4 o 5 o 0
Grammar I 79% l 5 2O 12 0 4 0 2
Grammar II 84% O l 12 12 2 0 0 l

 

Comment: Fair most levels. Distractors working. Add an
introductory picture showing boy pouring into
jar with aid of funnel.

148

 

 

 

 

Level Response Response Response Response

 

School of A B C D
D1ff' Hi Low Hi Low Hi Low Hi Low

Primary 6 60% 5 25 5 5 58 16 2 4
Secondary:

Modern I 85% 2 9 1 1 16 9 O 0

Modern II 77% 5 8 2 7 40 29 0 1

Modern III 96% 0 4 0 2 26 20 0 0
Grammar I 98% 0 O O 0 19 19 2 2
Grammar II 95% 0 0 0 0 14 15 0 1

 

Comment: Too easy at top levels but good at lower levels.
0K.

 

 

 

 

2‘s 1 ¢
1 :3 ‘5' :|
Level Response Response Response Response
School of A B C D
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 25% 10 16 14 9 4 7 18 14
Secondary:

Modern I 28% 0 8 7 7 l O 11 4
Modern II 27% 8 12 18 10 6 10 15 15
Modern III 55% 2 ll 12 7 2 6 10 2
Grammar I 58% O 7 7 8 0 4 14 2
Grammar II 40% 0 0 6 6 0 5 8 5

 

Comment: Relatively difficult, may need to revise oral
presentation.

 

 

 

 

 

 

=
Level Respgnse Respgnse Respgnse Respgnse
School ..of
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 55% 7 16 25 9 ll 12 5 9
_Secondary: ’
Modern I 41% 4 4 12 6 0 6 5 5
Modern II 51% 8 18 28 7 5 l4 4 6
Modern III 39% 5 6 17 2 4 10 2 8
Grammar I 59% 4 7 16 l 0 7 l 6
Grammar II 54% l 2 7 6 6 4 O 2

 

Comment: Good at all levels. 0K.

150

'29 a H: H: 8:

Response Response Response Response

 

 

 

 

ngel A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 15% 24 51 9 7 10 7 5 1
Secondary:

Modern I 9% 4 l2 4 5 6 2 5 2

Modern II 6% 12 24 15 5 16 16 4 0

Modern III 10% 7 16 14 4 4 6 1 0
Grammar I 18% 6 10 4 6 5 4 6 1
Grammar II 11% 5 6 2 6 4 2 5 0

 

Comment: Too difficult. Eliminate.

[I]: , SAME

 

 

30

 

 

 

 

k
Level Respxnse Respgnse Respgnse Respgnse
School .of
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 11% 21 26 8 15 4 4 l5 1
Secondary: ‘ _
Modern I 17% 10 5 5 ll 0 2 6 1
Modern II 21% 2O 18 9 22 2 2 14 5
Modern III 19% 9 12 10 8 o 6 7 0
Grammar I 54% 2 6 l 8 1 l 17 6
Grammar II 58% 2 5 4 2 O 0 8 7

 

Comment: Very difficult for lower levels. Change response
B and C to show frame of hand mirror outlined

as in response A.

151

 

 

 

Response Response Response Response

 

Level
School of A B C D
Diff' Hi Low Hi Low Hi Low Hi Low
Primary 6 55% 16 14 15 21 17 8 0 5
Secondary:
Modern I 52% 6 8 5 5 9 5 l 1
Modern II 29% 8 17 9 20 26 5 2 5
Modern III 59% 15 8 2 ll 8 6 1 1
Grammar I 54% 7 l2 2 4 10 5 2 0
Grammar II 59% 4 8 4 0 5 2 l 4

 

Comment: Distractors need revision. Change response A
from rock to piece of twine ani resyonse D
from calabash bowl to comb. This may help.1evel
of difficulty.

.—--~ -~- u.

2 &:w:’% SAME

=

 

 

Response Response Response Response

 

Level
School of A B C D
Diff' Hi Low Hi Low Hi Low Hi Low
Primary 6 14% 12 5 25 27 11 12 0 4
Secondary: “
Modern I 2% 2 0 10 15 7 4 0 0
Modern II 12% 12 0 29 56 5 8 1 1
Modern III 16% 6 2 15 21 6 5 l 0
Grammar I 56% 16 5 2 11 l 5 2 0
Grammar II 55% 12 5 o 4 2 2 0 5

 

Comment: Difficult item at lower levels, good discrimina-
tion. Change verbal introduction to state "use
of coa1"instead of "fuel".

152

 

 

 

 

 

 

AFRICA ADIFFIA ACIRFA AHHIDA

= = a a

 

4_

Level ResPonse Response Response Response

 

School .of C D
Diff“ Hi Low Hi Low Hi Low Hi Low
Primary 6 25% 27 41 17 4 O O 2 1
Secondary:
Modern I 51% 5 l2 l4 6 O O 2 1
Modern II 45% 14 5O 26 15 O l 5 1
Modern III 64% 2 14 25 12 l O O 0
Grammar I 75% 2 4 17 14 0 0 2 5
Grammar II 87% O O 15 15 O l 1 O

 

Comment:Good at middle levels. 0K.

 

 

 

 

 

 

 

Level ReSPane Respgnse Respgnse Resp%nse

School of
Diff. Hi Low Hi Low Hi Low Hi Low

 

Primary 6 46% 4 10 10 18 52 10 o 8
Secondary:
Modern I 58% 2 6 7 5 10 4 O 4
Modern II 57% 7 8 6 19 51 14 1 4
Modern III 52% 6 5 6 5 15 8 l 8
Grammar I 55% 2 l 4 8 l4 8 l 4
Grammar II 42% 1 2 6 7 7 4 0 l

 

Comment: Good at all levels. OK.

155

/=

 

 

   

(=1

 

 

a a
Level Respxnse Respgnse Respgnse Respgnse
School .of
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 60% 1 6 11 8 l 8 55 24
Secondary:
Modern I 57% O 4 5 1 2 5 12 9
Modern II 59% 0 2 8 l7 2 10 55 16
Modern III 81% 0 5 4 7 l 0 21 16
Grammar I 78% 0 0 l 6 0 0 2O 15
Grammar II 76% O O O 5 O O 14 9

 

Comment: Good at all levels. Change response D to Show
rock more wedge shaped.

 

*
I"

6 =1

 

c:

 

Level Response Response Response Response

 

School .of A B C D
Diri' Hi Low Hi Low Hi Low Hi Low

Primary 6 57% 52 21 10 16 4 9 0 0
Secondary:

Modern I 70% 14 6 5 4 0 7 0 2

Modern II 57% 25 22 l8 l7 2 4 0 2

Modern III 58% 12 18 12 8 2 0 0 0
Grammar I 57% 15 8 7 15 0 0 l 0
Grammar II 55% 7 5 7 9 O 0 0 0

 

Comment: Discrimination weak. Difficult to convey
principle involved. Eliminate.

 

 

 

 

 

SAM E
=
Level Respgnse Respo§se Respgnse Respgnse
School of
Diff' Hi Low Hi Low Hi Low Hi Low
Primary 6 52% 19 8 12 24 9 12 6 2
Secondary:
Modern I 28% 7 4 9 l2 2 5 1 0
Modern II 40% 29 8 4 24 5 10 7 5
Modern III 55% 15 2 8 10 5 10 2 4
Grammar I 48% 19 5 1 5 l 9 0 4
Grammar II 50% ll 4 2 5 0 5 l 2

 

Comment: Good at all levels. Distractors working. 0K.

8 * L z '
0%: W51:

Level 1388301188 ReSIBDOHSe Resgonse Resgonse

School of
Diff“ Hi Low Hi Low Hi Low Hi Low

 

 

 

 

 

Primary 6 52% 16 16 5 7 0 5 27 18
Secondary:
Modern I 41% 5 4 0 5 0 l 14 9
Modern II 55% 8 17 7 4 2 5 28 21
Modern III 69% 4 6 5 1 0 4 l9 l5
Grammar I 62% 5 4 0 6 0 0 18 11
Grammar II 68% 4 2 l 0 O 1 9 ll

 

Comment: Too similar to Question # 1. Concept the same.
Eliminate.

 

 

 

 

 

School
D1” ° Hi Low Hi Low Hi Low Hi Low

Primary 6 41% 5 4 O 2 16 2O 27 20

Secondary:
Modern I 25% l 2 O 0 O 6 18 11
Modern II 27% 5 5 1 2 10 15 51 27
Modern III 22% 1 4 0 2 9 4 16 16
Grammar I 18% O l O 0 7 0 14 2O
Grammar II 21% O 2 O O 4 2 10 10

 

Comment: Too difficult to show concept. Response D
too close a distractor. Eliminate.

156

 

 

   

 

 

Level Respgnse Respgnse Response Respgnse
School of
Diff. Hi Low Hi Low Hi Low Hi Low
Primary 6 56% 25 8 2 5 11 5 8 28
Secondary:
Modern I 21% 7 2 1 4 4 4 7 9
Modern 11 52% 52 15 5 ll 5 2 5 17
Modern III 45% 20 6 1 6 4 4 l 10
Grammar I 76% 17 12 O 5 2 4 2 2
Grammar II 61% 15 7 0 O 1 6 O 1

 

Comment: 0h at all levels. Good discrimination.

