ERIC Number: ED076770
Record Type: RIE
Publication Date: 1972-Dec
Reference Count: N/A
The Effect of Contiguity on Informational Achievement and Psychomotor Performance.
Hudson, Donald W.
Using a randomized block design and involving the participation of 73 fifth, sixth, and seventh grade pupils, this study sought to ascertain the relative effects of traditional, varied and integrated contiguity on the achievement of information content and the performance of a psychomotor task. The informational content selected for the study concerned series-parallel circuits and basic radio theory. The 2-part psychomotor task consisted of assembling a series-parallel circuit and a crystal radio set. Each student was exposed to identical presentations of content and performed identical psychomotor tasks with differences only in contiguity. Findings included: (1) The achievement of students exposed to traditional contiguity or varied contiguity was higher than the achievement of students exposed to integrated contiguity, and (2) Psychomotor performance was not affected by contiguity. Educators can expect no significant differences in psychomotor performance between students of high mental ability and low mental ability. They can, however, expect students of high mental ability to have a higher level of informational achievement than students of low mental ability. (Author/SN)
Descriptors: Academic Achievement, Achievement Gains, Discovery Learning, Doctoral Dissertations, Educational Research, Electric Circuits, Experiential Learning, Industrial Arts, Psychomotor Skills, Sequential Approach, Task Performance
University Microfilms, A Xerox Company, 300 N. Zeeb Rd., Ann Arbor, Michigan 48103 (MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Missouri University, Columbia