ERIC Number: ED426215
Record Type: RIE
Publication Date: 1998-Dec-11
Reference Count: N/A
Technology Education Modules: Blessing or Curse.
Rogers, George E.
A study compared modular industrial technology education instruction with traditional laboratory instruction and industrial technology education instruction in contemporary laboratories. Seventh-grade middle school students were assessed prior to their enrollment in a 9-week industrial technology education course. Their achievement gain was measured with an identical posttest after completion of the course. The analysis of covariance was used to compare the three different instructional settings based on students' achievement gains as measured by the pretest-posttest instrument. A total of 160 seventh-grade industrial technology education students from a Midwest school district comprised the sample: 67 students from the middle school with the traditional laboratory, 65 middle school students from the modular school, and 30 seventh graders from the school with a contemporary laboratory. Findings indicated the following: overall there was no significant gain from the industrial technology education course; seventh-grade students who received instruction in the contemporary industrial technology education laboratory posted an achievement gain of 11.5 percent; contemporary laboratory instruction also provided significantly better achievement than modular technology education in the areas of general industrial technology education knowledge, drafting technology, manufacturing processes, construction technology, and power/energy. Appendixes contain 8 tables. (Contains 12 references.) (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (New Orleans, LA, December 11, 1998).