 

11

    

7":- ~.”. 5'
”a... -,.

 

 

Level Respgnse Respgnse Respgnse Resp%nse
School of
D1“ ° Hi Low Hi Low Hi Low Hi Low
Primary 6 25% 15 21 10 12 l 6 2O 7
Secondary:
Mouern I 52% 8 4 5 9 O 2 8 4
Modern II 25% 2O 14 12 15 2 12 ll 6
Modern III 14% 10 14 ll 7 l 5 4 2
Grammar I 20% 10 6 7 5 0 2 4 8
Grammar II 21% 7 7 5 5 2 2 2 2

 

Comment: Relatively difficult. Change response D to show
smooth, round poles smaller in diameter.

157

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H H H “9‘91
12 . o
= = = =
Level Response Response Response Respgnse
School Dgif
’ Hi Low Hi Low Hi Low Hi Low
Primary 6 20% 24 9 12 17 2 9 8 11
Secondary: 7
Modern I 19% 7 4 5 ll 1 5 6 1
Modern 11 58% 29 5 8 19 2 l5 6 8
Modern III 56% 18 l 5 5 1 12 2 8
Grammar I 59% 21 8 0 7 0 5 0 5
Grammar II 45% 15 2 0 10 0 2 1 0
Comment: Gooi discrimination. 0K.

 

 

Level Response Respgnse Respgnse Response

 

School .of D
D1“ ' Hi Low Hi Low Hi Low Hi Low

Primary 6 18% 10 8 15 6 6 9 15 25
Secondary:

Modern I 24% 2 5 7 4 0 5 10 7

Modern II 20% 4 8 l6 8 5 4 22 25

Modern III 29% 1 6 12 4 O 8 l5 8
Grammar I 54% 5 0 15 7 0 l 5 15
Grammar II 61% 0 0 l2 7 0 5 2 4

 

Comment: Difficult at lower levels, OK at higher levels.

0K.

158

14

 

::

 

Response Response Response Response

 

ngel A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 55% 11 17 5 7 20 15 _10 9
Secondary:

Modern I 28% 6 2 2 5 5 4 6 8

Modern II 55% 9 10 6 10 20 11 10 14

Modern III 29% 7 l 4 6 11 10 4 9
Grammar I 68% 4 6 O 2 17 11 O 2
Grammar II 68% O 4 1 2 12 5 1 5

 

Comment: Change response A from plate to box of matches.
0h.

15 O 8 "
:=: :2 ‘ c:3 L :2

Response Response Response Response

 

 

 

 

 

 

Level
School of A B C D
D1ff° Hi Low Hi Low Hi Low Hi Low
Primary 6 54% 6 18 52 15 2 4 6 9
Secondary:
Modern I 45% 4 8 15 5 0 4 0 2
Modern 11 49% 9 19 26 16 5 2 5 8
Modern III 61% 5 6 15 15 l O 7 5
Grammar I 57% 5 7 16 10 0 5 2 1
Grammar II 71% l 6 l5 7 O O O 1

 

Comment: Discrimination good at lower levels. 0A.

159

 

 

69%

   

 

Response Response Response Response

 

Level
School _.of A B C D
lef° Hi Low Hi Low Hi Low Hi Low
Primary 6 10% 5 10 5 5 14 15 26 18
Secondary:
Modern I 15% 5 5 2 4 7 2 7 10
Modern 11 29% 0 2 16 10 12 l4 17 19
Modern III 19% 2 4 4 5 5 6 15 11
Grammar I 14% 6 2 1 4 7 5 7 10
Grammar II 21% O C 4 2 7 8 5 4

 

Comment: Too difficult to illustrate concept. Eliminate.

 

 

 

 

 

Level Respgnse Respgnse Respgnse Respgnse

School of
Diff' Hi Low Hi Low Hi Low Hi Low

 

Primary 6 15% 5 4 O 4 54 54 9 4
Secondary:

Modern I 49% 1 2 1 2 7 10 10 5
Modern 11 50% 2 0 2 5 19 55 22 5
Modern III 45% 1 2 0 4 10 12 15 8

Grammar I 68% 0 0 0 l 4 8 17 12

Grammar II 55% O 2 O O 4 5 10 7

 

Comment: Too difficult at Primary level. On elsewhere.
Change introuuctory picture to SLOW board ver-
tical instead of level so as nOt to confuse with
scale.

160

F‘ 18
ir5=81 <<::___L—__;3 =//é;¢:§§5 ("I‘r“':' 11
_.J c:

Response Response Response Response

 

 

 

 

 

 

Lg¥el A B c D
School Diff
’ Hi Low Hi Low Hi Low Hi Low

Primary 6 56% 2 12 54 18 9 12 l 4
Secondary:

Modern I 62% 2 4 11 9 5 6 1 0

Modern II 64% 1 5 52 22 12 18 O 2

Modern III 69% O 5 25 11 l 12 0 0
Grammar I . 80% 0 O 21 10 0 ll 0 0
Grammar II 71% 0 2 l4 6 0 6 0 0

 

Comment: OK at all levels. Change response D from candle
to a piece of twine.

 

 

19 A

   

 

 

=
Level Respgnse Respgnse Respgnse Respgnse
School of
Diff: Hi Low Hi Low Hi Low Hi Low
Primary 6 70% 4 9 l 6 51 22 10 9
Secondary:
Modern I 60% O 5 l 2 17 5 1 7
Modern 11 41% 5 7 2 4 21 50 17 4
Modern III 68% 4 4 l l 17 15 4 6
Grammar I 57% 0 0 l 2 15 11 5 8
Grammar II 55% 2 l l 4 10 5 1 4

 

Comment: Difficulty increases at higher levels ? Change
location of smoke hole in response 6 and put two
smoke hOIes in response A.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a :23 =
Level Respgnse Respgnse Respgnse Respgnse
School of
D1ff" Hi Low Hi Low Hi Low Hi Low
Primary 6 46% 9 5 1 7 7 16 ~29 18
Secondary:
Modern 1 54% l 7 2 5 4 6 12 5
Modern I1 59% ll 11 0 8 12 19 22 7
Modern I11 50% 5 10 5 4 7 6 9 6
Grammar I 59% 4 5 2 0 2 6 15 10
Grammar II 54% 5 5 0 1 6 5 5 5

 

Comment: Slightly difficult item. Discrimination good
at lower levels. 0A.

 

 

 

Response Response Response Response

 

Level
School of A B C D
Diff. Hi Low Hi Low HI Low Hi Low
Primary 6 77% 41 5o 5 7 o 9 o 0
Secondary:
Modern I 81% 19 11 0 2 0 6 0 0
Modern II 89% 42 52 1 2 2 ll 0 0
Modern Ill 96% 25 21 0 2 l 5 0 0
Grammar I 100% 21 21 0 O 0 0 0 0
Grammar II 89% 14 11 0 5 0 0 0 0

 

Comment: Very easy, but good for introduction to this
part of the test. OK.

 

 

 

Level Hespgnse Respgnse Respgnse Respgnse

School of
Diff. Hi Low Hi Low Hi Low Hi Low

 

Primary 6 48% 5 12 55 15 7 11 1 10
Secondary:
Modern I 47% l 7 14 6 2 4 2 2
Modern II 48% ll 18 27 7 7 11 O 9
Modern III 52% 9 5 17 9 0 7 0 7
Grammar I 68% 0 6 21 6 0 9 0 0
Grammar II 71% 5 6 ll 8 0 0 0 0

 

Comment: OK at all levels. Good discrimination.

 

 

 

 

Response Response Response Response

 

Lg¥el A B C a
School Diff
' Hi Low Hi Low Hi Low Hi Low
Primary 6 50% 21 28 1 4 10 5 14 11
Secondary:
Modern I 40% 5 8 l 0 4 6 9 5
Modern II 25% 20 18 4 2 2 l6 l9 9
Modern III 45% 15 5 1 O 0 11 l2 l2
Grammar I 45% 7 4 0 1 0 7 l4 9
Grammar II 59% l 9 0 0 5 5 10 O

 

Comment: Goou discrimination. OK.

0 .
4:222:5z:::
:3 = a

 

 

 

 

 

 

 

Response Response Response Response

 

“evil A B c D
School Digf
‘ Hi Low Hi Low Hi Low Hi Low
Primary 6 59% 8 27 1 5 22 11 15 5
Secondary:
Modern I 72% l 6 0 0 15 15 5 0
Modern 11 78% 2 4 0 0 58 28 5 15
Modern III 78% O 5 0 0 18 18 8 5
Grammar I 84% 0 4 0 0 20 ll 1 6
Grammar.II 79% l 2 0 5 ll 8 2 1

 

Comment: OK at lowest levels, too easy at up er levels.
May need revision in the future.

 

 

~\

my :59:

a as

 

 

 

Response Response Response Response

 

of A B C D
School Diff
’ Hi Low Hi Low Hi Low Hi Low
Primary 6 48% l 1 51 14 0 5 14 26
Secondary:
Modern I 40% 2 5 12 5 O 0 5 11
Modern II 60% O 1 51 20 C) 0 14 24
Modern III 61% O 2 20 9 0 0 6 15
Grammar I 78% 0 5 20 9 0 0 1 9'
Grammar I 71% 1 2 l5 7 O 4 0 1

 

Comment: Good discrimination. Particularly good at lower
and middle levels. OK.

/:/f

Level Response Resgonse Resgonse Resgonse

School of
D1ff° Hi Low Hi Low Hi Low Hi Low

 

 

   

 

 

Primary 6 57% 0 2 16 21 1 12 29 11
Secondary:
Modern I 54% 1 5 8 11 O 2 10 5
Modern II 54% 2 5 17 25 O 7 26 8
Modern III 25% l 7 14 15 0 5 ll 1
Grammar I 55% O 0 4 17 1 0 16 4
Grammar'II 45% 1 0 5 10 1 5 9 1

 

Comment: Good discrimination. Distractors working well.
OK.

 

 

 

 

 

Level Response Response Response Response

School of D
Diff. Hi Low Hi Low Hi Low Hi Low

 

Primary 6 46% ll 15 1 12 27 11 7 10
Secondary:
Modern I 44% 6 l l 6 l2 5 0 7
Modern II 59% 6 l2 5 8 55 14 1 11
Modern III 68% 4 6 0 l 21 15 l 6
Grammar I 70% l 5 0 2 2O 8 0 8
Grammar II 79% 1 5 0 2 l5 8 O l

 

Comment: Gooo at lower and middle levels. on.

 

 

Response Response Response Response

 

Level
School of A B C D
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 42% 12 24 5 7 5 2 24 15
Secondary:
Modern I 52% 5 2 5 7 5 6 8 4
Modern II 26% 16 25 6 9 8 6 15 7
Modern III 41% 4 7 2 9 6 4 l4 6
Grammar I 56% 4 6 1 8 0 4 16 5
Grammar II 45% O 2 0 8 5 2 9 2

 

Comment: Relatively difficult. on.

 

 

 

 

 

=

 

 

a a :3
Level Respgnse Respgnse Respgnse Respgnse
of
School Diff

' Hi Low Hi Low Hi Low Hi Low

Primary 6 70% 4 ll 57 20 5 5 2 12

Secondary:

Modern I 81% 4 5 15 16 0 0 0 0
Modern II 78% 5 16 41 24 O 5 l 2
Modern III 74% 7 10 19 15 0 O 0 1
Grammar I 89% O l 20 16 0 4 1 0
Grammar II 84% 1 0 l5 l5 0 0 O l

 

Comment: Not too difficult, but OK for lower levels.
May need revision in future.

 

 

 

wmaa/

 

Level

Response Response Response Response

 

of A B D
School Diff
' Hi Low Hi Low Hi Low Hi Low

Primary 6 40% 9 22 0 2 51 22 6 0
Secondary:

Modern I 21% ll 14 1 0 ,2 5 5 0

Modern II 59% 19 85 5 1 16 18 7 5

Modern III 55% l5 l4 0 0 10 9 5 5
Grammar I 52% 2 ll 0 1 17 7 2 2
Grammar II 57% 1 7 O 0 9 5 4 2

 

Comment: Discrimination weak.

if discrimination does not improve.

Should be revised in future

 

 

 

 

Level Respgnse Respgnse Respgnse Resp%nse
School Diif
' Hi Low Hi Low Hi Low Hi Low
Primary 6 56% 28 5 15 55 5 8 0 2
Secondary:

Modern I 70% 16 15 0 4 5 O O 0
Modern II 68% 45 17 l 19 O 6 l 5
Modern III 84% 25 15 5 5 0 5 0 1
Grammar I 91% 21 14 O 5 O 2 0 0
Grammar II 98% 14 14 0 O O 0 O 0

 

Comment: UK, except for higher levels.

 

 

 

 

@VWOVQ

 

Response Response Response Response

 

School Digf
’ Hi Low Hi Low Hi Low Hi Low
Primary 6 28% 15 ll l5 l6 5 6 17 15
Secondary:
Modern I 21% 4 8 6 7 2 5 7 1
Modern II 58% 8 15 l7 l4 2 6 18 10
Modern III 52% 4 5 ll 6 2 7 9 10
Grammar I 47% l 4 5 5 2 7 15 5
Grammar II 50% 0 5 5 5 0 4 ll 4

 

Comment: OK at all levels.

 

 

Response Response Response Response

 

Level
School of C D
Diff' Hi Low Hi Low Hi Low Hi Low
Primary 6 55% 24 14 5 10 12 6 5 16
Secondary:
Modern I 55% 18 5 O 5 O 2 1 7
Modern II 50% 17 6 2 10 22 15 4 14
Modern III 55% 18 5 2 5 5 8 5 10
Grammar I. 59% 8 8 0 2 l5 8 0 5
Grammar II 57% 2 4 O O 8 7 4 5

 

Comment: OK for lower levels.
unintential meaning into question.

Upper levels are reading

 

l4

 

 

=

 

=

EUUJE

==

 

 

L Response Response Response Response
evel A B o D
School of
Diff. H' . .
1 Low H1 Low H1 Low Hi Low

Primary 6 64% 2 15 58 2O 6 7 O 6
Secondary:

Modern I 62% 1 6 14 5 4 6 O 2

Modern II 66% l 7 55 2O 4 15 5 5

Modern III 65% 2 7 20 ll 2 7 2 1
Grammar I 84% 0 4 21 10 O 4 O 5
Grammar II 84% O 2 14 6 O l O 5

 

Comment: OK for lower and middle levels.

good.

Discrimination

 

 

School

Response Response Response Response

 

Primary 6
Secondary:
Modern 1
Modern II
Modern III
Grammar I
Grammar II

Level
9f A B c D
Diff' Hi Low Hi Low Hi Low Hi Low
25% 4 9 14 14 12 9 16 14
52% 2 4 11 8 4 2 2 5
24% 4 15 15 7 9 11 17 14
17% o 11 5 2 12 5 9 8

9% 2 2 4 o 6 15 9 6

16% 1 2 5 5 5 6 7 5

 

Comment: Difficult item. Discrimination weak. Distractors
working against question. OK for present.

 

16 25%/:2?

 

School

Response Response Response Response

 

Primary 6
Secondary:
Modern I
Modern II
Modern III
Grammar I
Grammar II

Level

.9f A B c D
lef° Hi Low Hi Low Hi Low Hi Low
26% 17 7 5 12 5 4 19 25
47% 6 4 1 4 2 6 1o 5
45% 1o 10 7 9 1 9 27 17
40% 17 5 5 5 o 2 6 16
65% 17 9 1 2 o 2 5 a
65% 12 5 1 o o 2 1 7

 

Comment: UK at

all levels.

 

 

 

 

l7 .1:

 

 

 

 

Level Respfinse Respgnse ReSponse Resp%nse

 

School D§§r
’ Hi Low Hi Low Hi Low Hi Low

Primary 6 59% 5 5 5 15 55 24 5 2
Secondary:

Modern I 56% 2 l 2 9 15 5 2 4

Modern II 52% 7 7 5 16 25 18 8 4

Modern III 44% 5 7 5 10 16 6 4 5
Grammar I 46% 5 5 l 6 15 4 4 6
Grammar II 45% O l O 2 7 7 7 4

 

Comment: OK at all levels, particularly middle groups.

lag—E2: (33:,

 

 

 

 

Level Respgnse Respgnse Respgnse Respgnse
School Dggf

' Hi Low Hi Low Hi Low Hi Low

Primary 6 26% 2 l6 8 7 17 7 l9 16

Secondary:

Modern I 17% 5 10 5 2 O 4 7
Modern II 50% 1 5 9 17 28 5 7 18
Modern III 55% 2 9 4 1 l7 4 5 l2
Grammar I 53% O 6 2 6 l8 2 l 7
Grammar II 55% O 5 1 6 10 2 5 5

 

Comment: Difficult at lower levels. OK.

171

 

 

 

 

 

 

   

 

 

Response Response Response Response

 

Lg‘f’el A B C D
School Diff
° Hi Low Hi Low Hi Low Hi Low
Primary 6 70% 0 5 41 21 4 8 1 12
Secondary:
Modern I 64% O l 17 9 2 1 0 8
Modern II 85% 1 2 44 29 0 4 0 10
Modern III 75% O 5 24 10 1 5 1 8
Grammar I 82% O l 21 ll 0 6 O 5
Grammar II 76% O 4 l4 5 O 5 O 4

 

Comment: Discrimination good, though relatively an easy
question.

 

 

 

 

 

 

 

of A D
School Diff
’ Hi Low Hi Low Hi Low Hi Low

Primary 6 51% 10 25 2 5 54 17 O 1

Secondary:
Modern I 55% 5 7 0 5 16 6 O 5
Modern II 66% 4 l4 1 7 59 18 l 6
Modern III 55% 8 6 0 5 18 11 C) 6
Grammar I 57% 5 7 O 4 16 6 O 4
Grammar-II 79% 0 4 O 4 14 5 0 l

 

Comment: OK at all levels.

 

 

21

 

 

 

 

 

 

 

t,
01 (D
I)
o_o= L==
Level Respgnse Respgnse Respgnse Resp%nse
School Dgif
' Hi Low Hi Low Hi Low Hi Low
Primary 6 54% 4 9 O 2 58 17 4 18
Secondary:
Modern I 47% 0 8 2 5 l7 5 O 1
Modern II 66% 5 l5 2 7 57 19 1 6
Modern III 65% 5 7 2 5 21 ll 0 5
Grammar I 87% 0 2 4 5 l7 l6 0 0
Grammar II 66% 5 6 O 2 ll 6 O O

 

Comment: OK at lower and middle levels.

 

 

 

     

_ .~!/4.§'73\'m‘— '
_e/‘vl Q. 6!

 

 

 

 

=
Level Respznse Respgnse Respgnse Respgnse
School Dig?
' Hi Low Hi Low Hi Low Hi Low
Primary 6 54% 6 l9 2 7 l 5 57 15
Secondary: .
Modern I 58% 2 5 O 8 O 4 l7 4
Modern II 66% 5 l5 0 9 0 8 42 15
Modern III 81% 6 5 0 4 0 2 20 17
Grammar I 87% l 4 O 2 0 2 20 15
Grammar II 79% O 5 0 O l 2 l5 9

 

Comment: OK at lower and middle levels.

175

f is

=

 

 

 

Response Response Response Response

 

L§¥el A B c D
School Diff
‘ Hi Low Hi Low Hi Low Hi Low
Primary 6 46% 24 l2 12 10 1 6 9 18
Secondary: ‘
Modern I 42% 10 8 4 5 l 4 4- 2
Modern II 44% 25 12 16 7 0 6 4- 21
Modern III 49% 20 9 5 5 0 l 1 ll
Grammar I 52% 15 8 5 5 l 4 2 1+
Grammar II 54% ll 5 2 4 0 2 1 5

 

Comment: OK at all levels.

 

 

 

 

Response Response Response Response

 

Level
School .of A B C D
lef' Hi Low Hi Low Hi Low Hi Low
Primary 6 72% 2 l9 0 4 44 22 O 1
Secondary:
Modern I 79% 5 5 0 1 l4 l5 2 0
Modern II 88% 2 l5 0 2 45 27 0 5
Modern III 90% 5 l 0 0 25 24 0 1
Grammar I 86% 2 2 0 1 19 18 0 0
Grammar II 95% 0 2 0 0 14 ll 0 1

 

Comment: Very easy question but OK for lower levels.

 

 

 

=

:1

 

 

Level Respgnse Respgnse Respgnse Respgnse
School D125
' Hi Low Hi Low Hi Low Hi Low
Primary 6 10% 21 15 10 17 6 12 9 2
Secondary:

Modern I 15% 9 7 6 8 2 5 2 1
Modern II 20% 17 12 10 19 5 10 15 4
Modern III 16% 12 9 8 7 l 6 5 4
Grammar I 25% 5 8 7 4 5 6 6 5
Grammar II 26% 4 7 4 4 O 2 6 l

 

Comment: Very difficult question.
revision in future.

Distractors may need

 

 

26

 

 

 

Level Restnse Respgnse Respgnse Respgnse
School Dggf
' Hi Low Hi Low Hi Low Hi Low
Primary 6 41% 24 15 5 9 l9 l4 0 10
Secondary:

Modern I 24% ll 2 5 5 5 10 O 2
Modern II 5I% 52 15 8 11 5 19 O 2
Modern III 52% 14 7 7 5 5 10 O 6
Grammar I 59% 18 5 l 8 2 8 O 0
Grammar II 68% 10 7 1 4 5 5 O O

 

Comment: OK at all levels.

175

 

 

 

   

 

Response Response Response Response

 

ngel A B o D
School Diff _
' Hi Low Hi Low Hi Low ni Low

Primary 6 26% 19 20 6 ll 9 9 ‘12 6
Secondary:

Modern I 26% 6 6 l 5 5 5 9 5

Modern II 56% 9 10 5 10 8 15 25 10

Modern III 48% l 7 5 5 l 6 l9 8
Grammar I 52% 5 5 1 5 2 8 l5 5
Grammar II 55% 5 4 O 4 O 0 ll 6

 

Comment: OK at all levels.

 

 

 

28 (91:66
6

 

 

 

 

 

 

 

ii
a _
c: = =
Level Respgnse Respgnse Respgnse Resp%nse
School viii
’ Hi Low Hi Low Hi Low Hi Low
Primary 6 57% 4O 17 5 l5 5 9 0 7
Secondary:
Modern I 66% l6 l5 5 4 O l O 1
Modern II 71% 40 19 1 l6 5 5 l 5
Modern III 72% 2O 12 4 6 2 6 0 2
Grammar I 64% 19 6 O 9 O 2 2 4
Grammar II 68% 12 8 l 4 l l 0 1

 

Comment: OK at all levels.

 

 

 

 

Level Respgnse Respgnse Respgnse Respogse

 

School of
Diff ' Hi Low Hi Low Hi Low Hi Low

Primary 6 25% 5 15 22 4 8 10 ll 17
Secondary:

Modern I 25% 2 5 8 0 9 7

Modern II 27% 5 5 21 10 10 15 ll 19

Modern III 50% 0 1 15 10 9 7 4 8
Grammar I 59% 1 O 9 4 4 8 7 9
Grammar II 68% O O 7 0 5 2 4 l2

 

Comment: Relatively difficult at lower and middle levels.
Discrimination good. OK.

30
Gefsfififl:

 

 

 

 

Level Respxnse Respgnse Respgnse Respgnse
School Digg
‘ Hi Low Hi Low Hi Low Hi Low
Primary 6, 25% 7 12 12 20 5 8 22 6
Secondary:

Modern 1_ 27% 5 5 8 5 5 4 5
Modern 11 59% 4 10 15 21 O 4 26 10
Modern III 56% l 8 9 11 O 5 l6 2
Grammar I 65% 2 5 5 2 l 1 l5 l5
Grammar II 55% O l 5 6 O 2 11 5

 

Comment: Relatively difficult at lower levels, good at
top level. OK.

APPENDIX IV

REVISED FORM OF MECHANICAL APTITUDE TEST

--Examiner's Instructions
--Practice Sheet

--Mechanical Aptitude Test
Part I

Part II
Part III

177

178

EXAMINER'S INSTRUCTIONS
Mechanical Aptitude Test

The examiners instructions for the revised test were

not changed.

However, the questions were rearranged and a

new one, number two, was added. The purpose of this question

was to

answer .

Number

Number

Number

Number

Number

Number

demonstrate the concept of using SAME as a possible

one .

two.

three.

one .

two.

three.

The questions now read as follows:

It is raining . . it is raining and four boys
are standing under four different trees.
Look at the boys and at the four trees.

Which one of the boys will be the most dry in
the rain? . . Who can tell me which one
boy will be the most dry?

 

Look at the pictures of the alarm clocks at
three different times of day . . 11 o'clock
11:15 . . 11:30.
Who can tell me on which clock the hands are
moving the fastest or are they all moving
the same.

Look at the pictures of the four tools.
Which one does the farmer use to plant his
crops? Who can tell me which gng the

farmer uses to plant his crops?

. Which one of these things will burn most

quickly? . . the stick . . the cigarette
. . the paper . . . or the box?
Mark the one that Willtnuwimost quickly.
Everybody. (Wait ten seconds.)

A boy wants to draw a circle on a piece of
paper.
Which one of these things will help him to
draw the best circle on the paper?
the tumbler . . the gourd . . the orange
. . or will they all help him the same?
Which is the gn§_answer that is best?
(Wait ten seconds)

Look at the picture in the circle.

° With which one of the four other things is it

used?
Mark the one with which it is used. (Wait
ten seconds.)

180

 

 

 

 

 

 

 

 

 

 

 

Name

 

 

 

 

 

 

10

 

ll

 

12

 

l3

 

 

l4

 

 

 

15

 

 

16

 

 

 

 

 

 

A

 

 

 

 

 

.L———.——.—.¢A‘

 

 

 

 

SAME

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

182

 

ALL SAME

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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I’M. -‘\
L

1

=

ALL SAME

@
i D: 2,

16 A Q/ X Z J
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I
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=

ALL SAME

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as

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4 _ (In ..
' 4 5‘ 5 -H'. m
; a -
3
§\
.9 , f'
‘ “ J!
I: C:

,2

 

“\ U

In

H 'U

[1

APPENDIX V

\ ITEM ANALYSIS OF THE REVISED QUESTIONS OF
'9‘ MECHANICAL APTITUDE TEST

183

184

 

 

   

 

 

 

 

 

 

 

c:: c::
Level Respgnse Respgnse Respgnse Respgnse
School Dig?
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 25% 5 7 55 ll 55 48 0 5
OshOgbo 28% O O 25 ll 55 44 O l
Oyo 40% 0 O 22 10 15 22 O 5
Sapele 58% 5 4 60 24 27 55 2 9
Comment: Level of difficulty improved, discrimination
good. OK.
5:? fifi? fififi- aifiL
c:: ==’ 1::
Level Respxnse Respgnse Respgnse Respgnse
School Diif
' Hi Low Hi Low Hi Low Hi Low
Ijebu—Ode 56% 1 4 2O 50 54 l8 l4 l7
Oshogbo 57% 2 6 5 15 26 11 25 26
Oyo 51% 2 7 15 12 15 8 9 13
Sapele 56% 6 8 2O 56 48 2O 18 28

 

Comment: Level of difficulty up, discrimination satis-
factcry. OK.

 

 

 

 

 

 

 

Response Response Response Response

 

Leggl A B c D
School Diff
’ Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 48% 42 28 16 21 8 l4 5 6
Oshogbo 58% 42 2O 12 25 2 9 O 2
Oyo 50% 26 14 7 18 l O 5 5
Sapele 57% 55 51 18 25 14 10 7 8

 

Comment: Level of difficulty much improved. Discrimination
fair. OK.

||||||||| d/égggééi:a c:: c:: c::

1 Response Response Response Response

 

 

 

 

 

nge A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 51% 51 8 2 5 l7 6 19 52
Oshogbo 42% 55 15 1 4 15 7 9 52
Oyo 46“ 25 9 2 2 l 6 ll 20
Sapele 40% 44 55 2 l 17 7 29 51

 

Comment: Level of difficulty down a little. Discrimina-
tion OH. New response D working very well.

186

 

 

 

 

Level Response Response Response Response

 

School Diff
° Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 46% 5 18 5O 16 8 l9 8 l6
OshOgbo 46% 6 10 44 14 2 l2 4 2O
Oyo 68% O 8 55 12 1 10 l 7
Sapele 45% 5 17 76 14 2 26 9 55

 

Comment: Level of difficulty much improved. Discrimination
very good. OK.

@_@
‘0 D W

I: = c:

 

 

 

Response Response Response Response

 

Leggl A B c D
School Diff .
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 59% 57 14 l 10 27 28 4 1?
Oshogbo 50% 17 l5 0 2 14 24 25 17
Oyo 59% 24 10 o o 4 11 9 16
Sapele ' 42% 6O 21 2 5 7 22 25 46

 

Comment: Level of difficulty much improved. Changing
picture considerable help. 0h.

 

 

 

 

 

 

 

 

 

 

‘6 fl ‘4 1 16

= = = =

 

Response Response Response Response

 

Lg¥°1 A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 46% 7 ll 15 8 45 28 4- 22
Oshogbo 56% 8 l7 4 ll 42 25 2 5
Oyo 74% l 8 4 9 52 18 O 2
Sapele 55% 8 27 5 24 76 25 5 l8

 

Comment: Level of difficulty OK. Very good discrimina-
tion. OK.

 

 

18

A:

Response Response Response Response

 

 

 

ngel A B o D
School Diff
° Hi Low Hi Low Hi Low Hi Low
Ijebu—Ode 58% 47 56 2 10 l2 l6 8 7
Oshogbo 56% 59 25 o 4 17 15 o 14
Oyo 60% 27 17 l l 8 1‘Jr 1 5
Sapele 56% 62 45 l 5 28 27 1 l7

 

Comment: OK for difficulty and discrimination. Response
D much better as a distractor than previous
picture.

188

 

 

20+,

’0

@ 8.81.18... 4:82

= = = =

 

Level Respinse Respgnse Respgnse Resp%mse

 

of
s°h°°l lef' Hi Low Hi Low Hi Low Hi Low
IJebu-Ode 15% 22 8 l9 l9 4 5 24 57
Oshogbo 16% 17 o 18 11 10 7 11 58
Oyo 17% 10 o 15 15 6 2 6 20
Sapele 15% 52 10 58 22 4 10 18 so

 

Comment: Still a very difficult question. Introductory
picture apparently did not help much. Needs
further revision.

2‘" % E h if

 

 
  

 

Response Response Response Response

 

Leggl A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 25% 16 15 12 24 12 18 29 12
Oshogbo 59% 16 15 10 -24 7 8 23 9
Oyo 49% o 7 15 15 2 7 22 10
Sapele 57% 17 19 22 52 4 20 49 21

 

Comment: Level of difficulty OK. Discrimination good.
Change in response A only fair improvement.
Change in response C better.

189

 

 

9

 

Level Rfiflpgnse Respgnse Respgnse Respgmse

 

School of
Diff‘ Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 40% 9 24 20 28 6 11 54 6
Oshogbo 59% 5 19 8 l5 1 42 20
07° 70% 5 4' 5 7 O 29 22
Sapele 570% 4 10 5 24 o 81 52

 

Comment: Considerably improved in terms of level of
difficulty. Discrimination good. 0K.

 

 

 

Y: Y: 7:... I:

 

Level ROBPane Respgnse Respgnse Response

 

D
School of
Diff: Hi Low Hi Low Hi Low Hi Low
IJebu-Ode 54% 19 29 47 29 5 7 O
Oshogbo 65% ll 12 4o 51 2 5 3
Oyo 84% 4 5 51 28 0 5 2
Sapele 70% 21 57 71 55 0 8 0 l4

 

Comment: Level of difficulty up. Adding introductory
picture apparently helped. Discrimination only
fair. Distractors working.

 

 

 

 

Response Response Response Response

 

Lg§el A B o D
School Diff
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 30% 29 41 2 11 36 11 2 6
Oshogbo 51% 26 26 6 12 25 15 l 5
Oyo 55% l4 19 l 8 20 8 2 2
Sapele 25% 57 65 4 11 4o 9 11 9

 

Comment: Level of difficulty remains about the same.
Discrimination good. Change in responses A and
C somewhat improved as distractors.

2 $w—w SAME

 

 

=3

 

Response Response Response Response

 

Leggl A B o D
School Diff
' Hi Low Hi Low Hi Low Hi Lou
Ijebu-Ode 25% 21 8 15 21 25 31 10 9
Oshogbo 29% 18 10 8 ll 14 25 16 10
Oyo 48% 21 14 1 5 2 6 15 12
Sapele 51% 44 10 3 12 2S 45 20 27

 

Comment: Level of difficulty up and improved. Good dis-
crimination. Changing verbal instructions from
fuel to coal obvious help.

 

 

C:

 

a

 

Level Response Respgnse Respgnse Response

 

 

School of D
D1ff° Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 75% o 2 14 19 o 10 55 58
Oshogbo 75% O 1 24 l O 46 51
Oyo 76% l 5 O 10 l O 55 22
Sapele 60% 2 10 5O 50 O 2 6O 50
Comment: Question did not change too much. Level of

difficulty too high and discrimination is weak.

Needs further revision.

 

 

6 ’
1%: £5: 4.:

=

 

 

 

Level Respznse Respgnse Respgnse Resp%nse
School D25:
' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 51% 9 57 5 2 50 25 5 5
Oshogbo 52% 19 22 2 2 52 27 5 5
Oyo 55% 14 15 l 2 21 15 l 7
Sapele 45% 29 47 0 4 54 56 9 5

 

Comment: Level of difficulty OK.

Changing response A and B some improvement.

Discrimination fair.

192

 

 

 

 

 

 

 

 

= C: :3
Level Respgnse Respgnse Respgnse Resp%mse
School Dggf

' Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 66% l 11 O 6 25 62 28
Oshogbo 65% O O O 5 18 51 52
Oyo 75% O 2 O O 9 10 28 25
Sapele 60% 5 ll 1 ll 15 57 71 55

 

Comment: Level of difficulty OK. Good discrimination
changing introductory picture helped in improv-
ing response C as a distractor.

Level Respgnse Respgnse Respgnse Resp%nse

School of
D1ff° Hi Low Hi Low Hi Low Hi Low

 

 

 

 

 

 

 

Ijebu-Ode 75% o 2 65 4o 4 25 o 4
Oshogbo 81% 1 4 55 55 2 15 o 4
Oyo 71% o 5 51 26 6 8 o o
Sapele 70% o 8 76 49 15 51 3 4

 

Comment: Too easy and discrimination only fair. Chang-
ing response D not too helpful as a distractor.

195

 

 

 

 

 

 

I: = =

 

1 Response Response Response Response

 

Lave A B o D
School Digf
° Hi Low Hi Low Hi Low Hi Low
Ijebu-Ode 20% 54 54 6 4 1 5 28 6
Oshogbo 21% 54 47 1 5 2 5 19 5
Oyo 25% 25 29 5 1 o o 11 7
Sapele 25% 5O 65 5 9 0 5 57 15

 

Comment: Still too difficult. Changing picture for re-
sponse D improved discrimination.

 

 

Response Response Response Response

 

L3¥91 A B c D
School Diff
' Hi Low Hi Low Hi Low Hi Low
Ijebu—Ode 27% 8 14 27 12 8 10 26 55
Oshogbo 55% 2 7 55 9 1 10 2O 5O
Oyo 51% l 2 l5 7 5 4 16 24
Sapele 45% 0 4 67 16 O 8 25 64

 

Comment: Slight improvement in difficulty level. Dis-
crimination very good. OK.

194

 

 

a

 

 

Response Response Response Response

 

L§¥el A B o D
School Diff
' Hi Low Hi Low Hi Low Hi Low
IjebueOde 25% 25 27 l4 15 25 16 5 l5
Oshogbo 54% 14 26 4 12 57 6 l 12
Oyo 45% ll 14 2 l 22 15 2 9
Sapele 52% 22 58 14 10 59 26 17 18

 

Comment: Level of difficulty OK. Discrimination fair.
Changing response A did not help improve it as
a distractor.

APPENDIX VI

IBADAN VERBAL TEST

195

196

APPENDIX VI

1050

50Minutes

IBADAN VERBAL TEST 1.

By

M. A. BRIMER, M.A.

Surname ...............................................................

First Names ..............................................................

Schaolattended.............. ..

Age. .

iPAGE ‘ 1

g WRONG}

 

I r
! RIGHT L" l l i j
l ' l
' l

................ years ......................months. DateofBirth.............I9..

 

.u...___.._.______-. _____._-_.~, __..__ .

2 . g 3 4 TOTAL

(30)

 

 

 

Read these instructions carefully:

Many of the kinds of questions you are going to do will be new to you, so you must read how
to do them very carefully before you answer.

Write your answers as clearly as possible.
If you make a mistake, cross out the error neatly and put the correct answer above or at the side.
You must work quickly; more quickly than you usually do.

If you come to a question that you cannot do, after trying very hard, leave it and go on to the
next.

You will have 50 minutes in which to work the test and you will be warned how time is passing.
DO NOT TURN OVER UNTIL YOU ARE TOLD.

When you are told to begin, turn over the first page, read the instructions for yourself and begin
working at once.

When you have finished one page go on to the next without waiting to be told.

197

PAGE 1
Fourofthewordsineachofthelinesbelowhave somethingin common, but oneis

different. PutalineundertheONE wordwhichisdifl'erent fromtheothers. Underline
onlyONEwortlineachline. Thefirsthasbeendoneforyou.

I
2
3.
4
5

are missing between the numbers. Put a+or — sign between each pair of figures to make

One / ten /six / £5111] two .

Penny / shilling / halfpenn y / florin / ounce
Car / aeroplane/ truck / bus / lorry

Table / cupboard / wall / chair / stool
Bowl / rice / fish / egg / meat

Orange / banana / grape / yam / pay/paw

 

In each row below there are two sums inwhich the answer isgiven but the +or-signs

the answer correct. The first has been done for you.

99”.“?

10.

_—_

-—.——-.._ - 1

l—5+6=2 5—1—2=2
4 5 8 = l 5 4 5 = 4
3 5 = 2 : 6 2 3 = l
3 6 2 = 11 4 5 6 = 3
4 7 5 =—- 6 8 9 6 = 5
2 6 4 = 4 ll 7 16 =20

 

In each sentence below, put lines under the two words that should change places to

make the sentence sensible. The first has been done for you.

ll.
12.
13.
14.
15.

The _chair sat on the man

I kicked the left with my ball foot

He ate the table and set the plate on the yarn
He ago out five minutes went

With ate be his spoon. I

The bicycle bit the man riding the dog

TOTAL

GO STRAIGHT ON TO THE NEXT PAGE.

U:

sooqux

10

ll
12
l3
14
15

15

198

PAGE 2

Ineachrowbelow,putalineundertheONEwordinthebraeketswhich completes

thesentenoe. Thefirsthasbeendoneforyou. Underlineonly ONEwordineachline.

16.
17.
18.

19.
20.

26.
27.
28.
29.
30.

p..-—

BLACK is to WHITE as WRONG is to (bad / worse / better / right / cross)

 

 

 

 

SHEEP is to LAMB as DOG is to (calf/ horse / wool / puppy / field) 16
OCEAN is to SEA as CONTINENT is to (land / lake / country / water / town) : l7
LAGOS is to NIGERIA as ACCRA is to (city / Ghana / country / Takoradi / ;
Ashanti) ; 18
l
WOOD is to CHAIR as STEEL is to (table/ coat / tree / knife / coal) ; l9
HORSE is to FOAL as HEN is to (goat / chicken / wings /foal / feather) , 20
1.1 - s____, __. _ _ _.1______ .l
I
In each pair of crossing words below, ONE letter is missing. Write the missing 1
letter to make real words reading down and across. The first has been done for you. 1
L
O
T T R O l 21
OP(E)N 21. G( )ME 22. L( )VE 23. ( )NOW 1 22
“K N A ! 23
K D i
s 3
S O i
24. V( )SlT 25. B( )ING ! 24
N E ! 25
G i
A _ ,_- ______- -_-_ _.___.___1_____..._..1_.I
In each row below put a line under TWO words, ONE in each set of brackets, l
which mean the opposite of each other. The first has been done for you. ;
(pretty / g_ogc_1 / gentle) (red / high /_1_>ad‘) 1
(hard / stone / light) (sink / narrow / soft) : 26
(tall / deep / far) (short / big / empty) i 27
(up / high / thick) (broad / thin/ top) ' 28
(mend / stop / work) (draw / break / drop) 29
(ask / jerk / pull) (throw / win / push) 30
TOTAL 15

GO STRAIGHT ON TO THE NEXT PAGE

 

199

PAGE 3

IaeachrowbelowputalinenderTWOwords,ONEineachsetofbrackets,which

meannostnearlythesame. Thefirsthasbeendoneforyou.

 

 

 

 

 

(_b_i_g_/ heavy / top) (wide / tall / lat—rgf) \

31. (move / start / wind) (stop / hurry / begin) 1 31

32. (poor / joyful / healthy) (clever / happy / generous) 3?.

33. (love / like / need) (want / ask / seek) 33

34. (hope / idle / sleep) (dream / lazy / tired) 34

3S. (ugly / beautiful / rich) (lovely / tall / like) 35

Ineachoftherowsbelow,put lines mder Two words, ONEfrom each set of
brackets,deer completetheseuteuce. Thefirsthasbeeudoueforyou.
TWO is to FOUR as (‘25 /five / nine) is to (six / eight / two)

36. RING is to FINGER as (watch / circle / necklace) is to (leg / strap / wrist) 1 36

37. MAN is to WOMAN as (husband / lady / boy) is to (daughter / aunt / girl) I 37

38. SAW is to CARPENTER as (axe / spade / pen) is to (clerk / painter / electrician) E 33

39. SUN is to MOONas(star / day/dark) is to (night / rain / wind) 39

40. I is to ME as (you / she / he) is to (they / my / him) 40

1
In the space against each of the following words, write them as they would look if
they werereflectedina mirror. 'l‘hefirsthasbeendoneforyou.
PILL ( JJ "1 1

41. SEND ( . . .) 41

42. FORK (............ ....) 42

43. BAG ( .. . .) 43

44. JUMP ( . .) 44
TOTAL 14

 

 

 

GO STRAIGHT ON TO THE NEXT PAGE

200
PAGE 4

Fom'ofthewordsineachlinebelowhaveaomethlngincommbuttwoare
dilerwt. PataliheundertheTWOwordsthatarediil’erentfromtheothers. Thefirst
hasbeendonefor you.

Lagos / Enugu/ Kano / Ibadan [ Nigeria / London

45. peaceful/ rough / calm / still / tranquil/ angry
46. ache/ hard / pain / hurt/ sore/ sharp/
47. lake / river / mountain / pool / valley / sea

 

48. water/ earth / oil / wine/ tree / milk
49. John / M ustapha / Joseph / Ann / Frederick / Lucy

 

Thenumbersinthelinebelow havebeenarranged insomeorder, but oneofthe
numbers 3 mhsing. Find outwhattheorderis andwritein the missingnumber. The
firsthasbeeudoneforyou.

2 4 6 (8) 10 12 14
50. 3 7 11 ( ) 19 23 27
51. 2 4 s ( ) 32 64 128
52. 27 24 21 ( ) 15 12 9
53. 1 6 11 ( ) 21 26 31

 

Ineachofthemwsbelow,putflnesunderthreewords,onefromeachsetof

brackets, whichwill completethesentence. Thefirsthasbeendoneforyou.
GIVE is to (_tgkf / send) as (do / git) is to (question / Mr)

54. SHIRT is to (coat / man) as (blouse / cloth) is to (woman / boy)
55. EYE is to (head / see) as (ear / face) is to (hear / touch)
56. BITE is to (food / teeth) as (lick / hear) is to (nose / tongue)
57. PENCIL is to (write / paper) as (chalk / pencil) is to (paint / blackboard)
58. TON is to (lb. stone) as (mile / hour) is to (time / ft.)

 

In the lines "below the letters of the alphabet have been arranged in some order.
Find out what the order is and then write the two letters that would come next in that
order. The first one has been done for you and the alphabet is printed to help you.

ACEGIKM (0) (Q)
ABCDEFGHIJKLMNOPQRSTUVWXYZ

59. BADCFEHGJI.................( ) ( )

60. ABBCDDEFFGH .......... ( ) ( )

61. szvrsop...................( ) ( )

62. ACBDFEGIHJLK.............( ) ( )

63. AEBECED.....................( ) ( )

TOTAL
GO STRAIGHT ON TO THE NEXT PAGE.

 

 

 

45
46
47
48
49

50
51
52
53

55
56
57
58

59

61
62
63

19

201

PAGE 5
Ineachofthelinesbelow,thesecondwordbmadefromthe first,tand the fourth
fromthethirdinthesameway. Findhowthesecoudandfourthwordsaremadeineach
line,andmakethesixthwordfromthefifthinthesameway.

PAT TAP : NIP PIN : MAY ........ .( YAM )

 

 

 

 

 

 

 

 

Look over your work until time is up

64. TWO TO : ACT AT : ITS ............ ( ) 64
65. THE HE : TON ON : CUP ............ ( ) 65
66. RARE ARE : SILL ILL : WEAK. . . . .( ) 66
67. RlME EMIR : PART TRAP : LOOP .......... ( ) 67
68. EAT TEA : REEF FREE : PILLS..... . . . . . . . . .( ) 1 68
Inthequestioasbelow,otherletters have beenputin place of the real letters ofa’
wordtomakeacode. Usethesamecodetofindthesecondwordinthequestion. The 3
> first has been done for you. 1
If m means m, wind... Yx mean? 1. ................... IE ............................ 1
69. 1f KLSSBDR means VILLAGE, what does SLKR mean? (....... . . . . . . . . .) : 69
70. If BOUFMPQF means ANTELOPE, what does FMPQF mean 7...... . . . . .) . 70
71. If XZYAB means MONEY, what does XAY mean? ............ ' ...... ) I 71
72. If ATMNPCR means DECLINE, what does PCMNPCR mean ?.. ..... . . .) 72
In the rows below, the words and numbers on the right go together in the same way
as those on the left, but the middle word or number is missing. Write the ONE missing :
word or number in the space on the right. Each line is different. The first has been done 3
for you. 1
light; day; sun : dark; ( night )moon
73. baby; man; boy : baby; ( . .) girl 73
74. 2; 4; 6 : 5; ( ..) 15 g 74
75. bird; air; aeroplane : fish; (... . . . . . . . . . . . . . . .) boat 1 75
76. 8; 3; 5 : 4; ( . .) 2 76
77. spare;pare;are : beat ( ...........)at 77
78. chair; wood; table : window (... .......................... .) mirror 78
79. wire; electrician; electricity : pipe (....... . . . . . . . . . . . . .. .) water 79
80. Ibadan; town; Kano : spider (...... . . . . . . . . . . . .. . .)ant 80
TOTAL 17
END OF TEST

APPENDIX VII

IBADAN ARITHMETIC TEST

202

2O 5
APPENDIX VII

IBADAN ARITHMETIC TEST 1.
By
M. A. Banana, M.A.

FirstNames ............................................................
Schoolattended .................. . ........ .................
Age ............ years ...........months DateofBirth .......... 19....
Readtheeel-tructimcarefully.

1. There are five sections in this test and in each section there are sums and problems.
2. When you have finished one section go on to the next without waiting to be tokl.

3. No more than ten minutes will be allowed for each section and if you have not finished at the
end of that time, you will be told to go on with the next section.

4. If you come to a question you cannot answer, even after trying very hard, leave it and go on
with the next.

-5. You must work carefully and more quickly than you usually do.
6. If you make a mistake, cross it out neatly and put the correct answer as close to it as possible.

7. Before you do the real test you will work a short practice test to show you how quickly you will
need to work in the real test.

DO NOT TURN OVER THIS BOOKLET OR OPEN IT UNTIL YOU ARE TOLD

204

PRACTICE TEST 2 Minutes

”—sz
hI—N
ibUtN

Ans.

2. Subtract.
s. d.
6 7
2.1 -.10

Ans.

nasasasdmvaoho\o~a~0~o~o~v§a~fi aaaaaaaaaaaaaaaaaaaaaaaaaa (Nasa‘rv‘O‘vvv ‘‘‘‘‘‘‘‘‘‘‘‘ \tW‘ ttttt \(‘Al‘t‘t‘pv‘ uuuuuu N‘d‘p\d~o‘\'~V\l\t\lvuo~o\vat~n~d\t\pu

3. I cut a six-inch length from the end of a piece of string one yard long. How long is the piece of
string now ?

Ans.......ft. ......in.

f‘ur\a\n\l\I\v\_li,lvv\l\'\l‘l\l\l\,0\'\fl‘r\,I\lv\l\l\l\’\f\O\I\’Vvvvwvv‘ ~\’\—\I\'\n\r’\-\a \O\'\a§n\'\r‘-ua\p\4~l\r\l\n !O\p§—‘o‘1~d\4sa\-\4\t\a\f\r\t\’\

4. How many hours are there in one and a half days ?

Ans. ...... hr.

.~\~V\'\l\av\'" ~lvvw‘l

 

fina‘Al\t\f\f\l\ -\I\O\JI a\o\a\o\r\a\ o\a\AMo\Mna\v\mt\AIV\/W\1Wv\~w

DO NOT TURN OVER UNTIL YOU ARE TOLD.

205

 

 

 

 

2
SECTION 1
1. Add. 2. Subtract. 3. Multiply. 4. Divide.
“i i 3 3 5 3 g 7 Am'
8 x
+893 —279 ”—‘ “lilo“
Ans. Ans
Ans.
5. 1—§= .................. 6. 0.0105 + 0.3068 = ..............
7. If half of a number is thirteen, what is the number?
Ans .............

t\AAn\ - \AAWAMAAIW.I\1\A o\ a\Ao\1\/\ AtsnAfilemenWm/w W\I\r\t\ Al\a\o‘a~r\v~t

8. By what number must I divide 69 to get adividend of 23 ?

Ans .............

 

9. What is the largest number which will divide exactly into 65 and 117?

 

10. What is a third of half of eighteen?

Ans .............

 

ll. _ Thirty children seated in six rows in a classroom are numbered 1-30 along the rows, starting at
the back. There is the same number of children in each row. What is the number of the third
child from the end of the front row?

Ans .............

 

GO STRAIGHT ON TO THE NEXT SECTION WITHOUT WAITING TO BE TOLD

206

 

 

 

 

 

 

3
SECTION 2
12. Add. 13. Subtract 14. Multiply. 15. Divide.
f s d f s d i s d it s d
5 1% g g 2 63 3 6 Ans.
l l 5 1 18
2 3 5 _ '— 15; 46 ll 3
Ans. Ans. , Ans.
16. iof£l = ....s....d l7. 0.750foneshilling - ...... d.
18. I buy a knife for 7/6 and sell it for 9/3. How much profit have I made?
Ans. . . ..s ...... d.
19. If I sellsix dozen oranges at two for a penny, how much shall I have altogether?
Ans. ...... s . . . .d

vvwma\

 

W

 

 

MMVVVVVVVVWV‘

 

I‘M

20. I go to market with 10/- and buy 3 yams at 6d. each, 4 scoops of rice at 4d. per scoop, 11b. of
meat .at. 2/3 per lb. and ilb. of butter at 7/- per lb. How much money have I left?

 

'Wv v ‘1‘: \- \I‘

 

 

VV
1

21. After I had spent half of my money I spent another 2/6, and had a quarter of my money left.
How much money did I have to start with?

Ans ...............

 

TURN OVER AND GO ON WITH THE NEXT SECTION WITHOUT WAITING TO BE TOLD

207

 

 

 

 

4
SECTION 3
22. Add. 23. Subtract. 24. Multiply.
yd. ft. in. Miles yd. yd. ft. in.
2 8 l 60 3 l 4
1 _ _9 __ 120 _ 6
Ans. Ans. Ans.
25. Divide.
Miles Furlongs
Ans. 26. T'aof one mile = ................ yd.
27) 91 1
27. 0.45 of l yd plus .05 yd = ............ ft.

WW\AAAAtmn\WMAAMAnAAAAJQM’h4 v\m

 

flwnnflflhli O\AAI§I\~V\~\AMMAI\MMI\~\N

28. A six yarrd length of material is divided up into nine equal pieces. What is the l ength of each
piece

Ans. ........ ft.

W‘

 

M!

 

 

29. A man runs eight times around a 440 yd. track. How many miles has he run?

Ans. ...... miles

 

 

30. Seven marks are made at equal distances apart along the whole length of the scale of a foot rule.
How many inches along the rule will the third mark be?

Ans. ...... inches

WW

 

an

 

31. Two men start at the same time walking towards each other from places ten miles apart. One
walks twice as fast as the other. When the faster walker has travelled two miles, how far are the
two men apart ?

Ans. ........ miles

 

GO STRAIGHT ON WTTH THE NEXT PAGE WITHOUT WAITING TO BE TOLD

208

5
SECTION 4

32. Add. 33. Subtract. 34. Multiply.
lb. oz. St. lb. Tons cwt

l 12 5 4 2 6

2 5 2 9 12

1‘ _l__5_ __ _ _. _ __ _-

Ans. ,- Ans. m _ _ Ans. __ _
35. Divide. 36. i of one cwt. = .......... lb.
Tons. cwt. st.
A“ 37. 0.25 of31b. = ...... lb ........ oz.

 

16) 21 4 o

MAAAAf\'\l\Al\’\Al“W\I‘I\C\C\fl/\I\I‘l‘tmt\l‘fl A"mv\lv‘fl\l\nv\fl\l\l\lfi “(\l\d\l\flv\"l\'\lfifl\v‘I\l\fl\d\'v\l\l§t\fll\fl\l‘

38. A lorry can carry up to five tons. It is loaded with sixty-five one hundredweight bags. How
many more one cwt. bags can it carry ?

v\'\-’W\I VVVVW\I\'V\J\IVW\IWVV\¢\I\t\c\l\t\t\~\a\“A'\Ml\ Al‘l‘Mnl‘At\t\l\AO§Iml\,l\l\l§lhv \a\1\r\o‘t\l-Al‘\~\t\ A vs '\

39. A passenger in an aeroplane has to pay £1 for every 2 lb. of luggage over 42 lb. If his luggage
weighs 4st. 61b. how much does he pay?

Ans. £ ..........

'W\IW\AMIW V\I\l\!\I\MI\I\I\'\’\AfflMl\f\Mf\t\f\/\MI v‘AMt-AAAAAAAAAAAAAAAA-\nn-\I\I\A~\r\rafi

40. A weighing machine always shows 2 oz. in every pound more than the true weight. What
would the machine show for a true weight of one stone?

Ans.. . . .st. ..lb. ..oz.

MAAA~\I\AI\MAAAI\MAI\I\AAA A “I!“’ p\I\l\l\I\t\l

 

l\’\l\t'ht\l\f\l\’\t\hAA“'\I\l\l\l\l\l\l|l\l\l\o\O\l\.t\lv\I\I\/\I\NV

41. The sum of two weights is five stones and theirdifference is two pounds. What is the larger
weight?

Ans. ...... st. . . . .lb.

 

TURN OVER AND GO ON WITH THE NEXT SECTION WITHOUT WAITING TO BE TOLD.

209

 

 

6
SECTION 5
42. Add 43. Subtract.
hr. min. sec. days hr.
4 35 20 12 6
l 46 50 3 15
Ans. Ans.
44. 7 am. to 6. pm. on the same day = ........ hr.
45. In October there are .......... days

 

46. At what number on the clock does the big band point when the time is 7.45?

Ans. ..........

“AAAAAAAMAAMAAAAAA“’\M’\O\l\'\d\l§l\lhl‘O\d\n\f‘l‘d‘~o§a\l\d§d\fl’\l\1\l\rv\oho\'\lv\fllv‘t\l\lv \\\\\\\\\\\\\\\\\\\\\\\\\\\\\ v

47. A man spends i of each week at work. He works seven hours on each working day. On
how many days of the week does he work?

Ans. ........ days

MN~n\o\l\t\a\n\l\_t\l\t\M-\r\t\t\;\a so. 1‘ e\t\f\a‘o\ an file In .\. .ov\t\r\r\l\r\Al‘uvv‘1\a\o\nvu\a\a\ov V\a\¢ \a V‘IV‘AAOVVV‘se‘ama snosp\'

48. A clock loses 3 minutes in every hour. If it is correctly set at 8 a.m., what time will it show at

5 pm. on the same day?
Ans. ........ p m
49 If March ends on a Friday, on what day does it begin?
Ans ..........

Ra‘sszV\l\o\vv~/\a\p\t\’v\l\ u\ n o\l\l\l\t\d\l‘§a \eaaua\o\n\-~sl\flt so\’\W\a\:\a\a\c\o\o\a\o 1"

50. A girl was born on the 30th of June, 1948. How old was she in years and completed months
on September, lst, 1957 ?

Ans. . .yr. ..months

 

END OF THE TEST

Look over your work until time is up.

210

7
Scale Process
Scores 7 Scores T . W L M 1 N
‘ 1 ._.___. .
; a ., _, f __ - 1 1.. f__-_
Addition ; 1 42 1 32 1 22 1 12 .5 1
Subtraction E ' 43 g 33 23 13 i 2
Multiplication 1 34 f 24 1 14 1 3
Division 1 35 1 25 1 15 4

 

1
Fractions 1
1

Decimals

 
 

Total

Mechanical Arith.
So. So.

Mechanical Arith.

 

 

rant“

Se. Sc.

Problems

 

 

 

 

|
1

37127

1—.. .

9 1
136126116 5

1 .
117 6

   
   
 

 

 

 

 

 

 

 

APPENDIX VIII

DESCRIPTION OF SCHWARZ'S USAID-AIR TESTS

211

212

DESCRIPTION or SCHWARZ'S USAID-AIR TESTS*

Copies of Schwarz's tests are not available as they

have not been COpyrighted.

1. Similarities measures the general ability to learn.
It involves "concept formation" in finding a relationship
among five pictures, and thus approximates the general intel-
ligence test. Items are presented in roughly ascending order
of difficulty, beginning with simple concepts and building up
to more subtle ones that only a small proportion of examinees
can discover

 

2. Boxes is a new test of three-dimensional visuliza-
tion. It was developed for use instead of the FATB or TALENT
versions which require the examinee to interpret perspective
drawings. Boxes replaces these drawings with wooden cubes
that are given to the examinees,.and that they can-use as an
aid while working the pencil-and-paper test problems.

0 ‘ I O O I I O O O O O O O O C O O 0

4. Figures 18 a third perceptual test in the technical
skills area, u is directed at the higher levels. It is
based on the well-known "hidden figures" type of item that
appears to be related to flexibility and ingenuity in problem-
solving Operations.

 

*Paul A. Schwarz, Aptitude Tests for Use in Developing
Nations(Pittsburgh: American Institute for Research, 1961),

pp. 22—23.

APPENDIX IX

QUESTIONNAIRE FORM

213

 

 

 

 

 

 

 

 

 

 

214
NUMBER

NAME

(Last name) (First)
AGE YOUR FATHER'S OCCUPATION
NAME OF PRIMARY SCHOOL ATTENDED
NAME OF SECONDARY MODERN SCHOOL ATTENDED
DO YOU OWN A BICYCLE? YES NO
DO YOU OWN A WRIST WATCH? YES NO
DOES YOUR FATHER OWN A BICYCLE? YES NO
DOES YOUR FATHER OWN A MOTORCYCLE? YES NO
DOES YOUR FATHER OWN AN AUTOMOBILE? YES NO

IS THERE ELECTRICITY IN THE VILLAGE OR TOWN WHERE YOU NOW
LIVE? YES NO

HAVE YOU EVER USED ANY OF THE FOLLOWING:

HAMMER? YES NO
SAW? YES NO
SCREWDRIVER? YES NO

SPANNER? YES NO

BIBLIOGRAPHY

215

BIBLIOGRAPHY

Books

Epelle, Sam. The Promise of Nigeria. London: Pan Books,
Ltd., 1960.

 

Legum, Colin. Africa, A Handbook to the Continent. London:
Anthony Blond, Ltd., 1961.

Taylor, Andrew. Educational and Occupational Selection in
West Africa. LondEn: oxford University Press, 1962.

 

Bulletins

 

City and Guilds, Its Aims and Work. London: City and Guilds
onLondon Institute, 1959.

Schultz, William. Introduction to Engineering Science. New
Orleans, La.: Government of:the Proteetorate of'Uganda,
Delgado Trade and Technical Institute, 1959.

Schwarz, Paul A. Aptitude Tests for Use in Developin Nations.
Pittsburgh: American Institute fbr Research,l§61.

Statistical and Economic Review. London: The United Africa
pCbmpany, Ltd., Ne. 22, January, 1959.
Articles and Periodicals

Nicholson, Margorie. "Training Africans for Life in a Modern
Economy,‘ Civilizations, VIII (1958).

 

Wickert, Frederic R. "Industrial Psychology in Africa,"
The American Psychologist, xv, No. 2 (February, 1960).

 

. "Selection of Students and Employees in West
Africa," News Bulletin, Institute of International Edu-
cation, III, No. 3 (November, 1960).

216

 

217

Published Tests

 

Bennett, George et al. Mechanical Reasoning, Differential'
Aptitude Test. New York: Psychological Corporation,
1947.

Army Classification Battery. Washington: Personnel Research
*Branch, The Adjutant General's Office. (undated)

 

Prak, J. Luning. Mathematical and Technical Test. London:
George G. Harrap andfiCo., Ltd., 19H8.

 

Reports

Ashby, Eric et al. Investment in Education, The Report of
the Commission on Postischool Certificate and Higher
Education in Nigeria. Lagos: Federal Ministry of”—
Education ofSNigeria, 1960.

 

 

 

U. S. Library of Congress. A List of American Doctoral Dis-
sertations on Africa. washington: *U. S. Government
Printing Office, 1962.

 

Unpublished Materials

 

Cottier, M. and Caunce F. "Report of the Development of
Technical and Commercial Education in the Federation
of Nigeria, 1961-76." Prepared for the Federal Govern-
ment of Nigeria, 1961.

Okusaga, Ayo. "Conference of Obas and Chiefs held in Ibadan
on the 17th and 19th of May, 1960." A speech by the
Honourable Minister of Education, Western Region,
Honourable Ayo Okusaga, 1960.

Skapski, Adam. "The DevelOpment of Technical Education and
Its Relation to the Educational System in Western
Nigeria, 1962-1970." A special report for the United
States Agency for International DevelOpment and Western
Region Government, Nigeria, 1962.

Taylor, Andrew. "Personnel Selection, West African Command
Pilot Investigation." Institute of Education, Univer-
sity College, Ghana.(undated).

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